Math in Career and Technical Education

1. Math in Career and Technical Education

2. Math-in-CTE Research Team University of Minnesota James R. Stone III Donna Pearson Corinne Alfeld Susan Jensen Gregg Gross The Ohio State University Morgan Lewis Colorado Linda Harrison Sherrie Schneider Penn State University Mary Kisner Barbara Senapedis Oklahoma State University Craig Edwards Brian Parr Brent Young Michigan Mary Fudge Kathleen Szuminski

3. What do we know about CTE? There is evidence that: • CTE does not limit postsecondary education • Math and science courses taken by CTE students is increasing: amount and complexity • CTE as a function of the HS experience reduces the probability of dropping out of school • CTE is an economic value to the individual and the community (ROI) • It is possible to “major” in CTE and Academics One conclusion is that A decade of reform (Perkins II & III, STWOA & various state efforts) is beginning to have an effect but . . . achievement and transition are the challenges put forth. . .

4. Programmatic Classroom learning Work based learning CTSO learning Professional Development (Pre and in-service) Structural Traditional: Tech Prep/Dual Credit/ Articulation Career magnets Regional Centers As School Reform: MCHS Career academies Career pathways Background: Framework for Improving CTE

6. The Problem: Math PerformanceOf American Youth NAEP Scores for 17 Year olds

7. The number of 17-year-old students taking advanced math classes has also increased -- with 17 percent studying calculus and 53 percent studying second-year algebra --  it is unclear why that trend has not resulted in higher average math scores over all. http://nces.ed.gov/nationsreportcard/ltt/results2004/

8. Students earn more credits in CTE than in math or science 97% take at least one course Nearly half earn at least 3 Specific Labor Market (SLMP) credits One-quarter are concentrators” Why Focus on CTE NAVE 2004

9. Alternative CTE Math Improvement Strategies • Related Math class*(e.g., Business math) • Applied Math class* (e.g., Tech Prep math) • Pull out math classes*with math teacher • Math teacher team teaches* in CTE class • The NRCCTC, Math-in-CTE model-a research based approach to improving math skills *Note: while some of these may improve math skills of students, the evidence is lacking.

10. Math-in-CTE A study to test the possibility that enhancing the embedded mathematics in Technical Education coursework will build skills in this critical academic area without reducing technical skill development.

11. Key Questions of the Study • Does enhancing the CTE curriculum with math increase math skills of CTE students? • Can we infuse enough math into CTE curricula to meaningfully enhance the academic skills of CTE participants (Perkins III Core Indicator) • . . . Without reducing technical skill development • What works?

12. Study Design: Key Features • Random assignment of teachers to experimental or control condition • Five simultaneous study replications • Three measures of math skills (applied, traditional, college placement) • Multi-method: quantitative and qualitative • Focus of the experimental intervention was naturally occurring math (embedded in curriculum) • A model of Curriculum Integration • Intense focus on Fidelity of Treatment

13. Study Design 04-05 School Year Sample 2004-05: 63 Experimental CTE/Math teams and 71 Control CTE Teachers Total sample: 3,000 students*

14. Participant Experimental CTE teacher Math teacher Control CTE teacher Liaison Primary Role Implement the math enhancements Provide support for the CTE teacher Teach their regular curriculum Administer surveys and tests Study Design: Participants

15. Global math assessments Technical skill or occupational knowledge assessment General, grade level tests (Terra Nova, AccuPlacer, WorkKeys) NOCTI, AYES, MarkED Measuring Math & Technical Skill Achievement

16. The Experimental Treatment • Professional Development • The Pedagogy

17. Professional Development • CTE-Math Teacher Teams; occupational focus • Curriculum mapping • Scope and Sequence • CTE and math teachers professional development • On going collaboration CTE and math teachers

18. Curriculum Maps • Begin with CTE Content • Look for places where math is part of the CTE content (V-Tecs, AYES, MarkED, state guides, last year’s maps) • Create “map” for the school year • Align map with planned curriculum for the year (scope & sequence)

19. Scope & Sequence

20. Curriculum Map-Linking to Standards

21. Experimental Treatment: The Pedagogy • Introduce the CTE lesson • Assess students’ math awareness • Work through the embeddedexample • Work through related,contextual examples • Work through traditional math examples • Students demonstrate understanding • Formal assessment

22. What did we find? What did we learn?

23. Map of Math Concepts Addressed by Enhanced Lessons in each SLMP

24. Analysis Pre Test Fall Terra Nova Difference in Math Achievement Post Test Spring Terra Nova Accuplacer WorkKeys Skills Tests X C

25. What we found: Difference in % correct – All Experimental verses All Control p<.05

26. Math Ability Effect: Test Score Differences Evidence of the “Matthew Effect” – Higher Ability Students Gained more than Lower Ability Students with this Approach BUT both gained more than the Control Students

27. Does Enhancing Math in CTE Affect Technical Skill Development?

28. No difference in four sites; experimental students scored significantly higher in one site

29. Time invested in Math Enhancements • Average of 18.55 hours across all sites devoted to math enhanced lessons (not just math but math in the context of CTE) • Assume a 180 days in a school year; one hour per class per day • Average CTE class time investment = 10.3% • Average total school time investment (assume 6 classes per day) = 1.7% • Modest investment for major payoff

30. When We Began the Study A box of curriculum Teacher training Replicable by individual teachers As a Result of the Study A curriculum development process Building and sustaining a community of practice Replicable by teams of committed teachers working together over time Core Principles What we learned

31. Replicating the Math-in-CTE Model:Core Principles • Develop and sustain a community of practice • Begin with the CTE curriculum and not with the math curriculum • Understand math as essential workplace skill

32. Replicating the Math-in-CTE Model:Core Principles • Maximize the math in CTE curricula • CTE teachers are teachers of “math-in-CTE” NOT math teachers

33. Disconnected Coordinated Context Based Contextual Algebra 1 Academies Integrated math NRC Model What we are and are not: A contextual continuum • Traditional academic class (e.g. Algebra 1) • CTE & Academic teachers coordinate around themes (e.g. ‘health’) • Occupation is the context for delivery of traditional academics (Related or applied math) • Academics emerge from occupational content

34. Issues • How much math can be enhanced in CTE before it is no longer a CTE class? (The “tipping” point issue) Crisis Immediacy – we want a fix and we want it now • System investment (teacher time and PD costs) – there is no cheap or quick fix • Should math credit be provided for enhanced CTE classes – are we teaching math or providing a venue for students to learn how to use math? 1. Highly qualified teacher 2. Loss of CTE integrity

35. Conclusion: The NRC Model (Process)(Pedagogy)=Mathachievement Core Principles

36. Math-in-CTE Making it happen in your community

37. Necessary Ingredients • Communities of practice 2. Administrator support A. Professional Development – (5:3:2) – for at least one full year B. Substitutes C. PD support (facilities, etc.) D. Staff the structure 3. Document!!!

38. Core Principle A Develop and sustain a community of practice • Cohorts of math-CTE teacher teams (10+)are formed around specific occupational foci or CTE content (e.g. business, auto technology, health). • Communities of practice participate together in professional development several times during the academic year • External “stimuli” to help maintain focus

39. Core Principle BBegin with the CTE curriculum and not with the math curriculum • Math-CTE teacher teams interrogate the curriculum, identifying the math that occurs creating curriculum maps that identify the intersection of occupational content and math constructs/concepts. • The CTE related math is mapped onto the curriculum using a scope and sequence

40. Teach the math when it occurs: "Placement of the lesson is an integral part of the students understanding the math concepts. I taught this lesson to two separate groups; the group studying electrical circuits got "IT" immediately as a normal part of the CTE lessons. The group taught out of context had a much more difficult time with the lesson. When taught again "in" context, group two had a better understanding of the math application and its relevance."

41. Core Principle CUnderstand math as essential workplace skill • Teacher teams generate math examples in which students solve authentic workplace problems. • Math is a “tool” used in the workplace. • CTE teachers bridge CTE and math vocabulary as they develop and teach the lessons.

42. Core Principle DMaximize the math in CTE curricula • CTE teachers build on students’ prior math knowledge and skills. • Math-CTE teacher teams continue to locate as much math as possible in the CTE curricula throughout the school year. • CTE teachers capitalize on teachable moments that follow the math enhanced lessons.

43. Core Principle E CTE teachers are teachers of “math-in-CTE” NOT math teachers • CTE teachers participate in professional development activities that enable them to teach the math as it occurs in their content. • CTE teachers learn more about the math concepts in their CTE curriculum. • CTE teachers learn math formulas and vocabulary. • CTE teachers are given opportunities to practice teaching the math in their curriculum.