New Jersey Career and Technical Education Partnership

Conference

Katherine L. HughesCommunity College Research Center

Teachers College, Columbia University

hughes@tc.eduhttp://ccrc.tc.columbia.edu

June 4, 2010

Problems through the Pipeline

• Challenges to high school completion and attainment

• Challenges to transition from high school to college

• Challenges to persistence and success in college

• CTE-focused strategies to address all these challenges

Importance of Data Collection and Analysis

• Do states and institutions know where the leaks in the pipeline are? from HS to college? from developmental to credit-earning? from credit-earning to program completion?

• Importance of disaggregation of data• FL – only state with integrated data system• Other states making progress • Several national initiatives now focused on this

issue (Achieving the Dream, Data Quality Campaign)

0%

10%

20%

30%

40%

50%

60%

1 2 3 4

SES Quartile

Per

cen

tag

e

No college

Two-year college

Four-year college

Educational Access and SESExperience by 2000 for HS Class of 1992

Source: NELS

High School Completion and Initial Postsecondary Education by SES Quartile

Eighth Graders in 1988% of each SES quartile that attains each ed. category

0

10

20

30

40

50

60

70

80

Lowest Second Third Highest

Per

cen

t o

f S

ES

Qu

arti

le

No PSE, No HS

No PSE w/HS or GED

PSE 2-Yr or <2-Yr

PSE 4-Yr

Students not Prepared for College

• Many do not have college level skills

• Many students are surprised that they are not prepared for college level work—most developmental ed students are high school graduates

• Many HS students have little understanding of college and how to prepare for it

Community College Graduation Rates

• National Center for Education Statistics—(Student Right to Know)—3 year graduation rates for first time, full-time degree-seeking students

• National Average—27.5%

• Lowest—Delaware—9.0%

• Highest—Wyoming—60.0%

• New Jersey—15.7%

Three-Year Graduation Rates for Associate Students in 2008

Retrieved from www.higheredinfo.org

Community College Student Population

Compared to Students in BA Programs

Dimension Main Characteristics

Demographics Older & Minority

Program of study Occupational

Intensity Part-time & Part-year

Reasons for enrolling Job skills

Self perception Worker in college

Family background Low SES & First-generation

High school background Low rank & scores

Source: NPSAS96; BPS89; NELS88

Race and Ethnicity of CC and BA Students (Fall 2004)

Black, Non-Hispanic Undergrads

Hispanic Undergrads

Total Undergrads

Bronx ComCollege 3,276 4,060 8,367

All Ivy League Colleges 4,031 3,875 62,425

Source: IPEDS

Incidence of Remediation

• 58 percent—at least one course (NELS)

• 44 percent—1 to 3 courses (NELS)

• 14 percent—more than 3 courses (NELS)

• 59 percent—at least one course (ATD)

Not enrolled

18%

3 levels below

Not Completed

25%

Not enrolled 16%

2 levels below

Not completed

12%

Completed

16%

Enroll

Pass

Referred to Lev. 3 46824

Not enrolled

7%

1 level below

Enroll

Pass

Not completed

6%

Enroll

In-Order Course Completion and Enrollment for Math Remediation

82%

57%

41%

29%

22%

CTE-Focused Strategies

• CTE as HS dropout prevention

• CTE and contextualized academics

• Programs of study (CCTI model)

• CTE-focused dual enrollment

Findings from the National Research Center for

Career and Technical Education

Convergent findings from multiple studies (4 studies, 3 data sources):

• As participation in CTE courses increases, the graduation rate increases

• Ratio 1:2 is optimal

Other research has shown that CTE contributes to greater student engagement and lower chance of dropout

Contextualized Academics:NRCCTE Math-in-CTE Study

• A study to test the possibility that enhancing the embedded mathematics in CTE coursework will build skills in this critical academic area without

reducing technical skill development. • Students in the experimental classes scored significantly

higher on Terra Nova and Accuplacer• No negative effect on technical skills• 11% of class time devoted to enhanced math lessons

Building CTE Pathways:Tech Prep

NAVE Findings:• Only 47 percent of all high schools in 2000 reported

offering something they call “Tech-Prep.” • The set of activities pointed to as evidence of Tech-

Prep are quite modest in many schools, and some preceded federal support for Tech-Prep.

• A highly structured form of Tech-Prep is rarely found in U.S.high schools (10%)

• Tech-Prep is largely viewed as an effort to upgrade secondary vocational education; it has little impact on postsecondary courses.

• Research on TP students finds mixed outcomes

Articulation Agreements: The cornerstone of Tech Prep

• Course-to-course articulation rather than program articulation (Not the vision in legislation)

• Few Tech-Prep students receive articulated college credit.• However, articulation efforts have

(1) stimulated communication between secondary and postsecondary vocational faculty and

(2) improved the rigor and consistency of some secondary vocational curricula, by encouraging high schools to adopt college curricula and instructional materials as proof of course equivalency

No Progress in PS Settings

• Tech-Prep is largely viewed as an effort to upgrade secondary vocational education; it has little impact on postsecondary courses.

• Tech-Prep has little impact on college curricula and services.

• Relatively few postsecondary institutions have offered new courses for students entering with Tech-Prep experience or modified other courses

• No data are available about the proportion of students who complete a two-plus two program or the benefits of doing so.

New Way: Career Pathways

A career pathway is a coherent, articulated sequence of rigorous academic and career courses, commencing in the ninth grade and leading to an associate degree, an industry-recognized certificate or licensure, or a baccalaureate degree and beyond.

A career pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. Career pathways are available to all students, including adult learners, and are designed to lead to rewarding careers.

--CCTI, 2005

Perkins IV

• 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

What is a Program of Study/Pathway?

CCTI Career Pathways TemplateCOLLEGE: CLUSTER:

HIGH SCHOOL(S): PATHWAY : PROGRAM:

GRADE ENGLISH MATH SCIENCE SOCIAL

STUDIES

REQUIRED COURSES RECOMMENDED ELECTIVE COURSES

OTHER ELECTIVE COURSES CAREER AND TECHNICAL EDUCATION COURSES

9

10

11

SE

CO

ND

AR

Y

12

Year 1 1st Quarter

Year 1 2nd Quarter

Year 1 3rd Quarter

Year 2 1st Quarter

Year 2 2nd Quarter

AD

UL

T

LE

AR

NE

R

EN

TR

Y

PO

INT

S

PO

ST

SE

CO

ND

AR

Y

Y ear 2 3rd Quarter

Required Courses

Recommended Elective Courses

Other Elective Courses

Career and Technical Education Courses

Credit-Based Transition Programs (e.g., Dual/Concurrent Enrollment, Articulated Courses, 2+2+2

Mandatory Assessments, Advising, and Additional Preparation

Funded by the U. S. Department of Education (V051B020001)

Rigorous Academics

CTE for all

Dual Enrollment

Early Assessment in H.S.

COLLEGE: Sinclair Community College-MVTP Consortium CLUSTER: Science, Technology, Engineering and Math

HIGH SCHOOL(S): Centerville, Dayton Career Center, PATHWAY : Engineering Technology

Kettering Fairmont, Stebbins, PROGRAM: Civil Engineering Technology

Miami Valley Career Tech Center

REQUIRED COURSES

SOCIAL RECOMMENDED ELECTIVE COURSES GRADE ENGLISH MATH SCIENCE

STUDIES OTHER ELECTIVE COURSES

CAREER AND TECHNICAL EDUCATION COURSES

9 English I (1)

Integrated Algebra & Geometry

or Algebra I (1)

Physical Science

(1)

World History (1)

Health (.5) P E (.5)

Career Exploration integrated with English

9

Elective (1)

10 English II (1)

Geometry or Algebra II

(1)

Biology (1)

American History (1)

Introduction to Engineering Design

(1)

Technology Word & Excel

Art (.5)♦

Elective (1)

11 English III

(1)

Algebra II or Adv. Algebra II

& Trigonometry (1)

Conceptual Physics or

Physics I (1)

American Government (.5) Social Studies Elective (.5)

Tech Prep Engineering Tech

♦(1)

Tech Prep Engineering Tech ♦(1)

P E (.5)

Early College Placement Assessment ( Reading, Math and Writing )

SE

CO

ND

AR

Y

12 English IV (1)

Integrated College Math or

Calculus (1)

Chemistry (1)

Elective (1) Tech Prep Engr

Drafting Graphics ♦(1)

Tech Prep Engr PC Applications in ♦Engineering (1)

Elective (1)

Mandatory College Placement Assessment (Reading, Math and Writing) and Acad. Advising + State O.G.T.Requirement M

Year 1 1st Quarter

English Comp I ENG111

● (3)

Mathematics 131 Technical Math I

●(5)

Personal Comp. Appl. in Engr- ♦ MET198 (2)

Architectural Blueprint Reading

ARC138 (3)

Basic Construction Surveying CCT102

(4)

Tech. Graphics Communication

♦DRT196 (3)

Year 1 2nd

Quarter

Eng 121 Technical

Composition I (3)

Mathematics 132 Technical Math II

●(5)

General Education Elective

●(3)

Civil Construction Blueprints&Draft

CCT103 (3)

Properties of Const. Materials CCT105

(3)

Intro to CAD Concepts ♦ DRT198 (2)

Year 1 3rd Quarter

Eng 122 Technical

Composition II (3)

Mathematics 133 Technical Math III

●(5)

Technical Physics I

PHY131 (4)

Social Science Elective

(3)

Topographic Mapping

CCT247 (3)

Construction Management CCT256

(3)

Year 2 1st Quarter

Effective Speaking I

Com211 ● (3)

Statics MET2033

(4)

Technical Physics II

PHY132 (4)

Construction Estimating

CCT216 (4)

Highway Surveying Design

CCT247 (3)

IET Workshop IET190 ♦ (3)

Year 2 2nd

Quarter

Subdivision Design CCT203

(4)

Soil Mechanics CCT245

(4)

Project Management

Tech. CCT258 (3)

Strength of Materials MET207 (4)

Humanities Elective (3)

AD

UL

T L

EA

RN

ER

EN

TR

Y P

OIN

TS

PO

ST

SE

CO

ND

AR

Y

Year 2 3rd Quarter

Reinforced

Concrete Design CCT206 (4)

Civil Technology Internship

CCT270 (3)

Civil Construction Capstone

CCT278 (4)

Adv. Construction Layout

CCT248 (3)

Required Courses

Recommended Elective Courses

College and Technical Education Courses

Credit-Based Transition Programs ( Dual/Concurrent Enrollment, Articulated Courses by Profic iency )

(♦=High School to Com. College) (●=Com.College to 4 -Y r.Institution) (■ =Opportunity to test out)

Updated: August 2005 Mandatory Assessments, Advising, and Additional Preparation

Funded by the U. S. Department of Education (V051B020001)

Dual Enrollment• Replace traditional Tech Prep articulated credit with dual

enrollment– Growing consensus that dual enrollment is preferable

• Credit is immediately transcripted

• Students are enrolled directly in the college

• May still have difficulty transferring credit, but no more so than any other transfer student

– Offering dual enrollment on a college campus also ensures that students have access to the most up-to-date technical equipment

• Some Tech Prep programs are replacing articulated credit with dual enrollment

Dual Enrollment• Allows high school students to enroll in college courses

while still in high school• May or may not be for dual credit• Participation (NCES):

– At 71 percent of public high schools, students took courses for dual credit

– 51 percent of colleges had high school students enrolled in college courses

– Over 800,000 high school students took a college course– About one-third of dual enrollments are in CTE courses

• Participation appears to be increasing rapidly with expansion targeted to a broader range of students

Why dual enrollment?

• Growing importance of postsecondary education

• Particularly for disadvantaged students, dual enrollment may:– Increase motivation through high expectations– Decrease remediation; prepare students academically – Increase student engagement by exposure to the

college environment– Encourage students to pursue postsecondary

education – Provide information about skills for college success

Policy for Dual Enrollment

• Most states had some DE policy

• Most common aspects addressed are funding and student admissions

• Least common aspects addressed are those of program structure, such as location, program intensity or model, or course content

Challenges to increasing student access to Dual Enrollment

• Funding issues

• College faculty resistance (don’t want to teach HS students; worried about the integrity of college courses)

• High school resistance

• Different structures and cultures within high schools and colleges

What do we know about outcomes?

• New CCRC analyses of dual enrollment outcomes in Florida and New York City– With controls for student and school characteristics

• Florida: All dual enrollment participants and subsample of those in CTE fields

• NYC College Now program: Dual enrollment participants from CTE high schools

• Also looked at subgroups of students such as low-SES and male students

Florida Findings

• Dual enrollment participation positively related to:– Students’ likelihood of earning a HS diploma– Enrolling in college, and enrolling full-time– Persistence to the second semester of college– Higher GPAs one year after HS graduation– Remaining enrolled in college two years after HS

graduation– More credits earned three years after HS graduation

NYC Findings

• Dual enrollment participation positively related to:– Pursuit of a bachelor’s degree

– 1st semester GPA

– More credits earned 3.5 years after HS graduation

Findings for Florida Subgroups

• Male and low-income students benefited more from dual enrollment participation than their peers

We Know that CTE Pays:

WA “tipping point study” found that at least 1 year of postsec education + credential gives future earnings bump:– = $9,500 more per year for an ABE student

– = $5,250 and $2,700 more per year (respectively) for workforce students entering with a GED or HS diploma only

Jacobson & Mokher FL Study

• Large earnings differences associated with being a CTE concentrator versus an academic concentrator

• Postsecondary CTE concentrators earn about $6000 more at the AA level

• Postsecondary CTE concentrators have higher earnings in part because they held higher-paying jobs prior to and while attending college

Thanks to…

Laurance J. WarfordCCTI Project Directorwarford@league.org

www.league.org/ccti

James Stone

james.stone@nrccte.org

www.nrccte.org

For more information:

Please visit us on the web at http://ccrc.tc.columbia.edu,where you can download presentations, reports,

CCRC Briefs, and sign-up for news announcements.

CCRC is funded in part by: Alfred P. Sloan foundation, Lumina Foundation for Education, The Ford Foundation National Science Foundation (NSF),

Institute of Education Sciences of the U.S. Department of Education

Community College Research CenterInstitute on Education and the Economy, Teachers College, Columbia University

525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.eduTelephone: 212.678.3091