Gustavo Loera, Ed.D. Mental Health America of Los Angeles

1. Health Careers Pathways: A Multi-Faceted CTE Model Impacting Youths’ Career Readiness in Healthcare • Gustavo Loera, Ed.D. • Mental Health America of Los Angeles • 2012 Educating for Careers: Pathways to Success • Sacramento, California • Tuesday, February 14, 2012

2. What is Gap Analysis? • A systemic problem-solving approach to helping improve performance and achieve organizational goals (Clark & Estes, 2009).

3. Why Gap Analysis? • Helps to diagnose and solve school/CTE program performance problems.

4. Source: Adapted from Clark, 2004, p. 21.

5. Goals for CTE students using Clark’s framework Global Goal Educational Goal Performance Goal Performance Gaps Causes of Performance Gaps

6. Key Research Question • Did CTE students show growth on their knowledge, experience, and confidence related to healthcare careers (i.e., their healthcare career readiness)?

7. Data: Measuring CTE’s Relevance • Design and Methods • Pre-test and post-test design (comparison group?). • Survey instrument (students and educators). • School records (e.g., transcripts, standardized tests). • Data Characteristics • CTE student characteristics. • School site/CTE program/educator characteristics. • Sample Scales

8. Data: Measuring CTE’s Relevance (cont.) • Indicator: Knowledge and Skill • Sample questions: • Students - “How much knowledgedo youhave about applying and interviewing for jobs in the healthcare industry?” • Teachers - “How much knowledgedo your CTE students have about applying and interviewing for jobs in the healthcare industry?”

9. Means on the Knowledge Items

10. Means on the Knowledge Composite Measure

11. Data: Measuring CTE’s Relevance (cont.) • Indicator: Experience (ExperientialLearning) • Sample questions: • Students - “How much experiencedo youhave about behaving appropriately at a healthcare work site (for example, having a positive attitude, wearing proper clothing, not using slang)?” • Teachers - “How much experiencedo your CTE students have about behaving appropriately at a healthcare work site (for example, having a positive attitude, wearing proper clothing, not using slang)?”

12. Means of the Experience Items

13. Means of the Experience Composite Measure

14. Data: Measuring CTE’s Relevance (cont.) • Indicator: Confidence (Self-Efficacy) • Sample questions: • Students - “How much confidencedo you have that you can work in teams at a healthcare work site?” • Teachers - “How much confidencedo you have that you can prepare your CTE students to work in teams at healthcare work sites?”

15. Means of the Confidence Items

16. Means on the Confidence Items for Educators

17. Means of the Confidence Composite Measure

18. Means on the Knowledge, Experience, and Confidence Measures in the Fall and Spring for HSMT Students

19. Data: Measuring CTE’s Relevance (cont.) • Other Student Indicators: • Hours of work-based learning completed. • Expectancy-value of CTE courses. • Career awareness and development activities. • School and academic engagement.

20. Data: Measuring CTE’s Relevance (cont.) • Other Teacher/Educator Indicators: • Teacher and counselor encouragement. • Frequency in collaboration with CTE colleagues. • Curriculum alignment with: • Middle school • College/university • Industry partner

23. Contact Information Gustavo Loera, Ed.D. gloera@mhala.org