Transcript New Mexico's High School Redesign

Career & Technical Education in
New Mexico
A Presentation for
New Mexico’s Legislative Finance Committee
Catherine Cross Maple, Ph.D., Deputy Secretary
Melissa W. Lomax, Ph.D., Bureau Chief
Career-Technical and Workforce Education
July 10, 2008
What IS Career & Technical
Education (CTE)???
http://www.acteonline.org/career_tech/index.cfm July 3, 2008
Education & Training - assists students,
workers and lifelong learners fulfill working
potential
Employability skills – from job-related skills to
workplace ethics
Continuing Education & Skills Upgrades –
current workforce
CTE is…
Academic subject matter –
contextualized
Educational pathways – exploration of
interests & careers while progressing
through school
Linkages - high school, college, and
workforce education & training
What IS New Mexico’s Career
Cluster Initiative???
A tool for organizing information for
RELEVANCY
New Mexico’s Career Cluster
Initiative
&
Self-Selected Relevancy
~Personal Interests
~Personal Talents
~Preparation for self-selected NextStep
Lifetime Earnings ~$$$$$
~Quality of Life
New Mexico’s Career Cluster
Initiative
7 Core STRATEGIC MARKET CAREER
CLUSTERS
Multiple CAREER PATHWAYS within CLUSTERS
define & illustrate career opportunities
Link to– HIGH SCHOOL, COLLEGE, and
WORKFORCE education & training
New
Mexico’s
Career
Cluster
Initiative
Links
Education
with Life
Enable
the Dream
Achieve
the Dream
Create the
Dream
New Mexico’s Career Cluster
Initiative
Arts &
Entertainment
Business
Services
Health &
Biosciences
Seven State
Career Clusters
Communications
&
Information
Hospitality &
Tourism
Engineering,
Construction,
Manufacturing,
& Agriculture
http://ped.state.nm.us/CTWEB/index.html
workinnewmexico.gov
Energy &
Environmental
Technologies
Career Clusters: Purposes
Organizing tool for schools offering a
broader, more durable preparation
for the world of work by

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Preparing an Emerging Workforce
Cross-training Workforce
Re-training Workforce
Cluster:
ARTS & ENTERTAINMENT
Pathways

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A/V Technology & Film
Performing & Visual Arts
Journalism/Broadcasting
Cluster:
BUSINESS SERVICES
Pathways
Marketing
 Accounting
Finances/Securities/Investments
 Human Resources
 Education
 Law Enforcement
 Banking
 Legal


Cluster:
COMMUNICATIONS &
INFORMATION
Pathways
Telecommunications
 Visual/Performing Arts
 Web & Digital Communications
 Information Support & Services
 Networking
 Journalism & Broadcasting
Programming & Software Development

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Cluster:
ENERGY & ENVIRONMENTAL
TECHNOLOGIES
Pathways
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STEM
Manufacturing
Research
Green Energy
Safety
Fire Management
Cluster:
ENGINEERING,
CONSTRUCTION,
MANUFACTURING &
AGRICULTURE
Pathways


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Architecture/Design/Pre-Construction
Distribution/Transportation/Logistics
Machinists
Natural Resources Systems
Plant/Animal Systems
Agribusiness
Quality Assurance and control
Cluster:
HOSPITALITY & TOURISM
Pathways:
Lodging/Management
 Food/Beverage/Restaurant
 Travel/Tourism
Business Information Management
 Financial Accounting
 Business/Finance
 Marketing


Cluster:
HEALTH & BIOSCIENCES
Pathways:
Biotechnologies R&D
 Diagnostics
 Health/Supportive Services
 STEM
 Therapeutic Services
 Emergency Management
 Fire Science Management

Educational Foundation of
New Mexico’s 7 Clusters
9 Strands of Academic/Technical
Knowledge & Skills Common Across All
Clusters
Academic & Technical Skills
Common Across NM’s
7 Clusters
Communications
Problem Solving & Critical Thinking
Safety, Health, & Environment
Information Technology Applications
Systems
Leadership and Teamwork
Ethics & Legal Responsibilities
Technical Skills
Employabilitly and Career Development
Strand
Standards/Benchmarks
STRAND: COMMUNICATION
Standard: Use oral and written communication
skills in creating, expressing and interpreting
information and ideas including technical
terminology

Benchmark: Match verbal and visual
communications to industry specific situations
Performance Standards: Use reading strategies (e.g., word
analysis) to expand understanding and fluency;
Locate, organize and reference written information from
various sources (books, journals, magazines, Internet) to
answer questions, solve problems, and develop written and
oral communication;.
Write and report subjective and objective information.
Strand
Standards/Benchmarks
STRAND: PROBLEM SOLVING/CRITICAL
THINKING
Standard: Solve problems using critical thinking skills
(e.g., analyze, synthesize and evaluate) while working
independently and in teams.

Benchmark: Formulate and evaluate ideas, proposals and
solutions to handle problems.
Performance Standards: Formulate ideas and proposals to solve
problems;
Analyze and evaluate ideas, proposals and solutions to manage a
variety of problems..
Future: We Will All Need Even More
Education
Share of new jobs, 2000–10
10%
High School
Dropout
31%
22%
High School
Diploma
Some
Postsecondary
Bachelor's Degree
36%
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16
Reform, Educational Testing Service, 2003.
How New Mexico is Doing
New Mexico Statistics, 2004 Fall Enrollment Survey
38%
High School Dropout
(38%)
High School Diploma
(24%)
24%
12%
Some Postsecondary
(26%)
Bachelor's Degree
(12%)
26%
Source: NCES-IPEDS Fall Enrollment Survey (The Emerging Policy Triangle)
Why Relate High School
Education to New Mexico’s
Career Cluster Initiative?
By 2010
~~2/3 new jobs created need some
postsecondary education
Median Earnings of Persons Age 25 or
Older by Highest Education Attainment
in the U.S.
Doctorate
$70,853
Professional
$82,473
Masters
$52,390
Bachelor
$43,143
Associate
$35,009
Some college
$31,054
HS Graduate/GED
$26,505
9th to 12th grade
$20,321
Less than 9th grade
$17,422
$0
$10,000
$20,000
$30,000
$40,000
Source: U.S. Census Bureau, Current Population Survey, 2006 Annual, Social and Economic
Supplement, Educational Attainment--People 25 Years Old and Over, by Total Money Earnings
in 2005, Work Experience in 2005, Age, Race, Hispanic Origin, and Sex
$50,000
$60,000
$70,000
$80,000
$90,000
Poverty Status by Educational
Attainment
Poverty Rate for the U.S. Population 25 Years and Over
Graduate or professional degree
3.60%
Bachelor's degree
5.80%
Some college or associate's degree
9.90%
High school graduate (includes GED)
14.80%
Less than high school graduate
31.80%
0%
Source: U.S. Census Bureau, Current Population Survey, 2006 Annual,
Social and Economic Supplement, Educational Attainment--People 25 Years
Old and Over, by Total Money Earnings in 2005, Work Experience in 2005,
Age, Race, Hispanic Origin, and Sex
5%
10%
15%
20%
25%
30%
35%
New Mexico Roadmap…
High School Redesign
Dual Credit
IDEAL NM: Innovative
Digital Education
and\ Learning
(e-Learning)
NextStep Planning
Programs of Study
Programs of Study
Requirements
Sequential
Non-Duplicative
May include articulated, dual, distance learning
Integrated, contextualized academic and CTE
coursework connecting HS-PostSecondary
endeavors
Leads to industry certification/
Associates Degree
New Mexico Programs of
Study 2008-2009
Inventory
Secondary Programs of Study
supported via Carl D. Perkins
supplemental funding:
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2008-2009: 140 POS’s in 65 High
Schools
42 POS carried over in 2008-2009 from
2007-2008
98 New POS’s will be implemented in
2008-2009
New Mexico Programs of
Study 2008-2009
Inventory
Postsecondary Programs of Study supported via
Carl D. Perkins supplemental funding:
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2008-2009: 69 POS’s in 16 institutions
34 POS carried over in 2008-2009 from 2007-2008
35 New POS’s will be implemented in 2008-2009
2008-2009 Inventory of POS's
as Aligned to State Clusters
Hospitality &
Tourism
16%
Health & Bio
Sciences
15%
Engineering,
Construction,
MFG & AG
25%
Arts &
Entertainment
Business
10%
Services
14%
Communications
& Information
5%
Energy &
Environmental
Technology
15%
50
45
40
35
30
25
20
15
10
5
0
Hospitality &
Tourism
Health & Bio
Sciences
Engineering,
Const., MFG &
AG
Energy &
Environmental
Technology
Communications
& Information
Business
Services
Arts &
Entertainment
Two Year Comparision by State Cluster
(by #s)
2007-2008
2008-2009
Apprenticeship
Feasibility Study HM46/SM36:
HS Pre-Apprenticeship Program
Collaboration of
PED/HED/DWS/EDD/Trades and Industry
Present to LESC August 6-8
EDC TBD
New Mexico’s Career CIuster Initiative
st
~21
Century CTE showcase~
Preparation for postsecondary education &
employment
Achievement of a degree, certificate or
credential
Freedom of Choice
Pocket Jingle (Lifetime Earnings $$$$)
RELEVANCE for learning
Connections to
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Personal creativity,
Personal success: NextStep Plan for
Graduation
Postsecondary engagement—education or
workforce
CTE & Graduation Rates
Alex Harris, NGA’s June 21, 2007 American Youth Policy Forum
Though the impact is uneven:
~CTE has a positive impact upon high school graduation
rates, postsecondary enrollment, and labor market
outcomes;
~CTE course-taking reduces dropout for most at-risk
students;
BUT
~NAEP math scores for 2/3 graduating Senior CTE
concentrators are not generally at the basic levels.
CTE & Drop-Out Prevention
NEA’s 12 action steps to address the nation's school
dropout crisis
Action Step 5 (of 12)
Increase career education and workforce readiness
programs in schools so that students see the
connection between school and careers after graduation.
To ensure that students have the skills they need for
these careers, integrate 21st century skills into the
curriculum and provide all students with access to 21st
century technology.
http://www.nea.org/presscenter/actionplan1.html
March 2005 Techniques
www.acteonline.org/members/techniques/2004-2005/mar05_feature1.cfm
National Dropout Prevention Center confirms
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Importance of Tech Prep, career academies, CTE initiatives like
School-to-career programs
Apprenticeships
Internships
School-based enterprises
Cooperative education
Job shadowing, and
Mentoring

Summary: Numerous studies have demonstrated the positive effect of
CTE on reducing high school dropout rates
March 2005 Techniques con’t.
NRCCTE’s Deputy Director Corinne Alfeld
discusses
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-- power of CTE for keeping kids in school;
-- complexity of relationship between taking CTE
courses and staying in school;
-- studies reflecting
at worst, “students who are CTE concentrators do not differ
from other students in their likelihood of dropping out of
school
at best, taking CTE courses of all kinds can lower the risk of
dropping out.”
March 2005 Techniques con’t.
NRCCTE’s own study:
~~the greater the percentage of CTE in a
student’s total course load, the lower the
probability that the student would drop out,
especially in the case of lower-ability
youth~~
High School Dropout and the Role of
Career and Technical Education:
A Survival Analysis of Surviving High School by Stephen Plank, Stefanie
DeLuca and Angela Estacion (2004)
Participation in a career major is associated with
a lower risk of dropout
Risk factor drops by about 1/2 when comparing
youth who experience a career major to those
who do not.
For more information, visit the National Research Center for Career and Technical
Education at www.nccte.org.
So WHAT - really – is
RELEVANCY???
Thank you
Catherine Cross Maple, Ph.D., Deputy Secretary
Melissa W. Lomax, Ph.D., Bureau Chief
New Mexico Public Education Department
Career-Technical & Workforce Education
300 Don Gaspar
Santa Fe, New Mexico
505 827-1817
melissa.lomax@ state.nm.us