Denver Public Schools Career and Technical Education Supporting Data & The Case for Growth February 2014

DRAFT CTE Student Demographics (making up 20% of DPS high school pop.) ELL Representation SPED Representation Low Income Representation

DRAFT CTE High School Completion Rate vs. District CTE students completed high school at a rate significantly higher than any comparison group over the last 8 years, and 10 percentage points higher than the district’s median extended completion rate (7 year rate) for that same period *Note: The CTE-District rate differential of 10% is an underestimate, for two reasons: 1)The CTE rate is an underestimate because it does not account for students who transferred 2)About 20% of DPS completers each year include CTE participants Incomplete Data 75% HS Completion for CTE Students DPS Median Extended Completion Rate: 65% N= 21,531 CTE students

DRAFT CTE High School Completion Rate by Race & Income vs. District Low income and minority students in CTE programs exhibit completion rates 3-14% higher than the district’s median extended completion rate (7-year) in all categories Highest high school completion rate for CTE students: black females at 80% Low income: 14% higher completion with CTE Hispanic Males: 12% higher completion with CTE N= 21,531 CTE students

DRAFT High School Completion Rates by Zip Code– All DPS vs. CTE CTE: 75% High school completion rates in endemically off-track zip codes are significantly higher if students take just one CTE course–- a difference of up to 21 percentage points DPS: 55% CTE: 75% DPS: 55% CTE: 72% DPS: 51% CTE: 73% DPS: 52% CTE: 78% DPS: 57% CTE: 83% DPS: 67% CTE: 74% DPS: 61% CTE: 77% DPS: 68% CTE: 66% DPS: 61% Notes This map shows 7-year high school completion rates against a 2013 off-track density The district median completion rate for a 7-year cohort is 65% (from ) N= > 203,000 DPS students,>21,000 CTE students These trends are consistent across all DPS high schools and demographics Ex: Low income CTE students completed 4-29% higher than peers at EVERY DPS high school CEC EGTC

DRAFT The Power of Course Sequencing: Completion Rate Comparisons  Students who take a sequence of 3+ CTE courses over 4 years complete high school at much higher rates than comparison groups– a 27% difference for all students, and a 30% difference for low income students % difference in HS completion for Low Income 34% difference in HS completion for ELLs *7-year completion rates 93% 63% 92% 58% 79% 74% 87% 58% 66% 92% 65% 75% Students w/ 3+ CTE courses, N= 3,660 All CTE students, N= 21,531

DRAFT  Attendance data suggests that students who take a sequence of 3+ CTE classes are more likely to attend school than peers, a difference of >3 school weeks for ELL students, and 2 ½ weeks for all students The Power of Course Sequencing: Annual Attendance Comparisons No Data A difference of 2 ½ weeks of school A difference of more than 3 weeks of school 92% 83% 88% 86% 80% 83% Students w/ 3+ CTE courses, N= 3,660 All CTE students, N= 21,531

DRAFT Advanced Coursework Capstone Project Internship Certifications EXAMPLE: Engineering and Energy Pathway PLTW Intro to Engineering Design & Energy PLTW: Principles of Engineering Geographic Information Systems Cloud Based Monitoring or Computer Science Geology PLTW: Specialized Engineering Fields Modeling and Analysis for Natural Resources AP Environmental Science Technical Computing for Energy Industries Civil Engineering CiM Digital Electronics Biological Remote Sensing Geospatial analysis: LMKR MATLAB Simulink Digital Control Logic Field research LEVEL 1: INTRODUCTORY LEVEL 2: FOUNDATIONS LEVEL 3: ADVANCED SKILLS LEVEL 4: PATHWAYS PLTW Capstone: Engineering Design and Development PLTW Basic Petroleum Technologies Basic Wind and Solar Home Energy Efficiency Energy and Environmental Policy PROJECT LEAD THE WAY Oil and Natural Gas Renewable Energy Energy Policy Home Energy Engineering AP Physics AP Calculus AP Environmental Science Red Rocks Community College Colorado School of Mines MOOC Grade 9 Grade 10 Grade 11 Grade 12

DRAFT Case for Growth CTE engages students. High school completion rates, attendance, median growth, and discipline were significantly better for students in CTE than peer groups of the same demographics, same zip codes, same schools, and same academic profile. 2.CTE equips students with skills necessary for readiness in career and postsecondary education. Students taking CTE courses can graduate with workforce certifications and skills, as well as college credit. This fills a tremendous need for workforce development. 3.CTE operating costs are very low for a high return on investment. After state and federal reimbursements, Denver Public Schools allocated just $560 out of PPOR last year for each student participating in CTE. Thus, nearly half of DPS’ operating costs for CTE were covered by state and federal dollars.

DRAFT Value to Students All students have equitable access to CTE programs 2.Courses are aligned with skilled labor demand, and are responsive to changing industry demand 3.CTE pathways culminate in workforce experiences for students, and concrete postsecondary opportunities 4.Courses are relevant, engaging, and sequenced, leading to advanced coursework for college credit 5. Academic content is embedded, allowing deep focus on application of knowledge

DRAFT Appendix

DRAFT Representation of Economically Disadvantaged Students FRL %Program 94.81Fitness Trainer/Exercise Science 93.33Health Science/Health Care 91.89Sports Medicine 90.51Automotive Technology FRL %Program 13.55Digital Design 21.14Web Design, Digital Film, Broadband Communication Economically disadvantaged students are strongly overrepresented in the fitness trainer, health science, and sports medicine courses Economically disadvantaged students are significantly underrepresented in two of the district’s larger computer-based CTE offerings Significant digital divide by income

DRAFT Median Growth Percentile Comparisons  ELL and Low Income students who took 3+ CTE courses exhibited higher than expected median growth percentiles

DRAFT CTE Student College Readiness in Reading CTE Students’ College Readiness by CCCS Cut Score* 45% CCCS College Ready in Reading CTE Students’ College Readiness by ACT Cut Score* 23% ACT College Ready in Reading Note: CCCS College Ready Cut-Score: 17 Note: ACT College Ready Cut-Score: 21 N= 26,431 Years: N= 26,431 Years: Of 26,431 CTE Students across DPS from , 45% were college ready in Reading by Colorado Community College System (CCCS) standards District Comparison DPS 2013 College Readiness by ACT Cut Score in Reading: 32% DPS Average College Readiness by ACT Cut Score in Reading: 27%

DRAFT CTE Student College Readiness in English CTE Students’ College Readiness by CCCS & ACT Cut Scores* 33% CCCS and ACT College Ready in English Note: CCCS College Ready Cut-Score: 18 ACT College Ready Cut-Score: 18 N= 26,431 Years: Of 26,431 CTE Students across DPS from , 33% were college ready in English by Colorado Community College System (CCCS) standards District Comparison DPS 2013 College Readiness by ACT Cut Score in English: 41% DPS Average College Readiness by ACT Cut Score in English: 37%

DRAFT CTE Students’ College Readiness by ACT Cut Score*CTE Students’ College Readiness by CCCS Cut Score* CTE Student College Readiness in Math % CCCS College Ready in Math 15% ACT College Ready in Math Note: CCCS College Ready Cut-Score: 19 Note: ACT College Ready Cut-Score: 22 District Comparison DPS 2013 College Readiness by ACT Cut Score in Math: 22% DPS Average College Readiness by ACT Cut Score in Math: 20% N= 26,431 Years: N= 26,431 Years: Of 26,431 CTE Students across DPS from , 25% were college ready in Math by Colorado Community College System (CCCS) standards