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What the Research Says 2017

CTE Research Update November 2017

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What the Research Says 2017

  1. 1. What the Research Says ACTEAZ Summer Conference July 2017 Brought to you by your ACTEAZ
  2. 2. Bell work  What is the one education topic that Betsy DeVos, Randi Weingarten, Donald Trump and Al Franken all “support?” Turn to your shoulder partner and share.
  3. 3. Fear, jubilation, hope, challenge, relief
  4. 4. Let’s embrace fear Economic realities
  5. 5. The new (and not so new) challenge: children living in poverty
  6. 6. The Social mobility escalator is broken  For the first time in 50 years, a majority of U.S. public school students come from low income families.
  7. 7. Labor Force by Age
  8. 8. Disconnected Youth-Ages 16-24: 2016 9.0 9.1 9.2 10.6 11.4 12.2 12.2 12.5 12.8 13.1 13.5 13.5 14.0 14.0 14.2 14.5 15.0 15.2 15.4 17.2 Nebraska Wyoming North Dakota South Dakota Colorado Kansas Utah Montana Oregon Washington California Western Region Idaho Hawaii Texas Nevada New Mexico Arizona Oklahoma Alaska Source: Opportunity Nation, 2016
  9. 9. Untapped Resources Disconnected Youth 13.2 13.5 0 5 10 15 20 US Region 2016 Unemployment 15.7 15.7 8.4 8.0 0 5 10 15 20 25 US Region Ages 16-19 Ages 20-24
  10. 10. Economic Trends YOUNG ADULTS ARE FALLING BEHIND: Youth Labor Force Participation has been falling, and roughly one-out-of-seven youth (16-24) are not in school or at work. PROLIFERATION OF LOW PAID JOBS: Of the ten occupations that will create the most jobs in the West, nine pay less than $33,000 a year EDUCATION IS CRITICAL: Those with a high school degree or less have lost millions of jobs since 2008. Job gains have gone to those with at least some post- secondary education.
  11. 11. Are you frightened yet?  If not, turn to your neighbor and talk about the state of American politics
  12. 12. Which statistics stood out for you? Turn to your shoulder partner and share Be prepared to share with the group
  13. 13. If you still aren’t frightened, let me help Some realities about higher education
  14. 14. College for all?  68% start college  Only 40% complete college  53% of grads are unemployed or underemployed  Student loan debt now exceeds auto loans, credit card balances and home-equity loan debt … $1.3 trillion
  15. 15. The Opportunity Jubilation?
  16. 16. Job Growth Through 2020  Notwithstanding failure to resolve the federal government’s budgetary challenges, the U.S. economy will grow from 140 million to 165 million jobs by 2020  There will be 55 million job openings in the economy through 2020: 24 million openings from newly created jobs and 31 million openings due to baby boomer retirements.
  17. 17. Job Growth Through 2020  Job openings in healthcare, community services and STEM will grow the fastest among occupational clusters.  By 2020, 65% of all jobs in the economy will require postsecondary education and training beyond high school. (Don’t forget how much of high school CTE earns dual enrollment.)  By educational attainment:  35% of job openings will require at least a bachelor’s degree  30% of the job openings will require some college or an associate’s degree  36% of the job openings will not require education beyond high school
  18. 18. A look at the economy  47% of all new jobs 2010-20 are middle skills jobs  48% of current labor force are middle skill jobs  86% of companies have experienced labor shortages….up from 53% in 2013 Source: Harvard Business Review Who Can Fix the Middle-Skills Gap? January 2015
  19. 19. The Hope CTE to the rescue
  20. 20. CTE works!  It is learning that works
  21. 21. Engagement Getting kids to school and graduating on time
  22. 22. On the Rise ASU Morrison Institute for Public Policy The analysis of data from Tucson Unified School District and Mesa Public Schools found: 1. The hazard of dropping out was reduced by 70% for Mesa students and 50% for Tucson students who had taken 2 or more CTE courses 2. Taking two or more CTE courses reduced absenteeism by 3 days for CTE students in Tucson. Compared to students who shared the same socio- economic and academic characteristics but did not take CTE Source: On The Rise report,
  23. 23. Dr. Laura Jaime research “…..that there is a statistically significant association between CTE program completion with CTE concentrators and non-CTE concentrators and the on-time rate of graduation compared to academic concentrators. On-time rates of graduation is not independent of CTE program completion for CTE concentrators and non-CTE concentrators….”
  24. 24. 2015-16 Arizona CTE Concentrator  Four year graduation rate is 99%
  25. 25. Achievement
  26. 26. Transition Sending them on to worthy post secondary destinations
  27. 27. Transition  78% of CTE concentrators enroll in postsecondary education, full time, within two years of graduation  About one third of all dual enrollment credits—about 600,000 in all—are earned in CTE courses  Students in postsecondary CTE programs are more likely to be employed within five years than those in an academic field of study Source:
  28. 28. Fordham University report on CTE--2016  Students with greater exposure to CTE are more likely to graduate from high school, enroll in a two-year college, be employed, and earn higher wages.  CTE is not a path away from college: Students taking more CTE classes are just as likely to pursue a four-year degree as their peers.  Students who focus their CTE coursework are more likely to graduate high school by twenty-one percentage points compared to otherwise similar students (and they see a positive impact on other outcomes as well).  CTE provides the greatest boost to the kids who need it most— boys, and students from low-income families.
  29. 29. Any surprises or insights? Turn to your shoulder partner and share. Be prepared to share with the group.
  30. 30. The Challenge Like we needed more!
  31. 31. High-quality CTE  “Not all CTE we find in today’s public schools provides the proper beginning of a career pathway—a pathway that builds on credentials business and industry recognize and value.” James Stone, NRCCTE
  32. 32. High-quality CTE  “What is needed is a re-visioning of CTE …providing students with the skills they need to move through a viable career pathway and continue their education and training to make that pathway a reality. What is needed is high-quality CTE.” James Stone, NRCCTE
  33. 33. Signature Features of High-Quality CTE Curriculum  The curriculum is derived from industry and reflects qualifications for future employment  The curriculum is delivered through projects that address authentic problems  The curriculum continually enhances related mathematics, literacy and science concepts  Learning is community-based…that is team-based  Secondary and postsecondary programs share a common industry advisory council
  34. 34. Signature Features of High-Quality CTE Pedagogy  CTE Teachers are highly qualified in technical and pedagogic skills  Develop and sustain a community of practice among teachers  Understand that academics offer essential workplace knowledge and skills.  Maximize academic teaching opportunities in the occupational curriculum  Recognize that teachers in occupationally oriented courses are not academic teachers, but teachers of academics in context
  35. 35. Signature Features of High-Quality CTE Pedagogy  CTE teachers focus on core, 21st-century skills  Work-based learning is developmental, progressive and progressively intensive
  36. 36. How are we doing as a state? Turn to your shoulder partner and share. Be prepared to share with the group.
  37. 37. Suggested Reading:  Doughtery, Shaun. “Career and Technical Education in High School: Does It Improve Student Outcomes.” Fordham. April 2016.  Catellano, Sundell and Richardson. “Achievement Outcomes Among High School Graudates in College and Career Readiness Programs of Study.” Peabody Journal of Education. Volume 92, 2017. Issue 2  Stringfield and Stone. “The Labor Market Imperative for CTE: Changes and Challenges for the 21st Century.” Peabody Journal of Education. Volume 92, 2017. Issue 2.  Stone. “Introduction to Pathways to a Productive Adulthood: The Role of CTE in the American High School.” Peabody Journal of Education. Volume 92, 2017. Issue 2.  Carnevale, Smith and Strohl. Recovery: Job Growth and Education Requirements Through 2020. Georgetown University Public Policy Institute. 2013.
  38. 38. Need more information? For more CTE research visit: • The CTE Research Clearinghouse at • National Association of State Directors of CTE Consortium • The National Research Center for CTE at • Association for Career and Technical Education
  39. 39. The Relief It’s over!