Key thoughts for career and technical education.

Shipp, Gregory A.

IF I CAME TO VISIT YOUR SCHOOL SYSTEM AND ASKED CAMPUS AND district administrators what the purpose of their CTE program is, what would they tell me? Would they say their CTE program prepares students for postsecondary success? Or would they describe CTE as a program for at-risk students who "need a job"? I believe our CTE programs must prepare all students for what happens after high school, whether they go straight to college or into the workforce.

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I also believe that each student graduating from high school should have an occupationally specific and marketable skill. The focus of secondary education should be on strong academic preparation enhanced by occupationally specific training. I firmly believe the secondary schools that will be successful in the future will ensure they are giving their students the best of both worlds: a postsecondary prep education coupled with an industry-standard, career-focused education.

College Bound vs. Non-college Bound

The moment we talk about college bound versus non-college bound, whether we intend to or not, we have set lower expectations for the students identified as non-college bound. Furthermore, if we say that our CTE programs are for our non-college-bound students, we have set lower expectations not only for the students, but also for our CTE programs. My fellow administrators, this cannot be.

In some school districts bragging rights are based on how many students they send to college. I think a much better measure of a district is how many students end up in remedial courses in college their freshman year because they were not academically prepared; how many fail their first freshman semester because they were not academically prepared; or most importantly, how many had to leave college because they had no marketable skill to support themselves financially while they were in school.

With the deregulation of tuition at many state universities, it is becoming increasingly difficult for parents and students to find a way to pay for the cost of a college education. CTE is ready to assist parents and students by enhancing their education with occupational skills that will allow them to support themselves while in college. At the same time, many students who do not enroll in college immediately after high school will return at some point for additional education and skills--making the college-bound vs. non-college-bound comparison a false dichotomy.

Expect More From CTE

If we are going to meet the needs of business and industry and prepare our students for success after high school, we have to expect more from our CTE programs. What we need in CTE is a revolution in regard to program expectations. We need to align our programs to national business and industry standards, which will require a change in thinking for some districts. Some schools are already in the process of upgrading and offering CTE programs built on core academic skills enhanced by emerging technologies in the lab or the classroom.

One of the findings in the 2006 ACT report Ready for College and Ready for Work: Same or Different? (1) suggests that the math and reading skills essential to readiness for success in the first year of college are comparable to those needed for success in workforce training programs.

The executive summary of the report states:

"The study results convey an important message to U.S. high school educators and high school students: We should be educating all high school students according to a common academic expectation, one that prepares them for both postsecondary education and the workforce. Only then--whether they are among the two-thirds who enter college directly after graduation or those who enter workforce training programs--will they be ready for life after high school."

This study supports the idea of providing a rigorous academic education enhanced by a career major. We do this very thing at the postsecondary level. What prevents us from providing the same option for our high school students?

Final Thoughts

The idea of having a classroom of self-directed students with the teacher as facilitator models very well what our students will experience in the world of business and industry. Why wouldn't we want our students to have the academic and occupational skills to be successful once they complete their postsecondary plans? High Schools That Work and other reform models are built around the idea of applied academics, with the students beginning with the end in mind. It can be a powerful way to help our students see the "why" of education so that we can help them move toward the "how" of education.

There is no one solution to the issues we face in education today. However, one thing is for certain: We must expect more from our CTE programs if we want those students who participate in them to be successful in their postsecondary plans. It is critical that all parties have an understanding of the possible outcomes that a CTE program can and should provide for all students. Then and only then can we offer the kind of high-quality educational experience our students deserve.

Gregory A. Shipp is the administrative coordinator for CTE in Conroe ISD. He is a former CTE teacher, counselor and campus administrator. Greg is also the 2015 ACTE administrator of the year. E-mail him at gshipp@conroeisd.net.

ENDNOTE

(1.) Visit www.act.org/path/policy/reports/workready.html to read the full report.

By Gregory A. Shipp

Key Thoughts for Administrators

As CTE leaders, we must take the initiative when it comes to defining what CTE programs represent today. How we define CTE will help determine the success or failure of many programs. More importantly, how we let others define CTE at the local, state and national levels will have a long-term impact on the success of our programs. So how do we address those who may have lower expectations for CTE? Here are several key thoughts/questions for your consideration:

* CTE is not a less-than option. It is an equal-to or greater-than option.

* CTE is not an either/or option. CTE does not replace academic education; it supports and enhances academic education.

* CTE is not solely for non-college-bound students. What defines a student as non-college bound? Who decides a child is non-college bound?

* CTE is just like a business: If your programs are static, they are in decline.