THE NEW CAREER TECH ED Using Career Clusters/Pathways to help ALL students achieve success Essential Questions Why are we getting involved in using career clusters, career pathways, and programs of study to increase rigor and relevance, and how to we do it? Vocational Education Then Career and Technical Education Now For SomeStudentsFor All Students For a Few JobsFor All Careers 6 to 7 Program Areas16 Clusters 81 Pathways In Lieu of AcademicsAligns and Supports Academics High School FocusedHigh School and College Partnerships Vocational Education vs. Career and Technical Education The Problems Engagement attending school and completing (graduating) high school Achievement academic (and technical) course taking; grades, test scores Transition to postsecondary education without the need for remediation; and to the workplace Why do they leave? Source: The silent epidemic: Perspectives of high school dropouts Civic Enterprises, 2006 Transition through high school and to college Source: Education Weekly March Start 9 th Grade % Leave with 0 Credits Transition 84% of high school students anticipate earning a college degree. Students who anticipate a degree are unlikely to prepare for a career following high school. More than 50% of students who begin college do not earn a degree. For students with the lowest high school performance, 86% do not earn a degree. Rosenbaum, J. E. (2002). Beyond Empty Promises: Policies To Improve Transitions into College and Jobs. U.S.; Illinois: 42. When graduates get there... Source: NCES (2003), Remedial Education at Degree Granting PS Institutions in fall 2000 Percent of students who take remedial courses 63% at two-year institutions 40% at four-year institutions The Bridge Project Stanford University Seeking Solutions for Student Success Career Clusters An organizing tool defining CTE using 16 broad clusters of occupations and 81 pathways with validated standards that ensure opportunities for all students regardless of their career goals and interests. Career Pathway A career pathway is a coherent, articulated sequence of rigorous academic and career related courses, commencing in ninth grade and leading to an associate degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate and beyond. Perkins Programs of Study State approved programs, which may be adopted by local education agencies and postsecondary institutions to be offered as an option to students when planning for and completing future coursework, for career and technical content areas. 1. Incorporate secondary education and postsecondary education elements; Perkins Programs of Study 2. Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non- duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; Perkins Programs of Study 3. May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and Perkins Programs of Study 4. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree. 16 Career Clusters What are the Programs of Study? A sequenced listing of courses, both academic and CTE/degree major, that connects students high school and postsecondary educational experiences Cooperative Agreement between U.S. Department of Education Office of Vocational and Adult Education and The League for Innovation in the Community College Consortium College and Career Transitions Initiative (CCTI) Purpose of CCTI CCTI will contribute to strengthening the role of community and technical colleges in - Easing student transitions between secondary and postsecondary education as well as transitions to employment, and Improving academic performance at both the secondary and postsecondary levels. CCTI Outcomes 1.Decrease remediation at the postsecondary level. 2.Increase enrollment and persistence in postsecondary education. 3.Increase academic and skill achievement at both the secondary and postsecondary levels. CCTI Outcomes 4.Increase attainment of postsecondary degrees, certificates, or other recognized credentials. 5.Increase successful entry into employment or further education. CCTI Site Partnerships Education & Training Anne Arundel Community College (MD) Lorain County Community College (OH) Maricopa Community Colleges (AZ) Health Science Ivy Tech Community College (IN) Miami Dade College (FL) Northern Virginia Community College (VA) Information Technology Central Piedmont Community College (NC) Corning Community College (NY) Southwestern Oregon Community College (OR) CCTI Site Partnerships Law, Public Safety and Security Fox Valley Technical College (WI) Prince Georges Community College (MD) San Diego Community College District (CA) Science, Technology, Engineering and Mathematics Lehigh Carbon Community College (PA) Sinclair Community College (OH) St. Louis Community College (MO) CCTI Website Toolkit Career Pathways Implementation Strategies Lessons Learned Improvement Plan Case Studies CCTI Career Pathways Template Funded by the U. S. Department of Education (V051B020001) Rigorous Academics CTE for all Dual Enrollment Early Assessment in H.S. Example: Anne Arundel Career Pathway Example: Maricopa Career Pathway Sample Template: National CCTI Is It Working? The Numbers CCTI Participation Students018,152 CCTI Exemplar Colleges15 High Schools065 Corporate Partners047 CCTI Network Colleges0155 OUTCOME #1: Decrease Remediation Rates National Average Math 68% Reading & English 64.5% CCTI 27% 24% OUTCOME #2: Increase Enrollment/Persistence National Average Entrance to postsecondary education rate 14% Persistence 54% CCTI 29% 71% What We Have Learned Community Colleges can lead this work. Partners are anxious to work together. Communication is key: Generally among education sectors and business Between faculty of high school and college Postsecondary remediation can be reduced. Enrollment persistence can be increased. Transformation needs to take place in the context of a P-20 or lifetime framework. The Most Important Aspects of Plans/Programs of Study Cluster Foundation Knowledge and Skills Career Pathway Knowledge and Skills POS Checklist Are both academic and degree major courses included? Are both secondary and postsecondary courses included? Does coursework reflect the K & S? Do courses represent a sequence of instruction that leads to a degree, certificate or credential? POS Checklist (continued) Do courses represent a coherent and rigorous program of studies? Have courses been cross-referenced against state and national standards? Does completion of the high school courses ensure success at the postsecondary level? Does the high school plan reflect opportunities for postsecondary enrollment? Implementation of the pathways provides: Consistency for better data (results) and shared opportunities for development Articulation within and between states Employer and postsecondary validated standards Opportunities for all students A place for all career goals and interests Critical Components for Cluster/Pathway Implementation Administrative Support Shared Planning Career Development Professional Development Standards-Based Curriculum Parent and Community Support Education Partnerships B&I Partnerships Critical Components for Cluster/Pathway Implementation Multi-Measure Assessment Inter-Disciplinary Teams Flexible Schedules Integrated Curriculum Creative & Innovative Teaching Strategies Workplace Learning Student Centered Learning Cluster/Pathway Approach to Addressing Educational Redesign Strategy to organize instruction and student experiences around career themes (Focus on an industry cluster of related occupations) Incorporates existing school reform strategies (career academies, career pathways, small learning communities, Tech Prep) Connects to business and higher education Laurance J. Warford CCTI Project Director