preparing all students for economic & career...
TRANSCRIPT
MONTGOMERYCOUNTYPUBLICSCHOOLS
SEPTEMBER2017
CAREERREADINESS|EXTERNALREVIEW
PreparingAllStudentsforEconomic&CareerSuccess
www.edstrategy.org 1
TableofContents
ExecutiveSummary…………………………………………………………………………………………………………….2
Introduction:TheShiftingLandscapeofEconomicOpportunities…………………………………….…7
CareerReadinessReviewUndertakenbyESG……………………………………………………………………10
DataAnalysisandFocusGroupDescriptions…………………………………………………………………..…11
CumulativeFindingsfromESG’sCareerReadinessReview…………………………………………………21• FocusArea#1:VisionandSystemicPrioritiesforCareerReadiness…………………….…...21
• FocusArea#2:EmployerEngagement/Demand-DrivenProgramming…………………..…23
• FocusArea#3:QualityandRigorofCareer-TechnologyEducation(CTE)inMCPS….…25
• FocusArea#4:EdisonSchoolofTechnology……………………………………………………………..28
• FocusArea#5:StakeholderUnderstanding………………………………………………………….……30
ESGRecommendationsforMCPS………………………………………………………………………………….……32• FocusArea#1:VisionandSystemicPrioritiesforCareerReadiness……………………….....32
• FocusArea#2:EmployerEngagement/Demand-DrivenProgramming………………………33
• FocusArea#3:QualityandRigorofCareer-TechnologyEducation(CTE)inMCPS…..…35
• FocusArea#4:EdisonSchoolofTechnology……………………………………………………………..40
• FocusArea#5:StakeholderUnderstanding…………………………………………………………….…43
Conclusion………………………………………………………………………………………………………………………….48
Appendix………………………………………………………………………………..………………………………………….49• DataAnalysisTables……………………………………………………………………………………………….….49
• SurveyQuestions……………………………………………………………………………………………….………52
• SurveyResults……………………………………………………………………………………………………………63
• FocusGroupProtocols……………………………………………………………………………………………….69
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ExecutiveSummary
ThegoalofK-12educationhaslongbeentopreparestudentseffectivelyforlifeafterhighschool,but
whatismeantbypostsecondarysuccesshasshiftedsignificantlyinrecentyears.Theeconomyhas
changed;collegehaschanged;andcareeropportunitieshavechanged.Inthenextfewyears,nearly
two-thirdsofalljobswithrequiresomelevelofpostsecondaryeducationandtraining,whichwill
providesignificantlymoreandbetteropportunitiestoskilled,technical,postsecondary-credentialed
workersandleavebehindthosewithahighschooldiplomaorless.Thatdoesnotmeanonlyindividuals
withbachelor’sdegreeswithfindsuccessinthejobmarket.Thosewhoholdassociatedegreesin
technicalfieldsinmanyinstancesalreadyout-earntheirpeerswithbachelor’sdegreesinnon-
quantitativefields.Choicesstudentsmakeregardingtheirpathofstudyafterhighschoolhavenever
beenmoreimportant.
ThefocalpointofK-12schoolsmustcorrespondinglyshiftfrom“howdowepreparestudentsforfour-
yearcollege?”to“howdowepreparestudentstoearnapostsecondarycredentialthatgivesthementry
intothemiddleclassandbeyond?”
TheseeconomicrealitiescompelledMontgomeryCountyPublicSchools(MCPS)tocontractwith
EducationStrategyGroup(ESG)tohelpthedistrictreflectonitscurrentpractices,assesshowwellthey
aremeetingtheintendedmark,anddevelopstrategiesforcoursecorrection.ESGwasaskedto
rigorouslyassessthedistrict’scareerreadinesseffortstodeterminethedegreetowhichtheyaredriven
bylabormarketneeds;shapedbyemployers;rigorousandrelevant;fullyutilizedandeffectivevehicles
forpreparingallstudentsforthefullrangeofhigh-qualitypostsecondaryoptionsbeforethem.
SeveralimportantprinciplesguidedESG’sworkthroughouttheproject:
§ EverystudentmustgraduatefromMCPSwiththeknowledgeandskillstobereadyforcollegeand
“goodjobs.”
§ Careerreadinessreferstoabroadsetofexperiencesthatprepareallstudentsforeconomicand
careersuccess;CareerandTechnologyEducation(CTE)isanimportantlever,butnotthesole
focusof,acomprehensivecareerreadinessstrategy.
§ Careerreadinesseffortsarenotabouttrackingstudentsintoonepathbutratheraboutpreparing
allstudentsforthefullrangeofpostsecondaryoptionsfromwhichtheycanchoosetheirbestfit.
§ MCPScannottacklethisworkalone;itmustlockarmswiththeemployerandpostsecondary
educationcommunitiestopreparestudentsforeconomicandcareersuccess.
Throughanalysisofperformancedataandadministrationofsurveys,focusgroups,andphone
interviewsinvolvingstudents,parents,staff,employers,andhighereducationleaders,ESGformed
findingsaboutthestrengthsandgapsofcurrentpracticesandstrategicrecommendationsfor
improvement.Theyareorganizedbelowintofivefocusareastoallowfortheintegrationand
prioritizationofkeythemesandideas.
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FocusArea#1:VisionandSystemicPrioritiesforCareerReadinessDistrictadministratorsandschool-basedstaffwithinMCPSareclearlycommittedtohighexpectations
andoutcomesforallstudents.However,thosehighexpectationsarealmostexclusivelyaimedatafour-
yearcollegeexperienceafterhighschool,which,whileveryimportant,marginalizescareerpreparation
effortsandundervaluesdualcollege-readyANDcareer-readyaccomplishments.Thestrongfocuson
preparingforfour-yearcollegehasalsocontributedinparttoapracticeofcheckingoffgraduation
requirementsratherthanthinkingmorestrategicallyandcreativelyaboutwhatcanandshouldbe
includedwithinthehighschoolexperience.SystemdriversandaccountabilitymetricswithinMCPS
continuetoemphasizeraisingthegraduationandfour-yearcollege-goingrates.Absentfromthoseand
relatedmetricsarehigh-qualitycareerreadinessindicatorsthatcanandshouldplayacomplimentary
roleinMCPS’swork.
Recommendations:MCPSmustpartnerwithindustryandpostsecondaryleaderstoestablishcareer
readinessasapriorityinpreparingstudentsforpostsecondarysuccess.
§ EstablishanewvisionforcareerreadinessthatcomplementsMCPS’scollege-readygoals.
§ RedefineandrebrandCTEasofferingrigorousacademiccourseworkintegratedwith21stcentury
technicalinstructionandreal-worldworkexperiences.
§ Provideprofessionaldevelopmentontheregionallabormarketandtherelatedhigh-valuecareeropportunitiestoteachers,counselors,andadministratorstohelpthemunderstandtherangeof
meaningfulprofessionalrolesavailableafterhighschool.
§ Establishmetricsforcareerreadinesssuccesstoundergirdtheimportanceofthework,including
programofstudycompletioninhigh-skill,high-demandfields;work-basedlearningparticipation;
dualcreditrates;andattainmentofindustry-recognizedcredentialswithlabormarketvalue.
FocusArea#2:EmployerEngagementMCPSclearlyrecognizestheneedtomeaningfullyengagekeyemployerstoensurealignmentbetween
programsandtheeconomicdevelopmentneedsofthecounty,yetitlacksasystemicwayinwhichto
connectwiththeemployercommunity.Instead,existingintermediaryorganizationsservedifferent
purposesandfunctions,whichhascreatedfragmentedengagementandconfusionamongemployers.
WhileMCPSconsistentlyengagesemployersthroughseveralchannels,employersfeeltheyarebeing
informedratherthanhelpingtoshapeandassesspoliciesandprograms.Inaddition,employersare
underutilizedinconnectingclassroomlearningwiththeworldofworkthroughwork-basedlearning
experiences.ThiscouldstemfromthewayinwhichemployersseemtoperceiveK-12asaphilanthropic
endeavorratherthanatalent-developmentstrategy.
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Recommendations:EmployersmustbecomestrongpartnersinrealizingMCPS’snewvisionofcareer
readiness,whichincludeshavingtheopportunitytohelpidentifyprogramsofstudythatshouldbe
prioritizedandscaledandassesstheireffectiveness.
§ RegularlyconveneleadingemployersthroughaspecializedAdvisoryCouncilledbytheSuperintendenttoidentifyprogrammaticprioritiesforthedistrictandsetdirectionfortheworkof
thecurrentintermediaryorganizations.
§ RestructureandredefinetheroleoftheMontgomeryCountyCollaborationBoard(MCCB)soitcanmoreeffectivelyensurethatcareerpreparationprogramsaretargetedintherightcareer
sectorsandareachievingresults.
§ EstablishasinglepointofcontactwithinMCPSforemployers,a“DirectorofStrategicIndustryPartnerships”,tomanagetheworkoftheCouncilandbuildafullportfolioofwork-basedlearning
experiencesforstudents.
FocusArea#3:QualityandRigorofCTEMCPSshouldrightfullyboastthatithasprogramsofstudythatareanchoredinindustry-recognized
credentials;atechnicalcareeradvisementplatform;school-basedinternshipcoordinators;and
dedicatedstaff,allofwhichareneededtocreateahigh-quality,district-widecareerpreparationsystem.
Yetitsprogramsofstudyareofferedunevenlyacrossthedistrictwithasmorgasbordpoppingupwithin
schoolsseeminglywithoutintentionality.ThiscontributestostudentsandparentsoftenperceivingCTE
ashavinglimitedvalue.High-qualityprogramsofstudymustincludepostsecondary-levelinstruction,
butthesharedvisionfora9-14deliverysystemthatincludesdualenrollment/creditandopportunities
forattainmentofpostsecondary-levelindustry-recognizedcredentialsisunderdeveloped.Further,
neitherwork-basedlearningnorcareeradvisementhasbeenoptimizedtodate.Thoughthehighschool
internshipprogramhasimpressivepotential,itlackscoordination,clearstandards,andindustry-aligned
opportunities.And,importantfunctionalityofNavianceforcareerplanningiscurrentlyoverlooked.
Finally,asacontextualchallengetoaddress,CTEisinherentlyatadisadvantageforenrollees.Itisoften
viewedasoneelectiveofmanychoicesratherthanapathwaytoavaluablepostsecondaryopportunity.
Recommendations:Oncethenewvisionforcareerreadinesshasbeenestablished,MCPSmust
strengthenthequalityandconsistencyofitscareerprogramming.Thedistrictneedstoensurethat
programsofstudyarerigorousandenablestudentstograduatewithcollegecreditandpostsecondary-
levelindustry-recognizedcredentials.
§ Designandexecuteasystematicapproachtothedeliveryofcareerprogrammingacrossschools
ensuringthateverystudenthasaccesstoahigh-qualityprogramofstudyofhis/herchoice.
§ RedesignProgramsofStudysothattheyofferhonorsandcollege-levelcourse-takingopportunitiesthroughgrade14andintegraterigorousandrelevantwork-basedlearning
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experiences.
§ ReorganizeCTEunderonecentralleaderwithdeepknowledgeofthedistrict’sacademicand
technicalprioritiesandtheacumentoexecuteonthenewcareerreadinessvision.
§ Reconfigurethedistrict’saccountabilitysystemsothatitdriveschangesinpracticethatvaluecompletionofprogramsofstudyandattainmentofcollegecreditandstackablecredentials.
FocusArea#4:TheEdisonSchoolofTechnologyTheEdisonSchoolofTechnology(“Edison”)initscurrentformconsistentlydemonstratesarelentless
focusonpreparingstudentsforspecificcareeropportunitiesafterhighschool.StaffatEdisonare
notablydedicatedtotheirworkandreadilyacknowledgeandsupportthenotionthatmanyoftheir
studentscan,should,anddoenrollinformalpostsecondaryeducationortrainingprogramsafterhigh
school.However,EdisonislargelyunknownthroughoutMCPSwithstakeholdersholdingonlyavague
ideaofwhattheschooldoesandhowwellitdoesit.Stakeholdersexpressconcernthatitisa“lesser-
thanoption”forstudentswhodon’tplantogotocollege.Studentsandparentsseemlargelyunwilling
toloseaclassperioddailytotraveltoapart-timeprogramthatoffersapartialhighschoolexperience.
Andtheredoesn’tappeartobeacommonunderstandingofhowEdisonfitsintothebroaderMCPS
strategy.
Recommendations:The“newEdison”currentlyunderconstructionmakesroomforchangeand
reinvention.MCPSshouldtakethisopportunitytoaddressshortcomingsinthecurrentmodel,situating
thenewschoolasanintegralpieceofthecareerreadinessvision.Therearefourpathstoconsider,each
ofwhichrequiresconvertingEdisonintoafull-timeschool:
§ CreateaCTEEarlyCollegeHighSchoolthat,likeotherEarlyCollegeHighSchools,wouldenablestudentstosimultaneouslyearnahighschooldiplomaandeitheranassociatedegreeoruptotwo
yearsofcredittowardabachelor’sdegree.
§ DesignaWall-to-WallCareerAcademythatwouldbedividedintoanumberofhigh-skill,high-
demand“academies”;eachstudentwould“major”inanacademyandreceiverigorousacademic
andtechnicalinstructionculminatingincollege-creditandapostsecondaryindustry-recognized
credential.
§ CombineEdisonandWheaton,takingadvantageofthenaturalopportunityofside-by-sidecampusestoofferarigorousproject-basedlearningexperiencealongsidesophisticatedhands-on
technicalinstruction.
§ Converttoatechnologyhighschooltakingcaretoassessprogrammaticofferingsandtheirquality
carefullytoensurehigh-qualityanddevelopastrategicplanforimplementationwith
postsecondaryandindustrypartners.
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FocusArea#5:StakeholderUnderstandingMCPSstudents,parents,faculty,andstaffuniformlyunderstandandbelieveinthevalueofafour-year
collegedegree.ButacrossallMCPSstakeholders,thereislittleawarenessofhoweconomicshiftshave
createdamorediverserangeofcareeropportunities,especiallyvaluable“new-collar”jobslikethosein
thehealthandfinancialservicesfields.Relatedly,becauselittleinformationoncareerpreparationfor
theseopportunitieshasmadeitswaytostudents,teachers,counselors,andparents,thereisa
discerniblelackofunderstandingregardingcareerreadinessanditsgoals.Moststakeholdersdon’t
understandwhatCTEis,oftenassociatingitwithoutdatedvocationaleducation.YettheyciteCTE
programsofstudylikeNationalAcademiesFoundation(NAF),ProjectLeadtheWay(PLTW),andCiscoas
beingverystrongcollegeprepopportunities.Students,parents,faculty,andstaffgenerallylack
understandingofhowhigh-qualityCTEcanbeaneffectivestrategytopreparekidsforcollege.
Recommendations:Leveragingexternalprofessionals,MCPSmustclearlyandwidelycommunicateto
helpstakeholdersunderstandtheimportanceofitscareerreadinesswork.Thiscanhappenthrough
deliberatephasing:
§ Establishanewvaluepropositionforcareerreadinessthateducatesstakeholdersonrecenteconomicchangesandtherelatedimplicationsforcareeropportunities.
§ ImplementabrandingcampaignthatbringstolifeMCPS’snewcareerreadinessvisionthat
integratesandvaluescareerpreparationalongsidecollegepreparation.
§ Makethecaseforhigh-qualityCTEasacomponentofcareerreadinessexplainingwhatCTEentails,delineatingCTEofferingsandtheirconnectiontopostsecondaryoptions,targetinglong-
heldmisconceptionsaboutCTEquality,andadvertisingrecentCTEchangestoensureunassailable
quality.
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INTRODUCTIONTheShiftingLandscapeofEconomicOpportunities
Forgenerations,theroutetoeconomicandcareersuccesswassimpleanddirect:graduatefromhigh
schoolandfindablue-collartechnicaljoborwhite-collarclericalrole,eachofwhichprovidedstable
employmentandpaidgoodwages;or,goontoearnacollegedegreethatopeneddoorstoawiderange
ofsubstantial,well-payingprofessionalpositions.Fortoday’sstudents,thatreliablesequencenolonger
holdstrue.Technologicaladvanceshavefundamentallyreshapedtheeconomy,andatthesametime,
triggeredchangesinthelandscapeofpostsecondaryeducationandcareeropportunities.
Today,thesameskilledtraderolesrequireworkerstohavenew,moresophisticatedproficiencytobe
successfulintheworkforce.Carmechanicshavebecomecomputertechnicians;assemblylineworkers
havebecomehigh-techoperators;andprogrammershavebecomethebackboneofoureconomic
infrastructure.Infact,Americanmanufacturersnowpostmorejobsforsoftwaredevelopersthan
productionworkers.1
Theloud,cleardrumbeatthatacollegeeducationisthekey
toeconomicandcareersuccesshasbeenproventrueby
thesedevelopments.Employers’upgradedjobexpectations
meanthatworkersmustbemoreskillfullypreparedforthe
rangeofrolesavailableinthe21stcenturyeconomy.By2020,
nearlytwo-thirdsofalljobswillrequiresomelevelof
postsecondaryeducationandtraining,withanearlyevensplit
betweenthoserequiringabachelor’sdegreeandthose
requiringanassociatedegreeorsomepostsecondary
training.2Manyoftheseare“middleskill”or“newcollar”jobs
thatrequiremorethanahighschooldiplomabutlessthana
bachelor’sdegree.
Buttherearetwocriticalfactorsmissingfromthisdescriptionthatmustimpacttheworkofschools:
1)thesechangesareoccurringveryrapidlywithintheAmericaneconomy;and2)postsecondarysuccess
isbeingdefinedmuchmorebroadlybytheeconomythanittraditionallyhas.TheGreatRecessionof
2008-2009decimatedclericalandblue-collarjobs,replacingthemwithhigher-skillmanagerialand
professionaljobsinindustriessuchashealthandfinancialservices.Infact,99percentofthejobsadded
intheRecoverywenttoworkerswithsomelevelofpostsecondaryeducationandtraining,leaving
behindthosewithahighschooldiplomaorless.3
1BurningGlassTechnologies,“ManufacturingShift:SoftwareJobsNowOutpaceProductionOpenings”,(August15,2017).
2Carnevale,Smith,andStrohl.“Recovery:JobGrowthandEducationRequirementsthrough2020”,GeorgetownUniversityCenteronEducationandtheWorkforce(June,2013).
3Carnevale,Jayasundera,andGulish.“Recovery:CollegeHavesandHaveNots”,GeorgetownUniversityCenteronEducationandtheWorkforce(June,2016).
Employers’upgradedjob
expectationsmeanthat
workersmustbemore
skillfullypreparedforthe
rangeofrolesavailableinthe
21stcenturyeconomy.
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Whileemployerdemandforpostsecondary-trainedworkers
hasincreasedsignificantly,thechallengesofcollegecontinue
togrowforstudentsandtheirfamilies.Costshaverisen
prohibitivelywiththeaveragein-statefour-yearpublichigher
educationinstitutioncharging$20,000peryearandtheaverageprivate,non-profitfour-yearcollegecharging$45,000
peryear.4Yetonly10percentofstudentswhoearnabachelor’sdegreedosowithinfouryears,andonaverage,
studentsaccumulate$37,172ofdebtforafour-yearcollege
experience.5Perhapsnotsurprisingly,morethan70percent
ofundergraduatestudentsholdjobswhileincollege,with40
percentworkingmorethan30hoursperweekirrespectiveoffamilyincome,financialdependency,
enrollmentstatus,age,race,orotherdemographiccharacteristics.6Thetraditionalvisionof
postsecondaryeducation–18yearoldstudentscompletingabachelor’sdegreeinfouryears–isnow
theexception,notthenorm.
Theeconomyhasshiftedtovalueshorter-term,meaningfulcredentialsintechnicalfieldsinadditionto
four-yeardegrees.Whilebachelor-degreedelectricalengineersforexamplestillearnonaveragenearly
$100kperyear,thosewithassociatedegreesinInformationTechnologyonaverageearnover$66kper
year,andone-yearindustrycertificateholdersinInformationTechnologyonaverageearnabout$59k
peryear.7BothITspecialistsexceedthegenericbachelordegreeholderwhoearnsanaveragesalaryof
$54kperyear.8Infact,acrosstheboard,30percentofassociatedegreeholdersnowout-earnthose
withbachelor’sdegrees.9
Whilestudentscansucceedintheirfuturesinsimilarwayswhethertheyattainlong-termpostsecondary
orindustrycertifications,associatedegrees,orbachelor’sdegrees,thegeneralruleofthumbpersists:
themoreeducationonehas,thehigherthesalaryhe/sheearns.However,thefieldsstudentschoosetostudymatter.Associatedegreeholdersintechnicalfieldsoftenmakemoremoneythanbachelor’s
degreeholdersinlessquantitativefields.LiberalArtsandGeneralBusinessmajorsaretwotothree
timesmorelikelytobeunderemployed–thatis,holdjobsforwhichtheyareover-qualified–thanthose
withNursingorEngineeringmajors.10
Finally,theseconditions-therisingcostsofhighereducation,thelongertimetoearningacollege
degree,thehighernumbersofstudentsworkingtohelppaytheirwaythroughcollege,andthe
4CollegeBoard,“TrendsinCollegePricing2016”(October,2016).
5Friedman,Zack.“StudentLoanDebtin2017:A$1.3TrillionCrisis”,Forbes(February,2017).
6Carnevale,Smith,Melton,Price.“LearningWhileEarning:TheNewNormal”,GeorgetownUniversityCenteronEducationandtheWorkforce(2015).
7PayScaleHumanCapital,www.payscale.com
8“LearningWhileEarning:TheNewNormal”,ibid.
9“LearningWhileEarning:TheNewNormal”,ibid.
10AbelandDeitz.“UnderemploymentintheEarlyCareersofCollegeGraduatesFollowingtheGreatRecession”,TheNational
BureauofEconomicResearch(September,2016).
Thetraditionalvisionof
postsecondaryeducation–
18-year-oldstudents
completingabachelor’s
degreeinfouryears–isnow
theexception,notthenorm.
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increasingnumbersofjobopportunitiesforthosewithcredentialsbeyondahighschooldiplomabut
lessthanabachelor’sdegree–havegivenrisetoanewapproachtoeconomicandcareersuccess,one
thatvaluesandenableslife-longlearning.Careerpathsbuiltonstackablecredentials–orcredentials
thatbuildononeanotherovertimeandallowstudentstogrowtheirskills,experience,and
qualificationsstepbystepforsuccessivelyhigherjobopportunities–areenablingyoungadultsto
achieveeconomicandcareersuccessatasteadypaceandwithlittledebt.Accordingtoanewreport
fromtheNationalStudentClearinghouse,nearlytwo-thirdsofstudentswhoearnedassociatedegreesin
the2010-2011schoolyearwentontoenrollinafour-yearcollegeoruniversity,and41percentofthem
earnedabachelor’sdegree.11
ItisclearlyanewtimeintheAmericaneconomy,onethatcallsonstates,districts,andschoolstoreflect
oncurrentpractices,assesshowwelltheyaremeetingtheintendedmark,anddeterminewherecourse
correctionisneeded.
11“SnapshotReport:CertificateandAssociateDegreePathways”,NationalStudentClearinghouse(July,2017).
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CareerReadinessReviewUndertakenbyESG
In2014,ESGfacilitatedtheCouncilofChiefStateSchoolOfficers’(CCSSO)CareerReadinessTaskForce,
whichresultedinafar-reachingsetofrecommendationsintendedtoserveasablueprintforstateand
localeffortstodesigncoursecorrectionstomaketheirsystemsofcareerpreparationresponsivetothis
shiftineconomicconditions.TheMarylandStateDepartmentofEducationbecameanearlyendorserof
thoserecommendations,andMCPSsubsequentlyaffirmedthemasthefoundationofits2015Career
ReadinessImprovementPlan.
ThatMCPSCareerReadinessImprovementPlancalledforareviewofcurrentcareerpreparation
practicestodeterminetheextenttowhichprogramsofstudyandrelatedeffortsaredemand-driven,
informedbyemployers,rigorousandrelevant,fullyutilized,andeffectivevehiclesforpreparing
studentsforpostsecondarysuccess.MCPScontractedwithESGinearly2017toperformthatreviewto
identifystrengthsandgapsofthosecurrenteffortstoformcomprehensiverecommendationsfor
improvementandscale.BetweenJanuaryandJune,2017,ESGinterviewedkeyMCPSstaffmembers;
analyzedperformancedataofMCPS;comparedthosefindingsagainstdemographicallysimilardistricts
withinandbeyondMaryland;administeredsurveystostaff,students,parents,andemployers;
conductedfocusgroupsofstudents,staff,parents,employers;andinterviewedkeyleadersfromlocal
businessandpostsecondaryeducationcommunities.Descriptionsofeachworkstreamand
correspondingfindingsareprovidedbelow.
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DataAnalysisandFocusGroupDescriptions
ESGbeganitsworkwithMCPSwithananalysisofthedistrict’sCareerandTechnologyEducation(CTE)
programmaticandperformancedataaswellascomparisondatafromotherdistrictsbasedonthree
broadframes:
1. HowhasCTEprogramofstudyenrollmentchangedovertime?Towhatextentdoesthatreflectthe
district’spriorities?Towhatextentdoesthatmirrororstandincontrasttotrendsinother
Marylanddistricts?
2. HowdoCTEConcentratorsandCompletersfareacrossabroadspectrumofperformancemetrics
ascomparedtoallgraduatesinthedistrict?Howhasthatperformancechangedovertime?
3. HowdoestheperformanceofCTEConcentratorscomparetobenchmarkdistrictswithinMaryland
andnationally?
Asaresult,ESG’squantitativeanalysisconsistedofthreeparts:
§ MCPSPerformanceAnalysis:LongitudinalreviewofMCPSenrollmentbyprogramofstudy,
performanceofCTEConcentrators/Completers,postsecondarytransitionsofCTECompleters,CTE
teachercredentials,andstudentinternshipengagement
§ MarylandCross-DistrictBenchmarking:ComparisonofCTEenrollmentandCarlD.PerkinsCareer
TechnicalEducationAct(“Perkins”)accountabilitymeasuretrends
§ NationalDistrictBenchmarking:Nationalcross-districtcomparisonofPerkinsperformanceand
additionaldata,whereavailable
DataRequestedandReceivedUponexecutionofthecontractforservices,MontgomeryCountyPublicSchoolsandEducationStrategy
Groupenteredintoadata-sharingagreementforaggregate-leveldatatoanswerthefollowingpolicy
questions:
1. Whichprogramsofstudy–coherent,non-duplicativesequenceofcourseswithinadesignated
subjectarea-areofferedateachhighschoolinMCPS?
2. WhatisthetotalenrollmentofsecondarystudentsinMCPSdisaggregatedbysubgroup?Whatis
thetotalenrollmentofCTEstudentsinMCPSdisaggregatedbysubgroup?Ofthosewhohave
participatedinCTE,whichstudents,disaggregatedbysubgroup,wentontoearnconcentratoror
completerstatus?
3. Whichstudents,disaggregatedbysubgroup,haveearnedconcentratorstatusinaprogramofstudy
ateachhighschool?Whichstudentsateachhighschool,disaggregatedbysubgroup,have
completedaprogramofstudy?Ofthestudentswhoparticipatedinaprogramofstudy,who
(disaggregatedbysubgroup)wentontocompletethatprogramofstudy?
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4. Whichconcentratorsorcompleters,disaggregatedbysubgroup,haveearneddualenrollment
creditaspartoftheirprogramofstudy?Whichconcentratorsorcompleters,disaggregatedby
subgroup,haveearnedanindustry-recognizedcredentialaspartoftheirprogramofstudy?Which
concentratorsorcompleters,disaggregatedbysubgroup,havealsoearnedAPand/orIBcredit?
Whichconcentratorsorcompleters,disaggregatedbysubgroup,havedemonstratedproficiencyon
stateassessments(English,mathematics,biologyandgovernment)?
5. Whatarethepostsecondaryeducationenrollmentratesofconcentratorsandcompleters?Of
those,howmanydemonstratereadinessforcredit-bearingcourseworkasconcludedbythe
StudentOutcomeandAchievementReportoftheMarylandHigherEducationCommission?
6. Whichschoolsofferproject-basedlearning(PBL),andwhatpercentageofstudents,disaggregated
bysubgroup,participate?OfthosePBLexperiences,whicharealignedwithhigh-skill,high-demand
sectors?
7. Ofthosewhowereconcentratorsorcompletersofaprogramofstudy,who(disaggregatedby
subgroup)foundemploymentinahigh-skill,high-demandfieldwithin12monthsafterhighschool
graduation?
8. Ofthosewhowereconcentratorsorcompletersofaprogramofstudy,whichstudents,
disaggregatedbysubgroup,enrolledinregisteredapprenticeshipswithin12monthsafterhigh
schoolgraduation?
9. Whatisthenumberandpercentageofteachersofprogramofstudycoursesthathaveearned
industry-recognizedcredentialsinthefieldtheycurrentlyteach?
MCPSprovideddatafilesviaasecurefiletransfersitetofacilitateESG’sanalysisthatincluded:
§ Perkinsperformancedata
§ CTEEnrollee,Concentrator,andCompleterbycareercluster
§ %ProficientonHSELAandMathassessment,%EarnedDualEnrollmentCredit,%EarnedIndustry-
recognizedcredential,%Scored3+onAP,%Scored4+onIB,%EnrollinPostsecondarybyCTE
Concentrator,CTECompleterandHSGraduate
Unfortunately,duetodatasystemlimitations,thedistrictwasnotabletoprovidedataforESGto
accuratelyreportfindingson:
§ Participationinproject-basedlearningexperiences;
§ EmploymentofCTEConcentratorsorCompletersinahigh-skill,high-demandfieldwithin12
monthsafterhighschoolgraduation;
§ EnrollmentofCTEConcentratorsorCompletersinaregisteredapprenticeshipwithin12months
afterhighschoolgraduation;and,
§ TeachersofCTEpathwaycoursesthathaveearnedindustry-recognizedcredentialsinthefield
theycurrentlyteach.
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Toprovidecontexttothedistrict’sperformance,MCPSrequestedthatESGcollectinformationwhere
availableonCTEenrollmentandperformanceinsimilarly-sizeddistrictsinMaryland.ESGrequestedCTE
enrollmentandperformancedatafromthefiveotherlargestdistrictsinMaryland,namely:Anne
Arundel,BaltimoreCounty,Frederick,Howard,andPrinceGeorge’s.Forthesedistricts,ESGreceived
PerkinsperformancedataaswellasCTEEnrollee,Concentrator,andCompleterdatabycareercluster.
Additionally,onbehalfofMCPS,ESGmadedirectinquiriesforperformancedatafrom11schooldistricts
acrossfivestatestoprovidenationalcomparisons:Sacramento,CA;LongBeach,CA;DuvalCounty,FL;
LeeCounty,FL;PalmBeachCounty,FL;CobbCounty,GA;GwinnettCounty,GA;Charlotte-Mecklenburg,
NC;WakeCounty,NC;FairfaxCounty,VA;and,PrinceWilliamCounty,VA.Thedistrictswereselected
basedonsimilaritytoMCPSinstudentenrollmentsizeanddemographics,andgeneralgeographic
makeup.ESGrequesteddatafromthedistrictsandtheirrespectivestateeducationagenciesbut
receivedsparseinformation.Perkinsperformancedatawerecollectedforallcomparisondistricts;
however,itshouldbenotedthateachstatedefinesitsPerkinsaccountabilitymeasuresindifferent
ways,andusedifferentassessmentstogaugethatperformance.Forinstance,inonestateAcademic
AttainmentinmathematicswasbasedonpassageofanAlgebraIassessment,whereasinothersitis
basedoffofan11thgradeassessmentwithproficiencysetatthecollege-andcareer-readylevel.
Furthermore,ESGwasabletoobtainsomeperformancedataforCTEstudentsfromthebenchmark
districts,yetinnearlyeveryinstance,thereweresignificantdatacollectionandorganizationissues
withinthestatethatpreventedsharingthefullsetofrequesteddata.Itshouldalsobenotedthatintwo
instances,DelawareandFlorida,requesteddatawereavailable,butto
accessthatinformationwouldhaverequiredpayingforananalyst’stime
inthatstateagencytoproducethedata.MCPSdeclinedthatoption.
KeyQuantitativeDataAnalysisFindingsThefollowingsummarizesthekeyfindingsfromESG’sanalysisofMCPS
andotherdistrict/statedata.
CTECourseEnrollmentinMCPSLags
CTEenrollmentinMontgomeryCountyisbelowthestateaverage,and
hasremainedsoforthepastthreeyears.Duringthe2015-16schoolyear,29%ofallstudentswere
enrolledinatleastonecareertechnicaleducationcourseinMCPS,whichtrailedthestaterateof39%.
FourofthefiveanalyzedMarylandcomparisonschooldistrictsoutpacedMCPSinCTEenrollment:Anne
Arundel(34%),BaltimoreCounty(50%),Frederick(56%),andHoward(35%).OnlyPrinceGeorge’s,at
21%,trailedMCPSamonginstatecomparisondistricts.Additionally,bothCobb(54%)andGwinnett
(40%)countiesinGeorgiaenrolledmorestudentsinCTEin2015-16thanMCPS.Overthepastthree
years,CTEenrollmenthasrisenslightlyacrosseachMarylandcomparisondistrict,andthestateoverall,
withBaltimoreCountyshowingthegreatestincreasefrom38to50%enrollment.Overthosesame
years,MCPSenrollmenthasdeclinedby1percentagepointeachyear.
CTEenrollmentin
MontgomeryCounty
isbelowthestate
average,andhas
remainedsoforthe
pastthreeyears.
www.edstrategy.org 14
Whenviewedacrossastudents’tenureinhighschool,morethanhalf(55%)ofallMCPSstudentsenroll
inatleastoneCTEcourse.For2016,enrollmentinCTEbygraduatingstudentsrangedacrossthecounty
from13%atWalterJohnsonHighSchooltonearly95%atMagruderHighSchooland100%atThomas
EdisonSchoolofTechnology.
CTEProgramofStudyEnrollmentinMCPSisNotKeepingUpwithPeerMarylandDistricts
Overthepastthreeyears,totalMCPSstudentenrollmenthasgrownbyapproximately4%.Yet,CTE
enrollmenthasdeclinedbyapproximately5%.Amongsimilar-sizeddistrictsinMaryland,MCPSisthe
onlydistrictwithdecliningCTEenrollment.Eachofthefivecomparisondistrictsdemonstratedincreases
inCTEenrollmentsfrom2013-14to2015-16,rangingfrom2%inAnneArundelto31%inBaltimore
County.
Notablyamongprogramsofstudy,MCPSsawlargeenrollmentdeclinesintheBusinessManagement&
FinanceandInformationTechnologypathways,withbothexperiencinggreaterthan30%declines.
Basedonenrollmentchangeinotherprogramsofstudy,itdoesnotappearthatthisistheresultofyear-
to-yeardifferencesinthewayinwhichcourseparticipationinparticularpathwaysisinputintothe
district’sdatasystem;however,thatcannotberuledoutcompletely.
Manufacturing,Engineering&TechnologyandBusinessManagement&Financeaccountfornearlyhalf
ofallCTEenrollmentsinMCPS.ThisissimilartoenrollmentsinBaltimore,Frederick,andPrince
George’scounties.Overthepastthreeyears,theshareofCTEstudentenrollmentsbyprogramofstudy
hasremainedrelativelystable.TheonlynotableshifthasbeenadecreaseinBusinessManagement&
Finance(from17to12%ofallCTEenrollments)andincreaseinHumanResourceServices(from16to
22%).
39%
29% 34%
50% 56%
35%
21%
54%
40%
State MCPS Anne
Arundel
Baltimore
County
Frederick Howard Prince
George's
CobbCtyGAGwinnettCty
GA
CTECourseEnrollment
www.edstrategy.org 15
FewStudentsinMCPSCompleteProgramsofStudy
VeryfewstudentsultimatelyConcentrateorCompleteCTEprogramsofstudyinthedistrict.Ofthe2016
graduates,only18%wereCTEConcentratorsand10%wereCTECompleters.WheatonHighSchoolhad
thehighestpercentageofconcentratorsandcompletersat48%and
40%,respectively.Eightofthe25highsschoolsinthedistricthad
fewerthan5%ofgraduatesthatwereCTECompleters.While100%
ofstudentsatEdisonparticipatedinCTE(asexpected),only80%
Concentratedinand50%CompletedaCTEprogramofstudy.CTE
programofstudycompletionisaparticularissuewhencomparedto
theperformanceofotherMarylanddistricts,asMCPSlagsbehindall
ofthoseanalyzedforthisstudy:AnneArundel(12.8%),Baltimore
County(24.5%),Frederick(24.5%),Howard(18.1%),andPrince
George’s(10.4%).
CTEConcentrationandCompletionvariedconsiderablybyprogramofstudyinMCPS.Ofthenearly
2,000graduateswhowereCTEConcentrators,thetopfivepathwayareaswere:CollegeandCareer
ResearchandDevelopment(16%oftotalConcentrators);BusinessManagementandFinance(16%);
Education,Training,andChildStudies(13%);Engineering,ScientificResearch,andManufacturing
Technologies(12%);and,InformationTechnologies(11%).TheEnvironmental,AgriculturalandNatural
ResourcespathwayhadthefewestConcentratorswithonly22students(or1%oftotalConcentrators).
WhilenearlyaquarterofgraduatesenrolledinaCTEcourseinManufacturing,Engineeringand
Technologypathway,only10%ofthosestudentsultimatelyconcentratedinthepathway.
StudentsintheCollegeandCareerResearchandDevelopmentpathwayhadboththehighestnumberof
completersandthehighestpercentofconcentratorsthatcompleted(84%).Despitemakingupthe
greatestproportionofConcentrators,only35%ofthosestudentsthatconcentratedintheBusiness
10% 13%
25% 25%
18%
10%
MCPS AnneArundel BaltimoreCounty Frederick Howard PrinceGeorge's
ProgramsofStudyCompletionRate
Veryfewstudents
ultimatelyConcentrate
orCompleteCTE
programsofstudyin
thedistrict.
www.edstrategy.org 16
ManagementandFinancepathwaycompleted.Intotal,53%ofstudentsthatwereCTEConcentrators
becameCTECompleterspriortohighschoolgraduation.
CTEStudentsPerformLowerthanTheirPeersonNearlyAllCollegeandCareerReadyPerformanceMetricsinMCPS
WhencomparedtoMCPSgraduatesoverall,CTE
Completersscoreloweronnearlyallotherstudent
performancemetrics,andthosegapsareconsistent
acrosssubgroups.Forinstance,65%ofallMCPS
graduatesearnedaCorbetterinAlgebra2,while
only48%ofCTECompletersdid.Forthe2015-16schoolyear,thegapsbetweenthesestudentsrange
fromlessthan1percentagepointforearningdualenrollmentcredittoover23percentagepointsfor
earningascoreof3orbetteronanAdvancedPlacementexam.Thegapsarerelativelyconsistentover
thepastthreeyears.
TheoneareawhereCTECompletersoutperformtheirpeersisinearningindustry-recognized
credentials.Asthesestudentshavemoreopportunitiestoearncertificatesthanstudentsthathavenot
completedaprogramofstudy,thisresultistobeexpected.For2015-16,nearly30%ofCTECompleters
haveearnedanindustry-recognizedcredentialupongraduation,ascomparedtojust6%forallMCPS
graduates.
FewStudentsTakeAdvantageofnon-APCollegeandCareerReadinessOpportunitiesthatMayProvideaLeg-UponPostsecondaryEducation
BeyondAdvancedPlacement,fewstudentstakeadvantageofearlyopportunitiestogainpostsecondary
credit,careercertificates,orexposuretowork,regardlessofCTEenrollment.Acrossallstudentsin
MCPS,only4.6%of2016graduatesearneddualcredit,6.4%earnedanindustry-recognizedcredential,
7.1%scored4+onanInternationalBaccalaureateassessment,and20%engagedinaninternship.Other
thanindustrycredentials(asmentionedabove),theratesareslightlylowerforCTECompletersacross
theindicators.
Thisinformationbearsoutwhenanalyzingthepercentofstudentswhoenrollinsomeformof
postsecondaryeducationafterhighschoolgraduation.Nearly73%ofMCPSgraduatesenroll,yetonly
63%ofthosewhowereaCTECompleterdoso.ThegapisparticularlystarkforWhitestudents,as82%
ofallgraduatesand59%ofCTECompleterssuccessfullytransition,agapof23percentagepoints.At
Bethesda-ChevyChase,Clarksburg,Montgomery,andWhitmanthegapbetweenallgraduatesandCTE
Completersintermsofpostsecondaryenrollmentisover40percentagepoints.
MCPSPerformsatAverageLevelsonPerkinsPerformanceIndicators
Whencomparedtosimilarly-sizedMarylandschooldistricts,MCPSperformanceonfederally-required
Perkinsindicatorsfallsinthemiddleofthepack.In2016,MCPSwas3rdoutof6districtsonAcademic
Attainment–English;4thforAcademicAttainment–Math;3
rdforTechnicalSkillAttainment;4
thfor
WhencomparedtoMCPSgraduates
overall,CTECompletersscoreloweron
nearlyallotherstudentperformance
metrics,andthosegapsareconsistent
acrosssubgroups.
www.edstrategy.org 17
Post-HighSchoolPlacement;5thforNon-traditionalEnrollment;and4
thforNon-traditionalCompletion.
AllcomparisondistrictsperformsimilarlywellonthetwoPerkinsgraduationindicators.From2014to
2016,MCPSonlymissedstatePerkinstargetsintheDualCompletionandNon-traditionalperformance
categories.
Notably,MarylandrequiresdistrictstocollectinformationonthepercentofCTECompleterswhoalso
meetrequirementsfortheUniversitySystemofMaryland(e.g.,DualCompletion).Onthismeasurein
2016,MCPSwas5thoutof6districts,witharateof31.3%,wellbelowthestateaverageof58.1%.The
district’sperformanceonthismeasurehasbeenbelowthestatetargetforthepastthreeyears,andthe
districtexperiencedadeclineofapproximately25percentagepointsfrom2014and2015performance.
Whilenotexactlysimilarrequirements,Virginiaalsomonitorsthepercentageofstudentscompleting
theirAdvancedDiploma(whichisalsoalignedtotheentrancerequirementsofthestate’suniversity
system).InFairfaxCounty,56%ofCTEConcentratorscompleteanAdvancedDiplomaascomparedto
62%ofallgraduates.InPrinceWilliam40%ofCTEConcentratorscompleteanAdvancedDiplomaas
comparedto48%ofallgraduates.
LimitedCTEPerformanceDataAvailableinMCPSandNationally
ThroughthereviewofMCPSandcross-districtdata,itisapparentthatsignificantdatachallenges
remainnationallytoanalyzeCTEperformance.Innearlyeverydistrict(andtheirrespectivestate)
approached,CTEdataarekeptinaseparatesystemfromtraditionalperformancemeasures.Tryingto
linkthatinformationwaseither(1)notpossibleor(2)placedsignificantburdenondatastaffsuchthatit
becameinfeasiblewithinthescopeofthisproject.EvenwithinMCPS,theabilitytocollectandmodify
datatoenableanalysisandcomparisonswithnon-CTEstudentstooklongerthananticipatedand
presentedmorechallengesthanexpectedwithregardtothespecificbusinessrulestobeused.
MCPSStakeholderSurveyMethodologyOnbehalfofMCPS,ESGconductedanonlinesurveyofstudents,parents,teachers/administrators,
counselors,andbusiness/industryrepresentativestolearnmoreabouttheirknowledgeofandattitudes
towardcareerreadiness.ThesurveyquestionsweredevelopedwithinputfromMCPSstaff,andMCPS
managedsurveyoutreachtoallstakeholders.Thedistrictprovidedtwosurveywindowstoincrease
responseratesandensurebroadcoveragefromstakeholdersacrossthedistrict.Afulllistofquestions
foreachgroupisavailableinAppendixB.
SurveyResponseRate
Thefollowingtablehighlightsthetotalnumberandresponseratesacrossthesurveyedstakeholder
groups.Studentsandparentsrespondedtothesurveyingreaternumbersthanotherstakeholders,with
business/industryrepresentativesprovidingthefewestresponses.Theresponsenumbersareadequate
forgeneralizingperceptionswithinandacrossgroups(saveforbusiness/industry).However,deep
comparativeanalysisofresponseswithinsubpopulationsisunlikelytoprovidevalidresultsasthesurvey
(andaccompanyingmethodology)wasnotintendedtodoso.Inparticular,surveyresponseratesvaried
considerablyfromschooltoschool,soESGwouldcautionagainstextrapolatingtoomuchfromthe
responsesbyhighschool.
www.edstrategy.org 18
StakeholderGroup #Completed #Invited %Completed
Teachers/Administrators 458 1247 36.7%
Counselors/CCIC 107 238 45%
BusinessandIndustry 15 185 8.1%
Students(10schools,16classes) 2372 2400 98.8%
Parents 880 16,293 5.4%
KeySurveyFindings
StrongAgreementthatStudentsMustContinueTheirEducationandTrainingBeyondHighSchool
Thereisconsensusacrossallsurveyedgroups(83-91%)thatstudentsmustcontinuetheireducationand
trainingbeyondhighschooltohavecareeradvancementopportunities,yetthereisdifferentiation
amonggroupsontheextenttowhichthey“StronglyAgree”withthestatement.StronglyAgree
responsesinclude:students–62%;parents–77%;teachers/administrators–63%;and,counselors–
56%.
KnowledgeaboutFutureEconomicDemandsisLimited
Therearegapsinknowledgeacrosssurveyedgroupsaboutprojecteddegreeneeds.Approximatelyhalf
ofteachers/administratorsandcounselorsarenotawareordisagreewiththestatementthattheUSwill
needequalnumbersofassociateandbachelor’sdegreeholders,despitethatbeingthecase.
CTE“Stigma”ExistsinMCPS
Theperception(or“stigma”)thatCTEisonlyforstudentsnotplanningtoenrollinpostsecondary
educationdoesexistinthedistrict.Nearly20%ofstudentsorparents(and10%of
teachers/administratorsandcounselors)believeCTEisforstudentswhodon’tplantogotocollege.
Further,only57%ofstudentsbelievecompletionofaCTEprogramofstudyallowsstudentstoenrollin
a4-yearpostsecondaryoption,andanadditional1/3ofstudentsdonotknowwhetherthatisthecase.
Fortunately,80%ofparentssurveyedbelievethatCTEpathwaysopendoorstopostsecondary
education.
www.edstrategy.org 19
LargeAppetiteforMoreInformationaboutCareerPreparationOpportunities
Thereisconsensusacrossallsurveyedgroupsthatall
involvedpartiescouldusemoreinformationabout
careerpreparationopportunitiesinMCPSgenerally,
andatEdisonSchoolofTechnology(“Edison”)
specifically.Forexample,morethan50%ofstudents
arenotaware(i.e.,StronglyDisagree,Disagreeand
Don’tKnow)ofCTEprogramofferings,includingthose
atEdison,andonly50%believetheircounselorhelps
themunderstandthevarietyofcareeropportunities
availableafterhighschool.Approximately80%ofstudentsandparentswantmoreinformationon
careerpreparationprogramsinMCPS,and90%ofteachers/administratorsandcounselorsbelievestaff
needmoreinformationaswell.
DesiretoAttendThomasEdisonSchoolofTechnologyisLow
Onlyabout15%ofstudentsindicateaninterestintakingCTEcoursesatEdisonasopposedtotheirlocal
highschool.Thetwomainreasonsthatstudentssuggestwouldincreasetheirlikelihoodofattendance
atEdisonaretheabilityforfull-timeattendanceandcloserproximitytotheirhome.Similarly,fewer
than10%ofparentsbelievetheirchildisinterestedintakingCTEcoursesatEdison.
ManyCounselorsFeelUnpreparedtoAssistStudentCareerPlanning
Aconsiderablenumberofcounselorsindicateuneaseabouttheirpreparationandknowledgetosupport
studentcareerplanning.Forinstance,approximately1/3ofcounselorsindicatethattheydonot
understandopportunitiesforstudentsafterhighschoolorhavetheknowledgeandpreparationtohelp
studentsplanfortheirfuturecareer.Similarly,approximately1/3ofcounselorsareunawareoftheskills
trainingstudentsreceiveinCTEprogramsofstudyorMCPSactivitiestobuildpartnershipswith
businessestoofferreal-worldworkexperiences.
BusinessandIndustryWanttoAssistMCPS
Althoughthesamplewaslimited,employersoverwhelminglyindicatedtheirinterestandwillingnessto
(1)befurtherengagedinprocessestoidentifyspecificskillsforprogramsofstudyand(2)offerwork-
basedlearningopportunitiestostudents.Overall,theyareinterestedingainingasinglepointofcontact
forthisengagementandwouldlikefurtherclarificationaboutlegalrestrictionsregardingwork-based
learning.
Eightypercentofstudentsand
parentswantmoreinformationon
careerpreparationprogramsin
MCPS.Ninetypercentof
teachers/administratorsand
counselorsbelievestaffneedmore
informationaswell.
www.edstrategy.org 20
FocusGroupsBeyondanalysisofperformancedataandsurveys,ESGqualitativelymeasuredtheknowledge,
awareness,andperceptionsofMCPS’scareerreadinessworkwithkeystakeholders.Intotal,ESGled
nineseparatefocusgroupstodelvemoredeeplyintotheideasuncoveredbythedataanalysis.Those
focusgroupsincluded:
§ WatkinsMillHighSchoolParents
§ WheatonHighSchoolParents
§ Bethesda-ChevyChaseHighSchoolParents,Students,andFaculty
§ GaithersburgHighSchoolParents,Students,andFaculty
§ BusinessandIndustryLeadersofMontgomeryCounty
Inaddition,MCPSusedESG’protocols(providedinAppendixC)toconductstudentfocusgroupsat
WatkinsMillHighSchool,WheatonHighSchool,andtheEdisonSchoolofTechnologytogather
additionalfeedbackoncareerpreparationefforts,bringingthetotalnumberoffocusgroupsto12.
Moreover,ESGalsoconductedone-on-onephoneinterviewswithanumberofpostsecondaryeducation
leadersatbothMontgomeryCollegeandtheUniversitiesatShadyGroveaswellaswithleadersfrom
theemployerandeconomicdevelopmentcommunitiestobetterunderstandworkcurrentlyunderway
andpotentialopportunitiesforbroaderstakeholderengagement.Findingsfromthoseconversationsare
embeddedinthefollowingsection.
www.edstrategy.org 21
CumulativeFindingsfromESG’sCareerReadinessReview
Takentogether,thedifferentcomponentsofthecareerreadinessexternalreview–theperformance
dataanalysis,multi-districtbenchmarking,stakeholdersurveys,focusgroups,andindividualinterviews
–offerinsightintothevariouscareerpreparationeffortsalreadyunderwayinMCPS.Theyprovidea
clearerpictureofwhat’sworkingwellandwherethereisneedandopportunityforimprovement.Those
findingsareorganizedbelowintofivefocusareastoallowfortheintegrationandprioritizationofkey
themesandideas:VisionandSystemicPrioritiesforCareerReadiness,EmployerEngagement,Quality
andRigorofCTE,theEdisonSchoolofTechnology,andStakeholderUnderstanding.
WhiletherearemanystrengthstoboastaboutwithinMCPS’ssystem,ESGwasespeciallytaskedinthis
projectwithdeterminingareasinneedofimprovement.Accordingly,thefindingsbelowintentionally
focusonidentifyinggapsandmakingrecommendationsforclosingthem.
FocusArea1:VisionandSystemicPrioritiesforCareerReadinessThereisaclearandcommendablecultureofhigh
expectationsforallstudentsinMCPS.Withfew
exceptions,district-andschool-basedadministrators
arecommittedtomeaningfulstudentoutcomes,and
mostoftheeducatorsandadministratorsreflecta
beliefthatallkidscanachieveathighlevelsif
encouragedandsupported.MCPSmustleveragethis
cultureasitconsidershowtomakecareerreadinessa
moremeaningfulpartofitsstrategytoprepareall
studentsforpostsecondarysuccess.
Thechallenge,however,isthathighexpectationsin
MCPShavebeentranslatedtomeanfour-yearcollege-
readinessalmostexclusively;careerreadinesshasbeen
marginalizedasapriority,sometimesbeinginaccuratelyperceivedastheantithesisofthecollege-going
culture.Thislackofanintegratedvisionofsuccessthatpromotesbothcollegeandcareerreadinesswas
revealedinseveraldifferentwaysthroughouttheproject.
NarrowFocusImpactsCareerPreparationEfforts
Whileanearlyexclusivefocusonthegoalof4-yearcollegeforallstudentsisanaturalextensionof
MCPS’scultureofhighexpectations,itunintentionallycontributestoalackofvisionandstrategy
district-wideforcareerreadiness.Itoverlooksthesignificantnumberofhigh-quality,professionalcareer
opportunitiesoftodayandtomorrowforstudentswhoearnstackableindustry-recognizedcredentials,
Thereisaclearandcommendable
cultureofhighexpectationsforall
studentsinMCPS.Thedistrictmust
leveragethiscultureasitconsiders
howtomakecareerreadinessa
moremeaningfulpartofitsstrategy
toprepareallstudentsfor
postsecondarysuccess.
www.edstrategy.org 22
certificatesawardedbypostsecondaryinstitutions,ortwo-yearcollegedegrees.Italsoundervalues
studentswhocompleteanapprenticeshiporenterthemilitary.Atpresent,accordingtoWorkSource
Montgomery,therearemorethan2,000jobspostedinMontgomeryCounty,andapproximatelytwo-
thirdsofthemaremiddleskillthatrequiremorethanahighschooldiplomabutlessthanabachelor’s
degree.
UndervaluedCollege&Career-ReadyOpportunities
Becauseofthisnarrowvisionofsuccess,andbecausestudents,teachers,counselors,administrators,
andparentsgenerallylackneededknowledgeofthejobmarketandopportunitiesavailabletostudents
withtechnicalskills,thereislittleappreciationforcompletingbothatraditionalgraduationpathwayand
aCTEprogramofstud.Stakeholdersoftenlacktheunderstandingofhowthecombinationofthetwo
couldpowerfullyprepareandpropelstudentstowardcareerandeconomicsuccess.
LackofExperiencewith21stCenturyCTE
WhileeducatorsinMCPS–teachers,counselors,andadministrators-demonstrateadeepgraspofthe
collegepreppathway,inmanycasestheylackanexperiencebasewithhigh-quality21stcenturyCTEthat
includesrigorousacademicandtechnicalinstructioninhigh-skill,high-demandindustrysectors
deliveredatthesecondaryandpostsecondarylevels;structuredwork-basedlearningexperiencesthat
developandassesstechnicalandprofessionalskills;andopportunitiestoearnindustry-recognized
credentialsand/orarticulatedcredittowardsapostsecondarydegree.Thisexperiencedeficit
contributestoarudimentaryunderstandingofhow“vocationaleducation”hasbeentransformedover
timeinresponsetochangesinoureconomyintomoresophisticated,advancedlearningexperiences
thatoftentimesincorporatecollegecreditorotherpostsecondaryeducationlinkages.
CumbersomeFocusonRequirements
MCPSstaffandstudentsareexceptionallywellversedinand
focusedonmeetinggraduationrequirementsasanecessarypart
oftheireducationalexperience.Whilethatisessentialtoensuring
thatstudentsstayonasuccessfulpath,therelentlessfocuson
checkingoffthoseboxesseemstocurtailtheirabilitytothink
morecreativelyabouthighschoolcourse-takingopportunities,
andCTEprogramsofstudyareoftenonthelosingendofthose
decisions.Lackofunderstandingabouthowstudentscan
meaningfullyblendCTEandadvancecoursesintheirschedules
contributestothismentality.
CareerReadinessAbsentfromAccountabilityMetrics
Systemdrivershavebeenandcontinuetoberaisingthehighschoolgraduationandfour-yearcollege-
goingrates.ThatintensefocushasbeenkeytoMCPS’ssuccess,earningitaconsistentrankingasoneof
themostsuccessfulschoolsystemsinthecountry.Theopportunitycostofthatnarrowagendahowever
isthatcareerreadiness,despitecleareffortsbyCTEstaff,isscantlypresentasapriority.Thatis
Lackofunderstanding
abouthowstudentscan
meaningfullyblendCTE
andadvancecoursesin
theirschedulespervades.
www.edstrategy.org 23
confirmedbyitsnoticeableabsencefrommetricsbywhichthedistrictholdsitselfaccountable.While
MCPSisveryclearandintentionalaboutwhatitistryingtoaccomplishintermsofSATscoresandAP/IB
participationandsuccessrates,itlacksanysimilarfocusoncomplementaryachievementssuchas
completionofhigh-qualitywork-basedlearningexperiencesandattainmentofstackableindustry-
recognizedcredentialswithlabormarketvalue,forexample.
LackofOrganizationalStructurearoundCTE
ThisabsencefromaccountabilitymetricsisconfoundedbywhereCTEsitsinthedistrictoffice.Previous
effortstointegrateCTEwithincoreacademicareasbydissolvingitasasingledivisionseemtohave
insteadproducedanunintendedeffect:Itisadivisionwithoutaclearhome,withCTESupervisors
reportingtotwoseparatecentralofficedirectors,whichcancauseittobeperceivedasalowpriority
withoutacleardirection.Byanybarometer,careerreadinessdoesnotseemtobecentraltothemission
oftheschoolsystem;itisconsideredbymanystakeholdersasthe“lesser-than”optionforsomekids,
ratherthanarigorous,high-qualityoptionforallkidsaspartofarobustcollege-readystrategy.And,
importantly,MCPSismissingopportunitiestoblendCTEintothebroadercollege-preparatorystrategy
sothatthetwoareseenasmutuallyreinforcingratherthancompeting.
FocusArea2:EmployerEngagement/Demand-DrivenProgrammingWithintheMCPScentralofficestaff,thereisanawarenessofandcommitmenttotheimportanceof
aligningcareerpreparationeffortswithlabormarketdemandtopreparestudentsforthehigh-paying,
in-demandjobsoftodayandtomorrow.MCPSclearlyrecognizestheneedtomeaningfullyengagekey
employerstoensurealignmentbetweenitsprogramsandthechangingneedsofthelabormarket.
ThereisaplethoraofbusinessandindustrywithinMontgomeryCountyandthesurroundingDCregion
thatarepartofavibrant,growingeconomyinwhichMCPSstudentswilleventuallysearchfor
employment.Despitetheseseeminglystrongconditionsforemployerengagement,thereremain
substantialgapsinMCPS’scurrentwork.
CareerProgramMisalignmentwithEconomicDevelopmentNeeds
WhileMCPSiscommittedtodemand-drivencareer
programming,itdoesnotappeartohaveasystematic
processinplacetofacilitatethealignmentofprograms
ofstudywiththelong-termeconomicdevelopment
needsofthecounty.Thereisnomacroplanandstrategy
topartnerwiththecounty’seconomicdevelopment
expertsandindustryleaderstoanalyzelabormarket
projectionsacrosstheregionandidentifythehigh
prioritycareerprogramsofstudythatneedtobe
expandedtomeetthoseneeds.Thisisoneofthemost
strategicwaysschoolsystemscanengageemployers,
Thereisnomacroplanand
strategytopartnerwiththe
county’seconomicdevelopment
expertsandindustryleadersto
analyzelabormarketprojections
acrosstheregionandidentifythe
highprioritycareerprogramsof
studythatneedtobeexpanded.
www.edstrategy.org 24
anditisessentialtomaintainingahighquality,responsivecareerpreparationprogram.
LackofaComprehensiveIntermediaryOrganization
Althoughthereareanumberofentitiesthatworkwithemployers,MontgomeryCountylacksa
comprehensiveintermediaryorganizationthateffectivelyconnectsMCPSwiththebusinesscommunity
andlabormarket.TheMontgomeryCountyCollaborationBoard(MCCB),WorkSourceMontgomery,the
MontgomeryCountyBusinessRoundtableforEducation(MCBRE),andthethreeIndustryFoundations
eachservedifferentpurposes,playdifferentroles,andhavedevelopeddifferentfunctionalities.The
combinationofplayerscreatesconfusionamongemployersregardinghowbesttoengagetheschool
system;ratherthanhavingaseatatthetable,therearemultipleentitiesandmultipletablesthatleadto
disjointedsolutions.
EmployerRoleNotOptimized
Beyondtheshortcomingsassociatedwithhavingmultipleintermediaryorganizations,thereappearto
betwoconsistentchallengeswithintheworkMCPShastakenonwithemployers:
§ EmployerswhoareengagedbyMCPSsuggestthattheyareofferedthechancetoparticipatebut
notleadinawaythatdrivesprogrammaticandpolicydirectiontobetterpreparestudentsfor
high-skill,high-demandindustries.Theyareinvitedtomeetingswhereinformationissharedto
makethemknowledgeableabouttheworkratherthanleveragingtheirsector-basedexperienceto
helpdeterminecareerprogrammingneeds.
§ Whilemanysectorsarerepresentedacrossthedifferentintermediaryorganizations,notallofthe
rightemployersareincluded,andthereissignificantvarianceacrosstheorganizationsintermsof
thelevelofcompanyexecutivewhoisengagedbyMCPS.
MontgomeryCountyCollaborationBoard(MCCB)Challenges
Astheorganizationmostconsistentlyreliedupontoleverageemployervoiceandidentifytheprograms
ofstudythatshouldbeprioritizedandscaledwithinMCPSaccordingtoindustryneeds,theMCCBfaces
twoprimarychallenges:
§ TheMCCBanditsPACsmustconsistentlyandmoreeffectivelyfocusonusinglabormarketdatato
identifyandprioritizecareerprogramsandalignindustryexpectationswithcurriculum,
instruction,andassessment.Systematicallyreviewingstudentorprogramoutcomesaspartofa
feedbacklooptoensurecontinuousimprovementofcareerprogramsdoesnotseemtobepartof
theircurrentregularpractice.CoordinationislackingacrossthebroaderMCCBwithmostofthe
workbeingdoneatthePAClevel,whichreservesMCCBmeetingsprimarilyforinformationsharing
thatisfrequentlydisconnectedfromMCPSpolicy-making.
§ MCCBdoesnotappeartoberepresentativeofbothlargeandsmallemployersinthecounty.In
someinstances,PACmembershipisnotcomprisedofenoughemployers;infact,membershiplists
sometimeshavesignificantlymoreeducatorsonthemthanemployers.
www.edstrategy.org 25
EmployersUnderutilizedinPreparingStudentsforCareers
StaffwithinMCPSrecognizethevalueandimportanceofprovidingcareerawarenessandexploration
opportunitiestostudentstohelpthemunderstandtheconnectionbetweenclassroomlearningandthe
worldofwork.Thisisevidencedbytherelativelystrongsystem-wideemphasisoninternship
opportunitiesforhighschoolstudents.However,employersseemtobelargelyabsentfromtheroleof
explainingwhatrealjobslooklikeandconsistoftoday,andtheyarenotofferingwork-basedlearning
opportunitiesatanymeaningfulscaletoprovidereal-world,hands-onexperiencestostudents.MCPSis
notaloneinthischallenge;moststatesanddistrictsarestrugglingtoscalehighqualitywork-based
learningopportunities.Butthereisanincreasedappreciationforitsvalueandgreaterattentionisbeing
paidtoitaroundthecountry.
EmployersundervalueK-12
Employersoftenoverlookthevaluehighschoolstudentsbringtoindustryskillneeds,generally
perceivingthecollegeand/oradulteducationpipelineastheiropportunitytoplugskillgaps.Instead,
employersoftenseemtoviewworkingwithMCPSasacharitableorphilanthropiccontributionrather
thanseeingthevaluepropositionofhighschoolstudentsasatleastapartialsolutiontotheirtalent
acquisitionneeds.Whileitistruethathighereducationcampusesmayprovidemorefertilerecruiting
groundforhiringefforts,MCPSisstillwellpositionedtoengagewiththeemployercommunitytobetter
understandtheskillgapstheyfacetodayandtheprojectedopportunitiestheywillhavewithintheir
workforceinthelongertermsothatprogramsofstudythatstartinK-12andarticulateinto
postsecondaryeducationcanbedirectlyresponsivetothoseneeds.Giventhatsomanyyouthwillwork
whileenrolledinpostsecondaryeducation,thereisasignificantopportunityforearlyengagement
payingdividendsforbothstudentsandemployers.
LackofClearAccessPointwithinMCPSforEmployers
MCPSemploysageneralstrategicpartnershipcoordinatortocultivateallexternalrelationships,but
thereisnotasingle,specializedpointofaccessforemployerswithinMCPSforfieldinginquiriesand
developingrelationships/businesspartnerships.Employerswithinthebusinessandindustryfocusgroup
lamented,“Makeiteasyforustohelp.”MCPSisoftenregardedasbeinginaccessibletoemployerswho
wanttoleaninandhelp,especiallywhenthoseemployerslackthetimeand/orunderstandingofthe
schoolsystemtomakemultipleengagementattempts.
FocusArea3:QualityandRigorofCareer-TechnologyEducation(CTE)inMCPSInformationgleanedfromfocusgroups,phoneinterviews,andpolicyreviewsmakeclearthatMCPShas
thebasicbuildingblockstomakeahigh-quality,district-widecareerpreparationdeliverysystempartof
itsbroaderstrategyandprograms.Ithasanchoreditsprogramsofstudyinindustry-recognized
credentials(IRCs);acquiredatechnicalcareeradvisementsystem;placedinternshipcoordinatorsin
everyhighschool;importedand/orgrownrespectedprogramofstudymodelsinanumberofschools
(e.g.NationalAcademiesFoundation(NAF),ProjectLeadtheWay(PLTW),MiddleCollege,Cisco);and
www.edstrategy.org 26
takenstepstopublicizeCTEopportunities.CTEstaffareknowledgeableandcommittedtotheirwork;
teachersandprincipalsreadilyacknowledgetheneedformorerobustcareerpreparationefforts;and
thereisgenerallyasharedbeliefthatcareerpreparationmustbedeliveredwithhighqualitywithinan
overallsystemthatpreparesstudentsforpostsecondaryeducationandtraining.
WhilethesebuildingblocksexistwithinMCPS,theyhavenotyetbeenassembledtocreateacomplete,
coherentsystemofcareerpreparation.Particularchallengesinclude:
LackofSystematicApproach
MCPSlacksasystematic,strategic,structuredapproachbywhich
toidentifydemand-drivenprogramsofstudyanddistributethem
acrossschools.Programsofstudyarecurrentlyofferedunevenly
acrossthedistrictwithasmorgasbordpoppingupwithinschools
seeminglywithoutclearintentionality.Twoareasinparticular
warrantdeeperthoughtandplanning:
§ Establishingandusingspecificcriteriatodeterminewhichprogramsofstudyshouldbescaledupandwhichshouldbephasedout:Inhigh-performingstatesanddistricts,thosedecisionsaremade
basedonacarefulanalysisoflabormarketprojectionssothatpathwaysthatleadtoopportunities
inhigh-skill,high-demandsectorsareexpanded,andthosetiedtolower-skill,lower-demand
sectorsarephasedout.Thisgoeshand-in-handwiththeideasdescribedpreviouslyinthe
employerengagementsection.
§ DevelopingandexecutingaclearstrategytodeterminewhichprogramsshouldbeofferedineachMCPShighschool:Itappearsthatdecisionsregardingprogramofstudyofferingsthroughout
MCPSareoftenlefttoschoolprincipals’discretionratherthanrespondingtoaclearsystemwide
planthatensuresprogramsandpathwayswithstronglabormarketlinkagesareavailabletoall
students.Furthermore,toomuchauthorityseemstohavebeencededtotheschoolstoselect
coursesforinclusionwithinthoseprogramofstudyofferings.Thisunderestimatestheknowledge
andskillittakestocreatethelogical,sequentialprogramsofstudythatCTErequirestobehigh-
qualityandleadstomultipleprogramsofstudywiththesamenamebutdifferentrequirements
andexpectationsofstudents.
FewConcentratorsandCompleters
WhileoverhalfofMCPSstudentsenrollinanintroductory
programofstudycourse,only18%achieveconcentratorstatus,
andonly10%completeaprogramofstudy,whichis
significantlylowerthanothersimilardistrictswithinMaryland.
Thisconsistenttrendappearstobeindicativeoftheperceived
lackofvaluePOSoffertostudentswhooftentakean
introductorycourseto“diptheirtoeinthewater”and/orfulfill
thetechnologyeducationrequirement.CompletingaprogramofstudyascurrentlyofferedbyMCPShas
limitedcurrencyamonghighschoolstudentsandtheirparents.
Programsofstudyare
currentlyofferedunevenly
acrossthedistrict.
Completingaprogramof
studyascurrentlyofferedby
MCPShaslimitedcurrency
amonghighschoolstudents
andtheirparents.
www.edstrategy.org 27
FierceCompetitionforEnrollees
Ataschoollevel,CTEcompetesforenrolleesagainstotherelectivecoursesandadvancedacademic
courseofferings,whichisanotherreasonforitsdecliningenrollment.Students(andteachers,parents,
counselorsforthatmatter)don’tunderstandhoworwhytheycan“haveitall”.Whileitistechnically
possibletotakebothhonors/AP/IBcoursesandcompleteaprogramofstudy,thereseemstobea
commonschoolofthoughtthatitisneitherpossiblenordesirable,especiallysincestudentsare
selectiveaboutelectivesgiventhepreciouslittleroomintheirschedulesoutsideoffulfillingallthe
graduationrequirements.Further,thereseemstobeverylittlerecognitionthatdualenrollment
opportunitieswithinprogramsofstudycanhelpnavigatethischallenge.
UnevenWork-BasedLearningOpportunities
MCPSrightlybelievesthatofferingrigorousand
relevantworkplaceexperiencesconnectedto
students’academicandcareerinterestsisan
effectivestrategyforpreparingallstudentsfor
postsecondarylife.Whileinternshipsareofferedin
thesenioryearatallhighschools,onlyone-in-five
seniorsonaverageparticipate,andsomeofthe
experiencesthatcounttowardthatfiguredon’t
meetthebarofhighexpectations.Theprogramasawholeappearstobesomewhatrandom,relying
heavilyontheschool-levelcoordinatorsplacedwithineveryhighschooltofindand/ordesign
internshipsforseniors,whichresultsinunequalqualityanddistributionofopportunityforstudents.An
experienceataworksiteinapriorityindustrycountsthesameasan“internship”withinanMCPShigh
school.Thereisnocentralorganizingmechanismwithinthedistrictofficethatsetshighstandardsfor
workplaceexperiencesorbrokersinternshipsformultipleschoolsthroughpriorityemployers.
Internshipsalsoseemtobedisconnectedfromcourse-taking,andit’softenuptothestudentstofindan
opportunityinanareaofacademic/careerinterest.Becauseinternshipscountasanelectivecredit
ratherthanasanintegralcomponentofaprogramofstudyforacademiccredit,studentsare
discouragedfromseekingoutaninternshipunlessanduntilthey’vemettheirgraduationrequirements.
Moreover,itwouldbedifficulttotransitioninternshipstoacademiccreditatthispointgiventhatthe
assessmentofsuchexperiencesisfocusedonlyonlowlevelsoftskills.MCPShasnotsetmetricsfor
participationandoutcomesthataretiedtoitsoverallgoals.
UnderutilizedOnlineCareerAdvisementSystem
MCPShascorrectlyrecognizedtheneedtoprovidefocusedcareeradvisementtostudents,beginning
withraisingcareerawarenessamongmiddleschoolstudents,thenshiftingintocareerexplorationand
preparationforhighschoolstudents.Giventhecomplexityofthatworkandtheinherentdifficultyof
addingresponsibilityforittocounselorswhoalreadycarrysignificantworkloads,MCPShasrecognized
theneedtoputinplaceasoftwaresystem–Naviance-asastrongfirststeptowardasolution.
However,whileNaviancesoftwareofferstoolsforbothpostsecondaryplanningandcareerassessment,
Whileinternshipsareofferedinthe
senioryearatallhighschools,onlyone-
in-fiveseniorsonaverageparticipate,
andsomeoftheexperiencesthatcount
towardthatfiguredon’tmeetthebarof
highexpectations.
www.edstrategy.org 28
MCPSstudentsreadilyadmitthatthecollegeplannerisbeingusedratherexclusivelyatthistimewith
thecareerplannerbeinglargelyoverlooked(thoughitispartofthelicensefeeMCPShaspaid).The
careerplanner–knownastheCareerKeyAssessmentTool-haswithinthelasttwoyearsbeenusedto
helpmiddleschoolstudentsgenerallyidentifywheretheyexcelandwhatthey’reinterestedindoingfor
acareer.MCPShasnotyettakenthenextstepofdevelopingablendedsolution–thatisleveragingthe
softwarecapabilityofNavianceandsupportingitwithpersonalexpertisetohelpstudentsdetermine
whichhighschoolcoursesandprogramsofstudyarebestalignedwiththeirpostsecondaryacademic
andcareerinterestsandcreateaplantogetthere.
IncompleteRelationshipwithPostsecondaryPartners
Inhighfunctioningsystemsacrossthecountry,programsofstudyincludedualenrollment/credit
opportunitiestomaintainrigorandrelevanceandgivestudentshigh-qualitypostsecondaryinstruction
whilethey’reinhighschool.ThatisunderutilizedinMCPS.Thereisnotyetasharedvisionbetween
MCPSanditspostsecondarypartnersforacareerpreparationdeliverysystemthatincludesdual
enrollment/creditandistightlyalignedwiththecurrentandprojectedneedsoftheregion’slabor
marketinhigh-skill,high-demandfields.NoristheresharedaccountabilityforresultsbetweenMCPS
anditspostsecondarypartnersfortheworktheydotogether;outcomedataisnotdisaggregatedand
analyzedtodeterminetheeffectivenessofthepartnership.Studentsarenotreceivingtranscripted
creditforsuccessfulcompletionofpostsecondarycoursework,andthefeesthatarepassedonto
studentsare,insomecases,abarriertodualenrollment.
FocusArea4:EdisonSchoolofTechnologyDuringthecourseoftheproject,ESGconductedasitevisitoftheEdisonSchoolofTechnology
(“Edison”)andledagroupinterviewofitsfacultyinadditiontoreviewingitsperformancedataand
programofstudyofferings.EdisondifferentiatesitselffromotherMCPShighschoolsinanumberof
ways,chiefamongthemitsrelentlessfocusonpreparingstudentsforspecificcareeropportunities
beyondhighschool.StaffatEdisonarenotablydedicatedtotheirwork,andstudentsareclearabout
thecareerfieldthey’reworkingtowardsandthequalificationstheyhavetomeettoobtainajobinthat
field.WhileEdison’sfocusisprimarilyondevelopingstudents’skillsfornear-termemployment,staff
readilyacknowledgeandsupportthenotionthattherearemultiplepathstocareersuccess,andmany
oftheirstudentscan,should,anddograduatefromEdisonandenrollinaformalpostsecondary
educationprogram,eitherimmediatelyaftergraduationorafterworkinginthe“realworld”forashort
time.Theindustry-recognizedcredentialtheystrivetoearnatEdisoniskeytothelatterscenario,
enablingthemtofindajobthatpaysagoodwagesothattheycansavemoneyand/orhelptheir
familiesbefore/whileenrollingincollegeoratrainingprogramonapart-timeorfull-timebasis.
However,Edisonremainssignificantlyunder-enrolled,andthathasbeenthecaseforanumberofyears
running.Characteristicsandconditionsthatcontributetoitsvaluepropositionamongstakeholders
include:
www.edstrategy.org 29
LargelyUnknown
Edisonisrelativelyunknownbymoststakeholderswith54%ofstudentsand50%ofparentsexpressing
somelackofawarenessoftheCTEprogramsofferedatEdison.Theyhaveageneralideathatitprovides
traininginskilledtrades,anditisapart-timeoption.This,alongwithotherchallengesdescribedbelow,
islikelyin-partresponsibleforthechallengesEdisonhasconsistentlyencounteredovertherecentpast
withenrollment.Withapopulationfarbelowthenumberofstudentsitisintendedtoserveinits
currentfacility,Edisonstrugglestoattractstudents,resultinginunder-enrolledprogramsofstudyand
anunder-utilizedfacility.
Lesser-thanOpportunity
Focusgroupparticipants–students,staff,parents-expressed
thatEdisonisgenerallyregardedasa“lesser-than”
opportunityprimarilyforstudentswhodonotplantogoto
college.Theyassumeitlacksrigorandofferslower-level
vocationaleducationclasses.Whiletheirratherharsh
perceptionisinflated,itissubstantiatedinpartbymore
objectivedatapoints.ThoughEdisonoffersprogramsofstudy
exclusively(academicandotherelectivecoursesarenot
availablethere),only50%ofitsstudentsactuallycomplete
theirrequiredcoursesequences.Ofthose,abouttwo-thirds
earnindustry-recognizedcredentials,andfewerthan10%of
itstotalseniorsparticipatedinaninternshiplastyear.And
thoughitintentionallypreparesstudentsfornear-termmiddleskillemploymentthatveryfrequently
requiressomelevelofpostsecondaryeducationandtraining,lessthan2%ofitsstudentsduallyenrollin
acollege-levelcourseorparticipateincollege-levelinstructionofanykind.
ProblematicModel
Whilelocationandtraveltimeareofteninitiallycitedasdeterrentstoenrollmentbystudentsand
parents,upondeeperquestioningandanalysisitbecomesclearthattheirmoresubstantialconcernsare
withthemodelitself.Specifically,studentsandtheirparentsarelargelyunwillingtoloseaclassperiod
eachdaytotraveltoaschoolthatoffersonlyapartialhighschoolexperience.StudentsatEdisoncannot
takeacademiccoursesmuchlesshonorsclasses;theylosetheirfeelingofbelongingtoa
permanent/full-timeschoolcommunity;theyfinditdifficulttoformrelationshipswithpeerswhowill
eachreturntotheirrespectivehomeschoolcampuseseveryafternoon;andtheyseemtoquestionthe
qualityoftheprogramsthatareavailable.
UnclearVisionandLackofInclusion
Theredoesn’tseemtobeaclearorcommonvisionforhowEdisonfitsintothebroaderMCPScollege-
andcareer-readystrategytoday,andthereissimilarvaguenessabouthowthenewEdisoncurrently
underconstructionwillbedifferent.ThisratherabstractperspectiveofhowEdisonfitsintothedistrict’s
overallstrategyofpreparingstudentsforcollegemakesbettersensewhenplacedinthecontextofhow
Withapopulationfarbelow
thenumberofstudentsitis
intendedtoserveinits
currentfacility,Edison
strugglestoattractstudents,
resultinginunder-enrolled
programsofstudyandan
under-utilizedfacility.
www.edstrategy.org 30
Edisonismanagedandsupported,withasmanyasfivedistrictadministratorsfromtwodifferentcentral
officedivisionsjointlysupervisingtheschoolinsomeway.Edisonvacillatesbetweenbeingconsidereda
programandaschool,andyetithasasitsonlyaccountabilitymeasuretheextenttowhichitsstudents
earnindustry-recognizedcredentials.ItdoesnotshareintheresponsibilityforraisingPARCC,SAT,orAP
scoresforexample,nordoitsteachersoradministratorsevenhaveaccesstotheirstudents’academic
records.ThisnearlyrendersitasapartialmemberoftheMCPSsystemwhosepositionandvaluehas
notyetbeenfullyformed.Whilesomeexpressedthebeliefthatanewfacilitywillattractstudentsand
solvetheenrollmentproblems,theselargerchallengesneedtobeaddressed.
FocusArea#5:StakeholderUnderstandingMCPSparents,students,faculty,andstaffareexceptionallythoughtfulaboutpreparingallkidsfor
successincollege.Theyhaveknowledgeandunderstandingofthevalueafour-yeardegreebringsto
studentstransitioningfromdependenttoindependentliving,andtheyaregenerallyawareoftherange
ofcollegeopportunitiesandassociatedadmissionrequirementsofhighereducationinstitutionswithin
andbeyondMontgomeryCountyborders.
Yetthereisaverydiscerniblelackofunderstandingofcareerreadinessanditsgoalsonthepartof
nearlyallMCPSstakeholders.Thiscameacrossthroughsurveys,focusgroups,andindividualinterviews
andcanbestbedescribedinthreeways:
InformationGaponNewEconomicOpportunities
Amongstudents,parents,teachers,counselors,andadministrators,thereappearstobealowlevelof
awarenessofthelabormarketshiftsthathavereshapedtheAmericaneconomyoverthelastdecade,
andinparticular,abouttherangeofexistingmiddleskillcareeroptionsthatofferwell-paying,stable
professionalcareeropportunities.Thesemiddleskillcareeropportunitiesrequiremorethanahigh
schooldiplomabutlessthanabachelor’sdegree.Atthesametime,parentsandstaffinparticular
sometimeslamentedtheintensityofpushingstudentstowardafour-yearcollegeexperience
questioningwhetheritisinfacttheonlyroutetoeconomicandcareersuccess.
LackofKnowledgeabouttheValueofCTE
Thereisawidespreadlackofknowledgeand
understandingamongstudents,parents,teachers,
counselors,andadministratorsregardingthevalueof
high-qualityCTEaspartofaneffectivestrategyto
preparestudentsforcollegeandtheworkplace.A
numberofstakeholderscontinuetorelyonprior
experiencewithtraditionalvocationaleducationto
informtheircurrentthinking.WhileCTEleadersinMCPS
haveworkedhardtosharespecificprogrammatic
information–viatheMCPSwebsiteandspecialevents
likeCTE“roadshows”,CareerReadinessNight,and
CollegeandCareerExpo–theireffortshavenotfully
Thereisawidespreadlackof
knowledgeandunderstanding
amongstudents,parents,teachers,
counselors,andadministrators
regardingthevalueofhigh-quality
CTEaspartofaneffectivestrategy
topreparestudentsforcollegeand
theworkplace.
www.edstrategy.org 31
saturatedthedistrict,perhapsbecausetheinformationthey’vesharedispresentlyagrainsizetoo
small.StakeholdersfirstwantandneedmoregeneralinformationaboutthepowerofCTEforstudents
andtheeconomy,andtheywantitduringmiddleschoolwhiletheyhavetimetorethinktheirplanned
highschoolcourseschedules.Thisinturnmightthenpersuadestudentsandparentstolookmore
seriouslyintoparticularCTEofferings.Absentthatsequenceofevents,theywillbehard-pressedto
changetheiropinionsofCTE.
LackofUnderstandingofCTE
ThisbecomesamoreunderstandablepositionwhenonerealizesthatMCPSstakeholdersforthemost
partdonotactuallyunderstandwhatCTEis,andmanydonotassociatehigh-qualityprogramsofstudy
likePLTW,NAF,andCode.orgasCTEofferings.Infact,ofsurveyrespondents,41%ofstudents,48%of
parents,and34%ofteachers/administrators/counselorsindicatedthatthey“don’tknow”ifCTEin
MCPSofferschallenging,rigorousprogramsofstudyforstudentsthatdeveloptheacademicknowledge
andtechnicalskillneededforcollegeandcareer.And79%ofstudentsand86%ofparents
agree/stronglyagreethattheyneedmoreinformationonthevariouscareerpreparationopportunities
thatareavailablethroughoutMCPS.Thereisclearinterestonthepartofparentsandstudents,and
evenfacultyandstaff,formoreinformationoncareeropportunitiesgenerallyandhowtheprogramsof
studyconnecttothemandtocollege.
www.edstrategy.org 32
ESGRecommendationsforMCPS
Takingintoconsiderationeachofthefindingsabove,ESGoffersfortheMCPSSuperintendentandBoard
ofEducation’sconsiderationthefollowingsetofstrategicactionstepsparsedintothefivefocusareas.
FocusArea#1:VisionandSystemicPrioritiesforCareerReadinessMCPSmustbeginbytakingspecificstepstoestablishcareerreadinessasapriorityforthedistrictin
pursuitofitsgoaltoensurethateverystudentgraduateswiththeknowledgeandskillstobereadyfor
bothcollegeand“goodjobs”.Keytoexecutingwellwillbeleveragingitsalreadyrobustcultureofhigh
expectationsforeverystudentasitlaunchesthefourstrategiesthatfollow.
EstablishaNewVision
MCPSmustestablishanewvisionforcareer
readiness,onethatisforallstudentsandthatincludesclearmetricsforsuccessandshared
accountabilityforoutcomeswithemployersand
postsecondaryeducationleaderswithwhom
MCPSmustbejoinedarminarmtodothiswork
well.Itshouldcomplementandbemarriedwith,
ratherthancompetewith,thecollege-readygoals
ofMCPS.Thecultureofhighexpectationsis
strong;thevisionandnarrativeneedstoevolveto
incorporatecareerpreparation.
RedefineandRebrandCTE
MCPSmustcarefullylayouttheroleofhigh-qualityCTEwithinthisvision,whichincludesredefiningand
rebrandingCTEasofferingrigorousacademiccourseworkintegratedwith21stcenturytechnical
instructionandreal-worldworkexperiences.High-qualityprogramsofstudymustbesituatednotasan
alternativetothe4-yearcollegepathwaybutratherasaspecificstrategytosupportMCPS’sbroader
goalsaroundpreparingallstudentsforpostsecondaryopportunitiesandoptions.MCPSmightconsider
changingtheterminologysothatCTEisn’tthelabelusedtodescribecareer-focusedprograms;asis,itis
notawell-understoodbrandinMCPS,andtheconnotationitseemstocarryisnotstrong.InCalifornia
forexample,theybrandedtheirstrategy“LinkedLearning”toreflectthecollaborationittakesbetween
K-12,postsecondaryeducation,businessandindustry,andeconomicdevelopmenttopreparestudents
forthe21stcenturyworldofwork.InLouisiana,they’vecoinedtheirefforts“JumpStart,”aliteral
representationofhelpingstudentsgetajumpstartoncontinuingtheireducationbeyondhighschool
whileearningvaluableindustrycertificationsinhighschool.IfMCPSweretorefertoallhighschool
MCPSmustestablishanewvisionfor
careerreadiness,onethatisforall
studentsandthatincludesclearmetrics
forsuccessandsharedaccountabilityfor
outcomeswithemployersand
postsecondaryeducationleaderswith
whomMCPSmustbejoinedarminarm
todothisworkwell.
www.edstrategy.org 33
programsofstudyusinganewlabelthatsuggestspreparationforthefuture,thatmighthelpcreatea
new,sharedvisionforcareerpreparation.
ProvideProfessionalDevelopmentontheEconomy
Giventhelackofknowledgeandunderstandingoflabormarketshiftsthathaveimpactedfuturecareer
opportunitiesforyoungpeople,MCPSmusteducatecounselors,teachers,andadministratorsonthe
long-termeconomicdevelopmentneedsofthecountyandsurroundingregionaswellastheassociated
programmaticofferingsofMCPStoday.Itmustidentifytherelateddegree/credentialrequirementsand
associatedsalariessothattheyhavecompellinginformationtofacilitatethenecessarymindsetshift.
MontgomeryCountyeconomicdevelopmentpartnerscanbeinstrumentalinhelpingtodesignthis
professionaldevelopment,andallstaffmembersshouldparticipateinit,especiallyatthesecondary
level.
EstablishMetricsforCareerReadinessSuccess
IncreaseMCPS’s“skininthegame”bybuildingintoaccountabilitymetrics,perhapsthroughSchool
ImprovementPlans,goalsaroundindicatorsofhigh-qualitycareerpreparationefforts.Suchgoalsmight
includeprogramofstudyconcentrationandcompletionrates,work-basedlearninganddual
enrollment/creditparticipation,andattainmentofhigh-valueindustry-recognizedcredentials.Publicly
reportandmonitorthoserates.Forexample,OhiocreatedaCTEschoolreportcardthatreports
pathwaycompletionandpreparationforsuccessfultransitionsbeyondhighschool,includingmeasures
likedualenrollmentforCTEstudents.DelawarehascreatedadashboardofPerkinsandstate
accountabilitymeasuresthatenablesschool,district,andstateofficialstodrillintoperformanceatthe
programlevel.Thestateconvenesschoolanddistrictpersonnelmonthlytodiscussperformanceissues
andhighlightsuccessfulprograms.
FocusArea#2:EmployerEngagement/Demand-DrivenProgrammingAsMCPSsetsinplaceanewvisionforitscareerpreparation
effortsalignedwiththeregion’seconomicdevelopment
needsinhigh-skill,high-demandsectors,itmust
simultaneouslyenergizetheemployercommunityto
becomestrongpartnersinrealizingthatvision.Clearand
substantialrolesneedtobecultivatedforbusinessand
industryleaderstohelpalignprogramsofstudywithlabor
marketneedsinwaysthataredescribedinmoredetail
below.
PutIndustryExecutivesintheRoleofProgrammaticDrivers
WhilethereareseveralestablishedemployerintermediariesalreadyworkingwithMCPS,noneis
comprehensivelyservingthetwokeyrolesthatareneeded:1)usinglabormarketinformationto
identifythecareerpreparationeffortsthatshouldbeprioritizedandscaledwithinMCPStomeetthe
Clearandsubstantialroles
needtobecultivatedfor
businessandindustryleaders
tohelpalignprogramsofstudy
withlabormarketneeds.
www.edstrategy.org 34
long-term,high-skill,high-demandindustryworkforceneeds;and2)provideinputonthecareer
readinessmetricsbywhichMCPSshouldholditselfaccountable,includingmonitoringandtracking
thoseresultstoinformnecessarychangestocareerpreparationefforts.
Tofillthisvoid,MCPSshouldestablishapolicy-levelSuperintendent'sCareerReadinessAdvisoryCouncilcomprisedofhigh-levelexecutivesofthecounty’skeyindustries.Ideally,theseexecutives
shouldbedrawnfromtheexistingintermediaryboards–MCBRE,WorkSourceMontgomery,MCCB,and
theIndustryFoundations–incaseswherethoseboardshavetherightindustryleadersrepresented.
Then,granttheAdvisoryCouncilregular,directaccesstotheSuperintendentofMCPStomeaningfully
influencethedistrict’scareerpreparationworkasdescribedabove.Theirworkwouldnotreplace,but
ratherhelpsetthedirectionfortheworkofcurrentintermediaryorganizations.
RedefineMCCB’sRole
Then,restructuretherole/functionofthecurrentMontgomeryCountyCollaborationBoard(MCCB)to
meetandbuildupontherecommendationsoftheSuperintendent’sAdvisoryCouncil.MCPSmust
collaboratewithitsMCCBemployerpartnersaswellasMontgomeryCollege(MC)andtheUniversities
atShadyGrove(USG)toworktogetherinaligningindustryexpectationswithprogramcurriculum,
instruction,andassessment.Employersmustidentifyneededskillsetswithinprioritizedprogramsof
studyandworkwithMCPS,MC,andUSGtoshapethedesignofthoseprogramsofstudytoensurethat
theywilldevelopthenecessaryknowledgeandtechnicalskills.MCCBmustsystematicallyreview
outcomesrelatedtokeyindicatorsestablishedbytheAdvisoryCouncil–programofstudy
concentratorsandcompleters,work-basedlearninganddualenrollmentparticipationrates,and
attainmentofhigh-valueindustrycertifications–aspartofafeedbackloop,andmakespecific
recommendationsonstrategiestostrengthenMCPS’scareerpreparationprograms.Thisincludes
empoweringtheMCCBemployerstouselabormarketdataonhigh-skill,high-demandfieldstojustify
continuationofprogramsonaregularbasistoenabletheAdvisoryCounciltoapprovenewand
continuedprogramsaswellasdiscontinuethosethatlackrigorandrelevance.
EstablishaSinglePointofContactforEmployers
Tostrengthenandstreamlinethedistrict’sworkwithbusinessandindustry,andtorespondtoconcerns
amongemployersthatthere’snoclearplacetogotobuildpartnerships,MCPSshouldcreateasingle
pointofcontact.Thefunctionshouldnotsimplybeincorporatedintothecurrentpartnership
coordinator’sresponsibilities.Theroleistooimportant,anditrequiresaspecificexpertiseand
experiencethatallowsformeaningfulemployerengagement.Thissenior-level“DirectorofStrategic
IndustryPartnerships”shouldideallyhaveexperienceinbotheducationandthecorporateworldand
shouldbededicatedtotwopriorities:
1. ServingasthemanageroftheSuperintendent’sAdvisoryCouncilresponsibleforoverallplanning
andexecutionofthework.
2. Brokering,professionalizing,andscalingafullportfolioofwork-basedlearningexperiencesforhighschoolstudentswithsupportfromMCBREandWorkSourceMontgomery.Thiswouldalso
includesupportingandoverseeingtheschool-levelinternshipcoordinators.
www.edstrategy.org 35
FocusArea#3:QualityandConsistencyofCareerProgrammingOncethenewvisionhasbeenestablished,MCPSmustputintomotionspecificstrategiestostrengthen
thequalityandconsistencyofitscareerprogrammingensuringthatprogramsofstudyarerigorous,
alignedwithcollege-readystandards,andnotterminalinhighschoolsbutratherprovidesignificant
postsecondaryeducationopportunitiesthatleadtogoodjobsinhigh-skill,high-demandindustries.The
followingrecommendationsfurtherbreakdownhowMCPSshouldapproachthis.
DesignandExecuteaSystematicApproachtoDeliveryofCareerProgramming
Deriveddirectlyfromthenewvisionforcareerreadiness,MCPSmustdesignandexecuteasystematic
approachtothedeliveryofcareerreadinessprogrammingthroughoutthedistrict.Thisstrategic
approachwoulddirectlyaddressthelackofconsistencycurrentlywithincareerprogramofferingsacross
highschools,anditwouldleveragetheworkoftheSuperintendent’sAdvisoryCounciltoensurethose
offeringsarewell-alignedwitheconomicopportunities.Itwouldhavetwoprimaryobjectives:a)
ensuringthateverystudentinMCPShasaccesstoafullrangeofhigh-skill,high-demandprogramsof
study-whetherthat’simportedlikePLTWandNAForhomegrown-alignedwiththeemergingand
longer-termeconomicdevelopmentneedsofthecountyinhigh-skill,high-demandfields;andb)eachof
thoseprogramsofstudywouldconsistentlyofferrigorous,integratedacademicandtechnical
instructionbroughttolifebyreal-worldlearningexperiencesthatprepareallstudentsfor
postsecondarysuccess.
EstablishChoiceEnrollmentforProgramsofStudy
Clearly,MCPScannotoffereachofthesehigh-skill,high-demandprogramsofstudyineveryhighschool,
sostrategicplacementofthemthroughoutthedistrictaswellchoiceenrollmentopportunitieswillbe
keytoexecutingthisequitabledistributionagendaeffectively.Studentswhohavedemonstratedand
documentedanacademicandcareerinterestinaparticularprogramofstudy(e.g.CiscoIT)butdonot
haveaccesstoitintheirhomeschoolshouldbeofferedaChangeofSchoolAssignment(COSA)
opportunitytoenrollfull-timeattheclosesthighschooltoofferitontheconditionthattheycomplete
thatprogramofstudyandearntheassociatedindustry-recognizedcredential.
StrengthentheQualityofProgramsofStudy
Itgoeswithoutsayingthatitwouldbepointlesstoequitablydistributecareerprogramming,including
CTEprogramsofstudy,throughoutMCPSunlesstheyarehighquality.ThereareseveralkeystepsMCPS
shouldtakeinitscareerreadinessworktoensurethatallprogrammingisrigorousandrelevantand
preparesallstudentseffectivelyforthehigh-qualitypostsecondaryeducationandtrainingopportunity
oftheirchoice:
InventoryandAssessCurrentProgramsofStudyAgreetoasetofhigh-qualityindicatorsforallcareerprogramsofstudy.Thoseindicatorsshouldideally
includedegreeofalignmenttolong-term,high-valueregionaleconomicopportunities,abilitytoearn
honorsandcollegecredit,participationinandassessmentofarelevantworksiteinternship,and
attainmentofhigh-valueindustry-recognizedcredentials.Inaddition,allprogramofstudyofferings
www.edstrategy.org 36
shouldbeanalyzedacrossschoolstoensureconsistency,e.g.theAcademyofHealthProfessions
programofstudymustbethesameacrossallschoolsthatofferit.Thenassesscurrentprogramsof
studyagainstthoseindicators,andeitherupgradeorretirethosethatleadtolow-wagepositionsor
otherwisefallshortofthehighexpectationsbarinlightofeconomicopportunitiesoftodayand
tomorrow.TheMarylandStateDepartmentofEducation’sDivisionofCareerandCollegeReadiness
couldsupportthiswork,andTennessee’sPathwaysSiteObservationToolmaybeahelpfulresourceto
beginthisassessment.
EnsurePostsecondaryArticulationRequireallprogramsofstudyincludeanaccessible
postsecondaryeducationcomponentandleadtohigh-
skill,high-demandcareers.ThisdemandsthatMCPS
workhand-in-handwithitspostsecondaryeducation
partnerstocreateasharedvisionofacareer
preparationdeliverysystemthatbeginsinhighschool,
continuesintocollege,culminatesinstackable
credentials,andincludescommonmetricsfor
accountability.(Seethegraphicrepresentingthis
conceptbelowfromthestateofTennessee.)Thegoal
shouldbeforMCPSstudentstoearnarticulated
postsecondarycreditforCTEdualenrollmentcourses
andhigh-qualitywork-basedlearningexperiences,especiallywithinprogramsofstudythatbegininhigh
schoolandculminateinahighereducationinstitution.
Moreover,MCPSshouldworkcloselywithitspostsecondarypartnerslikeMontgomeryCollegeto
establishpolicythatwouldallowhigh-valueindustry-recognizedcertificationsearnedinhighschoolto
countfortransferrablecollegecredit.TennesseeaccomplishedthisbyestablishinganMOUwiththeir
technicalcollegesystemtoawardcollegecreditforastate-approvedindustry-recognizedcredential.
Also,inFlorida,thestate’sannualcredentiallistclassifiesindustry-recognizedcertificationsintotiers
basedonhowmanycreditstheyareworthatthepostsecondarylevel.Thelowertierofcredentials,
knownasCAPEDigitalToolCertificates,donotarticulatecredits,butthehighertierCAPEIndustry
CertificationsandCAPEAccelerationIndustryCertificationsarticulateupto14and15credits
respectivelytowardanAssociateofScienceorAppliedAssociateofScienceDegree.
MCPSmustworkhand-in-handwith
itspostsecondaryeducation
partnerstocreateasharedvisionof
acareerpreparationdelivery
systemthatbeginsinhighschool,
continuesintocollege,culminatesin
stackablecredentials,andincludes
commonmetricsforaccountability.
www.edstrategy.org 37
(GraphictakenfromTennessee’sStudentCertificationGuidance,July2016)
AddRigortoAcademicCourseworkwithinProgramsofStudyWhile16ofthecurrentprogramsofstudyinMCPSoffersomeadvancedcourseworkopportunities,
manyothersdonot.Furthermore,withinthe16,thereissomereasonablequestionregardingthe
degreetowhicheachofthoseadvancedcoursesisconsistentlyofferedwithinthoseprogramsofstudy
acrossschools.MCPSmuststrengthentheacademicrigorofprogramsofstudy,inpartbyexpanding
provenimportedmodelslikePLTW,NAF,andCiscoandsuccessfulhomegrownprogramslikeMiddle
College.Programsofstudymustconsistentlyintegratehonors,AP/IB,dualenrollment,andtechnical
course-takingaspartofacollegeprepstrategy.MCPSmustworkwithcounselors,teachers(bothcore
areasandCTE),andschooladministratorstohelpthemunderstandtheseintegratedprogramsofstudy
sothatitbecomescleartothemthatprogramsofstudyholdhighexpectationsofallstudentsandthat
theseintegratedpiecesfittogetherwithintheprioritiesstaffareexpectedtomeetaroundpreparing
studentsforcollege.Staffwillalsoneedsupportregardinghowtoschedulestudentsintothecourses.
DesignandOfferWork-BasedLearningatScaleLeveragingitsnewly-appointedMCPSDirectorofStrategic
IndustryPartnershipsaswellasMCBREandWorkSource
Montgomery,MCPSmustdesignandofferbetterandmore
real-worldworkexperiencesthatarealignedwithstudents’
academicandcareerinterests.Theseexperiencesmustbe
anintegralpartofeachprogramofstudyandalsobemade
availablemorebroadlytoallstudents.Theymustoffer
studentsthechancetodeveloptechnicalandprofessional
skillsintheirchosenfieldofstudy,andtheymustbemeaningfullyassessedbyemployerstodetermine
theextenttowhichthoseskillswereacquired.Inaddition,someformofwork-basedlearning–suchas
jobshadowingandcareerchallenges-shouldbemadeavailableinmiddleschoolandearlyinhigh
MCPSmustdesignandoffer
betterandmorereal-world
workexperiencesthatare
alignedwithstudents’academic
andcareerinterests.
www.edstrategy.org 38
schoolsothatstudentshavethenecessaryexperiencetobetterunderstandcareersandthinkmore
criticallyaboutthecoursestheywanttotakewhileinhighschool.
LinkedLearningrequireshigh-qualitywork-basedlearningexperiencesaspartofaprogramofstudyand
maybeamodelforMCPStostudy(asshownbelow)asitdevelopsitsscalingstrategy.Inaddition,
LinkedLearning’stechnologyplatformknownasLaunchPaththatmatchesstudentswithwork-based
learningexperiencesinanareaofacademicorcareerinterestmaybeahelpfultoolforMCPStoexplore.
ExpandandStrengthentheCareerAdvisementSystemAcomprehensivecareeradvisementsystemmustundergirdeachoftheseeffortstostrengthenthe
qualityandrigorofcareerprogramming.Careeradvisementmuststartinmiddleschoolwithafocuson
raisingstudents’awarenessofvariouscareersandexploringwhatworkersdoindifferentfields.Itthen
mustprogressinhighschooltogreaterexposuretolocalindustriesandcompaniestodevelopdeeper
interestandunderstandingofprofessionalroles,andultimately,identifyanintendedcareerpathand
routetogetthere.MCPS’sschoolcounselorswillbeessentialtosupportinganddrivingthiswork,and
theymustbetrainedtoexecutethisrole.Inaddition,thefullfunctionalityofNaviance’sCareerKey
AssessmentToolmustbeexaminedtodetermineifitcanbebetterutilizedtohelpmiddleschool
www.edstrategy.org 39
studentsexplorecareeroptionsandcreateaspecificacademicandcareerplanforhighschoolthat
tentativelymapsoutthecoursesthatarebestalignedwiththeirdemonstratedcareerinterests.
Buttheworkcannotstopthere.MCPSmustsupplementthetechnologysolutionandschoolcounselors
withcollegeandcareercoachingthathelpsstudentsinvestigateavarietyofcareeroptionsalignedwith
thelonger-termeconomicdevelopmentprioritiesofMontgomeryCounty,andthenusethat
informationtomakeinformeddecisionsabouthighschoolcourseenrollmentandpostsecondaryplans.
Itisessentialthatthiscoachinghappenasacomponentoftheregularschoolday,notduringfree/social
timeslikelunchwhenitiseasyforstudentstoforgotheopportunity.
Donewell,thiscoachingwilllikelyrequirespecializedexpertisebeyondwhatiscurrentlyavailablein
MCPS.TherearetwostrategiesMCPSmightemploytoimplementthisrecommendation.MCPSmight
firstlooktoitsindustryandpostsecondaryeducationpartnerstodetermineiftheyhavetheexpertise
andwillingnesstoprovidesuchaservice.ModifyingthecurrentACESprogram,forexample,mightbe
oneoptiontoexplore.Ifnot,MCPSmightinvestigateotheroptions,suchascontractingwitha
specializedorganizationtoprovideexpertise,likeCareerCompassbeingusedinLouisiana;and/or
collaboratingwithlocalpostsecondaryinstitutionstodesign,build,andofferacareercoachingprogram,
muchlikeArkansashasdone.Locally,CarrollCountyisknownforitslongstanding,high-qualityworkin
designingandimplementingaK-12careerdevelopmentprogram.Then,oncethatexpertiseissecured,
MCPSmightlaunchademonstrationprojectinahandfulofhighschools,especiallythosethatserve
studentswhoareleastlikelytohaveaccesstocareerplanningresourcesathome,andstrategicallyscale
thatprogramoverseveralyearstoallMCPShighschools.
IncreaseTeacherCapacityWhileESG’sexternalassessmentofMCPScareerpreparationpracticesdidnotfocusexplicitlyon
instructionalcapacity,theneedforbetterormorehighly-effectiveCTEteachersemergedthroughout
conversationswithstakeholders.ToincreasecapacityofexistingCTEteachers,MCPSmightconsider
employingstrategieslikeLouisianahasdonethroughitsJumpStartInitiativethatrequireteachersto
earnhigh-qualityindustry-recognizedcredentialsinthefieldstheyteachandprovideprofessional
developmenttoenablethemtodoso.Itmightalsoconsiderworkingwithitsemployerpartnerstooffer
high-quality,paidsummerexternshipstoCTEandSTEMteacherstohelpdeepentheirunderstandingof
howthecontenttheyteachisappliedinreal-lifesettings.TheGeorgiaInternFellowshipforTeachers
(GIFT)offeredthroughGeorgiaTechisonemodeltostudy.
Torecruithighercapacityindustryprofessionalswhooftenaredeterredbyteachingopportunities
becausetheycannotleavetheirindustryworkcompletely,MCPSmightfollowtheexampleofseveral
statesthathavebeguntoallowindustryexpertstoteachpart-timeorco-teachwithafully-certified
teacherofrecord.Finally,MCPS,initsworktostrengthenitspartnershipwithpostsecondary
institutions,shouldinvestigatethepossibilityofcontractingwithpostsecondarypartnerslike
MontgomeryCollegetodedicatefacultywithindustryexperiencetoteachingCTEcoursesforMCPS,
withinandoutsideofdualenrollment.
www.edstrategy.org 40
RedesignOrganizationalStructure
Organizationandcapacityatthedistrictlevelneedstosupportacohesiveapproachandshared
accountabilityforresultsbasedonthenewvisionforcareerreadiness.ThisrequiresthatCTEbe
organizedthoughtfullyunderonecentralleaderwithdeepknowledgeofacademicandtechnical
prioritiesofMCPS,experiencebeyondCTE,akeenunderstandingofhowtoblendCTEintothebroader
college-preparatorystrategy,andtheacumentoexecutethatvision.Suchaleadermusthavethe
understanding,skill,andrelationshipstoworkhand-in-handwithexecutive-levelpostsecondaryand
industryleaderstodevelopadeliverysystemthatseamlesslyspanssecondaryandpostsecondary
systemstomeetthedynamicneedsoftheregionallabormarket.Andaboveallelse,thisleadermust
believedeeplyintheneedforchangeinMCPS’scareerpreparationefforts,demonstratingthecapacity
andwillingnesstoassessandretirelower-qualitylegacyprogramswhilebuildinghigh-qualitymodelsof
21stcenturycareerprogramming.
MeasureandIncentivizeCareerReadiness
Tosupportanddriveeffectivechangestoinstructionalpractice,MCPSmustcreateanaccountability
systemthatvaluescompletionofhigh-qualityprogramsofstudyandattainmentofstackableindustry-
recognizedcredentialsthatpreparestudentsforhigh-skill,high-demandcareeropportunities.ESG’s
recentlyreleasedreport,DestinationKnown:ValuingCollegeandCareerReadinessinState
AccountabilitySystemsofferscleardirectiononmeasuresthatcanbeincludedwithinanaccountability
systemtosupportallstudentsinreachingeconomicandcareersuccess.Whileitiswrittenforstates,its
recommendationscanbeadaptedbydistrictsforfullorpartialinclusionintheirreportingand
accountabilityefforts.Itisframedaroundfourrobustmeasuresofcollegeandcareerreadiness:1)
progresstowardpost-highschoolcredential,2)co-curricularlearningandleadershipexperiencessuch
aswork-basedlearning,3)assessmentofreadiness,and4)transitionsbeyondhighschool.
Aspartofitsefforttostrengthenthecollegeandcareerreadinessmeasuresbywhichitholdsitself
accountable,MCPSshouldcreateadashboardthatmonitorsperformanceofstudentsinprogramsof
studycomparedtootherstudentsinthedistrict,anddeveloproutinesinthecentralofficetomonitor
andreviewthoseresults.ImplicitwithinthisrecommendationisensuringthatMCPS’sdatacollections
representactualenrollment,concentration,andcompletion.Ifnecessary,MCPSshouldhireaqualified
3rdpartytoauditdatatoidentifywhereimprovementsindatacollectionandreportingareneeded.
MarylandStateDepartmentofEducationmaybeabletoassistinthisprocess.
FocusArea#4:EdisonSchoolofTechnologyWithanew,state-of-the-artfacilitycomesopportunityfor
changeandreinvention.MCPSmustleveragethis
unreservedlybyredesigningtheEdisonmodeland
redefiningitsvisionandmission,situatingitintentionallyas
anintegralpieceofthenewdistrict-widecareerreadiness
vision.Thereareseveralformsthiscantake,eachthatwill
Edisonmustbecomeafull-time
modeltobecomeahighly-
successful,fully-subscribed
educationalopportunityforthe
studentsandfamiliesitserves.
www.edstrategy.org 41
resultinvaryingdegreesoftransformationalchangedependinguponMCPS’sappetiteandresource
levelaswellasthepoliticalwillofitsmostimportantpartners.Alloftheoptionsdescribedbelow
contemplateafull-timemodel,whichESGbelievesistheonlywayforEdisontobecomeahighly-
successful,fully-subscribededucationalopportunityforthestudentsandfamiliesitserves.Thiswill
alleviateaconsiderableamountoftheconcernaroundgeographicalplacementofEdison,studenttravel
time,andlossofaclassperiodthatcurrentlysurfacesinconversationaboutEdison.
VisionaryTransformation:RecreateEdisonasaCTEEarlyCollegeHighSchool
LikeallEarlyCollegeHighSchools(ECHS),thenew“ThomasEdisonCTEEarlyCollegeHighSchool”would
blendhighschoolandcollegecourseworktoenablestudentstosimultaneouslyearnahighschool
diplomaaswellaseitheranassociatedegreeoruptotwoyearsofcredittowardabachelor’sdegree.As
aCTE-ECHS,EdisonwoulddifferentiateitselffromotherECHSbyfocusingitsprogramexclusivelyonthe
high-skill,high-demandindustrysectorsofMontgomeryCountysothatstudentscouldearna
postsecondary-levelindustrycredentialthatsignalstheirreadinessforsought-afterjobopportunities.
AsaCTE-ECHS,MCPScouldopttofocusonservingaspecificstudentpopulation,suchasstudentswho
aremostat-riskofnotgoingontopostsecondaryeducationandtrainingafterhighschool,oritcould
opentheopportunitytoallstudentsdistrict-wideorthosecurrentlyenrolledinschoolswith
overcrowding,forexample.Selectingthismodelwouldrequirethecommitmentandwillofastrong
highereducationpartneraswellasemployersandeconomicdevelopmentexpertstocollaboratively
conceptualize,design,andbringtofruitionthisvisionforanECHS.
StrongCTE-ECHSmodelsacrossthecountryprovideexamplesthatMCPSmaybeservedwelltodraw
from,includingtheCEC(CareerEducationCenter)EarlyCollegeHighSchoolinDenver,Colorado.The
STEMMTechnicalMiddleCollegeinHagerstownmightalsobeanexampletostudy.Inaddition,Texas
legislatedtheCTEEarlyCollegeHighSchoolInitiativein2014andwouldlikelyhavevaluablelessonsto
sharewithMCPSondesigningandbringingtofruitionahigh-qualitymodel.
FullTransformation:RecreateEdisonasaWall-toWallCareerAcademy
NotquiteasradicalatransformationasanECHS,redesigningEdisonasawall-to-wallcareeracademy
wouldsignificantlystrengthenstudents’academicknowledgeandtechnicalskillsnonethelesswhile
preparingthemforatwo-orfour-yearcollegeoruniversityprogram.AsopposedtoanECHSmodel,
courseworkwouldprimarilybedeliveredatthehighschoollevelwithopportunitiesforhigh-qualitydual
enrollment/credit,butitwouldberigorousandrelevant,anchoredstronglyinaspecificcareerfocus.
Theschoolwouldbedividedintoanumberof“academies”–smalllearningcommunitiesfocusedona
particularhigh-skill,high-demandindustrysectorofMontgomeryCounty,likehealthcareor
cybersecurityforexample–andeachstudentinninthgradewouldselectoneoftheseto“majorin”
during10th-12
thgradestherebyreceivingrigorousacademicinstructionintraditionalcoresubjectslike
math,English,andscienceintegratedwith21stcenturyCTEprogramming.Thismodel,whichcouldbe
phasedinoverfouryearsbeginningwithaninauguralninthgradeclass,demandsthattheEdisonCareer
Academyeffectivelyengagetheemployercommunityforprogrammaticdesignanddeliveryprotocolsas
wellasauthenticworkplaceexperiencesthatareconnectedtoclassroomlearningforeachofthe
academies.
www.edstrategy.org 42
Wall-to-wallcareeracademieshavebeensuccessfulinanumberofplacesthatMCPSmightemulate,
includinginVirginia,withitsexpansionofGovernor’sSTEMAcademiesthroughoutthestate,andin
Nashvillewiththeconversionofall12ofitshighschoolstowall-to-wallAcademies.Atanindividual
schoollevel,theNetworkEngineeringProgramatSummitTechnologyAcademyinLee’sSummit,
MissouriwasrecentlyrecognizedbyAdvanceCTEwithanExcellenceinActionAward.Bringingtogether
studentsfromurban,suburban,andruralhighschools,theprogramdoesexceptionalworkpreparing
studentsforcybersecuritycareeropportunities.Mostnotably,studentsareabletobeginworkona
bachelor’sdegreewhileenrolledattheAcademy,therebydramaticallyincreasingthelikelihoodthat
they’llgoontoearna4-yeardegreeafterhighschoolgraduation.AsAdvanceCTEnotes,60%ofits
studentsparticipateinwork-basedlearning,60%earnedcollegecreditthroughdualenrollment,94%
enrolledinpostsecondaryeducation,theworkforce,orthemilitaryaftergraduation,and81%earnedan
industry-recognizedcredential.
IntegratedTransformation:CombineEdisonHighSchoolwithWheatonHighSchool
Twoschoolssitside-by-side,eachwithaSTEMfocus,onesignificantlyunder-enrolledwhiletheother
searchesfornookstoturnintoclassroomspacetoaccommodateitsburgeoningstudentpopulation.
Theyhavepotentialtobehighlycomplementary,thecombinationofthetwopotentiallyofferingan
integrated,comprehensivestudentexperienceenrichedbyrigorousproject-basedlearninginstruction
inonefacilityandsophisticatedhands-ontechnicalinstructionintheotherthatbringstolifethe
applicationoflearning.Keytoeffectivelycombiningthesetwoschoolswouldbeasingularleaderwith
thevision,knowledge,andskilltodefineeachasequalpartsthattogethermakeawhole,withstrong
site-basedleadershipineachbuildingtohelpturnthatvisionintoreality.
LimitedTransformation:ConvertEdisontoaFulltimeTechnologyHighSchool
InconsideringitsoptionsforthenewEdison,MCPSshouldnot
overlookperhapsthesimplesttransformationthatwouldyield
significantlybetterresults:convertingEdisontoafulltimetechnical
highschool.Tomakethispaydividends,Edisonmustembodyhigh-
qualitycareer-technicalprogramming.Itmustoffersophisticated
programsofstudyalignedwithhigh-skill,high-demandlabor
marketneeds.Thoseprogramsofstudymustinfuserigorous
academicinstruction,includinghonors,AP/IB,anddualenrollment/creditcourses,withtechnical
trainingthatcanonlybefoundonthatcampus.Theymustrequirearelevantwork-basedlearning
experiencethatisalignedwiththeprogramsofstudyandassessedmeaningfullybyemployers.All
currentprogramsofstudymustbevigorouslyevaluatedagainstspecificcriteria,andlower-level
programsmustberemovedorphasedout.Schoolleadershipmustunderstandandembracethe
underlyingphilosophyofcollegeandcareerreadinessandtheroleofpathwaystoachievethat.School
leadershipalsomustbefacileintheuseofamasterschedule,cohortschedule,andcommonplanning
time,aswellashaveastrongcommitmenttowork-basedlearningforall,thematicteaching,and
buildingthecapacityofteacherstointegrateacademicandtechnicalinstruction.
Edisonmustembody
high-qualitycareer-
technicalprogramming.
www.edstrategy.org 43
TheSussexTechnicalHighSchoolofChoiceinGeorgetown,DelawareisamodelthatMCPSmightstudy
closelyinthinkingabouthowtoconvertEdisonintoafulltimetechnicalhighschool.AsaNational
SchoolofExcellence,SussexTechenjoysnameandbrandrecognitioninitscommunitywithfamilies
activelyseekingouttheopportunitytoenrollthere.Itoffersrigorous21stcenturycareerpathwaysthat
areintegratedwithadvancedcourseworkopportunities,withone-thirdofitsstudentsparticipatingin
AP.Studentsconsistentlyachieveathighlevelsandduallyenrollintheirjuniorandsenioryearsat
WidenerUniversity.Inaddition,SussexTechoffersadulteducationclassesintheeveningtoservean
additionalpopulationofneed.Andlocally,EasternTechnicalHighSchoolinBaltimoreCounty,anaward-
winningschoolfrequentlyrecognizedbytheUSDepartmentofEducationforoutstandingacademic
achievement,mightalsobeamodelthatholdssomevaluablelessonsfromwhichMCPScandraw.
IrrespectiveofthemodelMCPSchoosesforEdison,itmustrebrandtheschoolwithanewname,new
website,andnewprogramofferingsthatrepresentvaluablecareeropportunitiesoftodayand
tomorrow,suchashomelandsecurity,CiscoIT,LodgingManagement,InteractiveMediaProduction,
andTransportation,Distribution,andLogisticstoshowthatthebuildingisnottheonlythingthatisnew.
ItisanaltogethernewdayatEdison.
Finally,ifdemandforahigh-qualityfull-timemodelincreasessignificantlyasaresultofmakingsuch
changestoEdison,orifMCPSalreadyseestheneedformorethanonesuchsite,itmightconsider
undertakingafeasibilitystudythatexaminestwoideas:1)buildinganewfull-timetechnicalhighschool
thattakesoneoftheformsdescribedaboveinanotherpartofthecountytobalancethegeographic
challengesofEdison,and2)convertinganexistingMCPShighschoolontheothersideofthecountyinto
atechnicalhighschoolthattakesoneoftheformsdescribedabovetoaddressgeographicchallengesof
Edisonandsatisfygrowingdemand.
FocusArea#5:StakeholderUnderstandingFinally,onceMCPShasmadesignificantprogressinestablishingthenewvision,cultivatingstrong
relationshipsandpurposewiththeemployercommunity,strengtheningtherigoranddistributionof
programsofstudy,anddecidingontransformativeplansforEdison,MCPSmustnotoverlookthecrucial
finalstep.Withthehelpofdedicatedexternalcommunicationprofessionals,itmustclearly,strongly,
andwidelycommunicatewiththefullrangeofitsstakeholderstohelpthemunderstandandbuyinto
theimportanceofitscareerreadinesswork.Thismusthappenthroughdeliberatestaging,andtheorder
inwhichthosestagesofcommunicationarerolledoutis
paramount.
ExternalBrandingCampaign
Giventhedeeplackofunderstandingoftoday’seconomyon
thepartofallimmediatestakeholders,MCPSmustestablish
anewvaluepropositionthroughanexternal
communications/brandingcampaignthateducates
stakeholdersonrecenteconomicchangesandtherelated
implicationsofhowtoeffectivelypreparestudentsfor
meaningfulprofessionalroleswithinit.Itmustdeepenthe
Thisisaboutmaintaininghigh
expectationsforallstudents
andpreparingthemforthe
fullrangeofopportunities
thatleadtoprosperousfutures
sothattheyhaveeverychoice
availabletothem.
www.edstrategy.org 44
understandingofmiddleandhighschoolstudents,parents,teachers,administrators,andcounselors
regardinghoweconomicshiftshavecreatednew,substantialcareeropportunitiesthatrequiredifferent
experiencesandqualifications.Thesenewopportunitiescanofferbenefitandstabilitytraditionally
associatedwithafour-yeardegree;forexample,nearlyone-thirdofassociatedegreeholdersnowearn
highersalariesthanbachelor’sdegreeholders.Thecampaignmustemphasizethatthisisabout
maintaininghighexpectationsforallstudentsandpreparingthemforthefullrangeofopportunitiesthatleadtoprosperousfuturessothattheyhaveeverychoiceavailabletothem.TheGeorgetown
CenteronEducationandtheWorkforceisanationalleaderinexplainingtheconnectionsbetween
education,careerqualifications,andworkforceneedsandmaybeahelpfulsourceinproviding
economicinformationtoMCPSanditsstakeholders.
DeepenUnderstandingofCollegeandCareerReadiness
ThenextlevelofthatbrandingcampaignmustbringtolifeinatangibleandcompellingwayMCPS’snew
visionofcareerreadiness(describedinthefirstrecommendationssection),onethatintegratesand
valuescareerpreparationalongsidecollegepreparation.Stakeholderswillneedhelpintheformof
informationandresourcestounderstandhowthefullrangeofcareerprogramming–fromadvisement
tointegratedacademicandtechnicalinstructiontowork-basedlearning,dualenrollment,andindustry-
recognizedcredentials-canandshouldbeanintegralpartofarigorouscollegepreparationstrategy.
Anditmustillustratehowhighschoolschedulescanincludebothcollegeandcareer-focusedcoursesin
awaythatdoesnotdiminishastudent’schancesofgainingentrancetoelitecolleges.
DemonstrateCTEasanEssentialLinktoCareerReadiness
Thethirdandfinallayerofthatbrandingcampaignwillbetoclearlyshowtheessentiallinkbetween
high-qualityCTE(perhapsrenamedassuggestedearlier)andcareerprogramming.Thismustbedonein
awaythatconvincinglyexplainsthefullrangeofwhatCTEentailsandwhyit’savaluableoptionforall
students.ItmustdelineatevariousCTEofferings,suchasProjectLeadtheWay,NationalAcademies
Foundation,Cisco,andMiddleCollege,andtouttheirconnectiontopreparingstudentsfor
postsecondarysuccess.Anditmustintentionallytargetlong-heldmisconceptionsaboutthequalityof
CTEinpartbydescribingchangesMCPSismakingtoensurethatitsCTEprogramsareofunassailable
qualityandwidelyaccessibletoallstudents.Oncethatisestablished,stakeholdersmaybereadyfor
morespecificandnuancedinformationabouttheavailabilityofthishigh-qualityCTEintheirschools.
AdvanceCTEhasdonesubstantialworkonstrategiestoeffectivelyrecruitstudentsintoCTE,andtheir
resourcesmaybehelpfultoMCPS.
SustaintheMomentumofthisBrandingCampaign
Thisbrandingcampaigncannotbeapassingefforttoraisetheawarenessandrespectofstakeholders
forthevalueofcareerpreparation.Itmustbeleveragedandfollowedbynewmodesofongoing
communicationwithstakeholdersthatisefficientandresponsivetothewayparentsandstudents
communicate,e.g.textmessaging,socialmedia,evenonlinegradingandreportingsystemsandother
placeswherestudentsandparentsroutinelyvisit.Itmustreceivethesamelevelofinvestmentthatthe
collegereadinessagendarequiredtotakerootandflourish,and,importantly,itmustbeseenasan
extensionof,notanalternativeto,thatagenda.Otherwise,itwillnothavelong-termimpactandwon’t
www.edstrategy.org 45
successfullybroadenpeople’sunderstandingandappreciationfortheexperiencesyoungpeopleneedto
bewellpreparedafterhighschool.Finally,toensurethatitscommunicationsefforts“stick”,MCPS
shouldsoliciton-goingfeedbackfromitsstakeholderstoidentifywhichmessageshavebeenwell
receivedandunderstood,andwherethereisneedforchangesgoingforward.
www.edstrategy.org 46
Recommendations
FocusArea#1:VisionandSystemicPrioritiesforCareerReadiness
MCPSmustpartnerwithindustryandpostsecondaryleaderstoestablishcareerreadinessasapriorityinpreparingstudentsforpostsecondarysuccess.
§ EstablishanewvisionforcareerreadinessthatcomplementsMCPS’scollege-readygoals.
§ RedefineandrebrandCTEasofferingrigorousacademiccourseworkintegratedwith21stcenturytechnical
instructionandreal-worldworkexperiences.
§ Designandprovideprofessionaldevelopmentontheregionallabormarketandtherelatedhigh-valuecareeropportunitiestoteachers,counselors,andadministratorstohelpthemunderstandtherangeof
meaningfulprofessionalrolesavailableafterhighschool.
§ Establishmetricsforcareerreadinesssuccesstoundergirdtheimportanceofthework,includingprogram
ofstudycompletioninhigh-skill,high-demandfields;work-basedlearningparticipation;dualcreditrates;
andattainmentofindustry-recognizedcredentialswithlabormarketvalue.
FocusArea#2:EmployerEngagement/Demand-DrivenProgramming
EmployersmustbecomestrongpartnersinrealizingMCPS’snewvisionofcareerreadiness,whichincludeshavingtheopportunitytohelpidentifyprogramsofstudythatshouldbeprioritizedandscaledandassesstheireffectiveness.
§ RegularlyconveneleadingemployersthroughaspecializedAdvisoryCouncilledbytheSuperintendenttoidentifyprogrammaticprioritiesforthedistrictandsetdirectionfortheworkofthecurrentintermediary
organizations.
§ RestructureandredefinetheroleoftheMontgomeryCountyCollaborationBoard(MCCB)soitcanmore
effectivelyensurethatcareerpreparationprogramsaretargetedintherightcareersectorsandare
achievingresults.
§ EstablishasinglepointofcontactwithinMCPSforemployers,a“DirectorofStrategicIndustryPartnerships”,tomanagetheworkoftheCouncilandbuildafullportfolioofwork-basedlearning
experiencesforstudents.
www.edstrategy.org 47
FocusArea#3:QualityandRigorofCTE
Oncethenewvisionforcareerreadinesshasbeenestablished,MCPSmustleveragetheworkoftheSuperintendent’sAdvisoryCounciltostrengthenthequalityandconsistencyofitscareerprogramming.Thedistrictneedstoensurethatprogramsofstudyarerigorousandenablestudentstograduatewithcollegecreditandpostsecondary-levelindustry-recognizedcredentials.
§ Designandexecuteasystematicapproachtothedeliveryofcareerprogrammingacrossschoolsensuring
thateverystudenthasaccesstoahigh-qualityprogramofstudyofhis/herchoice.
§ RedesignProgramsofStudysothattheyofferhonorsandcollege-levelcourse-takingopportunitiesthroughgrade14andintegraterigorousandrelevantwork-basedlearningexperiences.
§ ReorganizeCTEunderonecentralleaderwithdeepknowledgeofthedistrict’sacademicandtechnical
prioritiesandtheacumentoexecuteonthenewcareerreadinessvision.
§ Reconfigurethedistrict’saccountabilitysystemsothatvaluesprogramofstudycompletionand
attainmentofcollegecreditandstackablecredentials.
FocusArea#4:EdisonSchoolofTechnology
The“newEdison”currentlyunderconstructionmakesroomforchangeandreinvention.MCPSshouldtakethisopportunitytoaddressshortcomingsinthecurrentmodel,situatingthenewschoolasanintegralpieceofthecareerreadinessvision.Therearefourpathstoconsider,eachofwhichrequiresconvertingEdisonintoafull-timeschool:
§ CreateaCTEEarlyCollegeHighSchoolthat,likeotherEarlyCollegeHighSchools,wouldenablestudentstosimultaneouslyearnahighschooldiplomaandeitheranassociatedegreeoruptotwoyearsofcredit
towardabachelor’sdegree.
§ DesignaWall-to-WallCareerAcademythatwouldbedividedintoanumberofhigh-skill,high-demand
“academies”;eachstudentwould“major”inanacademyandreceiverigorousacademicandtechnical
instructionculminatingincollege-creditandapostsecondaryindustry-recognizedcredential.
§ CombineEdisonandWheaton,takingadvantageofthenaturalopportunityofside-by-sidecampusesto
offerarigorousproject-basedlearningexperiencealongsidesophisticatedhands-ontechnicalinstruction.
§ Converttoatechnologyhighschooltakingcaretoassessprogrammaticofferingsandtheirquality
carefullytoensurehighqualityanddevelopastrategicplanforimplementationwithpostsecondaryand
industrypartners.
FocusArea#5:StakeholderUnderstanding
Leveragingexternalprofessionals,MCPSmustclearlyandwidelycommunicatetohelpstakeholdersunderstandtheimportanceofitscareerreadinesswork.Thiscanhappenthroughdeliberatephasing:
§ Establishanewvaluepropositionforcareerreadinessthateducatesstakeholdersonrecenteconomic
changesandtherelatedimplicationsforcareeropportunities.
§ ImplementabrandingcampaignthatbringstolifeMCPS’snewcareerreadinessvisionthatintegratesand
valuescareerpreparationalongsidecollegepreparation.
§ Makethecaseforhigh-qualityCTEasacomponentofcareerreadinessexplainingwhatCTEentails,delineatingCTEofferingsandtheirconnectiontopostsecondaryoptions,targetinglong-held
misconceptionsaboutCTEquality,andadvertisingrecentCTEchangestoensureunassailablequality.
www.edstrategy.org 48
Conclusion
MCPSshouldbecommendedforseekingoutthisopportunitytohaveanexternalfirmrigorouslyreview
itspoliciesandpractices,identifyareasofneed,andmapanambitiousactionplanforimprovement.In
sodoing,MCPShaspositioneditselftobealeaderinthisworkacrossthecountry.Whileeconomic
shiftshavecompelledagrowingmovementofstatesanddistrictsnationwidetofocusonstrengthening
andscalingcareerreadinesspracticesandaligningthemwiththeircollegepreparationefforts,fewhave
donethetoughworkthatcomeswithself-scrutinyandcomprehensiveplanning.
Inturningthecornerfromplanningintodoing,MCPScannotlosesightoftheimportanceofpartnersin
thiswork.WhileMCPSmustleadonimplementation,long-termsuccesswillbedependentuponstrong
engagementwiththeemployercommunityandtransformationalcollaborationwithpostsecondary
educationpartnerslikeMontgomeryCollegeandtheUniversitiesatShadyGrove.Together,MCPSand
itspartnerscanmakecertainthateverystudentgraduateshighschoolwiththeknowledgeandskillsto
bereadyforsuccessinbothcollegeandcareers.
www.edstrategy.org 49
Appendix
AppendixA:DataAnalysisTables
MarylandCTEEnrollmentbyDistrict,AllPrograms
District 2014 2015 2016 Change
MCPS 13964 13557 13323 -5%
AnneArundel 7161 8104 7324 2%
Baltimore 11724 14422 15409 31%
Frederick 6599 6647 6968 6%
Howard 5408 5714 5883 9%
PrinceGeorge's 6068 6790 7390 22%
MCPSCTEEnrollmentbyProgramofStudy
Program 2014 2015 2016 Change
Arts,Media,andCommunication 619 145 642 4%
BusinessManagementandFinance 2,398 2,311 1,614 -33%
ConstructionandDevelopment 321 336 197 -39%
CareerResearchandDevelopment 997 1,000 982 -2%
ConsumerServices,HospitalityandTourism 720 814 800 11%
Environmental,AgriculturalandNaturalResources 69 112 122 77%
HealthandBiosciences 1,122 1,260 1,341 20%
HumanResourceServices 2,298 2,280 2,994 30%
InformationTechnology 1,841 1,563 1,118 -39%
Manufacturing,EngineeringandTechnology 3,253 3,394 3,184 -2%
TransportationTechnologies 326 342 329 1%
TOTAL 13964 13557 13323 -5%
www.edstrategy.org 50
MDPerkinsDatabyDistrict
District Year Acad
emic
Attainmen
t-
English
Ac
adem
ic
Attainmen
t-
Math
Dual
Completion
TechnicalSkill
Attainmen
t
Placem
ent
Non
-Trad
ition
al
Enrollm
ent
Non
-Trad
ition
al
Completion
AnneArundel 2016 82.6% 90.4% 53.3% 87.7% 98.0% 98.8% 80.8%
Baltimore 2016 98.8% 99.2% 74.0% 79.0% 98.5% 99.7% 83.8%
Frederick 2016 88.1% 99.6% 58.4% 93.4% 99.4% 99.4% 84.2%
Howard 2016 98.8% 98.5% 51.3% 95.9% 99.7% 99.8% 88.5%
Montgomery 2016 98.2% 97.6% 31.3% 88.5% 99.5% 99.6% 83.2%
PrinceGeorge's 2016 59.9% 62.0% 28.4% 67.1% 99.6% 99.8% 75.2%
State 2016 86.7% 91.5% 58.1% 82.4% 98.5% 99.3% 80.9%
AnneArundel 2015 83.8% 89.6% 48.8% 85.0% 95.6% 97.9% 65.4%
Baltimore 2015 82.9% 84.3% 73.3% 60.7% 98.8% 99.7% 80.5%
Frederick 2015 87.2% 93.7% 49.0% 89.8% 97.3% 98.8% 83.8%
Howard 2015 90.1% 95.0% 66.5% 79.2% 98.7% 97.7% 83.3%
Montgomery 2015 79.4% 87.3% 57.6% 93.7% 98.3% 99.5% 76.4%
PrinceGeorge's 2015 71.3% 69.7% 36.6% 67.0% 97.7% 99.5% 69.1%
State 2015 79.9% 85.3% 61.0% 79.5% 97.7% 99.0% 76.2%
AnneArundel 2014 83.8% 90.7% 49.1% 89.1% 94.7% 97.3% 60.4%
Baltimore 2014 84.8% 88.5% 72.5% 91.0% 98.4% 99.6% 81.6%
Frederick 2014 90.4% 94.2% 70.7% 91.4% 99.3% 99.6% 80.2%
Howard 2014 92.4% 96.2% 75.8% 79.8% 99.5% 98.8% 89.3%
Montgomery 2014 82.6% 86.3% 57.8% 85.8% 98.9% 99.8% 75.0%
PrinceGeorge's 2014 76.5% 73.9% 20.4% 63.7% 96.1% 98.9% 73.5%
State 2014 81.9% 86.4% 60.0% 76.9% 97.8% 98.9% 75.9%
*Greenisabovestategoal.Redisbelowstategoal.Doesnotincludegraduationindicators,whichare
universallyhigh(>98%).
www.edstrategy.org 51
MCPSPathwayEnrollment,ConcentrationandCompletion(2015-16)
ProgramofStudy
#ofCTEEnrollees
%ofCTEEnrollees
#ofCTEConcentrators
%ofCTEConcentrators
#ofCTECompleters
%ofCTECompleters
All 5808 55.1 1923 18.2 1019 9.7
Arts,
Humanities,
Media,Comms
345 3.3 60 ³1.0 ³15 ³1.0
Biosciences,
HealthScience,
andMedicine
458 4.3 138 1.3 91 ³1.0
Business
Management
andFinance
1219 11.6 307 2.9 106 ³1.0
Collegeand
CareerR&D537 5.1 305 2.9 255 2.4
Construction
andDev’t78 ³1.0 59 ³1.0 40 ³1.0
Education,
Training,and
ChildStudies
1258 11.9 250 2.4 149 1.4
Engineering,
Scientific
Research,and
Manufacturing
Technologies
2229 21.1 229 2.2 115 1.1
Environmental,
Agricultural,and
Natural
Resources
54 ³1.0 22 ³1.0 ³15 ³1.0
Humanand
ConsumerSrv,
Hospitality,and
Tourism
561 5.3 129 1.2 44 ³1.0
Information
Technologies549 5.2 206 2.0 49 ³1.0
Law,
Government,
PublicSafety,
Administration
210 2.0 137 1.3 56 ³1.0
Transportation,
Distribution,and
Logistics
166 1.6 117 1.1 97 ³1.0
*Percentagesbasedontotalhighschoolgraduates.
www.edstrategy.org 52
AppendixB:SurveyQuestions
Teacher/AdministratorSurvey
OverviewofTeacher/AdministratorSurvey:MontgomeryCountyPublicSchools(MCPS)hashired
EducationStrategyGroup(ESG)toreviewMCPS’scareerreadinessservices,includingCareerand
TechnologyEducation(CTE).ESGhasworkedextensivelywithstatesandtheirdistrictsacrossthe
countrytohelpthemrethinkandreshapetheircareerreadinesseffortstohelpmorestudentsgraduate
highschoolreadyforawiderangeofvaluablepostsecondaryopportunities.Yourhonestand
straightforwardfeedbackonthissurveyisimportantinhelpingESGidentifywhatMCPSdoesverywell
andwhereithasroomtogrowsothatESGcanofferthoughtfulrecommendationsforimprovement.
NameofMCPSSchool:(dropdownmenulistingallhighschools)
1. BCCHS
2. EdisonHS
3. GaithersburgHS
4. PaintBranchHS
5. PoolesvilleHS
6. QuinceOrchardHS
7. RockvilleHS
8. SenecaValleyHS
9. SpringbrookHS
10. WatkinsMillHS
11. WheatonHS
SurveyParticipant:“selectallthatapply”
• STEMTeacher(Science,Technology,Engineering,Math)
• CTETeacher
• Teacher,notCTEorSTEM
• SchoolAdministrator
Directions:Foreachofthestatementsbelow,pleaseselecttheanswerchoicethatbestrepresentswhat
youthinkofcareerandtechnologyeducation(CTE)andrelatedopportunitiesatyourschoolandin
MCPS.Ifyoudonotknowenoughtorespondtoastatement,select“don’tknow”asyouranswerchoice
andmoveontothenextstatement.Allresponsesareanonymousandconfidentialandcannotbetraced
backtoyou.
www.edstrategy.org 53
1=StronglyDisagree 2=Disagree 3=Agree 4=StronglyAgree OR: “Don’tKnow”
1. Highschoolstudentsmustcontinuetheireducationandtrainingpasthighschoolinordertoget
ajobthatpaysagoodsalaryandoffersopportunitiestoadvanceinacareer.
2. Studentswhoearnanassociatedegreeoranindustrycertificate(thatsignalstoemployersskills
neededforajob)inanin-demandfieldwillhaveawiderangeofprofessionalopportunities
availabletothemthatoffergoodsalaries.
3. Withinthenextseveralyears,theU.S.economywillneednearlyequalnumbersofassociate
degreeandbachelor’sdegreeholders.
4. MCPSmustprepareallstudentsforawiderangeofpostsecondaryopportunitiesthatleadto
prosperousfutures,includingapprenticeshipsand2-yearcollegesaswellas4-yearcolleges.
5. MCPSmustprioritizeincreasingthenumberofstudentswhoearnindustrycertificationswith
labormarketvaluemuchliketheyprioritizeincreasingthenumberofstudentswhotakeand
passAPandIBexams.
6. MCPSfacilitatesstrongpartnershipswithawidearrayoflocalbusinessesgivingstudentsaccess
tointernshipsandotherreal-worldworkexperiences.
7. StaffneedmoreinformationonthecareerpreparationopportunitiesthatareavailableinMCPS.
8. SchoolcounselorsinMCPShelpmiddleandhighschoolstudentsunderstandthewiderangeof
careeropportunitiesthatareavailableandvaluableafterhighschool.
9. NavianceisusedeffectivelytohelpMCPSstudentsunderstandtherangeofmeaningful
opportunitiesavailableafterhighschoolandsetgoalstoreachthose.
10. Ibelievethatwork-basedlearningexperiencesinMCPSthatrangefromcareerexplorationto
careertraininggiveallstudents–thosegoingtoa4-yearcollegeaswellasthosegoingtoa2-
yearcollege,apprenticeships,orworkplace-insightintotherangeofcareersavailabletohelp
themmakeinformedchoicesabouttheirlong-termgoalsandplans.
11. ThequalityofinstructionstudentsreceiveinCTEclassesisasstrongasthequalitytheyreceiveincoreacademicclasses.
12. CTEisforstudentswhodon’tplantogotocollege.
13. CTEinMCPSofferschallenging,rigorousprogramsofstudyforallstudentsthatdevelopthe
academicknowledgeandtechnicalskillstopreparethemforcollegeandacareer.
14. CTEinMCPSenablesstudentstodevelopsophisticated,specializedskillsthatwillpreparethem
forrobustandstableprofessionalrolesinacompetitive,globaleconomy.
15. MCPSstronglyencouragesstudentstoduallyenrollatMontgomeryCollegeandothercolleges
aspartoftheirCTEprogramofstudy.
www.edstrategy.org 54
16. ThomasEdisonSchoolofTechnologyoffersinnovative,cuttingedgetechnicalprogramsofstudy
forallstudents,includinghigh-achievingstudentswhoplantogotoa4-yearcollege.
17. Newhigh-skill,high-demandCTEprogramsofstudyshouldbeaddedtotheofferingsmade
availablethroughThomasEdisonSchoolofTechnology,nottocomprehensivehighschools.
STEM/CTETeachersOnly:
1. AsahighschoolSTEMorCTEteacherinMCPS,Ifeelconfidentinmyabilitytodeliverintegrated
academicandtechnicalinstructioninawaythatisrigorousandrelevanttoallstudents’
academicandcareerinterests.
2. MCPSoffersprofessionaldevelopmentopportunitiesandincentivesthatenableSTEMandCTE
teacherstoearnindustrycertificationstostrengthentheirinstructionalpracticesinthehigh-
skill,high-demandfieldsforwhichtheyprepareallstudents.
3. AsaSTEMorCTEteacherinMCPS,Iwouldvaluetheopportunitytoparticipateinapaid
summerexternshipataworkplaceinahigh-skill,high-demandfieldtostrengthenmyabilityto
buildreal-worldapplicationsintoinstructionandmaketheclassroomexperiencemorerelevant
andengagingforallstudents.
www.edstrategy.org 55
StudentSurvey
OverviewofStudentSurvey:MontgomeryCountyPublicSchools(MCPS)providesopportunitiesfor
highschoolstudentslikeyoutoreceiveCareerandTechnologyEducation(CTE).Thisincludesprograms
likeInformationalTechnology,HospitalityManagement,Engineering,Accounting,andConstruction
Trades.WeareworkingtomakeCTEprogramsbetterbyaskingstudentstogiveusfeedbackontheir
experience.WealsowanttolearnhowmuchinformationstudentshaveabouttheCTEprogramsMCPS
offers.
MontgomeryCountyPublicSchools(MCPS)hashiredEducationStrategyGroup(ESG)toreviewMCPS’s
CareerandTechnologyEducationprograms.ESGhasworkedwithotherdistrictsandstateeducation
departmentstoimprovecareerreadiness.Yourhonestandstraightforwardfeedbackonthissurveyis
importantinhelpingESGidentifywhatMCPSdoesverywellandwhereithasroomtogrowsothatESG
canofferthoughtfulrecommendationsforimprovement.
NameofMCPSSchool:MCPS,insertdropdownmenulistingtheparticipatinghighschools:
• BCC
• Gaithersburg
• PaintBranch
• Poolesville
• QuinceOrchard
• Rockville
• SenecaValley
• Springbrook
• WatkinsMill
• Wheaton
Grade:dropdownmenu:9,10,11,12)
SurveyParticipant: �Female
�Male
CTEExperience: �DoyoutakeCTEcoursesatyourschool?Y/N
�DoyoutakeCTEcoursesatThomasEdisonHighSchoolofTechnology?Y/N
Directions:Foreachofthestatementsbelow,pleaseselecttheanswerchoicethatbestrepresentswhat
youthinkofcareerandtechnologyeducation(CTE)andrelatedopportunitiesatyourschoolandin
MCPS.Ifyoudonotknowenoughtorespondtoastatement,select“don’tknow”asyouranswerchoice
www.edstrategy.org 56
andmoveontothenextstatement.Allresponsesareanonymousandconfidentialandcannotbetraced
backtoyou.
1=StronglyDisagree 2=Disagree 3=Agree 4=StronglyAgree OR: “Don’tKnow”
1. Imustcontinuemyeducationandtrainingpasthighschoolinordertogetajobthatpaysa
goodsalaryandoffersopportunitiestoadvanceinacareer.
2. IfIearnanassociatedegreeoranindustrycertification(thattellsemployersIhaveskillsneeded
forajob)inanin-demandfield,Iwillhaveawiderangeofprofessionalopportunitiesavailable
tomethatoffergoodsalaries.
3. StudentswhoenrollinCareerandTechnologyEducation(CTE)andcompleteaprogramofstudy
inhighschoolcanattenda4-yearcollegeoruniversityafterhighschoolgraduation.
4. Ibelievethatschoolsshouldpreparestudentsforawiderangeofpostsecondaryopportunities
thatleadtoprosperousfutures,includingapprenticeshipsand2-yearcollegesaswellas4-year
colleges.
5. Myschooloffersmemeaningfulopportunitiestoparticipateinhigh-qualityreal-worldwork
experienceslikeinternshipsthatdevelopimportantskills.
6. IamawareoftherangeofCTEprogramsofferedthroughoutMCPSincludingthoseofferedat
ThomasEdisonSchoolofTechnology.
7. Studentsneedmoreinformationonthecareerpreparationopportunitiesthatareavailable
throughoutMCPS.
8. Myschoolcounselorhelpsmeunderstandthewiderangeofcareeropportunitiesthatare
availableandvaluableafterhighschool.
9. IuseNaviancetounderstandtherangeofmeaningfulopportunitiesavailableafterhighschool
andsetgoalstoreachthose.
10. IbelieveMCPSstronglyencouragesmetotakeclassesatMontgomeryCollegeandother
collegesaspartofaCTEprogramsofstudy.
11. IthinkthatCTEisforstudentswhodon’tplantogotocollege.
12. CTEinMCPSofferschallenging,rigorousprogramsofstudyforallstudentsthatdevelopthe
academicknowledgeandtechnicalskillstopreparestudentsforcollegeandacareer.
13. IthinkthequalityofinstructionstudentsreceiveinCTEclassesisasstrongasthequalitytheyreceiveincoreacademicclasses.
14. IwishthereweremoreCTEprogramsatmyschoolinhigh-skill,high-demandfieldssuchas
healthcare,advancedmanufacturing,andinformationtechnology.
15. IwouldprefertotakeCTEcoursesatmylocalhighschoolratherthantakethemattheThomas
EdisonSchoolofTechnology.
www.edstrategy.org 57
16. IwouldbemorelikelytoenrollatThomasEdisonHighSchoolofTechnologyif:“Selectallthatapply”
• Icouldgotherefulltimeinsteadoftakingonlyafewofmyclassesthere.
• TheschoolofferedmoreadvancedacademiccourseslikeAP.
• Theschoolwaslocatedclosertome.
www.edstrategy.org 58
CounselorSurvey
OverviewofCounselorSurvey:MontgomeryCountyPublicSchools(MCPS)hashiredEducationStrategy
Group(ESG)toreviewMCPS’scareerreadinessservices,includingCareerandTechnologyEducation
(CTE).ESGhasworkedextensivelywithstatesandtheirdistrictsacrossthecountrytohelpthemrethink
andreshapetheircareerreadinesseffortstohelpmorestudentsgraduatehighschoolreadyforawide
rangeofvaluablepostsecondaryopportunities.Yourhonestandstraightforwardfeedbackonthissurvey
isimportantinhelpingESGidentifywhatMCPSdoesverywellandwhereithasroomtogrowsothat
ESGcanofferthoughtfulrecommendationsforimprovement.
NameofMCPSSchool:(dropdownmenulistingallhighschools)
12. BCCHS
13. EdisonHS
14. GaithersburgHS
15. PaintBranchHS
16. PoolesvilleHS
17. QuinceOrchardHS
18. RockvilleHS
19. SenecaValleyHS
20. SpringbrookHS
21. WatkinsMillHS
22. WheatonHS
SurveyParticipant: �MiddleSchoolCounselor
�HighSchoolCounselor
�HighSchoolCollege/CareerInformationCoordinator(CCIC)
Directions:Foreachofthestatementsbelow,pleaseselecttheanswerchoicethatbestrepresentswhat
youthinkofcareerandtechnologyeducation(CTE)andrelatedopportunitiesatyourschoolandin
MCPS.Ifyoudonotknowenoughtorespondtoastatement,select“don’tknow”asyouranswerchoice
andmoveontothenextstatement.Allresponsesareanonymousandconfidentialandcannotbetraced
backtoyou.
1=StronglyDisagree 2=Disagree 3=Agree 4=StronglyAgree OR: “Don’tKnow”
18. Highschoolstudentsmustcontinuetheireducationandtrainingpasthighschoolinordertoget
ajobthatpaysagoodsalaryandoffersopportunitiestoadvanceinacareer.
www.edstrategy.org 59
19. Studentswhoearnanassociatedegreeoranindustrycertificate(thatsignalstoemployersskills
neededforajob)inanin-demandfieldwillhaveawiderangeofprofessionalopportunities
availabletothemthatoffergoodsalaries.
20. Withinthenextseveralyears,theU.S.economywillneednearlyequalnumbersofassociate
degreeandbachelor’sdegreeholders.
21. MCPSmustprepareallstudentsforawiderangeofpostsecondaryopportunitiesthatleadto
prosperousfutures,includingapprenticeshipsand2-yearcollegesaswellas4-yearcolleges.
22. MCPSmustprioritizeincreasingthenumberofstudentswhoearnindustrycertificationswith
labormarketvaluemuchliketheyprioritizeincreasingthenumberofstudentswhotakeand
passAPandIBexams.
23. MCPSfacilitatesstrongpartnershipswithawidearrayoflocalbusinessesgivingstudentsaccess
tointernshipsandotherreal-worldworkexperiences.
24. StaffneedmoreinformationonthecareerpreparationopportunitiesthatareavailableinMCPS.
25. SchoolcounselorsinMCPShelpmiddleandhighschoolstudentsunderstandthewiderangeof
careeropportunitiesthatareavailableandvaluableafterhighschool.
26. NavianceisusedeffectivelytohelpMCPSstudentsunderstandtherangeofmeaningful
opportunitiesavailableafterhighschoolandsetgoalstoreachthose.
27. Ibelievethatwork-basedlearningexperiencesinMCPSthatrangefromcareerexplorationto
careertraininggiveallstudents–thosegoingtoa4-yearcollegeaswellasthosegoingtoa2-
yearcollege,apprenticeships,orworkplace-insightintotherangeofcareersavailabletohelp
themmakeinformedchoicesabouttheirlong-termgoalsandplans.
28. ThequalityofinstructionstudentsreceiveinCTEclassesisasstrongasthequalitytheyreceiveincoreacademicclasses.
29. CTEisforstudentswhodon’tplantogotocollege.
30. CTEinMCPSofferschallenging,rigorousprogramsofstudyforallstudentsthatdevelopthe
academicknowledgeandtechnicalskillstopreparethemforcollegeandacareer.
31. CTEinMCPSenablesstudentstodevelopsophisticated,specializedskillsthatwillpreparethem
forrobustandstableprofessionalrolesinacompetitive,globaleconomy.
32. MCPSstronglyencouragesstudentstoduallyenrollatMontgomeryCollegeandothercolleges
aspartoftheirCTEprogramofstudy.
33. ThomasEdisonSchoolofTechnologyoffersinnovative,cuttingedgetechnicalprogramsofstudy
forallstudents,includinghigh-achievingstudentswhoplantogotoa4-yearcollege.
34. Newhigh-skill,high-demandCTEprogramsofstudyshouldbeaddedtotheofferingsmade
availablethroughThomasEdisonSchoolofTechnology,nottocomprehensivehighschools.
www.edstrategy.org 60
35. Ifullyunderstandtheopportunitiesstudentshaveinhigh-skill,high-demandindustrieslike
healthcare,advancedmanufacturing,andITthatdonotrequirea4-yeardegreeandprovide
stableemploymentinprofessionalrolesthatpayafamily-sustainingwage.
36. IbelieveIhavetheknowledgeandpreparationneededtohelpeverystudentdevelopanindividualizedlearningplanthatincludesspecificcareerobjectives,arelatedprogramofstudy,
degreeand/orindustrycertificateobjectives,andspecificstrategiestoreachemployers.
www.edstrategy.org 61
Business&IndustrySurvey
OverviewofBusiness&IndustrySurvey:MontgomeryCountyPublicSchools(MCPS)hashired
EducationStrategyGroup(ESG)toreviewMCPS’scareerreadinessservices,includingCareerand
TechnologyEducation(CTE).ESGhasworkedextensivelywithstatesandtheirdistrictsacrossthe
countrytohelpthemrethinkandreshapetheircareerreadinesseffortstohelpmorestudentsgraduate
highschoolreadyforawiderangeofvaluablepostsecondaryopportunities.Yourhonestand
straightforwardfeedbackonthissurveyisimportantinhelpingESGidentifywhatMCPSdoesverywell
andwhereithasroomtogrowsothatESGcanofferthoughtfulrecommendationsforimprovement.
SurveyParticipant: �BusinessLeader�IndustryAssociationMember�MCCBMember
(Checkallthatapply) �MCBREMember�LocalChamberMember
Directions:Foreachofthestatementsbelow,pleaseselecttheanswerchoicethatbestrepresentswhat
youthinkofemployers’workwithMCPStopreparestudentsformeaningfulcareeropportunities.Ifyou
donotknowenoughtorespondtoastatement,select“don’tknow”asyouranswerchoiceandmove
ontothenextstatement.Allresponsesareanonymousandconfidentialandcannotbeattributedto
you.
1=StronglyDisagree 2=Disagree 3=Agree 4=StronglyAgree OR: “Don’tKnow”
1. ThereisbroadparticipationofMontgomeryCountyemployersacrosskeyindustriesworkingin
partnershipwithMontgomeryCountyPublicSchools(MCPS)onitscareerreadinessprograms.
2. EmployersinMontgomeryCountyleadaprocesswithMCPSthatuseslabormarketdatato
determinewhichnewcareer-technologyeducation(CTE)programsareneededandwhichare
nolongerrelevanttothegrowingregionaleconomy.
3. EmployersinMontgomeryCountyleadaprocesswithMCPStoidentifytheacademic
knowledge,technicalskills,andprofessionalskillsstudentsneedtobesuccessfulinhigh-skill,
high-demandindustries.
4. EmployersinMontgomeryCountyarewillingtoofferhigh-qualitywork-basedlearning
experiencesforMCPShighschoolstudentsthatprogressfromcareerawarenessand
exploration(e.g.jobshadowing)topreparationandtraining(e.g.internships).
5. EmployersinMontgomeryCountyarewillingtodesignhigh-qualitywork-basedlearning
experiencesthatdevelopskillsandcompetenciesinstudentsthatarealignedwithindustry
needs.
6. EmployersinMontgomeryCountyseework-basedlearningexperienceswithMCPSstudentsas
aneffectivevehiclethroughwhichtogrowanddeveloptheirowntalentpipeline.
7. EmployersinMontgomeryCountyarewillingtoassessstudents’work-basedlearning
performanceandprovideformalfeedbacktoMCPS.
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8. Inordertoscalework-basedlearningexperiencestoallMCPSstudents,employersmusthavea
single,reliablepointofcontactwithinMCPSthatwillcoordinateandmanageallrelatedefforts.
9. Legalrestrictionsonminorsincertainworkplacesettingsinterferewithemployers’interestin
offeringwork-basedlearningexperiencestoMCPSstudents.
10. The2:30p.m.dismissaltimeofMCPShighschoolsmakesitdifficultforemployersin
MontgomeryCountytoofferwork-basedlearningexperiences.
11. MCPSgraduateswhofindgainfulemploymentinMontgomeryCountyafterhighschool
generallyhavetheacademicknowledgeneededtobesuccessfulinentry-levelpositionsinhigh-
skill,high-demandfieldssuchasthoseinhealthcare,advancedmanufacturing,andIT.
12. MCPSgraduateswhofindgainfulemploymentinMontgomeryCountyafterhighschool
generallyhavethetechnicalskillsneededtobesuccessfulinentry-levelpositionsinhigh-skill,
high-demandfields.
13. MCPSgraduateswhofindgainfulemploymentinMontgomeryCountyafterhighschool
generallyhavetheprofessionalskills(i.e.problemsolving,communication,teamwork)needed
tobesuccessfulinentry-levelpositionsinhigh-skill,high-demandfields.
14. EmployersinMontgomeryCountyuseIndustry-recognizedcredentialstorecruitandhire
qualifiedcandidates.
15. EmployersinMontgomeryCountyarewillingtoprovideteacherexternshipsthatallowhigh
schoolCTEandSTEMteacherstospendextendedtimeinaworkplacetostrengthentheir
knowledgeandskillsandestablishconcreteconnectionsbetweenclassroomlearningandits
application.
16. EmployersinMontgomeryCountyarewillingtohelpMCPSsecurepublic-privatepartnerships
thathelprecruitindustryprofessionalsintoclassroomsasteacherstobetterpreparestudents
forworkinhigh-skill,high-demandfieldslikehealthcare,advancedmanufacturing,andIT.
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AppendixC:SurveyResults
MCPSStudentResponsesStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
Imustcontinuemyeducationandtrainingpasthighschoolinordertogetajobthatpaysagoodsalaryandoffersopportunitiestoadvanceinacareer.
62% 24% 3% 4% 6%
IfIearnanassociatedegreeoranindustrycertification(thattellsemployersIhaveskillsneededforajob)inanin-demandfield,Iwillhaveawiderangeofprofessionalopportunitiesavailabletomethatoffergoodsalaries.
29% 44% 7% 3% 17%
StudentswhoenrollinCareerandTechnologyEducation(CTE)andcompleteaprogramofstudyinhighschoolcanattenda4-yearcollegeoruniversityafterhighschoolgraduation.
20% 37% 6% 3% 34%
Ibelievethatschoolsshouldpreparestudentsforawiderangeofpostsecondaryopportunitiesthatleadtoprosperousfutures,includingapprenticeshipsand2-yearcollegesaswellas4-yearcolleges.
45% 36% 4% 3% 12%
Myschooloffersmemeaningfulopportunitiestoparticipateinhigh-qualityreal-worldworkexperienceslikeinternshipsthatdevelopimportantskills.
18% 41% 17% 7% 17%
IamawareoftherangeofCTEprogramsofferedthroughoutMCPSincludingthoseofferedatThomasEdisonSchoolofTechnology.
16% 30% 21% 12% 21%
StudentsneedmoreinformationonthecareerpreparationopportunitiesthatareavailablethroughoutMCPS.
40% 39% 5% 3% 13%
Myschoolcounselorhelpsmeunderstandthewiderangeofcareeropportunitiesthatareavailableandvaluableafterhighschool.
15% 35% 24% 13% 13%
IuseNaviancetounderstandtherangeofmeaningfulopportunitiesavailableafterhighschoolandsetgoalstoreachthose.
13% 28% 25% 15% 19%
IbelieveMCPSstronglyencouragesmetotakeclassesatMontgomeryCollegeandothercollegesaspartofaCTEprogramsofstudy.
11% 28% 29% 12% 21%
IthinkthatCTEisforstudentswhodon’tplantogotocollege. 7% 13% 27% 21% 32%CTEinMCPSofferschallenging,rigorousprogramsofstudyforallstudentsthatdeveloptheacademicknowledgeandtechnicalskillstopreparestudentsforcollegeandacareer.
13% 34% 9% 4% 41%
IthinkthequalityofinstructionstudentsreceiveinCTEclassesisasstrongasthequalitytheyreceiveincoreacademicclasses.
13% 30% 10% 4% 42%
IwishthereweremoreCTEprogramsatmyschoolinhigh-skill,high-demandfieldssuchashealthcare,advancedmanufacturing,andinformationtechnology.
24% 35% 8% 4% 28%
IwouldprefertotakeCTEcoursesatmylocalhighschoolratherthantakethemattheThomasEdisonSchoolofTechnology.
26% 30% 9% 5% 30%
MorelikelytoenrollatEdisonif:• 19%-TheschoolofferedmoreadvancedacademiccourseslikeAP.• 28%-Icouldgotherefulltimeinsteadoftakingonlyafewofmyclasses
there.
• 27%-Theschoolwaslocatedclosertome.• 26%-Noanswer
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MCPSParentsStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
Mychildmustcontinuehis/hereducationandtrainingpasthighschoolinordertogetajobthatpaysagoodsalaryandoffersopportunitiestoadvanceinacareer. 77% 14% 2% 2% 4%Mychildwillhaveawiderangeofprofessionalopportunitieswithgoodsalariesifhe/sheearnsanassociatedegreeoranindustrycertification(thattellsemployershe/shehastheskillsneededforajob)inanin-demandfield. 31% 36% 17% 5% 11%StudentswhoenrollinCareerandTechnologyEducation(CTE)andcompleteaprogramofstudyinhighschoolmayalsoattenda4-yearcollegeoruniversityafterhighschoolgraduation. 55% 27% 1% 2% 15%Ibelievethatschoolsshouldpreparestudentsforawiderangeofopportunitiesafterhighschoolthatleadtosuccessfulcareers,includingapprenticeshipsand2-yearcollegesaswellas4-yearcolleges. 75% 18% 1% 3% 3%MychildhasmeaningfulopportunitiesinMCPStoparticipateinhigh-qualityreal-worldworkexperienceslikeinternshipsthatdevelopimportantskills. 23% 31% 17% 6% 23%IamawareoftherangeofCTEprogramsofferedthroughoutMCPS,includingthoseofferedatThomasEdisonSchoolofTechnology. 15% 34% 23% 9% 18%ParentsneedmoreinformationonthecareerpreparationopportunitiesthatareavailablethroughoutMCPS. 52% 34% 5% 3% 7%Mychild’sschoolcounselorhelpshim/herunderstandthewiderangeofcareeropportunitiesthatareavailableandvaluableaftercompletinghighschool. 12% 23% 21% 14% 29%IbelieveMCPSstronglyencouragesmychildtotakeclassesatMontgomeryCollegeandothercollegesaspartofaCTEprograms 10% 23% 21% 8% 38%
CTEinMCPSisforstudentswhodon’tplantogotocollege. 5% 13% 33% 16% 33%CTEinMCPSofferschallenging,rigorousprogramsofstudyforallstudentsthatdeveloptheacademicknowledgeandtechnicalskillstopreparestudentsforcollegeandacareer. 16% 29% 6% 2% 48%IthinkthequalityofinstructionMCPSstudentsreceiveinCTEclassesisasgoodasthequalitytheyreceiveincoreacademicclasses. 14% 22% 4% 2% 59%IwishmoreCTEprogramswereofferedatmychild’sschoolinhigh-skill,high-demandfieldslikehealthcare,advancedmanufacturing,andinformationtechnology. 42% 30% 7% 1% 20%MychildwouldprefertotakeCTEcoursesathis/herlocalhighschoolratherthanattheThomasEdisonSchoolofTechnology. 39% 24% 6% 2% 28%MychildwouldbemorelikelytoenrollatThomasEdisonSchoolofTechnologyifhe/shecouldgotherefulltimeinsteadoftakingonlyafewclassesthere. 11% 14% 25% 16% 34%MychildwouldbemorelikelytoenrollatThomasEdisonSchoolofTechnologyifitofferedadvancedacademiccourseslikeAP. 16% 23% 21% 13% 26%MychildwouldbemorelikelytoenrollatThomasEdisonSchoolofTechnologyifitwerelocatedclosertowherewelive. 24% 28% 15% 10% 23%IthinkThomasEdisonSchoolofTechnologyholdshighexpectationsforstudentachievement. 15% 18% 2% 2% 62%
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MCPSTeacher/AdministratorStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
Highschoolstudentsmustcontinuetheireducationandtrainingpasthighschoolinordertogetajobthatpaysagoodsalaryandoffersopportunitiestoadvanceinacareer. 63% 27% 7% 2% 1%Studentswhoearnanassociatedegreeoranindustrycertificate(thatsignalstoemployersskillsneededforajob)inanin-demandfieldwillhaveawiderangeofprofessionalopportunitiesavailabletothemthatoffergoodsalaries. 41% 49% 6% 1% 4%Withinthenextseveralyears,theU.S.economywillneednearlyequalnumbersofassociatedegreeandbachelor’sdegreeholders. 19% 32% 15% 2% 33%MCPSmustprepareallstudentsforawiderangeofpostsecondaryopportunitiesthatleadtoprosperousfutures,includingapprenticeshipsand2-yearcollegesaswellas4-yearcolleges. 82% 14% 1% 1% 1%MCPSmustprioritizeincreasingthenumberofstudentswhoearnindustrycertificationswithlabormarketvaluemuchliketheyprioritizeincreasingthenumberofstudentswhotakeandpassAPandIBexams. 63% 26% 3% 2% 5%MCPSfacilitatesstrongpartnershipswithawidearrayoflocalbusinessesgivingstudentsaccesstointernshipsandotherreal-worldworkexperiences. 19% 36% 18% 4% 22%
StaffneedmoreinformationonthecareerpreparationopportunitiesthatareavailableinMCPS. 54% 37% 4% 2% 3%SchoolcounselorsinMCPShelpmiddleandhighschoolstudentsunderstandthewiderangeofcareeropportunitiesthatareavailableandvaluableafterhighschool. 14% 27% 20% 11% 28%NavianceisusedeffectivelytohelpMCPSstudentsunderstandtherangeofmeaningfulopportunitiesavailableafterhighschoolandsetgoalstoreachthose. 6% 19% 22% 10% 44%Ibelievethatwork-basedlearningexperiencesinMCPSthatrangefromcareerexplorationtocareertraininggiveallstudents–thosegoingtoa4-yearcollegeaswellasthosegoingtoa2-yearcollege,apprenticeships,orworkplace-insightintotherangeofcareersavailabletohelpthemmakeinformedchoicesabouttheirlong-termgoalsandplans. 43% 36% 10% 2% 10%ThequalityofinstructionstudentsreceiveinCTEclassesisasstrongasthequalitytheyreceiveincoreacademicclasses. 25% 23% 9% 3% 40%
CTEisforstudentswhodon’tplantogotocollege. 3% 8% 39% 31% 19%CTEinMCPSofferschallenging,rigorousprogramsofstudyforallstudentsthatdeveloptheacademicknowledgeandtechnicalskillstopreparethemforcollegeandacareer. 20% 34% 10% 2% 34%CTEinMCPSenablesstudentstodevelopsophisticated,specializedskillsthatwillpreparethemforrobustandstableprofessionalrolesinacompetitive,globaleconomy. 22% 37% 7% 2% 32%MCPSstronglyencouragesstudentstoduallyenrollatMontgomeryCollegeandothercollegesaspartoftheirCTEprogramofstudy. 8% 23% 17% 7% 45%ThomasEdisonSchoolofTechnologyoffersinnovative,cuttingedgetechnicalprogramsofstudyforallstudents,includinghigh-achievingstudentswhoplantogotoa4-yearcollege. 29% 31% 7% 3% 30%Newhigh-skill,high-demandCTEprogramsofstudyshouldbeaddedtotheofferingsmadeavailablethroughThomasEdisonSchoolofTechnology,nottocomprehensivehighschools. 26% 17% 17% 15% 25%
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MCPSTeacher/AdministratorStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
AsahighschoolSTEMorCTEteacherinMCPS,Ifeelconfidentinmyabilitytodeliverintegratedacademicandtechnicalinstructioninawaythatisrigorousandrelevanttoallstudents’academicandcareerinterests. 48% 35% 7% 3% 8%MCPSoffersprofessionaldevelopmentopportunitiesandincentivesthatenableSTEMandCTEteacherstoearnindustrycertificationstostrengthentheirinstructionalpracticesinthehigh-skill,high-demandfieldsforwhichtheyprepareallstudents. 11% 26% 25% 16% 22%AsaSTEMorCTEteacherinMCPS,Iwouldvaluetheopportunitytoparticipateinapaidsummerexternshipataworkplaceinahigh-skill,high-demandfieldtostrengthenmyabilitytobuildreal-worldapplicationsintoinstructionandmaketheclassroomexperiencemorerelevantandengagingforallstudents. 51% 28% 5% 6% 10%
CounselorsStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
Highschoolstudentsmustcontinuetheireducationandtrainingpasthighschoolinordertogetajobthatpaysagoodsalaryandoffersopportunitiestoadvanceinacareer. 56% 27% 9% 3% 5%Studentswhoearnanassociatedegreeoranindustrycertification(thatsignalstoemployersskillsneededforajob)inanin-demandfieldwillhaveawiderangeofprofessionalopportunitiesavailabletothemthatoffergoodsalaries. 45% 45% 4% 0% 7%Withinthenextseveralyears,theU.S.economywillneednearlyequalnumbersofassociatedegreeandbachelor’sdegreeholders. 14% 37% 12% 0% 37%MCPSmustprepareallstudentsforawiderangeofpostsecondaryopportunitiesthatleadtoprosperousfutures,includingapprenticeshipsand2-yearcollegesaswellas4-yearcolleges. 81% 13% 2% 2% 3%MCPSmustprioritizeincreasingthenumberofstudentswhoearnindustrycertificationswithlabormarketvaluemuchliketheyprioritizeincreasingthenumberofstudentswhotakeandpassAPandIBexams. 62% 34% 3% 0% 2%MCPSfacilitatesstrongpartnershipswithawidearrayoflocalbusinessesgivingstudentsaccesstointernshipsandotherreal-worldworkexperiences. 15% 42% 11% 4% 28%
StaffneedmoreinformationonthecareerpreparationopportunitiesthatareavailableinMCPS. 48% 43% 6% 1% 2%SchoolcounselorsinMCPShelpmiddleandhighschoolstudentsunderstandthewiderangeofcareeropportunitiesthatareavailableandvaluableafterhighschool. 35% 54% 8% 2% 2%NavianceisusedeffectivelytohelpMCPSstudentsunderstandtherangeofmeaningfulopportunitiesavailableafterhighschoolandsetgoalstoreachthose. 14% 44% 14% 8% 19%Ibelievethatwork-basedlearningexperiencesinMCPSthatrangefromcareerexplorationtocareertraininggiveallstudents–thosegoingtoa4-yearcollegeaswellasthosegoingtoa2-yearcollege,apprenticeships,orworkplace-insightintotherangeofcareersavailabletohelpthemmakeinformedchoicesabouttheirlong-termgoalsandplans. 46% 35% 12% 0% 8%
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CounselorsStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
ThequalityofinstructionstudentsreceiveinCTEclassesisasstrongasthequalitytheyreceiveincoreacademicclasses. 22% 26% 8% 2% 43%
CTEisforstudentswhodon’tplantogotocollege. 5% 5% 30% 38% 23%CTEinMCPSofferschallenging,rigorousprogramsofstudyforallstudentsthatdeveloptheacademicknowledgeandtechnicalskillstopreparethemforcollegeandacareer. 24% 42% 4% 0% 31%CTEinMCPSenablesstudentstodevelopsophisticated,specializedskillsthatwillpreparethemforrobustandstableprofessionalrolesinacompetitive,globaleconomy. 27% 39% 2% 1% 31%MCPSstronglyencouragesstudentstoduallyenrollatMontgomeryCollegeandothercollegesaspartoftheirCTEprogramofstudy. 10% 32% 19% 4% 36%ThomasEdisonSchoolofTechnologyoffersinnovative,cuttingedgetechnicalprogramsofstudyforallstudents,includinghigh-achievingstudentswhoplantogotoa4-yearcollege. 44% 37% 5% 1% 13%Newhigh-skill,high-demandCTEprogramsofstudyshouldbeaddedtotheofferingsmadeavailablethroughThomasEdisonSchoolofTechnology,nottocomprehensivehighschools. 24% 17% 30% 14% 15%Ifullyunderstandtheopportunitiesstudentshaveinhigh-skill,high-demandindustrieslikehealthcare,advancedmanufacturing,andITthatdonotrequirea4-yeardegreeandprovidestableemploymentinprofessionalrolesthatpayafamily-sustainingwage. 21% 37% 32% 1% 8%IbelieveIhavetheknowledgeandpreparationneededtohelpeverystudentdevelopanindividualizedlearningplanthatincludesspecificcareerobjectives,arelatedprogramofstudy,degreeand/orindustrycertificateobjectives,andspecificstrategiestoreachemployers. 19% 40% 30% 5% 7%
Business/IndustryStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
ThereisbroadparticipationofMontgomeryCountyemployersacrosskeyindustriesworkinginpartnershipwithMontgomeryCountyPublicSchools(MCPS)onitscareerreadinessprograms. 18% 43% 23% 3% 15%EmployersinMontgomeryCountyleadaprocesswithMCPSthatuseslabormarketdatatodeterminewhichnewcareer-technologyeducation(CTE)programsareneededandwhicharenolongerrelevanttothegrowingregionaleconomy. 15% 31% 21% 5% 28%EmployersinMontgomeryCountyleadaprocesswithMCPStoidentifytheacademicknowledge,technicalskills,andprofessionalskillsstudentsneedtobesuccessfulinhigh-skill,high-demandindustries. 25% 25% 23% 5% 23%EmployersinMontgomeryCountyarewillingtoofferhigh-qualitywork-basedlearningexperiencesforMCPShighschoolstudentsthatprogressfromcareerawarenessandexploration(e.g.jobshadowing)topreparationandtraining(e.g.internships). 38% 43% 10% 3% 8%EmployersinMontgomeryCountyarewillingtodesignhigh-qualitywork-basedlearningexperiencesthatdevelopskillsandcompetenciesinstudentsthatarealignedwithindustryneeds. 23% 55% 10% 5% 8%EmployersinMontgomeryCountyseework-basedlearningexperienceswithMCPSstudentsasaneffectivevehiclethroughwhichtogrowanddeveloptheirowntalentpipeline. 40% 33% 13% 5% 10%
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Business/IndustryStrongAgree Agree Disagree
StrongDisagree
Don'tKnow
EmployersinMontgomeryCountyarewillingtoassessstudents’work-basedlearningperformanceandprovideformalfeedbacktoMCPS. 35% 50% 0% 3% 13%Inordertoscalework-basedlearningexperiencestoallMCPSstudents,employersmusthaveasingle,reliablepointofcontactwithinMCPSthatwillcoordinateandmanageallrelatedefforts. 33% 50% 5% 3% 10%Legalrestrictionsonminorsincertainworkplacesettingsinterferewithemployers’interestinofferingwork-basedlearningexperiencestoMCPSstudents. 18% 48% 18% 3% 15%The2:30p.m.dismissaltimeofMCPShighschoolsmakesitdifficultforemployersinMontgomeryCountytoofferwork-basedlearningexperiences. 23% 25% 23% 3% 28%MCPSgraduateswhofindgainfulemploymentinMontgomeryCountyafterhighschoolgenerallyhavetheacademicknowledgeneededtobesuccessfulinentry-levelpositionsinhigh-skill,high-demandfieldssuchasthoseinhealthcare,advancedmanufacturing,andIT. 25% 23% 20% 0% 33%MCPSgraduateswhofindgainfulemploymentinMontgomeryCountyafterhighschoolgenerallyhavethetechnicalskillsneededtobesuccessfulinentry-levelpositionsinhigh-skill,high-demandfields. 28% 20% 23% 3% 28%MCPSgraduateswhofindgainfulemploymentinMontgomeryCountyafterhighschoolgenerallyhavetheprofessionalskills(i.e.problemsolving,communication,teamwork)neededtobesuccessfulinentry-levelpositionsinhigh-skill,high-demandfields. 15% 33% 25% 0% 28%
EmployersinMCuseIndustry-recognizedcredentialstorecruitandhirequalifiedcandidates. 25% 45% 8% 0% 23%EmployersinMontgomeryCountyarewillingtoprovideteacherexternshipsthatallowhighschoolCTEandSTEMteacherstospendextendedtimeinaworkplacetostrengthentheirknowledgeandskillsandestablishconcreteconnectionsbetweenclassroomlearninganditsapplication. 5% 43% 8% 3% 43%EmployersinMontgomeryCountyarewillingtohelpMCPSsecurepublic-privatepartnershipsthathelprecruitindustryprofessionalsintoclassroomsasteacherstobetterpreparestudentsforworkinhigh-skill,high-demandfieldslikehealthcare,advancedmanufacturing,andIT. 25% 38% 5% 0% 33%
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AppendixD:FocusGroupProtocolsStaff
Introduction:Thankyouforparticipatingintoday’sfocusgroup.Yourfeedbackisveryimportant,andweappreciateyoutakingthetimetotalkwithustoday.
MontgomeryCountyPublicSchools(MCPS)hashiredEducationStrategyGroup(ESG)toconductareviewofthedistrict’scareerpreparationefforts,includingcareerandtechnologyeducation,alsoknownasCTE.Ourjobistocollectinformationonthedifferentcareerpreparationeffortsintheschoolsystemtoidentifywaysthoseeffortscanbetterservestudentsandtheirfamilies.
Theinformationyoushareinthisfocusgroupwillnotbeattributedtoyou,soyoushouldfeelcomfortableinprovidingcandid,honest,straightforwardresponsestothequestionsthatareposed.
Beforewebegin,I’dliketoreviewtheconsentformthatwasdistributedandaskyoutosignitifyouagreetoparticipateinthisgroup.Ifyoudonotconsent,youmayleavethegroup.[READTHECONSENTFORMANDCOLLECTSIGNEDCOPIES.]
Thisfocusgroupwilllastaboutonehour.Doyouhaveanyquestionsbeforewebegin?
FocusGroupQuestions:
First,I’dliketodoalittlelevelsettingtobetterunderstandyourprofessionalpositioninMCPSfor
today’sdiscussion.
1. Pleaseraiseyourhandifyouare:a. aCTEteacherb. aSTEMteacherc. ateacherofanareaotherthanSTEMorCTEd. acounselore. aschooladministrator
Next,I’dliketoaskyouropiniononpostsecondaryopportunitiesthatarevaluableandmeaningfulto
students.
2. Towhatextentdo4-yearcolleges,communitycolleges,industrycertifications,andapprenticeshipseachofferstudentsaneffectiveroutetoacareerthatpaysagoodwageandoffersopportunitiesforadvancement?
Next,I’dliketolearnmoreaboutwhatyouknowandthinkabouteffortsinMCPStopreparestudents
forcollegeandcareer,includingCareerandTechnologyEducation–orCTE.
3. MCPShasdoneanexceptionaljobatemphasizingtheneedtoprepareallkidsforcollegeafterhighschool.Aspartofthateffort,istherealsoastrongemphasisontherangeofotherpostsecondaryeducationandtrainingoptionsthatwillsetstudentsupforsuccess,suchascommunitycolleges,apprenticeships,andindustrycertifications?
4. WhenyouthinkofCareerandTechnologyEducation,orCTE:a. Doyouthinkitpreparesstudentsforbothcollegeandcareer?Whyorwhynot?
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b. Isitvaluedasanintegralpartofyourschool’sworktopreparestudentsforpostsecondarysuccess?Shoulditbe?
c. Inwhatwaysisitstrong,andinwhatwaysdoesitneedtobeimproved?5. Inyourexperience,arehigh-achieving,academically-focusedstudentsdrawntoCTE?Whyor
whynot?a. Whatwouldmakeitmoreattractivetoawiderrangeofstudents?
6. Shouldallstudentshavereal-world,hands-onopportunitieswithlocalbusinessesaspartoftheirhighschoolexperiencetopreparefortheirfutures?
a. AretheyencouragedbyMCPSandyourschooltodothatwhethertheyaregoingto4-yearcollegeortakinganotherpostsecondaryroute?
7. Doesithelpallstudents,regardlessoftheirpostsecondaryplans,toearncredittowardcollegeand/oranindustry-recognizedcredentialwhiletheyareinhighschool,likeacertificationfromCiscoforstudentsinterestedinInformationTechnology?
a. IsearninganindustrycertificationemphasizedasbeingimportantinMCPS?b. Isearningcollegecredittowardadegreewhileinhighschoolemphasizedasimportant?
8. AreyoufamiliarwithprogramsofferedattheThomasEdisonHighSchoolofTechnology?a. Aretheyhighlysoughtafter?Whyorwhynot?b. Whatwouldmakethemmoresoughtafter?
Next,I’llaskafewquestionstobetterunderstandwhereyoumightwantandneedmoresupportin
preparingstudentsforpostsecondarysuccess.
9. Asateacher,counselor,orschooladministrator,doyoufeelyouunderstandtherangeofpostsecondaryopportunitiesavailabletostudents–from4-yearcollegetocommunitycollegetoindustrycertificationsandapprenticeships-thatwillleadthemtoprofessionaljobsthatpayagoodsalaryandofferopportunitiesforadvancement?
a. TowhatextentdoesMCPSprovideclearinformationaboutthatfullrangeofopportunitiesforstudents,fromapprenticeshipstoindustrycertificationsto2-and4-yeardegrees?
b. TowhatextentdoesMCPSprovideclearinformationaboutthesubstantialgrowthinmeaningfuljobsthatwillrequiresomelevelofpostsecondaryeducationandtrainingbutnotafullbachelor’sdegree?
10. WhatsupportwouldyouneedtoincreaseyourknowledgeoftherangeofcareerprogrammingavailableinMCPS?
11. AsaCTEorSTEMteacher:a. Doyoufeelitwouldstrengthenyourinstructionalpracticeifyouhadmoreinformation
orsupporttobetterunderstandtheapplicationofthetechnicalcontentyouteach?(e.g.Howistrigonometryusedinaworksetting?)
b. Doyoufeelifwouldstrengthenyourinstructionalpracticeifyoureceivedmoresupportindeliveringblendedacademicandtechnicalcontent?
12. Asacounselor:a. Towhatextentdoyoufeeladequatelypreparedtoadvisestudentsonawiderangeof
specificcareeropportunitiesandrelatedcoursetaking?b. Haveyoubeengivenclearinformationonwhichfieldsarehigh-skill,high-demandthat
leadtoprosperousopportunities,andwhicharemuchmorelimitedforstudents?
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13. HowmightMCPSsupportstudentstohelpthemunderstandthetypesofcareersthatareavailable,thecoursestheymusttake,andthedegreestheymustearntofindajobinthefieldoftheirchoice?
14. ArethereopportunitiesforMCPStobetterexposestudentstocareerdevelopmentoutsideofCTE?Whatmightthosebe?
Finally,doyouhaveanyadditionalcommentsorsuggestionsyou’dliketomakebeforewecloseour
discussion?
Thankyouforyourparticipation.
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Parents
Introduction:Thankyouforparticipatingintoday’sfocusgroup.Yourfeedbackisveryimportant,andweappreciateyoutakingthetimetospeakwithustoday.
MontgomeryCountyPublicSchools(MCPS)hashiredEducationStrategyGroup(ESG)toconductareviewofthedistrict’scareerpreparationefforts,includingcareerandtechnologyeducation,whichiscommonlycalledCTE.Thisreviewisdesignedtocollectinformationontherangeofthedistrict’scareerpreparationeffortstoidentifyspecificwaysinwhichthoseeffortscanbetterservestudentsandtheirfamilies.
Beforewebegin,I’dliketoreviewtheconsentformthatwasdistributedandaskyoutosignitifyouagreetoparticipateinthisgroup.Ifyoudonotconsent,youmayleavethegroup.[READTHECONSENTFORMANDCOLLECTSIGNEDCOPIES.]
Pleaseknowthattheinformationyoushareinthisfocusgroupwillnotbeattributedtoyoupersonally,soyoushouldfeelcomfortableinprovidingcandid,honest,straightforwardresponsestoquestionsthatareposed.Doyouhaveanyquestionsbeforewebegin?
FocusGroupQuestions:
Thefirstfewquestionsfocusonbetterunderstandingyouropinionsontheneedforstudentsto
completepostsecondaryeducationandtraining.
1. First,doesyourchild’sschoolprovidealotofhelpfulinformationonwhatyourchildmightdoafterhighschoolgraduationtoeventuallyhaveacareerthatoffersagoodliving?
a. Dotheygiveinformationon4-yearcollege,communitycollege,andotherjobtrainingopportunitieslikeapprenticeships?(defineapprenticeship)
2. Raiseyourhandifyouthinkchildrenneedtocontinuetheireducationandtrainingafterhighschoolinordertofindjobsthatpaywellandofferopportunitiestoadvanceinacareer.
3. Towhatextentdoyouthinkapprenticeships,2-yearcolleges,and4-yearcollegeseachofferyourchildaneffectiveroutetoaprofessionaljobthatpaysagoodsalaryandoffersopportunitiestoadvanceinacareer?Whyorwhynot?
Next,I’dliketolearnmoreaboutwhatyouknowandthinkaboutCareerandTechnologyEducation–
orCTE–inMontgomeryCounty.
4. Whatdoyouthinkofwhenyouheartheterm“CareerandTechnologyEducation”–orCTE–inMCPS?
5. DoyouhaveachildwhoisenrolledorwaspreviouslyenrolledinCTE?a. WhydidyouchoosetoenrollyourstudentinCTE?b. HasCTEfocusedondevelopingyourstudent’sacademic,technical,andprofessional
skills?IfyoudonothaveachildenrolledinaCTEprogram,whatfactorsledtothisdecision?
6. DoyouthinkCTEprogramsinMCPSareashigh-qualityasnon-CTEprograms?Why?
Next,I’llaskafewquestionstobetterunderstandwhatyouthinkstudentsneedtobeeffectively
preparedforlifeafterhighschool.
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7. IsitimportantforallprogramsinMCPS-whetherthat’sCTE,signature/academyprograms,oratraditionalacademiccourseofstudy–toprepareallstudentstobesuccessfulincollege?Why?
a. Doyouthinkallprograms,includingCTE,shouldpreparestudentsforcareers?Why?8. AspartoftheirMCPShighschoolexperience,shouldallstudentshavereal-world,hands-on
opportunitiestopreparethemfortheirfutures?9. Isitimportanttoyouthatyourchildcouldearncredittowardinindustry-recognizedcredential
and/oracollegedegreewhiletheyareinhighschool,regardlessofhis/herposthighschoolplans?
a. TowhatextentarethosekindsofopportunitieswidelyavailabletoMCPSstudents?
Next,I’dliketogetclearerabouttheinformationyouneedfromMCPSregardingcareerpreparation
opportunities.
10. WheredoyouandyourchildgetinformationaboutthecareerpreparationopportunitiesthatareavailableinMPCS,includingCTE?
a. Doyougetenoughinformation?b. Isittheinformationyouwantandneed?
11. DoesMCPSprovidecompellinginformationtoparentsandstudentsabouttherangeofroutesstudentscantaketofindingagoodpaying,stablecareersincluding4-yearcollege,communitycollege,andapprenticeshipsinhigh-skill,high-demandfields?Pleaseexplain.
a. Ifnot,whatinformationwouldbehelpful?12. WhatkindsofsupportswouldhelpMCPSstudentsbetterunderstandthetypesofcareersthat
areavailableaswellasthecoursestheymusttakeandthedegreestheymustearninordertofindajobinthefieldoftheirchoice?
Finally,doyouhaveanyadditionalcommentsorsuggestionsyou’dliketomakeregardingMCPS’s
careerpreparationefforts?
Thankyouforyourparticipation.
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Students
Introduction:Thankyouforparticipatingintoday’sfocusgroup.Yourfeedbackisveryimportant,andweappreciateyoutakingthetimetotalkwithustoday.
MontgomeryCountyPublicSchools(MCPS)hashiredmyfirm,EducationStrategyGroup(ESG),toreviewofthedistrict’scareerpreparationefforts,includingcareerandtechnologyeducation,alsoknownasCTE.Ourjobistocollectinformationonthedifferentcareerpreparationeffortsintheschoolsystemtoidentifywaysthoseeffortscanbetterserveyouandyourfamilies.
Pleaseknowthattheinformationyoushareinthisfocusgroupwillkeptconfidential,soyoushouldfeelcomfortableinprovidingcandid,honest,straightforwardresponsestothequestionsthatIask.
Yourparentorguardianhasalreadyagreedtoletyoutakepartinthisfocusgroup,butyourparticipationisvoluntary,meaningthatyoudon’thavetoparticipateifyoudon’twantto;youdon’thavetoanswerquestionsyoudonotwanttoanswer;andyoucanstopparticipatingatanytime.Choosingnottoparticipateinthefocusgroup,orchoosingnottoanswercertainquestionswillnotaffectyourschoolperformanceoryourabilitytoparticipateinanyprogramsofferedbyMCPS.
Thisfocusgroupwilllastaboutonehour.Ifyoudonotwishtoparticipate,youmayleavethegroup.Doyouhaveanyquestionsbeforewebegin?
FocusGroupQuestions:
First,I’dliketoasksomequestionsaboutyouropportunitiesafterhighschool.
1. Raiseyourhandifyouhaveaprettyclearideaofwhatyouwanttodoafteryougraduatefromhighschool.
2. Wheredoyougetadvicefromtohelpyoumakethosedecisionsaboutwhatyou’lldoafterhighschool?
3. Doyouthinkyoucanfindacareerthatoffersagoodlivingifyoucompleteajobtrainingprogramlikeanapprenticeship,earnanindustrycertificationthattellscompaniesyouhavetechnicalskillsforajob,orearnadegreefromacommunitycollege?Whyorwhynot?
4. Doyoureceivehelpfulinformationfromyourschoolaboutthedifferentroutesyoucantaketofindacareerthatoffersagoodliving?
a. Inwhatwaysdoesyourschoolhelpyouchoosethecoursesyoutakebasedonwhatyouwanttodoafterhighschool?
b. Inwhatwayshasyourschoolhelpedyoutolearnaboutdifferentcareersyoumightbeinterestedin?
5. Inwhatwaysdoyougetinformationaboutthecareerpreparationopportunitiesthatareavailableinyourschoolandschoolsystem,likeCareerTechnologyEducationorCTE?
6. Whatkindofsupportwouldhelpyoubetterunderstandthetypesofcareersthatareavailableaswellasthecoursesanddegreesthatarenecessarytofindajobinthefieldofyourchoice?
Next,I’dliketoaskafewquestionsaboutcareerpreparationworkinMCPS,especiallyCareerand
TechnologyEducation–orCTE.
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7. Whatdoyouthinkwhenyouheartheterm“CareerandTechnologyEducation–orCTE”?8. HaveyoutakenaCTEcourse?
a. WhydidyoudecidetoenrollinCTE?b. InwhatwayshavetheCTEcoursesprovidedalearningexperiencethatisdifferentfrom
yourothercourses?c. DidyouhavetoworkashardinyourCTEcourseasinyourcoreacademiccourses?
9. IfyouhavenotenrolledinCTE,why?10. Hasyourschoolencouragedyoutoearnanindustrycertificationorcollegecoursecreditwhile
youareinhighschool?Towhatextentdoyouhaveopportunitiestodothat?11. Shouldallstudentshavereal-world,hands-onopportunitieswithlocalbusinessesaspartof
theirhighschoolexperiencetopreparethemfortheirfutures?Why?a. Haveyoubeenencouragedtoparticipateinaninternshiporanexperiencewithalocal
businessduringtheschoolyearorthesummer?Pleaseexplain.
Next,I’llaskafewquestionsabouthowtoimproveyourschool’sfocusonpreparingyouforacareer.
12. HowdoyouthinkCTEprogramscouldbeimprovedsothatmorestudentswouldbeinterestedinthem?
a. WhatwouldmakeCTEprogramsmoreappealingtoyou?13. WouldyoubemoreinterestedinaCTEprogramifitwerecombinedwithhonorsandAP
courses?14. WouldyoubemoreinterestedinaCTEprogramifdifferentprogramsofstudywereofferedat
yourhighschool?15. DoanyofyoutakeclassesattheThomasEdisonHighSchoolofTechnology(“Edison”)?
a. Whyhaveyouchosentotakethemthere?b. Ifyouhavechosennottotakeclassesthere,why?c. WhatwouldmakeitamoreappealingoptiontoenrollatEdison?
Finally,doyouhaveanyadditionalcommentsorsuggestionsyou’dliketomake?
Thankyouforyourparticipation.