# Slide 1:

# 

# Legislative Update

Susan Sclafani

## 

## Assistant Secretary, OVAE

## U. S. Department of Education

Slide 2:

# The Perkins Act Reauthorization:  Challenges for Modernizing Career Technical Education 

Slide 3:

# Challenges for Modern CTE 

## All youth need a high level of core academic skills, regardless of their chosen educational and career path. 

## Many high schools and traditional voc-ed are not currently designed to meet this objective

## Millions of adults currently in the workforce also need to strengthen and acquire new academic and technical skills.

## Connections between high schools, college and employers must be strengthened.

Caption:

NEED TO DEAL WITH THESE CHALLENGES NOW...

AT THE CHEMICAL PLANT where I was a foreman, a knotty problem developed.
No one there had encountered it before. By the end of the day one worker
suggested, \"Johnson is the oldest operator in this unit. He must have
run into this problem in the past. Why don\'t we ask him what to do when
he comes in on the evening shift?\" As soon as Johnson arrived, I
described the predicament. Asked if he had ever encountered a similar
situation, Johnson answered, \"Yep.\" \"Well,\" I said, \"what did you
do?\" \"Left it for the next shift,\" the old-timer replied.

\--Contributed to \"All In a Day\'s Work\"\
by F.K. Hill

ARE WE JUST GOING TO LEAVE THESE CHALLENGES TO THE "NEXT SHIFT"??

Slide 4:

## 

# CTE High School Course Taking 

# 

Percentage of Occupational Concentrator and Non-Concentrators Completing
the "New Basic" Core Academic Curriculum and College Prep Curriculum:
1990 -- 2000

+----------------------------------------+----------+--------+-------+
| Academic Indicator                     | 1990     | 2000   | Pe    |
|                                        |          |        | rcent |
|                                        |          |        | C     |
|                                        |          |        | hange |
+----------------------------------------+----------+--------+-------+
| "**New Basics" academic curriculum     |          |        |       |
| (1)**                                  |          |        |       |
+----------------------------------------+----------+--------+-------+
| Occupational concentrators             | 18.5     | 51.1   | +3    |
|                                        |          |        | 2.6\* |
+----------------------------------------+----------+--------+-------+
| Non-concentrators                      | 45.7     | 60.3   | +1    |
|                                        |          |        | 4.7\* |
+----------------------------------------+----------+--------+-------+
| Gap between concentrator and           | -27.1    | -9.2   | -1    |
| non-concentrators                      |          |        | 7.9\* |
+----------------------------------------+----------+--------+-------+
| **College prep curriculum (2)**        |          |        |       |
+----------------------------------------+----------+--------+-------+
| Occupational concentrators             | 10.1.    | 29.2   | +1    |
|                                        |          |        | 9.1\* |
+----------------------------------------+----------+--------+-------+
| Non-concentrators                      | 35.9     | 46.2   | +1    |
|                                        |          |        | 0.3\* |
+----------------------------------------+----------+--------+-------+
| Gap between concentrator and           | -25.8    | -17.0  | -     |
| non-concentrators                      |          |        | 8.8\* |
+----------------------------------------+----------+--------+-------+
| Source: Levesque 2003b. Analysis of    |          |        |       |
| High School Transcripts.               |          |        |       |
|                                        |          |        |       |
| (1) New Basics = Four years of English |          |        |       |
|     and three years of math, science,  |          |        |       |
|     and social studies.                |          |        |       |
|                                        |          |        |       |
| (2) The "college-prep curriculum" is   |          |        |       |
|     defined as earning 4.0 or more     |          |        |       |
|     credits in English; 3.0 or more in |          |        |       |
|     mathematics at the algebra 1 or    |          |        |       |
|     higher level; 2.0 or more credits  |          |        |       |
|     in biology, chemistry, or physics, |          |        |       |
|     2.0 or more in social studies,     |          |        |       |
|     with at least 1.0 credit in U.S.   |          |        |       |
|     or world history; and 2.0 or more  |          |        |       |
|     credits in a single foreign        |          |        |       |
|     language (see Lévesque et al.      |          |        |       |
|     2000)                              |          |        |       |
|                                        |          |        |       |
| > \* Statistically significant at the  |          |        |       |
| > 0.05 level.                          |          |        |       |
+----------------------------------------+----------+--------+-------+

Slide 5:

Average High School Credits Earned

Figure 4: Bar chart of, "Average Credits Earned by High School Students,
by Type of Coursework 1982-2000. Bars of three levels: Academic,
Vocational, and Enrichment.

1982 -- credits earned: 2.6 Enrichment; 4.7 Vocational; 14.3 Academic =
21.6 total

1990 -- credits earned: 2.7 Enrichment; 4.2 Vocational; 16.7 Academic =
23.6 total

1992 - credits earned: 2.7 Enrichment; 4.0 Vocational; 17.2 Academic =
23.9 total

1994 -- credits earned: 2.6 Enrichment; 4.0 Vocational; 17.6 Academic =
24.2 total

1998 -- credits earned: 2.9 Enrichment; 4.0 Vocational; 18.3 Academic =
25.2 total

2000 -- credits earned: 2.9 Enrichment; 4.2 Vocational; 18.8 Academic =
25.9 total

Source: Levesque 20003b, 20003c, Analysis of National High School
Transcripts.

1Includes courses such as art, music and drivers education.

Source: National Assessment of Vocational Education, 2004.

Slide 6: Reading/Math Proficiency, and CTE and non-CTE

Percentage of Concentrators and Non-Concentrators Scoring at or above
Proficiency on

NAEP 12^th^ Grade Scores: Reading 1994-1998 and Mathematics 1990-2000

First set of double bars: 1994 and 1998 Reading Concentrators and
Non-Concentrators.

Second set of double bars: 1990 and 2000 Mathematics Concentrators and
Non-Concentrators.

Scores for Reading 1994: Concentrators 21.4\*; Non-Concentrators 40.3

Scores for Reading 1998: Concentrators 29.3\*; Non-Concentrators 44.8

Scores for Mathematics 1990: Concentrators 3.8\*; Non-Concentrators 15.3

Scores for Mathematics 2000: Concentrators 9.5\*; Non-Concentrators 17.3

Source: Levesque and Paret forthcoming. Analysis of 12^th^ Grade NAEP
Assessments.

\*Difference between Concentrators and Non-Concentrators is
statistically at the 0.05 level.

NOTE: All increases over time are statistically significant at the 0.05
level except for non-concentrators in mathematics (1990-2000).

Source: National Assessment of Vocational Education, 2004

Slide 7: Academic Achievement Gains For Students Taking Different
Courses of Study

# 

Bar chart divided into three sections. Reading, Math, and Science. Each
with four bars of varying colors: Green -- Average, Yellow -- College
Preparatory, Dark shade -- Vocational Concentrators, Blue -- Both.

This graph shows the achievement gains between grades 10 and 12.

Academic Gains: Reading: 11.5 Average; College Prepatory: 12.8;
Vocational Concentrators: 10.3; Both: 11.6.

Academic Gains: Math: Average: 11.4; College Prepatory: 13.2; Vocational
Concentrators: 9.7; Both: 12.8.

Academic Gains: Science: Average: 9.3; College Prepatory: 10; Vocational
Concentrators: 8.8;

Both: 9.3.

Source: NCES, Trends in High School Vocational/Technical Coursetaking:
1982 -- 1998, January 2002

Caption:

Source: NCES, Trends in High School Vocational/Technical Coursetaking:
1982 -- 1998, January 2002

Traditional vocational education does not offer the necessary academic
or technical rigor.

No clear impact on Academic achievement, High school completion,
Postsecondary transitions

Those students that took both academic rigor and vocational education
did almost as well as traditional college prep students**.**

•Vocational concentrators experience the least academic achievement
gains between grades 10-12 in reading, math and science.

•College preparatory students experience the greatest gains.

•Taking a rigorous academic core helps vocational concentrators to
experience achievement gains.

Slide 8:

# President Bush's New Education Proposals, 2005

•\$1.5 billion for High School Intervention and State Assessments
includes.

•\$1.2 billion for flexible intervention funding

•\$250 million -- High School Assessments in reading and math, grades
9,10, and 11

• \$200 million for the Striving Readers Initiative

• \$269 million for Mathematics and Science Partnership Program (\$120
million targeted for math acceleration).

Slide 9: (President Bush's New Education Proposals, 2005 Continued from
slide 8)

•\$52 million -- Expansion of Advanced Placement (AP) programs

• State Scholars expansion

• \$1,000 Enhanced Pell Grants for State Scholars participants

• \$500 phased-in Pell Grant increase

Slide 10:

# Perkins Reauthorization: Key Issues 

## **Accountability Indicators** 

## Linked to NCLB Assessments and Graduation Rates

## Validity and reliability

## Technical skills linked to recognized industry standards

## **Accountability Systems**

## Indicators "solely" developed by States

## Required local accountability for results

## **Program Rigor**

## Definition of CTE, Tech Prep, "Culminating" in postsecondary degree or recognized credential vs. "may lead" or "technical skill proficiency"

## Career Pathways/Model Sequence of Courses

## Phase-out or maintenance of Tech Prep

## Academic core for postsecondary/work readiness

## Allowing linkages to baccalaureate programs -- restricting funds to sub-baccalaureate programs

Slide 11:

Perkins Reauthorization:\
Emerging Consensus

## 

## **Career Pathway Programs** 

## ("Model Sequence of Courses")

## 

## Partnerships between high schools and postsecondary institutions.

## Challenging academic core.

## Non-duplicative technical courses leading to degree or certificate.

## Career pathways that are in-demand and lead to economic self-sufficiency.

## At least one offered by each grant recipient. 

# 

## **Career Pathway Programs** 

## ("Model Sequence of Courses")

## 

## Partnerships between high schools and postsecondary institutions.

## Challenging academic core.

## Non-duplicative technical courses leading to degree or certificate.

## Career pathways that are in-demand and lead to economic self-sufficiency.

## At least one offered by each grant recipient. 

## 

Slide 12:

# Perkins Reauthorization: Legislative Status 

## H.R. 366. Introduced on 1/26/05

### Based closely on H.R. 4496 from the 108^th^ Congress.

### Full Committee mark-up expected soon.

## 

## S. 250. Introduced on 2/1/05

### Based closely on S. 2686 from the 108^th^ Congress.

### Committee action expected in near future.

###