Transcript What’s Next for College and Career Transitions By Hans Meeder Key Points for Discussion • What are the Key Challenges in Education? • What progress have.

What’s Next
for College and Career
Transitions
By Hans Meeder
Key Points for Discussion
• What are the Key Challenges in
Education?
• What progress have we made?
• How do we sustain our progress?
Strategic Partnerships
What are the key
challenges?
The 1st High School Tipping Point
1892. The Committee of Ten
1906. National Society for the Promotion
of Industrial Education (Charles Prosser)
1917. The Smith-Hughes Act (salaries for
vocational teachers and teacher
preparation)
1918. “Cardinal Principles of Secondary
Education”
1959. Conant report “The American High
School Today”
--- the triumph of “differentiation”
Miscalculations in the
20th Century High School Model
 Belief in fixed intelligence and low
expectations, racial and ethnic
prejudices
 Belief in a static economy and slowchanging workforce demands
See “Left Back, A Century of Battles Over School
Reform” by Diane Ravitch, 2000
High School Achievement -- FLAT
The Challenge – Math and
Science Literacy
PISA 2006:
• On average, U.S. students scored lower than
the OECD average on the combined science
literacy scale.
• On average, U.S. students scored lower than
the OECD average on the mathematics literacy
scale.
• PISA emphasizes functional skills and crosscurricular competencies essential for growth in
business and industry.
Employers/Instructors Dissatisfied
With High Schools’ Skills Prep
(In each area, % saying they are somewhat/very dissatisfied
with the job public high schools are doing preparing graduates)
College instructors
Thinking analytically
Employers
66%
29% very dissatisfied
42%
Work and study habits
Applying what is learned
in school to solving
problems
65%
22% very dissatisfied
16% very dissatisfied
50%
55%
17% very dissatisfied
39%
20%
Computer skills
17%
Source: Hart Research Associates, Achieve, “Rising to the Challenge,” Jan. 2005
Employers/Instructors Dissatisfied
With High Schools’ Skills Prep
(In each area, % saying they are somewhat/very dissatisfied
with the job public high schools are doing preparing graduates)
College instructors
Employers
Reading/understanding
complicated materials
25% very dissatisfied
Quality of writing
that is expected
22% very dissatisfied
Doing research
24% very dissatisfied
70%
41%
62%
40%
59%
29%
Mathematics
52%
20% very dissatisfied
32%
Oral communication/
public speaking
40%
34%
Science
36%
24%
Source: Hart Research Associates, Achieve, “Rising to the Challenge,” Jan. 2005
Guidance...
Too Little and Too Late
“These results indicate that as many as 70
percent of students did not have the strong
guidance experiences necessary to help
them plan for the future and eventually enter
into either postsecondary education or the
work force.
Source: SREB, High Schools That Work
What Are the Results?
What happens to entering 9th graders
four years later…
37%
29%
Graduate from
High School
Not College-Ready
Dropout of
High School
34%
Greene & Winters 2005
Graduate from High
School College-Ready
The Silent Epidemic
The Silent Epidemic
Perspectives of High School Dropouts
A Report by
Civic Enterprises, LLC
John M. Bridgeland, John
J. DiIulio, Jr., Karen
Burke Morison
Key Findings
• 88% had passing grades, with 62 percent
having Cs and above
• 58% dropped out with just two years or less to
complete high school
• 66% would have worked harder if expectations
were higher
• 70% were confident they could have
graduated
• 81% recognized graduating was vital to their
success
14
Source: The Silent Epidemic, 2006
Dropouts Did Not Feel Motivated
Or Inspired To Work Hard
Did you feel motivated and inspired to
work hard in high school?
Was not
motivated
69% /
inspired
Was
motivated/
inspired 27%
Not
sure
4%
Source: The Silent Epidemic, 2006
15
In Today’s Workforce, Jobs Require
More Education than Ever Before
60%
40%
Change in the Distribution of Education in Jobs
1973 v. 2001
23%
-9%
+16%
20%
40%
32%
31%
32%
28%
12%
9%
+16%
16%
0%
High School
Dropouts
High School
Graduates
Employment Share, 1973
Some College /
Assoc. Degree
Bachelor's Degree &
Higher
Employment Share, 2001
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, ETS, 2003.
CREATED BY ACHIEVE, INC.
What Progress Have
We Made?
The Tipping Point
The Three Rules
1. The Law of the Few
2. The Stickiness Factor
3. The Power of Context
18
Tipping Point Factors
2001. States Career Clusters Initiative
2002. College and Career Transitions Initiative
2004. American Diploma Project…”Ready or Not”
2003-2004. Department of Education High School Regional
and National Summits
2005. National Governors Association, High School Summit
Tipping Point Factor:
State Career Initiatives
Tipping Point Factor,
The Perkins Act of 2006
KEY THEMES:
• CTE Programs of Study
• State and Local Accountability for Program
Improvement
• Tech Prep Accountability and Flexibility
• Economic and Personal Competitiveness
Perkins “CTE Programs of Study”
• Builds on Tech Prep, career clusters,
career pathways, career academies
• State develops in consultation with locals
• Each local district and college must offer
the required courses of at least one
Program of Study…
– (many states will require that Programs of
Study become the rule vs. the exception)
Montana Career Fields and Clusters Model
Human Services &
Resources
Environmental &
Agricultural Systems
Business &
Management
Agriculture, Food, & Natural Resources
Law, Public Safety and Security
Marketing, Sales, and Services
Government and Public Administration
Human Services
Business, Management, and
Administration
Education and Training
Hospitality and Tourism
Foundation
Knowledge and Skills
•Interpersonal Relationships
•Information Literacy
•Problem Solving
•Critical Thinking
•Teamwork
Communication &
Information
Systems
Finance
Industrial, Manufacturing,
& Engineering Systems
Manufacturing
Arts, A/V Technology and Communications
Transportation, Distribution &
Logistics
Information Technology
Architecture and Construction
Health Sciences
Health Science
Science, Technology, Engineering &
Mathematics
 English
 English I
 English II
 English III
 English IV
 Academic Transfer
 Advanced Placement
 Early Entry
 Math
 Pre Algebra
 Algebra I
 Geometry
 Algebra I
 Algebra II
 Algebra II
 Trigonometry
 Pre-Calculus
 Calculus
 Academic Transfer
 Advanced Placement
 Early Entry
 Earth Science
 Biology
 Biology I
 Chemistry I
 Chemistry I
 Physics
 Anatomy/Physiology
 Academic Transfer
 Advanced Placement
 Early Entry
 American History
 Geography
 American History
 Geography
 World History
 Academic Transfer
 Advanced Placement
 Early Entry
 Career Cluster Exploration
 Input Technologies/
Keyboarding
 Other Career Exploration
 Advanced Computer
Applications
 Cisco I,II, III, IV
 Computer Applications
 Computer Graphics
 Computer Programming
 Desktop
 American History
 Economics
 Government/Civics
 Modern Problems
 Psychology/Sociology
 Electronics I, II, III
 Interactive Media and Web
Design
 Intro to Information
Technology
 Multimedia Introduction
 Network Systems
 Art/Music/Theatre
 PE/Health/Wellness
 World Languages
 Speech/Communications
 Art/Music/Theatre
 PE/Health/Wellness
 World Languages
 Speech/Communications
 Art/Music/Theatre
 PE/Health/Wellness
 World Languages
 Speech/Communications
 Academic Transfer
 Advanced Placement
 Early Entry
 FBLA
 Cooperative Education
 Service Learning
 Skills USA
 Career Days
 Internships
 Career Interviews
 Job Shadowing
 Career Research
 Website Development/
Maintenance for Community
Organizations
 Mentorship
 Part-time Employment
 Animation
 Business Technology
 Adv/Business Tech
 Commercial Art I, II
 Computer Repair
 Graphic Design
 Develop Web Pages
 Yearbook Staff
 Participate with School
Multimedia/Video Projects
 Volunteering
Electronic Tools for College and
Career Planning to…
•Help Students Create Individualized Plans AND
•Build awareness of the full spectrum of post-secondary
education and training opportunities
Tipping Point Factor:
Policies that Recognize Integrated
Academics
• 10 Interdisciplinary courses that meet state
requirements for academic course taking.
• Carefully merged academic and career-oriented
content.
• Meet Geometry standards: Computer-aided
drafting/geometry; and Construction geometry.
• Meet Life Science standards: Agri-biology; medical
science; nutritional and food science.
• Meet Economics standards: Business economics;
consumer economics.
– Source: Kentucky State Department of Education,
www.education.ky.gov/KDE/default.htm
Tipping Point Factor:
“The World is Flat,
A Brief History of the 21st Century” by
Thomas L. Friedman
Tipping Point Factor:
Increasing recognition in the general
education community
Tipping Point Factor:
State Initiatives
• California. 2005. S.B., $20 million in new CTE
funding, 2007. $32 million in new CTE funding
proposed. Governor’s CTE Summit.
• South Carolina, 2005. Legislature approves
Education and Economic Development Act.
– Offers academic standards within “career majors” for
every student.
– Every student will create an individual plan for
graduation and beyond.
Tipping Point Factor:
State Initiatives
• Washington State, 2006. State legislature
recognizes CTE as part of collection of evidence
for alternative form of WASL assessment.
• Florida, 2006. State legislature approves “A++”
Plan.
– High school students will select an area of interest as
part of their personalized education and career plan.
– Students will earn four credits in a major area of
interest.
Tipping Point Factor:
Schools That are Getting It Done
Polytech High School
Woodside, Delaware
High Tech High,
San Diego, California
Granger High School
Granger, Washington
“si puede” – “It can be done”
Kirkwood
Community College
Cedar Rapids, Iowa
•
•
•
•
•
•
•
•
Advanced Manufacturing
Automotive Collision
Welding
EMT-B
Ed.& Human Services
Information Systems Mgmt.
Computer Programming
Culinary – start 2007-08
Automotive Technology
Engineering
Health Science
Pharmacy Technician
Graphics & Media Comm.
Local Area Networking
Geospatial Tech. – start 2007-08
Biomedical Science – start 2007-08
PLTW: Building the U.S.
Engineering Talent Pipeline
• Project Lead the Way, 4-year preengineering curriculum
• Key attributes:
– Project-based learning with rigorous
academics
– End-of-course assessment to validate
quality of instruction
– Intensive Professional Development
– Articulated college credits
– Community College associates degree
program
• 1997-98, 12 NY high schools.
• 2005-06, 1300 High Schools in 45 states
and DC
Tipping Point Factors
• 2000. Creation of the Bill and Melinda Gates
Foundation
Downloadable copy available: www.acteonline.org
How do we sustain
our progress?
The Tipping Point
The Three Rules
1. The Law of the Few
2. The Stickiness Factor
3. The Power of Context
39
The Innovation and Adoption Cycle
The Law of the Few:
Connectors, Mavens, & Salesmen
The Rules of The Tipping Point

Making an idea or attitude or product tip
can be done through the influence of
special kinds of people. That’s the Law of
the Few.

It can be done by changing the content of
communication, by making a message so
memorable that it sticks in someone’s mind
and compels them to action. That is the
Stickiness Factor.

But we need to remember that small
changes in context can be just as important
in tipping epidemics (Ch. 4).
Technical Change vs. Adaptive
Change
Technical Change
• Curriculum content
• Creating career
clusters and pathway
models
• Creating articulation
agreements
• Creating state and
local policy for dual
credit, shared
programs
Adaptive Change
• Belief that all
students can learn
• Belief that
teachers/schools can
make a difference
• Teacher as
coach/mentor
• Collaboration among
teachers, institutions
“Those of us who are doing work on
leadership and change frequently don’t
appreciate sufficiently the sources of
resistance. We frequently fail to have
enough respect for the pain of these
adjustments and changes. “
Conversation with Ronald Heifetz, Harvard Kennedy School of Government
June 23rd, 1999, Claus Otto Scharm
8 Biggest Errors in Leading
Change
1. Not establishing a great enough
sense of urgency
2. Not creating a powerful enough
leadership team
3. Lacking a vision
4. Under-communicating the vision
John Kotter, “Leading Change,” Harvard Business School Press
8 Errors, continued
5. Not removing obstacles to the new
vision
6. Not systematically planning for and
creating short-term wins
7. Declaring victory too soon
8. Not anchoring changes in the
organization’s culture
“ In the end, my biggest culture change goal
was to induce IBM’ers to believe in themselves
again, to believe that they had the ability to
determine their own fate, and that they already
knew what they needed to know. It was to
shake them out of their depressed stupor,
remind them of who they were -- “you’re IBM,
dammit” -- and get them thinking and acting
collaboratively as hungry, curious, selfstarters.”
Louis V. Gerstner, “Who Says Elephants Can’t Dance?, Harper Audio.
“I knew the leader of the revolution would
have to be me. I had to commit to thousands
of hours of personal activity to pull it off. I would
have to be upfront and outspoken about what I
was doing. We all had to talk directly about
culture, behavior and beliefs. We could not be
subtle.”
Louis V. Gerstner, “Who Says Elephants Can’t Dance?, Harper Audio.
“Measure and reward the future, not the
past... Leaders who are thinking about
creating true integration in their institution
must change the measurement and reward
systems to reinforce this new direction.”
Louis V. Gerstner, “Who Says Elephants Can’t Dance?, Harper Audio.
Urgency -- What Do We Want
for Our Students and Schools?
• Rigor
– Where we believe in the ability of students to
learn at high levels and make every effort to get
them there
• Relevance
– Where we engage students in their passion for
learning and life
• Relationships
– Where every youth knows he or she matters to
someone
“I got you the
iPod that I
promised you,
and for your
convenience,
I’ve welded it to
the lawn
mower.”
Creating a New Hybrid of CTE with
College Readiness Expectations
Heterosis/Hybrid Vigor:
“the possibility to
obtain a ‘better’
individual by combining
the virtues of its
parents”
Which One are You?
• Connectors
People with a special gift of bringing the world
together – SOCIAL GLUE – SPREAD MESSAGE
• Mavens
They accumulate knowledge and have the social
skills to start word-of-mouth epidemics – DATA
BANKS – PROVIDE THE MESSAGE
• Salesmen, They persuade us
• The Message – Stickiness
• The Context - Policy
“Few will have the greatness to bend
history itself; but each of us can work
to change a small portion of events,
and in the total of all those acts will
be written the history of this
generation.”
-- Robert F. Kennedy
For more information about presentations
and state and local consulting services,
contact:
Email:
[email protected]
Web:
www.MeederConsulting.com