CTE Research Update November 2016

1. ACTE Visions
November 2016

2. Everybody Is Talking About CTE
 TIME Magazine
 National Public Radio
 USA Today: “About 31-35% of Americans graduate
from some type of college these days…But we need to better
prepare the other 65-70% (for jobs earning a middle-class
living) in the 21st century.”

3.  AFT: “A strictly academic curriculum has been prioritized to the
detriment of career and technical education (CTE), which provides
the link between the needs of the labor market and the needs of
young people to be prepared for life after high school.”
 OECD: “VET has been oddly neglected and marginalized in policy
discussions, often overshadowed by the increasing emphasis on
general academic education and the role of schools in preparing
students for university education.”

4. Georgetown, Business Round Table and College Board:
The Promise of High Quality CTE— “High-quality Career
and Technical Education (CTE) — as distinguished from
older models of vocational education — has great potential
to improve student educational attainment and worker
earnings, as well as outcomes for firms and the U.S.
economy.”

5.  In the last two years……….
43 states approved new funding for CTE programs and
initiatives
29 states have worked to elevate, support and
incentivize business education partnerships and work-
based learning
32 states passed policies to encourage learners to earn
industry-recognized credentials
Careertech.org

8. Student loan debt: 40
million Americans have
outstanding loans. Up
from 29 million in 2008.
Average debt is $29,000.
$1.3 trillion
“Loan-ageddon”

10. Source: March CPS data, various years; Center on Education and the Workforce forecast of educational demand to
2018.

11.  Middle skill jobs currently represent 48% of workforce (69 million
jobs)
 Boomers retiring
 47% of all new job openings from 2010 to 2020 will fall into the
middle skill range
Source: Harvard Business Review
Who Can Fix the Middle-Skills Gap? January 2015

12. 100 communities across Arizona – representing over 90% of
our population – have voted to tax themselves in order to
support JTEDs.
87% of Americans and 89% of public school parents agree
that students should receive more education about career
choices while in high school

13.  …despite acknowledged improvements…..the long-term negative
impacts of the skills gap on workers, families, business,
governments and the economy are potentially far-reaching
 CTE provides an opportunity to bridge that gap, by providing real
world, hands-on exposure to fields to students while they are still in
school and can choose a pathway to a growing career
 95% of American CEOs believe their companies suffer from a skills
shortage

14.  People are saying the right things

15.  It is learning that works

16. 92% of U.S. high school students take at least one CTE
course
Less concentrate in CTE but it is still significant
U. S. high schools average 8.57 CTE programs
Discussion: Does your school look like this? Discuss with
a shoulder partner.

17. Getting kids to school and graduating on time

18. Good News
High School
Completion = 82% -
Highest in 40 Years
Racial/Ethnic gap is
closing
*Graduating class of 2014
Bad News
Variability among states:
91% in Iowa; 61% in
D.C.
Hispanics and Blacks
trail Whites with
graduation rates by 5
and 13 points
respectively; boys drop
out more than girlsSource: National Center for Educational Statistics 2016

19. CTE participation has a positive effect
on students’ academic engagement as
measured by the likelihood of
dropping out and absenteeism.
 Tucson Unified – 20 – 60%
 Mesa – 79%

20. Ratio of 1 academic: 2 CTE courses is optimal
98% of AZ 2014-2015 concentrators completed high school
vs. 76% of all other AZ high school students
Nationally, 90.18% of CTE concentrators graduate as
opposed to 80.0% of all freshmen

22. Why do kids that are immersed in CTE programs come to
school regularly and graduate on time?
Turn to your should partner and share
Be prepared to share with the group

31. IMPACT OF CAREER/TECHNICAL
COURSES THAT INTEGRATE
ACADEMICS
46%
31%
69%
60%
45%
63%
53%
39%
57%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Academics were
integrated
Less intensive
academic
integration
Academics were
not integrated
Reading Mathematics Science

32.  CTE students enrolled in science—or STEM-centric fields of study—
including agriculture, IT and engineering technology—scored at and
above average on the 12th grade National Assessment of Education
Progress (NAEP) in science
 The highest 12th grade NAEP scores in science were earned by CTE
concentrators in agriculture, IT and engineering technology who also
took more than three core science courses
http://nces.ed.gov/pubs2010/2010021.pdf

33. What is it about CTE that generally improves students’
academic outcomes?
Share with your shoulder partner
Be prepared to share with the group

34. Sending them on to worthy post secondary destinations

35.  “According to data from the National Center for Education
Statistics, the majority of CTE students in high school continue on
to postsecondary education, and those who join the workforce
outright or work to supplement their incomes as they pursue further
education are often in a better financial situation than high school
graduates who did not pursue CTE.”
Techniques Magazine, February 2014

36.  78% of CTE concentrators enroll in postsecondary education, full
time, within two years of graduation
 About one third of all dual enrollment credits—about 600,000 in
all—are earned in CTE courses
 Students in postsecondary CTE programs are more likely to be
employed within five years than those in an academic field of study
Source: Careertech.org

37.  78% of CTE concentrators enroll in postsecondary
education, full time, within two years of graduation
 About one third of all dual enrollment credits—about
600,000 in all—are eared in CTE courses
 Students in postsecondary CTE programs are more
likely to be employed within five years than those in an
academic field of study
Source: Careertech.org

38. 0
10
20
30
40
50
60
70
CTE
Others
NAVE, 2004

40. THE PARADIGM
IS SHIFTING

41.  68% start college
 Only 40% complete college
 53% of grads are unemployed or
underemployed
 Student loan debt now exceeds auto
loans, credit card balances and home-
equity loan debt … $1.3 trillion

42. “Millennials make less
money, are more likely to
live in poverty and have
lower rates of
employment than their
parents did at their ages
20 and 30 years ago.”

43.  47% of all new jobs 2010-20 are middle skills jobs
 48% of current labor force are middle skill jobs
 86% of companies have experienced labor shortages….up from 53% in
2013
Source: Harvard Business Review
Who Can Fix the Middle-Skills Gap? January 2015

44.  Students with greater exposure to CTE are more likely to graduate
from high school, enroll in a two-year college, be employed, and earn
higher wages.
 CTE is not a path away from college: Students taking more CTE
classes are just as likely to pursue a four-year degree as their peers.
 Students who focus their CTE coursework are more likely to
graduate high school by twenty-one percentage points compared to
otherwise similar students (and they see a positive impact on other
outcomes as well).
 CTE provides the greatest boost to the kids who need it most—boys,
and students from low-income families.

46. What is your elevator speech regarding the value and
importance of CTE?

48.  For the first time in 50 years, a
majority of U.S. public school
students come from low income
families.
 CTE can fix the “mobility
escalator”

50.  Children living in poverty have a higher
number of absenteeism or leave school all
together because they are more likely to
have to work or care for family members.
 Dropout rates of 16 to 24-years-old
students who come from low income
families are seven times more likely to
drop out than those from families with
higher incomes.
Dosomething.org

51. Poverty really matters
“CTE is the Rx” CT
E

54.  Strong career options for all students
 Career development
 Academic integration
 Rigorous curricula addressing technical and employability skills
 Project based and work-based learning
 Appropriate assessments

55.  “Not all CTE we find in
today’s public schools
provides the proper
beginning of a career
pathway—a pathway that
builds on credentials
business and industry
recognize and value.”
James Stone, NRCCTE

58.  America Works: Education and Training for Tomorrow’s Jobs, National
Governors Association
 Opportunities and Options: Making Career Preparation Work for
Students, National Council of Chief State School Officers
 Holzer, Linn and Monthey. The Promise of High Quality Career and
Technical Education. October 2013
 Catellano, Sundell, Overman, Richardson and Stone. Rigorous Tests of
Student Outcomes in CTE Programs of Study: Final Report. April 2014
 OECD. Skills Beyond School—Synthesis Report. November 13, 2014
 New America. New American Education Policy: Beyond the Skills Gap
Making Education Work for Students, Employers and Communities.
October 2014
 The State of Working in America”

59. For more CTE research visit:
• The CTE Research Clearinghouse at
http://www.acteonline.org/clearinghouse.aspx
• National Association of State Directors of CTE Consortium
www.careertech.org
• The National Research Center for CTE at www.nrccte.org
• Association for Career and Technical Education
www.acteonline.org