Transcript High School Reform And Implications For CTE

High School Reform
and
Implications for CTE
Janet B. Bray
Executive Director
Association for Career and Technical Education
Association for Career and Technical Education
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Who is ACTE?
 30,000 members
– CTE professionals including
administrators, state education officials,
teachers and guidance counselors
 Purpose:
– To provide leadership in developing an
educated, prepared, and competitive
workforce.
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Why
Education Reform?
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Current Political Considerations
• Concern about U.S. student performance,
and particularly performance of minorities
and disenfranchised populations
• United States global competition
• Improved transitions between secondary and
postsecondary education
• 21st Century Skills
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Academic Performance
 Only 23% of 12 grade students performed at the
proficient level on NAEP Math 2005.
 Twelfth-graders in 2005 scored lower on NAEP
reading than in 1992, and fewer students met the
proficiency level. (NAEP 2005)
 On the Programme for International Student
Assessments (PISA), U.S. 15-year olds ranked
22nd in science, 27th in math, and 29th in problemsolving out of 40 countries.
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Postsecondary Access and Success
 Postsecondary transcripts of 1992 12th-graders
who enrolled in postsecondary education between
1992 and 200 show that 61% of students who first
attended a public 2-year and 25% who first
attended a 4-year institution completed at least
one remedial course. (NCES)
 Of the more than 1 million first-time, full-time,
students who enter a 4-year college or university,
fewer than 40% will actually earn the degree
within four years and barely 60% will earn the
degree in six years. (NCES)
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The Dropout Problem
 Every nine seconds in America a student becomes a
dropout.
 An estimated 3.8 million youth ages 18-24 are neither
employed nor in school.
 High school students from the lowest income families
(bottom quintile) dropped out of school at six times
the rate of their peers from higher income families.
 Dropouts “cost our national more than $260 billion in
lost wages, lost taxes, and lost productivity over their
lifetimes.” (Secretary of Education Spellings)
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Average Annual Income: 2004
30,000
25,000
20,000
15,000
HS Graduate
HS Dropout
10,000
5,000
0
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Student Engagement
 Nearly half (47%) of students surveyed said a major
reason for dropping out was that their classes were
not interesting.
 Two-thirds of students surveyed would have worked
harder if more was demanded of them (e.g. higher
academic standards and more studying and
homework).
 Only 56% said they could go to a staff person for
school problems and just two-fifths (41%) had
someone in school to talk to about personal problems.
(from the Silent Epidemic)
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Occupational Outlook
 Employment growth in occupations requiring a
vocational associate’s degree (30%) is projected to
be more than double overall employment growth
(14%) through 2008.
 Nearly 1/3 of the fastest growing occupations will
require an associate’s degree or a postsecondary
vocational certificate.
 More than 80 percent of respondents in the 2005
Skills Gap Report indicated that they are
experiencing a shortage of qualified workers
overall.
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School Reform Through the Ages
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A Nation At Risk
Secretary’s Commission on Achieving
Necessary Skills (SCANS)
The Forgotten Half
Goals 2000
School-to-Work
No Child Left Behind
Tough Choices or Tough Times
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Where We’ve Been…
 109th Congress very contentious
 Completed work on Perkins reauthorization
 Left many other items unfinished:
– FY 07 Appropriations
– Workforce Investment Act reauthorization
– Higher Education Act reauthorization
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Congress Today
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Democrat Congressional leadership
New Committee Chairs
Partisanship still rampant
Budget deficits of huge concern
Lot’s of unfinished business – short timeline
2008 Presidential elections impacting events
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What Does it Mean for CTE?
 Perkins implementation
 Future funding levels
 NCLB reauthorization
– High school reform
– STEM initiatives
 HEA reauthorization
 WIA reauthorization
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CTE Addressing Needs
• CTE concentrators participated in more
rigorous academic coursework and are
taking more and higher level math and
science.
• A year of technically oriented
coursework at a community college
increased the earnings of men by 14%
and women by 29%.
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CTE Addressing Needs
• A ratio of 1 CTE class for every 2
academic classes was shown to minimize
the risk of students dropping out.
• Vocational concentrators were more
likely than their general peers to obtain a
degree or certificate within 2 years.
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CTE Improvements
• Improved integration of academic and
CTE instruction
• Focus on high skill, high wage, high
demand occupations
• Increased emphasis on achievement of a
degree, certificate or credential
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Perkins Reauthorization Themes
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Accountability and program improvement
Secondary-postsecondary connections
Links to rigorous academics
Stronger focus on business and industry
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Timeline
 Fall 2006 – Draft State Plan Guides released
 January 16, 2007 – Last comment period ended
 March 2007 – Final State Plan Guide & nonregulatory guidance released
 May 7, 2007 – Deadline for state transition plans
 July 2007 – States working with OVAE on
remaining transition plan issues; FY 07 grants
made
 Spring 2008 – Deadline for full five-year state plans
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Transition – Key Issues
 NCLB performance indicators
 Measurement of technical skill attainment
 Definitions of students…investor,
concentrator, completer, etc
 New Tech Prep provisions
 Timeliness of guidance/regulations
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FY 08 Budget and Appropriations
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House Appropriations Committee approved bill
on July 11
Perkins Basic State Grant increased by $25
million, Tech Prep level funded, small cut to
National Programs
$62 billion for education programs, an increase
of $4.5 billion over FY 2007
Large increases for Pell Grants, NCLB, and
IDEA; most WIA programs level funded
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FY 08 Budget and Appropriations
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Senate Appropriations Committee bill approved
on June 21
Perkins Basic State Grant and Tech Prep level
funded, small cut to National Programs
$60.1 billion for education programs, an
increase of $2.6 billion over FY 2007
Large increases for NCLB and IDEA; most WIA
programs level funded
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Perkins Funding
(in millions)
FY 07
Basic State
Grant
Tech Prep
National
Programs
FY 08 House
FY 08
Senate
$1,181.553
$1,206.553
$1,181.553
$104.753
$104.753
$104.753
$10.000
$8.000
$8.000
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FY 08 Budget and Appropriations
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Both bills awaiting floor votes
House total is “high-water mark”
Advocacy is critical for any hope of maintaining
the House funding increase in a conference
committee
President has threatened to veto bill over total
funding levels (not related to Perkins) – may
have to start completely over
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NCLB reauthorization
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Timeline is moving quickly…sort of
Congressional leaders hope to finish bill this year
Numerous hearings already held
Key issues:
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Special population challenges
Changes to AYP (growth models, multiple assessments)
Differentiated responses
Focus on middle/high schools
Teacher quality & professional development issues
Full funding
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NCLB reauthorization
 High School Reform:
– CTE must be part of conversation
– Use Perkins IV data to show progress
– Dropout prevention & transition key issues
 STEM initiatives
– Some NCLB focus, some outside focus
– Engineering and technology often get left out in
favor of math and science
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Common Issues
 Addressed LEP and special education
challenges
 Altered AYP to base measure on same
subject/same cohort
 Improved HQT and recruitment/retention
 Growth models
 Provided professional development, technical
assistance, and data systems
 Full funding
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Number of States Reporting the Extent to Which Certain Issues Presented a
Challenge to NCLB Implementation During School Year 2003-04 and
2004-05
Serious or Moderate
Challenge
Minimal or Not a
Challenge
2003-04
2004-05
2003-04
2004-05
Providing assistance to all
schools that have been
identified for improvement
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47
5
2
Developing assessments as
required under NCLB
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38
13
11
Determining which teachers
meet the NLCB definition of
“highly qualified”
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38
12
9
Adequacy of federal funds
allocated to the state to
implement state-level
requirements of NCLB
38
34
8
16
Association
for Career
and
Technical
Education
Source: Center on Education
Policy, December
2004,
State
Survey, item
43; December 2005, State
Survey, item 48
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ACTE NCLB Recommendations
 Integrate academic and technical
education to better engage and prepare
students for their futures
 Support comprehensive guidance and
career development strategies to assist
students in determining clear pathways to
postsecondary and workforce goals
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ACTE NCLB Recommendations
 Increase the focus on secondary school
completion through comprehensive
dropout prevention and reentry strategies
 Ensure that highly effective educators are
supported, and available across the
curriculum in all schools
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ACTE NCLB Recommendations
 Improve Adequate Yearly Progress and
accountability provisions to more
accurately reflect student learning
progress
 Provide support and incentives for
innovation, replication and improvement
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ACTE Resources
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Issue Briefs
Position Papers
Promising Programs and Practices Web page
Research Clearinghouse Web page
Research Guide
Action Alerts
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Resources
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Contact Us
Association for Career and Technical Education
1410 King Street
Alexandria, VA 22314
(800) 826-9972 or
(703) 683-0200
Web: www.acteonline.org
[email protected]
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