Americas Emerging Education System

1
Americas Emerging Education System
By Hans Meeder
2
(No Transcript)
3
Key Points for Discussion

• Whats coming and how soon?
• How did we get here?
• Whats happening now?
• How can I play a part?

4
The Tipping Point
The Three Rules
1. The Law of the Few 2. The Stickiness
Factor 3. The Power of Context
5
The Innovation and Adoption Cycle
6
(No Transcript)
7
The Law of the FewConnectors, Mavens, Salesmen
8
The Rules of The Tipping Point

• Making an idea or attitude or product tip can be
  done through the influence of special kinds of
  people. Thats the Law of the Few.
• It can be done by changing the content of
  communication, by making a message so memorable
  that it sticks in someones mind and compels them
  to action. That is the Stickiness Factor.
• But we need to remember that small changes in
  context can be just as important in tipping
  epidemics (Ch. 4).

9
The 1st High School Tipping Point
1892. The Committee of Ten 1906. National Society
for the Promotion of Industrial Education
(Charles Prosser) 1917. The Smith-Hughes Act
(salaries for vocational teachers and teacher
preparation) 1918. Cardinal Principles of
Secondary Education 1959. Conant report The
American High School Today --- the triumph of
differentiation
10
Miscalculations in the 20th Century High School
Model
? Belief in fixed intelligence and low
expectations, racial and ethnic prejudices ?
Belief in a static economy and slow-changing
workforce demands
See Left Back, A Century of Battles Over School
Reform by Diane Ravitch, 2000
11
Moving toward the Next Tipping Point for
American High Schools
12
Tipping Point Factors
1983. A Nation at Risk report by the National
Commission on Excellence in Education.
"If an unfriendly foreign power had attempted to
impose on America the mediocre educational
performance that exists today, we might well have
viewed it as an act of war."
1989. Summit to establish National Education
Goals
13
Tipping Point Factors

• 1990. Perkins Reauthorization
• Creation of Tech Prep pilot program, academic
  and technical intensity, 2 2 articulated
  programs
• Integration of CTE and academics
• Requiring programs to cover all aspects of
  industry
• 1992. SCANS report
• (Secretarys Commission for Achieving Necessary
  Skills, identified key workplace skills. U.S.
  Department of Labor)

14
Tipping Point Factors

• 1994. Goals 2000 Act
• Every state established academic standards
• 1994. Improving Americas Schools Act
• Every state established academic assessments
  linked to standards, and accountability for
  federal funds. Required at least one high school
  assessment in reading and mathematics
• School-to-Work Act
• Funding for innovation in school/employer
  partnerships.

15
Tipping Point Factors
1995-1998. Debate over inclusion of Perkins
in Workforce Investment Act program
consolidations. 1997-1998. Pilot testing of
Project Lead the Way
16
PLTW Building the U.S. Engineering Talent
Pipeline

• Project Lead the Way, 4-year pre-engineering
  curriculum
• Key attributes
• Project-based learning with rigorous academics
• End-of-course assessment to validate quality of
  instruction
• Intensive Professional Development
• Articulated college credits
• Community College associates degree program
• 1997-98, 12 NY high schools.
• 2005-06, 1300 High Schools in 45 states and DC

17
Tipping Point Factors

• 1998. Perkins Reauthorization.
• State established accountability systems for
  academic and technical skills, completion and
  advancement.
• ? Federal-state accountability for meeting
  performance targets.
• 1999. OVAE announces 16 Career Clusters for CTE
  reporting

18
Tipping Point Factors

• 2000. Creation of the Bill and Melinda Gates
  Foundation

19
Tipping Point Factors

• 2001. No Child Left Behind Act (ESEA)
• Creates common framework for state
  accountability systems.
• Each state established annual goals for
  improvement leading to 100 student proficiency
  by 2013-2014.
• Accountability system and public reporting on
  achievement, with disaggregated data, applies to
  EVERY school (not just recipients of federal
  funds).
• States established year-by-year assessments in
  grades 3-8 for reading/language arts and math.
• Maintained previous law on high school reading
  and math assessments.
• Focus on teacher quality and early literacy.

20
(No Transcript)
21
(No Transcript)
22
Tipping Point FactorNCLB Reauthorization, 2007?

• Purpose Proficiency for All
• National Standards
• Measuring Growth
• Special Populations
• Sanctions for Schools
• High Schools
• Teacher Quality

23
Tipping Point Factors

• 2001. States Career Clusters Initiative
• 2002. College and Career Transitions
  Initiative
• 2004. American Diploma ProjectReady or Not
• 2003-2004. Department of Education High School
  Regional and National Summits
• 2005. National Governors Association, High School
  Summit

24
Americas Emerging Education System
By Hans Meeder
25
The Tipping Point
The Three Rules
1. The Law of the Few 2. The Stickiness
Factor 3. The Power of Context
26
The Innovation and Adoption Cycle
27
The Law of the FewConnectors, Mavens, Salesmen
28
The Rules of The Tipping Point

• Making an idea or attitude or product tip can be
  done through the influence of special kinds of
  people. Thats the Law of the Few.
• It can be done by changing the content of
  communication, by making a message so memorable
  that it sticks in someones mind and compels them
  to action. That is the Stickiness Factor.
• But we need to remember that small changes in
  context can be just as important in tipping
  epidemics (Ch. 4).

29
The 1st High School Tipping Point
1892. The Committee of Ten 1906. National Society
for the Promotion of Industrial Education
(Charles Prosser) 1917. The Smith-Hughes Act
(salaries for vocational teachers and teacher
preparation) 1918. Cardinal Principles of
Secondary Education 1959. Conant report The
American High School Today --- the triumph of
differentiation
30
Miscalculations in the 20th Century High School
Model
? Belief in fixed intelligence and low
expectations, racial and ethnic prejudices ?
Belief in a static economy and slow-changing
workforce demands
See Left Back, A Century of Battles Over School
Reform by Diane Ravitch, 2000
31
Moving toward the Next Tipping Point for
American High Schools
32
Tipping Point Factors

• 2001. States Career Clusters Initiative
• 2002. College and Career Transitions
  Initiative
• 2004. American Diploma ProjectReady or Not
• 2003-2004. Department of Education High School
  Regional and National Summits
• 2005. National Governors Association, High School
  Summit

33
American high schools are obsolete
American high schools are obsolete. By
obsolete, I mean that our high schools, even when
they are working exactly as designed, cannot
teach our kids what they need to know today.
Training the workforce of tomorrow with high
schools of today is like trying to teach kids
about todays computers on a 50-year-old
mainframe. Its the wrong tool for the
times. -- Bill Gates, Founder and Chairman,
Microsoft Corp.
34
Is the American High School Obsolete?
35
High School Achievement -- FLAT
36
What Are the Results?What happens to entering
9th graders four years later
37 Graduate from High School Not College-Ready
29 Dropout of High School
34 Graduate from High School College-Ready
Greene Winters 2005
37
Employers/Instructors Dissatisfied With High
Schools Skills Prep
(In each area, saying they are somewhat/very
dissatisfied with the job public high schools
are doing preparing graduates)
Employers
Thinking analytically Work and study
habits Applying what is learned in school to
solving problems Computer skills
29 very dissatisfied 22 very dissatisfied16
very dissatisfied 17 very dissatisfied
Source Hart Research Associates, Achieve,
Rising to the Challenge, Jan. 2005
38
Employers/Instructors Dissatisfied With High
Schools Skills Prep
(In each area, saying they are somewhat/very
dissatisfied with the job public high schools
are doing preparing graduates)
Employers
25 very dissatisfied 22 very dissatisfied 24
very dissatisfied 20 very dissatisfied
Reading/understandingcomplicated
materials Quality of writing that is
expected Doing research Mathematics Oral
communication/public speaking Science
Source Hart Research Associates, Achieve,
Rising to the Challenge, Jan. 2005
39
Guidance... Too Little and Too Late

• These results indicate that as many as 70
  percent of students did not have the strong
  guidance experiences necessary to help them plan
  for the future and eventually enter into either
  postsecondary education or the work force.
• Source SREB, High Schools That Work

40
The Silent Epidemic
The Silent Epidemic Perspectives of High School
Dropouts

• A Report by
• Civic Enterprises, LLC
• John M. Bridgeland, John J. DiIulio, Jr., Karen
  Burke Morison

41
Key Findings

• 88 had passing grades, with 62 percent having Cs
  and above
• 58 dropped out with just two years or less to
  complete high school
• 66 would have worked harder if expectations were
  higher
• 70 were confident they could have graduated
• 81 recognized graduating was vital to their
  success

Source The Silent Epidemic, 2006
42
Dropouts Did Not Feel Motivated Or Inspired To
Work Hard

• Did you feel motivated and inspired to work hard
  in high school?

Was notmotivated/inspired
Was motivated/inspired
Notsure
Source The Silent Epidemic, 2006
43
Tipping Point Factor The World is Flat, A
Brief History of the 21st Century by Thomas L.
Friedman
44
Globalization

• Version 1.0. 1492 (Columbus) - 1800.
• Key factors-- muscle, horsepower, windpower,
  steampower
• Agent of change -- Countries and governments
• Version 2.0. 1800 to 2000
• slowed by Great Depression and World Wars I and
  II
• key factors falling transportation costs, and
  later, by falling telecommunications costs
  telegraph, telephones, the PC, satellites,
  fiber-optic cable, and early version of the
  Internet.

Source The World is Flat, A brief History of
the 21st Century by Thomas L. Friedman
45
Globalization

• Version 3.0. 2000 to present
• Key factors-- power for individuals to
  collaborate and compete globally. Software,
  applications, global fiber-optic network
• Agent of change -- Individuals, much more
  diverse --- non-Western, non-white

Source The World is Flat, A brief History of
the 21st Century by Thomas L. Friedman
46
Friedmans Ten Flattening Forces

• Fall of the Berlin Wall
• Netscape IPO
• Work flow software
• Open-sourcing
• Outsourcing

47
(No Transcript)
48
Friedmans Ten Flattening Forces

• Fall of the Berlin Wall
• Netscape IPO
• Work flow software
• Open-sourcing
• Outsourcing

• Offshoring
• Supply-chaining
• Insourcing
• In-forming
• Wireless

49
Hey, we are roughing it out here! Only 45
minutes of IM-ing a night, you hear me?!
50
Downloadable copy available www.acteonline.org
51
Tipping Point FactorThe College AND Work
Readiness Agenda
52
Fastest Growing Jobs Require Some Education
Beyond High School
53
In Todays Workforce, Jobs Require More Education
than Ever Before
Change in the Distribution of Education in
Jobs 1973 v. 2001
-9
-23
16
16
Source Carnevale, Anthony P. and Donna M.
Desrochers, Standards for What? The Economic
Roots of K16 Reform, ETS, 2003. CREATED BY
ACHIEVE, INC.
54
American Diploma Project, 29 states

• KEY PRIORITIES
• Raise high school standards to the level of what
  is actually required to succeed in college or in
  the workforce.
• Require all students to take rigorous college and
  work-ready curriculum.
• Develop tests of college and work readiness that
  all students will take in high school.
• Hold high schools accountable for graduating all
  students ready for college and work, and hold
  colleges accountable for the success of the
  students they admit.

55
Tipping Point Factor,The Perkins Act of 2006

• KEY THEMES
• CTE Programs of Study
• State and Local Accountability for Program
  Improvement
• Tech Prep Accountability and Flexibility
• Economic and Personal Competitiveness

56
Perkins CTE Programs of Study

• Builds on Tech Prep, career clusters, career
  pathways, career academies
• State develops in consultation with locals
• Each local district and college must offer the
  required courses of at least one Program of
  Study
• (many states will require that Programs of Study
  become the rule vs. the exception)

57
Tipping Point Factor State Career Initiatives
58
Montana Career Fields and Clusters Model
Environmental Agricultural Systems
Business Management
Human Services Resources

• Agriculture, Food, Natural Resources

• Law, Public Safety and Security
• Government and Public Administration
• Human Services
• Education and Training

• Marketing, Sales, and Services
• Business, Management, and Administration
• Hospitality and Tourism
• Finance

English (4) Math (2) Science (2)
Social Studies (2) PE (1) Health (1)
Arts (1) Vocational (1)
Career

• Foundation
• Knowledge and Skills
• Interpersonal Relationships
• Information Literacy
• Problem Solving
• Critical Thinking
• Teamwork

Industrial, Manufacturing, Engineering Systems
Electives
Communication Information Systems

• Manufacturing
• Transportation, Distribution Logistics
• Architecture and Construction
• Science, Technology, Engineering Mathematics

• Arts, A/V Technology and Communications
• Information Technology

Health Sciences

• Health Science

59
(No Transcript)
60
Electronic Tools for College and Career Planning
to

• Help Students Create Individualized Plans AND
• Build awareness of the full spectrum of
  post-secondary education and training
  opportunities

61
Tipping Point FactorPolicies that Recognize
Integrated Academics

• 10 Interdisciplinary courses that meet state
  requirements for academic course taking.
• Carefully merged academic and career-oriented
  content.
• Meet Geometry standards Computer-aided
  drafting/geometry and Construction geometry.
• Meet Life Science standards Agri-biology
  medical science nutritional and food science.
• Meet Economics standards Business economics
  consumer economics.
• Source Kentucky State Department of Education,
  www.education.ky.gov/KDE/default.htm

62
Tipping Point FactorIncreasing recognition in
the general education community
63
Tipping Point FactorState Initiatives

• California. 2005. S.B., 20 million in new CTE
  funding, 2007. 32 million in new CTE funding
  proposed. Governors CTE Summit.
• South Carolina, 2005. Legislature approves
  Education and Economic Development Act.
• Offers academic standards within career majors
  for every student.
• Every student will create an individual plan for
  graduation and beyond.

64
Tipping Point FactorState Initiatives

• Washington State, 2006. State legislature
  recognizes CTE as part of collection of evidence
  for alternative form of WASL assessment.
• Florida, 2006. State legislature approves A
  Plan.
• High school students will select an area of
  interest as part of their personalized education
  and career plan.
• Students will earn four credits in a major area
  of interest.

65
Tipping Point FactorSchools That are Getting It
Done

• Polytech High School
• Woodside, Delaware

• High Tech High,
• San Diego, California

• Granger High School
• Granger, Washington
• si puede It can be done

66
Kirkwood Community College Cedar Rapids, Iowa

• Advanced Manufacturing Automotive Technology
• Automotive Collision Engineering
• Welding Health Science
• EMT-B Pharmacy Technician
• Ed. Human Services Graphics Media Comm.
• Information Systems Mgmt. Local Area Networking
• Computer Programming Geospatial Tech. start
  2007-08
• Culinary start 2007-08 Biomedical Science
  start 2007-08

67
Why Link High School Redesign to Career
Cluster/Pathway Strategies?

• In a new global context, Americas preparation
  system must be highly effective and efficient,
  reaching ALL students with high quality.
• Todays workplace demands cross-cutting skills
  and adaptability flexible career preparation
  is usually preferable to narrow job training.
• Helps change the perception of old voc-ed
  attracting more students, including those who
  consider themselves college-bound.

68
Why Link High School Redesign to Career
Cluster/Pathway Strategies?

• Opportunity to master academic content by
  applying it to real-world contexts 21st Century
  Skills
• Stronger personal motivation for students to
  complete high school and work toward college
  attainment with a personalize plan.

69
I got you the iPod that I promised you, and for
your convenience, Ive welded it to the lawn
mower.
70
Creating a New Hybrid of CTE with College
Readiness Expectations
Heterosis/Hybrid Vigor the possibility to
obtain a better individual by combining the
virtues of its parents
71
What Do We Want for Our Students and Schools?

• Rigor
• Where we believe in the ability of students to
  learn at high levels and make every effort to get
  them there
• Relevance
• Where we engage students in their passion for
  learning and life
• Relationships
• Where every youth knows he or she matters to
  someone

72
Which One are You?

• Connectors
• People with a special gift of bringing the world
  together SOCIAL GLUE SPREAD MESSAGE
• Mavens
• They accumulate knowledge and have the social
  skills to start word-of-mouth epidemics DATA
  BANKS PROVIDE THE MESSAGE
• Salesmen
• They persuade us

73
Use Your Influence Your Relationships and
Knowledge to Create a Tipping Point

• In Your Classroom
• In Your Program
• In Your School
• In Your District
• In Your Community
• In Your Country
• In Your World!

74
For more information about presentations and
state and local consulting services,
contact Email Hans_at_MeederConsulting.com Web
www.MeederConsulting.com