CareerTechnical Education: Doing the Right Thing and Getting High Student Achievement Gene Bottoms S

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Career/Technical Education Doing the Right Thing
and Getting High Student Achievement Gene
BottomsSenior Vice Presidentgene.bottoms_at_sreb.or
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Percentage of Students by Ethnicity and Parent
Education
Source 2004 HSTW Assessment
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Make a Prediction
Which career/technical field had the highest
percentage of students completing
HSTW-recommended curriculum core? Which C/T
field had the highest reading, mathematics and
science achievement? Students in which C/T field
had the highest-quality career/technical
experiences? Which C/T field had the highest
percentage of students planning further study?
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Percentages of Students Completing
HSTW-recommended Curriculum
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended English Curriculum by
Career/Technical Programs
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended Mathematics Curriculum
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended Science Curriculum
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended English Curriculum by Race
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended Mathematics Curriculum by Race
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended Science Curriculum by Race
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended English Curriculumby Parent
Education
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended Mathematics Curriculum by Parent
Education
Source 2004 HSTW Assessment
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Percentages of Students Completing the
HSTW-recommended Science Curriculumby Parent
Education
Source 2004 HSTW Assessment
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Percentages of Students Meetingthe HSTW
Performance Goalsby Career/Technical Programs
Source 2004 HSTW Assessment
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Percentages of Students Meeting the HSTW Reading
Performance Goal by Number of Curriculum Goals Met
Source 2004 HSTW Assessment
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Percentages of Students Meeting the HSTW
Mathematics Performance Goal by Number of
Curriculum Goals Met
Source 2004 HSTW Assessment
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Percentages of Students Meeting the HSTW Science
Performance Goal by Number of Curriculum Goals Met
Source 2004 HSTW Assessment
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Average Mean Score Gains by Students Who Had
Moderate and Intensive Experiences in Quality
Career/Technical Education
Source 2004 HSTW Assessment
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Quality Career/Technical Education Indicators

• One hour or more reading non-school-related
  materials in a week
• Completed four or more credits in
  career/technical courses
• Used mathematics to complete challenging
  assignments weekly in their career/technical area
• Read and interpreted technical books and manuals
  weekly to complete assignments
• Read a career-related article monthly and
  demonstrated understanding of the content
• Used computer skills monthly to do assignments in
  their career/technical studies

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Quality Career/Technical Education Indicators
(Contd)

• Had challenging assignments in career/technical
  classes at least monthly
• Completed a project that required some research
  and a written plan
• Had to meet certain standards on a written exam
  to pass a course
• Completed a senior project that included
  researching a topic, creating a product or
  performing a service and presenting it to the
  class
• Spoke with or visited someone in a chosen career
  field
• Spent 30 minutes or more on C/T homework each day

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Average Mean Score Gains by Students Who Had
Moderate and Intensive Experiences in Work-based
Learning
Source 2004 HSTW Assessment
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Average Gains in Achievement for Students Who
Experienced Moderate to Intensive Classroom High
Expectations
Source 2004 HSTW Assessment
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High Expectations Indicators

• Teachers often clearly indicated the amount and
  quality of work necessary to earn a grade of A or
  B.
• Teachers were available frequently to help
  students with their studies.
• Students spent one or more hours on homework each
  day.
• They revised their essays or other written work
  several times to improve quality.
• They worked hard to meet high standards on
  assignments.

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Average Gains in Achievement for Students Who
Experienced Moderate to Intensive Emphasis on
Literacy Across the Curriculum
Source 2004 HSTW Assessment
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Literacy Indicators

• Used word processing software to complete an
  assignment
• Revised essays or other written work several
  times to improve quality
• Wrote in-depth explanations about a class project
  or activity
• Discussed or debated with other students about
  what they read in English/language arts classes
• Read and interpreted technical books or manuals
  monthly to complete assignments in a
  career/technical area

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Literacy Indicators (Contd)

• Read an assigned book outside class and
  demonstrated understanding
• Spent two or more hours reading non-school-
  related materials outside of class in a week
• Completed short writing assignments of one to
  three pages in English classes monthly
• Completed short writing assignments of one to
  three pages in science classes monthly
• Completed short writing assignments of one to
  three pages in social studies classes monthly

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Average Gains in Achievement for Students Who Had
Moderate to Intensive Experiences in Numeracy
Across the Curriculum
Source 2004 HSTW Assessment
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Numeracy Indicators

• Took a math class during senior year
• Took four full-year courses in mathematics
• Mathematics teachers showed how mathematics
  concepts are used to solve real-life problems
• Used a graphing calculator to complete
  mathematics assignments
• Completed a mathematics project monthly in ways
  that most people use mathematics in a work setting

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Numeracy Indicators (Contd)

• Orally defended a process used to solve a
  mathematics problem monthly
• Worked with other students monthly on a
  challenging mathematics assignment
• Worked in groups monthly to brainstorm how to
  solve a mathematics problem
• Solved mathematics problems with more than one
  answer at least monthly
• Solved mathematics problems other than those
  found in the textbook monthly
• Used mathematics monthly to complete challenging
  assignments in career/technical area

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Percentages and Achievement Gains of Students
Having Moderate and Intensive Experiences in an
Engaging Science Curriculum and Instruction and
Mean Scores
Source 2004 HSTW Assessment
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Percentages of Students Who Had Intensive
Experiences in Timely Guidance
Source 2004 HSTW Assessment
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Timely Guidance Indicators

• Received the most help in planning a high school
  program in the 9th grade
• Talked to parents about planning for high school
• Talked to a teacher individually about post-high
  school
• Met once a year with an adviser to review a high
  school program of study
• Spoke with someone in a chosen career field
• Talked to someone from a college about going to
  college
• Received information from school on applying to
  college
• Had an adult mentor or adviser for all four years
  of high school

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Average Achievement Gains of Students Who View
High School Studies asImportant to Their Future
Source 2004 HSTW Assessment
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Importance of High School Indicators

• Courses were often or sometimes exciting and
  challenging
• Often tried to do their best work in school
• Seldom or never failed to complete or turn in
  assignments
• Most teachers often encouraged students to do
  well in school

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Importance of High School Indicators (Contd)

• Teachers often showed they cared by not letting
  students get by without doing the work.
• It is very important to study hard to get good
  grades.
• It is very important to participate actively in
  class.
• It is very important to attend all classes.
• It is very important to take a lot of
  college-preparatory classes.

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Average Achievement Gains of Students Who
Received Quality Extra Help
Source 2004 HSTW Assessment
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Percentages of Students Who Planto Go on Further
Studies
Source 2004 HSTW Assessment
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What can you do to improve high school academic
and technical studies for career/technical
students?

• Invest in high-quality curriculum materials.
• Require training for teaching each course.
• Use end-of-course exams.
• Plan integrated learning projects across academic
  and career/technical courses.

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What can you do to improve high school academic
and technical studies for career/technical
students?

• Define sequences of required mathematics and
  science courses required.
• Train counselors.
• Develop alliances with postsecondary education.
• Require modern labs and supplies.

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What can you do to improve high school academic
and technical studies for career/technical
students?

• Stress completion of four years each of
  mathematics and science.
• Train career/technical, mathematics and science
  teachers to do integrated projects.
• Urge students to enroll in high-level mathematics
  and science courses.
• Train C/T teachers in reading and writing for
  learning.