This document discusses career and technical education (CTE) and how it prepares students for both college and careers. It examines how CTE has shifted from a focus on job training to developing academic, employability and technical skills aligned with college and career readiness standards. The document argues that CTE programs provide a rigorous environment for students to gain skills like critical thinking, communication and collaboration required for 21st century success. It concludes that CTE offers benefits to both college-bound and career-focused students by integrating academic standards and teaching skills needed for future endeavors.

1. Running head: CAREER AND TECHNICAL EDUCATION 1
Career and Technical Education:
Exclusive Preparation For Both College and Career
Brandon M. Grummer
Valdosta State University

2. CAREER AND TECHNICAL EDUCATION 2
Career and Technical Education: Exclusive Preparation For Both College and Career
The 21st century has brought about many significant changes to educational practices,
assessments, and evaluations. The College and Career Readiness initiative has been one of the
catalysts for this season of change. The College and Career Readiness modernization of
education can be seen from the elementary level, up to high school and beyond. This research
project examines modern trends that affect high school programs, 21st century changes to Career
and Technical Education, and the invaluable aspects of these programs in the local school.
College and Career Readiness
The American Diplomas Project Network, as cited by Nebbergall and Hambrick (2011),
defined College and Career Readiness as “the content knowledge and skills high school
graduates must possess in English and mathematics – including, but not limited to reading,
writing, communications, teamwork, critical thinking, and problem solving – to be successful in
any and all future endeavors” (p. 1). This is a broad definition, which requires all schools to
ensure that all students are prepared for success after graduation. Satisfying these criteria is a
huge undertaking for the local school; however, it is a lofty task worth achieving. The
application of this definition takes a plethora of forms, all pointing schools toward preparing
students to be successful in their endeavors following high school graduation.
David T. Conley, PhD (2012) documented that “a student who is ready for college and
career can qualify for and succeed in entry-level, credit-bearing college courses leading to a
baccalaureate or certificate, or career pathway-oriented training programs without the need for
remedial or developmental coursework” (para 5). This analysis of College and Career Readiness
examines a student’s readiness for entry into post-secondary institutions only, by aligning
“college readiness” to baccalaureate programs and “career readiness” to career training

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programs. Furthermore, Conley stated “college readiness generally means the ability to
complete a wide range of general education courses, while career readiness refers to readiness
for courses specific to an occupational area or certificate” (para 14). This statement analyzes a
student’s preparedness for college and career through the lens of attending one of the multiple
formats of post-secondary institutions.
Olson (2007) discussed the perplexity that exists when expressing exactly what is
required to prepare students for life after high school by debating whether students ultimately
need to prepare for college, career, or both. To answer this question, the author recognized that
“even college graduates will eventually have to find their way in the labor market” (para 5).
Furthermore, Olson examined the current lack of ‘soft skills’ that exist in today’s high school
graduates. Specifically, a skills gap exists in “demonstrating personal accountability and
effective work habits, such as punctuality, working productively with others, time and workload
management” (para 31). Despite this gap, according to Olson, proactive measures have not yet
been taken to ensure improvement. Olson resolved that “the opposite may be occurring. If
teachers are compelled to focus more on academic skills and test scores, they may devote less
attention to soft skills and efforts to improve them” (para 40).
Hans Meeder (2008) documented The Perkins Act of 2006: Connecting Career and
Technical Education with the College and Career Readiness Agenda. The purpose of The
Perkins Act of 2006 was “to develop more fully the academic and career and technical skills of
secondary education students and postsecondary education students who elect to enroll in career
and technical education programs” (p. 4). This federal law provided the foundation for a
philosophical shift in the focus of Career and Technical Education from a mere job-training
initiative into a catalyst for college and career readiness.

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“The Perkins Act description of CTE Programs of Study allows for programs that lead
from high school directly to baccalaureate degree programs at colleges or universities, in
addition to programs that lead to certificates and associate degrees at community and
technical colleges” (p. 5).
This philosophical shift of practice requires that CTE courses increase rigor by implementing
more challenging academic course standards. For example, rather than simply providing an
environment where students learn to build structures in a Construction Technology course, the
21st century CTE curriculum also teaches students the design theory required to fabricate such
structures. This paradigm shift has begun, and it is critical that the leadership of CTE programs
at both the local and state levels ensure that there is “synergy between CTE and the college and
career readiness agenda [by allowing] CTE teachers, administrators, and state leaders to be
invited as full partners in pursuing the college and career readiness agenda” (p. 20).
The Association for Career and Technical Education (2011) explained that in order to be
“career ready”, skill proficiency is required in academics, employability, and technical areas, as
required by the language written in The Perkins Act of 2006. Academically, all students need
proficiency in core subject areas; therefore, all “need the academic skills necessary to pursue
postsecondary education without remediation – the measure many consider ‘college readiness’”
(para 4). However, to be considered “career ready” much more is required of today’s students.
Students must possess the ability to apply their academic knowledge in realistic career-specific
circumstances. They must also possess the ability to perform on-the-job tasks such as “critical
thinking/problem solving, information-technology application, teamwork/collaboration, [and]
creativity/innovation” (para 9). Likewise, to be “career ready”, graduates must to acquire
technical skills which will guarantee entry-level positions within a specific career area. At both

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the national and state levels, a series of career clusters have been created which are “very broad,
[by] providing students with a foundation of knowledge that could be applied in numerous
related careers. More specific pathway-level skills begin to hone students’ abilities in a more
defined career area” (para 12). Given this analysis, an equal focus on academic skills,
employability skills, and technical skills is considered the best way certify graduates as both
College and Career Ready.
Dr. Charis L. McGaughy, PhD (2012) presented research on the similarities and
differences of both College Readiness and Career Readiness. In previous decades, “career
readiness” was defined as job training, or vocational education, while “college readiness” was
defined as college preparatory education. However, a changing global economy has surfaced
new occupations that require different skillsets. For 21st century jobs, it will be vital for students
to acquire skills in communications, technology, problem-solving, and flexibility, initiative, and
adaptability. Therefore, “this shifting set of knowledge and skills signals the obsolescence of the
distinction between college prep and job training as basic organizer for secondary education” (p.
6).
Given the many publications that have established CTE as a full player in the College
Readiness Initiative, and the Career Readiness Initiative, how does CTE rise to the challenge of
meeting the needs of the 21st century student?
CTE: Valuable For All Students
Career and Technical Education programs have the unique ability to align with current
and future industry needs, both academically and technically, while graduating students with the
employability skills necessary for success in the global economy. Bray, et al. (2010) discussed a
persistent misassumption regarding Career and Technical Education.

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“There is a lingering misconception that CTE has little to offer to college-bound students.
This is an outdated point of view. Today, many CTE programs are aligned with rigorous
academic standards – and they teach academic, employability, and technical skills that
lead students directly to college. The best CTE programs, in fact, deliver far better
outcomes than do unfocused general education programs” (p. 16).
High-performing educational institutions understand the blended benefits of a rigorous academic
focus combined with employability and technical skills instruction. This structure best serves the
needs of all 21st century students.
Bray, et al. (2010) also chronicled the importance of graduating students who are both
college and career ready; however, the system to accomplish this goal is a paradigm shift from
traditional methods. The most necessary 21st century job skills will require the “4 Cs”, which
are “critical thinking/problem solving, communication, collaboration, and creativity/innovation”
(p. 7). The best environment to increase rigor and allow students to acquire these skills is
through the integration of 21st century Career and Technical Education programs. Marie Barry,
Director of Career and Technical Education, New Jersey Department of Education stated,
“as we were revising our Core Curriculum Content Standards to integrate 21st century
skills, there were many ‘ah-ha’ moments: CTE is already teaching 21st century skills.
CTE practitioners can help other educators teach 21st century skills. At the same time,
the framework for 21st century learning can assist CTE educators to think more deeply
about their instructional practices” (p. 7).
Career and Technical Education programs are natural environments where students learn the “4
Cs” of the 21st century.

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Bray, et al. (2010) explained Career and Technical Education’s vital role in placing all
students on the path to college and career readiness. There are three understandings that must
become normal culture in 21st century education. First, “there is no place anymore for a tiered
system that tracks students into inequitable college-bound or work-bound pathways to the future”
(p. 12). Second, “knowledge is necessary, but not sufficient, for success today. Students need
skills to be able to apply their knowledge and continue learning” (p. 12). Third, “teaching and
learning environments matter. Many students learn more when schoolwork is connected to their
interests, to real-world problems, and to the worlds of work and college” (p. 12). Before a full
partnership between Career and Technical Education and core academics subjects can exist, all
stakeholders in education must accept these three assertions regarding the structuring of
education programs.
CTE Facilitates STEM Education
Drage (2009) reflected on the modernization of Career and Technical Education. The
article explained that CTE programs facilitate the current Science, Technology, Engineering, and
Mathematics (STEM) education initiative. “Modern CTE programs expose students to future
career opportunities and also technical skills at a time when it is crucial to get students interested
in science, technology, engineering, and math (STEM)-related occupations early in their
educational careers” (p. 33). Further discussion was centered on the national and state level
career cluster of Career and Technical Education. Of the 16 national career clusters of Career
and Technical Education, a new STEM cluster exists. “The STEM pathway contains two
groups. One group contains the knowledge and the other group the skills required to prepare for
careers in STEM” (p. 33). A complete STEM education requires students to acquire academic
knowledge, employability skills, and technical aptitude. The Career and Technical Education

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model is the most comprehensive environment to fully implement the STEM initiative. “Modern
CTE programs, geared to technology and industrial standards, can provide the same level of rigor
and relevance to which other traditional academic courses aspire, and at the same time sustain
the unique identity of CTE” (p. 33).
Drage (2009) summarized the transformation of CTE as “the future of CTE lies in
promoting high standards – both in academic and occupational areas – and developing
curriculum in emerging fields. “As the country moves into an era of change, it is time that CTE
embraces this change and opens its eyes to the new realities of work and education” (p. 33). This
revolution of Career and Technical Education has begun. Given the realignment of career
clusters, and subsequent career pathways, CTE is emerging as a matchless backdrop for 21st
century education.
How Is CTE A Matchless Backdrop For 21st Century Education?
Christen (2009) documented the importance of transforming classrooms into
environments that facilitate 21st century collaborative learning. Specifically, instruction must be
planned and executed in ways that align more closely with the way modern-day students interact
with one another outside the classroom. “Sitting quietly and passively while taking lecture notes
does not come naturally to a student population accustomed to a virtual world of instant
messaging, pervasive Internet access, and online social networking” (p. 29). Also, the
importance of soft skills must be infused into the classroom environment while integrating
technology on an everyday basis, and collaborating with business partners to remain current with
industry-specific trends. The instruction of 21st century skills “often do not find a place in the
fact-based pedagogical approaches that still dominate many classrooms” (p. 29).

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Shealer and Shealer (2014) published A Cooperative, Multi-grade, 3D Design Project,
documenting a collaborative project between a middle school Career and Technical Education
program and a first grade elementary school class. The first grade class began a unit of
instruction titled “Going Green in the Neighborhood”, while simultaneously the eighth grade
students utilized 3D printing technology in a module called “Going Green”. These units of
instruction both satisfied STEM skills and standards in both the first and eighth grade levels.
The first grade students learned to sketch basic green home designs. The eighth grade students
learned to use Google SketchUp software. Then, “each of the eighth-grade student groups
received a sketch from a first-grade counterpart” (p. 8). Technology-based and face-to-face
communication ensued and collaboration between the two groups rendered a final project,
“Cougarland” – a 3D printed green neighborhood community. This hands-on, project-based
learning allowed students to gain knowledge in three major areas. First, academic knowledge
was achieved through hands-on use of green design content. Second, employability skills were
learned through the collaboration between the two groups. Third, technical skills were enhanced
as the students learned to use new design software and finalized their project by 3D printing.
This collaboration project fully meets the goals of an exemplary 21st century Career and
Technical Education environment.
Sutton, Grubbs, and Ernst (2014) published Designing Under Constraints: Cell Phone
Case Design Challenge, a look the integration of the engineering design process within STEM
and Technology Education programs. Students should not only design under a structured
approach, but also incorporate creativity and ingenuity into the engineering design process.
Therefore, according to ITEA/ITTEA (2000/2002/2007), as cited by Sutton, Grubbs, and Ernst
(2014), to effectively educate 21st century students, they should be placed in environments

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where they “develop an understanding of engineering design, develop abilities to apply the
design process, and develop an understanding of and be able to select and use manufacturing
technologies” (p. 16). A hands-on Career and Technical Education environment allows students
to not only gain an understanding of engineering and design in the academic environment, but
also “develop abilities to apply the design process” that are fully realized in the full
implementation of Career and Technical Education.
Okoro, Washington, and Cardon (2011) examined the relationship between electronic
portfolios (or ePortfolios) and employment in the 21st century. “Forbes author Dan Schawbel
predicts that, within 10 years, resumes will be a thing of the past. Rather, job seekers will use
ePortfolios and other online communications to provide information about their qualifications to
employers” (p. 347). ePortfolios allow students the ability to demonstrate their personal
knowledge, skills, and accomplishments through a format that will be used in the future when
seeking employment in the modern day workforce. Career and Technical Education students
have the unique ability to create ePortfolios, which showcase abundance of technical skills,
projects, and other in-field artifacts. Furthermore, CTE instructors can also uniquely utilize
ePortfolios as a way to assess students’ knowledge and skills. By using ePortfolios, “students
become acutely aware of their strengths and weaknesses, more so than by developing resumes.
Most students view this assignment as a significant motivation to better prepare themselves for
the workplace.” (p. 349). Since many assessments in CTE programs are project-based and/or
performance-based, it is appropriate for instructors of CTE to “help students produce a polished,
professional, and compelling online presence” (p. 350), a key example of an employability skill
of the 21st century.

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Horan (2011) explained the benefits of marketing oneself through an online presence.
She described the importance of each student and professional having an individualized
marketing plan. Horan asks the question “have you considered that you may need your own
personal marketing plan to promote ‘you’?” (para 2). Also called a “visibility plan”, it is
important that students, job seekers, and professionals alike create a personalized strategy to
stand out online. “Your [online] visibility defines you better. It shows other what types of
person you are. It helps people decide whether they want to do business with you, hire you or
refer you” (para 12). Career and Technical Education programs render student products that
display knowledge and skills. These CTE artifacts, virtually displayed via an online platform,
will better equip students for employment above and beyond those who solely participate in
general education classes.
Georgia’s College and Career Ready Performance Index (CCRPI)
Maureen Downey (2013), of the Atlanta Journal-Constitution, described the Georgia
College and Career Ready Performance Index (CCRPI) is being “designed around a
comprehensive definition of college and career readiness, or the level of achievement required in
order for a student to enroll in two- or four-year colleges and universities and technical colleges
without remediation, fully prepared for college-level work and careers. This means that all
students graduate from high school with both rigorous content knowledge and the ability to apply
that knowledge” (para 20). CCRPI is measured in three key sections: achievement, progress, and
Achievement Gap. State Superintendent, Dr. John Barge championed the new school rating
system when he stated,
“I am very pleased that we now have a school improvement measure as in-depth as the
College and Career Ready Performance Index. We are no longer bound by the narrow

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definitions of success found in the Adequate Yearly Progress measurement. Holding
schools accountable and rewarding them for the work they do in all subjects and with all
students is critical in preparing our students to be college and career ready. The index
effectively measures how schools prepare our students for success” (para 15).
Career and Technical Education plays a key role in the “Post High School Readiness”
portion of a school’s CCRPI score. Graded on a 100 percent standard score, benchmark number
nine of the 2015 CCRPI states “percent of graduates completing a CTAE pathway, or an
advanced academic pathway, or a fine arts pathway, or a world language pathway within their
program of study” (Georgia DOE, 2014). Career and Technical Education pathways are one of
four major departmental areas where students are able to complete a “pathway”, designating a
sizeable amount of this benchmark’s score to originate from the local school’s CTE department.
Graded on a 95th percentile based on state-level data, benchmark ten of the 2015 CCRPI states
“percent of graduates completing a CTAE pathway and earning a national industry recognized
credential (passing an end of pathway assessment) or an IB Career-Related Certificate” (Georgia
DOE, 2014). This benchmark score falls solely on the local school’s ability to not only graduate
pathway completers, but for students to also be prepared enough to attain a nationally recognized
credential in his or her respective CTAE pathway. Given these two benchmarks, Career and
Technical Education departments across the state of Georgia have the potential to stand out as a
key contributor to a school’s overall College and Career Ready Performance Index score.
In the state of Georgia, the Department of Education has assimilated many industry-credentialing
examinations that align with each respective career pathway. The state leadership
of Career and Technical Education has “establish[ed] a measurement mechanism to ascertain the
level of technical skill attainment on behalf of its career pathway completers. Georgia’s

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measurement process has been derived in direct response to the Perkins IV Legislation,
specifically, Core Indicator 2S1 which requires states to implement a valid and reliable
assessment model linked directly to industry validated standards” (Georgia DOE, 2014). To
name a few, the Architectural Drawing and Design career pathway is approved to certify career
pathway completers by administering the Autodesk Revit Architecture User Certification exam.
The Automobile Maintenance Light Repair career pathway uses the ASE Student Certification
exam, while the Business Technology career pathway utilizes the Microsoft Office Specialist
credential. These credentials, and many others in Georgia’s 17 career clusters, are nationally
recognized industry qualifications. (Georgia DOE, 2014) Career and Technical Education not
only provides a 21st century learning experience, but students have the opportunity to attain an
industry-recognized credential alongside a high school diploma – the clearest path to College and
Career Readiness.
Hyslop (2008) examined Career and Technical Education’s exclusive ability to graduate
students who can attain workforce readiness credentials. Workforce readiness skills are “defined
as a baseline of hard and soft skills that are transferable from one position to another across
industries” (p. 40). Various national and local organizations have created assessments to
formally determine readiness. Even though CTE programs facilitate relevant real-world
scenarios that train students for college and career readiness, the addition of a workforce
readiness credential allows instructors to supplement any gaps found in official state-run
credentialing arrangements.
Career and Technical Education facilitates not only a modernized 21st century learning
experience for all students, but also rewards those students who spend multiple years inside one

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career pathway program by providing the opportunity to earn both an employability skills
workforce ready credential, and a technical skills credential respective to one’s career pathway.
The mission of Etowah High School in Woodstock, Georgia is “Graduating Lifelong
Learners and Productive Community and Global Citizens”. Anthony Calvanese, graduate of the
Class of 2009 at Etowah High School recently stated,
“Career Tech classes in high school played a significant role in preparing me for college
and industry experience in the field of engineering. The emphasis of the instruction on
workplace responsibility, professionalism, and time management skills helped to create a
smooth transition into a professional career” (Calvanese, 2014).
Anthony is currently majoring in Mechanical Engineering Technology at Southern Polytechnic
State University in Marietta, Georgia and is also a Consulting Engineering Co-op at Applied
Technical Services. David Hernandez, graduate of the Etowah High School Class of 2012
stated,
“I am currently employed at Compass Display Group and we specialize in the design and
manufacturing of commercial displays. Companies we have worked for include Books a
Million, GoPro, Best Buy and Pizza Hut, just to name a few. I wouldn't have been able to
get a job like this if it wasn't for the Career Tech classes, specifically Architectural
Drawing and Design. I can honestly say that I obtained more real world, practical
knowledge in these classes than I did in any other classes in high school. To start, Career
Tech classes helped sharpen my employability skills. These classes taught me the
importance of communication in a work environment as well as the priceless skill of self-reliance.
But most importantly, I learned to work on long-term goals efficiently, while

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meeting specific deadlines and managing several projects at the same time” (Hernandez,
2014)
These examples are a few of the many great aspects of today’s Career and Technical Education
programs, which work to fulfill the mission of the local school.
Conclusion
This evaluation of the benefits of Career and Technical Education extend beyond the
classroom. Students who experience Career and Technical Education cite additional
preparedness for life after high school by realizing employability and technical skills alongside
cutting-edge knowledge upon graduation. CTE students are given the opportunity to graduate
with bonus credentials in addition to the standard high school diploma. Secondary Career and
Technical Education programs have the potential to positively impact a local school’s College
and Career Ready Performance Index, while providing environments where students can truly
obtain both College and Career Readiness. All stakeholders should truly consider Career and
Technical Education as an invaluable asset to today’s education system.

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References
Association for Career and Technical Education. (n.d.). What is "Career Ready"? Association for
Career and Technical Education.
Bray, J. B., Hyslop, A., DeWitt, S., Green , K. A., Kay, K., Greenhill, V., et al. (2010). Up to the
Challenge. Partnership for 21st Century Skills, 1-40.
Calvanese, A. (2014, 10 30). (B. Grummer, Interviewer)
Christen, A. (2009, 01). Transforming the Classroom for Collaborative Learning in the 21st
Century. Techniques, 28-31.
Conley, D. T. (2012, 05). A Complete Definition of College and Career Readiness. Educational
Policy Improvement Center.
Drage, K. (2009, 05). Modernizing Career and Technical Education Programs. Techniques, 32-
34.
Georgia Department of Education. (2014). CCRPI. Retrieved 10 2014, from Georgia Department
of Education: http://www.gadoe.org/Curriculum-Instruction-and-
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Hernandez, D. (2014, 11 04). (B. Grummer, Interviewer)
Horan, D. (2011). Marketing Yourself. Albany-Colonie Regional Chamber of Commerce.
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Nebbergall, A., & Hambrick, K. (2011). College and Career Readiness. ICF International.
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