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Careers Never Imagined!

Careers Never Imagined!. Five Step Program Improvement Process Training Wednesday, January 26, 2011 Pennsylvania College of Technology. By the end of this section…. Analyze national STEM data Gendered differences in academic STEM classes and CTE STEM classes

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Careers Never Imagined!

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  1. Careers Never Imagined! Five Step Program Improvement Process Training Wednesday, January 26, 2011 Pennsylvania College of Technology

  2. By the end of this section… • Analyze national STEM data • Gendered differences in academic STEM classes and CTE STEM classes • Participation (Who participates in STEM classes?) • Performance (How do the groups do in STEM classes?) • Pipeline (Where does the STEM pipeline leak?) • Analyze school CTE STEM data • Where does the STEM pipeline leak? • Identify missing data

  3. Programs

  4. Defining STEM • US Dept. of Ed., Office of Vocational and Adult Education • STEM Transitions Project • www.stemtransitions.org • Gender-segregated: Less than 20% (USDOE, Office of Civil Rights) • Nontraditional: Less than or equal to 25% (Perkins)

  5. Disaggregation in Perkins law • Special Population • Underrepresented gender students in a nontraditional CTE program • Single Parent • Displaced Homemaker • Limited English Proficiency • Individuals with a Disability • Economically Disadvantaged • Gender • Male • Female • Race/Ethnicity • American Indian or Alaskan Native • Asian or Pacific Islander • Black, non-Hispanic • Hispanic • White- non-Hispanic

  6. National STEM dataAcademic performance and participation: data sources • AAUW, Where the Girls Are (2008) and Why So Few (2010) • Girls’ successes don’t come at boys’ expense • On average, girls’ and boys’ educational performance has improved • Understanding disparities by race/ethnicity and family income level is critical to understanding girls’ and boys’ achievement

  7. What does the data tell us about… • Participation of boys and girls in math? • Performance of girls and boys in math? • STEM pipeline? • Trends over time? • Differences among grade levels? • What else?

  8. What does the data tell us about… • Math performance, disaggregated by race? • Math participation in high school? College? • STEM pipeline? • Trends over time? • What else?

  9. What does the data tell us about… • Participation of boys and girls in science and math? • Performance of girls and boys in math? • STEM pipeline? • Trends over time? • Class-based performance compared to standardized tests? • What else?

  10. What does the data tell us about… • Participation of men and women in STEM? • Performance of women and men in STEM? • STEM pipeline? • Trends over time? • What else?

  11. National Data Sources:Grades 9-14 CTE Data • Perkins data • Core Indicators on Nontraditional CTE • Participation in CTE programs preparing students for nontraditional fields • Completion of CTE programs preparing students for nontraditional fields • Peer Collaborative Resource Network: www.edcountability.net • Tools of the Trade: http://www.nwlc.org/pdf/NWLCToolsoftheTrade05.pdf

  12. What does the data tell us about… • Participation of men and women in these courses? • Performance of women in classes leading to traditionally male occupations? • STEM pipeline? • What else?

  13. National Concentrators in CTE 2008-09

  14. National Concentrators in CTE 2008-09

  15. Reflections on the national STEM data… • Are there gendered differences in participation in academic and CTE STEM? • At which levels? • What does that mean for the pipeline? • Are there gendered differences in performance in academic and CTE STEM? • At which levels? • What does that mean for the pipeline? • What additional data would you like to see?

  16. Status of Students in Nontraditional CTE Programs in Pennsylvania

  17. Nontraditional ProgramsList for PAhttp://www.education.state.pa.us/portal/server.pt/community/perkins/7338/nontraditional_programs/507841

  18. Secondary Definitions Participant – • A student, who by the end of the reporting school year, was reported as having earned at least 10% of the minimum technical instructional hours required for Pennsylvania Department of Education program approval. Concentrator – • A student, who by the end of the reporting school year, was reported as having earned at least 50% of the minimum technical instructional hours required for Pennsylvania Department of Education program approval.

  19. Secondary Definitions Completer • A student who has completed a series of planned courses to attain a specific objective AND who is scheduled to graduate. This includes a student in this category who completes graduation requirements in the summer. Also, a student who completed all program requirements in the previous year and graduates in the current year. The completer then is a student who attained the academic and technical knowledge/skills/proficiencies within a program/sequence of courses or instructional units that provides an individual with the academic and technical knowledge/skills/proficiencies to prepare the individual for employment and/or further/advanced education.

  20. Postsecondary Definitions Participant – • A postsecondary student, who by the end of the reporting school year, was reported as having earned more than one (1) academic or CTE credits required by an approved occupational program. Concentrator – • A postsecondary student, who by the end of the reporting school year, was reported as having been enrolled in an approved occupational program and completed at least 12 academic or CTE credits within a single program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree.

  21. Postsecondary Definitions Completer • A student who has completed a series of planned courses to attain a specific objective AND who is scheduled to graduate. This includes a student in this category who completes graduation requirements in the summer. Also, a student who completed all program requirements in the previous year and graduates in the current year. The completer then is a student who attained the academic and technical knowledge/skills/proficiencies within a program/sequence of courses or instructional units that provides an individual with the academic and technical knowledge/skills/proficiencies to prepare the individual for employment and/or further/advanced education.

  22. Status of Students in Nontraditional CTE Programs in the Careers Never Imagined Pilot SitesSampleComputer NetworkingElectronics Tech

  23. 2007 PSSA Results/2008 Concentrators% Advanced and Proficient in Math

  24. PSSA Data Available at http://www.portal.state.pa.us/portal/server.pt/community/perkins/7338

  25. Jersey Shore

  26. Williamsport

  27. SUN

  28. Penn College of Technology

  29. Penn College of Technology

  30. What does YOUR data tell us? • What does your data tell you about PARTICIPATION of under-represented students in your identified program(s)? • What does your data tell you about COMPLETION of under-represented students in your identified program(s)? • What does your data tell you about the PIPELINE of under-represented students in your identified program(s)? • What additional data do you have – and how what does it tell you about where you’ll find traction/success?

  31. Review Your own Data

  32. Questions? National Alliance for Partnerships in Equity Education Foundation www.napequity.org www.stemequitypipeline.org 610-593-8038 Mimi Lufkin mimilufkin@napequity.org

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