Career and Technical Education

  • Over the last decade and a half, American education reform has focused on improving traditional academic curricula, with performance measured by standardized exams and related modes of accountability for schools, teachers and students.   That reform model has generated mixed results, and some have criticized the limitations of  what seems to be a “one size fits all” approach to educational excellence. Furthermore, the emergence of the global knowledge economy has placed new and challenging demands on American education. In order to prepare American students for 21st century jobs in this knowledge economy, and to deepen their engagement in the rigorous classwork that is called for, an increasing number of educators argue, the emergence of high-quality Career and Technical Education is an important development.

    This is no easy task. We must overcome the legacy of past vocational education programs, which too often tracked students from working families and students of color into low-wage, unskilled jobs bereft of opportunities for economic and social improvement. In this context, CTE must bring forward and update the most successful aspects of the vocational education tradition.

    The evidence is strong that quality CTE can provide powerful motivation for students to graduate from high school and go on to post-secondary education. Across America, only 3 in every 4 students graduate high school on time, in four years. The numbers are significantly better, however, for students with a concentration in Career and Technical Education: 9 in every 10 graduate on time. Of students who graduate high school with a Career and Technical concentration, 7 in every 10 go on to enroll in post-secondary education. After  two years, 4 in every 5 of these students have either completed their course of study and earned a certificate, or remain  enrolled in a program. [1]CTE can create a tangible connection to a desirable future, with meaningful work and good paying jobs. It transforms the classroom into an arena of accomplishment.  Its focus on real world skills and successes can instill in students a sense of accomplishment and pride in their work that carries over to their studies. For students living in poverty and/or at risk for dropping out, CTE can provide a pathway to finishing one’s education, with all that means for their futures. Educators in all the states recognize the need to place increased emphasis on the sort of contextual education represented by the CTE approach.

     

  • Eugenia Kemble Research Grants

    In honor of its founding executive director, the Albert Shanker Institute announces the creation of the “Eugenia Kemble Research Grants Program.” Tax-deductible donations to this program are welcome. Please make donations through PayPal or by check to the Albert Shanker Institute (555 New Jersey Ave, NW, Washington, DC 20001). More information. Watch the Memorial Service.

  • Let’s Talk Foundations: Oral Language Development I

    Oral language—listening and talking—is the primary means by which young children learn about and interact with the world. This training module for early childhood educators offers simple but powerful ideas to support young children build the skills, knowledge, vocabulary, and attitudes that can help prepare them for future academic learning across the content areas. Here, we offer excerpted materials for a workshop on supporting English language learners.

  • Let’s Talk PD: Early Mathematics Development

    This training module for early childhood educators provides an overview of the research and standards on age-appropriate mathematics development, including practical takeaway materials to help assist in instructional. The most important early childhood mathematical foundations are addressed, including numerical sense and problem solving, building math vocabulary, using math manipulatives, and curriculum integration. The materials may be presented as a very intensive one-day session or broken into separate workshops. This excerpt contains materials for a workshop on curriculum integration.

  • Let’s Talk PD: Early Science Development

    This module for early childhood educators provides research-based information on early science development in the three key areas of physical science, life science, and earth science, along with applied information for improving instruction in each area. These materials can be implemented as an intensive, day-long professional development seminar or broken up into a series of workshops. This excerpt contains materials for a workshop on life science.

  • CTE Models

    Advocates of  the high quality CTE approach argue that it eschews the ‘one size fits all’ approach to education, without sacrificing rigor.

  • Common Career Technical Core and the Common Core

    The common Career Technical Core (CCTE) is a set of high quality benchmarks standards for CTE. It is a state-led initiative.

  • College and Career Readiness

    How do schools prepare students to be both college and career ready?

  • Why We Need New Workplace Partnerships for Skills Development

    This report, signed by a diverse group of labor, business and policy experts, calls for far-reaching changes in the way our country manages its work-force skills and training efforts.