strengthening cte to support robust pathways · secondary students via perkins) in cte, 40+ states...
TRANSCRIPT
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Strengthening CTE to Support Robust Pathways
1
Pathways to Prosperity Institute
October 2017
Quentin Suffren, Director of Innovation, ExcelinEd
Danielle Mezera, Principal, DCM Consulting
@ExcelinEd | www.ExcelinEd.org| © 2017
Career and Technical Education
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Fast Facts
CTE celebrated its centennial anniversary in 2017: The federal Smith-Hughes National Vocation Education Act of 1917 marked the first nationwide investment in career training at the secondary level.
CTE remains the primary framework and source of funding for high school career pathways across the nation. Even recent innovative local initiatives and school models depend on this framework and its associated investments for long-term program stability and success.
In addition to the annual federal investment (approximately $1 billion for secondary students via Perkins) in CTE, 40+ states provide billions in dedicated funding to support CTE programs and instruction. Examples include:
– $573 million in Texas
– $280 million in Massachusetts
– $128 million in Indiana
In 2017, over 8 million high school students were enrolled in CTE programs in states across the nation.
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1 million U.S. high school completers (2013)
potentially entered the workforce with only
a high school diploma.
Parent
expectation of
students at a 4
year college
Student
expectation of 4
year collegeActual 4 year
college rate
71%
42%
69%
1,079,681
388,111
383,237
424,289
U.S. 4-year institutions(Fall CY 2008)
U.S. 2-year institutions(Fall CY 2008)
Completers Non-completers Still enrolled
215,384
176,621
807,000 college students potentially
entered workforce with only a high
school diploma and some college credit.
Total
807K
Allstate/National Journal Heartland Monitor Poll XVIII (2013)
National Center for Education Statistics (2013)
National Student Clearinghouse Research Center (2014)
392,000 still
enrolled 6 years
later
Career Pathways Are More Important than Ever
High expectations…low participation
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Unprepared for workforce
Overqualified for position
Not working in chosen field
Would choose different field
or college
McKinsey & Company, Voice of the Graduate, 2013
Unprepared, out of field or overqualified
Survey results of recent graduates of 4-year colleges
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Changes in Workforce Demand and Career Readiness
5
“
• Career Readiness for Today
• The fastest growing jobs in the U.S. from 2000 to 2010
reflect the demand for highly technical skills and those
lower-skill jobs that are hard to automate
• 65% of job openings in the U.S. by 2020 will require some
postsecondary education
• More than half of U.S. Millennials are unable to effectively
apply literacy or math skills in the workplace
• Career Readiness for Tomorrow
• Nearly half of the jobs American workers are paid to
perform – representing $2 trillion in wages annually in the
U.S. – could be automated in some way using current
technology
• 47% of all employment opportunities will be occupied by
machines within the next two decades
“Our education system is not keeping pace with the demands of a
twenty-first century, global, high-tech economy”
~Joel Klein
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CTE Programs and Career Readiness
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Addressing Issues of Alignment & Quality
To ensure students are prepared for a lifetime of advancement and success in
college and career, state CTE programs must evolve.
1. Alignment to State and Regional Workforce Demand: CTE programs can no longer
continue to offer a “buffet” of options or only what current district and school staff can
support (or have always offered). This includes weeding out CTE pathways that lead to
low-skill and low-paying employment opportunities – and filling gaps in pathways aligned
with workforce demand and decent-paying jobs.
2. High Quality and Rigorous Academic and Technical Skills Preparation: Preparing
students for a career means providing them with the skills, knowledge, and experiences
that will ensure success in postsecondary and advanced career training programs. This
requires a comprehensive evaluation of the outcomes of existing courses and vertical
linkages to credentials and employment.
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CTE Reform: Implementation Phases
7
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A Commitment to No “Dead Ends”
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Non-negotiables for High Quality CTE Programs
1. All promoted programs of study align with state and/or regional industry and labor
market data.
2. Programs of study incorporate experiential learning and capstone experiences valued by
industry.
3. Secondary programs of study vertically align with postsecondary programs.
4. Courses are sequential and progressive in a given program of study.
5. Secondary programs of study incorporate courses and exams eligible for postsecondary
credit or hours where appropriate.
6. Course standards are robust and accurately represent the academic, technical and
employability skills learners must master.
7. Educators receive ongoing, progressive training and professional development to ensure
instructional quality is reflective of course standards and current industry work
environments.
8. Federal, state, and local funding are utilized ongoingly to leverage and drive
programmatic changes leading to the implementation of vertically aligned education-to-
career learning pathways.
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Activity
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Evaluate your state’s CTE program against the list of “non-negotiables.”
Directions
For each “non-negotiable,” rate the level at which you feel your state CTE
program and pathways matches the description of a high quality program.
Use a scale of 1 to 5, with 5 representing the strongest level of agreement
with the statement and 1 representing the lowest.
You can complete this activity individually or with your state colleagues.
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CTE Reform
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Implementation Phases
1. Engagement & Program Audit
• Convening Stakeholders
• Auditing Your Existing CTE Program
• Identifying Dead Ends and Program Gaps
4. Remaining Agile
2. Planning for System Change
• Ongoing Data Collection
• Annual Evaluation of Pathways
• Support for Regional Initiatives
• Keeping Stakeholders Engaged
• Understanding the Impact of Disruption
• Monitoring Progress and Adjusting
Course
• Timelines and Rollout of Activities
• Budget and Costs
• Communications and Messaging
• Staffing Expertise
3. Executing the Plan
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Phase 1
Engaging Stakeholders and Conducting a Program Audit
Key Stakeholders
1. K-12, notably secondary education
2. Postsecondary, technical colleges and
community colleges
3. Labor and workforce agencies
4. Business and industry representatives
5. Economic development centers
6. Governor’s office
7. Key legislators and/or staff
Areas of a Program Audit
• Academic Offerings: Programs of study &
courses
• Program Funding: Federal, state, and local
• Student Achievement & Attainment: Program
outcomes
– Data related to accountability &
transparency
– Out of classroom experiences
– Credential attainment
– Matriculation and transitions
• Educator Training: Teachers & administrators
• Stakeholder Input: Industry, postsecondary,
educator, student/parent
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Phase 2
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Planning for System Change
• Timelines and Rollout of Activities
What needs to begin immediately? What can come later? What steps require a significant
amount of time (i.e. program and curricular revisions) or require possible resources, such
as additional personnel or funding? What could have multiple rollout dates as part of a
comprehensive phase-in (e.g. new or revised programs of study and/or courses over
several academic years)? What may be retired or phased out and will that require
multiple dates?
• Budget and Costs
A revitalized state CTE program does not necessarily equate to new or additional costs.
However, there may be costs related to several agreed-to action items during the
process, such as a need to hire a consulting firm to assist the state with CTE course
standards revisions. Determining if these costs can be covered through an existing
operating budget or must be requested for an upcoming fiscal year budget will also
influence rollout and implementation timelines.
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Phase 2
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Planning for System Change
• Communications & Messaging
A state’s strategic plan must have a section specific to overall communications and
messaging, as well as communications elements incorporated within specific initiatives
throughout the plan. For example, a state’s strategic plan should include a messaging
strategy for addressing changes in course and certification offerings and use “road
shows” that state staff will take to share these key messages with local educators and
the community.
• Staffing Expertise
A state must consider, and plan for, how an approved strategic plan will impact their own
staff members. What are the levels of content knowledge and ability – or bandwidth – of
those who will be charged with executing aspects of the plan? Are their skills sets where
they need to be for success? Successful changes will only be as good as the individuals
charged with overseeing the implementation of it.
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Phase 3
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Executing the Plan Keeping Stakeholders EngagedA critical and oft-overlooked step to ensuring strong
execution is keeping all stakeholders firmly engaged in
the process. When changes span over multiple
calendar and fiscal years, the need for key
stakeholders to remain committed is essential.
Managing the Impact of DisruptionSchools and districts may see pathways in which they
have invested time, staffing, and money close or
sunset over time – not an easy pill to swallow.
Communicating what will change, how it will be
carried out, and when it will take place is critical to
mitigating the inevitable stresses of the process.
Monitoring Progress and Adjusting CourseData collection should be ongoing and reporting of
progress and outcomes delivered at multiple points
during the process. Course corrections may be
necessary to achieve the plan’s ultimate goals.
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Phase 4
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Remaining Agile in a Dynamic Environment
Core elements to an ongoing, responsive program include:
• Instituted evaluative processes to review the overall state CTE plan to ensure continued
relevance and efficiencies
• Annual review of programs of study and related courses to ensure postsecondary and
workforce alignment
• Highly-skilled staff who are content experts
• Ongoing, timely communications and messaging tools being delivered to stakeholders
• Robust department and state data systems reflective of high-quality data fields and
collection methods
• Highly engaged industry advisories and faculty advisories across the program delivery and
program evaluation continuums
• Regular cross-agency convenings to drive shared interests, policies, programs and funding
• Ongoing educator training and professional development “lifecycle” models reflective of
state CTE priorities
• Identified opportunities to regularly leverage and braid federal, state and local funding
to maximize (re)investment in the state’s CTE program and priorities
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What’s Next
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Additional Guidance &
Resources for States This presentation is a “sneak preview” of an upcoming
publication on strengthening state CTE programs
• November 2017: Publication of the Full CTE Reform
(Overview)
Over the course of 2018, ExcelinEd will be publishing a
series of “playbooks” that examine each of the steps
discussed today in greater depth
• Practical How-to Approach
• Additional topics include:
– Stakeholder Engagement & Planning
– CTE Program Audits
– Course Evaluation & Postsecondary Alignment
– CTE Funding Strategies (including braided funding)
ExcelinEd looks forward to working with states as they navigate
this vital process to improve their CTE programs and provide
students opportunities for lifelong advancement and success.
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Foundation for Excellence in Education
P.O. Box 10691
Tallahassee, FL 32302
850.391.4090
www.ExcelinEd.org
Thank You!
Quentin Suffren
Danielle Mezera
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