CTE Policy Watch: A blog for CTE advocates

New Report on the Skilled Technical Workforce

The National Science Board (NSB) released a report titled, The Skilled Technical Workforce: Crafting America’s Science and Engineering Enterprise. Its findings are based on stakeholder engagement meetings with relevant organizations in the Washington, D.C. area, as well as nationwide listening sessions that NSB conducted with workers, students, businesses and educators.

NSB found four main challenges that the Skilled Technical Workforce (STW) is facing:

Meeting students where they are, and designing STW education around those needs. The researchers reported the need to center programs around students that work within the constraints of students’ lives. The researchers stressed that lifelong learning is the new reality, and in order to have a skilled and capable workforce, programs need to meet students where they are.

Building partnerships among STW stakeholders. Partnerships between government, industry and educational institutions should occur in order to avoid a “one-size-fits-all” approach. This allows communities to align curricula to meet local community needs.

Increasing awareness of employment and career opportunities in the STW. The report emphasizes that there are numerous paths to educational and career success. The paths should not be presented as an “either-or” option, instead, the STW should aim to complement rather than compete with other education paths. NSB reports that learners pursuing careers in the STW have opportunities for higher earning potentials, greater job selection and to pursue additional postsecondary STEM education.

Data gaps are creating challenges in establishing a system-wide approach to the STW. Stakeholders are finding it difficult to assess the STW in order to create new programs and partnerships, as well as disseminate information to the public about opportunities within the STW. NSB says that this will be a long-term project that will require the input of multiple organizations for data, however, it is crucial for the continued development of the STW for there to be system-wide data.

Based on the systemic challenges the STW faces, NSB proposes interconnected recommendations, relevant to CTE, for policymakers and STW leaders:

Change the message. The report states that there needs to be an acceptance of various educational paths that are complementary and interdependent. Students should be able to make an educational choice based on their own informed preferences.

Focus on the data. NSB recommends that data should be collected on a wide range of characteristics of the STW, and partnerships between stakeholders should develop to enable collaboration of resources and data.

Build partnerships. NSB recommends that STW stakeholders should work together to fit local community needs. To incentivize this, NSB says policymakers should further develop federal programs to require partnership participation from stakeholders.

Americans Support a Variety of Postsecondary Pathways

New America has released a report titled, Varying Degrees 2019: New America’s Third Annual Survey on Higher Education. The report is based on a survey of 2,029 Americans and their perceptions of education after high school and education’s contribution to economic mobility.

Relevant to CTE, the report found that Americans value various postsecondary educational pathways. More than eight in ten respondents felt comfortable with their child choosing an apprenticeship, technical degree/certificate, associate’s degree or bachelor’s degree.

Another CTE-related finding was that 90 percent of respondents answered that postsecondary education beyond high school will contribute to increased earning potential. While some respondents believed that a high school diploma alone can lead to a lasting career, significantly more recognized the importance of postsecondary education.

Both findings point to the increased understanding and appreciation across the country for the value of CTE, and for multiple paths to upward economic mobility. The survey indicates that the majority of Americans recognize that some type of postsecondary education is a critical component to achieving career success.

New Data on CTE Coursetaking in Different Locales

The National Center for Education Statistics recently released a new fact sheet in its “Data Point” series on the patterns of CTE coursetaking among students from different locales, including cities, suburbs, towns and rural areas. Titled “Career and Technical Education Coursetaking in 2013, by Locale,” the fact sheet draws data from the High School Longitudinal Study of 2009, which includes students who graduated high school in 2013.

Previously released data shows that for 2013 graduates, of the 26.7 overall credits they earned, 2.6 of those credits were from CTE courses. This fact sheet breaks that data down further by the location of the students’ high schools. The new data show that It students in rural areas and towns earned more CTE credits than students in suburbs and cities, and fewer academic credits.  

In addition, —the research shows that  a higher percentage of CTE graduates were concentrators (using a new 2-credit definition to correspond as closely as possible to the requirement in Perkins 5) in rural areas (43%) and towns (45%) rather than suburban areas (34%) or cities (35%). Following this pattern, credit earners in rural areas and towns tended to be more concentrated in the CTE subject fields of agriculture and natural resources and construction. Students from towns earned more engineering, design and production credits than those in cities and suburbs; and students from towns, rural areas and cities earned more credits in healthcare than those from suburban areas. The other six CTE areas did not have any clear patterns in differences in credits earned among the locales.

 

Report Shows New Trends for CTE Students with Disabilities

A new study published by CALDER, the National Center for the Analysis of Longitudinal Data in Education Research, adds to existing research by examining the trends of students with disabilities participating in CTE courses. To study these patterns, the researchers evaluated three different data sets, which included nationally representative data sets of high school students from 2000-01 to 2003-04 and from 2009-10 to 2012-13, and a statewide data set of Washington high school students between 2009-10 and 2017-18.

The researchers wanted to determine the differences in CTE coursetaking among three groups of students—students with learning disabilities, students with other disabilities and students without disabilities. The researchers examined two research questions to understand the relationship between CTE participation and students with disabilities.

How has the average number of CTE credits taken during high school changed over time for students with learning disabilities compared to the other two groups of students? They found that, nationally, occupational CTE credits taken declined from the early 2000s to 2013 for the students with learning disabilities and with other identified disabilities, but did not decline for students without disabilities. However, looking at the Washington dataset, participation for students with disabilities in occupational CTE courses stabilized after 2013.

How do these trends vary within different CTE occupational areas? The researchers found that Washington high school students with disabilities were participating more in STEMM (science, technology, engineering, mathematics and medicine) CTE areas than in other CTE program areas. The percentage of students in the STEMM areas across all three groups increased from 15 percent to 25 percent between 2009 and 2018.

These findings illustrate that although there was a decline in CTE participation by students with disabilities in the early 2000s, in Washington, that decline has since stabilized and participation in the STEMM courses has increased. The researchers caution that, although STEMM CTE participation has been linked to positive outcomes for students with disabilities, the skilled trades and business sectors should not be forgotten as options for these students. They conclude by stressing the importance of states continuing to strive for more participation by students with disabilities in CTE courses, as it will help with both college and career readiness. 

On August 29, ACTE, collaborating with Penn State University’s Workforce Education program and the National Technical Assistance Center on Transition (NTACT), hosted the first webinar of a five-part webinar series addressing programs, practices and partnerships among CTE and special education practitioners that support students with disabilities in CTE. The next webinar focus is on creating effective partnerships between special education and CTE professionals. The webinar will take place on September 19, 2019 3:00-4:30 pm EST. Learn more and register here.

State Guide to Choosing Program Quality Measures

Advance CTE has released a series of papers on how states can address key accountability measures, specifically the new Perkins V indicator of secondary CTE program quality. These papers use information from a 2018 national survey of state CTE directors.

Perkins V mandates that states choose at least one of three accountability indicators to measure the quality of secondary CTE programs—recognized postsecondary credential attainment, postsecondary credit attainment and work-based learning participation. States have the option to supplement with additional indicators, as long as they are "statewide, valid and reliable, and comparable across the state.” To determine which indicator or indicators would best serve student needs in a state, Advance CTE recommends that state leaders consider their vision and priorities for CTE and career readiness, as well as availability of these experiences and reliability of the data. Challenges, recommendations and exemplary states that have excelled in overcoming challenges are presented for each indicator.

The percentage of CTE concentrators graduating from high school with a recognized postsecondary credential: Obtaining a credential signals to employers a worker’s knowledge and skill set. Advance CTE encourages states using this accountability measure to establish state-determined lists of recognized postsecondary credentials and create policy and funding incentives to encourage students to earn these credentials.

A challenge states are facing with this indicator is moving away from self-reported data. To improve the accuracy of the data, Advance CTE recommends establishing standardized protocols and processes, as well as partnering with agencies and vendors for credential attainment data. For instance, in North Carolina, the state accesses industry certification data from credentialing bodies. North Carolina successfully set up data-sharing agreements to gather data on students who have earned a postsecondary credential directly from credential providers.

The percentage of CTE concentrators graduating from high school with postsecondary credits in the relevant CTE program or program of study: Participation in dual and concurrent enrollment helps students be more prepared for postsecondary education. Advance CTE asserts that there is a positive correlation between these courses and college enrollment and success. If this indicator is chosen, Advance CTE urges states to set clear parameters so students are taking courses that align with their programs of study. In addition, postsecondary credits earned should be transferable, regardless of where students go to college.

Challenges with this indicator include clearly defining what types of postsecondary credit are available and establishing standards and articulation agreements. States that have effectively overcome difficulties with this indicator are Idaho and South Dakota. In Idaho, both high school teachers and postsecondary faculty review and align course standards, allowing high school CTE students to earn transcripted postsecondary credits. South Dakota validates postsecondary credit data by receiving the data directly from the awarding institution.

The percentage of CTE concentrators graduating from high school having participated in work-based learning: This indicator encourages students to have experiences in authentic settings and develop relationships with mentors. Advance CTE recommends that states define what counts as work-based learning, which is one of the biggest challenges with this indicator, along with obtaining consistent, statewide data.

States that have overcome some of the challenges of this indicator are South Carolina and Arkansas. South Carolina, to get accurate, statewide data, has defined work-based learning precisely, including requirements for a minimum number of hours completed and an exit evaluation. Arkansas validates its data by requiring employers to complete a skill assessment for the students they supervise.

CTE Survey in the Field

This month, CTE educators nationwide are beginning to receive packets with questionnaires for CTE students and teachers. These questionnaires are part of an annual collaboration between ACTE and myOptions^TM, and they provide ACTE with valuable research on CTE program elements and student outcomes that informs our work and helps us develop advocacy tools. In addition, educators benefit by receiving customized reports about their students’ postsecondary and career goals, while students receive personalized information connecting them to postsecondary information and planning resources.

You may receive survey requests from other companies that do not have a relationship with ACTE. It is important that you select the package that is branded with ACTE's logo. It will come from the address 3651 Ralph Powell Road, Lee's Summit, MO 64064.

Participation is voluntary, although if you receive the questionnaires, we hope you and your students will fill them out! If you did not receive any questionnaires but would like to participate, or need additional forms, please email peggy@myoptions.org with your name, school name and address, email address and the number of forms requested.

MyOptions, a nonprofit education organization, is the nation’s largest college and career planning program. MyOptions offers free assistance and resources to millions of students, their parents, and high school faculty and staff nationwide. Student privacy is protected from being sold for non-educational marketing purposes. Learn more about myOptions student planning profiles and privacy protections with the Frequently Asked Questions. 

Research Shows Differing Outcomes Between "New Era" and "Traditional Vocational" CTE Concentrators

In a recent study, The Evolution of Career and Technical Education: 1982-2013, researcher Nat Malkus observes trends in 30 years of secondary CTE coursetaking and describes differing student outcomes between  “New Era” and “Traditional Vocational” CTE concentrators. Malkus defines “New Era” CTE as courses in engineering, computer science, communications, health care and hospitality, and “Traditional Vocational” CTE as courses in manufacturing, public service, construction, agriculture, human services and transportation.

In order to observe these trends, Malkus examined data from the National Center for Education Statistics, which included 30 years of transcripts, math assessment results throughout this time period and student outcomes for 2013 high school graduates. His findings were:

• Much of the decline in CTE credits earned can be attributed to the phasing out of business courses in keyboarding and word processing. “New Era” CTE coursetaking increased by 238 percent, particularly in computer science, health care and hospitality.
• An imbalance between genders is apparent in “Traditional Vocational” CTE courses, and is also present in “New Era” CTE courses, although the gap is narrower.
• CTE concentrator test scores in mathematics have risen substantially, mostly owing to the performance of “New Era” CTE concentrators. Their test scores are indistinguishable from students who do not concentrate in CTE.
• Differences are also apparent in postsecondary transition between “New Era” and “Traditional Vocational” CTE concentrators who graduated high school in 2013. The likelihood of “New Era” CTE concentrators attending college was almost indistinguishable from non-concentrators, while “Traditional Vocational” CTE concentrators were less likely to pursue postsecondary education, and when they did, were more likely to attend two-year institutions.

Malkus concludes that “New Era” CTE students are driving changes in educational outcomes, and urges advocates and state leaders to not let those successes overshadow the needs of CTE students concentrating in the “Traditional Vocational” CTE program areas.

His concerns serve as a reminder of CTE’s mission to develop college AND career readiness, for the benefit of students who go on to college as well as students who enter the workforce, participate in other types of postsecondary learning (such as apprenticeships), or do both.

Public interest in CTE and the efforts of groups like the Institute of Education Sciences’ CTE Research Network (ACTE is a partner) are growing the research base in CTE. We anticipate that future research will dig even deeper into the experiences and outcomes of students in different CTE program areas, examining credentials earned, employment outcomes, the impact of various program delivery models and the effects of Perkins V.

Research Points to Benefits of High School CTE

CTE courses provide opportunities that appear to positively affect students’ lives after high school, according to researchers Dan Kreisman and Kevin Stange’s new study published in EducationNext, an update of prior research ACTE shared back in 2017.

Kreisman and Stange researched two questions: What is the relationship between CTE coursework and high school graduates’ success in college and the workforce? And is CTE a track for less successful students, or a pathway to education and career success?

The study examined high school and college transcripts as well as labor market outcomes for a nationally representative sample. After controlling for student characteristics such as parental education and family income, among other factors, Kreisman and Stange conclude that:

• CTE coursework may enable students to make more informed education and career choices.
• Completing more specialized CTE coursework in high school is associated with earning higher early-career wages, with a wage increase of 2 percent for every advanced CTE class taken.
• Taking CTE courses had little to no relationship with a student’s likelihood of attending college.

This research illustrates the value of CTE courses in high schools that help students pursue specialized skills in a range of career fields. It’s worth noting that the dataset Kreisman and Stange used looked at outcomes for individuals who took part in secondary CTE during the 1990s and early 2000s, prior to more recent innovations. We may expect different results when looking at outcomes of students who have participated in CTE more recently.

Studies such as this add to the growing body of information on CTE outcomes. ACTE is a partner in the Institute of Education Sciences’ CTE Research Network, which aims to increase the number of CTE impact studies and strengthen the capacity of the field to conduct and use rigorous CTE research.

 

Think Tank Identifies Innovative CTE Programs

The Center on Reinventing Public Education (CRPE) recently identified more than 30 programs that are reinventing secondary CTE, including programs delivered by public schools as well as by charter schools and nonprofit organizations.

CRPE, a nonpartisan research and policy analysis center at the University of Washington Bothell, identified 32 programs, schools and districts that are leading the way in reimagining CTE by:

• connecting students to high-demand, living-wage careers;
• preparing students for postsecondary success;
• delivering a relevant learning experience;
• focusing on equity; and
• using community resources.

These innovative programs and institutions include Worcester Technical High School in Massachusetts; Wheeling High School in Illinois; Wheat Ridge High School in Colorado; West-MEC in Arizona; STEM School Chattanooga in Tennessee; the marketing program at Southwest Early College High School in Pharr, Texas; Pearl-Cohn Entertainment Magnet High School in Nashville; Iowa BIG; and Genesee Career Institute in Michigan.

CRPE analysts used nominations, web searches and reports to identify 200 programs, districts and schools, which were then evaluated against a set of criteria that included enrollment data, program elements, labor market alignment and state performance data. Federal performance data was not a selection criterion.

While ACTE values increased recognition for CTE programs, the selection process used did result in a non-representative sample of programs, schools and districts, as acknowledged by CRPE analysts. This process likely missed some excellent CTE programs, particularly those that engage in less promotion and marketing.

CTE Creates the Advanced Manufacturing Workforce

Manufacturing employs almost 13 million people—nearly 9 percent of the labor force—and much of industry growth has been occurring in high-tech sub-sectors like automotive and aerospace manufacturing. Learn how CTE prepares the workforce in advanced manufacturing with ACTE’s updated Sector Sheet. This brief has been revised with the latest on job demand, talent shortages and exemplary CTE programs.  

Manufacturing is well known for paying a family-sustaining wage, even for workers with less than a college degree. The average manufacturing employee in 2017 earned almost $85,000, including benefits, and wages can be higher in sub-sectors such as aerospace, motor vehicle parts and plastics manufacturing. However, 89 percent of manufacturers are experiencing talent shortages, with 60 percent reporting a high or very high impact on productivity. If these talent shortages continue, 2.4 million positions may go unfilled.

To engage and prepare students for careers in advanced manufacturing, the award-winning mechatronics program at Oakland High School in Murfreesboro, Tennessee, incorporates rigorous academic and technical coursework, industry certifications and dual credit. Students also graduate with Siemens entry-level mechatronics certification. The program developed from an education-industry partnership, and business and industry leaders help market the program to students and parents, which has encouraged the enrollment of female, low-income and minority students.

On the postsecondary level, Hudson Valley Community College in New York has developed a program in semiconductor manufacturing as part of its state-of-the-art TEC-SMART (Training and Education Center for Semiconductor Manufacturing and Alternative and Renewable Technologies) facility. Students can earn an associate of applied science degree in semiconductor manufacturing technology, and be prepared to work in capacity field service, testing and manufacturing in the Hudson Valley area, which is a leading region for semiconduc­tor manufacturing.

ACTE’s Sector Sheet series is generously supported by Pearson.