Overview
In the past, academic skills and vocational skills have been seen as two separate entities. This viewpoint has changed as the economy has become global rather than national. Businesses want workers with lifelong learning skills. Workers will have multiple careers over their life span, so lifelong learning skills are vital. The traditional workplace is changing from centralized to decentralized control and needs workers who can think, make decisions, and learn new skills (Clark, 1999). Advancement is based on knowledge and skills, rather than seniority.
Schools and community colleges are moving from the old model of vocational education to the new model of school-to-work programs. The new model seeks to integrate academic and career-based skills and, thus, raise academic standards for all students. The new model includes formats such as tech prep, career academies, school registered apprenticeships, student internships, career-oriented high schools, and school-based enterprises (Schargel & Smink, 2001, p. 209). The School-to-Work (STW) Act of 1994 has had a major impact on career education in schools. Resources were available to fund initiatives that would help make the transition from school to work easier for young people. The goal of the Act was to improve student learning, keep students in school until they graduated, and to provide relevant experiences that integrate school-based and work-based learning. The Act provided the impetus for schools and the business community to collaborate in providing real world experiences.
Stone (2004) has identified several program techniques that keep students in school: career guidance, work-based learning, career pathways, and tech prep. Career guidance is an important element in keeping students in school. Bauer & Michael (1993) found that a guidance model using career interest inventories and job readiness training can increase at-risk student school engagement 35%. Work-based learning provides the opportunity to connect school with the real world. Examples of work-based learning are:
Career pathways often take the form of Career Academies. These are often schools-within-schools that are focused around a specific career area. Coursework includes academic and vocational classes. Kemple and Snipes (2000) found that enrollment in a career academy significantly decreased the dropout rate of at-risk students. Tech prep is similar to career pathways, but it is directly connected to postsecondary education. Tech prep usually consists of the last two years of high school and two years of community college. Programs typically lead to an associate’s degree or licensure.
Career and Technical Education (CTE) Is Needed
Education is important to employees and employers. Workers without a high school diploma earn approximately $852,000 over a 40-year career. This is $672,000 less than those with an associate degree, and a bachelor’s degree can increase earning more than $1.9 million over a 40-year period (Dolin, 2001).
Expected Benefits
Schargel and Smink (2001, p. 212) have identified five potential benefits to at-risk students:
References
Bauer, R., & Michael, R. (1993). They’re still in school: Results of an intervention program for at-risk high school students . Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
Clark, D. (1999, April-May). What we have learned. NAIEC (National Association for Industry-Education Cooperation) Newsletter, 35 , 1-2.
Dolin, E. (2001, December 19). Give yourself the gift of a degree. Employment Policy Foundation (EPF) News Release .
Kemple, J. J., & Snipes, J. C. (2000). Career academies: Impacts on students’ engagement and performance in high school. New York: Manpower Demonstration Research Corp.
Plank, S. (2001). Career and Technical Education in the balance: An analysis of high school persistence, academic achievement, and postsecondary destinations . Saint Paul, MN: National Research Center for Career and Technical Education.
Schargel, F. P., & Smink, J. (2001). Strategies to Help Solve our School Dropout Problem . Larchmont, NY: Eye on Education .
Stasz, C., & Stern, D. (1998, December). Work-based learning for students in high schools and community colleges. NCRVE (National Center for Research in Vocational Education) CenterPoint, 1 .
Stone, J. R. (2004). Career and technical education: Increasing school engagement. In J. Smink, J. & F. P., Schargel. (Eds.), Helping Students Graduate: A Strategic Approach to Dropout Prevention (pp. 195-203.). Larchmont, NY: Eye on Education .
Stone, J. R., & Aliaga. O. A. (2002). Career and Technical Education, career pathways, and work-based learning: Changes in participation 1997-1999 . Saint Paul, MN: National Research Center for Career and Technical Education.
The 15 Effective Strategies for Dropout Prevention Online Courses: Career and Technical Education (CTE) . (2017). National Dropout Prevention Center/Network.
The 21C Workplace . (2016). Solutions to the Dropout Crisis .
Capacity Building: STEM to STEAM in South Carolina . (2015). Solutions to the Dropout Crisis .
Competency-Based Learning . (2015). Solutions to the Dropout Crisis .
The Life-Changing Impact of Life Skills Instruction . (2014). Solutions to the Dropout Crisis .
Making Sense of the Evidence: A Review of Dropout Prevention Strategies . (2014). Solutions to the Dropout Crisis .
Making the Connection: Advanced Technological Education and Dropout Prevention . (2010). Solutions to the Dropout Crisis.
Graduation and Collaboration Coaches: Working Effectively Together . (2009). Solutions to the Dropout Crisis .
Video: Using Your Math and Science (ATETV) . (2009).
Connected Counseling: Connecting Students to Success . (2008). Solutions to the Dropout Crisis.
National Dropout Prevention Center/Network (2008). Video: Connected Counseling in Action .
NDPC/N Newsletter: Career and Technology Education – Volume 20, Number 3 . (2008).
Smink, J., & Schargel, F. P. (Eds.). (2004).
Helping Students Graduate: A Strategic Approach To Dropout Prevention . Larchmont, NY : Eye On Education.
Smink, J., & Reimer, M. S. (2002). Career and Technical Education and the 15 Effective Strategies for Increasing Graduation Rates . Clemson, SC: National Dropout Prevention Center.
Hamby, J. V., & Monaco, F. A. (1993). Enhanced Vocational Education: Developing a District-Wide Dropout Prevention Program . Solutions and Strategies .
Publications
Pionteck, M.E., Kannapel, P.J., Flory, M., & Stewart, M. (2016). The Implementation of Dual Credit Programs in Six Nonurban Kentucky School Districts .
National Network of Business and Industry Associations. (2015). Work-and-Learn in Action: Successful Strategies for Employers
González-Rivera, C. (2014). Bridging the Disconnect . Center for an Urban Future.
ACT Inc. (2006).
Ready for college and ready for work: Same or different? . Iowa City, IA : Author.
Casner-Lotto, J., & Barrington, L. (2006).
Decreasing the Dropout Rates in the United States – Panel Discussion . (2006).
Plank, S., DeLuca, S., & Eustacion, A. (2005). Dropping out of high school and the place of career and technical education: A survival analysis of Surviving High School . Columbus, OH : National Dissemination Center for Career and Technical Education.
Phelps, R. P., Parsad, B., & Farris, E. (2001). Features of occupational programs at the secondary and postsecondary education levels . Washington, DC : National Center for Educational Statistics.
Schmitz, E., Prescott, C., & Hunt, L. (1996). Learning technology: Effective use of technology in education; A report on the status of technology in preparing students for the workplace . Waco, TX : Center for Occupational Research and Development (CORD).
What Work Requires of Schools: A SCANS Report for America 2000 . (1991). US Department of Labor.
Websites
A Vision for High Schools: Joining Academic and Technical Studies to Promote More Powerful Learning .
Advanced Technological Education Television
Association for Career and Technical Education
the largest national education association dedicated to the advancement of education that prepares youth and adults for careers
CTE Clearinghouse: Work-based and Service Learning
ATE Central (Advanced Technological Education)
Building STEM Teacher Leadership
Center for Occupational Research and Development (CORD) a national nonprofit organization providing innovative changes in education to prepare students for greater success in careers and higher education; also sponsors the National Tech Prep Network and assists educators in secondary schools and colleges
CTE’s Role in Dropout Prevention and Recovery Joining Forces for Student Success: The Emergence of State and Local Policies to Support the Recognition of Academic Credit for CTE Coursework – ACTE Policy Paper Kickstarting Education With public education funding coming under increasing scrutiny, it can be difficult for teachers to insure that they are addressing basic educational needs, let alone find the capacity or space in their budgets to do something creative or original. So, like many artists that have chosen to trod the new territory of being independent, some teachers and other creative types have begun to turn to new sources of funding; in particular, crowd-sourced funding sites like Kickstarter. Educators can do the same.
Mat Ed National Resource Center (Materials Science)
National Center for Manufacturing Education
National Research Center for Career and Technical Education
SC ATE National Resource Center
The Life-Changing Impact of Life Skills Instruction . (2014). Solutions to the Dropout Crisis .
Career-Focused Education as a Statewide Mandate: Eight High Schools in South Carolina . (2012). Solutions to the Dropout Crisis .
The 15 Effective Strategies for Dropout Prevention . (2011). Solutions to the Dropout Crisis .
Making the Connection: Advanced Technological Education and Dropout Prevention . (2010). Solutions to the Dropout Crisis .
Connected Counseling: Connecting Students to Success . (2008). Solutions to the Dropout Crisis .