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Meeting of the Board of Regents | October 2007

Monday, October 1, 2007 - 11:20pm

sed seal                                                                                                 

 

 

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

 

 

 

TO:

EMSC-VESID Committee

FROM:

Johanna Duncan-Poitier

 

 

SUBJECT:

Status Report on Regents Policy on Career and Technical Education

DATE:

October 18, 2007

STRATEGIC GOAL:

Goals 1 and 2

AUTHORIZATION(S):

 

 

 


SUMMARY


 


 

Issue for Discussion

 

How can the Board of Regents policy provide increased flexibility for students to better access career and technical education (CTE) programs?

 

Reason(s) for Consideration

 

Review of Policy.

 

Proposed Handling

 

This question will come before the Regents EMSC-VESID Committee for discussion at its October 2007 meeting.

 

Procedural History

 

The Board of Regents established a new policy on career and technical education in February 2001.  Periodic reports are presented on implementation of the policy.


Background Information

 

The attached is a report to the Board of Regents about the implementation of its 2001 policy on career and technical education (CTE). This update highlights changes in enrollment patterns over the past several years.  While enrollments in BOCES are increasing, New York City’s enrollments in CTE are declining.  This enrollment pattern may be the result of decreased access to CTE programs. This month, policy advice from the Board on the data implications is sought related to enrollment and access as the Department advances CTE’s role in high school reform.

 

              This report on implementation of the Regents policy on career and technical education includes the following data elements to inform discussion:

 

  1. Graduation Rates of CTE Students vs. Non-CTE Students in 2002 Cohort
  2. Pass Rate on Required Regents Exams by All Students, CTE Students and Non-CTE Students
  3. Enrollment Trends—Career and Technical Education Enrollments 2001-2002 to 2005-2006 School Years
  4. Enrollment: New York City and the Rest of State, including BOCES
  5. Enrollments by Career Cluster 2004-2007
  6. BEDS Course Enrollments by Discipline Area, Duplicated Counts
  7. Longitudinal Enrollment Data for Big Five Districts 2000-2006
  8. Career and Technical Education Program Approvals

 

                Attachment A contains the following tables showing New York City data:

 

  • Career and Technical Education Schools in New York City
  • New York City Career and Technical Education Approved Programs
  • New York City Career and Technical Education Programs as of 2004

 

Recommendation

 

The Board of Regents shall direct staff to explore and identify strategies to increase access to CTE programs.

 

Timetable for Implementation

 

Not applicable.

 

 


Building on Success

 

Career and technical education (CTE) in New York is well-positioned to play a larger role in high school reform, yet CTE program enrollments indicate that CTE is being underutilized as a strategy to close the achievement gap and increase graduation rates. The Regent’s policy on CTE program approval has compelled school districts and BOCES to implement a continuous improvement plan strengthening CTE programs statewide. The Regents Policy provides greater flexibility in curriculum and courses for high school students who want to pursue career and technical education programs to meet graduation requirements.  It is an option school districts and BOCES can utilize to provide quality career and technical education programs with flexibility in their delivery. 

 

New York’s program approval process is cited by many states and the federal government as a model for the nation. The new Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins IV) features a requirement for schools to implement programs of study that incorporate many of the components of New York’s program approval process. New York’s 37 BOCES were the early adopters of the approval process. Now BOCES centers provide the largest number of approved programs and have achieved notable success with CTE students.  Teaching staff report that the completion of the self-study and external review have strengthened the academic and technical skill components, and that the approval process overall has created more academically rigorous programs that prepare students for further study and careers. Students who complete their CTE programs at a BOCES graduate at higher rates than the state average (the average graduation rate of BOCES CTE program completers was 91 percent in 2005 while the overall graduation rate for the State was 66 percent).

 

A broader view is obtained by an examination of the 2002 cohort data. Graduation rates of all CTE and non-CTE student rates for the 2002 cohort are found in Table 1.

 

Table 1: Graduation Rates of CTE Students vs.

Non-CTE Students in the 2002 Cohort

chart

 

Source: STEP data 10/07

 

 

As Table 1 reveals, CTE students’ performance is comparable to their non-CTE peers in the required Regents examinations—illustrating that the added courses do not appear to detract from overall performance.  It is also noteworthy that CTE performance is strongest in areas in which CTE is offered through integrated academics: English, mathematics and science.

chart

 

Source STEP data, 8/07

 

 

 

CTE, in general, has delivered promising outcomes. Findings from the most recent multi-year study report on CTE programs in New York State completed by an independent reviewer* revealed that:

 

  • Over a two year period of the study (2003-04 and 2004-05 school years), CTE students were more likely to stay in school and complete their programs than non-CTE students.
  • As a group, New YorkCTE students performed as well as non-CTE students in English language arts and mathematics on New York State Regents examinations.  CTE programs enhance student motivation and participation, thus resulting in higher levels of performance and increased graduation rates.

 

*Source:  Magi Educational Services

 

 

 


 

Over the past several years, Syracuse, Buffalo, Rochester, Yonkers and BOCES experienced an increase in CTE enrollments while New York City saw a decline. Accurate analysis of data from districts outside the Big Five for the last reporting period is made difficult by decreases in the number of those reporting (230 districts in 2005-06 and 214 in 2006-07). The transition to the individual student record system will capture more comprehensive data about CTE.

 

Table 3: CTE Enrollments for New York City, The Big 4, BOCES and

the Rest of State, 2001-2007

chart

 


chart

 

 




Source: CTEDS 9/07

 

 


 

Table 4: Enrollment: New York City and the Rest of State, including BOCES

 

 

New York City
Enrollment

Rest of State Enrollment Including BOCES

Total
State
Enrollment

SCHOOL YEAR

9-12  Enrollment

CTE

CTE Enrollment as % of 9-12

9-12 Enrollment

CTE Enrollment

CTE Enrollment as a % of 9-12

9-12

Enrollment

CTE Enrollment

CTE as a % of 9-12

1985-86

278,962

136,328

48.9%

563,903

183,244

32.5%

842,865

319,572

37.9%

1986-87

276,453

139,061

50.3

543,634

161,308

29.7

820,087

300,369

36.6

1987-88

270,204

133,541

49.4

515,042

150,700

29.3

785,246

284,241

36.2

1988-89

259,805

133,945

51.6

483,485

136,873

28.3

743,290

270,818

36.4

1989-90

247,171

142,364

57.6

461,623

163,123

35.3

708,794

305,487

43.1

1990-91

250,033

144,583

57.8

453,806

163,558

36.0

703,839

308,141

43.8

1991-92

257,694

151,131

58.6

456,550

163,706

35.9

714,244

314,837

44.1

1992-93

266,848

157,964

59.2

460,992

161,318

35.0

727,840

319,282

43.9

1993-94

274,742

153,348

55.8

465,748

155,683

33.4

740,490

309,031

41.7

1994-95

276,747

149,238

53.9

470,190

158,540

33.7

746,937

307,778

41.2

1995-96

281,850

149,794

53.1

476,572

153,052

32.1

758,422

302,846

39.9

1996-97

286,289

158,356

55.3

483,357

148,590

30.7

769,646

306,946

39.9

1997-98

287,340

149,921

52.2

488,897

151,122

30.9

776,237

301,043

38.8

1998-99

282,806

143,994

50.9

494,877

149,611

30.2

777,683

293,605

37.8

1999-00

279,461

133,903

47.9

502,020

141,965

28.3

781,481

275,868

35.3

2000-01

272,657

126,547

46.4

508,231

134,495

26.5

780,888

261,042

33.4

2001-02

269,291

116,458

43.2

518,255

127,406

24.6

787,546

243,864

31.0

2002-03

272,592

118,892

43.6

528,253

135,768

25.7

800,845

254,660

31.8

2003-04

283,571

109,388

38.6

536,765

127,408

23.7

820,336

236,796

28.9

2004-05

291,993

109,787

37.6

551,115

102,464

18.5

843,108

212,470

25.2

2005-06

289,809

110,472

38.1

558,285

  90,689

16.2

848,094

201,161

23.7

2006-07

288,688

103,172

35.7

562,405

  88,688

15.8

851,093

191,860

22.5

Source: CTEDS data file 9/07


 

 

Table 5: Enrollments by Career Cluster 2004-2007

Cluster

2004-05

2005-06

2006-07

Art & Communications

25818

26651

21039

Agriculture

3871

5763

5693

Business

40977

38528

34357

Construction

11744

9828

11637

Education & Training

2729

3239

2288

Financial Services

3318

2193

3117

Health Services

10166

8457

8754

Hospitality & Tourism

10864

10556

10924

Human Services

5293

4516

4583

Information Technology

36398

27359

32681

Legal & Protective

3820

6497

6119

Logistics Transportation

15141

13974

14317

Manufacturing

17436

19937

18959

Public Administration

253

531

412

Scientific Engineering

9900

11007

10368

Sales & Service

14742

12125

11786

TOTAL
STATE

212470

201161

197034

Source CTEDS 10/07

 

The Basic Educational Data System, (BEDS) tracks data that reflects variations in course taking levels, (i.e., the same student may be counted more than once). Comparisons among discipline areas in career and technical education are not possible because of differences in program format and credit between them. Course taking trends are provided to show changes that each discipline area experienced over the last five years.

 

Table 6: BEDS Course Enrollments by Discipline Area, Duplicated Counts

 

2002-03

2003-04

2004-05

2005-06

2006-07

Agricultural Education

5,899

37,120

14,496

8,604

8,198

Business Education/Distributive Education

131,257

140,011

161,461

163,952

166,595

Family and Consumer Sciences

53,013

54,874

61,729

56,900

62,999

Health Occupations

5,419

8,048

10,590

6,800

11,137

Technology Education

90,910

126,394

135,332

124,458

112,886

Trade/Technical Education

41,635

41,710

59,141

43,468

75,018

 




New York City’s CTE enrollment shows growth in participation and program types in 2005-06 but declines in 2006-07 (“program types” are defined by their career- or industry-focused subject areas, e.g., health occupations, business, engineering, etc.). The CTE team established a Big 5 liaison policy to provide on-demand technical assistance that helps foster the growth of New York City’s involvement with the Regents CTE program approval process. One outcome has been an increased awareness of the approval process and an overall rise in the number of approved New York City and Big 5 programs to a total of 96 in the 2006-07.

 

Table 7: Longitudinal Enrollment Data for Big Five Districts, 2000-2006

District

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

NYC  CTE Enrollment

126,547

116,458

118,892

109,388

109,787

110,472

103,172

NYC CTE Program Types

119

199

188

199

214

240

235

Buffalo CTE Enrollments

6,491

6,932

6,374

6,351

5,969

5,430

5,702

Buffalo Program Types Available

85

49

39

35

31

29

31

Rochester CTE Enrollments

6,128

5,423

7,960

6,729

5,868

4,999

5,174

Rochester CTE Program Types Available

64

58

72

48

50

47

48

Syracuse CTE Enrollment

2,259

2,479

2,727

2,671

2,788

2,822

3,527

Syracuse Program Types Available

34

29

28

28

29

30

28

Yonkers CTE Enrollments

4,510

5,209

4,239

4,844

5,097

5,338

5,605

Yonkers Program Types Available

36

35

36

35

32

34

32

 

Source:  BEDS Data 9/07

 

To increase the number of programs seeking approval, and to continue to raise expectations for all CTE programs, the program approval process is being incorporated into New York State’s Five-Year State Perkins IV Plan. All Perkins recipients are required to develop programs that will meet the requirements set by the program approval process. Since more local educational agencies will be able to access their Perkins funds directly, our goal is to use the program approval process to structure their applications for Perkins IV funding.

 

The number of programs completing the program approval process continues to grow. As of September 21, 2007, over 870 programs have been approved. Applications have come from 31 local and comprehensive high schools, and all 37 BOCES. Applications for new program approvals continue to be submitted while program re-approvals are being completed (72 new programs since the May 2006 report).

 

Table 8: Career and Technical Education Program Approvals

Career Area

Received

Approved

Arts/Humanities

77

69

Business/Information Systems

150

113

Health Services

102

86

Engineering/Technologies

397

371

Human & Public Services

188

177

Natural & Agricultural Sciences

64

63

Totals

978

879

2006 Re-approvals

 

149

2007 Re-approvals as of 9/07

 

129

Source CTE 9/07 data files

 

New York State led the nation in innovation in the area of career and technical education reform when it implemented the Regents program approval policy. In order to take CTE to the next step in its development, expansion of existing efforts and further innovation is needed. To this end, the Department has proposed new directions for the Five-Year Perkins IV State Plan. Eight new directions and two key initiatives will increase use of the program approval process as a cross-cutting strategy to enhance transitions between learner levels and provide broader access to CTE programs. The new directions target:

 

  • Using approved programs to better address emerging occupations
  • Linking postsecondary studies to improve transitions between Associate and Baccalaureate programs
  • Developing approved programs in the local districts
  • Identifying, validating and disseminating promising practices
  • Connecting adult English language learners to CTE programs
  • Providing professional development to administrators and counselors
  • Enhancing the image of CTE through the use of a statewide campaign
  • Increasing support to CTE student leadership organizations

 

The first key initiative proposes the creation of a state center for the implementation of the federally required programs of study—known in New York as Approved Programs. The second key initiative focuses on improving the application process for Perkins IV recipients.




 

Career and Technical Education’s Role in the P-16 Plan for Action

 

Career and technical education (CTE) in New York State has been an early participant in the effort to close the divide in achievement along lines of race and ethnicity, language, disability, and income. CTE’s dynamic links with business and industry make it well positioned to prepare larger numbers of students to compete in the global economy. Career and technical education can meet many of the important challenges set forth in the “Regents Plan for the Next Stage of Educational Reform.” 

 

  • P-16 Action Point 2, Improve academic outcomes for children with disabilities: Recent studies show that CTE participation positively influences high school completion rates of special education students.
  • P-16 Action Point 3, Improve outcomes for English language learners: The new Federal Perkins legislation requires the identification and quantification of any performance gaps found in students who belong to special populations—including limited English proficient students. Programs not meeting performance goals are required to submit performance improvement plans.
  • P-16 Action Point 4, Improve high school attendance and graduation rates: Participation in CTE increases student awareness of how both the technical and academic course content explicitly relates to a chosen career path. Students are able to relate their studies to the world outside of school. The MAGI study, combined with other research, shows that CTE students with special needs “are more likely to graduate, to be employed in higher-paying trades, or to enroll in higher education.”
  • P-16 Action Point 5, Report student persistence and college completion results: CTE can be employed as a strategy to reach students who do not identify themselves as being on the college-bound academic path. CTE provides the “forgotten middle” more options. The articulated career pathways offer many middle-performing students, who might never have considered college, opportunities to pursue college classes.  The CTE articulation agreements serve as a vehicle to move students into postsecondary studies. 
  • P-16 Action Point 6, Raise the learning standards to exceed global standards to graduate all students ready for citizenship, work, and continued education: The Regents Policy on CTE provides the flexibility to complete a “dual concentration” (i.e., meeting college preparation requirements while obtaining technical skills and exploring a career direction).  Dual concentration offers career-specific learning that is connected to changing industry demands and rigorous academics needed for postsecondary education – for all students.
  • P-16 Action Point 7, Strengthen instruction: The program approval process ensures that CTE courses offering integrated academic credit are taught by highly qualified teachers (as defined by NCLB). The challenge of meeting the need for CTE teachers requires extra efforts to shorten the time it takes to complete the certification process. The Alternative Certification option serves as an effective route to fill CTE positions with professionals from the field (e.g., engineers) who are beginning second careers in CTE classrooms.
  • P-16 Action Point 10, Create a P-16 student data systemto drive improvements in graduation rates in high school and higher education: NYSED is required to report on Perkins performance standards via a data collection and monitoring system that is used to inform CTE program administrators about performance. Improvement plans are based on the data derived from these performance measures.

 

Benchmarking Practices in Other States

 

A review of graduation requirements in the 50 states shows an increasing emphasis on a new core curriculum, as difficult decisions have been made to construct curricula that are “both rigorous and relevant by identifying what is essential, nice to know and not necessary.”   More flexibility in some state-mandated courses permits increased exposure to the mathematics, science and technology that is expected of all students. For example, of the 50 states, only three have a state mandate for four Carnegie units of social studies—Alabama, Hawaii, and New York.   Other states provide for greater flexibility in course selection allowing students to pursue foreign language, arts and career and technical education studies. These variations point to an increased awareness that difficult decisions about course offerings must be made in order to open up student scheduling for “what is essential to know.” In this way, more students can fulfill concurrent requirements of a rigorous academic and CTE concentration. Thirty-five states in the country maintain a regular schedule for revising standards for what is essential for every student to know.  New York State has begun establishing the process for on-going standards review.

 

There is also variation in how state-mandated assessments factor into eligibility for graduation. New York is one of 23 states to require that students pass statewide exams to earn a diploma. Other states give statewide exams but use them as only one measure that will factor into whether or not a student has met graduation requirements (e.g., Connecticut, Delaware, and Pennsylvania).

 

Some states have already begun to maximize their use of CTE programming. Massachusetts is piloting a program that creates an opportunity for disconnected students to earn a high school diploma through a CTE approach that includes integrated academics and project-based learning.

 

Virginia’s graduation requirements present an example of the positive role that CTE and expanded flexibility can have for students. Like New York, students in Virginia are required to pass end-of-course exams. Virginia has taken the next step in providing students with several paths that allow them to tailor programs of study according to academic interests and learning styles. Instead of mandating all of the academic areas of the six tested subjects, Virginia allows substitution of a state-approved CTE test for either science or history/social science test.

 

The State of Georgia just passed new and innovative education regulations that amend their high school graduation requirements.  These revised provisions require students to complete a three to five unit sequence in either CTE, languages other than English (LOTE), or in the arts.

 

Next Steps

 

Staff will use the Perkins IV Five-Year Plan development as a tool to promote the growth of approved programs in the State. The eight new directions and two key initiatives expand the menu of options available to educators who are dedicated to preparing their students for further study and careers. Increasing the use of approved programs will expand the use of CTE as a strategy to close the achievement gap.

 

All students need to be prepared to succeed in postsecondary education and the workforce.  CTE programs provide students with pathways toward employment and postsecondary study.

 

In order to create greater access for students, the Department is interested in exploring more flexibility to the original Regents Policy on Career and Technical Education. The creation of incentives to complete requirements for further study and an occupation would lead more students to develop meaningful and specific postsecondary plans. The Department seeks the Board of Regents policy advice on the direction these incentives might take. Examples of possible incentives are: distance learning course credit and formalized CTE awareness in elementary grades.  The Department’s goal is to provide incentives that will maximize access to career and technical education for students who are currently unable to utilize the flexibility that the 2001 Regents Policy on Career and Technical Education affords. The Department staff would like to discuss with the Board of Regents policy considerations to improve access to CTE programs for all students. 

 


 

Table A-1: New York City Career and Technical Education Schools

 

CTE
School

CTE Programs

Industry Technical Assessments

Best Operational/Instructional Practice

1

Alfred E. Smith  HS

333 East 151st St.

Bronx, NY 10451

    Architecture

    Automotive Technology*

    Construction Technology-Carpentry*

    Construction Technology-Plumbing*

    Constructional Technology-Electrical*

    Constructional Technology- Heating, Air Conditioning and Refrigeration

 

 

 

      Constructional Technology

      Electrical. National Center for Construction Education and Research, National Standards and Industry Certifications (NCCER)

      Construction Technology-Plumbing (NCCER)

      Construction Technology-Carpentry (NCCER)

      National Automotive Technicians Education Foundation-National Standards and Industry Certifications (NATEF)

   9th grade advisory classes    Pilot 9th grade U.S. History and Government class

   --All Girls Project-9th grade girls     Internships

   --Triple Period Humanities Block    Partnership with IBM

   --Weekly Cabinet Meetings

2

Automotive HS

50 Bedford Ave

Brooklyn, NY 11222

    A+ Computer Repair

    Automotive Technology*

    IC3

    Virtual Enterprise

      National Automotive Technicians Education Foundation-National Standards and Industry Certifications (NATEF)

   Literacy Intervention Workshops

   9th Grade Advisory

   Study Groups (Whole Faculty)

   CTT in our CTE Classes

3

Aviation HS

45-30 35th Street

Long Island City, NY 11101

    Aerospace Engineering

    Airframe & Powerplant Technician

    Airframe Mechanics*

    Aviation Maintenance Technology*

    Computer Assisted Design

    Law Academy

      Federal Aviation Administration (FAA) License for Aircraft Maintenance Technician

      Federal Aviation Administration (FAA) License for Airframe and Power Plant

      Mechanic

   Wok-based Learning

   Career Partnerships

   Internships

 

4

Art and Design HS

1075 Second Ave

New York, NY 10022

    Advertising

    Architecture

    Cartoon and Animation

    Computer Assisted Design

    Illustration and Graphic Design

    New Media

    Virtual Enterprise

      (Programs pending New York State Education Department Approval)

   Interdisciplinary Humanities

   English-Social Studies-Architecture-Commercial Art

   Study Group in Mathematics

5

Chelsea HS

131 Avenue of the

Americas

New York, NY 10013

    A+ Computer Technology

    Business Information   Technology*

    C-TECH and CISCO Networking Academy

    Graphic Arts

 

 

      Microsoft Office Specialist (MOS)-Industry Certification

      C-TECH-Cable Technician Certification in the areas of Telecommunications and Fiber Optics

      CISCO Certified Network Associate (CCNA)

      Computer Technology Information Associates Certification  (CompTIA A+)

   Common Planning Time

   Monthly Visit “Trips” to Vocational Sites

   Gold Card Lunch Program Student Must Be on Target to Rec. Permission to go out for Lunch

6

Clara Barton HS

901 Classon Avenue

BROOKLYN, NY 11225

    Dental Assistant*

    Dental Laboratory Technology

    Medical Billing and Coding

    Nursing Assistant*

    Practical Nursing*

    Virtual Enterprise

    Vision Technology*

   Department of Health (DOH)  Certified Dental Assistant

   Department of Health (DOH)  Certified Dental Lab Technician

   State Licensed Practical Nurse Exam and  ATI Predictor Exam

   Department of Health (DOH) Certified Nurse Assistant

   New York City College of Technology and Optical Association Examination

   9th Grade Writing Portfolio

7

Fashion Industries HS

225 West 24th St

New York, NY 10011

    Graphics and Illustrations*

    Fashion Design

    Fashion Marketing

    Visual Marketing

      Graphics and Illustration Industry Certification

    Common Preps

    Expanding the Conversation Focus Groups

    Interdisciplinary Projects with Art and Fashion Design

8

Food and Finance HS

525 West 50th Street

New York, NY 10019

 

    Culinary Arts

 

 

9

George Westinghouse

105 Tech Place

Brooklyn, NY 11201

    A+ Computer Repair *

    Academy of Information Technology

    CISCO Networking Academy

    Computer Assisted Design

    Microsoft System Engineering

    Oracle Academy

    Virtual Enterprise

    Vision Technology*

    Web Design Management

    Project Lead The Way Pre-engineering

      Computer Technology Information Associates Certification  (CompTIA A+)

      New York City College of Technology and Optical Association Examination

      Microsoft Certified Systems Engineers

 

10

Grace H. Dodge 

2474 Cotona Avenue

Bronx, NY 10458

    Academy of Finance*

    Academy of Information Technology

    Cosmetology

    Desktop Publishing

    Emergency Medical Technician

    Medical Billing and Coding

    Nurse Assisting*

    Oracle Academy

    Paralegal

      Academy of Finance

      Microsoft Office Specialist (MOS)-Industry Certification

      Department of Health (DOH) Certified Nurse Assistant

   Introduction 9th Grade Academy in 5 SLCs

   Common Planning Time

   Introduction of New Standards for All Classes (CTE and Academic)

11

Graphic

Communication Arts HS

439 West 49th St

New York, NY 10019

    Commercial Art Production/Graphics*

    Commercial Photography*

    Media Journalism

    Law Academy

    Commercial Offset Printing

      ANGEN Services (Graphic Design Company) and  the Association of Graphics Communication Arts (AGC) developed and approved Commercial Art exam

   Advisory 1X a Week

   61 CTT (Full Time)

   Push in Resource Room

   LEARN Program for Job Placement

12

High School for Computers and Technology

800 East Gun Hill Road

Bronx, New York 10467

    A+ Computer Repair

 

 

13

The High School for Construction, Trades, Engineering, and Architecture

94-06 104th Street

Queens, NY 11416

    Architecture

    Construction Trades,

    Pre-engineering

 

 

14

Jane Addams HS

900 Tinton Avenue

Bronx, NY 10456

    Academy of Hospitality and Tourism*

    Barbering

    Cosmetology

    Law Programs

    Medical Billing and Coding

    Nursing Assistant*

    Virtual Enterprise

     

      Academy of Hospitality and Tourism Industry Certification

      Microsoft Office Specialist (MOS)-Industry Certification

      Department of Health (DOH) Certified Nurse Assistant

 

   Learning Walks

   Triple Period Blocks

   Work-Based Learning

   Internships

   Articulation With 2 Colleges

15

Queens Vocational HS

37-02 47th Ave

Long Island City, NY 11101

    A+ Computer Repair

    Accounting

    Cosmetology

    Digital Electronics/Robotics

    Electrical Installation*

    Graphic Communications

    New Media/Business

    Plumbing*

    Virtual Enterprise

    Web Design

      Constructional Technology-Plumbing. National Center for Construction Education and Research, National Standards and Industry Certifications (NCCER)              

      Electrical. National Center for Construction Education and Research, National Standards and Industry Certifications (NCCER)                                                             

 

   9th Grade Advisory (now for all)

   9th Grade Advisory Council

   CTT Courses (CTE and Academics)

   4 Smaller Learning Communities

   Strong 9th Grade SLC Teams

   Rigorous CTE courses/sequences totaling 16-18 Credits (major)

   Common Planning Time for All Teachers

16

Ralph McKee HS

290 St. Marks Place

Staten Island, NY 10301

    A+ Computer Repair

    Architecture

    Automotive Technology

    CISCO Networking Academy*

    Computer Assisted Design

    Construction Technology-Carpentry*

    Cosmetology

    Electrical Installation

    Graphic Arts/Graphic Illustration

    Project Lead the Way Pre-engineering

    Virtual Enterprise

    Web Design

      Construction Technology-Carpentry (NCCER)

      CISCO Certified Network Associate (CCNA )

 

   We created a Robotics class to hook students

   9th Graders take IC3 so they can test for certification early on

17

Samuel Gompers H.S.

455 Southern Blvd

Bronx, NY 10455

    CISCO Networking Academy

    Computer Aided Design (CAD)*

    Desktop Publishing

    Electronics Technician w/ A+ Certification*

    Pre-engineering

      Constructional Technology-Electrical. National Center for Construction Education and Research, National Standards and Industry Certifications (NCCER).

      Computer Technology Information Associates Certification  (CompTIA A+)

      NOCTI CADD Exam

   CISCO

   A+

   CAD

   Desktop Publishing

   Robotics

18

Thomas A. Edison H.S.

165-65 84th Avenue

Jamaica, NY 11432

    A+ Computer Repair*

    Automotive Technology

    C++ Programming Language

    Cisco Networking Academy*

    Computer Aided Design (CAD)

    Computer Electronics Engineering

    C-TECH

    Graphic Design

    Microsoft Office  Specialist*

      CISCO Certified Network Associate (CCNA)

      Computer Technology Information Associates Certification  (CompTIA A+)

      Microsoft Office Specialist (MOS)-Industry Certification

 

 

19

Transit Technology H.S.

1 Wells St.

Brooklyn, NY 11208

    Computer Assisted Design

    Desktop Publishing

    Industrial Electrician/Electrical Installation*

    Oracle Academy

    Transit Technology*

      Constructional Technology-Electrical. National Center for Construction Education and Research, National Standards and Industry Certifications (NCCER)

      Transit Technology Industry Certification

   Internships for selected seniors at NYC Transit headquarters

20

William E. Grady H.S.

25 Brighton 4th Rd.

Brooklyn, NY 11235

    A+ Computer Repair

    Automotive Technology

    CISCO Networking Academy

    Construction Technology–Building Trades*

    Culinary Arts/Entrepreneurship

    Heating, Ventilation and Air Conditioning*

    Pre-engineering

      National Center for Construction Education and Research, National Standards and Industry Certifications (NCCER) -Heating, Ventilation and Air Conditioning 

      Construction Technology (NCCER)

   Common Planning Time

21

William Maxwell H.S.

145 Pennsylvania Ave

Brooklyn, NY 11207

    Apparel Technology

    Communications Media

    Cosmetology*

    Medical Assistant/Medical Billing & Coding

    Nail Technology

    Vision Technology*

 

      Department of Health (DOH) Certification in Cosmetology

      National Occupational Competency Testing Institute (NOCTI)

      New York City College of Technology and Optical Association Examination

     Vision Technology Program

     Special Ed. Cosmetology

 


 

Table A-2

New York City
Career and Technical Education Approved Programs


1

Alfred E. Smith HS

NATEF/Automotive Technology

2

Alfred E. Smith HS

Carpentry

3

Alfred E. Smith HS

Electrical

4

Alfred E. Smith HS

Plumbing

5

Alfred E. Smith HS

Heating, Air Conditioning and Refrigeration

6

Automotive HS

Automotive Technology

7

Aviation HS

Aviation Maintenance Technology

8

Brooklyn HS of the Arts       

Preservation Arts

9

Canarsie HS

Nurse Assistant

10

Chelsea HS

Business Information/Technology

11

Clara Barton HS

Practical Nursing

12

Clara Barton HS

Nurse Assistant

13

Clara Barton HS

Dental Assistant

14

Clara Barton HS

Vision Technology

15

Clinton HS

 Nurse Assistant

16

Cooperative Technical HS  

Welding

17

Cooperative Technical HS  

Culinary Arts

18

Cooperative Technical HS  

Automotive Technology

19

Cooperative Technical HS   

Carpentry

20

Curtis HS                             

Practical Nursing

21

Curtis HS                             

Nurse Assistant

22

East NY Transit Tech HS    

Industrial Electrician/Electrical Installation

23

East NY Transit Tech HS

Transit Technician

24

Far Rockaway HS

Nurse Assistant

25

Fashion Industries HS

 Graphics/Illustration

26

Franklin K. Lane HS

Vision Technology

27

George Westinghouse HS    

A+ Computer Repair & Maintenance

28

George Westinghouse HS   

Vision Technology

29

Grace Dodge HS

 Academy of Finance

30

Grace Dodge HS

 Nurse Assistant

31

Graphics  Comm. Arts HS

 Commercial Art Production

32

Graphics  Comm. Arts HS

 Commercial Photography

33

Graphics  Comm. Arts HS

 Commercial Offset Printing

34

Hillcrest High School

 Practical Nursing

35

Jane Addams HS

 Academy of Travel & Tourism

36

Jane Addams HS

 Nurse Assistant

37

Lafayette HS

 Nurse Assistant

38

Long Island City HS

 Culinary Arts

39

Norman Thomas HS

 Accounting

40

Queens Vocational HS

 Plumbing

41

Queens Vocational HS

 Cosmetology

42

Queens Vocational HS

 A+ Computer Repair

43

Queens Vocational HS          

Electrical Installation

44

Ralph McKee HS

Cisco Networking Academy

45

Ralph McKee HS

Construction Technology/Carpentry

46

Samuel Gompers HS

Electronic Technician (A+) Certification

47

Samuel Gompers HS

Computer Aided Design

48

Talent Unlimited HS

Drama

49

Thomas A. Edison HS

Microsoft Office Specialist

50

Thomas A. Edison HS

A+ Computer Repair

51

Thomas A. Edison HS

CISCO, Networking Academy

52

Tottenville HS

Culinary Arts

53

Walton HS                          

Virtual Enterprise

54

William E. Grady HS

Building and Construction Trades

55

William E. Grady HS

Heating, Ventilation, and Air Conditioning

56

William Maxwell HS

Cosmetology

57

William Maxwell HS

 Vision Technology

 

 


Table A-3: New York City Career and Technical Education Programs as of 2004

School

New CTE Program

1

Bronx Theater HS

Technical Theater

2

Grace H. Dodge CTE HS

Desktop Publishing 

3

Grace H. Dodge CTE HS

Medical Billing and Coding

4

Grace H. Dodge CTE HS

ORACLE Database Management

5

HS for Teaching and the Professions

Pre-Teaching 

6

Jonathan Levin HS for Media & Communications

Media Journalism

7

Adlai E. Stevenson HS

Technical Theater

8

Bronx Aerospace Academy

Flight Technology

9

Bronx HS for Visual Arts

Visual Arts

10

Bronx Regional HS

Virtual Enterprises 

11

HS of Computers and Technology

A+ Computer Repair 

12

Jane Addams CTE HS

Medical Billing and Coding

13

Monroe Academy for Visual Arts and Design

Graphic Design 

14

Business, Computer Applications and Entrepreneurship Magnet HS

Virtual Enterprises 

15

George Washington Carver HS for the Sciences

Animal Science- Veterinary

16

Hillcrest HS

Medical Billing and Coding

17

Academy of Finance and Enterprise

Virtual Enterprises 

18

Frank Sinatra School of the Arts

Visual Arts

19

Grover Cleveland HS

Pre-Engineering  

20

Grover Cleveland HS

Web Design

21

HS For Information Technology

Apple Care Technician

22

Newcomers HS

Virtual Enterprises 

23

Queens Vocational

Commercial Offset Printing

24

August Martin HS

Communications Media 

25

August Martin HS

Culinary Arts 

26

August Martin HS

Flight Technology

27

Beach Channel HS

ORACLE Database Management

28

East New York Transit Tech HS

A+ Computer Repair 

29

East New York Transit Tech HS

Desktop Publishing 

30

East New York Transit Tech HS

ORACLE Database Management

31

Far Rockaway HS

Building Trades - Construction Technology

32

Franklin K. Lane HS

Web Design

33

John Adams HS

Medical Billing and Coding

34

John Adams HS

Medical Laboratory Technology

35

Teachers' Preparatory

Pre-Teaching 

36

William H. Maxwell HS

Medical Billing and Coding

37

Academy of Hospitality and Tourism

Academy Of Hospitality and Tourism

38

Canarsie HS

Medical Billing and Coding

39

Clara Barton HS

Medical Billing and Coding

40

International Arts Business HS

Academy Of Hospitality and Tourism

41

International Arts Business HS

Accounting 

42

Midwood HS

Pre-Engineering  

43

Paul Robeson HS

ORACLE Database Management

44

Samuel J. Tilden HS

Pre-Teaching 

45

Science, Technology and Research HS

Virtual Enterprises 

46

Sheepshead Bay HS

Medical Billing and Coding

47

Edward R. Murrow HS

Technical Theater

48

Franklin Roosevelt HS

Business Technology

49

John Dewey HS

Medical Technology

50

Lafayette HS

Virtual Enterprises 

51

New Utrecht HS

Medical Billing and Coding

52

The Williamsburg School for Architecture

Architecture 

53

The Williamsburg School for Architecture

Building Trades - Carpentry

54

Tottenville HS

New Media

55

Benjamin Banneker Academy

Pre-Engineering

56

Cobble Hill School of American Studies

Graphic Design 

57

Enterprise, Business & Technology HS

Academy Of Hospitality and Tourism

58

HS for Legal Studies

Forensic Computing

59

Progress HS for Professional Careers

Business Technology

60

South Brooklyn Community HS

Desktop Publishing 

61

Bronx Academy HS

Pre-Engineering  

62

Fashion Industries HS

Visual Merchandising

63

Food and Finance High School

Culinary Arts 

64

HS for Health Professions & Human Services

Medical Laboratory Technology

65

HS of Art & Design

Advertising

66

HS of Art & Design

Animation

67

HS of Graphic Communication Arts CTE

Media Journalism

68

Norman Thomas HS

Business of Film

69

Richard R. Green HS of Teaching

Pre-Teaching 

70

Urban Peace Academy

Desktop Publishing 

71

Washington Irving HS

Forensic Computing

72

Washington Irving HS

New Media

73

Washington Irving HS

ORACLE Database Management

74

Washington Irving HS

Web Design

75

A. Phillip Randolph Campus HS

Pre-Engineering  

76

Career Education Center

Building Trades -Building Maintenance

77

Career Education Center

Desktop Publishing 

78

Career Education Center

Medical Billing and Coding

79

Gregorio Luperon HS for Science & Math

Media Journalism

80

HS for International Business & Finance

Virtual Enterprises 

81

HS for Math, Science, Engineering at CUNY

Pre-Engineering  

82

HS of Arts and Technology

New Media

83

Louis D. Brandeis HS

Forensic Computing

84

Louis D. Brandeis HS

New Media

85

Louis D. Brandeis HS

Real Estate Academy

86

Park East HS

Pre-Engineering  

87

Wadleigh Secondary HS

Culinary Arts 

88

Lower East Side Prep HS

ORACLE Database Management

89

NYC Vocational Training Center

Medical Billing and Coding

90

NYC Vocational Training Center

Nurse Assisting 

91

School of Cooperative Technical Education

Building Trades -Building Maintenance

92

School of Cooperative Technical Education

Commercial Offset Printing

93

School of Cooperative Technical Education

Barbering

 

  Impact studies show that various CTE models achieve positive results in specific areas of concern. For example, First Things First findings show increased attendance and graduation rates, decreased dropout rate and improved student performance on state tests of reading and math (in Kansas City). The Talent Development model shows improved attendance, increased academic course credits earned and increased graduation rates for the first time ninth-grader cohorts. In Quint, Janet, May 2006.  Meeting five Critical Challenges of High School Reform: Lessons from Research on Three Reform Models, New York, NY: MDRC.

Daggett, Willard, R., “Successful Schools: From Research to Action Plans,” presented at the June 2005 Model Schools Conference, www.leadered.com/pdf/Successful%20Schools%206-05.pdf, internet file accessed 1/27/07, p.7

“Standard High School Graduation Requirement (50 State)”, Education Commission of the States, file accessed 1/24/07 at http://mb2.ecs.org. Information gathered in 1/05-8/05 and is updated as new policies are enacted. Last Update 8/18/06.