NATIONAL ASSESSMENT OF CAREER AND TECHNICAL EDUCATION NACTE

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NATIONAL ASSESSMENT OF CAREER AND TECHNICAL
EDUCATION (NACTE)

• Presentation to
• National Association of State Directors of Career
  Technical Education Consortium
• March 22, 2007

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NACTE OVERVIEW

• Dr. David Goodwin
• Director, Program and Analytic Studies, Policy
  and Program Studies Service, Office of Planning,
  Evaluation, and Policy Development
• U.S. Department of Education

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NACTE OVERVIEW

• Perkins Career and Technical Education Act of
  2006 (Perkins IV) again mandates an assessment of
  career and technical education (CTE)
• Mandate is similar to the mandate to do the
  National Assessment of Vocational Education
  (NAVE 2004) in Perkins III

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NACTE OVERVIEW

• Key issues in the mandate include
• Implementation of Perkins IV
• How CTE is being held accountable
• How programs of study integrate challenging
  academic and technical content
• Quality of CTE teachers
• Who participates in CTE
• Outcomes of CTE

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NACTE OVERVIEW

• Perkins IV also requires an Independent Advisory
  Panel (IAP) to provide guidance to NACTE and
  prepare an independent analysis of it
• Our first meeting is April 23-24
• We have gotten an outstanding group of people to
  serve on it

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NACTE OVERVIEW

• Although Perkins IV continues the direction of
  Perkins III, the policy context has changed
• Globalization of the economy has heightened
  concern about the competitiveness of our
  workforce
• No Child Left Behind Act is supporting
  standards-based educational reform.
• High school reformers want college-ready and
  job-ready graduates

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NACTE Policy Issues

• Dr. Jay Noell
• Director, NACTE
• PAS/OPEPD
• U.S. Department of Education

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NACTE Policy Issues

• NACTEs research agenda is in development
• IAP meeting on April 23-24 will help us identify
  priorities and options your suggestions are also
  welcome

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NACTE Policy Issues

• Time to conduct research is limited
• Interim report is due Jan. 1, 2010, and
• Final report is due July 1, 2011
• NACTE will also have less funding than NAVE
  (2004), the previous assessment
• As a result NACTE will have to carefully
  prioritize the studies it can do

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NACTE Policy Issues

• The logic of the issues NACTE is proposing to
  examine follows that of how standards-based
  systemic reform should operate.
• Starting point is the content standards defining
  what students should know and do, and the end
  point is what they have learned

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NACTE Policy Issues

• Cores issues are
• I.  Are the new Perkins accountability
  provisions working?
• II. Are states implementing the requirement for
  developing and implementing programs of study
  that integrate academic and technical content?

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NACTE Policy Issues

• Cores issues are
• III. Are CTE teachers of high quality and getting
  the professional development they need for
  integrating challenging academic and technical
  content?
• IV. Is student enrollment in CTE programs
  changing and do those programs integrate academic
  and technical content?

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NACTE Policy Issues

• Cores issues are
• V. Do the outcomes of CTE studentshigh school
  graduation, achievement levels, postsecondary
  enrollment, and employment and earningsreflect a
  positive impact from CTE participation?
• VI. What about funds allocations, Tech-Prep, and
  Promising Practices?

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NACTE Studies

• Mr. Michael Fong
• Deputy Director, NACTE
• PAS/OPEPD
• U.S. Department of Education

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NACTE Studies

• The wide range of topics that NACTE needs to
  address calls for a range of different types of
  studies to examine them
• Because of the limited time available, NACTE will
  use available data to the extent possible

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NACTE Studies

• The key studies proposed include
• Expert panel review of state CTE content
  standards
• Survey of state CTE directors
• Case studies of selected school districts
• Study of state/local data systems

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NACTE Studies

• Literature review of technology and distance
  education
• Wiki on promising practices
• Secondary data analyses of teacher quality and
  student participation using NCES data

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NACTE Studies

• Case studies of preservice training
• Secondary analysis of national outcome data
  (ELS2002)
• Secondary analysis of outcomes using local
  administrative data where natural experiments
  occur, e.g., Philadelphia

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State Directors Suggestions and Discussion

• Dr. David Goodwin, Dr. Jay Noell,
• Mr. Michael Fong
• U.S. Department of Education

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State Director Suggestions

• Topics
• Are these the right topics?
• What other topics would you suggest?
• Studies
• Are these the right studies?
• What other studies would you suggest?

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State Director Suggestions

• Thanks for the opportunity to present our
  proposed NACTE research agenda.
• Contact information
• Jay.Noell_at_ed.gov
• Michael.Fong_at_ed.gov