Preparing Youth for a Productive Adulthood

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Preparing Youth for a Productive Adulthood

• Improving Engagement, Achievement and Transition

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CTE Based School Reform
Work Based Learning
CTSOs
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The 16 Career Clusters
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A cluster approach to solving the problem of
high school

• Strategy to organize instruction and student
  experiences around career themes (Focus on an
  industry cluster of related occupations)
• Incorporates existing school reform strategies
  (career academies, career pathways, small
  learning communities, Tech Prep)
• Connects to business and higher education

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Career Clusters A Solution Model
Career Clusters
Career Development
School-Business Partnerships
Small Learning Communities
Career Pathways
Career Academies
Engagement
Transition
Achievement
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Career Clusters Programs of Study

• A Solution to the Problem of Engagement?

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The real challenges of education reform are

• Engagement attending school and completing
  (graduating) high school
• Achievement academic (and technical) course
  taking grades, test scores
• Transition to postsecondary education without
  the need for remediation and to the workplace

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What do the data tell us?
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When Schools Incorporate

• High quality small learning communities
• (Characteristics of quality SLC)
• 300-800 students
• Share a common focus
• Chosen by students and teachers
• High rates of family and community involvement
• Emphasize rigorous academics

• The engagement research shows
• Strong academic achievement 1
• Higher attendance and graduation rates2
• Fewer disciplinary problems2
• More higher-level courses
• More opportunities for engagement 3

• Ancess Ort, 1999 Raywid, 1994
• Irmsher, K. (1997). School Size. ERIC Digest.
  Eugene, OR, ERIC Clearinghouse on Educational
  Management. 113.
• Meyer, 2000

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When Schools include career academies

• The engagement research shows
• Increase attendance and graduation rates1
• Increase course taking, especially in academic
  areas1
• Closer relationships with teachers and teacher
  support and help with postsecondary goals2
• Students reported being more engaged in school
  and had better attendance2
• Less likely to drop out than students from
  comprehensive HS 4

• High quality academies include3
• group of students within the larger high school,
  who take classes together for at least two years
• taught by a team of teachers from different
  disciplines
• a college preparatory curriculum with a career
  theme,
• partnerships with employers, the community, and
  local colleges

• Maxwell, N. L., Rubin, V. (2001).
• Orr, M. T., T. Bailey, K. Hughes, M. M. Karp and
  G. S. Kienzl (2004)
• www.ncacinc.org
• Castellano et al. (2005)

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When career clusters build on existing career
pathways

• The engagement research shows
• Increased attendance
• Increased AP course taking

• Career pathways include
• Close links with local employers
• Students engage in internships and other forms of
  work-based learning
• WBL linked directly to their students area of
  study

Castellano, M., Stringfield, S. and J. R. Stone
III (2002). Helping Disadvantaged Youth Succeed
in School Second Year Findings from a
Longitudinal Study of CTE-Based Whole-School
Reforms. St. Paul, MN, National Research Center
for Career and Technical Education 46.
Rudy, D. W. and E. L. Rudy (2001). Report on
Career Pathways A Success Story in Berrien
County, Michigan. Berrien County, Michigan,
Berrien County Intermediate School District 11.
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When career clusters include business partnerships

• The engagement research shows
• 44 of existing partnerships focus on reducing
  drop outs
• Some evidence of
• 1. Improved academic engagement
• 2. Better attendance
• 3. Reduced dropout rates
• 4. More likely to meet grad requirements
  within 4 years

• Effective partnerships
• True partnerships (not commercial or
  philanthropic relationship)
• Goals and objectives are mutually beneficial .
  built on shared values and philosophies
• Activities are integrated into the school and
  business cultures.
• Opportunities to interact at school, community
  and business sites.
• Clear management processes and structure
• A point person to manage partnerships
• Written descriptions of roles and responsibility,
  accountability measures and guidelines
• Training for all key personnel.
• Defined specific, measurable outcomes.

Bailey, T. and D. Merritt (1997). School-to-Work
for the College-Bound. Berkeley, CA, National
Center for Research in Vocational Education
7. http//www.tc.columbia.edu/iee/PAPERS/Stw.pdf C
ouncil for Corporate and School Relationships,
2001 http//www.corpschoolpartners.org/research.sh
tml
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Career Clusters

• A Solution to the Problem of Achievement?

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When schools include small learning communities,
the achievement research shows

• Higher test scores and GPAs 1
• Improvement in state achievement exams 2

• Irmsher, K. (1997). School Size. ERIC Digest.
  Eugene, OR, ERIC Clearinghouse on Educational
  Management. 113.
• Huebner, 2005

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When schools include career academies, the
achievement research shows

• Increased course taking, especially in academic
  areas1
• Increased students GPAs1
• Raise academic achievement 2
• Higher odds of earning more high level math
  credits 3
• Earn same or more science credits 3

• Maxwell, N. L., Rubin, V. (2001).
• Kemple Snipes (2000) Southern Regional
  Education Board, n.d.
• Castellano et al (2005)

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When career clusters build on existing career
pathways, the achievement research shows

• More science and math course taking
• Increased AP course taking

Rudy, D. W. and E. L. Rudy (2001). Report on
Career Pathways A Success Story in Berrien
County, Michigan. Berrien County, Michigan,
Berrien County Intermediate School District 11.
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When career clusters emphasize career
development

• Quality career development includes
• Process to define and refine life and work roles
• Emphasizes students making informed career
  decisions
• Students use data to support decision making,
• Students are aware of training and post-secondary
  options

• The achievement research shows
• Strong effect on achievement1
• Students more likely to take AP exams and college
  entrance tests23
• Career guidance no effect4

• Baker and Taylor, 1998
• Steinberg, A., Almeida, C. Allen, L. (2003).
• Visher, M. G., Bhandari, R. Medrich, E. (2004).
  
• Hotchiss Dorsten, 1985

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When Career Clusters emphasize business and
industry partnerships

• Students earn grades at least as high as other
  students
• Students take more
• Advanced Math and Science courses
• AP Classes
• Lab based science classes
• Inconclusive evidence related to test scores

Hughes, K. L., T. R. Bailey and M. J. Mechur
(2001). School-to-Work Making a Difference in
Education. A Research Report to America. New
York, Institute on Education and the Economy 48.
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Career Clusters

• A Solution to the Problem of Transition?

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When schools include small learning communities,
the research shows

• SAT scores and college-acceptance were equivalent
  or superior than those in large schools 1

1 Cotton, 1996 Huebner, 2005
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When schools incorporate Career Academies, the
research shows

• Improved wages by 10k for males1
• More than ½ were enrolled or completed a
  postsecondary program1

• 1. Kemple, Scott-Clayton, 2004

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When Career Clusters build on existing Career
Pathways, the research shows

• Improved rate at which students attend college1

• Rudy, D. W. and E. L. Rudy (2001).

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When career clusters have strong partnerships,
the research shows

• Students were at least as likely to enroll in
  college
• Students benefited from dual enrollment
  opportunities
• Students were more likely to have identified a
  major than students in a comparison group
• Students needed less remediation than peers in
  same district
• Are better able to define their career interests
  and goals

Hughes, K. L., T. R. Bailey and M. J. Mechur
(2001). School-to-Work Making a Difference in
Education. A Research Report to America. New
York, Institute on Education and the Economy 48.
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Building Programs of Study with career clusters
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Program of Studies Required Elements

• State approved programs, which may be adopted by
  local education agencies and postsecondary
  institutions to be offered as an option to
  students when planning for and completing future
  coursework, for career and technical content
  areas.
• Incorporate secondary education and postsecondary
  education elements

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Programs of Study-Required Elements

• Include . . .
• coherent and rigorous content
• aligned with challenging academic standards
• and relevant career and technical content
• in a coordinated, non-duplicative progression of
  courses that align secondary education with
  postsecondary education
• . . . to adequately prepare students to
  succeed in postsecondary education

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Programs of Study-Required Elements
 

• May include the opportunity for secondary
  education students to participate in dual or
  concurrent enrollment programs or other ways to
  acquire postsecondary education credits

• What systems issues will you need to address?
• Dual Enrollment Options
• Student attends CC
• CC Instructor comes to HS
• HS teacher teaches CC course

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Programs of Study-Required Element

• Lead to an industry-recognized credential or
  certificate at the postsecondary level, or an
  associate or baccalaureate degree.

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Programs of Study Should Include . . .

• Validated academic and industry outcomes
• Extended learning opportunities WBL, CTSOs.
• Professional development for faculty
  administrators
• Seamless articulation of technical courses
• Data collection system to document outcomes
• On-going secondary-Postsecondary collaboration
• Pre-HS graduation remediation
• And . . .

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Programs of Study- Should include a career
development framework

• Elementary
• Students begin CD by heightening their awareness
  of career opportunities
• Middle School
• Focus Exposure to and exploration of careers
• High School
• Students investigate and prepare for their future
  careers through experience based work
  opportunities (IL State Board of Education, 2000)

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Effective Program of Studies can help students

• Develop career awareness
• Develop employment readiness
• Acquire career readiness
• Identify career goals
• Acquire knowledge to achieve career goals
• Apply skills to achieve career goals

Alaska Career Development Guidelines
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A Career Development Approach
FantasyGrowth ExplorationEstablish
ment
Elementary Middle High
WBL/College School
School School
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SC Personal Pathways to Success
Steps to Success
Employment Career Advancement Continuing
Education and Lifelong Learning
Postsecondary Career Preparation Achieving
credentials college, certification,
apprenticeship, military
9-12 Career Preparation Academics and technical
courses, intensive guidance, individual
graduation plans
Grade 8 Transition Choosing a career cluster and
major (can change easily at any time later)
6-8 Career Exploration Discovering interest areas
K-5 Career Awareness Introduction to the world
of careers
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Middle Skill Occupations Energy and Power

• Lineworker,
• Plant Operator
• Technician
• Pipefitter / Pipelayer

Energy Competency Model
A Program of Study Example
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Energy Career Cluster Map
Career Clusters A grouping of occupations and
broad industries based on commonalities. The
sixteen career clusters provide an organizing
tool for schools, small learning communities,
academies and magnet schools.
Science, Technology, Engineering and
Mathematics Planning, managing, and providing
technical services
Architecture and Construction Designing,
planning, managing, building and maintaining the
built environment
Manufacturing Planning, managing, and performing
the processing of materials into the intermediate
or final products
Clusters
Engineering and Technology
Manufacturing Production Process Development
Construction
Design and Pre-construction
Pathways
Science and Math
Maintenance, Installation Repair
Maintenance Operations
Quality Assurance
Logistics Inventory Control Pathway
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The Education Continuum
Middle School
High School
Technical and Community College
Military and Second Career
Focus Career Exploration

• Summer Camp
• Lego League
• Career Choices
• Science Fairs
• Career Day

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The Education Continuum
Middle School
High School
Technical and Community College
Military and Second Career
Focus Work Readiness and Skill Building

• Career and Tech Ed. Majors
• Career Academies
• Summer Academies
• Boy Scout merit badges
• Robotics Competitions
• Science Fairs
• SkillsUSA

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The Education Continuum
Middle School
High School
Technical and Community College
Military and Second Career
Focus Specific Career Skills

• Boot Camps
• Regional Skill Centers
• Associate Degrees
• Common Curriculum
• Partnerships for hands on training

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The Education Continuum
Middle School
High School
Technical and Community College
Military and Second Career
Focus Transition Skills

• Job Corp
• Helmets to Hard Hats
• Career Transition Office training support

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Sustaining Education Reform

• A visit to the graveyard of education reform

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Career Clusters Tech Prep A cautionary tale

• Few schools fully implemented Tech Prep in its
  22 form.
• Complete tech prep programs serve only 5 of the
  students enrolled in programs that are nominally
  Tech Prep.
• Tech Prep as a program has become virtually
  meaningless.
• Led to recommendation to eliminate funding

Silverberg, M., E. Warner, M. Fong and D. Goodwin
(2004). National Assessment of Vocational
Education Final Report to Congress. Washington,
D.C., U.S. Department of Education, Office of the
Under Secretary, Policy and Program Studies
Service 351. Available at http//www.ed.gov/rschs
tat/eval/sectech/nave/navefinal.pdf
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Unresolved Issues

• To what degree can secondary and postsecondary
  instruction be articulated?
• To what degree can rigorous and relevant
  technical content be aligned with challenging
  academic standards?
•  
• What are appropriate measures of the
  effectiveness of POS?
•  

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Keys to successful education reform

• Use well-established core elements (e.g.,
  instructional materials, professional
  development program, leadership plan) that were
  commonly accepted as standard practice.
• Fidelity of treatment -True implementation based
  on established elements
• Strong curriculum framework not just rearranging
  deck chairs
• Accountability- measuring success (engagement,
  achievement, transitions)
• Critical mass
• Change the culture
• Involve the decision makers
• Sustain leadership
• Provide sufficient resources
• And much more

Century Levey, Sustaining Your Reform Five
Lessons From Research. Benchmarks, The Quarterly
Newsletter of the National Clearinghouse for
Comprehensive School Reform, 3(3), 2002.