1. What the Research Says
ACTEAZ Summer Conference
July 2017
Brought to you by your ACTEAZ
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.
11. 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.
12. Are you frightened yet?
If not, turn to your neighbor and talk about the state of American politics
13. Which statistics stood out for you?
Turn to your shoulder partner and share
Be prepared to share with the group
14. If you still aren’t frightened, let me
help
Some realities about higher education
15. 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
17. 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.
18. 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
19. 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
23. 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, http://morrisoninstitute.asu.edu/products/rise-role-career-and-technical-education-arizonas-future
24. 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….”
29. 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: Careertech.org
30.
31. 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.
32. Any surprises or insights?
Turn to your shoulder partner and share.
Be prepared to share with the group.
34. 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
35. 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
36. 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
37. 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
38. Signature Features of High-Quality CTE
Pedagogy
CTE teachers focus on core, 21st-century skills
Work-based learning is developmental, progressive and progressively
intensive
39. How are we doing as a state?
Turn to your shoulder partner and share.
Be prepared to share with the group.
40. 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.
41. Need more information?
For more CTE research visit:
• The CTE Research Clearinghouse at
http://www.acteonline.org/clearinghouse.aspx
• National Association of State Directors of CTE Consortium
www.careertech.org
• The National Research Center for CTE at www.nrccte.org
• Association for Career and Technical Education
www.acteonline.org
The answer is CTE. Of course, the President’s budget actually cuts CTE funding, but he has spoken openly about his support for CTE and praised the German approach to vocational education.
This presentation will take you through a variety of emotions comparable to raising a child. The fear prior to their birth that you don’t know what you have gotten yourself into. The jubilation associated with a new born baby. The hope that they’ll grow up to be well mannered, contributing members of our society. The challenges associated as they mature into teenagers. The relief when they finally become independent adults.
The Washington Post: The Majority of U.S. Public School Students Live in Poverty. http://www.washingtonpost.com/local/education/majority-of-us-public-school-students-are-in-poverty/2015/01/15/df7171d0-9ce9-11e4-a7ee-526210d665b4_story.html
CTE can fix the “mobility escalator”
Slide courtesy of Dan Jesse, Senior Research Associate, RMC Research Corporation.
Students in poverty. This map shows where they are in terms of eligibility for free and reduced price lunch. Notice where the Native Americans are and where the poverty is most intense. Urban poverty is considered by some to be different than rural poverty (Gurley 2016). While some have sympathy for those in urban poverty, rural poverty is met with some disdain because of the belief that it is white poverty. In reality, many minority group members in rural areas are also in poverty such as AI/AN students.
Slide courtesy of Dan Jesse, Senior Research Associate, RMC Research Corporation
As you can see, the participation rate for persons aged 16 to 24 has dropped substantially since 2000, while participation of those persons 65 and older has increased. Labor force participation has dropped more than any other group in the population.
Slide courtesy of Dan Jesse, Senior Research Associate, RMC Research Corporation
Source: Opportunity Nation 2016 Young People not in School and Not working. (% ages 16-24). Retrieved from http://opportunityindex.org/opportunity-index-rankings/?indicator=inclusion Add the west average 13.5% on this same chart.
Slide courtesy of Dan Jesse, Senior Research Associate, RMC Research Corporation
The percentage of disconnected youth in the region is slightly higher in the region than it is in the U.S. The unemployment rates for young people are about the same for those aged 16-19 but slightly lower in the region for those aged 20-24.
Slide courtesy of Dan Jesse, Senior Research Associate, RMC Research Corporation
Wyman, Nicholas. Why We Desperately Need to Bring Back Vocational Training In Schools. Forbes. http://www.forbes.com/sites/nicholaswyman/2015/09/01/why-we-desperately-need-to-bring-back-vocational-training-in-schools/
37% of college grads are currently employed doing work for which on a high school diploma is required. Bureau of Labor Statistics, 2015
The six-year graduation rate for four-year colleges is 60%. The three year graduation rate for community colleges is 22%. Source: Source: “Trump’s Non-Celebrity Apprentices, Wall Street Journal. June 19, 2017
Source: Recovery: Job Growth and Education Requirements Through 2020. Anthony P. Carnevale, Nicole Smith, Jeff Strohl, Georgetown University. June 2013.
Source: Recovery: Job Growth and Education Requirements Through 2020. Anthony P. Carnevale, Nicole Smith, Jeff Strohl, Georgetown University. June 2013.
Careertech.org reports: “Those jobs that require more than a high school diploma but less than a four-year degree account for 54% of U. S. labor market, but only 44% of the country’s workers are trained at that level.” Original source: http://.national skillscoalition.org/resources/publications/file/middle-skill-fact-sheets-2014/NSC-United-States-MiddleSkillFS-2014pdf
Harvard Business Review, Kochan, Finegold and Osterman: Who Can Fix the Middle Skills Gap?
Who Can Fix the “Middle-Skills” Gap? https://hbr.org/2012/12/who-can-fix-the-middle-skills-gap?utm_source=Middle+Skills+Gap+-+Looming+or+present+crisis%3F&utm_campaign=middle-skills_gap&utm_medium=email
See also: Why Job Growth Remains Mushy in the Middle After the Recession—NBC News. August 14, 2015.
Middle-skills jobs—called by some New Collar jobs.
We have a new “skills-based” concept gaining momentum. Skills are being emphasized over traditional hiring filters like college degrees, work history and personal references. In June 2017 concept received strong corporate support from Microsoft which announced a grant of more than $25 million to help Skillful, a program to foster skills-oriented hiring, training and education. Effort is led by Markle foundation.
This is current Arizona data based on an independent study that shows a direct correlation between CTE participation and a dramatic reduction in dropout rates in the two largest districts in the state. Please note that Tucson Unified Data included no central campus students. Mesa data does include both Central and Satellite students.
Source: Unpublished dissertation. Grand Canyon University. May, 2017
Arizona Department of Education CTE Data Snapshot, February 2016
The data on the impact of CTE on achievement are mixed. Students who participate in CTE programs of study definitely outperform peers. CTE students enrolled in science or STEM-centric fields of study—including agriculture, IT and engineering technology scored at and above average on the 12th grade NAEP. In fact, the highest 12th grade NAEP scores in science were actually earned by CTE concentrators in agriculture, IT and engineering technology (http://nces.ed.gov/pubs2010/2010021.pdf
In Indiana, CTE concentrators scored 10 percentage points higher on state Algebra exams when compared to all students. Source: http://www.doe.in.gov/sites/default/files/cte/2015-cte-data-analysis-report-final-6.23.2015.pdf
“80% of students taking a college preparatory academic curriculum with rigorous CTE met the standard for college and career readiness, compared with 63% of students taking the same academic core without rigorous CTE.” Career and Technical education Should be the /rule, Not the Exception. Tim Hodges, Gallup Opinion. March 10, 2015
Sources:
http://cte.ed.gov/docs/NACTE Final Report2014pdf
http://nces.ed.gov/pubs2013/2013001.pdf
Source: Dougherty, Shaun M. Career and Technical Education in High School: Does it Improve Student Outcomes. Thomas Fordham Institute. April 2016
Beyond the technical and academic content delivered through a problem-based, contextual curriculum, CTE pedagogy should incorporate opportunities for students to:
Use contemporary technology
Take leadership and project management roles
Engage in productive struggle
