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Author :
Publisher :
ISBN 13 :
Total Pages : 7 pages
Book Rating : 4.:/5 (125 download)
Download or read book Improving College and Career Readiness Through CTE Programs of Study written by and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : James R. Stone III
Publisher : Teachers College Press
ISBN 13 : 0807770930
Total Pages : 225 pages
Book Rating : 4.8/5 (77 download)
Download or read book College and Career Ready in the 21st Century written by James R. Stone III and published by Teachers College Press. This book was released on 2015-04-17 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than half of 9th graders in the United States will never complete a college degree. High schools must do more than prepare some students for college: They must prepare all American youth for productive lives as well as continued learning beyond high school. In this timely volume, two educational leaders advocate for a more meaningful high school experience. To accomplish this, the authors argue that we need to change the focus of our current high school reform efforts from "college for all" to "careers for all." This work shows how schools can prepare young people both for the emerging workplace and postsecondary education.
Author : Jason L. Johnson
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Download or read book Examining the College and Career Readiness Perspectives and Practices of Comprehensive High School Administrators who Lead Career and Technical Education Programs of Study written by Jason L. Johnson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: n addition to equipping high school students with the knowledge and skills needed for college success, secondary school leaders must also consider if, how, and to what extent students are learning career skills and habits that add value to an ever-changing global economy. To address this need, some school leaders are turning to Career and Technical Education programs of study. Using Seidman’s three-series approach of interviewing, this qualitative, collective case study examined the college and career readiness perspective and practices of seven comprehensive high school administrators in Central Ohio who lead CTE programs in their respective schools. From the analysis of the data, nine thematic leadership implications emerged, which include: (1) equipping students with the knowledge and skills to be college and career ready, (2) embracing CTE programs as technology advances, (3) keeping CTE programs in comprehensive high schools due to limited access in career centers, (4) focusing CTE programs on the needs and interests of students, (5) engaging high school students in CTE programs despite challenges, (6) supporting staff and repurposing spaces with resiliency and creativity, (7) partnering with higher education and industry to provide post-secondary experiences, (8) encouraging policymakers to interact with students to cause positive change, and (9) articulating CTE program needs to central office leadership to improve student outcomes. These findings provide fresh insights on the role that comprehensive high school administrators play as the synthesizing agent to meet the needs of students as well as the expectations of industry through the implementation of CTE programs of study.
Author : Tara Madden-Dent
Publisher :
ISBN 13 : 9781799867296
Total Pages : pages
Book Rating : 4.8/5 (672 download)
Download or read book Leading Schools with Social, Emotional, and Academic Development (SEAD) written by Tara Madden-Dent and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides theoretical and applied frameworks for educators who seek to improve their understanding of evidence-based strategies to embed social, emotional, and academic development (SEAD) practices into sustainable and measurable high impact systems"--
Author : Louisa Hanchard Palmer
Publisher :
ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (113 download)
Download or read book The Impact of Career and Technical Education Programs on Postsecondary Readiness for Overage Black and Latino Students as Perceived by NYCDOE Career and Technical Education Leaders written by Louisa Hanchard Palmer and published by . This book was released on 2018 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the perceptions of twelve New York City Department of Education leaders in Career and Technical Education (CTE) regarding programming, organizational structures and supports that impact college and career readiness of overage Black and Latino students. A grounded theory approach was used to define themes within the responses of CTE leaders that depict leadership practices to support the ability for overage students to graduate from high school and be able to complete a postsecondary college or skilled trade education. Findings concluded that CTE leaders perceived the greatest impact on postsecondary achievement for overage Black and Latino students to be curricula designed to ensure that students meet college readiness benchmarks before moving into CTE pathways, support structures and services that provide for the unique needs of overage high school students, and the use of human and capital resources in creative ways to provide for at-risk student support. A review of NYCDOE achievement data on CTE schools concluded that school leaders' perceptions of impact on achievement for Black and Latino students is reflected in four-year graduation rates for this population but are not necessarily reflected in college readiness index rates. Conclusions informed the researcher's recommendations for increasing the number of CTE schools with a narrow focus and enacting hiring practices and training for CTE leaders with the objective of improving the disproportionately low outcomes for Black and Latino high school student and reducing the number of Black and Latino students who become overage. Recommendations for further study specify a longitudinal study to determine the postsecondary career paths of Black and Latino students who graduate overage from NYCDOE CTE high schools as well as a study of the CTE interests of middle school students identified as at-risk in order to inform further improvements in CTE offerings.
Author : Marisa Castellano
Publisher :
ISBN 13 :
Total Pages : 260 pages
Book Rating : 4.:/5 (16 download)
Download or read book Rigorous Tests of Student Outcomes in CTE Programs of Study written by Marisa Castellano and published by . This book was released on 2014 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to investigate the relationship between participation in federally mandated college and career-preparatory programs--known as programs of study (POS)--and high school achievement outcomes. POS are an organized approach to college and career readiness that offer an aligned sequence of courses spanning secondary and postsecondary education, blending standards-based academic and technical content, allowing students to earn postsecondary credit while in high school, and leading to an industry-recognized credential or certificate at the postsecondary level or an associate or baccalaureate degree. The sample includes 6,638 students from three urban districts in three different states. This study employed a multi-method, longitudinal, quasi-experimental design. Qualitative measures included adherence to the legislatively mandated components of POS. In the quantitative portion of the study, we employed two different statistical approaches to the data in each district. First, we estimated the effects of enrolling in POS and the number of career and technical education (CTE) credits earned on GPA and graduation using an instrumental variable approach. In addition, we also addressed specific policy questions about completing a POS compared to other high school trajectories through posthoc multiple regression analyses. The outcomes show that in the first district, enrollment in POS schools caused more students to graduate by increasing the number of CTE credits they earned. In all three districts, earning more CTE credits was associated with graduation, although the results for the other two districts did not support the type of causal inferences we were able to draw from the first district's outcomes. We also found that POS students earned significantly more STEM or AP credits than comparison students, depending on the implementation context. POS students outperformed other students on technical measures at little to no cost to overall academic achievement. Across all districts, participation in programs associated with accruing college credits in high school (e.g., dual enrollment) was low, as was the incidence of earning an industry-recognized credential, two key elements of POS. We lacked the research funding to examine whether POS led to postsecondary degrees; however, senior exit survey results indicated that similar numbers of intervention and comparison students planned to attend a four-year college full time. This suggests that POS can be offered to high school students with no harm to their college aspirations or preparation. In addition, significantly more POS students indicated that their college studies would be related to their high school program, suggesting that students who enroll in a POS often continue their education in the same program area, and reap the benefits of having begun that preparation while still in high school. Our primary recommendation is for districts to seek ways to increase the number of CTE credits earned by high school students, because in all three districts, earning more CTE credits was associated with graduation. Other recommendations include re-examining dual enrollment programs so that more students participate, encouraging more people from industry backgrounds to become high school teachers, and improving data collection so that the efficacy of interventions may be better evaluated. All of these recommendations should improve POS, secondary school outcomes, and preparation of our nation's youth for postsecondary education and careers. The following are appended: (1) Quantitative Technical Appendix; (2) Qualitative Technical Appendix; (3) Classroom Observation Form; and (4) Senior Exit Survey Respondent Characteristics.
Author : David T. Conley
Publisher :
ISBN 13 :
Total Pages : 5 pages
Book Rating : 4.:/5 (16 download)
Download or read book Validation Study III written by David T. Conley and published by . This book was released on 2009 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the fourth report in a series of five reports resulting from the Texas College and Career Readiness Initiative (TCCRI) established by the Texas Higher Education Coordinating Board (THECB) under contract with the Educational Policy Improvement Center (EPIC). The purpose of the TCCRI is the Facilitation of the Development and Implementation of the College and Career Readiness Standards. The results of the TCCRI include the following: (1) Texas College and Career Readiness Standards; (2) Validation Study I: Alignment of Texas College and Career Readiness Standards with Entry-Level General Education Courses at Texas Postsecondary Institutions; (3) Validation Study II: Alignment of Texas College and Career Readiness Standards with Entry-Level Career and Technical Education College Courses at Texas Postsecondary Institutions; (4) Validation Study III: Alignment of Texas College and Career Readiness Standards with Courses in Two Career Pathways; and (5) Texas College Readiness Assignments. The analysis in Validation Study III builds upon two previous studies exploring the relationship between the CCRS and current practice in postsecondary education in Texas. This study replicates the methodology employed by the two previous efforts. It analyzes the alignment between all of the CCRS (English, mathematics, science, social studies, and cross-disciplinary standards) and two specific CTE course pathways--nursing and computer programming. In particular, this study analyzed the CCRS in relation to the level of preparation necessary for entire CTE career pathways beyond entry-level courses in all five CCRS subject areas. For this study, a standard is considered aligned if one of two criteria is met: (1) the instructors from at least one course within the pathway most frequently reported (modal response) that the standard was "most necessary" or "more necessary" in preparing students to succeed in the course; or (2) the instructors from at least one course within the pathway most frequently selected (modal response) the rationale statement that the standard is: "required, not covered in course"; "reviewed only, not re-taught"; or "introduced as new material." Overall, a standard is considered aligned to a pathway if a standard is considered necessary or is taught in at least one course and that course is necessary for successful completion of a pathway. The findings are consistent with the results of the previous two validation studies comparing the CCRS to postsecondary expectations in Texas institutions of higher education. Secondary institutions can use the alignment results to create integrated CTE courses aligned with current postsecondary expectations and practice. Postsecondary institutions can use this information to conduct self-studies of content included in course pathways and to increase consistency between the pathways offered at different institutions. Statewide, this study is a continuing step toward deeper understanding of the knowledge and skills needed for success in select two-year CTE programs. Appended are: (1) Consent Form; (2) Scale Items & Rationale Statements; (3) Nursing Course Level Alignment Results; (4) Programming Course Level Alignment Results; and (5) Pathway Alignment Results. (Contains 12 tables and 1 footnote.) [For "Validation Study III: Alignment of the Texas College and Career Readiness Standards with Courses in Two Career Pathways. [Executive Summary]," see ED539256.].
Author : R. Marc Brodersen
Publisher :
ISBN 13 :
Total Pages : 6 pages
Book Rating : 4.:/5 (16 download)
Download or read book Toward the Development of a Program Quality Framework for Career and Technical Education Programs written by R. Marc Brodersen and published by . This book was released on 2016 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Career and technical education (CTE) programs of study are subject to rigorous state and federal accountability systems that provide information on key student outcomes. However, while these outcome measures can form a basis for identifying high- and low-performing programs, they are insufficient for answering underlying questions about how or why that level of achievement was attained. Given the variety of CTE program guidance and program quality frameworks currently available, the Regional Educational Laboratory Central (REL Central) partnered with members of its college and career readiness research alliance (CCRRA) consisting of state directors of CTE programs in the central region. This study was designed to address the following questions: (1) What CTE program components do state educational agency (SEA) policies and guidance focus upon in the central region? and (2) How are current national CTE program frameworks structured, and what program components are the focused on. To address these research questions, REL Central and ACTE conducted reviews of SEA and national framework documents, respectively. This study was designed to address the following questions: (1) What CTE program components do state educational agency (SEA) policies and guidance focus upon in the central region? (2) How are current national CTE program frameworks structured, and what program components are the focused on. To address these research questions, REL Central and ACTE conducted reviews of SEA and national framework documents, respectively. REL Central collected CTE program guidance and policy documents from the seven states composing the REL Central region: Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. The National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) provided additional policy documents they had previously collected from the central states. ACTE collected program frameworks developed by national organizations. REL Central and ACTE conducted a document analysis of state CTE program guidance and policies, as well as national program frameworks. These documents were examined to identify and summarize the various CTE program components focused on. Analysis of the two sets of documents revealed nine broad categories of content: (1) Course content; (2) Course delivery; (3) Guidance and counseling; (4) Stakeholder partnerships; (5) Student leadership; (6) Student assessment; (7) Program outcomes; (8) Administrative program guidance; and (9) Administrative guidance for CTE teacher recruitment and training. Examination of the frequency with which each content area was addressed showed state and national guidance most frequently addressed stakeholder involvement and partnerships, course content and delivery, student assessment, and career guidance and counseling. Many of the other areas focused upon were related to administrative requirements. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Author : Janet Lynn Pack
Publisher :
ISBN 13 :
Total Pages : 147 pages
Book Rating : 4.:/5 (13 download)
Download or read book Improving Post-secondary College and Career Awareness and Readiness at a Rural Career and Technical Center in Northern Virginia written by Janet Lynn Pack and published by . This book was released on 2021 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this applied study was to solve the problem of a lack of post-secondary college and career awareness and readiness among students in a rural Career and Technical Education (CTE) center in Northern Virginia and to formulate a solution to address the problem. The central research question was “How can the problem of a lack of post-secondary college and career readiness (CCR) and awareness among students be solved at a rural CTE Center in Northern Virginia?” The researcher used a multimethod design consisting of both qualitative and quantitative approaches. The first approach was semi-structured interviews using open-ended questions with administrators. The second approach was a focus group consisting of business leaders. The third approach was a closed-ended survey with CTE students. The researcher used an inductive thematic analysis approach to analyze the interviews and six stages of analysis was used: orientation to the data, identification of themes, examining the themes, formulating and assignment of themes, and composing the results (Braun and Clarke, 2013). Five themes emerged from the coded interviews with administrators and four themes emerged from the interview of a focus group. A CTE student survey was conducted, data was analyzed to generate descriptive statistics of minimum, maximum, mean and standard deviation. Descriptive statistics aided in the development of a solution to the problem of a lack of CCR and awareness. Universal themes that emerged were students’ lack of soft skills, the need for students to be CCR when they graduate, the necessity for parents to be involved in CCR and awareness, a demand for increased partnerships between schools and businesses, and the need to integrate academics and CTE to provide application and context. These themes align with prior empirical research data.
Author : David T. Conley
Publisher :
ISBN 13 :
Total Pages : 65 pages
Book Rating : 4.:/5 (16 download)
Download or read book Validation Study II written by David T. Conley and published by . This book was released on 2009 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is the third in a series of five reports resulting from the Texas College and Career Readiness Initiative (TCCRI) established by the Texas Higher Education Coordinating Board (THECB) under contract with the Educational Policy Improvement Center (EPIC). The purpose of the TCCRI is the facilitation of the development and implementation of the college and career readiness standards. The results of the TCCRI include the following: (1) Texas College and Career Readiness Standards; (2) Validation Study I: Alignment of Texas College and Career Readiness Standards with Entry-Level General Education Courses at Texas Postsecondary Institutions; (3) Validation Study II: Alignment of Texas College and Career Readiness Standards with Entry-Level Career and Technical Education College Courses at Texas Postsecondary Institutions; (4) Validation Study III: Alignment of Texas College and Career Readiness Standards with Courses in Two Career Pathways; and (5) Texas College Readiness Assignments. This study replicates "Validation Study I: Alignment of Texas College and Career Readiness Standards with Entry-Level General Education Courses at Texas Postsecondary Institutions" by exploring the relationship between the CCRS and career and technical education (CTE) courses to establish the validity of the standards as an accurate representation of the key knowledge and skills necessary for college and career readiness and success. The results of the study can be used to analyze elements of the CCRS and how they relate to successful preparation for CTE coursework. Overall, the findings from this study indicate that every CCRS cross-disciplinary standard is aligned with at least one of the nine CTE courses analyzed. A separate component of this study analyzed the course documents to identify common practice within current CTE courses, and to create Reference Course Profiles. Reference Course Profiles are composite representations of the course documents collected, and provide a snapshot of current practice. This component of Validation Study II resulted in 7 CTE Reference Course Profiles. The results of this study can be used in various ways. Secondary institutions can use the alignment results to create integrated CTE programming aligned with current expectations and practice. Postsecondary institutions can use this information to conduct self-studies of course content and expectations. Statewide, this study is an initial step in deepening the understanding of the knowledge and skills necessary for successful preparation for entry-level CTE courses. Appended are: (1) Consent Form; (2) Scale Items & Rationale Statements; (3) Course Submission Additional Questions; (4) Course Level Findings; and (5) Reference Course Profiles. (Contains 13 tables and 3 footnotes.).
Author : Francesca Florio Salvadore
Publisher :
ISBN 13 :
Total Pages : 302 pages
Book Rating : 4.:/5 (111 download)
Download or read book The Relationship Between Biotechnology CTE Students and Non-CTE Peers with Respect to Self-Efficacy for Achievement, Attendance Support, and College and Career Readiness written by Francesca Florio Salvadore and published by . This book was released on 2016 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Urban education settings often struggle to meet the academic needs of students to best prepare them for postsecondary study or career readiness (ACTE, 2015; Gordon, 2014; Treschan & Mehrotra, 2014). Consequently, students who enter college may not have the baseline skills to be successful and may take longer to graduate, or may drop out altogether (ACTE, 2015; Stone & Lewis, 2012; Treshcan & Mehrotra, 2014). One program shown to improve student preparedness for college and career is Career and Technical Education (CTE) programs in urban areas. In examining difference between students in an urban high school Biotechnology CTE program and non-CTE students with respect to self-efficacy for achievement, attendance support, and college and career readiness, this convergent mixed methods design addressed the following research questions: 1. Is there a significant difference between students in an urban high school Biotechnology CTE program and non-CTE students with respect to self-efficacy for achievement, attendance support, and college and career readiness after controlling for initial differences in self-reported grades? 2. Is there a significant difference between students in an urban high school Biotechnology CTE program and non-CTE students with respect to the following demographic variables: self-reported grades, gender, and race? 3. How do students in an urban high school Biotechnology CTE program and non-CTE students describe their school experience with respect to self-efficacy for achievement, attendance support, and college and career readiness? Quantitatively, a survey determined if significant differences existed between 12th grade students in an urban high school Biotechnology CTE program (n=21) and non-CTE (n=69) students. Qualitatively, conducted focus groups further determined if differences existed between CTE students (n=14) and non-CTE students ( n=14). Quantitatively, there were no significant differences found within dimensions. Qualitative findings indicated that CTE students felt more prepared for college and career than non-CTE students. CTE students reported that challenging teachers prepared them for college and career, while non-CTE students reported that encouraging teachers prepared them. The findings from this study may help school , district and national educational leaders increase CTE programming in order to provide students with more job-embedded training and a more contextualized approach to traditional course-offerings.
Author : United States. Congress. House. Committee on Education and the Workforce
Publisher :
ISBN 13 :
Total Pages : 88 pages
Book Rating : 4.F/5 ( download)
Download or read book Preparing Today's Students for Tomorrow's Jobs written by United States. Congress. House. Committee on Education and the Workforce and published by . This book was released on 2015 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Charis McGaughy
Publisher : Corwin Press
ISBN 13 : 1483392562
Total Pages : 148 pages
Book Rating : 4.4/5 (833 download)
Download or read book Supporting the Dream written by Charis McGaughy and published by Corwin Press. This book was released on 2015-04-22 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational partnerships for postsecondary readiness – your resource guide is here! High school graduates want to be prepared to succeed in life after high school; for most that includes completing some form of postsecondary education. This thoroughly researched guide to building and sustaining effective, cross-system partnerships between high schools, colleges, and regional and local communities will help educators support students’ college and career readiness. College and career readiness experts, McGaughy and Venezia lead education stakeholders through a step-by-step process that improves postsecondary outcomes for all students. This book stresses the need to build effective working relationships and offers practical, actionable, information and straightforward strategies to help you: Identify needs Leverage existing relationships, programs and resources Build and sustain regional and local partnerships Implement a plan to measure key outcomes and provide comprehensive supports to ensure postsecondary readiness Connect policies and practices across partnerships to benefit student learning Communicate and work across partnerships to support successful student transitions Includes key research findings, real-world examples and reflections, and templates to guide your work to support improved student learning. "As high schools strive to partner with post-secondary institutions to improve their students’ college readiness, they will find the how-to answers here." Dave Daniels, Principal Susquehanna Valley Senior High School "I found the material interesting, engaging, and important. This book provides a solid rationale for partnership, provides a blueprint that is detailed enough to be helpful and loose enough to make clear that there is no one way approach but rather than their partnership must reflect their context." Natalie B. Schonfeld, Director Student Transition Services, University of California, Irvine
Author : Elizabeth P. Kelleher
Publisher :
ISBN 13 :
Total Pages : 228 pages
Book Rating : 4.4/5 (64 download)
Download or read book Readiness with a Purpose written by Elizabeth P. Kelleher and published by . This book was released on 2021 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to College Complete America (2019), 42% of recent high school graduates in the United States require remediation in either English, Mathematics, or both. Similar proportions of high school graduates in Delaware require remediation (Delaware's College Success Report 2017). In 2016, the Career and Technical Education office of Delaware's Department of Education partnered with Delaware Technical Community College to create the Readiness with a Purpose program to address the state's remediation concerns. The program, funded through a Strada Educational grant, involved creating the Foundations of College English course. The target population for the course was students from the Allied Health program of study, a Career and Technical Education (CTE) program in Delaware. The purpose of the Readiness with a Purpose program was to increase dual enrollment eligibility.
Author : David T. Conley
Publisher :
ISBN 13 :
Total Pages : 104 pages
Book Rating : 4.:/5 (16 download)
Download or read book Improving Alignment Between Postsecondary and Secondary Education written by David T. Conley and published by . This book was released on 2010 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper presents findings from five separate investigations undertaken as part of the Texas College and Career Readiness Initiative, a legislatively mandated program to increase the number of students attending and succeeding in college. It highlights activities designed to improve alignment between high school and college. These activities include defining what constitutes college readiness, validating the definition against entry-level college courses, developing "reference courses" as benchmarks for college expectations, exploring the relationship between college readiness in cross-disciplinary skills and expectations in two-year certificate courses, and analyzing the degree to which placement tests measure the knowledge and skills defined as college ready. The paper considers findings within a broader policy context to illustrate significance for Texas and for other states. The following are appended: (1) Texas College and Career Readiness Cross-Disciplinary Standards; (2) Scale Items & Rationale Statements for Examining the Alignment between the Texas College and Career Readiness Standards and Entry-Level College Courses at Texas Postsecondary Institutions; (3) Reference Course Profile: English Composition II; and (4) Scale Items & Rationale Statements For Alignment Between the CCRS [College and Career Readiness Standards] and Entry-Level CTE [Career and Technical Education] Courses. (Contains 22 tables and 3 footnotes.) [This report was prepared by the Educational Policy Improvement Center (EPIC).].
Author : Shaun M. Dougherty
Publisher :
ISBN 13 :
Total Pages : 48 pages
Book Rating : 4.:/5 (16 download)
Download or read book Career and Technical Education in High School written by Shaun M. Dougherty and published by . This book was released on 2016 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until the late 1990s, "vocational education" in traditional trades such as carpentry, cosmetology, and auto mechanics was often the presumptive high school placement for low-performing students considered ill-suited for college. However, in the past two decades, policymakers and educators have reconsidered what is now referred to as "Career and Technical Education" (CTE). Done right, secondary CTE provides preparation and skill building for careers in fields such as information technology, health services, and advanced manufacturing, in which many positions require a postsecondary education. While some high school CTE students do enter the workforce without additional training, many secondary CTE programs feed participants into professional certification or associate degree programs at two- or four-year colleges. The goal of today's CTE is simple: to connect students with growing industries in the American economy and to give them the skills and training required for long-term success. Unfortunately, little is known about this "new vocationalism." This study uses a rich set of data from the Arkansas Research Center (ARC) to follow three cohorts--more than 100,000 students--from eighth grade, through high school, and into college and/or the workforce. It asks: (1) Which students are taking CTE courses? Which courses--and how many of them--are they taking?; (2) Does greater exposure to CTE improve education and employment outcomes (high school graduation, college enrollment, employment status, and wages)?; and (3) Does CTE "concentration" (taking a sequence of three or more courses in an occupationally aligned "program of study") have benefits for students? Do certain students benefit more than others? This study is focused on Arkansas for several reasons. First, it is one of just five states that link education and workforce data such that questions about the efficacy of secondary CTE can be addressed. Second, it recently overhauled state policies to improve career readiness and align CTE programs with the labor market. Third, per capita income is among the lowest in the nation, and residents stand to benefit both educationally and economically from effective CTE. While no single state is truly representative of the United States as a whole, as a racially and geographically diverse state facing a number of common economic and social challenges, Arkansas can serve as a useful (and practical) test case for examining CTE. This report is organized as follows: Section One summarizes the history of secondary CTE, and reviews the scant existing research on it. Section Two describes the present study's data and methods, and also provides context specifically for Arkansas. Section Three presents the results, and Section Four considers the implications and offers recommendations for policymakers. The results suggest that policymakers and education leaders nationwide should invest more heavily (and strategically) in high school CTE. The following are appended: (1) Policy Recommendations; (2) Methodology; and (3) Supplemental Analyses & Results. [Foreword and Executive Summary written by Michael J. Petrilli and Dara Zeehandelaar.].
Author : Howard R. D. Gordon
Publisher : Waveland Press
ISBN 13 : 1478645008
Total Pages : 463 pages
Book Rating : 4.4/5 (786 download)
Download or read book The History and Growth of Career and Technical Education in America written by Howard R. D. Gordon and published by Waveland Press. This book was released on 2020-04-22 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rapid changes in the workplace, including progress in the areas of science, technology, engineering, and mathematics, make the contribution of career and technical education more significant than ever. In the fifth edition of his foundational text, Dr. Gordon is joined by new coauthor Deanna Schultz. Continued focus on the history, philosophy, structure, and evolution of career and technical education highlights in-depth coverage on emerging trends relevant to all areas of the field. The pedagogical structure of the text presents abundant information in an accessible format. The authors’ introduction to the origins of and early leadership in CTE lays the groundwork for later discussions of representation of women and underrepresented minorities in the discipline, as well as the implications of a multigenerational workforce and global community on the way educational programs are designed for career readiness. In addition to comprehensive updates, this edition features a section exploring work-based learning, information on current legislation, and a new chapter on community and technical colleges.
