ELC Exxon Mobile Case Competition Winner Emory UniversityIesha Scott
• All graphics for presentation and documentation
• Brand equity measurement and marketing plan
• Demographic, psychographic and digital marketing analysis
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
ELC Exxon Mobile Case Competition Winner Emory UniversityIesha Scott
• All graphics for presentation and documentation
• Brand equity measurement and marketing plan
• Demographic, psychographic and digital marketing analysis
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
The rising cost of college is spurring many young adults to re-evaluate their post-secondary education options. See what Millennials are saying about it.
https://www.juniorachievement.org/web/ja-usa/critical-issues
Trinity Kings World Leadership: Family Franchising Systems: Human Capital Man...Terrell Patillo
1 Peter 5:2-3Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
1 Corinthians 14:40Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
Reporting on public education too often subscribes to the “if it bleeds, it leads” school of journalism. Yet good things are happening in our schools every day. Here, CPE shares our Top 10 list of good things happening in public education, though it’s far from an exhaustive list.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
The rising cost of college is spurring many young adults to re-evaluate their post-secondary education options. See what Millennials are saying about it.
https://www.juniorachievement.org/web/ja-usa/critical-issues
Trinity Kings World Leadership: Family Franchising Systems: Human Capital Man...Terrell Patillo
1 Peter 5:2-3Easy-to-Read Version (ERV)
2 take care of the group of people you are responsible for. They are God’s flock.[a] Watch over that flock because you want to, not because you are forced to do it. That is how God wants it. Do it because you are happy to serve, not because you want money. 3 Don’t be like a ruler over those you are responsible for. But be good examples to them.
1 Corinthians 14:40Easy-to-Read Version (ERV)
40 But everything should be done in a way that is right and orderly.
Reporting on public education too often subscribes to the “if it bleeds, it leads” school of journalism. Yet good things are happening in our schools every day. Here, CPE shares our Top 10 list of good things happening in public education, though it’s far from an exhaustive list.
PISA 2018 Results Volume VI - Are Students Ready to Thrive in an Interconnect...EduSkills OECD
Today’s students live in an interconnected, diverse and rapidly changing world. In this complex environment, a student’s ability to understand the world and appreciate the multiple different perspectives they are likely to encounter is key to their success.
In 2018, the OECD Programme for International Student Assessment (PISA) conducted its first evaluation of students’ capacity to live in an interconnected world. The assessment focused on students’ knowledge of issues of local and global significance, including public health, economic and environmental issues, as well as their intercultural knowledge, skills and attitudes.
Andreas Schleicher, OECD Director for Education and Skills, presents the findings from this latest PISA report.
Pathways to Prosperity:Meeting the Challenge of Preparing Young Americans for the 21st Century
William C. Symonds
Director
Pathways to Prosperity Project
Harvard Graduate School of Education
Frankfort, Kentucky
September 21, 2011
Our mission at CwS, is to increase both the visibility of a variety of STEM careers and the diverse types of people doing those jobs in a way that doesn’t place additional burden on already strained educators. In doing this, we hope to introduce students to professions that they can see themselves undertaking in the future. It is not that we think everyone should be a scientist. Rather, we think everyone should be able to see himself or herself as a scientist or working in the STEM fields.
This presentation was given in Phoenix, AZ on January 23rd 2016 as part of the 21st Century STEM: Integrate to Innovate conference.
Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Addressafacct
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
3 Solutions to Support Greater Educational Equity Right NowDreamBox Learning
Investing more money, dedicating more people, and doing more to improve schools and support teachers is needed for educational equity, but here are 3 things you can do to support greater educational equity right now.
Dr. Freeman A. Hrabowski, III, president of the University of Maryland, Baltimore County (UMBC), offers practical and scalable solutions to that problem in a new policy paper released by The McGraw-Hill Research Foundation. In the paper, Institutional Change in Higher Education: Innovation and Collaboration, Hrabowski discusses how his institution has addressed the shortage of STEM graduates, particularly among groups that have been underrepresented in these fields, including minorities, women, and students from low-income backgrounds. UMBC has been recognized widely as a leader in higher education innovation. For three years in a row, the U.S. News and World Report America’s Best Colleges Guide has ranked the university number one among “Up-and-Coming” national universities.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
What the Research Says 2017
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