career technical education pptx

California voters have approved $500 milion more mond money for CTE infrastructure The challenge the state faces in investing this money wisely is that it Ickes intewide strategy to inte

CAREER TECHNICAL EDUCATION:

CREATING OPTIONS FOR HIGH SCHOOL SUCCESS

LirTLeE HOOVER COMMISSION

November 2007

November 15, 2007 The Honsrable Arnold Schwarcencaser

Governor of California

‘The Honorable Don Peratn ‘The Honorable Dice Ackerman

President pro Tempore ofthe Senate Senate Minority Leader

‘iil members ofthe Senate

The Honorable Fabian Naiex The Honorable Michael Villines

Speaker of the Asses Assembly Minority Leader

Dear Governor and Members ofthe Legislature:

California i struggling 1 keep more student in achool long enough to grtduate and, at the same time, enaure that Calfrnints students have achieved aulfcent academic peoiciency so that they fre ready for college, postgraduate Wraining or work An estimated 30\ percent of California's

‘entering nints graders do sot Sah high schoo! an estimate because the state does aot collect the dats needed for an exaet number In Los Angeles County, home of the slates largest school 01C, the dropout rae, ealimated at 55 percent, is hiner lian Use pradaaiion rae el every year, the demands ol an inerrasingly global ccanomy requice Callarninne to now more

Stes annual K-12 spending — in a measure of the intensity of the search for solution Educators aad parents, business avers and labor fenders see in CTE — with it real world Televaner and project baaed learning —'m way te engage students in ettucation thal is different than purely neademtie approach Newly available money for CTH creates the opportuni” ta Invest in CTE strateies that work, as well ax the responsibilty to determine why some district programs are miccesnul, so that other districts can benefit fom sharing of hest practices The bulk of the nearly $400 million in nev funding is one-time money, putting a prcmie an caseving the money is spent on investments that ean pay continuing dividends, “Another $500 milion in bond money is planned for CTE infrastructure

In its study of career technical education, the Lite Hoover Commission found encouraging cvidence that CTE in te modem, academically demanding form — ean deliver an ternative [Approach to learning that can Keep stints engaged, help limprove grade point averages and prepare students for both the work world and higher edueation fa thelr visits to career oviented hgh “schools in Sacramento ned San Diego, Commissioners saw the new CTE at its best, fcademically demanding, rigorous and relevant, clearly engaging students who may, ia other {ettings, have been at risk for dropping out

‘The research, though encouraging, is not comprehensive Far mote is needed to determine whet Wworks in CTE classroome to hooat student autcomes, including proficiency on California's lchievestent test, Evaluation should be a condition af receiving any new CTE money

Lack of data is problem not Limited to CTE, however, The state's entice education system is hobbled by the dearth of real time information that can be used to measure performance of

‘individual students, schools, disrets and curriculum Cabfornse must find the money in is $67 Billion in snaual education spending to fully iaiplement the Califoraia Longitudinal Pupil Achievestent Data System (CALPADS).-Any talk of selorm i eamptv without a Watt (rack lon term performance ad measure esulls:

Likewise, the problems of teacher exedentiling and overly complex funding streams are not

arddremsed on their own terms immedistely and should not have to avai for reform of the state's

‘The Commission's cecommendations are aimed at taking advantage ofthe current forus on CTE to take sepa that will keep CTE sable and effective and ensure that the state's new investment in CTE pays lasting dividends

California needs to crente ane implement a strategy for CTE, one that

+ In the short term, evaluates, expands and replicates proven programs in distriets that demonstrate they can support them: then, once more research is in and, use I

to build e longterm, evidence-based strategy that Tully Integrates academically rigorous carcer technical edueation into general education programs "As the state invests move in CTE, it also must measure the outcomes of CTE programs to ensure best practices are replicated statewide "The new specie fanding should be used to expand (CTE curriculum that meets the high standards the state has edopted Course sequencing, fiom high schools to community colleges oF other post-secondary education must be enhanced so that all CTE students can progress along an established path And wale che few categorical fending can improve aad expand CTE, the state should simpli and Integrate CTE funding A dote system to measure student patticpation and perlormence

tm CTE programs and determine whether CTE patticipation increases academic prficeney must be developed,

+ Is built on partnerships Between education and workforce development Pantgerships of local ad regional education, workiorce development nd econeiic evelopment leaders have proven to Ue essential paris of any successful CTE program, connecting current education lo future Warkforee demands Local districts thal seek ew

‘money for ther CTE programs should be required to demonstrate that they have bust Strong and active partnerships with the outside community ao that what i taught in the Classroom is eelevant to what ia happening iz the economy and so Uhat suidents hate the connections with outside employers for learning in a Work environment

+ Bxpande the qualified CTE teacher workforce The stste must suldress the need for

Table of Contents Executive Summary

Append B: Advisory Comite Member o Agpeodix C CIE nds Sets and Carer Pathe “

Aopen Pes Recents Linn Educ ad Werle sna

Abend F rane for Workforce Developient o

Dropouts Costly Add to Shortage of Skilled Workers

High School Career Technical Education Declining

Breakdown of Ongoing State (2006-07) and Federal (FY 2006) Categorical Fun

Gain in GPA from Grae 10 to Grade 12 by Comparison Group and ROCP Students 11 Required A-G Courses for CSU and UC 16

A Comparison of Course Requirements

Elements of a Successful CTE Program

Standards, Framework and Curriculum Defined

Project Lead The Way

The Issue of Concurrent Enrollment

New Developments ~ CTE and the Academic Performance Index

CTE and the School Accountability Report Card

Labor Shortages in High-Demand Fields

Top-Down Efforts Difficult to Sus

East San Gabriel Valley ROP & Tech Center

Linking Education and Economic Development

Focus of This Study: CTE in High Schools

Executive Summary

5 California grapples with high dropout rates and low proficiency

scores, cater technical edueation has entered the reirm debale

CTE, formerly known as vocational education, is 4 new term that can,

mean vastly different things to diferent people Although this has

complicated the debate, it does not have te The California Departinent

of Education has issued CTE standards thet make it clear that the

content of CTE courses must be rigorous ae the content standards for

high school ncademie courses,

From the state’ perspective, the definition is clear: CTE means

education that combines academic rigor ond seal world relevance la

many schools, Kawever, CTE has all but disappenred Where CTE

‘survives, few couraes meet the atate's new CTE content atandards

‘The state fs about to invest nearly $400 million in CTE programs, much

of it one time money California voters have approved $500 milion more

mond money for CTE infrastructure

The challenge the state faces in investing this money wisely is that it

Ickes intewide strategy to integrate CTE into high school education,

Programs prodace improved student outcomes ich at higher

feraduation rate, higher grades and greater academic proficiency

Over the course of this study, the Commission found compeling evidence

that seademically rigarn earser technical education could improve

“The Commission found thatthe state's system for governing and funding

CTE misrors the state's overall fragmented governance structate for its

feucation system Within CTE, governance and funding streddle three

levels of government and two state departments, While these systems

cn and de work in concert, there alae ia discord and dyshinetion The

CTE, In terms of accountability, the fragmentation makes i đưũcu to

‘understand how mich or how well money is spent on CTE

Lirmte Hoover Comstssion

Ie is clear that the present edueationsl system is filing many Rowghiy

30 percent of all ninth graders whe enter high school disappear from the system belore earning a diploma In Los Angeles, home of the state's largest seo! district, dhe situation is even bleaker, with more chan hal

of all high schoo! students lesing before graduation This, at a time

‘conomy, both skilled technicians an college graduates

‘The state cannot continue thie falite without serious consequences,

‘The state's economic well-being is e is, as is the social fabric stretched

by the growing number of Californians trapped in low-skilled jobs,

‘The Commission embarked on this study to better understand the state could best invest she new money available for CTE The research,

‘whieh suggests thar CTE programs can keep students in school and help them learn slile requiced fer future employment, is encouraging, but

Data System (CALPADS, its unique stadent identifier system ~ to enable policy-makers and educators to understand what is working,

‘Available research indicates that progiams that combine eareer-themed thar have been evahtated are staying in school and graduating at rates higher thas their peers They are more likely to pass the high school exit

‘exam; they are more likely to eatn higher wages in jobs afer high seboot and, they are al least os likely to go on to postseconslary educational programs, Some auidies show that those atudenta at highest risk of roping out DeneGt most from CTE participation Other stucies indicate certain subgroups of students who participate in CTE, including Aisin Americans ad Latinos, ousperforw their peers at even greater rates than CTE students overall

Civen dhe promising sesulls, experts tol the Commission ther ube state's schools need to make more academically rigorous CIE courses svalable

te more students ft wll not be the whole solstion Fut blending CTE into the state's averaeching education strategy has the potential £0 improve otcomes for many ~ particularly those that are at greatest csi

of dropping ost

CTE - From the Margin to the Mainstream

California must develop a straceay for integrating CTE into more schools

across the state so that rigorous and relevant CTE courses ean be 6

option for more students

Career themed high schools with programs touted an models have

spring úp across California, but there is no process for measuring

programs and ensuring effective programs are implemented statewide

‘The state has made a sound invesatent developing and adopting CTE

standards and a framework, but schools Ick the matching curriculum,

The atate alae lacks any sort of mechanisi to ensure that CTE content

A few districts and schools hate developed carricuiim that meets the

‘state standards, embedding statistics in classes on public health risks

fad high-level math to teach construction technology The Commission

found others have adopted nationally-acclaimed curriculum thet meets

inte standards But these represent iy a small partion af the CTE

Aistriets in developing and implementing successful CTE cusricalam and

program models,

New money has specifically targeted improving course progressions

between high schools, Regional Gecupational Centers ard Programs

(ROCP) and community calleges aa that wudents es progress along

fo the next, Sill, there are exemplary programs at high schools and

ROCPs with no corresponding linkage to community colleges, Likewise,

hore are outstanding community college programs with no feeder

schools

The governor and the Legisinture have dedicated $400 milion over the

fest seven Years to expand and improve CTE programs The state has

fan opportunity with this cash infusion to make a dliference for stadents

land to improve California's economy by expanding its educated

workforee

lime Hoovir Commission

Recommendation 1: California must develop a strategy to, in the short term, evaluate,

‘expand and replicate proven programs in districts that demonstrate they can support them The state must use research results from its short-term strategy to create a fong- term, evidence-based strategy to fully integrate academically rigorous career technical

‘education into general education programs Specifically, the state should:

© Expand and replicate successful career-themed igh schools and effective CTE programs Through the Governor's CTE Initiative grant program, the state should provide grant money to schools or districts that demonstrate they are implementing proven carcer-themed education models The state should require those receiving grant

‘money to tack and report student performance, The state should

1 txpand the availabilty of academically rigorous CFE curriculam The expand academically rigorous CTE curriciham that meets state CTE business and industry it CTE cursieuhum development Additionally

‘the state should provide grants for professional development to

‘ensure that teachers are qualified to teach the new CTE standacds Improve the process for qualifying CTE courses for the A-G requirements ‘The state should reqire that all new CTE courses developed with CTE grant funding meet the Caliornia CTE standards California shoslé be required to work with the Department of Fetwcation and local educational agencies to ensure rapid and consistent approvals of academically rich CTE courses so that mote CTE classes meet the approval of the UC for its AG requirements, particulary in core acadenie subject areas

Align CTE courses into streamlined sequences The state shoule

‘sequite all grant recipients to align their CTE courses and proseams with course sequences in partner community ealeges and ROCPs cestabliah smooth paths for students fm careerthemied educational postsecondary education programs that continue their eareer paths

‘The state should contioue to evaluate the progress ofthe alignment

‘ello and use evidence to further guide and improve couse 5D Align funding The state showld consolidate state CTE funding into

‘one specific funding source to better coordinate and teack CTE

Measure results, The state should fully implement the California

Longitudinal Pupil Achievement Data System so that it can

securately measure dropout rates, graduation rates snd the

Hlectivaness af various educational programs, including CTE

programs, The slate should require local educational agencies to

‘The state also shoul further develop data system to combine K-12,

postsecondary and employment data information to measure post

high setool outcomes,

Connecting for CTE Success

evelopment and economie development Previous efforts showed early

signs of saccess, only to fall by the wayside when leadership changed of

when funding disappeared Etforts at che local level have shown mixed

—¬

could align coursework with local economic conditions, enhancing

connections and course sequences ftom high school to ROCP and

community college programs, Such linkages are crucial to creating the

Leaders from several mode collaborative efforts described partnerships

where high schools, districts, regional occupational centers, county

9lees of education and colleges had forged relationships with

businesses, labor and local workloree investment boars They used

“The state, ax & works to reinvigorate the California Workforce Investment

Board, should focas on bottom-up efforts atthe regional and foal level

Recommendation 2: To remain economically viable in the global economy and to ensure that education programs match workforce needs, California must better align its education, workforce development and economic strategies Specifically, the state should:

Use existing money for incentives to develop and expand strong, high-

level regional business and education partnerships ‘The state should

commit part of existing CTE funding, including discretionary federal

Lirmte Hoover Comstssion

money, t0 local county offices of education oF community colleges to velop of expand regional partnerships that have demonstrated the eapacity to produce measurable outcomes, suck as creation of Jnteraships, job placement, suecessiul CTE teacher recruitment oF creation ofa locally haved CTE teacher eredentisling prograss These {evelopment throughout the state Local partners shotild ínclude top local leaders, eluding superintendents from sehool districts and county offices of education; chancellers from neal community colleges; presidente of loesl CSU, UC and private colleges, where

‘applicable; leaders trom the local workiorce investment boar: chi executive officers from local employers; and, county CalWORKs

¥ insure CTE courses and sequences olfered match high

¥ Leverage local employers for work-based learning

Building Capacity

‘The lack of educators qualified to teach to the state's new rigorous CTE standards is major hurdle to sustaining and expanding CTE programs, The number of CTE course enrellmeata has declined 23 percent fram

1987 to 2008, while the number offull- tine equivalent CTE teachers haa

TP caieulem tớ meet state CTE standards, they will need more teachers, and more teachers with better training, Experienced professionals find barriers that prevent them fom easily moving into a teaching carer

le auldition, career-themed schools require a new breed of leaders with for improving neademie proficiency, managing staif and students and forging partnerships with businesses, non-profit organizations and other educational institutions A shortage of qualified counselors to guide students on career and college options also poses a barrier to expanding

‘The CTE credentialing process i a major barrier to increasing the number of teachers needed to espand CTE and upgrade programs with new camieuhum thet meets the state's CTE standards, The CTE credentialing system needs co be streamlined, aligning it with CTE

Industry sectors to increase flexibility, Legislation to address this was

passed in September 2007, and the California Teacher Credentialing

Conimission haa formed sn advisory committee to review this, Broader

reform ia needed Avtical barriers, such aa job-history sequirementa,

(event quallied pesfessionals ns well as rachers with previous industry

“The Commission heard concerns thatthe state's primary training ground

(or new teachers, the CSU system, isnot nimble enough ta quietly adapt

tothe new standards Most dsticts, however, lnk training programs to

help teachers upgrade their sklls to teach more demanding CTE

‘The state can address these esas by tapping county oices of education

and local districts to develop and implement new taining programs,

Pushing fora eapid overhaul of che credentialing process and removing

Darriers for qualified professionals New money has been allocated for

hiring more counselors, Some of it should be directed to developing

(CTE specific counselors who ca take the lead i working with & schoo! =

related learning opportnisies

Recommendation 3: In order to improve student outcomes, the state must implement policies and remove barriers to expand the educational workforce, including teachers, administrators and counselors Specifically, the state should:

Update and streamline the credentialing process The Califrnia

Contmission on Teacher Credentiling should complete within cwo

years its update of the CTE credentialing preceaa, inchiding aligning

the CTE credential with the industry clusters established in the alate

barriers that make it difesit for industry professionats to enter the

teacher worklorce, Specifically, the commission shoul

` ˆ Revise the recent work history requirement

Beginning Teacher Support and Assessment (BTSA) Induction

Program

Require ongoing staff development The state should require all

land structured stall development on blended CTE and academic

curriculam, Specjfeal, she state should

Require credentining and other related education programs for

principals to include traning on developing and implementing

(CTE progeams that meet the state’ CTE standards

Lirmte Hoover Comstssion

¥ Provide incentives to local districts and schools to develop and

‘expand their own credentialing programs to provide teacher

‘cestiication for sigorous CTE courses The state should provide Incentives for districte and schools, where appropriate, to

‘replicate successful distrit-based eredentiating

Require CSU to assess teacher training and implement necessary changes th enuure new teachers are qualiled to tench the rigorous CTE coursework based on the state's CTE standards

1 Provide incentives for professionals f0 teach, The state should Specifically the state should

Y Consider tax incentives for businesses to loan professionals to

` Bagand opportunities for aummer emtemnships ao teachers get a betler sense ofthe business world

¥ Lobby poliey takers at the federal level to eliminate the Socal Expand the number and role of counselors The state should use previously approved money for local districts (o expand the number fof counselors trained in providing career advice, including funded with this money should take the lead role in outreach, serving {asthe main resource for genevating internships and other job-based learning opportunities, The state should require Governor's CTE Instiative grant cecipients to provide atonal taining for counselors shout CTE programa and eareer options fr students

Background

cory 2 milion stent are ena in Callens publ igh

cage shy tive, grain rte ante Seto tern

tomentans of miner anil ovncone students re đợc

Ieee gest in bs Angee Vel ost Dee

prulunon vse fr Aca Amtican stent 87 pens 60 percent

California stadents who remain in school post test scores that lag far

behind the rest of the nation, In the 2007 National Pducaional

Assessment of Progress (NAEP) lor math and reading, California comes in

heat the botteat ofall tntes, Only three states acore lower on the fourth

rade assessment of math skills, and only four states score lower om the

fo siates score leer than California, and for eighth grade reading, any

Mississippi seared tower,

Many other students graduate but founder for years in low-paying,

dead-end jobs,

fine workers till high wage, high-demand jobs =m

(On op of $20 milion a year aver the nent seven yes he gavemot hes rte $260 milion or

[As Califorin's leaders debate how to cackle these

inves, career technical education has comte to the

eebent of this convermition sm part of a anlution

for both ofthese challenges This conversation ham

‘early $400 million over the nest seven years

Debates shout the role of career-based learning in

high schoo! education go back more than a centiry

stlkeholders, bit the debate remains, embedded in

the broader questions about the purpose of high

CE, tne outcome of 2006 lng element

‘chad by the Calli Teachers Asian and the govemor

Inaddtie, the 2006-07 budget included $80 rill in ae tne funding for CTE equipment

id ates split equally beeen pub schoo 3nd community collages, And in November 2006, Calta ves passed Prpoton 1D, public

‘education facile bond act which ema $500 tlion for CTE facie

Lirmte Hoover Comstssion

‘school: Should high schools be expected to prepare students for college? Specific jobs? The work world in general? Or should high schools

‘sinply prepare students to mect agreed-upon standacds of proicienes?

‘The dropout cots more than just missed oppor,

Accrding ts ane University of Calm expe, the

‘Sppredrately 66,000 sills who dropout a ny

‘gen yor wil on the tate $14 Billion los aes

‘And highschool dropouts are far more ikl to got

pson and rly more heavy on gavemment progam,

Such aswell, public heal ar, fod sta and

gương subsite, over the count of er ves

Longtandingsuppt for CTE also comes rom hos

‘who bee tha carer approach toedeation

‘Can beter prepare mam tc ojo nà

‘ornpettive seanery Busines andlor lade gio

that Calfloms comtnurd sconomvc scr ingen

‘maintaining igh quality workforce These lade

‘Beet hat Calfomia sin danger of eng ts wore

‘xbvanloge as highly skilled baby boomers rere athe

thet generation of worker neaded to maintain

life's corpetvenens and to fund expanding baby

boenerelreteo code me leo iundel andlox

skilled than thất pmdeecsoe, Egeet ay that

California wil have to nce the umber of college

‘geduates = well ashigh schoo students th the

Decessany kil to ene the wordone and vo rue

‘vanced education and taining throughout ther ves

Many continued to view CTE ns inferior tf

I the es) 1900s, vocations! education, indastrialzation of the US economy, The carlest inftsion of job-oriented training {nto the public education system began with Congress and the Vocational Education Act of 1917, which provided

Te the ear part ofthe last century, when

190 percent af youth fle scoot by age 14, i sas hoped sha job-oented taining would keep move students encod and better prepare them for work in the factories, forma and homes af the era

‘This 90-year ole! federal policy required that states establish a separate board for vocational education and established separate funds, separate teacher preparation and certification separate Students, and separate and segregated curriculum Thin deliberale separa Isted for most of the 20° centars, shaped

‘many of the eas job-speciic vocational progeams and helped establish he perception that work-related

content is for these who are mot college

In the 1980s, career technical edeston emerged in the place of vocational education, a relletion of the new skills students needed to thrive in & new

sitional academic path Previously, students who were not succeeding in academic casrsework or were perceived co not be college material were steeed to the vocational tack, High achievers or those who aspired £0 h

icected to college preparation programs her education were

More often than net, low income and minority stents were put om the vocational tack.” Among any minority adult, CTE ail retains its stigma from those days

Jn 1984, Congress passed the Carl D Perkins Vocational Education and

Applied Technology Act, which required states to improve vocational

education progrenis The presence of CTE is high schools, however

continued to erode over the next two decades, in part because of changes

failing, marked the start of a | |} rec

reform.° The report set in “HÁT mslaelaler Teal Come

Cairn im the nt 19908 | Aen ea Senet ate eee

new standards, pit the focus on academics, and ns budgets tightened

(CTE classes started to disappear Though small number of CTE

programms have bolstered their courses to make them more academically

Fgorous, many of the state's existing CTE programs have beea slow to

Upgrade User curriculum

‘The California Department of Eeication made its direction clear with its

release, in 2005, of new, rigorous CTE content standards that matches

the state's ambitious neademic standards, followed up by a framewarle

(or those standards in 2007 ‘That sade moot many of the arguments

about what CTE should be The state has set the bar: To meet the

standards, CTE must be academically rigorous and oller zeal world

{is not kon how many CTE courses eucrentiy taught mect state CTE

standards, but another measure gives @ sense of scope, The 5.614

courses thatthe UC has approved os meeting A-G requirements cceount

for about 20 percent of all CTE courses!

Lirmte Hoover Comstssion

CTE Funding Sources Varied

Career technical education is only a small part of how California sducates its students, la 2006-07, the budget for K-12 schoo, including adule education, totaled approximately $67.1 billon CTE spending, categorical and discretionary, represented about 2.5 percent of (CTE funding is spread across theee layers of government: federal state tnd local wo state departments: the Califoraia Department of Eduestion snd the California Community Colleges Chancellor's Office; and, several categorical programs as well as philanthropic organisations and hose maich money California spends on high school CTE each year,

Much of the stare CTE money snd all federal CTE money isin the form of Specified funding What is isolated from general education spending This pattern of funding perpetuates the separation of CTE and academe core prevented CTE programs from sheiaking even farther over the past two decades, Experts told the Commission that without dedicated money Sor Specific categories of spending, CTE programs would be at risk of losing

‘The varied! lst of specific state funded program includes the Regionst Occupational Centers and Programs, partnership academies, agricultural vocational education, the apprenticeship program, the Governor's CTE oijase, the vocational component of adult education, the community colleges economic development program and nursing programs

biggest federal source of money for specified spending, providing approximately $140 million annually for CTE through ‘wo programs Basic Grants to States and Tech-Prep Education, Perkins Act basic syaet money ows to secondary schools, community colleges, ROCPS, Adult education agencies and stale Insitutions Secondary and Postuecondary education agencies receive 85 percent of the great amount Of that amount, about #4 percent i alloted te secondary schools

‘The following chert provides a breakdown of these federal and state categorical program funds for 2006-07, totaling neacy §87S mien and representing just over 1 percent of the budget for K-12 aad community

college education."| The figures shown in the chart are inputs

Fepresenting separate categorical funding sources for CTE Some of

these finding sources are then blended aa expenditures, Le, there i

separate categorical kinding source for ROCPS, but ROCPS can receive

‘mney orn snore thins one categorical

Breakdown of Ongoing State (2006-07) and Federal (FY 2006) Categorical Funding for CTE

Sibpegam brfial Yar sts setened tipiSeakrlge dec PSeaterdipt gest

‘The programs have diferent lead agencies ad are steetched cross

rious populations The chart on te fllecing page shows the enix of

Local schoo! and community college districts ean use their discretionary

money to fond CTE classes ond leverage categorical contributions

Using apportionment amounts from 2002-02, the Departament af Finance

cstimates that loeal schoo! districts spent nearly S500 milion and

community college districts spent approximately $555 millon in nom

categorical funding on vocational and career technical ciation in

2006-07, fora total of spproximatety $1.58 billion."

Lirmte Hoover Comstssion

Lead Agencies and Student Populations for CTE Categorical Programs

{COE Clteia Depron aon COC Calta Communi Caan

Finally, many local distits alse apply for and veceive philanthropic and foundation grants, which furdser leverage public money Organizations stich a the Bill and Melinda Gates Foundation, the James Irvine Foundation and others have plaved significant roles im guiding che creation of CTE programs through their research, (echnical assistance land this type of gran funding,

What Research Reveals About CTE

le Governor Arnold Schwarzeneyser, the state has a leader who hes experienced « carver-oriented education frst hand and wanta to expand epportunities fer Califor

drawn attention to an emerging body of evidence that siggests that

fateer technical education ean play an important role in keeping Students engaged end attending high schoo! and also improving their sptions after high schol

to enroll im academically rich CTE courses, there are few students £0 study, Many of these academically challenging courses only recently have been developed and only have begun to spread into classrooms Aaditionally, California's assessment measurements also axe fairly new

invest in a better data system or Fequite ouccome measures for CTE programs

‘The state does not kuow whether an algebra class chat engages students

with real-world examples linked to career interests will make Kids learn

better than a traditional algebra clas But we do know the status quo is

ot working for too many kids, pastculsely minority and low-income

studenta

Despite the shortage and the shortcomings of available data on CTE,

‘wimesses at the Commission's public hearings and participants in the

Commission's advisory committee meetings pointed to emerging research

showing that academically infused CTE holda promise ia keeping

students i school and improving their academic perlormance Research

courses ave higher attendance rates, are more likely to pass the bigh

school exit exam, ace more Hikely to graduate and improve their grade

point averages (GPAs) at greater rates than comparable students whe do

ft enoll in CTE courses, And the data show those in CTE are equally

kev to pasteipate in postsceandary education

ven greater gains than the average CTE student, Research also has

shown that some of the CTE programs that were evaluated provide the

Ereateat benefit to those students who ace most at risk of dropping out —

those who have been chronically absent, have failed courses or have

bbeen held tack,

California Partnership Academies Target At-Risk Students

‘ype of CTE program in Califarnin, Inrgely hecasse they have generated

‘more than two decades’ worth of data, and the programs, because of

their student body requirements, deew the attention of national

eararchers, Desipied to engage at-risk students, partnership

than ane ata given school ~ fonction as @ school sithin-a school with a

10-12, Bach academy partners with businesses whose representatives

provide oversight and input on curriculum and work-based learning

‘opportunities, At least haf of all students in each partnership academy

rust meet three of four eiibity eter: prior regular attendance: a

ceri prograsn; and, economic hardship."

A 2007 review of California's 290 high sehool partnership academies by

ConnectEd showed promising results The assessment found that tenth

ide students enrolled ia partnership actdenien hed higher passage

Lie Hoover Commission

Source: Gay Maton, rein, Cenma Tắc Ca

rates on the California High School Exit Esam (CAHSEE) than did their peers who were not engoled in academies, with 84 percent passing the English language arts test, compared (© 76 percent statewide, and 80 percent pausing the mathematics test, compared to 74 percent statewide

‘The most significant contrast in the data appears when scores are sorted bby suident ethnicity Native American, Hispanic/Latino, Pacific Islander land Afriean Ameriean students enrolled in partnership academies passed Doth exams at substandally higher rates ~ fom 10 to 17 percentage points higher ~ than did auudeata of the same ethnic groups statewide,

Im only ene area did a group of students statewide outperform academy students 92 percent of Anion students statewide passed the math exam

‘compared to 88 percent of Asians enrolled in academies

Graduation rates are another gauge of success identified in the ConnectEd report Graduation rates of academy seniors were higher thân those of seniors statewide ~96 percent as compared to 84 percent

As with the CAHSEE results, certain ethnicities, including Native American, lispanie/Latine, Pacific Islander and Alrican American

‘students, had graduation rates 10 to 15 percent higher than aid their peers who were not participating in academies

ria Cee Cle a art, nd Cts Do, Cort,

me academy Sopp Netra Heo Clon Bos, Mur 207 Pe he Clos Prep aes

Additionally, 50 percent of academy graduates met the college A-G

requitements, compared with a statewide rate of 35 percent, Seventy

percent of academy seniors reported that they planned co pursue a

follege degree immediately after high schol."

Despite these and other positive outcomes highlighted in the report

inchiding high attendance and course completion rates, the overall

average Academie Performance Index (API), & key state measurement

Dbased primarily on acaemic testing, on average was lower for academies

thaa traditional high Schools Academies have a higher sepresentation is

low API schools and lower tian average representation among top APL

fcademies are at-risk in part defined a a history of poor attendance

find low academic performance experts nasert that i not surprising

that average APIs for academies are lower than many schools where half

the population isnot at-risk

‘The Connect study nino included Key caventn, Fira, al of the data i

the review were selLreperled by the neademies, and though highly

guaramteed Additionally, not enough information was available

Fegarding academy student selection processes to confitm whether the

academies consistently met the program's at-risk requirements

Additionally, Use quality of the partnership academy programs varied

Another national siidy, considered m model cvaloaton because of its

rigor and random sampling design, documented positive outcomes for

‘sdenta who attended eareet academies, Since 1993, researchers at the

Manpower Demonstration Research Corporation (SDRC) have tacked

the outermes of students enrolled in nine career academies aeross the

United States, including four in Callornia, ae Well as = comparison

group The MDRC studies are based on student records, stdent

‘surveys during high school and follow-up micveys after high school In

"ts 2000 report on students’ engagement and pesformance in high schoo,

MDRC found that career academies substantially improved high school

outcomes among studente at high elk of dropping out

fropout rates and inereased attendance rates, credits earned taward

graduation and preparation for post-secondary esucation, Among the

students least Uely co deop out of high school, the career academies

‘ereased the likelihood of graduating on time Despite these positive

futcomes, the study cevenled the cateer academies bad litle or no

imprct on student scores on standardized math and reading testa”

later stucien of these students showed hat career academies ad

Lirmte Hoover Comstssion

‘substantial positive impacts on employment and earnings after high school, particularly for young men and those who were considered high

sk fo deoppiag out

‘Another national study found that atudente whe add a career rancentration 19a strong core of academic subjects had text scores that were equal to or exeecdled those of college preparatory stdents, had a higher grade point average in college, were more likely to remain in college and hed better employment and earnings outcomes This study

fe found that high-rsle students were eight to 10 times less hice to drop out ia 110 and 12° grades they enrolled in @ CTE progeny rather

Regional Occupational Centers and Programs

Initiated in 1967, California's 74 Regional Oceupational Centers and Programs (ROCPs) provide career preparation courses that teach both technical and academic skills to high schoo! and adult students Approximately 75 percent or 375,000 of the 407,000 students served snnvally are high achool atudenta, Some programs are held on high school campuses while ohers tse repional lations that draw students from mulipte high schools

Partneship Academies and Regional Occupational

Center ane Progtams, the ate oes ther

‘established CTE modes, such ais acuta

programs and “Tech Prep progars ‘proximately 50,000 hig school students each

‘ear are onolled in he stats agrcaltral uation

rograms, which combine academic coursework

Soh he technical waining need 1 be sucess

lo eagfeulunl dd, Tekhiep Prayam

Gnd trough feral Pokine grants, typically ako

the teem uf 22 programs offered rough 3

‘larson betwen Nigh school and comunity

‘alleges that combine two-year high school

‘epee Mth trorvenrcllog regs tl leo

toa ceniicate ora dagee

Sanday els aes tin

St decom No, U5 pment ct

shows adams

‘A 2006 study by researchers atthe University

of California, Riverside, compaced a sample of camnent ROCP students and recent gradustes

lo a peer group with similar academic and the ROCP student grap ~ the grade at which most students begin ROCP coursework ~ was significantly lower than the geer group a possible that igh

slightly more likely to qualify for a free or redivced price hunch and also were more likely

40 be English language learners than the peer rou,

peer goup The ROCP students had an fverage tenth grade GPA of 2.7 which Increased to 3.0 by twelth grade, a 0.3 increase "The peer group had s higher enh

rade GPA, 2.1, but rose only 0.2 points to 3.3

‘This study found that some of the geeatest gains were made by student

subgroups, including Afican Americana, who aa n group increased OPAs

by 0.87, and Hispanics, who increased GPAs by 034/2 The report

lange tobe accounted for by ROCP gains alone and reflected improvement

in other coursework

“The increases in GPAS were more significant than those in @ sindlee

study of ROCP students in 2004 The UC Riverside study suggeated that

the inezease in seademenlly infused CTE coursework: might be the

te prove this correlation»

Gain in GPA trom Grade 10 to Grade 12

by Comparison Group and ROCP Students

Aan examination of ROCP student performance on the state's STAR

fcademic achievement tests, however, revealed mixed cestits The

comparison group had higher math and reading scores in teath and

fleventh grade, though progress was AC The ROCP students ad

Signiicantly lower reading and math seoves than the comparison sroup

ROCP stsdents in both reading and math scores ‘The transcript data

and follow-up surveys included in the study revealed postive outcomes

when compared to the peet group The ROCP students enrolled is

postsecondary education at an equal rate es the peer roup, cared

hhigher wages upon graduation, had more scceas in sectring raisen nnd

Lirmte Hoover Comstssion

promotions and expressed higher satisfaction with the high sehoot coursework

‘The ROCP students said they had less enthusiases for other high sehoot academic, fine arta and physical education courses and reported that jobs or preparing them for ather aspects of ad ie"

Other Promising Models Beyond reviewing the research, the Commission also visited high schools thar offered students both an academically rigorous schedule and an spproach fo learning built round real-world zelevance AC each schol, Commissioners met aad lalked will principels, tenchers and students Health Professions High Schoot in Sacramento and the Stanley E, Foster Construction Tech Academy in San Diego, are provided below

Arthur A Benjamin Health Professions High School ‘estied betseen an industrial complex and one of Sacramento's largest public housing Projects, Health Professions Mig (1DH) draws students (rom the loes! neighborhood and other areas in the Sacramento City Unified Schoo! District as well as siden from outside the district, Students dress in scrubs at this small health cavecr-themed high school, condict lab experiatents in science thar help them understand how germs are spread snd leas percentges i Algebra by ealeulting prescription doses The student population ie 38 percent Aftican American, 31 percent Latine, 19 Fediced price funch.°" As af 2007, the school wa ia its third year of

‘operation and had approximately 875 students, with plans to grow to a

“2 percent passed the English language arts test, above the statewide

averages for African American students of SB percent and 66 percent

For Latino students, 78 percent passed the math and 87 percent passed

the English language arts, compared to 68 percent for bots these tests

statewide *

The Stanley E, Foster Construction Tech Academy The Staley B Poster

CConstriction Tech Academy (CTA opened in 2002 as a schoo! within a

school at the Keamy High Edvcational Complex, formerly a

comprehensive urban schoo! in Sas Diego With outside grant nding,

(CTA and 13 other San Diego schools became autonomous ia 2004 CTA

focuses on engineering, architecture and constuction trades Students

model for a redesigned San Diego International Airport CTA's student

neighborhoods it raves from: 51 petcent Latino, 20 percent white, 16

peteene African American with the remaining 13 percent encompassing

Yrious other ethnicities Two-thirds of the students participate in the

percent of students graduating in 2005 passed the CAHSEE.” In 2006,

100 percent of CTA graduates were planning to participate io

postsecondary taining including 27 percent who said chey would tend

four-year univers 48 percent who expected 19 attend community

program: nul, 4 percent wh indented they planned ta join the military

In 2007, the average percentage of entering tenth graders passing the

CAHSEE from CTA was slightly below the statewide average for the

English language arts test and significantly lower, 11 percentage points,

forthe math test Alcan American and Latine studenta signifcandy

oulperformed! their ethnic counterparts statewide om the English

language arts test, thotigh passed at rates of ot to sea percentage

Points below statewide averages on the math test

Dee fom the 2007 API (Average Performance Index) and AYP (Average

Yearly Progress) revealed that aller early gains when the schoo! was frst

tstablished, performace on academic tests recently haa declined, Since

2005 school year and then declined to 658 in 2007." The pereent of

students performing at or above the proficient level has declined feom 4

percent on English language arts and 42 percent on math in 2008 t0 28

percent and 40 percent proficiency, respectively, i 2007

“The schools student demographics shiffed considerably during the same

lime Hoovir Commission

participated in the free oF reduced price lunch program, growing to 65 percent in 2006-07 Additionally, English learners made up just 9 percent af the CTA student population ip 2004-05, ond one-third were proficient on the English language arts vst By 2006-07, English learners made up 21 percent of the CTA student population, and only S

TaNgtaạc are test> The schools principal attributes the decline in test scores primarily to the large increase in English language learners He faded hat the percentage of English language learners is increasing because the students are drawn to the construction theme.” This analysis of existing daca sources reveals how complicated it can be to

vá thee prepay ox declines i progress ego on ngponc California, The stae'a inability to track progress nt the individual level points to the weakness of agregeted data for groups undergoing demographic change duriug a set period of time

high-risk students or students frem low socio-ecenomic backgreunds, underscoring the image for tricking that CTE has fought to escape over the years, But many of these programs, such as the career academies were set up in part to help these students stay in school and were designed with evalustion i mind The dearth of other, broader CTE research may reflect both an averall lack of relevant and comparable data nnd CTE relatively small alee of edeation spencling,

Keeping Options for College Open

"The state, in 2005, signaled its poliey that CTE courses must meet state standasds State Superintendent for Public lnstzuction Jack OtCannelt Uhrouphout the state by đồi and ROCPs to re examine CTE course content and align the content tothe higher expectations se forth in the standards.”

‘The standards are organized into 18 iaduatiy sectors of interrelated cecupationa and industries and S8 career pathways, The industry sectors andl career pathways are detailed i a chart in Appendix C Most districts, however, are just hexinning to alien their schools’ OTE:

‘suriculimn withthe new standards,

Some districts, however, already

hhave been increesing the rigor of

their CTE courses to meet another

bế, the University of California's A-

G umissions requirements, now

alto used by the California State

Yesterday's wood shop might now

take the form of architectural

engineering, with algebra and

Health courses might indude

anatomy and physiology or forensic

biology, eating to careers as

diverse as phlebotomy crime scene |

Required A-G Courses for CSU and UC

A Histon/Socal Science —2 year maquina

B English —4 years maquined

CC Mau" 2waeeauled,4

cornered 1D, Laborsery Sener — 2 years ruined, 3

recommended

E —Languge other han English -2 yrs equted,

3 recommended Visual and Pefoing As —1 yar suid

€.— GGleeePneveloyEeettes-1yereauled

(ne yeti aon tothe eguted in AF cho or vial and poring ats, ison cil sconce, Engh, aancedrathomatis, lub cence and language ther than English)

Today, approximately 20 percent of

limporcans to retaining CTE as part of a genetal high school education

For many students keeping college options open means giving frst

priority to classes that meet A-G requirements, and CTE classes that do

pot meet the AG requirements allen are lell out of crowded student

sehedle,

‘To apply t0 the UC oF CSU system, California students must take a

minimum of 15 0 college preparatory courses The University of

California recommends 18 courses la the competition to got admited

many stidents take sore: Moat students who gained entey into the UC

system in 2005 had taker 23 AG courses”

Despite the emphasis on college

Preparatory courses nt many high schools

fand California's overall need for more

college sgeduatss, nly two of 10 freshmen

who enter high school go on fo earn a four

‘verge, jot having cme college ad 25 percent Meine exmings, Cumpareto stents wth high school eduction onhy students who eam associate

‘egrve ness hee nceme by 47 percent, while bachelor's degree incre income by 108 porn

Only a third of the students

15 have

Ja hearings end in edvisory” committee

meetings, the Commission heard that the

Sn Solomons hese ecg cone Ee

Lirmte Hoover Comstssion

classes and are not germane to high schoo! students who do not plan to factend four-year universities This should not be considered a barter, tsiven that CTE curriculum should be in the process of being upgraded atewide to mest the new CTE standarda Moveover, compared to other States, California's AG requirements are no move academically challenging than what is required simply for high school grassation Clsewhere, While California hax just 13 coucae requirements for _radktntion, the average for other states is more an 20 coerses ”

A Comparison of Course Requirements

‘Course Requiremens | AG€mmne | Course Requivements for Graduation in Requirements | for Graduation inthe

Sure recommended

2 res, 3 comand

Mathematics 2

Science

rue, S recommended 1S rire, 15 rcommunded

(Other Credits

Sour ua Wek, 2007 “Calla: ay Wat Pring tro ily, Cana ie er

Shut fap Eben MD Ay Unbontyefcaltoms “abet garner Counewch" Asem

Creating a System for CTE

ANibougjk the governor and the Legislanare have shown significant

‘support for expanding CIE, California lacks a slrateny to ensure that

high school students who have an interes! ip CTE have access to

“This in partis due tothe state's inability to comprehensively evaluate the

various CTE programs statewide

Inconsistency i funding also tat played a role Beyond the steady

funding the state provides to the Regional Occupational Centers and

Programs and Cabfornia Partnership Academies and the fedlerat Perkins

money, support for CTE ~ wnt recently ~ has been on the decline for

‘more than a decade,

Now thet the state hea decided to dedicate a significant infision of

money to CTE through various grant programs funneled through the

tem the money is spent on expanding and replicating those programs

tha have demonstrated they can improve outcomes for California

students, The state should take the opportunity also co track districts

progress in adopting or developing curriculum that meets Califrnia's

few CTE standards,

Challenges To Taking the Next Steps

merging evidence described inthe background! shots that rigorous CTE

programs are showing promise in improving graduation rates, grade

point averages aad post-high school employment outcomes, At the sane

time, academically sigorous CTE courses do not limit options for ealege

Given that the status quo is not working for at least 30 percent of

students, as seen in the dropout fate, the Commission supports the

state's renewed investment in CTE as a valuable option for students,

But the lack af an evidence based strategy impels the state's ability to

row effectively use sts rexourees te expand prover: CTE programs and

help districts upgrade existing programa where interest and need is igh,

Lirmte Hoover Comstssion

Both the California Department of Education and the California Community Colleges Chancellor's Office recognize the need for a pli These two entities are developing jointly « Cablormia State Plan for Career Technical Educaden, to be adopted in 2008 by tke State Board of

by the federal Perkins grant requirement that states must develop a CTE plan, the current effort goes beyond the Perkins requicement in an fstempt to “lay the foundation for a broader ‘master plan’ thot will weave funding streams and programs together into a fully articulated mm

‘The draft state plan, informed sy an sdhisery committee and public nearing process, Mentiies many of the same challenges the Commission found through its public hearing and advisory commiete proce

+ Course sequencing from high schools to comminity colleges of other post-secondary edkcation that would allow stidents tơ progress

‘along an established path has not been fully implemented

+ Funding comes from a range of state, federal and sometimes private sources, making it dificult to determine how much and how well money is spent 09 CTE programs,

+ The state lacks date to measure student pasticipation and performance in CTE programs ot to determine whether CTE participation increases academic proficiency

Moving Beyond “Islands of Excellence”

themed high schools scattered nerass the state, Jack O'Connell, California's superintendent of public instruction, describe these schoo!s

‘islands of excellence,” wheve tigorous career themed coursework is delivered to engaged aindenta and where those aludenta outperform

‘heir poers in areas mich as attendance, enrollment and post-high school

California Department of Education data indicate that about one-third of

all public high school students encell in a CTE course at some point in

high schoo! stucents have access to academically rigorous CTE classes

fr carcerthemed high schools The state his encouraged the

fstablishment of 290 California Partnership Academies, which serve

about 2 to 3 percent of all high school students and aze aimed at

students identified à being at risk of dropping out While he state can

fncourage districts to expand academically rigorous CTE courses,

tskimately she decision whether to offer CTE: edheation to atadents is up

to local districts, not all af which want CTE programs

‘The Commission had the opportunity to visit several of these “islands of

excellence” and talk to students, teachers and administrators at Bạn

Professions High School The Commission also visited San Diego's High

“Tech High School, a ssccesaal charter schoo! model where there #8 "no

Aistnesion between college preparation and technical education,"

In ach sing: he high schol ed by a dam pindpa Tochere

trate dear thc expevatme tht all students wil prorat igh

Jee aban pov a hc thes slog the ache woud nak bate

T ch 8g asEcin Unie mtr oho ag cargoes

the busines commun nn Toundaions oe money ed ultance By

er ond Clues tos oe auaeny oer

Shout the mosis and were mac the nay | Elements ofa Successful CTE Program

rks Genes Ganuay Ge cece | Sama inikin aa iguana

feel nn ascend CT Par They

Carel nersion White dierent in design - enabling tem te serve | % tno arm

titerngieal needa -tac seal sharsclements_ | Span chrece Sr RS A cr isd ii

"`

development and faculty collaboration land well-defined partnerships with business an Continuous improvement and vextinatiy

sanrdon ta the best aiodela, among them, greater

student-faculty interaction, built-in tae for

teacher ullaboration, exible block scheduling

Lirmte Hoover Comstssion

CTE Curriculum Needs to Meet State Standards California's State Board of Education adopted CTE standards in 2008

sd, ix 2007, adopted @ famework for CTE curriculum that requites cureer-oriented content to be rigorous enough to meet the stale’ seademie standards, This is an area in which experta say the state flearly hax succeeded, Experts assert that “California's standard set a high bar for CTE courses and are generally viewed ax an international model for rigor and for inching neademie content."

beable do, Stndards ae dsigned t

toca dice and educator: n designing

speci cance and isratonal stag,

Frameworks Toe contest fr th content inthe

stondards The famvir serves asa Bhepnt

foreducaton to implemat he dandhrde

Curriculum: Th istrstonal conten

rratrly and rvources taught tants,

‘The harder work is just beginning: “Now that we have the beat CTH standards and curriculuen framework in the country, t must be integrated into the schoot system Rery district and CTE teacher needs t sunderstand and align their faursieulum and instruction to the standards.” Superintendent O Connell old the Commission.”

‘To date, however, the state backs n mechaninm to teacle how many of the 24,580 high schoot CTE the new standards.”

‘The state's model standards identify 15 industry Some sectors, auch ax agriculture, have a greater amount af implementing nationally developed curriculum, sụch a8 the engineering

‘curriculum designed by Project Lead The Way, that alsa meets the state's standards,

their own academically demanding curriculum that both meets state standards and fits their own ew approaches to learning The Sacramento City United Schoo! District is one example, which with help from Linking Education and Economic Development, of LEED, a consortium of top education olicials and business leaders, iaplemented

4 strategy to open small, independent career-themed bi Uhrouphout the distziet Sacramento's Health Professions High developed academically rigorous cwrichlam infsed with real world scenarios from Health care In a, sath unit called “Risky Business,” students leam probability and Statisties by seeing how risky lbehaviors ~ laid out in actuarial tables — influence insurance premiums The schoo! llers an “easly college”

model course load, one that goes beyond the AG requirements, and

introduces college-tevelcarticulum during high school ‘The school also

thas begun to implement CTE courses developed by Project Lead The

Project Lead The Way

‘Well developed cuiculum for enginoeing and engineting ehialgy i a plice crs the country

Prec ad The Way a 5010}3) netlorprolt naonal oganaation sted fy 1997, hay created 660

programs for his nosy vector that ata livery mde for beh career technical and elegy

freparainy education, The is, ~Gatenay to Technology” const of five standalone unt for mide choo sents, incling Design ard Modeling, The Magi of Elecions, Automation and Robots, Fight sod Space and The Sconce of Technolo

Te second, “Pathway to Elnora our yeur,sightcouse propane for igh schoo students that

‘fer prgresion through tres ove ef courses fom Principles of Engineering and Inrodurtion

Engineetng Dslg io specahaed cours, sch as cl enghwering and ancitecture, The capstone

couse i englneeringdeign ad development

‘As of 2007, Project Lead The Way cours a ing taught 2,200 schools across 49 states aed the

Disa of Columbia As of 2006, 21 afta calles and universities were providing the requied

curculum taining to midale and highschool each Sera of thon inst lo fier ced >

‘nts who meet grade and end.okcoure exane score requirements In ado, teachers ca aero

‘rofesional development materiale at the anne Project Lead The Way Vitual Academy

In fll of 2007, Caoma wll have 107 schools plementng Project Lead The Way curculum, wp by

‘40 from 2006, Additonal schacls can acces the cunfculumn though an anal region proces

Carrey four Calfomia high schools ae certied and more cam be as they pent the al course

‘sequence tn isachers and counselor sequins and update necessary leehnology, software ad

‘uipent and, fl the other quirements clined n thelr agreements wih Proj Led The Way,

‘According tothe data avalable in 2004.05, approximately 80 parcont of Project Lead The Way seniors platned to attend two yer or four yer colleges upon thle aradutins, while matonal average or Calla atlendance diet atrhigh school 65 percent

Som int The Wt 205, Rene of ret Lad The Wy IW) Coal, Peay, el res

‘essen Soa ape Spee ee PLOW sen, rtd Te Wy Cee

uae PY Ne Cas Aone Remo ed he cn le

Atmany schools, educntars are making dhe esta elfort to get more CTE

cimleulum certified aa mecting the A-G resuirementa for entrance inte

the UC and CSU systems The effort pays of in two wavs: Inereased

rigor can improve student peofcieney, and AG statas makes it easier for

(CTE courses to compete for the limited number of class hours that

students have in thei schedules, More CTE programs, however, aed to

Adept curcculiim that mests Califrnin's rigorous standard,

lime Hoovir Commission

In the past six years, the number of CTE courses offered in California

‘that meet the A-G requirements has grown substantially» t0 5,614 from 300." Despite the proggess, as of 2006, the higher fguse represented shout 20 percent ofall CTE courses in the state The majority of those lasses are ip the “F” and “G" categories ~ visual and performing arts and callege preparatory electives, not the core academic categories."

Building on its well-regarded CTE standards and famewors, the state

‘ean take the next step: connecting local distriets with existing Hgorous

Wd selevant CTE eursiculue As part of a steategy the stare should provide financial incentives to disHicx who have demonstrated a

‘ectors most important to their programs

Districts and CTE teachers will need time and resources to develop aud

‘align curriculum to the state's CTE standards According to the standards are embedded throughout the system."

‘Though some CTE courses will not and shoul not be approved as A-G,

‘experts agree that the UC system could be doing more to work with the Department of Education and achool districts to approve more CTE

‘ensuze rapid, consistent approval of qualifying high school courses fr A Gccedit,

Creating a Path for Students

Te help their students get Use most out af their CTE experience, some districts have established sequenced programs where colrsen progress long a well-cefined path from high school classes to classes taught at Regional Occupational Centers and Programs and community colleges Wiinesses and members of the Commission's advisory committee sid the atate has not yet achieved a echerest strategy for connecting CTE courses in a progression of learning from one setting f che next, what sehueators cll artewtation

Ie requires school districts and ROCPs and community colleges to cvordinate schedules, course content and to enause the appropriate feeder courses are in place

When articulation works correcy, students ca take exploratory carer

foviented courses ít nành and tenth grade, enroll in more advanced

courses at an ROCP of concurrently enroll i community college courses

in eleventh and well grades and then go on to more advanced

coursework upon igh school graduation Thai step can be a

four year university or other postsecondary eatention option

Such alignment, however, is not consistent across the state In many of

the proposels submited for grants from tke Governor's CTE laidatie,

educators ited a lack of coordination between high schools and

exemplary CTE programs, bus there were no follow-on community callege

programms to build on a student's CTE akils gained in secondary school

nother cases, community colleges offered high-level CTE programs but

Jacked secondary-seheol feeder programs trom high schools and

ROCPE Adliionally, state policies on concurrent enrollment at high

Promote, opportunities for students, The challenges in meeting the

state's sursing shortage reveal many of the systemic challenges of

providing a seamless sequence of courses fora high-demand, high-wage

Secupation, A discussion of CTE issues in nursing is included in

Communication and coordination are essential components to making

lrtculation work The Stanley E, Foster Construction Tech Academy at

the Kearny High Educational Complex in San Diego, for exsinple

maintains an odlvisory committee and board of directors with

Pepresentatives from businesses; industry organizations, sich as dry

institutions, Students can shadow someone on the job, Hear A guest

speaker, go on field trips to various job sites or participate in

rmentorships with industey professionals, They also can enroll at

neighboring Mesa College and seceive priory for apprenticeships Many

hhave gone on to San Diego State University’s College of Construction

Management and Engineering

“The best partnerships enssice that course and content development is

sided by Toca, regional and state business and industry lenders High

schools, school districts, county dfices of education, ROCPs, local

community colleges, community college districts, four-year colleges and

business and industry work together to provide seamless course

Lirmte Hoover Comstssion

Advisory panel members suggested that all CTE programs could be more ficient and effective if they are better aligned between high schools, ROCPS and community colleges Grants from the Governor's CTE lestauve sec a start but are not the equivalent of & statewide stzateny Making, sich interaction a requirement of receiting grant money, however, woul encourage Toeal efforts to coordinate more This hin of ordination should he embedded into a state stateny

The Issue of Concurrent Enrollment Concurrent ering high schol dentin community collage clases provides potential or expanded and adeanced CTE coun and sequence options, Students ho are abl to complete high school

‘edition requiement and mow on to mon advanced carr education at community colleges wl be

‘ove peng oer high payin high lle jobs

But bares Imi concarentevonent apporunities According to the Education Cade, concent

crllment is dasigne “to prowide educational eniemt oppartontes foc Inte number of hablo pupil, rier tan to reduce cure cou equieent of lementary and secondary schook."* School {tnt governing boards male detemntions about which dents would benef advanced

‘chelate or vortional wos Hi shoal đalenb mai recelve thelr principal's eeommendation and Ihave parental person in orler to atlondcormmuanity calle coures, Adtionally, ho number of

students a principal sallomed to recommend in any parcular grade vel or community cllege sumener Ssslon is capped a percent, este student enrlled in cen cours, Including cllege level

‘ccuputonal cours that ae pat of a sequence lading oa degre a cerca Ako, Nh schoo!

‘dents ar atid low enrollment poy

Further limits on concurntenellment wer adel in 2003 by SB 938 (Scot because of abe by the

‘rnmunity colleges, Starting in Dacor 2002, icles in the Orange County Register pote that Studens were unknomingly ered in couses into were pad lee for he xa course and, sate pponionments forthe same coun wiry pl to baa K-12 shoals ad emmy calles, which were thing summer spots comps to inflate nrllment SB 338 changed concurnt enrollment rule and added publicnctice and svallbliy requirments, alo set caps on fading and the numberof highschool Students elle in coxamunity callege physical education courses

Legation to addres sone ofthe bares that wt belore SB 328 was considered inthe 2007-200 Jegalatve sein im AB 1409 (Potantng), bt the law ald opus AB 1409 prope eliminting the school boar determination authority, deleting the requirement fora principal recommendation daring the

“School yar and expanding the typeof coues tions can ake beyond advance, Wao would ave phase na removal the cap an the numb of high schol students princpals can recomend for

Surnmer seston and removed te ow pron desigation for high schoo students, The bill ako would fave prohibited commit cllags fom being pa for high schock tues sumer ein was ald for athe KZ school dct

Somes 995i Chap 785, Stef 00 Bl wanna Abo, A 408 Pon, 07, lta

Fragmented Funding Hinders Systematic Approach

In 2006-07, the budget for K-12 schools, including adult eduestion

lotaled approsimately $67.1 billion, CTE spending, eategorieal and

iseretionary eepresented about 2.5 pereent ofthe total K-12 budget 7

and loi: two state departments’ the California Department of Edenton

land the Cahfornia Community Colleges Chancellor's Office: and, several

categorical programs as well as philanthropic organizations and

foundations, The varied sources and the use of general fund money for

(CTE at the istrict level ule it difficult forthe state te determine exactly

ow much money Califor spends on high school CTE each year

Non-specific funding for CTE ix not tracked in any organized way, sơ

‘state ecucation officials are not abe to give an exact Figure for how me

is spent on CTE education in California CTE advocates suggest that

spending oa CTE had declined until recent infusions Department of

New CTE Money

State funding for CTE has increased over the past two years and will

fmcrease further New money has specifically targeted developing

seaailess course sequences between educational entities Far each af the

past two years, the governor and the Legislature have included $20

‘illion for CTE, a boost designated by SB 7 (Seott, 2005) an! knosr a

the Governor's CTE Initiative The new money from SI 70 initially

provided competitive grants through the comasunity college system to

lmprose linkages and CTE pathways between middle schools, igh

schools, ROCPs and comanunity colleges

sonal $250 million has been targeted for the Governor's CTE

Initiative over the nest seven years a a result of a lepal settiment

between the governor and the California Teachers Association CTA) The

CTA sued the governor alleging that the state did not fully fund the

Proposicion 98 requirements, A settlement totaling $3 billion was

reached i 2006, and the sesulting legislation targeted $82 milion for

(CTE programs in the 2007-08 budget and $38 ail for CTE cach yen

{rom 2008-09 thruagh 2013:1422

‘The Governor's CTE Initiate has provided a boost to @ CTE system

‘weakened by sears of neglect, eucators told the Commission But more

28

lime Hoovir Commission

could be done to ensure that a greater share of the grant money makes irs way to the classroom According to a Legislative Analyst's Ofiee

‘analysis of the first year ofthe program, most ofthe grants weve awarded

te address lack of communication and coordination between the may local interests involved in CTE As the grants were awarded on a fhe 2006-07 grants and the proposed grants for 2007-08, the LAO conchided thatthe program may he attempting to provide money for too may types of activites and said the state lacked a long-term plan for the

‘revitalization ofthe state's CTE prograais

thin money, throagh project and formula grants, be made available tal districts across the state, awarded through community colleges as well,

5 through county offices of education

The California Community Colleges Chancellor's Office, with input from CTE Initiative, although it may be altered Each year, the plan must be

‘approved by the Department of Finance, The expenditure plan includes

‘ellorts o increase enrollments, expand business parnerships, develop

‘and implement currieulurs and bulld staff capacity

Over five years, almost $100 million will be used to mupport the evelopment of programs to strengthen or re-establish CTE and) ROCPs

jn industry sectors identiied by the Departinent of Education Under the plan, the money wil be used to develop model projets, articulate course paths aud align curriculust with model cugriculum standards Ic also wll be speat for planning and implementing new career academies: providing lesdership: ad, develop advisory councils to ine education

‘with Inbor, business and inestry=

‘The plan includes an evaluation component to assess the overall Mleeiveness of the grant proggam An earlier version of the five-vear plan also inckided funding fora longitudinal study co rack and analyze data on CTE students to better understand academic performance sad Post high schoo! outcomes Im the final plat, the research component swe eliminated,

‘This research component, however, is essential to measuring outcomes Without knowing what approaches help students improve their academic performance and seeing how CTE inlluences post graduation success,

CALPADS system (discussed more fly below} will not Be designed to

tnther data on post-high schoo! outcomes, Given the limited resources

Available to CTE, the state eannot alford o spend money or resources on

programs that do not work Te grant evaluation requirement it pood

Start, but it will not he sulfcient if it allows the state to continue to

spend money on programs that do not improve oteomes

‘Wath approximately $400 milion ia new funding dediested to CTE aver

the next seven years, the state has an excellent opportunity to implement

and monitor CTE programs across California, building the capacity thet

‘ould improve outcomes for years to come The state should ensure the

‘hat wll contnite to deliver dividends when the funding stops,

“The state should simplify CTE funding, by consolidating all of ts state

CTE money and, tothe extent possible, federal CTE money into a single

longer term, once the state has mote reseaych on what works, it may

want to consolidate state and federal funding, which likely would require

f federal waiver, to divect spending more eficiently Given its short

history of commitment to CTE funding, however, he state Fest wil need

to build up a tack record of smart spending devinens

“The Legislature also should consider directing some of the money

available through the Governor's CTE Initiative to county offices of

educadtden to bolster CTE developaient fom the ground up The

Commission remains skeptical of the commuity college svsteat as the

appropriate vehicle for allocating money (9 high schools and ROCPs

CTE programs and career themed high schools The money alsa should

bbe sed to deelop andl implement CTE cusriewhum that meets the state's

standards and teacher training te prepare educators to teach rigorous

CCTE cunsienlum

Without System-wide Data, The State Cannot

Measure or Compare

California's successtel high school CTR programs are ceporting postive

resus, However, without more formal research, their sccess is lilficalt,

to replicate The state simply lacks the data Irom local districts thet

could allow it co see California's high school CTE elort as a whole

a