GetREAL




California Assembly Education Committee Explores the Future of Career Technical Education

Assembly Joint Committee, Business Leaders, Educators and Students Gather to Discuss Education and Job Opportunity through K-12 Career Technical Education

Buena Park, CA (October 2, 2017) – GetREAL, a coalition of business, labor and educators who believe California schools should provide a balanced education combining academic studies and industry-relevant career technical education (CTE), applauds the California Assembly for holding a Joint Informational hearing to discuss the future of high school CTE in Buena Park on Monday, October 2.

“CTE is crucial to providing our high school students with an excellent education as well as a path forward to securing good jobs and economic security,” said Assemblymember Patrick O’Donnell, chair of the Assembly Committee on Education. “We need to not only ensure that CTE is well-funded for the long term, but we also must ensure the state is committed to smart implementation and accountability.”

The hearing will cover how the 3-year, $900 million California Career Technical Education Incentive Grant, established as part of the 2015-2016 state budget, has been implemented to expand and enhance district CTE programs. The hearing will also discuss the need for on-going funding to ensure students have access to CTE education that prepares them for well-paying careers in industries like agriculture, energy, manufacturing, construction and engineering, healthcare, hospitality and more.

“Working in the Building Trades allows more than 450,000 of our members – trained through our apprenticeship programs – to participate fully in our society, on a middle-class footing. It also provides a workforce that builds our public and private infrastructure and drives our economy. Some 58,000 of these construction workers are currently enrolled in apprenticeship programs, and I can’t think of a better form of pre-apprenticeship than the one that is provided through Career Technical Education in our public high schools. CTE needs to be recognized in our society and fully-funded in our schools,” concluded Robbie Hunter, president of the State Building and Construction Trades Council of California and co-chair of GetREAL.

There is no question that CTE programs are needed for our students and relevant to our workforce. According to the Bureau of Labor Statistics, 10 of the 20 fastest growing occupations in the U.S. require an associate’s degree or less, and 13 of the 20 occupations with the largest numbers of new jobs projected for 2018 require on-the-job training or an associate’s degree.

“Educators and students understand the great value of CTE, which is why more than 300 California high schools and local education agencies applied for and received grants to develop and grow their CTE programs,” said Assemblymember Sharon Quirk-Silva, chair of the Assembly Committee on Jobs, Economic Development, and the Economy. “Through CTE our schools are making education more relevant to students and setting them up to succeed after graduation. Going forward, we must continue this promise to our students.”

Research has shown that students participating in CTE are more engaged in their school work, perform better academically, have higher graduation rates and are more likely to enter the workforce and earn higher wages after leaving school.

“For many years, California moved away from CTE coursework and instead focused on a one-size-fits-all college-readiness track,” said Assemblymember Rocky Chávez, vice chair of the Assembly Committee on Education. “CTE does not preclude students from pursuing post-secondary education, rather it provides them with more choices and exposure to academics that lead to skilled jobs not requiring a four-year degree.”

CTE programs are aligned with state workforce needs and often partner directly with California industries to help ensure students’ best opportunity to gain meaningful employment when they leave school.

“California’s students are tomorrow’s workforce and our schools must prepare them to be both college and career ready,” said Dorothy Rothrock, president of the California Manufacturers and Technology Association and co-chair of GetREAL. “On behalf of our state’s manufacturers who are the engine of the state’s economy and provide middle class or better jobs for thousands of California workers, we believe it is imperative that the California Department of Education prioritize CTE by establishing policy drivers to ensure that CTE is built into the curriculum. Tomorrow’s jobs demand hands-on, relevant technical education on every middle and high school campus so that all California students are exposed to these life and career inspiring programs of study.”

The Assembly CTE hearing will include Assemblymembers O’Donnell, Quirk Silva, Chávez, McCarty and Muratsuchi, representing the Assembly Education Committee, Assembly Budget Subcommittee #2 on Education Finance, Assembly Select Committee on Career Technical Education and Building a 21st Century Workforce and Assembly Jobs, Economic Development & the Economy. Testimony will be provided by principals, teachers and students involved in CTE, as well as leaders of GetREAL, including the California Manufacturers and Technology Association and the State Building and Construction Trades Council of California.

The hearing will be held from 1:00pm to 3:00pm at Buena Park High School Performing Arts Center, 8833 Academy Drive, Buena Park.

Please click here to view the event’s live stream.

About GetREAL
Get R.E.A.L. (Relevance in Education And Learning) is a coalition of business, labor, agriculture, public safety, technology, health care, child advocates and educators who believe California schools should provide a balanced educational experience that includes academic studies and industry-relevant career technical education (CTE). www.getrealca.org

Poll: Public schools must do more to prepare non-college going students for the workforce

By Mikhail Zinshteyn

California’s public schools should be doing much more to prepare students who don’t go to college to enter the workforce, according to registered voters who responded to a Berkeley IGS/EdSource poll. But they are divided in their assessment of how well schools are doing in providing that preparation.

They also expressed strong support for community colleges and other institutions to offer more vocationally oriented apprenticeship programs that may not lead to a college degree but prepare students for specific jobs.

A major goal of reforms in California schools, including the Common Core standards and the Local Control Funding Formula, is to prepare students for both college and the workplace. But in the face of compelling research that shows that young people’s long-term economic prospects are far better if they graduate from college, the emphasis in public schools in recent decades has been on preparing students for success in college, at the expense of more vocationally oriented courses or pathways.

Yet in the survey of 1,000 registered voters in late August and early September, 69 percent of voters “believe is it very important for the state’s public schools to put greater emphasis on preparing high school students who may not end up going to college to be successful in the workforce.” Just 3 percent said it was not important.

When voters were given a number of indicators that could be used to evaluate the performance of public schools, almost exactly the same proportion ranked “preparing student to enter the workforce directly after high school” as being of high importance (62 percent), as did those who similarly ranked “preparing students for college” (61 percent).

“The poll results indicate that the California public recognizes the importance of providing options for students who may not go to college when they graduate from high school, or may delay going there,” said EdSource executive director Louis Freedberg.

However, respondents felt that schools could be doing a far better job when it comes to workplace preparation. When asked to rate how well schools are doing in preparing students for the job market, just 28 percent said schools near them “are doing an excellent or good job in this area.” Parents of school age children were more generous in their appraisal, with 46 percent saying their local public schools are doing an excellent or good job in preparing non-college bound students to enter the workforce.

The poll results suggest there is strong public support for major efforts currently underway in California to boost vocationally oriented career-technical education in K-12 schools, said Freedberg. These programs prepare young people ready for jobs in a wide range of fields including emerging ones such as cybersecurity and computer coding, and more traditional fields such as dental hygienist, home heating and cooling, and culinary arts. 

In fact, the survey showed strong bipartisan support for better preparation of students for the workforce.

In recent years the state has made massive investments in K-12 career technical education (CTE) programs. It has spent $1.4 billion on two large grant programs, the Career Pathways Trust and the Career Technical Education Incentive Grant. Ongoing funding for these programs is not assured, and advocates have called on Gov. Jerry Brown to make a portion of what it has spent on career technical education spending in recent years permanent.

Experts and practitioners point out that career technical education does not mean that students who enroll in those courses don’t go to college. “CTE students do go to college and they go because of CTE,” said Alyssa Lynch, Superintendent at Metropolitan Education District, a provider of career and workplace education to six school districts in the Bay Area.

“The survey suggests a false binary choice between going to college and going into the workforce,” said Hilary McLean, interim president of the Linked Learning Alliance, which works to strengthen the links between the school curriculum and college and career pathways. “In fact, it is important for all students to be prepared for success in the workforce and for college, because most occupations in our economy will require at least some postsecondary training.”

She said that “districts implementing Linked Learning are proving that it is possible to prepare students for college and careers at the same time, and that this approach inspires students to achieve at higher levels. Because Linked Learning students are prepared for college and careers, they can choose which path after high school is right for them.”

David Stern, a UC Berkeley professor emeritus who has researched college and career readiness in K-12 settings for 40 years, said that the most effective strategy is to prepare students for both college and the workplace, rather than having separate programs or pathways.

“High school pathways designed to prepare students for both college and careers are more effective than career-prep by itself,” Stern said.

At the same time, voters feel strongly that higher education institutions needed to do more to prepare students for specific jobs. Seventy percent of respondents said it was “very important” that “community colleges and other institutions offer more vocationally oriented apprenticeship programs and courses that may not lead to a college degree.” Another 23 percent indicated that it was “somewhat important.” Only 2 percent said it was not important.

In July the California Community Colleges began a $6 million marketing campaign to highlight its career-technical training programs after its survey results showed that the public’s knowledge of the system’s career education offerings “is low” compared to other programs.

The Berkeley IGS Poll, based at UC Berkeley’s Institute of Governmental Studies, conducted the poll in partnership with EdSource. Respondents were drawn from a statewide YouGov Internet panel, with an estimated margin of error of +/-4 percent for the overall sample. The characteristics of those polled approximated the demographic profile of the state’s overall registered voter population.

Comments

Chris Walker:

This poll again illustrates the glaring disconnect between the expectations and needs of our society and what is actually being delivered by our $60B public education system in grades K-12. University systems have a vested and financial interest in tracking ALL kids to their doors whether or not that is what our students want or need. The overhead and financial obligations of these universities demand a captive audience bringing inflated tuition dollars and state and federal grants to their coffers each and every year. So much so that they have surrogates arguing it is not a “binary choice” so they can continue their tracking system. The truth is it is a binary system – and our kids can either prepare for admissions to UC/CSU or fail and drop-out. The University of California and California State University admissions policies have made it clear to High School counselors, administrators and school board members what classes should be offered in the limited curriculum day between grades 9-12 to “prepare students for college and career.” How effective are these courses that purport to focus upon “career” or the skilled trades? Well, the average age of skilled trade apprentices in our state used to be 19 in the 1970s and early 80s — today it is close to 30 years old. That is a decade of earnings, health benefits and retirement savings LOST for these people. If they were wrongfully placed on the college-track by our system which so many are they will also be tens of thousands of dollars in debt. It’s time to admit we have a problem with our universities’ and their influence on K-12 curriculum choices for kids and to finally be honest with the fact that this system has been, is, and will continue to provide a “binary choice” – between college admissions or failure – notwithstanding university surrogates claiming otherwise.

Fred Jones:

I find it instructive this article ends with several quotes about how important UC admissions coursework is, when the headline news is that 93% of voters polled believe “the state’s public schools [should] put greater emphasis on preparing high school students who may not end up going to college to be successful in the workforce.”

That same bias is embedded throughout California’s Ed Code, accountability dashboard, LCAP, and other policy priorities driving instructional and budgetary decisions of districts and schools. Sure, they all throw a rhetorical bone to “career readiness,” but all of those state drivers fail to even define what that means and hold schools accountable for delivering such training and education.

Nobody takes a second to consider that of course 4-year college completers tend to rise further in the economic ladder, but that may have little to do with what they actually learned in college. They simply got the cultural message that the only path to success invariably leads through college, and so they went that path and due to all sorts of variables were equipped to be successful not only in their educational pursuits but careers, as well. Their success often says more about them than it does their chosen educational pathway.

I wish this article, instead, celebrated the many respectable trades and careers that prop-up our economy and provide middle class jobs for millions of Californians. Because it is those labor market opportunities in which our state is experiencing a serious skills gap, with too many young people ill-prepared to take advantage of them.

Evidently California voters grasp this gap between what messages and priorities our educational system is sending compared to the realities of the workforce, even if our state’s educational leaders still want to ignore or spin it in a way that continues the college-for-all insanity.

Read more from EdSource here.