THE STATE
EDUCATION DEPARTMENT / THE UNIVERSITY
OF THE STATE OF |
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): |
|
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.
Response to request for additional
data and information.
Proposed Handling
For information.
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
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.
New York City and the Rest of State,
including BOCES
|
|
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
|
|
|
|
|
Region |
|
2002-2003 |
2003-2004 |
2004-2005 |
|
|
|
|
|
|
|
9,182 |
9,509 |
9,090 |
Big
4 |
|
2,182 |
2,154 |
1,699 |
Rest of
State |
|
1,386 |
1,576 |
1,389 |
|
|
12,750 |
13,239 |
12,178 |
|
254,660 |
236,796 |
212,251 | |
English
Language Learners as a % of CTE enrollment |
5.01% |
5.59% |
5.73% |
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
School
Year |
Region |
Secondary CTE
enrollment* |
% of Grade 9-12 enrollment who are in
CTE* |
Students with
disabilities (SWD) enrolled in CTE |
% of CTE enrollment
who are SWD* |
Grade 9-12 or
secondary ungraded SWD public school enrollment (i.e., ages
14-21) |
% of grade 9-12 or
ungraded enrollment of SWD who are in CTE |
# of schools or
BOCES Reporting* | |||||||
2004-05 235 |
NYC |
109,787 |
37.6% |
17,736 |
16.2% |
52,270 |
33.9 |
ROS |
102,464 |
18.6% |
18,468 |
18.0% |
99,120 |
18.6 | |
TOTAL |
212,251 |
25.2% |
36,204 |
17.1% |
151,390 |
23.9 | |
2003-04 402 |
NYC |
109,388 |
38.6% |
15,082 |
13.8% |
50,845 |
29.7 |
ROS |
127,408 |
45.2% |
21,436 |
16.8% |
97,608 |
22.0 | |
|
TOTAL |
236,796 |
41.9% |
36,518 |
15.4% |
148,453 |
24.6 |
2002-03 419 |
NYC |
118,892 |
43.6% |
19,849 |
16.7% |
49,395 |
40.2 |
ROS |
135,768 |
25.7% |
22,090 |
16.3% |
94,956 |
23.3 | |
TOTAL |
254,660 |
31.8*% |
41,939 |
16.5% |
144,351 |
29.1 | |
2001-02 457 |
NYC |
116,458 |
43.2% |
15.935 |
13.7% |
48,106 |
33.1 |
ROS |
127,406 |
24.6% |
22,600 |
17.7% |
92,329 |
24.5 | |
TOTAL |
243,864 |
31.0% |
38,535 |
15.8% |
140,435 |
27.4 | |
2000-01 530 |
NYC |
126,547 |
46.4% |
15,676 |
12.4% |
48,596 |
32.3 |
ROS |
134,495 |
26.5% |
19,676 |
14.6% |
90,861 |
21.7 | |
TOTAL |
261,042 |
33.4% |
35,352 |
13.5% |
139,457 |
25.3 |
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
A prospective student wishing
to enter a CTE program in a comprehensive
Table 4
Longitudinal Enrollment Data for New York
City 2000-2006
|
2000-01 |
2001-02 |
2002-03 |
2003-04 |
2004-05 |
Students Enrolled in
CTE in NYC |
126,547 |
116,458 |
118,892 |
109,388 |
109,787 |
CTE Program Types
Available in NYC |
119 |
199 |
188 |
199 |
214 |
Source: BEDS Data 5/06
Table 5
2001 Cohort Outcomes for
|
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
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% |
|
97.3 |
62.6 |
88.6 |
52.9 |
|
93.7 |
Rest of State 80.0% |
77.2 |
Rest of State 75.7% |
|
84.2 |
70.4 | ||
|
93.5 |
88.0 | ||
|
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% |
|
96.8 |
62.5 |
84.3 |
51.3 |
|
90.5 |
Rest of State 80.4% |
68.4 |
Rest of State 75.7% |
|
86.1 |
75.8 | ||
|
83.3 |
75.0 | ||
|
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% |
|
97.8 |
64.6 |
89.2 |
55.1 |
|
98.1 |
Rest of State 84.9% |
93.0 |
Rest of State 81.3% |
|
89.5 |
80.0 | ||
|
96.3 |
90.7 | ||
|
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
|
Students
in Approved Programs |
|
|
Students
in Not-yet-approved
Programs |
|
Total CTE
Students | |||||
|
|
% of
Total |
|
% of
Total |
| ||||||
|
6,288 |
5.7% |
103,499 |
94.3% |
109,787 |
| |||||
|
456 |
7.8 |
5,412 |
92.2 |
5,868 |
| |||||
|
978 |
16.4 |
4,991 |
83.6 |
5,969 |
| |||||
|
No approved
programs |
N/A |
2,788 |
100 |
2,788 |
| |||||
|
710 |
13.9 |
4,387 |
86.1 |
5,097 |
| |||||
BOCES |
27,908 |
81.0 |
6,551 |
19.0 |
34,459 |
| |||||
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)
|
|
|
|
|
|
Rest of
State | |||||||||
R=Received
A=Approved |
R |
A |
R |
A |
R |
A |
R |
A |
R |
A |
R |
A | |||
Career
Area |
|
|
|
|
|
| |||||||||
Arts/Humanities |
6 |
4 |
1 |
1 |
0 |
0 |
2 |
1 |
0 |
0 |
64 |
57 | |||
Business/Information
Systems |
34 |
8 |
1 |
1 |
5 |
5 |
0 |
0 |
0 |
0 |
93 |
86 | |||
Health
Services |
13 |
12 |
2 |
2 |
0 |
0 |
0 |
0 |
0 |
0 |
82 |
69 | |||
Engineering/Technology |
40 |
27 |
6 |
6 |
6 |
5 |
8 |
6 |
0 |
0 |
306 |
296 | |||
Human & Public
Services |
7 |
6 |
1 |
1 |
1 |
0 |
2 |
1 |
0 |
0 |
166 |
158 | |||
Natural &
Agricultural Sciences |
0 |
0 |
1 |
1 |
0 |
0 |
1 |
1 |
0 |
0 |
56 |
56 | |||
Totals
|
100 |
57 |
12 |
12 |
12 |
10 |
13 |
9 |
0 |
0 |
767 |
722 | |||
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
N=(12,827) |
White |
African
American |
Hispanic |
Asian |
Native
American |
Hawaiian/ Pacif
Is | |||||||
|
M |
F |
M |
F |
M |
F |
M |
F |
M |
F |
M |
F | |
Completers* |
4,957 |
3,573 |
586 |
645 |
508 |
429 |
101 |
59 |
26 |
32 |
5 |
3 | |
Pass
Regents |
3,852 |
2,837 |
427 |
568 |
369 |
333 |
92 |
55 |
15 |
21 |
5 |
3 | |
Achieve 75
% completers |
3,814 |
3,003 |
339 |
482 |
353 |
340 |
86 |
54 |
19 |
19 |
5 |
3 | |
Attain HS
Diploma |
4,491 |
3,388 |
466 |
613 |
440 |
402 |
94 |
56 |
20 |
25 |
6 |
3 | |
Take Tech
assessment |
3,271 |
2,641 |
272 |
338 |
282 |
232 |
80 |
36 |
21 |
21 |
4 |
3 | |
Pass Tech
Assessment |
2,206 |
2,056 |
186 |
255 |
209 |
191 |
62 |
35 |
12 |
13 |
4 |
2 | |
Tech
Endorsement |
1,723 |
1,630 |
150 |
145 |
188 |
107 |
61 |
28 |
11 |
11 |
4 |
3 | |
Placed in
related employment |
1,016 |
715 |
53 |
43 |
66 |
40 |
8 |
4 |
3 |
9 |
0 |
1 | |
Placed in unrelated
employment |
808 |
527 |
68 |
51 |
65 |
42 |
3 |
4 |
5 |
8 |
1 |
0 | |
Placed in
military |
267 |
48 |
16 |
5 |
24 |
3 |
2 |
0 |
0 |
2 |
0 |
0 | |
Placed in
Post-Secondary |
1,830 |
1,551 |
227 |
305 |
203 |
195 |
66 |
40 |
9 |
3 |
3 |
1 | |
Unemployed |
215 |
143 |
15 |
10 |
4 |
9 |
1 |
0 |
1 |
1 |
1 |
0 | |
Placed
other |
86 |
89 |
9 |
6 |
3 |
6 |
2 |
0 |
0 |
0 |
0 |
0 | |
Status
unknown |
709 |
548 |
118 |
164 |
125 |
111 |
8 |
5 |
2 |
3 |
1 |
1 | |
Leavers |
641 |
438 |
81 |
99 |
77 |
38 |
4 |
3 |
5 |
7 |
2 |
1 | |
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
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 |
| |
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
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
Business and Industry Support of CTE Programs
in
·
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
·
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.
·
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
·
Automotive: Mercedes Benz and
·
Cosmetology: The hair and styling business
Tendrills provided training to four CTE instructors in Natural Hair Styling
where they were the first in
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
Table 12
Students Developing Individualized
Career Plans
Grades |
|
2001–02 |
2002–03 |
2003–04 | |
4–5 |
Number of
General-Education Students |
9,742 |
15,759 |
21,384 | |
Number of Students
with Disabilities |
1,449 |
2,867 |
2,869 | ||
Number of All
Students |
11,191 |
18,626 |
24,253 | ||
Percent of
Enrollment |
2% |
4% |
6% | ||
6–8 |
Number of
General-Education Students |
109,606 |
126,831 |
175,243 | |
Number of Students
with Disabilities |
15,444 |
21,519 |
23,768 | ||
Number of All
Students |
125,050 |
148,350 |
199,011 | ||
Percent of
Enrollment |
18% |
21% |
29% | ||
9–12 |
Number of
General-Education Students |
149,670 |
178,166 |
257,995 | |
Number of Students
with Disabilities |
22,145 |
30,934 |
36,425 | ||
Number of All
Students |
171,815 |
209,100 |
294,420 | ||
Percent of
Enrollment |
20% |
24% |
34% | ||
Source:
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,
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 |
FIRST
Robotics |
Automotive |
A+ Computer
Repair |
IC3 |
|
|
|
|
|
|
Bayard
Rustin Educational Complex |
In
Need of Improvement-Year 1 |
|
|
|
|
|
|
|
|
|
|
|
Beach
Channel HS |
In
Corrective Action |
Virtual |
Oceanography |
|
|
|
|
|
|
|
|
|
|
In
Need of Improvement-Year 1 |
Virtual |
|
|
|
|
|
|
|
|
|
|
Bushwick
HS |
Restructuring-Year
1 |
Virtual
|
Commercial Offset
Printing |
|
|
|
|
|
|
|
|
|
|
In
Need of Improvement-Year 2 |
|
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 |
|
|
DeWitt
Clinton HS |
In
Corrective Action |
Virtual |
Nurse
Assistant |
Paralegal |
|
|
|
|
|
|
|
|
|
In
Corrective Action |
C-TECH |
A+
Computer Repair |
Information
Technology |
Culinary
Arts |
|
|
|
|
|
|
|
Erasmus
Hall Campus: High School of Business &
Technology |
In
Need of Improvement-Year 2 |
Culinary
Arts |
Virtual |
Computer
Applications |
|
|
|
|
|
|
|
|
2005-2006
CTE Programs within New York City Schools in Need of Improvement (Continued)
School |
2005-06 SINI
Status |
CTE
Program | |||||||||||
|
In
Need of Improvement-Year 1 |
Virtual |
|
|
|
|
|
|
|
|
| ||
George Westinghouse HS
(CTE) |
In
Need of Improvement-Year 2 |
Microsoft
Certified Systems Engineer (MCSE Web
Design |
AutoCAD, Pre-Engineering -
Project Lead The Way |
|
FIRST
Robotics |
Vision
Tech |
|
Web Design
Management |
Microsoft Systems
Engineer (MSE |
A+ Computer
Repair |
| ||
Grace
H. Dodge HS (CTE) |
In
Need of Improvement-Year 2 |
Virtual |
Desktop Publishing |
|
|
Nurse
Assistant |
|
Business
Information Systems |
Cosmetology |
Oracle |
Medical Billing
and Coding | ||
Harry
Van Arsdale HS (CTE) |
In
Corrective Action |
Construction
Technology |
Virtual |
C-TECH |
|
Business
Technology |
|
|
|
|
| ||
John
F. Kennedy HS |
Restructuring-Year
1 |
A+
Computer Repair |
Virtual |
|
|
|
|
|
|
|
| ||
|
In
Need of Improvement-Year 2 |
Accounting Entrepreneurship |
Computer
Applications |
Nurse
Assistant |
Medical
Biller |
Emergency Medical
Technology |
|
|
|
|
| ||
|
In
Corrective Action |
Culinary Arts |
Performing Arts |
|
|
|
|
|
|
|
| ||
Louis
D. Brandeis HS |
In
Corrective Action |
Architecture |
New
Media |
Graphic
Design |
|
|
|
|
Horticulture |
|
| ||
Murry
Bergtraum HS |
In
Corrective Action |
Virtual |
Accounting/
Entrepreneurship |
|
|
College
Accounting |
|
|
|
|
| ||
Norman Thomas
HS |
In
Corrective Action |
Virtual |
|
Accounting |
Business |
Film |
|
|
|
|
| ||
Park
East HS |
In
Need of Improvement-Year 2 |
Pre-Engineering |
|
|
|
|
|
|
|
|
| ||
Paul
Robeson HS |
In
Need of Improvement- Year 2 |
Virtual |
Web
Design - Macromedia |
FIRST
Robotics |
|
|
|
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 |
|
Graphic
Arts Graphic
Illustration |
Architectural
Design Electrical
Technician Electrical
Installation | |
Samuel Gompers HS
(CTE) |
In
Corrective Action |
Pre-Teaching |
Desktop
Publishing |
Electrical |
|
A+ Computer
Repair |
Pre-Engineering |
Computer Assisted
Drawing |
| |
Urban
|
In
Need of Improvement-Year 2 |
Desktop
Publishing |
|
|
|
|
|
|
| |
|
In
Corrective Action |
New
|
FIRST
Robotics |
|
A+ Computer
Repair |
|
Web Design -
Macromedia |
|
| |
William E. Grady HS
(CTE) |
In
Corrective Action |
Construction TechnologyBuilding
Trades |
Heating, Ventilation, and Air
Conditioning |
A+ Computer
Repair |
|
FIRST
Robotics |
Automotive
Technology |
Culinary
Arts |
Pre-Engineering
Project Lead The
Way | |
|
In
Corrective Action |
Virtual |
|
|
|
|
|
| ||
2005-2006
CTE Programs within New York City Schools under Registration Review
(SURR)
(n=8)
School |
2005-06 SINI
Status |
CTE
Programs |
| ||||
|
In
Need of Improvement-Year 2 |
Graphic Design |
|
|
|
| |
|
In
Corrective Action |
Virtual |
|
Vision
Tech |
Web Design -
Macromedia |
| |
Thomas Jefferson
HS |
In
Corrective Action |
Virtual |
|
|
|
| |
EBC/HS for Public Safety and
Law |
Planning for
Restructuring |
|
|
|
|
| |
William H. Maxwell HS
(CTE) |
In
Corrective Action |
Fashion Illustration
Communication Media |
Medical Billing
and Coding |
|
Medical Assistant
Vision
Tech |
Cosmetology Nail
Technology | |
Far
Rockaway HS |
Planning for
Restructuring |
Virtual |
Nurse
Assistant |
Construction
Technology |
|
| |
Park
West HS |
In
Corrective Action |
|
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
School |
Programs |
| |||||||||||||||||||
A.
Philip Randolph HS |
|
Pre-Engineering |
FIRST
Robotics |
Accounting |
| ||||||||||||||||
Abraham Lincoln
HS |
Photography |
Veterinary |
Horticulture |
|
| ||||||||||||||||
Academy for
Finance and |
Virtual
|
|
|
|
| ||||||||||||||||
Adlai E.
Stevenson HS
|
Technical Theater |
Virtual
|
|
|
| ||||||||||||||||
Art &
Business (YABC) |
Virtual
|
|
|
|
| ||||||||||||||||
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 |
| ||||||||||||||||
|
Journalism |
|
|
|
| ||||||||||||||||
Bayside
HS |
|
|
|
|
| ||||||||||||||||
|
Graphic
Design |
|
|
|
| ||||||||||||||||
|
Journalism |
Pre-Engineering
–Project Lead The Way |
|
|
| ||||||||||||||||
Benjamin Cardozo
HS |
Dance |
|
|
|
|
| |||||||||||||||
Boys and Girls
HS |
Computer
Applications |
Business
Technology |
|
|
|
|
| ||||||||||||||
|
Pre-Engineering |
|
|
|
|
|
| ||||||||||||||
|
Aviation Ground
Control |
FIRST
Robotics |
|
|
|
|
| ||||||||||||||
2005-2006 CTE Programs within
School |
Programs |
| ||||||||||||
|
Computer
Science |
|
|
|
|
|
| |||||||
|
|
|
|
|
|
|
| |||||||
|
Visual
Arts |
|
|
|
|
|
| |||||||
|
Virtual
|
|
|
|
|
|
| |||||||
|
FIRST
Robotics |
|
|
|
|
|
| |||||||
|
|
|
|
|
|
|
| |||||||
|
|
|
|
|
|
|
| |||||||
|
|
|
|
|
|
|
| |||||||
Bronx Theatre
HS |
Theater
Arts |
|
|
|
|
|
| |||||||
|
Preservation
Arts/Construction Technology |
Concert |
Fine
Art |
Dance |
|
|
| |||||||
|
Bryant
HS |
Virtual |
|
|
|
|
| |||||||
Business &
Computer Applications |
Virtual
|
|
|
|
|
|
| |||||||
Canarsie
HS |
Virtual
|
|
FIRST
Robotics |
Nurse
Assistant |
Medical Billing
and Coding |
|
| |||||||
|
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 |
|
|
|
|
| |||||||
City-As-School
|
Horticulture |
|
|
|
|
|
| |||||||
Clara Barton
HS |
Virtual
|
Vision
Technology |
Nurse
Assistant |
Practical
Nursing |
Dental Assistant
Medical
Assistant Dental Lab
Assistant |
Medical Billing
and Coding |
| |||||||
|
Graphic
Design |
Web
Design |
|
|
|
|
| |||||||
2005-2006 CTE Programs within
School |
Programs |
| ||||||||||||||
Community HS for
Social Justice |
|
|
|
|
|
|
| |||||||||
|