THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:	EMSC-VESID Committee
FROM:	Jean C. Stevens
SUBJECT:	Regents Policy on Career and Technical Education
DATE:	May 30, 2006
STRATEGIC GOAL:	Goals 1 and 2
AUTHORIZATION(S):

SUMMARY

 

Issue for Information

 

In March, the Committee received a report on implementation of the Regents policy on career and technical education.  Staff were asked to provide additional data and information in such areas as enrollment trends, performance on Regents exams, approved and non-approved programs, technical assessments, business and industry support, and economic/job market needs.  The attached report responds to that request.

 

Reason(s) for Consideration

 

Response to request for additional data and information.
         
Proposed Handling 

 

For information.

 

Procedural History

 

Not applicable

 

Background Information

 

The New York State Learning Standards for Career Development and Occupational Studies (CDOS) were approved by the Board of Regents in July 1996.  The Career and Technical Education policy which assists in the implementation of CDOS Standards 3b was approved by the Board of Regents in February 2001.

 

The attached report supplements the report on the Regents policy in career and technical education received by the Committee in March.

 

Recommendation

 

Staff recommend that the Regents review the attached report and identify any additional information they need to monitor implementation of their career and technical education policy.

 

Timetable for Implementation

 

Not applicable.

 

 

 

 

Attachments

         
Attachment A

 

I.                 Career and Technical Education Enrollment Trends

 

The requirements mandating public school districts to make career and technical education (CTE) instruction available to all New York State students are in both Education Law (§ 4662) and in Section 100.2 (h) (1) of the Regulations of the Commissioner of Education. They specify that public school districts must make available, and allow students to complete, both three-unit and five-unit approved sequences in CTE studies.

      Trend analysis has become increasingly difficult since 2000 as the number of schools submitting data has declined from 530 to 235. The sharpest drop occurred in the most recent data when the number of reporting schools or BOCES went from 402 in the 2003-04 school year to 235 in 2004-05. This drop may be attributable to the elimination of some local educational agency programs and/or sub-optimal data reporting. It is also important to note that CTEDS data only captures the enrollment levels of students participating in CTE sequenced programs. It does not capture the number of students who may take CTE courses as discrete electives.

 

Table 1

New York State Trends in Secondary Career and Technical Education in

New York City and the Rest of State, including BOCES

		New York City					Rest of State Including BOCES
SCHOOL YEAR	9-12 Enrollment		CTE Enrollment		CTE Enrollment as a % of 9-12	9-12 enrollment		CTE Enrollment	CTE Enrollment as a % of 9-12
1985-1986	278,962		136,328	48.9%		563,903		183,244	32.5%
1986-1987	276,453		139,061	50.3		543,634		161,308	29.7
1987-1988	270,204		133,541	49.4		515,042		150,700	29.3
1988-1989	259,805		133,945	51.6		483,485		136,873	28.3
1989-1990	247,171		142,364	57.6		461,623		163,123	35.3
1990-1991	250,033		144,583	57.8		453,806		163,558	36.0
1991-1992	257,694		151,131	58.6		456,550		163,706	35.9
1992-1993	266,848		157,964	59.2		460,992		161,318	35.0
1993-1994	274,742		153,348	55.8		465,748		155,683	33.4
1994-1995	276,747		149,238	53.9		470,190		158,540	33.7
1995-1996	281,850		149,794	53.1		476,572		153,052	32.1
1996-1997	286,289		158,356	55.3		483,357		148,590	30.7
1997-1998	287,340		149,921	52.2		488,897		151,122	30.9
1998-1999	282,806		143,994	50.9		494,877		149,611	30.2
1999-2000	279,461		133,903	47.9		502,020		141,965	28.3
2000-2001	272,657		126,547	46.4		508,231		134,495	26.5
2001-2002	269,291		116,458	43.2		518,255		127,406	24.6
2002-2003	272,592		118,892	43.6		528,253		135,768	25.7
2003-2004	283,571		109,388	38.6		536,765		127,408	23.7
2004-2005	291,993		109,787	37.6		551,115		102,464	18.5

Source: CTEDS data file 5/06

Enrollment in CTE by English Language Learners: Despite the decline in CTE enrollments over the past three school years, there has been a slight increase in the percentage of enrolled English language learners within reported CTE programs.

 

Table 2

English Language Learners in CTE

Source: CTEDS data 4/06

 

Enrollment in CTE by Students with Disabilities (SWD): Until 2003-04, there was a steady increase in CTE participation by high school students with disabilities from 27.8% in 1999-2000 to 29.0% in 2002-2003. However, in 2003-04, participation declined slightly to 24.6%. Trend data for 2004-05 is based on a much smaller number of schools reporting.

 

Table 3

Enrollment in CTE by Students with Disabilities

Sources: *NYSED CTEDS Data File (5/06), PD 5/06

 

Schools continue to address how to meet revised graduation requirements and encourage students to continue pursuing CTE programs. CTEDS data shows that, from 1999 to 2004, over 24% of students enrolled in CTE were students with disabilities. In addition, appropriate programming for “gray area” students is especially challenging for schools. “Gray area” students are those who are not eligible for alternate assessment, but who continue to have difficulty with the Regents requirements. CTE may be an appropriate avenue to enhance outcomes for these students.

 

Changes to CTE programs were intended to address the question of time to allow students to take integrated or specialized courses and combine academic and career/technical skills and content. These changes were designed to promote and upgrade career and technical education programs in the State. Beginning with the graduation class of June 2002, students earning a Regents or local diploma could receive a technical endorsement if they successfully completed an approved CTE program, including a technical assessment. This option will continue to be available for local diploma recipients, as long as the local diploma is offered under the safety net.

 

Many students working towards an Individualized Education Program (IEP) diploma participate in CTE courses. A CTE Skills Achievement Profile documents student accomplishments in an area of concentration within a career major. This profile enables the student with an IEP diploma to provide a potential employer and/or postsecondary program with documentation of the career and technical skills proficiency level acquired. The skills (Universal Foundation/career specific) documented are aligned with the New York State Career Development and Occupational Studies (CDOS) learning standards.

 

The New York City CTE Admission Process: New York City residents ages 16-20 may attend career and technical education programs. The application process is driven by student preference. Those applying to the specialized high schools are required to take separate entrance exams and/or audition. Applications are ranked by reviewers who do not know the student’s order of preference. Students are then matched with a school that appears highest on their list. Two other rounds of ranking exist to ensure placement of all students.

 

A prospective student wishing to enter a CTE program in a comprehensive New York City public high school may do so through the main round of the high school application process. CTE schools and programs select students either through an Educational Option or Screened Program. In the former, students list the 12 schools and programs they are interested in attending and learning.  Fifty percent of the students are chosen by school personnel and the other fifty percent are randomly selected by a computer and follow a distribution pattern based upon the applicant’s seventh grade standardized reading test scores.

 

 

 

Table 4

Longitudinal Enrollment Data for New York City 2000-2006

 

Source:  BEDS Data 5/06

 

 

Table 5

2001 Cohort Outcomes for New York City

 

	Dropped Out		Graduated		Received IEP or Cert*		Still Enrolled		Transferred to GED
Total Students N=73,978	11,094	15.0%	32,132	43.4%	1,307	1.8%	25,842	34.9%	3,603	4.9%
CTE Students N=20,881	656	3.1%	11,720	56.1%	167	0.8%	8,036	38.5%	302	1.4%
Non-CTE Students N=53,097	10,438	19.7%	20,412	38.4%	1,140	2.1%	17,806	33.5%	3,301	6.2%

*Certificate of completion

 

New York City CTE programs in SURR and SINI Schools: Charts provided by the New York City Department of Education listing CTE programs within New York City SURR and SINI schools are found in Attachment B.  

 

II.       Performance on Regents Exams

 

Table 6

2001 Cohort Performance on Selected Regents

Career and Technical Education Students as Compared to All Students

(includes approved and non-approved programs)

 

English: Percent Scoring 55 or Higher			English: Percent Scoring  65 or Higher
	CTE Students	All Students	CTE Students	All Students
Statewide	92.1%	74.1%	83.1%	67.9%
New York City	97.3	62.6	88.6	52.9
Buffalo	93.7	Rest of State   80.0%	77.2	Rest of State   75.7%
Rochester	84.2		70.4
Syracuse	93.5		88.0
Yonkers	90.3		78.3

 

Table 6 (continued)

 

	Math: Percent Scoring 55 or Higher		Math: Percent Scoring 65 or Higher
	CTE Students	All Students	CTE Students	All Students
Statewide	90.9%	74.3%	80.1%	66.9%
New York City	96.8	62.5	84.3	51.3
Buffalo	90.5	Rest of State   80.4%	68.4	Rest of State   75.7%
Rochester	86.1		75.8
Syracuse	83.3		75.0
Yonkers	80.5		66.8

 

 

	Science: Percent Scoring 55 or Higher		Science: Percent Scoring 65 or Higher
	CTE Students	All Students	CTE Students	All Students
Statewide	94.7%	77.9%	87.5%	72.3%
New York City	97.8	64.6	89.2	55.1
Buffalo	98.1	Rest of State   84.9%	93.0	Rest of State   81.3%
Rochester	89.5		80.0
Syracuse	96.3		90.7
Yonkers	87.4		73.1

Source: CTEDS data file 5/06

 

III.       Approved v. Non-approved Programs

 

The CTE program approval process ensures that the elements of the Regents policy on career and technical education approved by the Board of Regents on February 6, 2001 are included in CTE programs for which Department approval is sought. Although not mandatory, schools are encouraged to pursue program approval for all of their CTE offerings. Some programs operate without submitting their programs for approval simply because they are not able to meet one of the required components (e.g., lack of an appropriate technical assessment, or articulation agreement). Programs that have not been submitted for Department approval are most accurately termed “non-approved” or “not yet submitted for approval” and are in no way construed as “disapproved” programs.

 

 

Table 7

Big 5 and BOCES in Approved Programs 2004-2005

 

Source: CTEDS Addendum 5/06

 

 

As of May 4, 2006, 27 local education agencies and 38 BOCES have submitted certification forms to the Department requesting approval for CTE programs.

 

 

Table 8

Program Submissions by Career Area

(total received=904,  total approved=810)

Source: CTEDS Addendum 5/06

 

Table 9

Approved CTE Program Enrollments for Grades 9-12

in General and Special Education

 

General Ed	Total		White	African American	Hispanic		Asian	Native American		Hawaiian Pac Is
	M	F
2003-04 2004-05	13,885 22,171	10,870 15,135	19,732 25,522	2,783 5,811	1,737 4,646		212 704	178 226	30 39

 

 

Special Ed	Grade 9 Spec Ed	Grade 10 Spec Ed	Grade 11 Spec Ed	Grade 12 Spec Ed	Grade 12 IEP
2003-04 2004-05	180 184	391 567	3,630 5,026	2,980 3,812	774 833

Source: CTEDS Addendum 5/06

 

 

Table 10

2003-2004 Outcomes for Approved Program Students by Ethnicity and Performance Levels: Grade 12 Only

 

Source: CTEDS Addendum: 5/06

 

* A student who has attended school in the year in which the student is eligible to graduate and has passed a sequence of CTE courses that incorporates the Career Development and Occupational Studies standards of New York State.

 

 

IV.      Technical Assessments

 

Technical assessments based on recognized industry and national standards are essential tools in CTE programs. The results of these assessments document student performance based on the most current industry standards and provide feedback to the school district/BOCES. Successful completion of a technical assessment is required for a student to earn a technical endorsement on the high school diploma, but is not a requirement for high school graduation.

 

          The technical assessment required of approved CTE programs is defined in Commissioner’s Regulations [100.5(d)(6)(ii)(b)] as:

 

                    …an industry-developed assessment consisting of written

 examination(s), student project(s) and student demonstration(s)

 of technical skills to measure proficiency in a specific technical

 field through the application of national standards in such

 technical field.

 

The Department does not approve, endorse, or certify any technical assessment. Students in the approved CTE program must pass an industry-approved technical assessment, and the five Regents examinations to earn a technical endorsement on their diploma. 

 

Table 11

Sample of National Assessments

 

PROGRAM	NAME OF TEST, LICENSE, or Certification		TESTING ORGANIZATION
Agricultural Sciences		Agriculture Education	Central NY Agricultural Education Consortium Technical Assessment
Automotive Technology		NATEF/ASE End of  Program Tests	National Automotive Technicians Education Foundation
Aviation		Airframe and Power Plant Certification	Federal Aviation Administration
Childcare		Early Childhood Care and Education	National Occupational Competency Testing Institute
CISCO Networking		CISCO Certified Network Associate	CISCO Systems
Culinary Arts		PROSTART	National Restaurant Association Educational Foundation
Health Careers		New York State Nurse Aid Certification	New York State Department of Health

 

 

 

V.       Business and Industry Support for CTE Programs

 

Structural: The Regents policy emphasizes the willingness of business and industry to participate in program development. CTE program approval requires the availability of work-based learning opportunities, preparation for industry-based assessments and training in the most current business/industry-based technologies. Since this is the case, close partnerships with business and industry are required for program design and implementation. Each partnership represents a structural linkage of a CTE program to a supporting business and industry such as:

         

·       The New York State Society of Certified Public Accountants has provided high school seniors with a new accounting curriculum that provides them with skills and competencies needed to succeed in a college level accounting program.

·       The New York Credit Union Foundation is a State sponsor of a national competition, “Life Smarts,” which helps students acquire skills in personal finance, consumer rights and responsibilities, workplace protections and other financial literacy topics.

 

Experiential: Industry assists schools by providing work-based learning experience for students. Through this activity, students integrate their school-based learning with general workplace competencies as well as the skills and knowledge required for specific jobs. For example:

 

·       Hundreds of employers provide real-world work experiences and mentoring opportunities at work-based learning sites external to the school setting.

·       Accessible work-based learning experiences are provided for students with disabilities.

·       Healthcare agencies provide clinical experiences for all students enrolled in health occupations programs. The New York State Area Health Education Center System has collaborated with schools across the State to provide summer internships, camps and guest speakers for students enrolled in health occupation programs.

 

Direct:  High levels of tangible support are found in many CTE programs and donations of equipment are common. Examples include:

 

·       Washington-Saratoga-Warren-Hamilton-Essex BOCES received a donation of airport screening equipment.

·       The New York Credit Union Foundation has partnered with CTE staff in the Department to create a program that provides free subscriptions to a financial literacy publication geared to high school students.

·       A food science program in Hudson High School has received food donations from Ginsberg’s Inc., a food wholesaler.

 

Business and Industry Support of CTE Programs in New York City: At last count, there are more than 106 schools that have established partnerships with 37 postsecondary institutions and 452 business-industry and governmental agencies. Examples include partnerships in the following areas:

 

·       Construction: There are 12 New York City Department of Education (NYCDOE) schools connected to the construction industry (see Attachment C, Table C-1). In a recent survey conducted by Construction Skills 2000 (CS2K), it was found that 300 of the 352 apprentices (including NYCDOE high school graduates) placed in CS2K from January 2001 through early 2004 remained actively employed in the industry as apprentices or journey persons.

·       Virtual Enterprise (VE): VE is a simulated business that is established and managed by students under the guidance of a teacher-facilitator and a business partner. The Virtual Enterprise industry partnerships provide guidance to VE students on their CTE career portfolio plans, job shadowing, staff professional development, internships and mentorships for teachers and students. Involved participants are shown in Tables C-2 and C-3 in Attachment C.

·       Finance and Hospitality/Tourism: The Academies of Finance (AOF) and Hospitality and Tourism (AOHT) represent a partnership between the public and private sectors working to bring academic learning and real-world applications together. In 2005, 95% of Academy graduates went on to postsecondary learning.The National Endowment for Financial Education (NEFE) provided students with interactive textbooks (at no cost) on financial literacy and students received certificates upon completion of the course from NEFE. The New York State Society of Certified Public Accountants (NYSSCPAs) provided a five-day training seminar in accounting at a postsecondary institution where students stayed overnight in dormitories and visited related courses. AOF and AOHT business partnerships are shown in Tables C-4 to C-7 in Attachment C.

·       Information Technology: Programs such as Cisco Networking Academy (CNAP), Academy of Information Technology (AOIT), and the Oracle Academy (OA) are comprehensive e-learning programs that provide students with Internet technology skills essential in an information economy.  AOIT students are required to attend annual events such as career days, interview workshops, training sessions, as well as participate in a summer paid internship in companies such as Oracle, Accenture, Avanade, MOUSE, Citigroup, NYCDOE and Ziff Davis Media.

·       Practical nursing: Programs within the NYCDOE provide health care career internships in partnership with various hospitals, medical centers and nursing homes (see Table C-8 in Attachment C). Upon completion of these programs, students become eligible to receive certification and/or licensure needed for entry level nursing and other health care employment.

·       Aviation: Federal Express donated a retired 727-100 jet to Aviation High School creating an opportunity for students in the airframe and powerplant program to enhance their hands-on experience in aircraft maintenance technology. These students are also given a discount on their written and practical certification examinations. The number of students receiving this discount has increased by 22% since 2004.

·       Automotive: Mercedes Benz and Toyota donated cars and engine parts to Automotive High School. Other support includes curriculum design assistance for the Welding and Auto Body Repair program from Knights Wrecking and Collision Company.

·       Cosmetology: The hair and styling business Tendrills provided training to four CTE instructors in Natural Hair Styling where they were the first in New York State to receive certifications in this area.  

 

 

VI.      Economic/Job Market Needs

 

Alignment with industry standards begins early in the CTE program approval process. All approved programs have documented how course content is aligned with academic learning standards and business/industry standards through a structured process that relies on business participation in the self-study and external review processes. Partner agencies are encouraged to include representatives from businesses, industries and unions from the program area and the Local Workforce Investment Board/Youth Council in early planning.

 

Self-Study: The self-study activity is required for all existing programs and new programs seeking approval as a CTE program. Its purpose is to bring together partners to review the CTE program, propose relevant modifications, and evaluate the degree to which the program meets both the State learning standards, current industry standards and job market needs.

 

The curriculum review is often referred to as a curriculum “crosswalk.” For many school districts/BOCES, it is the first step in the CTE program approval process. The development of the crosswalk gives rise to an outline that will be reviewed by an external committee. The outline must clearly show how the overall CTE program content:

 

·       is directly related to work-based learning experience options available to students;

·       will target business and industry skill standards that students will attain through program completion; and

·       will prepare students for successful completion of a technical assessment, and placement in postsecondary education, employment, training, and/or the military.

 

External Review: Business guidance in the development of CTE curricula and provision of work-based learning opportunities is most clearly present in this step of the process. Membership on the external review committee will vary according to the type of program and other needs of the school district/BOCES. Membership includes representatives from business and industry of the career area under review. Labor representatives also serve as committee members and are often from organized labor unions. This close alliance promotes refinement of curriculum design so that it can accommodate current labor market demands.

 

Continuous Program Improvement: In order to ensure coursework continuity with field expectations, teacher training opportunities are provided by industry training facilities or by mentors working in the field.  A successful learning experience requires an effective collaboration among schools, employers, organized labor and community representatives to ensure that students are able to develop academic, job and self-management skills in the classroom and workplace.

 

         Alignment of Student Career Plans with Labor Market Realities:  In July 1996, the Board of Regents approved the three Career Development and Occupational Studies (CDOS) Learning Standards as part of the 28 learning standards for New York State students. One of the performance indicators for the CDOS Learning Standard 1, career development, provides that students will begin a career plan process at the elementary level and continue its development throughout their education experience. There has been a steady increase in students with and without disabilities developing individualized career plans (indicated in Table 12). The career planning process gives students an opportunity to use their experiences in the classroom and the community to help determine their career options and gain perspective on the kinds of experience, skills, education and training they will need to be successful in high school, college, and the workplace. The Department has collaborated with the Department of Labor to develop a web-based career planning tool known as CareerZone (http://www.nycareerzone.org/). The CareerZone provides an electronic version of the Education Department’s Career Plan whereby students explore educational and personal accomplishments. This planning tool orients career exploration toward labor market projections. As of January 2006, there were 335,585 student portfolios created by students on the CareerZone site. The site received 145,124 hits in January 2006.

 

 

Table 12

Students Developing Individualized Career Plans

 

Source: NYS School Report Card Statewide Public Comprehensive Information Report 2003-04, as of 03/18/05.

 

VII.     Next Steps

 

Data Collection

 

·       SED is moving forward to improve data collection. A letter has been sent to District Superintendents requesting assistance in gathering data from BOCES sites and local educational agencies.

·       The Career and Technical Resource Center (CTERC) has been charged with working with school districts to enhance data collection.

 

CTE Assessment Review

 

          The national state directors for CTE were surveyed and, of those states which responded, none reported allowing a CTE assessment to replace a required core academic assessment. However, Virginia requires six assessments for graduation.  Five are in core academic areas and the sixth may be either another academic subject or a CTE assessment.

 

          Georgia is currently adjusting its graduation requirements for the 2011 cohort to require at least two courses in one of the sixteen “career pathways.” State planners are developing pathway assessments that would evaluate both technical and workplace readiness skills. The assessments would be created jointly by business representatives and teachers.

 

          Staff is investigating both the Virginia and Georgia models in greater detail.  The career pathways are of particular interest because the sixteen pathways include a wider range of careers and occupations than the traditional CTE subject areas.  Additional material will be provided to the Board upon the completion of this review.

 

Attachment B

Provided by New York City Department of Education

 

2005-2006 CTE Programs within New York City Schools in Need of Improvement (SINI)

(N=29)

School

2005-06 School in Need of Improvement (SINI) Status

CTE Program

Alfred E. Smith HS (CTE)

In Corrective Action

Building Construction Technology - Carpentry

Heating, Ventilation, and Air Conditioning Technology

FIRST Robotics

Automotive Technology

Pre-Engineering

Residential Plumbing

Electrical Technology

Architectural Drafting

Automotive HS (CTE)

Restructuring-Year 2

Virtual Enterprise

FIRST Robotics

Automotive

A+ Computer Repair

IC3

Bayard Rustin Educational Complex

In Need of Improvement-Year 1

Law Academy

Beach Channel HS

In Corrective Action

Virtual Enterprise

Oceanography

Academy of Information Technology

Academy of Finance

Oracle Academy

Law Academy

Bronx Regional HS

In Need of Improvement-Year 1

Virtual Enterprise

Bushwick HS

Restructuring-Year 1

Virtual Enterprise

Commercial Offset Printing

Chelsea Vocational HS (CTE)

In Need of Improvement-Year 2

Cisco Networking Academy

C-TECH

Journalism

Information Technology

Business Technology

Graphic Arts

Curtis HS

IN Need of Improvement-Year 1

Bio-Medical Technology

Pre-Teaching

New Media

FIRST Robotics

Graphic Illustration

Journalism

Graphic Design

Nurse Assistant

Practical Nursing

Law Academy

DeWitt Clinton HS

In Corrective Action

Virtual Enterprise

Nurse Assistant

Paralegal

Law Academy

East New York Family Academy

In Corrective Action

C-TECH

A+ Computer Repair

Information Technology

Culinary Arts

Cisco Networking Academy

Erasmus Hall Campus: High School of Business & Technology

In Need of Improvement-Year 2

Culinary Arts

Virtual Enterprise

Computer Applications

 

 

2005-2006 CTE Programs within New York City Schools in Need of Improvement (Continued)

 

School

2005-06 SINI Status

CTE Program

Flushing HS

In Need of Improvement-Year 1

Virtual Enterprise

Law Academy

George Westinghouse HS (CTE)

In Need of Improvement-Year 2

Microsoft Certified Systems Engineer (MCSE Web Design

AutoCAD, Pre-Engineering - Project Lead The Way

Cisco Networking Academy Oracle

FIRST Robotics

Vision Tech

Web Design Management

Microsoft Systems Engineer (MSE

A+ Computer Repair Academy of Information Technology

Grace H. Dodge HS (CTE)

In Need of Improvement-Year 2

Virtual Enterprise

Desktop Publishing

Academy of Information Technology

Law Academy Paralegal

Nurse Assistant

Academy of Finance

Business Information Systems

Cosmetology

Oracle

Medical Billing and Coding

Harry Van Arsdale HS (CTE)

In Corrective Action

Construction Technology

Virtual Enterprise

C-TECH

Cisco Networking Academy

Business Technology

John F. Kennedy HS

Restructuring-Year 1

A+ Computer Repair

Virtual Enterprise

Lafayette HS

In Need of Improvement-Year 2

Accounting Entrepreneurship

Computer Applications

Nurse Assistant

Medical Biller

Emergency Medical Technology

Long Island City HS

In Corrective Action

Culinary Arts

Performing Arts

Law Academy

Louis D. Brandeis HS

In Corrective Action

Architecture

New Media

Graphic Design

Academy of Information Technology

Law Academy

Academy of Finance

Real Estate Academy

Horticulture

Murry Bergtraum HS

In Corrective Action

Virtual Enterprise

Accounting/ Entrepreneurship

Law Academy

Academy of Hospitality and Tourism

College Accounting

Academy of Finance

Cisco Networking Academy

Norman Thomas HS

In Corrective Action

Virtual Enterprise

Academy of Hospitality and Tourism

Accounting

Business

Film

Park East HS

In Need of Improvement-Year 2

Pre-Engineering

Paul Robeson HS

In Need of Improvement- Year 2

Virtual Enterprise

Web Design - Macromedia

FIRST Robotics

Academy of Finance

Academy of Information Technology

Cisco Networking Academy

New Media

Entrepreneurship

Progress HS

In Need of Improvement-Year 2

Business/ Entrepreneurship

2005-2006 CTE Programs within New York City Schools in Need of Improvement (Continued)

 

School	2005-06 SINI Status		CTE Programs
Ralph McKee HS (CTE)	In Need of Improvement-Year 1	Construction Technology - Carpentry		Pre-Engineering - Project Lead The Way FIRST Robotics	Web Design Macromedia	AutoCAD A+ Computer Repair	Cosmetology	Cisco Networking Academy	Graphic Arts Graphic Illustration	Architectural Design Electrical Technician Electrical Installation
Samuel Gompers HS (CTE)	In Corrective Action	Pre-Teaching		Desktop Publishing	Electrical	Cisco Networking Academy	A+ Computer Repair	Pre-Engineering	Computer Assisted Drawing
Urban Peace Academy	In Need of Improvement-Year 2	Desktop Publishing
Washington Irving HS	In Corrective Action	New Media Academy of Hospitality and Tourism		FIRST Robotics	Academy of Information Technology	A+ Computer Repair	Law Academy	Web Design - Macromedia
William E. Grady HS (CTE)	In Corrective Action	Construction TechnologyBuilding Trades		Heating, Ventilation, and Air Conditioning	A+ Computer Repair	Cisco Networking Academy	FIRST Robotics	Automotive Technology	Culinary Arts	Pre-Engineering Project Lead The Way
Wings Academy	In Corrective Action	Virtual Enterprise		Law Academy

 

 

 

2005-2006 CTE Programs within New York City Schools under Registration Review (SURR)

(n=8)

 

 

School	2005-06 SINI Status	CTE Programs
Monroe Academy for Visual Arts & Design	In Need of Improvement-Year 2	Graphic Design
Franklin K. Lane HS	In Corrective Action	Virtual Enterprise	Law Academy	Vision Tech	Web Design - Macromedia
Thomas Jefferson HS	In Corrective Action	Virtual Enterprise	Law Academy
EBC/HS for Public Safety and Law	Planning for Restructuring	Law Academy
William H. Maxwell HS (CTE)	In Corrective Action	Fashion Illustration Communication Media	Medical Billing and Coding	Law Academy	Medical Assistant Vision Tech	Cosmetology Nail Technology
Far Rockaway HS	Planning for Restructuring	Virtual Enterprise	Nurse Assistant	Construction Technology	Law Academy
Park West HS	In Corrective Action	Academy of Hospitality and Tourism	Culinary Arts
HS of Graphic Comm. Arts  (CTE)	In Need of Improvement-Year 1	Photography Journalism	Graphic Art Commercial Art Production	Law Enforcement	Commercial Offset Printing

 

2005-2006 CTE Programs within New York City Non-SURR and Non-SINI Schools

 

School	Programs
A. Philip Randolph HS		Cisco Networking Academy		Pre-Engineering			FIRST Robotics				Accounting
Abraham Lincoln HS		Photography		Veterinary			Horticulture				Law Academy
Academy for Finance and Enterprise		Virtual Enterprise		Academy of Finance
Adlai E. Stevenson HS		Technical  Theater		Virtual Enterprise			Academy of Finance				Law Academy
Art & Business (YABC)		Virtual Enterprise
Art & Design HS (CTE)		Architecture		AutoCAD			Advertising Fashion Illustration				Studio Art, Graphic Illustration Animation,
August Martin HS		Aviation/Ground Control		Culinary Arts			Computer Applications				Communication Media
Aviation HS (CTE)		AutoCAD		FIRST Robotics			PowerPlant, Airframe Mechanic				Aviation Maintenance Technology
Baruch College Campus		Journalism
Bayside HS		Law Academy
Beacon School		Graphic Design
Benjamin Banneker Academy For Community Development		Journalism		Pre-Engineering –Project Lead The Way
Benjamin Cardozo HS		Dance		Law Academy
Boys and Girls HS		Computer Applications		Business Technology
Bronx Academy HS		Pre-Engineering		Law Academy
Bronx Aerospace Academy		Aviation Ground Control	FIRST Robotics

2005-2006 CTE Programs within New York City Non-SURR and Non-SINI Schools (continued)

 

School	Programs
Bronx Coalition Community School for Technology		Computer Science	Cisco Networking Academy
Bronx HS for Law & Community Service		Law Academy
Bronx HS for Visual Arts		Visual Arts
Bronx HS of Business		Virtual Enterprise	Law Academy
Bronx HS of Science		FIRST Robotics	Cisco Networking Academy		Law Academy
Bronx Leadership Academy		Law Academy
Bronx School for Law Academy, Gov’t & Justice		Law Academy	Academy of Finance
Bronx School of Law & Finance		Law Academy	Academy of Finance
Bronx Theatre HS		Theater Arts
Brooklyn HS of the Arts		Preservation Arts/Construction Technology	Concert		Fine Art		Dance
Brooklyn Technical HS		Bryant HS	Virtual Enterprise
Business & Computer Applications		Virtual Enterprise
Canarsie HS		Virtual Enterprise	Cisco Networking Academy	FIRST Robotics		Nurse Assistant		Medical Billing and Coding
Career Education Center		Computer Technology	Culinary Arts	Security Trade		Accounting		Desktop Publishing		Building Maintenance
Cecilia Cruz HS of Music		Chorus	Concert
Christopher Columbus HS		Graphic Design	A+ Computer Repair	Cisco Networking Academy
City-As-School		Horticulture
Clara Barton HS		Virtual Enterprise	Vision Technology	Nurse Assistant		Practical Nursing		Dental Assistant Medical Assistant Dental Lab Assistant		Medical Billing and Coding
Cobble Hill School of American Studies		Graphic Design	Web Design

2005-2006 CTE Programs within New York City Non-SURR and Non-SINI Schools (continued)

 

School		Programs
Community HS for Social Justice	Law Academy
Concord HS