Meeting of the Board of Regents | October 2007
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
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TO: |
EMSC-VESID Committee |
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FROM: |
Johanna Duncan-Poitier
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SUBJECT: |
Status Report on Regents Policy on Career and Technical Education |
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DATE: |
October 18, 2007 |
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STRATEGIC GOAL: |
Goals 1 and 2 |
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AUTHORIZATION(S): |
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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:
- Graduation Rates of CTE Students vs. Non-CTE Students in 2002 Cohort
- Pass Rate on Required Regents Exams by All Students, CTE Students and Non-CTE Students
- Enrollment Trends—Career and Technical Education Enrollments 2001-2002 to 2005-2006 School Years
- Enrollment: New York City and the Rest of State, including BOCES
- Enrollments by Career Cluster 2004-2007
- BEDS Course Enrollments by Discipline Area, Duplicated Counts
- Longitudinal Enrollment Data for Big Five Districts 2000-2006
- 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
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.
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
Source: CTEDS 9/07
Table 4: Enrollment: New York City and the Rest of State, including BOCES
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New York City |
Rest of State Enrollment Including BOCES |
Total |
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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 |
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1985-86 |
278,962 |
136,328 |
48.9% |
563,903 |
183,244 |
32.5% |
842,865 |
319,572 |
37.9% |
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1986-87 |
276,453 |
139,061 |
50.3 |
543,634 |
161,308 |
29.7 |
820,087 |
300,369 |
36.6 |
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1987-88 |
270,204 |
133,541 |
49.4 |
515,042 |
150,700 |
29.3 |
785,246 |
284,241 |
36.2 |
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1988-89 |
259,805 |
133,945 |
51.6 |
483,485 |
136,873 |
28.3 |
743,290 |
270,818 |
36.4 |
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1989-90 |
247,171 |
142,364 |
57.6 |
461,623 |
163,123 |
35.3 |
708,794 |
305,487 |
43.1 |
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1990-91 |
250,033 |
144,583 |
57.8 |
453,806 |
163,558 |
36.0 |
703,839 |
308,141 |
43.8 |
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1991-92 |
257,694 |
151,131 |
58.6 |
456,550 |
163,706 |
35.9 |
714,244 |
314,837 |
44.1 |
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1992-93 |
266,848 |
157,964 |
59.2 |
460,992 |
161,318 |
35.0 |
727,840 |
319,282 |
43.9 |
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1993-94 |
274,742 |
153,348 |
55.8 |
465,748 |
155,683 |
33.4 |
740,490 |
309,031 |
41.7 |
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1994-95 |
276,747 |
149,238 |
53.9 |
470,190 |
158,540 |
33.7 |
746,937 |
307,778 |
41.2 |
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1995-96 |
281,850 |
149,794 |
53.1 |
476,572 |
153,052 |
32.1 |
758,422 |
302,846 |
39.9 |
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1996-97 |
286,289 |
158,356 |
55.3 |
483,357 |
148,590 |
30.7 |
769,646 |
306,946 |
39.9 |
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1997-98 |
287,340 |
149,921 |
52.2 |
488,897 |
151,122 |
30.9 |
776,237 |
301,043 |
38.8 |
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1998-99 |
282,806 |
143,994 |
50.9 |
494,877 |
149,611 |
30.2 |
777,683 |
293,605 |
37.8 |
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1999-00 |
279,461 |
133,903 |
47.9 |
502,020 |
141,965 |
28.3 |
781,481 |
275,868 |
35.3 |
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2000-01 |
272,657 |
126,547 |
46.4 |
508,231 |
134,495 |
26.5 |
780,888 |
261,042 |
33.4 |
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2001-02 |
269,291 |
116,458 |
43.2 |
518,255 |
127,406 |
24.6 |
787,546 |
243,864 |
31.0 |
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2002-03 |
272,592 |
118,892 |
43.6 |
528,253 |
135,768 |
25.7 |
800,845 |
254,660 |
31.8 |
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2003-04 |
283,571 |
109,388 |
38.6 |
536,765 |
127,408 |
23.7 |
820,336 |
236,796 |
28.9 |
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2004-05 |
291,993 |
109,787 |
37.6 |
551,115 |
102,464 |
18.5 |
843,108 |
212,470 |
25.2 |
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2005-06 |
289,809 |
110,472 |
38.1 |
558,285 |
90,689 |
16.2 |
848,094 |
201,161 |
23.7 |
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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
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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
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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 |
CTE Programs |
Industry Technical Assessments |
Best Operational/Instructional Practice |
|
---|---|---|---|---|
1 |
Alfred E. Smith HS 333 East 151st St. Bronx, NY 10451 |
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|
|
2 |
Automotive HS 50 Bedford Ave Brooklyn, NY 11222 |
|
|
|
3 |
Aviation HS 45-30 35th Street Long Island City, NY 11101 |
|
|
|
4 |
Art and Design HS 1075 Second Ave New York, NY 10022 |
|
|
|
5 |
Chelsea HS 131 Avenue of the Americas New York, NY 10013 |
|
|
|
6 |
Clara Barton HS 901 Classon Avenue BROOKLYN, NY 11225 |
|
|
|
7 |
Fashion Industries HS 225 West 24th St New York, NY 10011 |
|
|
|
8 |
Food and Finance HS 525 West 50th Street New York, NY 10019
|
|
|
|
9 |
George Westinghouse 105 Tech Place Brooklyn, NY 11201 |
|
|
|
10 |
Grace H. Dodge 2474 Cotona Avenue Bronx, NY 10458 |
|
|
|
11 |
Graphic Communication Arts HS 439 West 49th St New York, NY 10019 |
|
|
|
12 |
High School for Computers and Technology 800 East Gun Hill Road Bronx, New York 10467 |
|
|
|
13 |
The High School for Construction, Trades, Engineering, and Architecture 94-06 104th Street Queens, NY 11416 |
|
|
|
14 |
Jane Addams HS 900 Tinton Avenue Bronx, NY 10456 |
|
|
|
15 |
Queens Vocational HS 37-02 47th Ave Long Island City, NY 11101 |
|
|
|
16 |
Ralph McKee HS 290 St. Marks Place Staten Island, NY 10301 |
|
|
|
17 |
Samuel Gompers H.S. 455 Southern Blvd Bronx, NY 10455 |
|
|
|
18 |
Thomas A. Edison H.S. 165-65 84th Avenue Jamaica, NY 11432 |
|
|
|
19 |
Transit Technology H.S. 1 Wells St. Brooklyn, NY 11208 |
|
|
|
20 |
William E. Grady H.S. 25 Brighton 4th Rd. Brooklyn, NY 11235 |
|
|
|
21 |
William Maxwell H.S. 145 Pennsylvania Ave Brooklyn, NY 11207 |
|
|
|
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.