State Efforts to Integrate CTE with Rigorous Standards

A Forum — June 22, 2007
To view a webcast of this event, click here

 

• Today’s jobs demand academic and technical skills, technological proficiency, and further education and training beyond high school.
• Career and technical education (CTE) courses can positively impact high school graduation rates, postsecondary enrollment, and labor market outcomes.

This is the second in a series of forums funded by the James Irvine Foundation that examine the role of CTE in high school reform.  While CTE has the potential to influence positive educational outcomes, it is important to consider how CTE can be improved and can support existing models of high school redesign.  This forum focuses on promising state efforts and policies to improve CTE programs in high school, with a focus on California and Maryland.              

Alex Harris, Senior Policy Analyst, Education Division for the National Governors Association (NGA), Center for Best Practices discussed the changing trends in the American workplace.  Harris explained, “Jobs that pay a family-supporting wage demand more skills and training than ever before.”  He added that high schools are no longer seen as an ending point because of labor market demands for skilled workers.  The NGA’s initiative, Innovation America, echoes the sentiments of Phyllis Eisen (May 10, 2007 forum) that technology and global economic competition are combining to redefine the American workplace.  Because the pool of workers is mobile and the nature of the workplace is rapidly changing, Harris stated that governors have a vested interest in leading CTE reform as a tool for economic development within their states. 

With these ideas in mind, governors have provided political and financial resources to help develop high school redesign activities including CTE programs.  In 2005, the NGA co-sponsored the National Education Summit on High Schools which provided the opportunity for the nation’s political, education and business leaders to collaborate on an agenda that ensures every American student graduates high school ready for college or work.  Most recently, NGA released an issue brief, Retooling Career and Technical Education, focusing on the role of the governor in promoting CTE as a strategy for high school reform.

Harris described the ongoing efforts of the NGA’s Honor States Grant Program in which states such as Indiana, Maine, Michigan, and Minnesota are utilizing the funds to support CTE program and system development.  Additionally, the federal Perkins Act is encouraging states to improve CTE programs by curriculum alignment activities and through professional development for academic teachers to integrate CTE curricula.    

Among students, Harris stated that half of all students enroll in at least one CTE course, and 25%-40% of all students complete a CTE program of study (typically three sequential courses).  Still, there are many who view CTE as a second tier track citing recent math scores of CTE students on the National Assessment of Educational Progress (NAEP), which are lower than students who take an academic program. However,  programs such as “Math in CTE” (January 26, 2007 forum) and High Schools that Work have demonstrated positive academic outcomes for CTE students in randomized control group studies.  Harris describes a development strategy where CTE can be retooled to meet student’s needs and increase academic rigor.  “The skill sets needed for college and careers are virtually the same,” explained Harris.  He further explained “the focus of high school curriculum should not be college or CTE but college and CTE because of the demand for a more skilled workforce.” 

Higher expectations for all students using rigorous academics and relevant CTE courses will better prepare students for the future.  CTE programs are extending their curriculum from high school to community colleges and are directly responding to the demands of the new innovation economy (bio-tech, information technology, pre-engineering).  Harris also explained that states found benefit in CTE courses that were more rigorous and integrated with core academic courses.

Despite success in certain states, Harris describes the hurdles that states are facing in their efforts to integrated academics and CTE:

• The debate about high expectations for all students or just those who are college bound.
• The focus on academic skills without a similar focus on work place skills (e.g. work ethic, punctuality) and 21st century skills.
• CTE teachers are often drawn from industry and are exempt from the highly qualified provision in NCLB, but many lack academic training and thus struggle to integrate academic content into lesson plans.
• The development of “multiple pathways,” including CTE, has led to a lot of choice for students with little guidance.
• Even if students do complete a college-level CTE class in high school, many arrive in postsecondary education having to retake the class because the credits do not articulate.

To address these concerns, Harris proposed eight policy changes, specifically for governors and states to focus on:

• Make education systems more responsive to the changing economy. A periodic review of career clusters can start this process to ensure new industry needs are being met.
• CTE still suffers from a old stereotypes of low expectations. Governors can convey a 1st class status for CTE through their words and actions.
• CTE maintains its strengths are teaching industry and 21st century skills (problem solving, critical thinking, communication).  There must be a set of standards, assessments and accountability systems to reflect the ability to teach these skills.
• CTE curriculum should be based upon newly revised high school standards.
• Revise teacher certification process to require an associate’s degree and updated industry certification.  Continuous professional development is also important.
• Quality control measures to weed out weaker programs and promote stronger ones are needed.
• Teachers need to use a variety of methods to focus individualized student interest.
• Review articulation agreements to ensure credits are accepted at the postsecondary level.

Harris concludes that “states that retool their CTE programs can expect more engaged and persistent graduates who have added earning potential and are better prepared to enter high-wage/high-skill occupations.” 

Dr. Patrick Ainsworth, Assistant Superintendent and Director of Secondary, Postsecondary, and Adult Education for California Department of Education described state efforts in reviving CTE programs in California.  “High school performance [in California] is stagnant and it’s been like that for years,” stated Ainsworth.  Furthermore, Ainsworth explained that 60% of California high school graduates enter the workforce with little career or skills training and only about 35% of high school graduates complete the A-G requirements, a pre-requisite for admission to California public colleges and universities.  Although enrollment in secondary CTE courses has declined by 15% between the 1997-98 and the 2004-05 school years, a major push for improving CTE by state leaders has bolstered the revival of CTE in California schools as a way to improve student outcomes.    

Several recent funding measures in California have provided much needed economic support for CTE.  Governor Schwarzenegger’s 2005-06 budget approved the Economic Development and Career Technical Education Pathways Initiative (SB 70) which funds CTE opportunities for middle school and high school students, and improved linkages between the career and technical curricula of the public schools and community colleges. In addition, the Kindergarten-University Public Education Facilities Bond Act of 2006 (Prop 1D) provides funding to build new CTE facilities and refurbish older facilities.  Additionally, funding has been appropriated for school counselors to obtain required career guidance training in order to ensure that career and college information is being distributed to all students.

Ainsworth described California’s efforts at systematic change in how CTE operates.  The business sector was asked for input on the academic standards needed and standards were developed to align CTE with core curriculum standards.  The California Perkins State Plan implements a tiered accountability system that focuses on the lowest performing agencies and schools and providing them technical assistance to improve.

Although funding for CTE in California is abundant, Ainsworth explained the biggest issue faced by the state is the shortage of qualified CTE teachers.  Unfortunately, there are not as many qualified teachers as needed, which is problematic since approximately 10,000 CTE courses currently qualify for engineering, science, or math credit for high school graduation. 

One initiative in California to improve CTE has been to create and support California Partnership Academies. These academies are three-year programs, grades 10-12, structured as a school-within-a-school, with a career theme. Academies incorporate integrated academic and career technical education, business partnerships, mentoring, and internships through a team-based approach.  The academies’ components include rigorous academics with a career focus, a team of teachers where teachers are accountable to each other, and active business involvement.  Ainsworth described results from an academy study that showed higher graduation rates and higher completion rates of the A-G requirements. Ainsworth said, “California’s 290 Partnership Academies have better outcomes in every dimension, with the largest outcomes for African-American males.”   

Katharine Oliver, Assistant State Superintendent of the Division of Career Technology and Adult Learning for Maryland State Department of Education (MSDE) illustrated similar growth in CTE development in Maryland. Nearly half of all Maryland students in grades 10-12 enroll in CTE courses and 25% of the 2006 graduating class completed a CTE program of study as their elective pathway of choice for graduation. Oliver described Maryland’s systemic approach to CTE development. MSDE worked with over 350 business partners to identify career clusters that would allow the “new CTE” to meet industry and student needs. The “new CTE” is characterized by programs of study that emphasize breadth, depth, and added value. This  helped us “move away from the previous focus on procedural knowledge,” explained Oliver,  to one of problem solving and critical thinking in CTE.” When restructuring CTE, Oliver expressed the importance of creating a rigorous and relevant framework for CTE programs that would promote not only high levels of critical thinking, but also of application. The ten career clusters are described in a Maryland State Department of Education publication that serves as a framework to support CTE program development and informed career awareness and exploration. Oliver described different models of CTE program development and implementation that exist in Maryland. For example, Maryland partnered with Project Lead the Way (PLTW) to establish pre-engineering  CTE programs that are being implemented in 19 of  Maryland’s 24 school systems. This “new CTE” program includes a college preparatory academic curriculum, a focused program of study in a career pathway, and articulated postsecondary credit for students.  High quality professional development is available (and required) for the program’s teachers. In a comparison of 2006 CTE student performance, Maryland PLTW students had higher rates of academic achievement, technical achievement, high school completion, and dual completion versus all CTE students. Although a small sample, the benefits of CTE continue to grow as Maryland is able to implement more similarly designed CTE programs. 

Oliver discussed  the importance of partnerships and the tangible benefits  to CTE students who receive industry experience and certifications. For example, Automotive Technology partners with the National Automotive Technicians Education Foundation and aligns curriculum with ASE certification. Similarly, the IT Networking program collaborates with Cisco and aligns curriculum with several different networking certifications. CTE students are able to engage in work-based learning opportunities, gain industry recognized certifications/licenses, while also working towards postsecondary requirements.

Oliver concluded that there are still challenges ahead before the “new CTE” is fully in place in Maryland. When completed, MSDE’s 48 CTE Pathway Programs will promote  program standardization  and  delivery across the state to ensure that  students gain the same skills sets regardless of location. And, the new model will also allow Maryland to more effectively develop partnership support for program implementation and improvements, offer statewide professional development opportunities, and establish statewide articulation agreements.    

Resources

California Department of Education:  http://www.cde.ca.gov/

Maryland State Department of Education: http://www.marylandpublicschools.org

National Automotive Technicians Education Foundation: http://www.natef.org/

National Governors Association Center for Best Practices:  http://www.nga.org/portal/site/nga/menuitem.50aeae5ff70b817ae8ebb856a11010a0/

 

Presenter Bios

Dr. Patrick Ainsworth joined the California Department of Education (CDE) in November 1996. 

Currently, he serves as Assistant Superintendent and Director of the Secondary, Postsecondary, and Adult Leadership Division. He oversees secondary education, alternative education, adult education, college and postsecondary relations, career and technical education, School-to-Career, workforce preparation programs, and equity programs. A few examples of responsibilities include high school reform, smaller learning communities, High School Pupil Success Act, 21st Century High Schools, continuation high schools, independent study, Partnership Academies, Regional Occupational Centers and Programs, gender equity compliance, business and industry partnerships, and oversight of state and federal programs totaling over $1 billion in annual revenues. Patrick also works at the Federal level designated as the State Director of Career Technical Education and State Director of Adult Education.

Prior to joining the CDE, Patrick worked for the Riverside County Office of Education, where he served as the Administrator of a countywide consortium consisting of nineteen school districts devoted to educating and training disadvantaged and at-risk high school aged youth. He also served as Principal-Coordinator, Instructional Specialist, and Counselor while at the county office. Patrick began his career in education as a substitute teacher, transitioned into teaching of severely handicapped youth and adults, and served as a high school counselor for nine years at Lake Elsinore and La Sierra High Schools.

Dr. Ainsworth earned his Doctorate in Educational Management and Leadership from University of La Verne (July 2000). His dissertation was titled, Policy Alternatives for Increasing the Number of California’s Graduating High School Students Having the Essential Employability Skills Necessary to Compete in the New Economy. He earned his Bachelor’s Degree in Social Science (1975), Master’s Degree in Education-Counseling (1977) at California State University San Bernardino, and holds credentials in Pupil Personnel Services and Professional Administrative Services. He has supervised the development of the award winning high school reform book titled, Aiming High, High Schools for the 21st Century (May 2002), which is in wide use throughout California and the nation. He led the development of the state board approved Career Technical Education Model Curriculum Standards publication (May 2005) and the CTE Framework (January 2007). He co-authored the February 2000 report, California Workforce Development: A Policy Framework for Economic Growth. He was also the principal author for the California Department of Education’s widely cited policy document, Workforce Investment Act, Policy Issues and Options for Education (January 1999).

Professionally, Patrick is the Superintendent’s Designee on the California Workforce Investment Board, Joint Boards Advisory Committee, EWDPAC Board, and numerous other key groups. He served as President of the California Career Resource Network, as a member of the One-Stop Career Center Task Force, and was principal staff to the Joint Board Task Force on Adult Education of the California Community College Board of Governors and State Board of Education. He has also served as President of the California Association of Regional Occupational Centers and Programs, Chair of the ACSA Region 3 Secondary Education Council, and on the Board of LEED Sacramento, Linking Education and Economic Development. During 1995, Dr. Ainsworth was President of the American Lung Association (ALA) of the Inland Counties and participated in developing the ALA Strategic Plans at the State and National levels. He has also served on the Boards of Directors for both the San Bernardino YMCA and the Tri-Valley YMCA.

In addition to these experiences Patrick has worked for the YMCA, was a musician and recording engineer, and for seven years hosted a weekly television show for the King Video Cable System. Pat is married to his wonderful wife and partner of 33 years, Karen. They have three fabulous children – Amanda (28) and twins Randy and Ryan (23). In his spare time Pat enjoys gardening, woodworking, water sports, fishing, and camping.

Mrs. Katherine Oliver is the Assistant State Superintendent for Career Technology and Adult Learning.  She leads a division of the Maryland State Department of Education www.marylandpublicschools.org dedicated to excellence and innovation in Adult Education and Career and Technology Education programs. The division’s products and services help school systems, community colleges, and community-based organizations prepare students of all ages for success in careers and lifelong learning.  The division’s third major program, Correctional Education provides educational and library services to inmates in the State’s adult correctional institutions and to students in Maryland’s juvenile services system.

Mrs. Oliver was appointed to her current position in 1989 and is the nation’s most senior State Director of Career Technology Education.  Earlier in her career, she was a member of the Division of Rehabilitation Services Executive Team and also worked with Maryland’s Department of Labor, Licensing, and Regulation in workforce development.

She is a graduate of the College of Notre Dame of Maryland and received a Master of Science Degree in Administration and Management from Hood College in Frederick, Maryland.

Mrs. Oliver serves on a variety of local, state, and national advisory boards related to education and workforce development.  She is the immediate past President of the National Association of State Directors of Career Technical Education Consortium and is also a member of the:

• Southern Regional Education Board’s (SREB) High Schools That Work (HSTW) Board Executive Committee;
• Maryland Governor’s Workforce Investment Board (GWIB) Subcabinet;
• Maryland Apprenticeship and Training Council (MATC), and
• University of Maryland Baltimore County’s Center for Women in Technology (CWIT) Advisory Board.
  

Most recently, Mrs. Oliver was honored by The Daily Record as one of Maryland’s Top 100 Women for 2007.

 

Alex Harris is a senior policy analyst in the Education Division of the National Governors Association Center for Best Practices. In this role, he oversees the High School Honor States Grant Program, a $23 million, governor-led effort to improve college and work ready graduation rates in 26 states.

Prior to arriving at NGA, he served as Policy Director for Good Beginnings Alliance, Hawaii's early childhood intermediary organization, where he advanced an advocacy agenda for high quality pre-k. During his tenure, state investments in young children increased by $25 million. He staffed Hawaii’s P20 Initiative and served on the state committee charged with transforming Hawaii’s $2 billion K-12 education budget into a weighted student formula.

His professional background is in education reform, both at the federal level where he worked on the No Child Left Behind legislation with the Education Trust, and at the local level, where he directed a school improvement project in a New York City high school.

Alex received his Master's in Public Policy from Harvard University's John F. Kennedy School of Government and his Bachelor's with Honors from Brown University. He was named an Urban Fellow by then New York City Mayor Rudy Giuliani in 1998 and an Emerging Leader by the Children’s Defense Fund in 2003.

Resources

NGA Issue Brief: Retooling Career and Technical Education

ACTE Issue Brief: CTE's Role in Dropout Prevention and Recovery

ConnectEd - Partnership Academy Study

ROCP Longitudinal Study

 

 

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