Transcript Document

Re-Designing Business Education in
Maryland to Meet 21st Century
Assurance of Learning
Requirements
Dr. Nicole A. Buzzetto-More
•
•
•
Associate Professor and Program Chair University of Maryland Eastern Shore
Director MSDE Program Affiliate for Business, Management, and Finance
Fellow, Informing Science Institute
A FEW WORDS ABOUT CTE
• Nationwide, more than 15 million high school students
are enrolled in CTE courses.
• CTE is changing to reflect changing workforce demands.
• CTE is now more relevant than ever
Career & Technology Education
Focus of Today’s Presentation
• Current relevance and impact of Business Education
• Changing expectations
• MSDE BMF Goals and Activities
• Improvements to the BMF State-Approved Programs of
Study and what they mean
“For far too long, CTE has been the neglected stepchild of
education reform.
That neglect has to stop & second, the need to re-imagine &
remake career & technical education is urgent.
CTE has an enormous, if often overlooked impact on students,
school systems, & our ability to prosper as a nation.
The mission of CTE has to change. It can no longer be about
earning a diploma & landing a job after high school.
The goal of CTE 2.0 should be that students earn a
postsecondary degree or an industry-recognized certification-& land a job that leads to a successful career….
(Duncan, 2011).”
According to United States Secretary of
Education Duncan
National Research Center for Career and
Technical Education study 2007
CTE students were found to:
• Score higher on standardized tests,
• More likely to complete dual-credit courses,
• More prepared to transition to college and careers
• More likely to report that they were provided with info on college
• More likely to report having clear career and/or academic goal
National Research Center for Career and Technical Education study 2007
Also found that CTE students were:
• More likely to report that they developed the following skills:
•
•
•
•
•
•
•
•
•
problem-solving,
project completion,
research,
math application,
college readiness,
work-related,
communication,
time management and
critical thinking
NEED MORE PROOF?
ACCORDING TO AN ACTE REPORT CTE
STUDENTS
•
•
•
•
•
Have test scores that equal or exceed college prep students
More likely to pursue postsecondary education,
Have a higher GPA in college,
Less likely to drop out of college in the first year, and
Have an easier time finding internships and employment
Cte facts
HS Business Programs are also found to:
•
•
•
•
•
•
Promote cultural awareness and competency
Strengthen written and oral skills
Build higher order, abstract and creative thinking skills
Enhances financial and risk management skills
Encourage an interdisciplinary perspective
Increase awareness of skills, attributes, personal qualities and values
Source IHSNO
U.S. Department of Education’s Office of Vocational and
Adult Education
• More than ½ of high school graduates who participate in CTE go on to some
form of post-secondary education
• Almost all high school students take at least one CTE course, and
• ¼ of students take three or more courses in a single program area
Students who complete high school business
programs are found to be better prepared for
academic success in college business programs
• Business remains the number 1 college major in the
nation overall for both men and women (Princeton Review, 2010)
• In terms of persistence to graduation & number of
degrees awarded, Business holds the top spot (US Dept of Higher Ed,
2009).
• Represents nearly 25% of all degrees awarded annually
(US Dept of Higher Ed, 2009).
BUSINESS IN HIGHER ED
Higher Education Business Programs are
Impacted by the AACSB
•
Global, nonprofit accrediting body for business with 643 accredited
members.
•
All USM business schools are required to seek this accreditation.
• Has radically changed most business programs in higher education with
new standards.
•
Community Colleges are not recognized with accreditation.
AACSB
MARYLAND SCHOOLS
• Ranked the nation’s best education system for a 4th
straight year by Education Week
• Rankings are based on the State of the States analyzed by
the Editorial Projects in Education Research Center
which considers 6 indicators:
•
•
•
•
•
•
Chance for Success,
K-12 Achievement,
Standards, Assessments, & Accountability
Teaching
School Finance, and
Transitions and Alignment
MARYLAND SCHOOLS
Recognized by the Washington Post in 2012 for having the
highest percentage of rigorous high schools based on the
Challenge Index, which examines:
•
the percentage of students taking advanced placement,
international baccalaureate, or other nationally recognized
academic or professional tests.
• In 2009, almost 108,000 high school students in
Maryland enrolled in CTE courses
• 20% of the graduating seniors completed a StateApproved CTE Program of Study (MSDE, 2011).
CTE IN MARYLAND
• 2009 MSDE decided to improve the BMF programs of study.
• State Advisory Group decided to adopt validated national
standardized assessments (CLEP exams and MOS)
• 2010 BMF Program Affiliate was formed to support these efforts and
work in collaboration with and on behalf of the MSDE.
BMF PROGRAM AFFILIATE
BMF Programs - Where we started
•
No curriculum consistency
•
High enrollment - low completion
•
No formal student performance standards
•
No validated assessment instruments
•
Programs did not align with 4-yr expectations
•
Difficult to develop articulation agreements with 4-yr institutions
• Many teachers lacking sufficient professional development to be current
in the content they teach
• Develop curriculum that :
•
•
•
•
•
aligns with standardized assessments,
aligns with higher education requirements,
includes real-world project based learning,
incorporates technology throughout,
is rigorous and comprehensive
• Develop professional development opportunities
• Assist with the formation of articulation agreements
ACTIVITIES
The Curricula
• http://www.BusinessEducationMSDE.com
•
•
•
•
Business Administrative Services
Accounting
Business Administration and Management
Marketing
• Please note, MBEA website does not have State Approved curricula
on their site.
the curricula
• Curricula were designed in 2011 by the BMF Program Affiliate in
collaboration with MSDE BMF Cluster staffers, with input from various
stakeholders.
• Draft versions were presented to various stakeholder groups across the
State.
• Curricula were posted on the Affiliate website and feedback was elicited.
• Various revisions were made.
• Presented for State Approval March 2012
CURRICULUM
DEVELOPMENT
• All content is purposeful.
•
Either it is covered on the CLEP or MOS, aligns with the entry level
higher-ed course in that area, or satisfies another larger initiative.
• Pacing of instruction is a local decision.
•
Not all units require the same length of time to cover.
•
It may be necessary at times to alter the order or extent of delivery
of some content.
• While all content contained should be covered, additional
content can be added by local districts as needed
Important Points
• Teachers are still expected to create their own lesson
plans and activities
• Schools may need to adopt more rigorous textbooks.
• This is a local decision and responsibility.
• No textbooks are perfect and contain everything, which is why
teachers are trained in curriculum development.
• No curriculum specifies different content or standards for
students with a disability
• IEPs identify specific accommodations to be made for
individual students.
Important Points Continued
PRINCIPLES OF BUSINESS
ADMINISTRATION AND
MANAGEMENT (REQUIRED COURSE)
UPDATED
PRINCIPLES OF
ACCOUNTING & FINANCE
(REQUIRED COURSE)
UPDATED
BUSINESS
MANAGEMENT
PATHWAY
ADVANCED
BUSINESS
MANAGEMENT
(CLEP EXAM)
ACCOUNTING AND
FINANCE
PATHWAY
MARKETING
PATHWAY
ADVANCED
ACCOUNTING
(CLEP EXAM)
BUSINESS
MANAGEMENT
CAPSTONE
ACCOUNTING
AND FINANCE
CAPSTONE
(PROJECT)
(PROJECT)
BUSINESS
ADMINISTRATIVE
SERVICES
PATHWAY
OFFICE
SYSTEMS MGT I
INTRO TO
MARKETING
ADVANCED
MARKETING
(MOS EXAMS)
OFFICE
SYSTEMS MGT
II
(CLEP EXAM)
(MOS EXAMS)
New Pathway Sequencing
• Professional practices may have in changed for content areas
and currency and depth of understanding is needed
• Familiarity with CLEP and MOS
• Couldn’t work on articulation agreements without curriculum.
•
The articulations will focus on the overall program and its assessments not just
the assessments (eg. CLEP or MOS).
• CLEP itself can be inconsistently recognized across the State
• CLEP website just lists all schools that accept a CLEP exam; however, that
does not mean that they accept ALL exams.
Current obstacles
•
•
These efforts are not an attempt to satisfy some self-serving goal of the USM.
•
We should all want better prepared students
•
Business is already the top college major in MD
Teachers fear that enrollment will decline
• In states with similar programs such as Florida enrollment increased over time.
•
•
High Schools should only prepare students for community colleges.
•
K-12 should not focus only on preparing students for community colleges but more specifically
University-level learning.
•
Community colleges and our university system both add value in different ways to different
students.
Students cannot take both CTE and AP courses.
•
The State highly recommends that whenever possible students benefit from both options
•
CTE adds value to the learning of all students
Misconceptions
Teachers express concern that content is too advanced
•
Covers content covered in the entry level course in each discipline usually taught in 14
weeks modified to be stretched over two courses.
•
Teachers should create age appropriate tasks; however, they should not be watered
down.
•
•
These are not college courses.
•
•
higher education courses move much faster, run over a much shorter amount of time, offer less support, and
cover content with greater depth.
Freshmen year of college is a foundational year, which does not include any business
courses and mostly acts as a 13th year of high school.
•
•
biggest concern expressed by higher ed professionals during the review
For example, the 1st math class taken is usually algebra.
4-year accredited institutions do not even require intro to business for bus majors
Misconceptions continued
• As the curriculum becomes more rigorous higher ed:
• Will be more likely to articulate and
• There will be more recognition of CTE programs by college
admissions committees
• Raising the bar usually raises achievement
• Participation is voluntary and locally controlled
Other notes
• Rigor of each program is being dramatically increased in order to better prepare
students for career or college entry as well as to align with entry-level undergraduate
courses for each respective discipline.
• MSDE is supporting federal mandates to incorporate certification/ national
examinations into curriculum to insure program validity and measure achievement.
• With contemporary AOL standards, it is imperative that CTE programs represent
rigorous and not watered-down learning opportunities.
• Getting schools and teachers ready is a challenge
• Growing enrollment in completer programs is a bigger challenge
• Yes, we will have growing pains
Take Away Points