Strengthening CTE to Support Robust Pathways

Transcription

1 Strengthening CTE to Support Robust Pathways Pathways to Prosperity Institute October 2017 Quentin Suffren, Director of Innovation, ExcelinEd Danielle Mezera, Principal, DCM Consulting 1

2 Career and Technical Education Fast Facts CTE celebrated its centennial anniversary in 2017: The federal Smith-Hughes National Vocation Education Act of 1917 marked the first nationwide investment in career training at the secondary level. CTE remains the primary framework and source of funding for high school career pathways across the nation. Even recent innovative local initiatives and school models depend on this framework and its associated investments for long-term program stability and success. In addition to the annual federal investment (approximately $1 billion for secondary students via Perkins) in CTE, 40+ states provide billions in dedicated funding to support CTE programs and instruction. Examples include: $573 million in Texas $280 million in Massachusetts $128 million in Indiana In 2017, over 8 million high school students were enrolled in CTE programs in states across the nation. 2

3 Career Pathways Are More Important than Ever High expectations low participation 807,000 college students potentially entered workforce with only a high school diploma and some college credit. Parent expectation of students at a 4 year college Student expectation of 4 year college 71% 69% 42% Actual 4 year college rate Completers Non-completers Still enrolled 215, ,237 1,079, ,000 still enrolled 6 years later Total 807K 176,621 Allstate/National Journal Heartland Monitor Poll XVIII (2013) 424,289 1 million U.S. high school completers (2013) potentially entered the workforce with only a high school diploma. 388,111 National Center for Education Statistics (2013) U.S. 4-year institutions (Fall CY 2008) U.S. 2-year institutions (Fall CY 2008) National Student Clearinghouse Research Center

4 Unprepared, out of field or overqualified Survey results of recent graduates of 4-year colleges Unprepared for workforce Overqualified for position Not working in chosen field Would choose different field or college McKinsey & Company, Voice of the Graduate,

5 Changes in Workforce Demand and Career Readiness Career Readiness for Today The fastest growing jobs in the U.S. from 2000 to 2010 reflect the demand for highly technical skills and those lower-skill jobs that are hard to automate 65% of job openings in the U.S. by 2020 will require some postsecondary education More than half of U.S. Millennials are unable to effectively apply literacy or math skills in the workplace Career Readiness for Tomorrow Nearly half of the jobs American workers are paid to perform representing $2 trillion in wages annually in the U.S. could be automated in some way using current technology 47% of all employment opportunities will be occupied by machines within the next two decades Our education system is not keeping pace with the demands of a twenty-first century, global, high-tech economy ~Joel

6 CTE Programs and Career Readiness Addressing Issues of Alignment & Quality To ensure students are prepared for a lifetime of advancement and success in college and career, state CTE programs must evolve. 1. Alignment to State and Regional Workforce Demand: CTE programs can no longer continue to offer a buffet of options or only what current district and school staff can support (or have always offered). This includes weeding out CTE pathways that lead to low-skill and low-paying employment opportunities and filling gaps in pathways aligned with workforce demand and decent-paying jobs. 2. High Quality and Rigorous Academic and Technical Skills Preparation: Preparing students for a career means providing them with the skills, knowledge, and experiences that will ensure success in postsecondary and advanced career training programs. This requires a comprehensive evaluation of the outcomes of existing courses and vertical linkages to credentials and employment. 6

7 CTE Reform: Implementation Phases 7

8 A Commitment to No Dead Ends Non-negotiables for High Quality CTE Programs 1. All promoted programs of study align with state and/or regional industry and labor market data. 2. Programs of study incorporate experiential learning and capstone experiences valued by industry. 3. Secondary programs of study vertically align with postsecondary programs. 4. Courses are sequential and progressive in a given program of study. 5. Secondary programs of study incorporate courses and exams eligible for postsecondary credit or hours where appropriate. 6. Course standards are robust and accurately represent the academic, technical and employability skills learners must master. 7. Educators receive ongoing, progressive training and professional development to ensure instructional quality is reflective of course standards and current industry work environments. 8. Federal, state, and local funding are utilized ongoingly to leverage and drive programmatic changes leading to the implementation of vertically aligned education-tocareer learning pathways. 8

9 Activity Evaluate your state s CTE program against the list of non-negotiables. Directions For each non-negotiable, rate the level at which you feel your state CTE program and pathways matches the description of a high quality program. Use a scale of 1 to 5, with 5 representing the strongest level of agreement with the statement and 1 representing the lowest. You can complete this activity individually or with your state colleagues. 9

10 CTE Reform Implementation Phases 1. Engagement & Program Audit Convening Stakeholders Auditing Your Existing CTE Program Identifying Dead Ends and Program Gaps 2. Planning for System Change Timelines and Rollout of Activities Budget and Costs Communications and Messaging Staffing Expertise 3. Executing the Plan Keeping Stakeholders Engaged Understanding the Impact of Disruption Monitoring Progress and Adjusting Course 4. Remaining Agile Ongoing Data Collection Annual Evaluation of Pathways Support for Regional Initiatives 10

11 Phase 1 Engaging Stakeholders and Conducting a Program Audit Key Stakeholders 1. K-12, notably secondary education 2. Postsecondary, technical colleges and community colleges 3. Labor and workforce agencies 4. Business and industry representatives 5. Economic development centers 6. Governor s office 7. Key legislators and/or staff Areas of a Program Audit Academic Offerings: Programs of study & courses Program Funding: Federal, state, and local Student Achievement & Attainment: Program outcomes Data related to accountability & transparency Out of classroom experiences Credential attainment Matriculation and transitions Educator Training: Teachers & administrators Stakeholder Input: Industry, postsecondary, educator, student/parent

12 Phase 2 Planning for System Change Timelines and Rollout of Activities What needs to begin immediately? What can come later? What steps require a significant amount of time (i.e. program and curricular revisions) or require possible resources, such as additional personnel or funding? What could have multiple rollout dates as part of a comprehensive phase-in (e.g. new or revised programs of study and/or courses over several academic years)? What may be retired or phased out and will that require multiple dates? Budget and Costs A revitalized state CTE program does not necessarily equate to new or additional costs. However, there may be costs related to several agreed-to action items during the process, such as a need to hire a consulting firm to assist the state with CTE course standards revisions. Determining if these costs can be covered through an existing operating budget or must be requested for an upcoming fiscal year budget will also influence rollout and implementation timelines. 12

13 Phase 2 Planning for System Change Communications & Messaging A state s strategic plan must have a section specific to overall communications and messaging, as well as communications elements incorporated within specific initiatives throughout the plan. For example, a state s strategic plan should include a messaging strategy for addressing changes in course and certification offerings and use road shows that state staff will take to share these key messages with local educators and the community. Staffing Expertise A state must consider, and plan for, how an approved strategic plan will impact their own staff members. What are the levels of content knowledge and ability or bandwidth of those who will be charged with executing aspects of the plan? Are their skills sets where they need to be for success? Successful changes will only be as good as the individuals charged with overseeing the implementation of it. 13

14 Phase 3 Executing the Plan Keeping Stakeholders Engaged A critical and oft-overlooked step to ensuring strong execution is keeping all stakeholders firmly engaged in the process. When changes span over multiple calendar and fiscal years, the need for key stakeholders to remain committed is essential. Managing the Impact of Disruption Schools and districts may see pathways in which they have invested time, staffing, and money close or sunset over time not an easy pill to swallow. Communicating what will change, how it will be carried out, and when it will take place is critical to mitigating the inevitable stresses of the process. Monitoring Progress and Adjusting Course Data collection should be ongoing and reporting of progress and outcomes delivered at multiple points during the process. Course corrections may be necessary to achieve the plan s ultimate goals. 14

15 Phase 4 Remaining Agile in a Dynamic Environment Core elements to an ongoing, responsive program include: Instituted evaluative processes to review the overall state CTE plan to ensure continued relevance and efficiencies Annual review of programs of study and related courses to ensure postsecondary and workforce alignment Highly-skilled staff who are content experts Ongoing, timely communications and messaging tools being delivered to stakeholders Robust department and state data systems reflective of high-quality data fields and collection methods Highly engaged industry advisories and faculty advisories across the program delivery and program evaluation continuums Regular cross-agency convenings to drive shared interests, policies, programs and funding Ongoing educator training and professional development lifecycle models reflective of state CTE priorities Identified opportunities to regularly leverage and braid federal, state and local funding to maximize (re)investment in the state s CTE program and priorities 15

16 What s Next Additional Guidance & Resources for States This presentation is a sneak preview of an upcoming publication on strengthening state CTE programs November 2017: Publication of the Full CTE Reform (Overview) Over the course of 2018, ExcelinEd will be publishing a series of playbooks that examine each of the steps discussed today in greater depth Practical How-to Approach Additional topics include: Stakeholder Engagement & Planning CTE Program Audits Course Evaluation & Postsecondary Alignment CTE Funding Strategies (including braided funding) ExcelinEd looks forward to working with states as they navigate this vital process to improve their CTE programs and provide students opportunities for lifelong advancement and success. 16

17 Thank You! Quentin Suffren Danielle Mezera Foundation for Excellence in Education P.O. Box Tallahassee, FL