2. How is Career Readiness Assessed?

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1 2. How is Career Readiness Assessed? This is the second in a series of four related papers from the Center on Education Policy (CEP) describing career readiness assessments across states and districts. The major findings from all four papers drawn from survey responses from state directors of career and technical education or their designees in 46 states are presented in the CEP summary report Career Readiness Assessments Across States: A Summary of Survey Findings. Key Findings States and their school districts are using various assessments to gauge career readiness. Among the most common tests are ACT s WorkKeys, used in 32 states to assess employability skills or applied academics related to career readiness; and various types of industry-based certification or licensing exams, used in 38 states to assess students technical skills. In many states, school districts or students, not the state, pay the costs associated with taking career and technical education (CTE) exams. The costs of assessments of employability skills or applied academics to measure career readiness are most commonly paid by districts, according to state survey responses. The costs associated with technical assessments are most often shared between districts and students. State-developed assessments are an exception to these trends; state agencies cover the costs of their own assessments. Types of skills assessed and broad assessment categories Before administering the survey, CEP researchers grouped the kinds of skills students need to be successful in a career into three categories: applied academics, employability skills, and technical skills. We established these categories after discussions with experts in this

2 2 field and with select state directors of CTE programs. It became clear from these discussions that state officials have different philosophies about which type of skills are the most important measure of career readiness and whether all students should master each of these skills. For example, some states may focus on ensuring that all high school graduates demonstrate some level of employability skills but may assess technical skills only for students enrolled in a CTE program. Other states may focus solely on applied academics on the grounds that students who demonstrate academic competencies are prepared to begin a career after high school. Because of these different approaches, we asked states to use the following definition in responding to a question about which types of skills are (or will be) assessed by the state or its districts to determine career readiness: Academic skills: Skills learned in core academic content areas, such as language arts, math, science, and social studies Employability skills: Skills seen as necessary to succeed in entry-level employment, such as time management, problem solving, self-discipline, perseverance (often referred to as soft skills ) Technical skills: Industry-based skills or those needed to pursue a specific career pathway, such as nursing or finance As shown in table 1, 36 of the 46 survey states said that students in their state are assessed on academic skills related to career readiness. Somewhat fewer states reported that their students are assessed for technical (33 states) or employability skills (28). A large majority (39) of survey states indicated that the state or its districts are assessing or will assess at least one of these types of skills, 36 states reported assessing at least two of these types, and 22 reported assessing all three types of skills. Five states selected other and provided some explanation about this response, including:

3 3 The P-20 Leadership Council of Maryland is currently examining what role the assessments developed by the Partnership for the Assessment of Readiness for College and Careers (PARCC) might play in determining the career readiness of both CTE and non-cte students (Maryland) Currently working on developing a locally driven assessment system/will not be assessed on a statewide basis. (Nebraska) Other measures of academic and employability skills are being investigated (New York) The Texas Success Initiative measures readiness to succeed in credit bearing college courses. (Texas) Table 1 Number of states in which students are assessed for academic, employability, or technical skills Type of skill Academic skills Technical skills Employability skills Other Number and listing of states AK, CA, CO, CT, DE, DC, GA, HI, IL, IN, IA, KS, KY, ME, MD, MI, MN, MS, MO, MT, NV, NH, NJ, NM, NC, OH, OK, OR, PA, SD, TN, VT, VA, WA, WV, WY (36 states) AK, AR, CA, CT, DE, GA, HI, ID, IL, IA, KS, KY, ME, MD, MI, MN, MS, MO, MT, NV, NH, NJ, NM, NC, ND, OH, OK, OR, PA, SD, VA, WA, WV (33 states) AR, CA, CO, DC, GA, HI, IL, IA, KS, KY, ME, MD, MN, MS, MT, NV, NM, NC, ND, OH, OK, OR, SD, VT, VA, WA, WV, WY (28 states) AZ, MD, NE, NY, TX (5 states) Table reads: Survey respondents in 36 states reported that the state or its districts assess (or will assess) academic skills related to career readiness. Note: Respondents were instructed to select all of the applicable response items. To get a better sense of which types of tests, if any, are being used to gauge career readiness, we asked survey respondents to list the assessments that the state agency or its districts use to assess for 1) employability skills and/or applied academics related to career readiness and 2) technical skills related to career readiness. The survey combined

4 4 employability and applied academic skills into a single assessment category because several of the most common assessments measure both types of skills. (We refer to these types of tests more generally as career readiness assessments.) Each of these two assessments categories is explained in more detail below. Assessments of employability skills and/or applied academics As displayed in table 2, survey respondents listed numerous assessments that are used by their state or its districts to assess students for employability skills and/or applied academics related to career readiness. These tests range from the ASVAB, which is developed by the U.S. Department of Defense and is typically available to any student, particularly those interested in a military career, to state-developed tests such as the Oklahoma Career Technical Assessments or the Kentucky Occupational Skills Standards Assessments, which are administered in 26 program areas. Other national assessments refer to assessments administered by states, districts, or schools that were not listed in the survey. These assessments include the ACT Explore and the ACT Plan.

5 5 Table 2 Assessments used by states or its districts to assess employability and/or applied academic skills related to career readiness Assessment States ASVAB AK, AZ, AR, CA, CO, CT, GA, IL, IA, KS, KY, ME, MD, MN, MO, (Armed Services Vocational Aptitude MT, NE, NY, NV, NH, NM, NC, ND, OH, OR, PA, SC, TN, TX, UT, Battery) VA, WA (32 states) WorkKeys AK, AZ, AR, HI, IL, IN, IA, KS, KY, ME, MI, MN, MO, MT, NV, NH, NM, NY, NC, ND, OH, OK, OR, PA, SC, SD, TN, VT, VA, WA, WV, WY (32 states) NOCTI (National Occupational AK, AZ, CT, IL, IA, KS, ME, MD, MN, MO, MT, NJ, NM, NY, NC, Competency Testing Institute) ND, OH, OK, OR, TX, VT, WA (22 states) SkillsUSA Workplace Readiness AK, AZ, AR, CT, HI, IL, ME, MD, MN, MO, MT, NY, ND, OH, PA, Assessment WA (16 states) Other national assessments CO, KS, KY, MD, MN, MO, MT, NV, NH, NY, OK, OR, TN, UT, WY (15 states) A state-developed assessment(s) AZ, CT, HI, KY, MS, MO, MT, OR, PA, UT, VT, VA, WI, WY (14 states) CASAS (Comprehensive Adult Student CA, CT, HI, IN, ME, MI, NE, NV, OR, SC, VA, WA (12 states) Assessment Systems) Other ways of measuring CO, MD, MN, MO, NM, NY, OR, WV, WY (9 states) employability skills or applied academics related to career readiness National Work Readiness Assessment HI, MN, NV, OR, WA (5 states) Soft Skills Assessment Programs, Learning Resources, Inc. (LRI) AK, AZ, SC (3 states) Table reads: The ASVAB is administered in 32 responding states. Note: More detailed information about these tests is included in the assessment profiles on the CEP website. Assessments of technical skills The majority of states and/or their districts also assess students for technical skills as part of their larger efforts to evaluate career readiness. Survey respondents listed several assessments that the state or its districts use for these purposes. As displayed in table 3, the most commonly reported assessments used by states include industry-based certification and/or licensing exams, NOCTI assessments, and SkillsUSA.

6 6 Industry-based certification and licensing exams include those designed for specific industries such as carpentry, cosmetology, culinary arts, plumbing, robotics, and many others. Other assessments of technical skills used by states or their districts include statedeveloped (20) and locally-developed (16) assessments. Thirteen states also listed other national assessments developed by or associated with various CTE organizations such as the following: American Association of Family and Consumer Sciences in Missouri; National Automotive Technicians Education Foundation, American Welding Society, and ProStart in New Jersey; Microsoft Office Specialist certifications, Internet and Computing Core Certification (IC3), and the Occupational Safety and Health Administration in New Mexico; and National Automotive Technicians Education Foundation, National Center for Construction Education and Research, and American Association of Family and Consumer Sciences in South Carolina. Finally, several states reported using other ways of measuring technical skills, including student projects, portfolios, or competitions. In Missouri, for example, students technical skills are evaluated at Career and Technical Student Organization competitions at the local, state, and national levels. In Utah, teachers assess performance indicators in each course as part of the Utah Skill Certification Exam program. West Virginia is implementing simulated workplaces that will provide documented evidence of employability skills, applied academic skills, and technical skills.

7 7 Table 3 Assessments used by states or its districts to assess technical skills related to career readiness Assessment Industry-based certification and/or licensing exams NOCTI (National Occupational Competency Testing Institute) SkillsUSA State-developed assessment(s) Locally-developed assessment(s) Other national assessments Other ways of measuring technical skills States AK, AZ, AR, CT, DE, GA, HI, ID, IL, IN, IA, KS, ME, MD, MI, MN, MO, MT, NE, NV, NJ, NM, NC, ND, OH, OK, OR, PA, SC, SD, TX, TN, UT, VT, VA, WA, WV, WY (38) AZ, AR, CT, GA, ID, IL, IA, KS, ME, MD, MI, MN, MO, MT, NJ, NM, NC, ND, OH, OK, OR, PA, SC, TX, VT, VA, WA (27) AK, AZ, AR, CT, GA, HI, ID, IL, IA, ME, MD, MN, MO, MT, NJ, NC, ND, OH, OR, PA, SD, VA, WA (23) AZ, AR, CT, GA, HI, KY, MO, NV, NC, ND, OH, OR, PA, SC, SD, UT, VT, WV, WI, WY (20) GA, HI, IL, IA, ME, MS, MO, NE, NJ, NC, OH, OR, SD, VT, WA, WI (16) AZ, GA, KY, ME, MN, MO, MT, NJ, NM, OK, SC, VA, WA (13) AR, CT, HI, IN, MO, NH, NC, OR, UT, WV (10) Note: More detailed information about these tests is included in the assessment profiles on the CEP website. Who pays for these assessments? In most states where students take assessments of employability skills or applied academics to determine their career readiness, school districts pay the costs associated with these tests, according to our survey responses. State-developed assessments are an exception to this trend; survey respondents reported that the state agency pays for these assessments. In some instances, both districts and students pay some portion of the costs of the assessments. For example, this is the case in Arizona for the NOCTI, SkillsUSA, and Soft Skills assessments; in South Carolina and Vermont for the WorkKeys assessment; and in New Mexico and Oregon for the NOCTI assessments. In addition, the ASVAB is paid for by the U.S. Department of Defense with no cost to students.

8 8 The costs associated with the technical assessments used in survey states are most often shared between districts and students. For example, districts and students both pay a portion of the costs for industry-based certification and/or licensing exams in 13 states: Alaska, Arizona, Delaware, Maine, Maryland, Minnesota, Nevada, New Mexico, Ohio, Oregon, Tennessee, Texas, and Vermont. Costs for these certifications and exams are shared among state agencies, school districts, and students in Idaho, North Carolina, and South Carolina. Again, the costs of state-developed technical assessments are most often covered by the state agencies. What types of students take these assessments? The types of students who took these assessments in school year varied across states, districts, and the type of assessment. For example, many states reported the ASVAB is available to all students and is often administered at a certain grade level but that it varies by district. The use of the NOCTI assessments is also often a local decision but state CTE directors reported CTE students, rather than all students, generally took this exam in the school year. CTE students also took industry-based certification and licensing exams as well as the SkillsUSA assessments. More detailed information about the types of students who take these assessments is included in the assessment profiles. A visual representation is presented in figures 1 and 2, where state responses to this open-ended survey question are grouped into the following categories: all students, career and technical education (CTE) students, students vary by school district or school, adult populations (which includes any test-taker identified as a postsecondary student), don t know, and other. Some states listed multiple populations and were included in both categories.

9 9 Figure 1 Types of students taking various academic and employability skills assessments Figure reads: Eight states reported that the types of students who took the WorkKeys assessment in school year varied by district and school. Figure 2 Types of students taking various technical skills assessments Figure reads: Two states reported that the types of students who took the NOCTI in school year varied by district and school.

10 10 Center on Education Policy, October 2013 Center on Education Policy Graduate School of Education and Human Development The George Washington University 2140 Pennsylvania Avenue NW, Suite 103 Washington, D.C Ph: Web:

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