National Data and the Picture it Presents

NACTEITHURSDAY MAY 9, 2013

EMBARGOED UNTIL 9/30/2013

JOHN HAIGH CHIEF PERFORMANCE AND ACCOUNTABILITY BRANCHOVAE/DATE

US DEPARTMENT OF EDUCATIONWASHINGTON, DC

National Data and the Picture it Presents

Accountability Match Game

_____CEDS_____ARRA_____Waiver/EDFLEX_____Blueprint_____BLS_____NAICS_____Apprenticeships_____RPOS_____SPAC_____Clusters_____PCRN_____EDEN/EDFacts_____NACTE_____OSDS_____DQC

A State accountability folks interested in indicator consistency

B Six studies of CTE participation and outcomes

C Administrations outline for reauthorization of Perkins

D Refined systems of school accountability that includes growth

E Education categories of industries / employment

F Post training field experience

G National evaluation of CTE

H Website for CTE resources and information

I Agency responsible for measuring labor market activity

J Federal funds used for school reform

K Voluntary standards for a key set of educational data elements

L Allows for flexibility from key provisions of NCLB

M National standards for classifying business established for collecting, analyzing, and publishing statistical data

N System to assist with analysis of supply and demand of the labor market

O Provides national forum to facilitate cross-state sharing of data

CTE Education Level Participation Trend Table

Year Number of Secondary Students

Number of Postsecondary Students

Number of Adult Students

Number of Secondary Tech Prep Students

Number of Postsecondary Tech

Prep Students

2007-2008 7,594,929 4,318,161 149,173 1,308,503 306,800

2008-2009 7,778,305 4,483,006 157,523 1,262,369 325,931

2009-2010 7,633,468 4,700,487 175,399 901,154 266,426

2010-2011 7,494,042 4,411,875 146,300 920,195 208,429

2011-2012 7,104,404 4,290,296 125,394 448,552 60,241

CTE Education Level Participation Trend Graph

CTE Gender Participation Trend

Year

Secondary Postsecondary

Male Female Male Female

2007-2008 4,041,305 3,553,624 1,934,998 2,383,163

2008-2009 4,125,097 3,653,208 2,034,527 2,448,479

2009-2010 4,042,776 3,590,692 2,137,499 2,562,988

2010-2011 3,980,357 3,513,685 2,035,339 2,376,536

2011-2012 3,781,055 3,323,349 1,979,669 2,310,627

Gender Participation Trend Graph

Secondary Ethnicity Participation Trend

Year American Indian or Alaska Native Asian Black or African

American Hispanic / LatinoNative Hawaiian or Other Pacific

IslanderWhite Two or More

Races

2009-2010 92,119 298,3571,357,78

41,595,11

330,893

4,133,881

50,954

2010-2011 80,745 288,5751,306,56

91,661,06

434,498

3,950,199

179,716

2011-2012 85,308 282,1261,175,16

91,682,70

639,466

3,637,241

171,983

Secondary Ethnicity

Postsecondary Ethnicity Participation Trend

YearAmerican

Indian or Alaska Native

Asian Black or African American

Hispanic / Latino

Native Hawaiian or Other Pacific

Islander

White Two or More Races

Unknown (Postsecondary

Only)

2009-2010 60,531 317,007 656,078 739,669 17,4822,503,63

118,772 411,564

2010-2011 60,645 258,273 625,465 644,465 55,8532,369,75

448,995 347,213

2011-2012 50,425 254,178 630,119 674,169 22,4102,254,73

177,930 333,939

Postsecondary Ethnicity

Secondary & Postsecondary 2011-2012 Career Clusters

Secondary Clusters

Agri. Food & Nat.

Resources

Architecture &

Const.

Arts, A/V Tech. & Comm.

Bus., Mgt.& Admin.

Education & Training

Finance Gov't. & Pub.

Admin.

Health Science

Hospitality & Tourism

Human Services

Info. Tech. Law, Public

Safety & Security

Manufac. Mkt Sales, & Serv.

Sci., Tech., Engin. &

Math.

Transp., Distrib., & Logistics

258,757 169,214 281,150 436,946 86,467 62,273 34,892 274,231 160,183 259,788 175,513 87,252 117,116 131,737 169,988 128,064

Postsecondary Clusters

Agri. Food & Nat.

Resources

Architecture &

Const.

Arts, A/V Tech. & Comm.

Bus., Mgt.& Admin.

Education & Training

Finance Gov't. & Pub.

Admin.

Health Science

Hospitality & Tourism

Human Services

Info. Tech. Law, Public

Safety & Security

Manufac. Mkt Sales, & Serv.

Sci., Tech., Engin. &

Math.

Transp., Distrib., & Logistics

32,742 107,621 91,098 331,406 100,758 23,606 3,014 613,101 66,293 157,710 135,811 203,812 118,012 28,698 44,620 83,836

BLS Selected Occupational Projections Data Matched With

Similar Career Clusters

Occupation Employment(in

thousands)

Employment change,

2010-2020

Percentself-

employed,2010

Job openings

due to growth

and replacement needs,

2010-2020(in

thousands)

2010 median annual

wage (in dollars)

Education and training classification

Title Code

2010 2020

Number in

thousands

PercentTypical

entry-level education

Work experienc

e in a related

occupation

Typical on-the-job training

Total, All Occupations

00-0000143,068.

2163,537.

1 20,468.9 14.3 7.8 54,787.4 33,840

n/a n/a n/a

Office Clerks, General

43-9061 2,950.7 3,440.2 489.5 16.6 0.3 1,011.5 26,610

High school

diploma or equivalent

NoneShort-term on-the-job training

Postal Service Clerks

43-5051 65.6 34.0 -31.6 -48.2 n/a 15.5 53,100

High school


NoneShort-term on-the-job training

Political Scientists 19-3094 5.6 6.0 0.4 7.9 11.5 2.8 107,420

Master's degree

None None

Biological Technicians

19-4021 80.2 91.1 10.9 13.5 n/a 37.9 39,020Bachelor's

degreeNone None

Agricultural and Food Science Technicians

19-4011 21.3 22.8 1.5 7.0 1.8 8.7 32,760Associate's degree

None None

Automotive Service Technicians and Mechanics

49-3023 723.4 848.2 124.8 17.2 18.3 311.7 35,790

High school


NoneLong-term on-the-job training

Career/Technical Education Teachers, Secondary School

25-2032 88.6 89.6 1.0 1.1 n/a 25.2 54,310Bachelor's

degree1 to 5 years

Internship/residency

Programs of study are those activities and programs that meet or exceed the State adjusted levels of performance as stated in the requirements of the State plan Section

122:

‘‘(c) PLAN CONTENTS.—The State plan shall include information that—‘‘(1) describes the career and technical education activities to be assisted that are designed to meet or exceed the State adjusted levels of performance, including a description of—‘‘(A) the career and technical programs of study, which may be adopted by local educational agencies and postsecondary institutions to be offered as an option to students (and their parents as appropriate) when planning for and completing future coursework, for career and technical content areas that—‘‘(i) incorporate secondary education and postsecondary education elements;‘‘(ii) include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education;‘‘(iii) may include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and‘‘(iv) lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree;

3 Year Trend of Secondary Performance and States Missing by 90%

CTE Students

Reading Target

Reading Actual

Missing By 90%

Mathematics Target

Mathematics Actual

Missing By 90%

2009-2010 66.56 71.97 8 58.99 62.56 13

2010-2011 67.81 72.38 8 60.48 63.46 11

2011-2012 69.53 73.20 8 62.85 63.57 13

All Students

Reading Actual

2009-2010 70.402010-2011 71.602011-2012

N/A

All Students

Mathematics Actual

2009-2010 57.50

2010-2011 62.10

2011-2012 N/A


CTE Students

TSA Target

TSA Actual

Missed By 90%

Completion Target

Completion Actual

Missed By 90%

2009-2010 68.09 74.78 8 85.33 94.23 2

2010-2011 67.77 74.22 9 86.43 95.04 0

2011-2012 71.56 76.39 5 90.48 93.43 3


CTE Students

Graduation Target

Graduation Actual

Missed By 90%

Placement Target

Placement Actual

Missed By 90%

2009-2010 79.81 91.85 4 80.75 82.91 9

2010-2011 81.47 91.32 2 79.78 81.84 6

2011-2012 83.81 93.00 1 81.39 84.23 9

All Students

Graduation Actual

2009-2010 82.00

2010-2011 82.00

2011-2012 N/A


CTE Students

NT Participation

Target

NT Participation

Actual

Missed By 90%

NT Completion

Target

NT Completion

Actual

Missed By 90%

2009-2010 24.99 31.02 7 26.78 31.06 9

2010-2011 25.51 32.21 9 25.10 32.64 7

2011-2012 28.26 32.36 7 27.53 33.02 11

3 Year Trend of Postsecondary Performance and States Missing by

90%

CTE Students

TSA Target TSA Actual Missed By

90%Award Target

Award Actual

Missed By 90%

2009-2010 69.95 83.20 4 49.07 54.61 7

2010-2011 72.04 81.39 3 50.59 53.51 12

2011-2012 77.18 83.43 1 55.02 51.89 14


90%

CTE Students

Retention Target

Retention Actual

Missed By 90%

Placement Target

Placement Actual

Missed By 90%

2009-2010 58.73 68.27 5 74.78 74.62 7

2010-2011 60.62 69.64 4 74.12 72.76 11

2011-2012 65.09 66.91 5 75.29 75.21 9


90%

CTE Students

NT Participation

Target

NT Participation

Actual

Missed By 90%

NT Completion

Target

NT Completion

Actual

Missed By 90%

2009-2010 19.50 22.11 6 17.91 20.09 7

2010-2011 19.17 22.72 4 18.18 21.38 6

2011-2012 21.85 23.95 7 19.80 19.70 12

AN EVALUATION OF TEXAS CAREER AND TECHNOLOGY EDUCATIONPROGRAMS FUNDED UNDER THECARL D. PERKINS VOCATIONALEDUCATION ACT Region VI Education Service Center3332

Montgomery Rd. Huntsville, TX 77340936-435-8400 www.esc6.netFinal Report June 2007Prepared for the Texas Education Agency

Purpose The purpose of the CTE evaluation study was to gather and analyze both

quantitative and qualitative data and information that would provide measurable evidence of the effectiveness of CTE programs in Texas in reaching the goals for students set by the Texas Legislature:

“Each public school student shall master the basic skills and knowledge necessary for:

1. managing the dual roles of family member and wage earner; and 2. gaining entry-level employment in a high-skill, high wage job or continuing the

student’s education at the post-secondary level” (Texas Education Code, § 29.181).

In addition to the objective student performance data gathered by TEA, this evaluation collected information regarding the perceptions of stakeholders involved in the CTE program at the secondary level. Worthen and Sanders (1987) note that while there may be a statistical significance in measures like test scores, the educational and practical significance or value of a program must also be judged against what is delivered relative to what is expected by stakeholders. For this reason, it was important that the evaluation provide an opportunity for various audiences to review and react to the program and its impact.

AN EVALUATION OF TEXAS CAREER AND TECHNOLOGY EDUCATIONPROGRAMS FUNDED UNDER THECARL D. PERKINS VOCATIONALEDUCATION ACT Region VI Education Service Center3332


Study Objectives The overall objectives of the CTE evaluation study are: 1) to determine the scope and effectiveness of statewide professional development

training for CTE teachers during each of the 2000-2005 school years; 2) to determine the relationship between the size, scope and quality of CTE programs

and the attainment of academic skills and increase in graduation rates; 3) to determine the effect that the Tech-Prep program of study, Advanced Technical

Credit (ATC) opportunities, and dual credit opportunities have on improving graduation rates and post-secondary enrollment, retention and completion rates;

4) to examine the effectiveness of curricular Career and Technology Student Organizations (CTSOs) in developing leadership skills, keeping students engaged in school, and demonstrating academic and technical skill attainment;

5) to evaluate the effectiveness of the following special projects in achieving their stated goals: a. Project Lead The Way (PLTW) – increasing academic and technical skills b. Special Populations Resource Center (SPACE) – providing resources and

technical assistance to teachers to meet the needs of special populations c. Advanced Technical Credit – the documentation of the application, training, and

eligibility approval of ATC program teachers

6) to evaluate the effectiveness of the six Educational Excellence grants, including the quality of curriculum resources provided to teachers.

AN EVALUATION OF TEXAS CAREER AND TECHNOLOGY EDUCATION PROGRAMS FUNDED UNDER THECARL D. PERKINS VOCATIONALEDUCATION ACT Region VI Education Service Center3332


The following are the key findings from the evaluation:

• CTE enrollment data show the percentage of each Public Education Information Management System (PEIMS) subgroup population is represented quite similarly to the non-CTE student population. However, the Hispanic subgroup consistently has at least 4.7% more students enrolled in the Tech-Prep program than in the non-CTE program. The white subgroup, however, consistently has over 3.4% fewer students enrolled in the Tech-Prep program than in the non-CTE program.



Focus group participants indicated that Career and Technology Student Organizations (CTSOs) are a high priority due to their focus on real-world skills, and many administrators and teachers felt that these organizations are effective in developing students’ leadership skills and other positive outcomes. However, the student participation rates do not reflect this priority. Future Farmers of America (FFA) was considered the most effective by school staff and had the highest proportion of participating students. • Administrator and teacher survey responses indicated that many respondents were “neutral” with regard to the Project Lead the Way (PLTW) and Special Projects Resource Center (SPACE) programs. This may be due to a lack of knowledge about the programs. • There is a performance gap between CTE and non-CTE students on both the Texas Assessment of Knowledge and Skills (TAKS) and Higher Education Readiness Component (HERC),



The analyses of TAKS and HERC results also show that the more structured the CTE program, the better the students performed on the reading/ELA TAKS and HERC, although still not as well as the non-CTE students. This dynamic is especially true for students from ethnic minority backgrounds on the reading HERC. Students of Hispanic origin participating in Tech-Prep programs outperformed non-CTE students of Hispanic origin on the reading HERC. • Findings on CTE’s impact on graduation rates are encouraging. CTE students are more likely to remain in school and graduate than non-CTE students. This difference grows as the structure of the CTE program increases as well. • Analyses of the HERC and graduation plans show that CTE students who plan to go to college lag behind non-CTE students who plan to go college in meeting the HERC components in reading and math.

CAREER AND TECHNICAL EDUCATION EVALUATION, Austin Independent School District Department of Program Evaluation

February 2010

District questions:• What were the demographic characteristics of students in the CTE program, and how did they compare with characteristics of the general student population? • How did the academic achievement of CTE students (as measured by the Texas Assessment of Knowledge and Skills, or TAKS) compare with that of non-CTE students? • Did taking a series of CTE courses play a role in determining whether students pursued postsecondary education upon graduation? • Did taking a series of CTE courses play a role in determining whether students were working right after graduation?


February 2010

The demographic analysis found that just over half of high school students in AISD (55%) took a CTE course in 2008–2009, although the percentage varied widely by school. About 15% of students took a sequence of courses that taught them skills for a specific career; these students were considered CTE course sequence takers. On average, larger schools and those with a higher percentage of economically disadvantaged students had a higher percentage of CTE students and CTE course sequence takers than other schools.


February 2010

Similar to CTE students nationally, CTE students in AISD were different from the district’s general student population. A significantly higher percentage of CTE students (students who took at least one CTE course) and CTE course sequence takers than general district students were male, Hispanic, and economically disadvantaged. Female, Asian, white, and special education students were underrepresented among those who took CTE courses. Female, white, African American, special education, and English language learning (ELL) students were underrepresented among CTE course sequence takers, compared with non-sequence takers and the district as a whole.


February 2010

The number and type of CTE courses available at each campus played a role in determining the demographic characteristics of CTE students.

Increasing the number and diversity of courses available at each campus, and ensuring that programs attractive to both male and female students are offered, would likely diminish the demographic differences between CTE and non-CTE students.

Demographic differences also could be the result of students seeing CTE as a program for the non-college-bound because the characteristics of CTE students mirrored those of students who did not attend college.


February 2010

CTE course sequence takers had higher TAKS scores and passing rates on all TAKS tests, on average, than other students. When students who took random CTE courses were included in the analysis, the TAKS passing rate for most tests remained significantly higher for CTE students; however, their average TAKS scale scores were lower than the TAKS scores of non-CTE course takers. These results demonstrated that CTE was successful, especially with course sequence takers, in attracting high achievers and was not, as historically has been the case nationally, a “dumping ground” for low achievers.


February 2010

CTE participation did not appear to play a role in determining whether students pursued postsecondary education or work after graduation. Although CTE might have been successful at preparing students for postsecondary education, other factors, such as economic disadvantage, may have been stronger determinants of postsecondary enrollment. It is not clear why CTE course sequence taker status did not play a role in whether students were working after graduation. More research is needed to determine whether the skills taught in CTE classes helped students obtain employment.

Mini Meta Chart

National State District

Student Demographic Data

X X X

Student Academic Data

X X X

Student Placement Data

X X

Student Graduation Data

X X X

Professional Development Data

X

CTSO DataX

Pilot Project on Improving Data Exchange Between Industry Certification Organizations and State Education and Workforce

Longitudinal Data Systems

The project is based on a multi-year roadmap for the development of a national data exchange clearinghouse that will allow states and educational institutions to gain access to data on industry-recognized certifications earned by students. Current industry partners include CompTIA and The Manufacturing Institute (an affiliate of the National Association of Manufacturers, or NAM).

The Department of Education is also interested in the development and outcome of this project. Industry certifications and licensure are a growing part of the expected outcomes of career and technical education (CTE) programs, and the Department is interested in the identification of solutions to the issues surrounding state collection of valid and reliable data.

ACTE, in cooperation with a number of national and state partners (listed below), is supporting a project to expand and improve data exchange between industry certification organizations and state longitudinal data systems.

Pilot Project on Improving Data Exchange Between Industry Certification Organizations and State Education and Workforce

Longitudinal Data Systems

States Selected for the First Round: California Kansas Maryland North Carolina Ohio Oklahoma Certification Project Advisory Committee:

Keith Brown, SLDS State Support Team Marie Buker, Department of Education Ross Cohen, U.S. Chamber of Commerce Christopher Coro, Department of Education Dean Folkers, National Association of State Directors of CTE Consortium Pam Frugoli, Department of Labor Amilcar Guzman, Data Quality Campaign John Haigh, Department of Education Lisa Hudson, National Center for Education Statistics Gretcher Koch, CompTIA Stanley Koutstaal, Department of Health and Human Services Kate Louton, WRIS Mary Alice McCarthy, Department of Education Jennifer McNelly, National Association of Manufacturers Scott Parke, Florida College System Tom Richardson, ASE Doug Shapiro, National Student Clearinghouse Robert Sheets, University of Illinois at Urbana-Champaign David Stevens, FEDES Roy Swift, ANSI Robin Utz, Department of Education Andy Van Kleunen, National Skills Coalition Andrala Walker, Department of Labor David Wilcox, GSX Nathan Wilson, Illinois Community College Board

NACTE Interim Report

Perkins IV required the U.S. Department of Education to undertake a National Assessment of Career and Technical Education (NACTE) to assess the current status of state and local CTE programs. The NACTE is designed to address the following questions:How have secondary and postsecondary student enrollments in CTE programs changed?Do students who participate in CTE realize any educational or workforce benefits? How are Perkins IV funds distributed and used?To what extent are Perkins IV accountability data valid, reliable, and comparable, and to what extent are decision-makers using these data? Are grantees meeting the requirement to develop and implement programs of study that integrate academic and technical content?

NACTE Interim Report Highlights

This interim report presents preliminary findings regarding CTE enrollment patterns, student outcomes, and international comparisons of CTE participation. The final report will provide a more comprehensive summary of findings from the six NACTE studies in order to address the full set of research questions. Key findings from the interim report include:The percentage of students completing a sequence of CTE courses at the high school level declined between 1982 and 2004. High school graduates in the U.S. less frequently completed a CTE concentration than their counterparts in Europe and Asia. An analysis of national longitudinal data of high school students found that taking a concentrated sequence of CTE courses neither increased nor decreased math achievement or high school completion. Data from a natural experiment in one city found that students who chose to apply and were admitted to a CTE school by lottery were more likely to graduate on time and complete a sequence of college preparatory math courses than those who applied but were not admitted; however, the study did not find an effect on math or reading improvement.

NACTE Interim Report Measuring CTE Participation

Measuring CTE Participation This analysis focuses on student enrollment in CTE occupational courses offering specific labor

market preparation. CTE courses in general fall into three groups: Family and consumer sciences education (FCSE) General labor market preparation (GLMP) Specific labor market preparation (SLMP) or occupational education FCSE courses prepare students for family and consumer roles outside the paid labor market. GLMP

courses teach general employment skills that are not specific to one occupational area, such as basic computer literacy, keyboarding or typing and general work experience courses. In contrast, occupational courses (SLMP education) are designed to prepare students for work in a specific occupational field or for related postsecondary education or training.

The CTE occupational courses being studied are divided into the following 11 mutually exclusive occupational areas (Bradby and Hudson, 2008; Hudson and Laird, 2009):

Agriculture and Natural Resources; Architecture, Construction, and Science Technology; Business; Communications and Design; Computer and Information Science; Consumer and Culinary Services; Engineering Technologies; Health Sciences; Manufacturing, Repair, and Transportation; Marketing; and Public Services.

NACTE Interim Report Measuring CTE Participation

Measuring participation in CTE in terms of occupational coursetaking can be done in two ways: the number of CTE occupational credits earned or some threshold number of courses representing a significant investment in CTE (e.g., Hoachlander, Kaufman, and Levesque, 1992). Continuous measures of the number of credits may be less useful because their representation as numerical averages can mask substantial variation within the population and overstate the influence of particularly high or low values. In considering whether CTE has particular outcomes associated with it, some minimal level of exposure seems necessary. In particular, some level of concentration in CTE occupational courses may be particularly important for postsecondary work opportunities.

This descriptive report expresses a concentration level for CTE participation in terms of CTE investors (Silverberg et al., 2004). This category is defined on the basis of the number of occupational courses a student takes. Those taking three or more are classified as CTE investors, while those taking fewer than three are non-investors.

CTE investor: Earns three or more CTE occupational creditsCTE concentrator: Earns three or more occupational credits in one area (but may earn more credits in other

occupational areas)CTE explorer: Earns three or more occupational credits, but fewer than three credits in a single occupational

area

Questions

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Documents

National Data and the Picture it Presents