1. Forging New Pathways to Success-- Career and Technical Education in the U.S.A.By
Kirby Yang, Ph. D.

2. Conventional Definitions of Vocational Education
A type of education program which prepares students for entry-level jobs in occupations that did not require college degrees.
These programs were designed mainly to serve students who did not plan to go to four-year college or university.
The largest high school programs were agriculture, business (primarily clerical), and trade and industry, automotive, construction trades, food services, and cosmetology.
Business, health, engineering/science technologies, computer/data processing, and protective services accounted for larger numbers of postsecondary vocational student majors.

3. Early Vocational Education Movement in the U.S.A.
The Morrill Act of ( the Land Grant College Act)
shifted classical studies to more applied studies in agricultural and mechanical education
The Smith-Hughes Act of 1917 (The National Vocational Education Act)
for the promotion of vocational education;
for cooperation with the States in the promotion of such education in agriculture and the trades and industries;
for cooperation with the States in the preparation of teachers of vocational subjects;
to appropriate money and regulate its expenditure

4. Early Vocational Education Movement in the U.S.A.
the NEA's Education Policies Commission introduced Education for ALL American Youth
advocated a full range of vocational programs to prepare high school students for perceived labor force needs
The Vocational Education Act of 1963
introduced a much broader definition of vocational education into public schooling
provided federal financial support to a greater number of training programs
developed integrated programs of vocational and general education for socio-economic handicaps.

5. Early Vocational Education Movement in the U.S.A.
National Defense Education Act of 1958
The National Defense Education Act of 1958 was passed in response to Sputnik and the fear the United States was falling behind in mathematics and science. It provided $575 million for education and low interest loans for college students

6. Early Vocational Education Movement in the U.S.A.
the NEA's Education Policies Commission introduced Education for ALL American Youth
advocated a full range of vocational programs to prepare high school students for perceived labor force needs
The Vocational Education Act of 1963
introduced a much broader definition of vocational education into public schooling
provided federal financial support to a greater number of training programs
developed integrated programs of vocational and general education for socio-economic handicaps.

7. Early Vocational Education Movement in the U.S.A.
1970’s Career Education Movement
Each school level from kindergarten upward would articulate with the succeeding level so students would have a seamless sequence of instruction leading to career choice and preparation (articulation)
The traditional subjects would give way to instruction that was integrated with work ( integration )

8. Types of Vocational Schools
Comprehensive high schools,
Vocational and technical high schools,
Area vocational centers,
Community colleges
Transferable program
Vocational and technical education programs
Continuing education programs

9. Current Status
every high school student takes at least one vocational education course,
one in four students takes three or more courses in a single program area.
One-third of college students are involved in vocational programs,
40 million adults engage in short-term postsecondary occupational training.

10. A Nation at Risk--The Imperative For Educational Reform , April 1983
assessing the quality of teaching and learning in our Nation's public and private schools, colleges, and universities;
comparing American schools and colleges with those of other advanced nations;
studying the relationship between college admissions requirements and student achievement in high school;
identifying educational programs which result in notable student success in college;
assessing the degree to which major social and educational changes in the last quarter century have affected student achievement; and
defining problems which must be faced and overcome if we are successfully to pursue the course of excellence in education.

11. Indicators of the Risk
International comparisons of student achievement, completed a decade ago, reveal that on 19 academic tests American students were never first or second and, in comparison with other industrialized nations, were last seven times.
Some 23 million American adults are functionally illiterate by the simplest tests of everyday reading, writing, and comprehension.
Average achievement of high school students on most standardized tests is now lower than 26 years ago when Sputnik was launched.

12. Indicators of the Risk
The College Board's Scholastic Aptitude Tests (SAT) demonstrate a virtually unbroken decline from 1963 to Average verbal scores fell over 50 points and average mathematics scores dropped nearly 40 points.
College Board achievement tests also reveal consistent declines in recent years in such subjects as physics and English.
Average tested achievement of students graduating from college is also lower.

13. Recommendation A: Content
We recommend that State and local high school graduation requirements be strengthened and that, at a minimum, all students seeking a diploma be required to lay the foundations in the Five New Basics by taking the following curriculum during their 4 years of high school: (a) 4 years of English; (b) 3 years of mathematics; (c) 3 years of science; (d) 3 years of social studies; and (e) one-half year of computer science. For the college-bound, 2 years of foreign language in high school are strongly recommended in addition to those taken earlier.

14. Recommendation B: Standards and Expectations
We recommend that schools, colleges, and universities adopt more rigorous and measurable standards, and higher expectations, for academic performance and student conduct, and that 4-year colleges and universities raise their requirements for admission. This will help students do their best educationally with challenging materials in an environment that supports learning and authentic accomplishment.

15. Recommendation C: Time
We recommend that significantly more time be devoted to learning the New Basics. This will require more effective use of the existing school day, a longer school day, or a lengthened school year.

16. Recommendation D: Teaching
This recommendation consists of seven parts. Each is intended to improve the preparation of teachers or to make teaching a more rewarding and respected profession

17. Recommendation E: Leadership and Fiscal Support
We recommend that citizens across the Nation hold educators and elected officials responsible for providing the leadership necessary to achieve these reforms, and that citizens provide the fiscal support and stability required to bring about the reforms we propose.

18. Fastest Growing Jobs Require Some Education Beyond High School
Source: Bureau of Census, Occupational Outlook Quarterly, Winter
Occupations usually requiring short- or moderate-term on-the-job training are projected to account for 10.8 million new jobs by 2010 (not shown).
Occupations usually requiring a bachelor’s or higher degree are expected to contribute about 6.5 million new jobs (not shown).
As a group, jobs usually requiring an associate degree are projected to have the fastest growth: 32 percent, about twice the average growth rate for all occupations (shown).
Occupational usually requiring a bachelor’s degree or more education are expected to increase faster than average (shown).

19. Curriculum Concentrations of U.S. High School Students
Academic Concentrators (71.0%, 32.8%)
CTE Concentrators (4.4%, 5.0%)
General Concentrators (5.4%, 56.5%)
Dual (Academic & CTE Concentrators (19.3%, 5.7%)

20. Comparing Academic Achievement
Academic concentrators showed the highest achievement.
Dual concentrators showed the next-highest achievement.
General concentrators ranked third.
CTE concentrators showed the lowest level of achievement.

21. Comparing Postsecondary Destinations
Academic concentrators were the most likely to pursue postsecondary education—87% were likely to be enrolled in postsecondary education, 72% were purely or primarily students.
Dual concentrators, 79% were likely to be enrolled in postsecondary education, 60% purely or primarily students.
General concentrators, 69% were likely to be enrolled, 50% purely or primarily students.
CTE concentrators ranked last in postsecondary participation—56% were likely to be enrolled, 37% purely or primarily students.

22. Educational Need for Change
High schools have not changed enough – “soft bigotry of low expectations.”
Disconnect between student aspirations and actual high school preparation.
High rates of college remediation needed
High rates of college “drift out”
High schools do not pair college prep and career awareness/training for students.

23. New Legislations
Carl D. Perkins Vocational and Applied Technology Education Act of 1990
The School-to-Work Act of 1994
Carl D. Perkins Vocational and Technical Education Act Amendments of 1998
No Child Left Behind Act of 2001

24. Carl D. Perkins Vocational and Applied Technology Education Act of 1990
Purposes: More fully develop the academic and occupational skills of all segments of the population, so to better prepare them for the demands of work in a technologically advanced society.
Three components of the Act: (a) create Tech-Prep. Program, (b) curriculum integration, (c) accountability

25. The School-to-Work Act of 1994
To create more coherent systems to bridge the gap between education and work for all students.
To form coalitions of postsecondary institutions, employers, labor organizations, government, community groups, parents and students
To fund school-employer partnerships to implement work-based learning programs

26. Carl D. Perkins Vocational and Technical Education Act Amendments of 1998
Focusing federal investment on programs that
Integrated academic and CTE education
Involved parents and employers
Provided strong connections between secondary and postsecondary education
Developed, improved, and expanded the use of the technology
Provided professional development for teachers , counselors, and administrators

27. No Child Left Behind Act of 2001
accountability for results;
an emphasis on doing what works based on scientific research;
expanded parental options;
Putting Reading First
and expanded local control and flexibility

28. No Child Left Behind Act of 2001
Supports learning in the early years, thereby preventing many learning difficulties that may arise later
Provides more information for parents about their child's progress
Alerts parents to important information on the performance of their child's school
Gives children and parents a lifeline

29. No Child Left Behind Act of 2001
Improves teaching and learning by providing better information to teachers and principals
Ensures that teacher quality is a high priority
Gives more resources to schools
Allows more flexibility
Focuses on what works

30. Definition of Career and Technical Education
Organized education programs that:
1) offer a sequence of courses that provide individuals with the academic knowledge and technical skills needed to prepare for further education and careers in current or emerging employment sectors;
2) include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills and occupational-specific skills of an individual.

31. Key Policy Objectives for Career and Technical Education
Ensure that every CTE program offers a clear pathway into a postsecondary program leading to a credential, apprenticeship, associate or baccalaureate degree.
Make high-quality CTE pathway programs widely available to both youth and career-changing adults through a variety of institutions and delivery models.
Strengthen national and regional workforce quality and economic competitiveness.

32. Benefits for Students
Expands choices tailored to individual interests.
Ensures enrollment in core academic classes needed to open up postsecondary options.
Enables student to obtain college credits while still in high school.
Provides exposure to integrated career and college planning services.
Eases transition into and through college-level programs.

33. Forging New Pathways to Success
Setting and Helping CTE Students to Meet Higher Expectations
Easing the Transition of CTE Students to Postsecondary Education, Advanced Training, and Apprenticeships
Tech-Prep.
Middle colleges
Distance learning
Apprenticeships
Raising the Rigor of CTE Instruction
State standards and assessments.
Industry-developed curricula

34. College and Career Transitions Initiative
A coherent sequence of high-level academic and technical skill coursework in high school that includes dual credit technical education courses;
Rigorous academic instruction that is based on state standards;
Sustained and intensive professional development for teachers and college instructors;
Academic and career related counseling and other student services;
Creative delivery strategies, such as distance learning and computer assisted applications; and
Articulation between associate and bachelor degree programs

35. Thank you very much for your attention ! See you again soon!