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Preparing a 21 st Century Workforce

Preparing a 21 st Century Workforce. The Role of CTE. James R. Stone III Director National Research Center for CTE james.stone@louisville.edu. Today’s Agenda. A context for the discussion Workforce realities Education reform realities Two CTE based strategies.

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Preparing a 21 st Century Workforce

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  1. Preparing a 21st Century Workforce The Role of CTE James R. Stone III Director National Research Center for CTE james.stone@louisville.edu

  2. Today’s Agenda • A context for the discussion • Workforce realities • Education reform realities • Two CTE based strategies

  3. The work reported herein was supported under the National Dissemination for Career and Technical Education, PR/Award (No. VO51A990004) and /or under the National Research Center for Career and Technical Education, PR/Award (No. VO51A990006) as administered by the Office of Vocational and Adult Education, U. S. Department of Education.However, the contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U. S. Department of Education, and you should not assume endorsement by the Federal Government. Disclaimer:

  4. What does it take to obtain good jobs (Myth or Reality)? “…regardless if students go on to college or into the workforce after graduation, they still need the same knowledge and skills, particularly in English and mathematics. At a minimum, high school course requirements need to cover four years of rigorous English and four years of math…” (American Diploma Project)

  5. What the data show… • 94% of workers reported using math on the job, but, only1 • 22% reported math “higher” than basic • 19% reported using “Algebra 1” • 9% reported using “Algebra 2” • Among upper level white collar workers1 • 30% reported using math up to Algebra 1 • 14% reported using math up to Algebra 2 • Less than 5% of workers make extensive use of Algebra 2, Trigonometry, Calculus, or Geometry on the job2 • M. J. Handel survey of 2300 employees cited in “What Kind of Math Matters” Education Week, June 12 2007 • Carnevale & Desrochers cited in “What Kind of Math Matters” Education Week, June 12 2007

  6. The Fallacy of Composition: What is true for the individual will also be true for the large group or society as a whole. (Cappelli, 2008)

  7. The Problem: 2 Perspectives • …to right these workplace problems, policy makers are looking in the wrong direction…paying attention to skills workers really need to succeed, not on an assumed set of skills that may not be so critical after all . . . Robert Lerman (2008) • “…the unfortunate tendency has been for educators to assume that the changing economy simply requires more education, resulting in the misguided belief that all students should attend college. ..The result has been a well-meaning but misguided college-for-all attitude among educators and students. (Rosenbaum, 2002)

  8. Jobs & Education: A Growing Mismatch This would (and some argue has) lower the price of an educated worker (Cappelli, 2008) Or, downward occupational mobility • Current Population Survey (2000) • Bureau of Labor Statistics (2002)

  9. More Rhetoric… • By 2015 [the country needs to] double the number of bachelor’s degrees awarded annually to U.S. students in science, math, and engineering. (National Summit on Competitiveness 2005) • High school students in the U.S. perform well below those in other industrialized nations in the fields of mathematics and science … [and thus we need to make] STEM education a national priority. (Council on Competitiveness 2004).

  10. Based on Urban Myths • India & China are producing more engineers than U.S. US=222,000; India=215,000; China=352,000* • We are not graduating enough engineers S&E wages have actually declined in real terms and unemployment rates have increased** * Duke University Study, 2006; **Rand, 2006;

  11. What the data show… • S&E occupations make up only about one-twentieth of all workers • The education system produces qualified graduates far in excess of demand-Each year there are more than three times as many S&E four-year college graduates as S&E job openings Urban Institute, 2007. • 435,000 U.S. citizens and permanent residents a year graduated with bachelor's, master's, and doctoral degrees in science and engineering. . . there were about 150,000 jobs added annually to the science and engineering workforce. http://www.businessweek.com/print/smallbiz/content/oct2007/sb20071025_827398.htm

  12. The Real Labor Opportunity Middle Skill Occupations

  13. Fastest Growing Jobs - 2016

  14. Real employment opportunities: 45% growth in Middle Skill Occupations (164 Million Workers by 2016)

  15. Labor Market Skill Distribution - 2016

  16. Jobs and Education: What is Required

  17. Middle Skill Occupations (B.A./B.S. NOT Required) Salary 102,300 66,600 66,600 59,300 58,920 58,902 58,720 58,710 58,350 53,990 53,870 Occupation Air Traffic Controller Storage and distribution manager Transportation manager Non-retail sales manager Forest fire fighting/prevention supervisor Municipal fire fighting/prevention supervisor Real estate broker Elevator installers and repairer Dental hygienist Immigration and Customs inspector Commercial pilot Farr, M. & Shatkin, L. (2006) The 300 Best Jobs That Don't Require a Four-Year Degree. (US Department of Labor, Bureau of Labor Statistics)

  18. What Employers Really Need

  19. What are Employers not Getting?

  20. What are the real school problems? • A high and rising drop out rate • Students who graduate are lacking in basic math and science skills • Most students think they are going to college but do not prepare for it or any other possible future

  21. Getting kids ready for success requires a focus on: • 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.

  22. % of 9th Graders who complete High School Utah? 81% 68% Source: One-Third of a Nation (ETS, 2005)

  23. When do they leave? 9th grade 10th grade 11th grade 12th grade 5th year Plank, 2005

  24. 81% of dropouts said “real world learning” may have influenced them to stay in school Bridgeland, et al - Gates Foundation Report, 2005

  25. Recent NRC Research CTE and School Engagement

  26. The Assumption: To be college and work ready, students need to complete a rigorous sequence of courses: • In math: • Four courses • Content equivalent to Algebra I and II, Geometry, and a fourth course such as Statistics or Pre-calculus • In English: • Four courses • Content equivalent to four years of grade-level English or higher (i.e., honors or AP English)

  27. What has the 4x4 Achieved (NAEP Scores 17 Year Olds) 12.9 Academic Credits 19 Academic Credits Note: Long-Term Trends NAEP Source: NAEP 2004 Trends in Academic Progress.

  28. NAEP Science Scores17 Year Olds 1.5 Science Credits 3.2 Science Credits 2.1 Science Credits

  29. HS Achievement In Math 3.6 math credits 2.4 Math Credits 1.7 Math Credits Note: Long-Term Trends NAEP Source: NAEP 2004 Trends in Academic Progress and NAEP 1999 Trends in Academic Progress.

  30. One approach Math-in-CTE: An “evidenced based approach” to improving academic performance of CTE students

  31. Focus 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 IV Core Indicator) • Without reducing technical skill development • What works?

  32. Key Features • Random assignment of teachers to experimental or control condition • Five simultaneous study replications • Three measures of math skills (applied, traditional, college placement) • Focus of the experimental intervention was naturally occurring math (embedded in curriculum) • A model of Curriculum Integration • A new model for Professional Development

  33. 5 Simultaneous Replications Sample 2004-05: 69 Experimental CTE/Math teams and 80 Control CTE Teachers Total sample: 3,000 students*

  34. Participants Experimental CTE teacher Math teacher Control CTE teacher Primary Role Implement the math enhancements Provide support for the CTE teacher Teach their regular curriculum (health, auto tech, ag, business/mkt, IT) Study Design: Participants

  35. 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

  36. The Experimental Treatment • Professional Development • The Pedagogy

  37. Professional Development • CTE-Math Teacher Teams; occupational focus • Curriculum mapping • Scope and Sequence • “Lesson Plan” Development • On going collaboration CTE and math teachers

  38. Curriculum Maps • Begin with CTE Content • Create “map” for the school year • Align map with planned curriculum for the year (scope & sequence)

  39. Auto Tech – Electrical (partial)

  40. Health Occupations (partial)

  41. What we tested:The Seven Elements 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

  42. Perkins IV: Required Activity • Professional Development • Cannot be “1-day or short-term” • Currency • Integration/rigor • Meet levels of performance • Coordinated with title II of ESEA

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

  44. What we found: All CTEx vs All CTEcPost test % correct controlling for pre-test

  45. Magnitude of Treatment Effect – Effect Size Accuplacer Terra Nova the average percentile standing of the average treated (or experimental) participant relative to the average untreated (or control) participant 50thpercentile X Group C Group 71st 0 50th 100th 67th Carnegie Learning Corporation Cognitive Tutor Algebra I d=.22

  46. Does Enhancing Math in CTE Affect Technical Skill Development? NO!

  47. What we found: 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%

  48. Power of the New Professional Development Model Old Model PD Total Surprise! New Model PD

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