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

 

 

 

 

 

Region

 

2002-2003

2003-2004

2004-2005

 

 

 

 

 

 

New York City

 

 

9,182

 

9,509

 

9,090

Big 4

 

2,182

2,154

1,699

Rest of State

 

1,386

1,576

1,389

Total State CTE  English Language Learners

 

12,750

13,239

12,178

Total State CTE Enrollment

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 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

 

 

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 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

 

 

Students in Approved

Programs

 

 

Students in

Not-yet-approved Programs

 

Total CTE Students

 

 

% of Total

 

% of Total

 

New York City

6,288

5.7%

103,499

94.3%

109,787

 

Rochester

456

7.8

5,412

92.2

5,868

 

Buffalo

978

16.4

4,991

83.6

5,969

 

Syracuse

No approved programs

N/A

2,788

100

2,788

 

Yonkers

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)

 

New York City

Buffalo

Rochester

Yonkers

Syracuse

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

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

 

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 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

 

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: 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