The National Conversation on CTE

1
The National Conversation on CTE

• Eric Richmond - Alliance for Excellent
  EducationGreg Roth - Institute for a Competitive
  Workforce, U.S. Chamber of Commerce
• Stephen DeWitt - Senior Director of Public Policy

2
CTE Addressing Needs

• A ratio of 1 CTE class for every 2 academic
  classes was shown to minimize the risk of
  students dropping out.
• CTE concentrators were more likely than their
  general peers to obtain a degree or certificate
  within 2 years.
• A year of technically oriented coursework at a
  community college increased the earnings of men
  by 14 and women by 29.

3

• THEN NOW

4
National Governors Association

• Career technical education (CTE) rests at the
  nexus of governors efforts to improve their
  states K-16 education system and develop an
  economy supportive of innovation.
• Retooling Career Technical Education Issue
  Brief June 2007

5
Retooling Challenges

• CTE and economic systems have few linkages
• Expectations for students remain low at times
• State systems dont measure industry-specific
  skills that employers demand
• Lack of CTE teacher bachelors degree or subject
  knowledge and lack of professional development
  options
• Alignment issues between secondary and
  postsecondary courses

6
Retooling Recommendations

• Connect Education to Economic Growth Industries
• Use the Bully Pulpit to Promote CTE
• Include the Skills Employers Demand in State
  Standards, Assessment, and Accountability Systems
• Design Quality Control Measures to Promote
  Rigorous Programs
• Require HS students to Declare a Course of Study
• Eliminate Duplicated Coursework between High
  School and Postsecondary Systems

7
NGA Policy Academy grants

• Arizona
• Nebraska
• New Jersey
• Ohio
• Oklahoma

8
Achieve

• Although on the surface, their approaches
  look very different, the Perkins Act and the
  American Diploma Project focus on a common
  objective ensuring that all American youths
  graduate from high school with the skills and
  knowledge they need to be ready for college and
  careers
• The Perkins Act of 2006 Connecting CTE with
  the College and Career Readiness Agenda
• January 2006 Policy Brief

9
ADP-Perkins Strategies

• Coordinate Perkins planning with school
  improvement planning
• Coordinate the development of CTE Programs of
  Study to include K-12, postsecondary and business
  representatives
• Facilitate the integration of academic and CTE
  content and applications
• Build shared longitudinal data systems between
  K-12 and postsecondary systems
• Assure portability of CTE dual enrollment credits

10
NASBE Learning to Work,Working to Learn
Recommendations

• Provide meaningful opportunities for all students
  to engage in rigorous and relevant career and
  technical education, both at the high school
  level and in the middle grades.
• Engage industry and community leaders in
  meaningful partnerships.

11
NASBE Learning to Work,Working to Learn
Recommendations

• Adopt policies to integrate CTE and academic
  coursework and standards, whil providing multiple
  assessments to measure skill and knowledge
  attainment. Also, adopt policies to recognize
  students for career-focused learning.
• Ensure seamless transitions for students from
  high school to postsecondary and beyond

12
NASBE Learning to Work,Working to Learn
Recommendations

• Develop policies to address quality, recruitment,
  and compensation for CTE instructors.
• Address the poor image of CTE with educators,
  parents, guidance counselors, and the public.