Association for Career and Technical Education 1 High School Reform and Implications for CTE Janet...

Association for Career and Technical Education 1

High School Reform and

Implications for CTEJanet B. Bray

Executive Director

Association for Career and Technical Education


Who is ACTE?Who is ACTE?

30,000 members– CTE professionals including

administrators, state education officials, teachers and guidance counselors

Purpose:– To provide leadership in developing an

educated, prepared, and competitive workforce.


Why

Education Reform?


Current Political ConsiderationsCurrent Political Considerations

• Concern about U.S. student performance, and particularly performance of minorities and disenfranchised populations

• United States global competition

• Improved transitions between secondary and postsecondary education

• 21st Century Skills


Academic PerformanceAcademic Performance

Only 23% of 12 grade students performed at the proficient level on NAEP Math 2005.

Twelfth-graders in 2005 scored lower on NAEP reading than in 1992, and fewer students met the proficiency level. (NAEP 2005)

On the Programme for International Student Assessments (PISA), U.S. 15-year olds ranked 22nd in science, 27th in math, and 29th in problem-solving out of 40 countries.


Postsecondary Access and SuccessPostsecondary Access and Success

Postsecondary transcripts of 1992 12th-graders who enrolled in postsecondary education between 1992 and 200 show that 61% of students who first attended a public 2-year and 25% who first attended a 4-year institution completed at least one remedial course. (NCES)

Of the more than 1 million first-time, full-time, students who enter a 4-year college or university, fewer than 40% will actually earn the degree within four years and barely 60% will earn the degree in six years. (NCES)


The Dropout ProblemThe Dropout Problem

Every nine seconds in America a student becomes a dropout.

An estimated 3.8 million youth ages 18-24 are neither employed nor in school.

High school students from the lowest income families (bottom quintile) dropped out of school at six times the rate of their peers from higher income families.

Dropouts “cost our national more than $260 billion in lost wages, lost taxes, and lost productivity over their lifetimes.” (Secretary of Education Spellings)


Average Annual Income: 2004Average Annual Income: 2004

0

5,000

10,000

15,000

20,000

25,000

30,000

HS GraduateHS Dropout


Student EngagementStudent Engagement

Nearly half (47%) of students surveyed said a major reason for dropping out was that their classes were not interesting.

Two-thirds of students surveyed would have worked harder if more was demanded of them (e.g. higher academic standards and more studying and homework).

Only 56% said they could go to a staff person for school problems and just two-fifths (41%) had someone in school to talk to about personal problems. (from the Silent Epidemic)


Occupational OutlookOccupational Outlook

Employment growth in occupations requiring a vocational associate’s degree (30%) is projected to be more than double overall employment growth (14%) through 2008.

Nearly 1/3 of the fastest growing occupations will require an associate’s degree or a postsecondary vocational certificate.

More than 80 percent of respondents in the 2005 Skills Gap Report indicated that they are experiencing a shortage of qualified workers overall.


School Reform Through the AgesSchool Reform Through the Ages

• A Nation At Risk• Secretary’s Commission on Achieving

Necessary Skills (SCANS)• The Forgotten Half• Goals 2000• School-to-Work• No Child Left Behind• Tough Choices or Tough Times


Where We’ve Been…Where We’ve Been…

109th Congress very contentious Completed work on Perkins reauthorization Left many other items unfinished:

– FY 07 Appropriations

– Workforce Investment Act reauthorization

– Higher Education Act reauthorization


Congress TodayCongress Today

Democrat Congressional leadership New Committee Chairs Partisanship still rampant Budget deficits of huge concern Lot’s of unfinished business – short timeline 2008 Presidential elections impacting events


What Does it Mean for CTE?What Does it Mean for CTE?

Perkins implementation Future funding levels NCLB reauthorization

– High school reform– STEM initiatives

HEA reauthorization WIA reauthorization


CTE Addressing NeedsCTE Addressing Needs

• CTE concentrators participated in more rigorous academic coursework and are taking more and higher level math and science.

• A year of technically oriented coursework at a community college increased the earnings of men by 14% and women by 29%.


CTE Addressing NeedsCTE Addressing Needs

• A ratio of 1 CTE class for every 2 academic classes was shown to minimize the risk of students dropping out.

• Vocational concentrators were more likely than their general peers to obtain a degree or certificate within 2 years.


CTE ImprovementsCTE Improvements

• Improved integration of academic and CTE instruction

• Focus on high skill, high wage, high demand occupations

• Increased emphasis on achievement of a degree, certificate or credential


Perkins Reauthorization ThemesPerkins Reauthorization Themes

Accountability and program improvement Secondary-postsecondary connections Links to rigorous academics Stronger focus on business and industry


TimelineTimeline

Fall 2006 – Draft State Plan Guides released January 16, 2007 – Last comment period ended March 2007 – Final State Plan Guide & non-

regulatory guidance released May 7, 2007 – Deadline for state transition plans July 2007 – States working with OVAE on

remaining transition plan issues; FY 07 grants made

Spring 2008 – Deadline for full five-year state plans


Transition – Key IssuesTransition – Key Issues

NCLB performance indicators Measurement of technical skill attainment Definitions of students…investor,

concentrator, completer, etc New Tech Prep provisions Timeliness of guidance/regulations


FY 08 Budget and AppropriationsFY 08 Budget and Appropriations

House Appropriations Committee approved bill on July 11

Perkins Basic State Grant increased by $25 million, Tech Prep level funded, small cut to National Programs

$62 billion for education programs, an increase of $4.5 billion over FY 2007

Large increases for Pell Grants, NCLB, and IDEA; most WIA programs level funded



Senate Appropriations Committee bill approved on June 21

Perkins Basic State Grant and Tech Prep level funded, small cut to National Programs

$60.1 billion for education programs, an increase of $2.6 billion over FY 2007

Large increases for NCLB and IDEA; most WIA programs level funded


Perkins FundingPerkins Funding(in millions)(in millions)

FY 07 FY 08 HouseFY 08 Senate

Basic State

Grant$1,181.553 $1,206.553 $1,181.553

Tech Prep $104.753 $104.753 $104.753

National Programs

$10.000 $8.000 $8.000



Both bills awaiting floor votes House total is “high-water mark” Advocacy is critical for any hope of maintaining

the House funding increase in a conference committee

President has threatened to veto bill over total funding levels (not related to Perkins) – may have to start completely over


NCLB reauthorizationNCLB reauthorization

Timeline is moving quickly…sort of Congressional leaders hope to finish bill this year Numerous hearings already held Key issues:

– Special population challenges

– Changes to AYP (growth models, multiple assessments)

– Differentiated responses

– Focus on middle/high schools

– Teacher quality & professional development issues

– Full funding


NCLB reauthorizationNCLB reauthorization

High School Reform:– CTE must be part of conversation

– Use Perkins IV data to show progress

– Dropout prevention & transition key issues

STEM initiatives– Some NCLB focus, some outside focus

– Engineering and technology often get left out in favor of math and science


Common IssuesCommon Issues

Addressed LEP and special education challenges

Altered AYP to base measure on same subject/same cohort

Improved HQT and recruitment/retention Growth models Provided professional development, technical

assistance, and data systems Full funding


Number of States Reporting the Extent to Which Certain Issues Presented a Number of States Reporting the Extent to Which Certain Issues Presented a Challenge to NCLB Implementation During School Year 2003-04 and Challenge to NCLB Implementation During School Year 2003-04 and

2004-052004-05

Source: Center on Education Policy, December 2004, State Survey, item 43; December 2005, State Survey, item 48

Serious or Moderate Challenge

Minimal or Not a Challenge

2003-04 2004-05 2003-04 2004-05Providing assistance to all schools that have been identified for improvement

42 47 5 2

Developing assessments as required under NCLB

33 38 13 11

Determining which teachers meet the NLCB definition of “highly qualified”

34 38 12 9

Adequacy of federal funds allocated to the state to implement state-level requirements of NCLB

38 34 8 16


ACTE NCLB RecommendationsACTE NCLB Recommendations

Integrate academic and technical education to better engage and prepare students for their futures

Support comprehensive guidance and career development strategies to assist students in determining clear pathways to postsecondary and workforce goals



Increase the focus on secondary school completion through comprehensive dropout prevention and reentry strategies

Ensure that highly effective educators are supported, and available across the curriculum in all schools



Improve Adequate Yearly Progress and accountability provisions to more accurately reflect student learning progress

Provide support and incentives for innovation, replication and improvement


ACTE ResourcesACTE Resources

Issue Briefs Position Papers Promising Programs and Practices Web page Research Clearinghouse Web page Research Guide Action Alerts


ResourcesResources


Contact UsContact Us

Association for Career and Technical Education1410 King Street

Alexandria, VA 22314(800) 826-9972 or

(703) 683-0200Web: www.acteonline.org

[email protected]

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Association for Career and Technical Education 1 High School Reform and Implications for CTE Janet...

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