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December 8, 2016

What is career and technical education? New CPE paper answers this question and more

10901-4727 CTE Pathways CPE SliderWhat exactly does career technical education encompass?

It’s one of the many basic questions that bubbled up after we ended our Path Least Taken series, the original analysis of Class of 2004 high school graduates which, to refresh your memory, examined the outcomes of non-college goers (who were fewer than we anticipated) against college-goers.

Among the key findings of that study was the outsized impact career and technical education programs had on the relative success of all students, especially the non-college goer.

Once we made that discovery, it seemed only natural to look at the ins-and-outs of CTE programs … which we present to you in this handy FAQ. It attempts to answer all your burning questions about career and technical education, including what it looks like in school communities and what successful programs have in common.

Filed under: 21st century education,Career Readiness — Tags: , — NDillon @ 11:08 am





October 20, 2016

Let’s talk about college and career readiness

Ensuring students have the skills they need to succeed in college and the workforce is widely recognized as the ultimate goal of K-12 education. Toward this end, many states and districts have adopted and implemented college and career-readiness standards— a move that has caused some angst and outright rejection around the country.

While we know these are normal responses to change, we also know that new initiatives (especially within education) are hampered without community buy-in

It’s for this reason, the National School Boards Association and the National Association of Secondary School Principals have partnered with the Learning First Alliance’s Get it Right campaign to engage stakeholders around the importance of college and career readiness for all students.

A communications toolkit is the result of this joint project and it includes resources and materials (some of which hail from CPE’s bank) that will help educators spur dialogue, answer questions and hopefully build support for college and career readiness standards.

Find the toolkit here. Watch a sneakpeak of what you’ll find below.

Filed under: Career Readiness,CPE,standards — Tags: , , — NDillon @ 7:30 am





June 17, 2016

Some advice for students as they contemplate the future

graduation-jubilationAs we approach the end of the school year, education news coverage has turned reflective, with many articles expounding on what worked and what didn’t before predictably throwing in a dash of what could be.

One of the more unique voices I read within this familiar set-up, was a high school student from Seattle, Ronnie Estoque. A junior at Cleveland High School, Estoque is an aspiring journalist (I think he’s got a bright future), who drew me in with the headline “Why I’m unsure project-based learning prepares students for college.”

In 2010, Estoque explains, Cleveland restructured its curriculum and instruction to focus on STEM (science, technology, engineering and math) and project-based learning or PBL.

Group work and projects are the backbone of PBL and while his high school adopted this form of learning and instruction to prepare students for the workplace, Estoque worried, that it was not preparing students well enough for college.

He interviewed two Cleveland alum, who as current freshmen at the University of Washington relayed how the college experience seemed to be more about independent learning and class work.

While some have proclaimed PBL as the end-all-be-all, as a way to engage students, apply deeper learning, instill soft skills like collaboration and connect abstract subject matter to real life problems, it has its flaws, namely, that some students will coast leaving all the hard work to others.

“The one thing I hated was that they (teachers) didn’t enforce student accountability during projects,” Linda Chen, a Cleveland High grad told Estoque. “Most of the time it was me just doing all the work and someone else taking the credit.”

That wasn’t standard practice in all classrooms, however, and Estoque gave a shout out to one teacher who allowed his students to “fire” classmates who weren’t pulling their weight. But Estoque worried not enough teachers held students accountable and that this may ultimately set the less industrious ones up for failure when they got to college.

There’s a lot to unpack in Estoque’s thought-provoking piece.

To begin with, he’s right: educators should have high standards for all students. And when utilizing a learning model like PBL, schools should build in ways to ensure that all students are performing at their best and if they’re not, there is a way to get them back on track and ultimately accept responsibility for their own learning and growth.

Because that is really the outcome we desire. It’s not necessarily college-readiness because college is a pit stop on the way to a career, not a destination unto itself. And it’s not solely about career-readiness because a job, while a big part of someone’s life, is not the totality of it.

What high schools should be preparing students for is to be life-long learners, that is, to grasp every opportunity no matter how mundane and tedious, as a lesson to be absorbed and applied.

You see, I’ve got a lesson I’d like to share with Estoque and his classmates: you will never get away from people who will try to do the bare minimum. Your challenge is to learn from these experiences, so that you get the maximum out of these interactions. When you adopt that kind of mentality, you will be a success regardless of where you land and what life throws your way.

Class dismissed.

Filed under: Career Readiness,college,CPE,High school — Tags: , — NDillon @ 10:22 am





June 8, 2016

High-level academics+CTE = Success in college and work

This entry also appeared on CPE Director Patte Barth’s Huffington Post page

Colonial School District straddles the boundary where suburban Wilmington gives way to Delaware’s rural eastern shore. Its one high school, William Penn, serves a racially diverse population, about 40 percent of whom come from low-income families. Penn is a model for getting kids ready for life after graduation. Ninth-graders who enter its doors are asked to choose among 19 “degree programs” — essentially, career tracks ranging from construction to engineering — that will be their focus for the next four years. But there’s one choice they don’t have to make: Whether their “degree” will prepare them for college or the workforce. At William Penn, all graduates will be ready for both.

During a recent visit there, I spoke with a senior in the school’s culinary arts program who exemplifies the Penn way. In addition to his studies in the busy kitchen, which doubles as a student-run catering business, he has six AP courses under his belt along with his industry certification. Elsewhere in the building I saw physics being taught in a wood shop, while in another more traditional classroom, 11th-graders explored issues of race and equality in Kurt Vonnegut’s dystopian story “Harrison Bergeron.”

Our studies at the Center for Public Education show that William Penn High School’s approach can be a winning formula for all students. For the last two years, our senior policy analyst, Jim Hull, has been examining longitudinal data on the high school graduating class of 2004 in order to identify factors related to later economic and social outcomes for individuals who do not go to college. The findings have been published in a series of reports we call “The Path Least Taken“ which reflects our initial discovery that non-college goers represent a small proportion of high school graduates. At age 26, only about one in ten had never enrolled in a college.

Like many other studies, we found that going to college is generally better than not going at all. Enrollment in a two- or four-year institution increases the chances that individuals will be employed full-time, earn higher wages, as well as vote and volunteer in their communities. As an overall group, non-college goers faced the dimmest prospects. But not all of them.

By drilling into the data, Hull found that some non-college goers fared well in comparison. These individuals in high school had taken high-level math and science, earned a C+ grade point average, and completed an “occupational concentration” of at least three courses in a specific labor market area. Throw in a professional license or certificate and these 26-year-olds performed better economically than the overall group of their peers who had enrolled in college. We labeled this combination of attributes “high credentials.”

Chart3“High credentials” also boosted prospects for high school grads who went to college, but didn’t earn a degree.

Compared to their peers who also left college early but lacked high-level courses and focused career training in high school, those with high credentials saw much better chances for higher wages and good jobs.

The implications of these findings for education policy couldn’t be clearer. Schools need to assure that all high school students have the benefit of high-level academics and get the support they may need to succeed in these courses. Students also need access to modernized career and technical education (CTE), including programs that lead to professional certification.

Earlier this month, we released the third and final installment of the series in which we were able to identify and compare the outcomes of non-college goers against those who had some college and those who actually earned a degree. Again, the overall group of non-college goers was outperformed in virtually every category. However, the “high-credentialed” non-college goers had better outcomes than those with some college but no degree, as well as two-year degree holders. Moreover, they were competitive with four-year college completers on several indicators, including hourly wages and full-time employment.

Keep in mind, this is not your father’s vocational ed. Sen. Tim Kaine (D-Va.) put it well during a mid-May Congressional hearing on the Perkins Vocational and Technical Act, which is currently due for reauthorization. Sen. Kaine acknowledged that the history of voc ed was too often an inferior alternate for students who weren’t considered “college material.” In his testimony he stated: “[T]here is a history of tracking students into vocational education, and we must ensure that federal CTE investments replace tracking with choice. Students and their families should have the opportunities to choose high quality CTE pathways that will prepare students for postsecondary education AND the workforce, not postsecondary education or the workforce.”

The William Penn senior I met could just as easily be headed to a college campus as to a restaurant kitchen after receiving his diploma. He told us that, in fact, he has enlisted in the military where he plans to use his culinary skills. College, he said, is still in his long-range plan. Fortunately, his high school made sure he has the knowledge and skills to keep all his options open. All of our youth deserve the same.






January 29, 2016

Developing Social Emotional Learning in K-12

The Fordham Institute released a report yesterday on
Social Emotional Learning (SEL). SEL is a process where people learn to recognize and manage emotions, learn empathy and responsibility, and develop positive relationships.

The movement began in the 1960s in New Haven, CT when a collaborative social development program achieved success at one of the lowest performing elementary schools in the district. By the early 1980s, these two pilot schools went from having among the worst truancy and behavioral problems in the district to achieving academic results at the national average and seeing a large decline in absenteeism and behavior issues. This spurred the movement on to other school districts. The field was ultimately defined by the Collaborative to Advance Social and Emotional Learning (CASEL) which promoted SEL projects such as responsible behavior, good decision making, and building relationships.

SEL researchers and educators believe it will help students develop important soft skills for life and develop their academic achievement by creating a culture of respect in the classroom. Research shows that when students feel comfortable and respected in the classroom, they are more likely to participate in class, take risks, and therefore, learn more.

There has been another developing movement to teach resilience, grit and a growth mindset (versus fixed mindset) in schools. The idea is to get away from talk that sounds like “I’m not good at math” and change student’s mindsets into “I’m struggling with math right now but if I keep working hard and ask for help I know I’ll be good at it.” This is certainly easier said than done but are very important skills for children to develop to encourage the idea that hard work and resilience can help them accomplish their goals. We may know that some people are born with certain talents, but for the most part, people achieve success by hard work and practice, something we should foster in all students.

There is overlap between the growth mindset and SEL and educators need not necessarily choose between the two. Both are important for students for students to learn.

It is interesting that in the world of academic achievement, accountability, and standardized tests, movements promoting soft skills are gaining more and more attention. Districts and school leaders are warming to the idea that soft skills such as SEL and growth mindsets need to actively be taught in schools. Teachers, of course, have always known that soft skills are critical and have been losing time to teach them as they are forced to focus on the next test. Although SEL is important at every grade level, it is most often focused on in elementary and early middle grades when children’s attitudes towards school and their ability to form relationships are most developing.

This is all connected to the newest movement, particularly in high schools, to make students “Career Ready”. The exact measures needed to be career ready are still being debated but some of them are, incidentally, familiar to the SEL goals. Students must be ready to take responsibility for their actions, build appropriate relationships with coworkers and supervisors, cope with adversity etc. There are more specific career goals but the ability to regulate one’s emotions are crucial to beginning a career.

High schoolers are notorious for having raging hormones and difficulty regulating emotion- it certainly comes with the territory of being that age. But, students need to learn and practice skills to get along with difficult people and take responsibility for their actions if they are to succeed, in both college and careers paths.

These three movements have overlapping goals and it may be time to start discussing how social and emotional learning can be vertically aligned from kindergarten through grade 12. –Breanna Higgins

Resources on SEL

http://www.edutopia.org/resilience-grit-resources

http://www.edutopia.org/article/grit-resources

http://www.ascd.org/publications/books/197157.aspx

http://www.casel.org/social-and-emotional-learning/

 

Filed under: 21st century education,Career Readiness,instruction,Public education — Breanna Higgins @ 2:27 pm





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