PATHWAYS

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PATHWAYS to SUCCESS
NISOD International Conference on Teaching and
Leadership Excellence May 26, 2008
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Transitions Why Critical Today
For most Americans, education and training
through and beyond high school is now a necessary
condition (not just the most advantageous or
desirable route) for developing skills required
by most well-paying jobs.
Source Patrick M. Callan, President National
Center for Public Policy and Higher Education
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Because

• Remediation Rates
• Dropout Rates
• Secondary and Postsecondary Disconnect
• Wasted Senior Year
• Postsecondary Persistence
• Employer Dissatisfaction

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Transition Barriers

• Students, parents, and K-12 educators get
  conflicting and vague messages about what
  students need to know to enter and succeed in
  college.
• (Bridge found that high school assessments often
  stress different knowledge and skills than do
  college entrance and placement requirements.)

The Bridge Project Stanford University
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Transition Barriers

• Coursework between high school and college is not
  connected.
• Students graduate from high school under one set
  of standards and three months later are required
  to meet a whole new set of standards in college.

The Bridge Project Stanford University
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Transition Barriers

• Current data systems are not equipped to address
  students needs across systems.
• No one is held accountable for issues related to
  student transitions from high school to college.

The Bridge Project Stanford University
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Bridge Study Summary
While educators and policymakers share the common
goal of improving student performance, they often
act in isolation thus, efforts are sometimes
conflicting or duplicated, and often certain
needs are never addressed.
The Bridge Project Stanford University
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CAREER CLUSTERS(The What)
An organizing tool defining CTE using 16 broad
clusters of occupations and 81 pathways with
validated standards that ensure opportunities for
all students regardless of their career goals and
interests.
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16 Career Clusters

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Career Pathways by Career Cluster

• Health Science
• Therapeutic Services
• Diagnostic Services
• Health Informatics
• Support Services
• Biotechnology Research and Development
  

• Manufacturing
• Production
• Manufacturing Production Process Development
• Maintenance, Installation, and Repair
• Quality Assurance
• Logistics and Inventory Control
• Health Safety and Environmental Assurance

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Cluster Standards
Foundation Standards Essential for all
occupations within a cluster and are organized
around ten areas. Pathway Standards Essential
for all occupations within a cluster pathway.
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College and Career Transitions Initiative (CCTI)

• Cooperative Agreement
• between
• U.S. Department of Education
• Office of Vocational and Adult Education
• and
• The League for Innovation
• in the Community College Consortium

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Purpose of CCTI

• CCTI will contribute to strengthening the role of
  community and technical colleges in -
• Easing student transitions between secondary and
  postsecondary education as well as transitions to
  employment, and
• Improving academic performance at both the
  secondary and postsecondary levels.

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2005-06 CCTI Site Partnerships
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CCTI Site Partnerships

• Education Training
• Anne Arundel Community College (MD)
• Lorain County Community College (OH)
• Maricopa Community Colleges (AZ)
• Health Science
• Ivy Tech Community College (IN)
• Miami Dade College (FL)
• Northern Virginia Community College (VA)
• Information Technology
• Central Piedmont Community College (NC)
• Corning Community College (NY)
• Southwestern Oregon Community College (OR)

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CCTI Site Partnerships

• Law, Public Safety and Security
• Fox Valley Technical College (WI)
• Prince Georges Community College (MD)
• San Diego Community College District (CA)
• Science, Technology, Engineering and Mathematics
• Lehigh Carbon Community College (PA)
• Sinclair Community College (OH)
• St. Louis Community College (MO)

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OUTCOME 1

• Decrease remediation at the postsecondary level

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Percent of students who take remedial courses

• 63 at two-year institutions
• 40 at four-year institutions

The Bridge Project Stanford University
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OUTCOME 2

• Increase enrollment and persistence in
  postsecondary education

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National Statistics on High School Students

• For every 100 ninth graders

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OUTCOME 3

• Increase academic and skill achievement at both
  the secondary and postsecondary levels

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Rigor in High School
Knowing what they know today, a large majority
of students say they would have worked harder and
taken more difficult courses in high school.
Source Rising to the Challenge Are High
School graduates prepared for college and
work? Achieve, Inc., 2005
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OUTCOME 4

• Increase attainment of postsecondary degrees,
  certificates, or other recognized credentials

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Why Focus on Student Retention?
Student Pipeline Sources, 2000
Data Sources NCES Common Core Data (2000) IPEDS
Residency and Migration File (2000) ACT
Institutional Survey (2001) NCES, IPEDS
Graduation Rate Survey (2000).
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OUTCOME 5

• Increase successful entry into employment or
  further education

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Are Students Prepared?

• College instructors estimate that 42 of their
  students are not adequately prepared.
• Employers estimate that 39 of high school
  graduates who have no further education are not
  prepared for their current job and that 45 are
  under prepared for advancement.

Source Rising to the Challenge Are High
School graduates prepared for college and
work? Achieve, Inc., 2005
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(The How)
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Perkins IV
What is a Program of Study/Pathway?

• Incorporate and align secondary and postsecondary
  education
• Include academic CTE content in a coordinated,
  non-duplicative progression of courses
• May include the opportunity for secondary
  students to acquire postsecondary credits
• Lead to an industry-recognized credential or
  certificate at the postsecondary level, or an
  associate or baccalaureate degree

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Funded by the U. S. Department of Education
(V051B020001)
CCTI Career Pathways Template
Rigorous Academics
CTE for all
Dual Enrollment
Early Assessment in H.S.
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ExampleSinclair Career Pathway
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Sample Template Kentucky
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Sample Template National
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Current State of the States

• A need for consistency Why?
• Speak the same language
• Collaboration sharing
• Common student outcomes assessments
• Ensure accountability
• Enhance articulation opportunities
• Happy employers
• Reliable data
• Save valuable time and money

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What Have We Learned?
What is the Impact?
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CCTI Outcomes

• Outcome 1 ? Decrease remediation at the
  postsecondary level
• Outcome 2 ? Increase enrollment and persistence
  in postsecondary education
• Outcome 3 ? Increase academic and skill
  achievement at both the secondary and
  postsecondary levels
• Outcome 4 ? Increase attainment of postsecondary
  degrees, certificates, or other recognized
  credentials.
• Outcome 5 ? Increase successful entry into
  employment or further education

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Summary Enrollment Totals
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CCTI Results
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(No Transcript)
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What We Learned
4 Cs

• COLLABORATION
• COMMUNICATION
• CURRICULUM
• CAREER EXPLORATION

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Impact of CCTI

• State and local implementation
• Exemplars continuing work beyond federal funding
• League establishing a National Center
• CCTI Network continues to grow
• Perkins legislation embraces CCTI
• Changing Systems Changing Lives

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Impact ? Education Reform
VTE ? CTE
In Lieu of Academics Aligns/Supports Academics
For a Few Students For All Students
For a Few Jobs For All Careers
6 to 7 Program Areas 16 Clusters 81 Pathways
High School Focused Partnerships
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What Students Say
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CCTI Network Expands CCTI

• 170 Community College-led sites
• 43 states
• 3 countries

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Thank you!

• Laurance J. Warford, CCTI Project Director
• warford_at_league.org
• Scott Hess, Chief, College and Career Transitions
  Branch, Division of Academic and Technical
  Education, OVAE, U. S. Department of Education
• scott.hess_at_ed.gov
• www.league.org/ccti