1. Ambreen Ali Nawaz Tristan Bragg Pablo Londono Nestor Londono
Career and Technical Education
EDUC Administration of Special
Programs and Community Relations
Ambreen Ali Nawaz Tristan Bragg Pablo Londono Nestor Londono

2. Introduction
Career and Technical Education (CTE) has been a critical component of American lifestyle. Furthermore, it is an important alternative nowadays in order to get the Economy back on track. It allows, not only young people but also experienced workers, to explore and cultivate post secondary educational options which includes training on line and face-to-face programs in schools and colleges with direct contact with local businesses. It means, that in many cases, the programs are supported by School/Business partnerships, involving business and industry with their community schools

3. The objectives of the Career and Technical Education Project are: 1
The objectives of the Career and Technical Education Project are: 1. To explain how CTE works at Federal, State and Houston ISD levels. 2. To outline what national, State and District-wide legislature states about CTE programs. 3. To give some numbers about funding, number of students, and number of programs available. 4. To understand how CTE programs work on different scenarios. 5. To underline how HISD is giving special attention to CTE programs to be successful and how the students are included to be successful.
Goals and Objective

4. The Career and Technical Education Pathway
National
State
Texas
Local
Houston Independent School District (HISD)

5. Career and Technical Education in the United States
What is CTE?
History.
Areas covered by CTE.
Where and How CTE is offered
Numbers, funding and opportunities related to CTE.
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6. What is CTE?
Career and Technical Education (CTE) is education that prepares both youth and adults for a wide range of careers. These careers may require varying levels of education from high school and post-secondary certificates to two to four-year college degrees.

7. History
CTE became popular in Europe after the Industrial Revolution by the decline of handwork force.
This situation resulted in the need of manual training, involving general instruction in the use of hand tools. This concept of Education was developed initially in Scandinavia (c.1866).
It became popular in the elementary schools of the United States after 1880.
Major Progress was made by the armed services during World War II.
In recent years, many of the public high schools offer vocational training with a lot of programs designed according to the needs.

8. Areas covered by CTE

9. Where and How CTE is offered
High school programs are offered either within a "comprehensive" high school or in separate "area career and technical schools."
In some states, such as Delaware, both academic and technical courses are offered in full-time career and technical high schools.
Usually career and technical programs are offered as a sequence of courses that are supplemented by work-based experiences, such as internships or apprenticeships.

10. Funding and Opportunities
15 million secondary and post-secondary CTE Programs (2002).
The program is applied in 11,000 comprehensive high schools, several hundred career and technical high schools and about 1,400 area career tech centers.
About 9,400 post- secondary institutions offer technical programs.
Programs receive about $1.3 billion annually from the federal government through the Carl D. Perkins Career and Technical Education Act.
That represents about percent of budgets for these programs, which receive most of their funding from local and state revenue.
Other laws, such as the Elementary and Secondary Education Act, the Higher Education Act and the Workforce Investment Act, also fund programs.

11. Career and Technical Training in Texas
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12. TEA Perspective
TEA offers programs in areas from agriculture to arts that enable students to connect their education with the real world. Therefore, the State Board of Education commissioned the writing of TEKS objectives to address this goal. Schools across Texas are following those objectives to fulfill the needs of their communities. Each one of the chapters that the legislation of Texas approved on CTE has TEKS developed to be followed by the public education system. Now, we need to keep in mind that those TEKS were adopted on Therefore, data is being collected to define the effectiveness of those programs on the State of Texas. This connects with the national inquiry about the success of public education. The main issue is the relevance of k-12 education on the professional outcome of our students. The process of globalization has great impact on the way we perceive education. This trend changed the landscape of education in our country. Now we have to compete with brilliant students that come from countries with huge populations. Their number of G/T students surpass our total number of students.

13. CTE Program Offerings in Texas
Agricultural Communications Specialist
Animal Nutritionist
Biotechnology Technician
Branch Financial Manager
Farm Manager
Floral Designer
Green Technology
Heavy Equipment
Marine Biologist
Meat Producing
Metal Fabricator
Natural Conservation Worker
Veterinarian
Water Treatment Operations

14. Career and Technical Training in HISD ( CTE )
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15. CTE –Rosena Garcia on FOX NEWS
Empowering Students To Compete In A Global Society
The mission of the Career and Technical Education Department (CTE) is to empower students with the academic and technical skills needed to strengthen the economic and social foundation of the city of Houston and beyond.

16. CTE / TEA Evaluation June 14, 2010
Major Findings:
CTE’ s are effective in developing student leadership skills.
Survey results indicated that administrators and teachers lack sufficient knowledge regarding Project Lead the Way and Special Projects Resource Center Programs.
Non-CTE students outperformed CTE students on both the Texas Assessment of Knowledge and Skills (TAKS) and Higher Education Readiness Component (HERC), although the gap is decreasing over time in reading/ELA. Regression analysis showed that being enrolled in a CTE program was not associated with higher TAKS scores.
The more structured the CTE course, the better the student scored on reading/ELA and HERC. Even in more structured CTE classes, CTE students lagged behind non-CTE students.
CTE students were more likely to remain in school and graduate than non-CTE students. This was even more pronounced among students who enrolled in a more structured CTE program, such as Tech Prep.

17. Do They Know Where They Are Going?
Kuder Career Planning System (November 20, 2008)
Bryant Young (Madison High School), does reach on careers in GIS for the GIS Day Contest Nov 21st.
Consistent with the District’s key focus areas on dropout prevention and intervention, community and parent engagement, as well as strengthening relevance in the classroom, Houston ISD has invested in the future of our students by purchasing the Kuder® Career Planning System. In order to broaden career exploration programs, career assessment services are being provided at no charge to schools.

18. CTE in HISD
Sixth-grade through twelfth-grade students can enroll in elective courses that match their career interests. High school students can develop a career concentration and take multiple CTE courses that correspond with their interests.
One hundred and sixty-five different CTE courses were offered at 67 schools in 29 high schools and 38 middle schools throughout the district.
According to Houston ISD’s Research Educational Program Report (2010) , the most popular career concentrations in the district for 2008−2009 were (1) Information Technology, (2) Health Science, (3) Human Services, (4) Marketing, Sales, and Services, and (5) Manufacturing.
In a departmental memo, HISD Superintendent Terry Grier notes , “When analyzing the longitudinal graduation rates, the percentages of CTE students graduating from high school in a four-year period were higher than those of the district in the class of 2006(79.9 percent versus 67.1 percent), in the class of 2007 (79.4 percent versus 64.3 percent), and in the class of 2008 (84.7 percent versus 68.2 percent).”

19. Questions to keep in mind
Do our students know where they are going?
How can we guide our students to reach their potential in the real world?
Are we preparing new generations to face requirements of college?
How can we use the money that is available for CTE in our campuses?
What else can we do to promote CTE?

20. Conclusions
While all states continue to look at high school academic standards to gauge growth and success, unless, state policies change and ‘widen the state curriculum” to include the CTE core curricula, CTE will continue to be viewed with the state academic lens that may shed a negative light on an otherwise wholesome program. Despite the cons of the program, CTE offers a wide array of positive activities, curricular and extra-curricular, occurring in the Career and Technical Education Department. They continuously differentiate instruction to serve a wide cross- section of students, and hence provide a well rounded and wholesome ‘menu’ for students to select from and thus chart a course for themselves and set foot on the pathway to their future.

21. Presentation gave sufficient background information so viewers were able to get a grasp of the historical aspects of CTE.
Presentation outlined national, state and district (HISD) models and programs in a comprehensive fashion.
Presentation highlights pros and cons of CTE.
Presentation outlines challenges faced by the CTE Programs and gives a sense of the future.
Presentation is wholesome and viewers received enough information about the CTE Programs that they now feel knowledgeable.
Self Evaluation

22. References
Brand, Betsy. (2005). What a 21st Century Career and Technical System
Could Look Like. Boston, MA. The Aspen Institute.
Bridgeland, John. , DiIulio, John. (April 2007). The Silent Epidemic:
Perspectives of High School Dropouts. Washington.
Peter D. Hart Research Associates.
Drucker, Peter. (November 1994). The Age of Social Transformation.
Atlantic Monthly.
Harris, Alexander. (June, ). Retooling Career and Technical Education.
NGA, Retrieved from :
Stern, David. (Nov 23, 2010). .). From Vocational Education to Career-Technical
Technical Education: A Capsule History and Summary of Research. .
Retrieved from :