1. Is Our Nation Meeting the Challenge? NACTEI 9:45 AM May 17, 2012 Benson Hotel, Oxford Portland, Oregon Dr. John C. Foster

2. – World Renowned Surfer – Leader of the Atmospheric Science Group – Professor of Microbiology – Circuit judge – Emperor's grandson who once befriended a soviet agent – World Renowned Surfer – Leader of the Atmospheric Science Group – Professor of Microbiology – Circuit judge – Emperor's grandson who once befriended a soviet agent Who am I? Lifetime CTE Advocate (tradesman, teacher, administrator, teacher educator, state director) Currently serving as CEO of NOCTI and principal investigator for the National Research Center for Career and Technical Education

3. Over 45 years serving the CTE community Non-profit organization Owned and operated by the 50 states Works with both secondary and post- secondary populations Nocti Business Solutions (a NOCTI subsidiary) provides services to industry This is NOCTI …

4. GOVERNACE: 11 person board elected by a consortium of state directors of CTE, all 58 are members. Non- profit organization with 45 years of experience serving the Career and Technical Education (CTE) community. OUR SERVICES: Professional Development Instructional Improvement Standards and Assessment Development Assessment Delivery (including 3 rd party tests) Program Management (states, locals and certification agencies) A little more about us

5. Services

6. Industry Connections

7. Diversification: Key to Business Growth

8. We are in a very unique position

9. Pathways to Prosperity Project: Highlights US educational advances have been minimal (incremental gains) Advocates a comprehensive pathway network “We are the only developed nation that depends so exclusively on its higher education system as the sole institutional vehicle to help young people transition from secondary school to careers, and from adolescence to adulthood,” says Robert Schwartz, academic dean and professor at the Harvard Graduate School of Education, Robert Schwartz, academic dean and professor at the Harvard Graduate School of Education,

10. Pathways to Prosperity Project: Highlights That comprehensive pathway network includes; –Broader vision of school reform that emphasizes multiple pathways to success, which may not require a bachelor’s degree –More emphasis on career counseling –High quality CTE (apprenticeships and Community Colleges) –More involvement by employers –A social compact (everyone has the education and experience to be successful)

11. Another Voice on the Topic

12. Learning for Jobs: OECD Organization for Economic Co-Operation and Development

13. Our Disclaimer on Standardized testing Generally – People put more value on it, than they should – Often cited as documentation that US education is failing – Often cited as a way to evaluate teachers The Reality A standardized test is a snapshot in time There are too many variables to make a direct linkage between standardized tests and the US education system and individual teachers However Given the right feedback disaggregated scores on these tests can be used for instructional improvement They can give an overview if the shortcomings are considered

14. Unintended Consequences of Standardized Testing … OR Things we need to avoid !

15. Misdiagnosing Student Learning: safety vs.. ability to read safety information Stereotyping: Test proves females don’t do well Teaching to the bubble: instead of adapting instruction Tracking: Limits students ability to learn from peers Drilling on Test Items: No real focus on concepts or application Narrowing the Curriculum: Limits a students’ ability to grow Misdiagnosing Student Learning: safety vs.. ability to read safety information Stereotyping: Test proves females don’t do well Teaching to the bubble: instead of adapting instruction Tracking: Limits students ability to learn from peers Drilling on Test Items: No real focus on concepts or application Narrowing the Curriculum: Limits a students’ ability to grow The Six Deadly Sins

16. Let’s get to the DATA! What does the national data say about technical competence in the United States? OR Are our entry level workers better prepared than in the past?

17. Data Background USA 2006-2011 356,000 points of data Technical and Soft skills assessments Secondary and Post-Secondary Programs

18. T-Tests Independent Sample T-test (05-06 vs.10- 11) – 2 very different groups –Compare difference in means –Accommodates for variance in population –Multiple occupations

19. Oh, and about the Norm

20. Secondary & Post-Secondary Implementation

21. Across the States Soft Skills and Technical Each year 60,000 to 75,000 tests

22. Across the States Secondary Only Each year 45,000 to 65,000 tests

23. Across the States Post-Secondary Only Each year 3,500 to 6,500 tests

24. Across the States Secondary and Post-Secondary States testing 500 to 15,000

25. Across the States Clusters with at least 500 test takers Showing positive gains

26. A Sampling of State Examples

27. 2006-2011 3,000 (ID), 29,500 (NJ), 95,000 (PA) points of data Technical and Soft skills assessments Secondary and Post-Secondary Programs

28. Idaho Implementation Approximately 425 tests annually

29. The Idaho Picture

30. New Jersey Implementation Approximately 5,000 tests annually

31. New Jersey Technical Means

32. Pennsylvnia Secondary & Post-Secondary Implementation

33. The Pennsylvania Picture Technical Only Approximately15,500 tests yearly

34. So are we better?

35. Santa Clara ROP, California: Implementation Approximately 4,000 points of data

36. The Santa Clara ROP Picture Approximately 590 tests yearly

37. Chicago Public Schools, Illinois: Implementation Approximately 4,000 points of data

38. CPS Benchmarking

39. Another LOCAL Picture Technical Only Approximately 200 tests yearly

40. So are we better? Gains in technical competence! USA:02% Idaho:24% New Jersey:02% Santa Clara:06% Chicago:Benchmarking Fort Osage18% Pennsylvania12%

42. Thank You! John.foster@nocti.org nocti@nocti.org John.foster@nocti.org nocti@nocti.org