ILCTE Best Practice for Successfully Recruiting and Growing CTE Enrollment Survey

ILCTE Best Practices for Successfully Recruiting and Growing CTE Enrollment Survey Results January 2021

Illinois Career and Technical Education Innovative Curriculum Resources Project (ILCTE)

Illinois State University Department of Technology 215 Turner Hall Normal, IL 61790-5100

309-438-7862 www.ilcte.org

CTE Best Practices for Successfully Recruiting and Growing CTE Enrollment

As part of the objectives during the 2020-2021 school year (Fiscal Year 2021), the ILCTE Innovative Curriculum Resources Project developed the following objective: “ Collaboratively develop with Illinois teachers, CTE stakeholders, and ISBE principal consultants, best practices for successfully recruiting and growing CTE enrollment.” Further, ILCTE would develop strategies to recruit students into CTE courses based on teacher-suggested best practices coupled with research and data findings; posted on ILCTE website, shared through social media. To accomplish this objective, the ILCTE team developed a survey to gain input from Illinois CTE teachers in regard to successfully recruiting and growing CTE enrollment. As a CTE teacher, you are likely tasked with recruiting students into your program. Recruitment is a process of informing students (and parents) about what CTE courses are available at your school, the importance of CTE, etc. The Illinois Career and Technical Education Innovative Curriculum Resources Project (ILCTE) would like to gather data on how you accomplish recruiting in your CTE program, so best practices can be shared state-wide with other CTE teachers. We would like to ask you to please spend some time reflecting on recruitment by answering the questions in this survey because the findings may be beneficial for all CTE teachers. As you review the following items please think about your methods and share some of your techniques for successful recruitment. The survey began with the following statement:

The survey was distributed to the ILCTE listserv, assistance from the Illinois CTE Education for Employment Directors that were asked to disseminate the survey

link to their CTE teachers, and through social media outlets. The survey period was October 6, 2020-November 13, 2020.

Below are the survey findings:

Teachers completing this survey instrument were asked to indicate their primary CTE Content Area (N=141). • Agriculture, Food, and Natural Resources 6/141 (4%) • Arts and Communications 6/141 (4%) • Finance and Business Services 37/141 (26%) • Health Sciences Technology 8/141 (6%) • Human and Public Services 29/141 (21%) • Information Technology 16/141 (11%) • Manufacturing, Engineering, Technology, and Trades 38/141 (27%) • Other CTE Area 1/141 (less than 1%) • No response 3/144 (2%) Teachers completing this survey instrument were asked to indicate their years of teaching experience (N=142). • 0 Years (first year teacher) 1/142 (less than 1%)

• 1-5 Years 18/142 (13%) • 6-10 Years 19/142 (13%) • 11-15 Years 36/142 (25%) • 16-20 Years 26/142 (18%) • Over 20 Years 42/142 (30%) • No response 2/144 (1%)

Teachers completing this survey instrument were asked to indicate their gender. The self-reported gender (N=139) was:

• Female 71/139 (51%) • Male 66/139 (48%) • Prefer Not to Say 2/139 (1%) • No response 5/144 (3%)

Teachers completing this survey instrument were asked to indicate their race. The self-reported race (N=139) was: • White 132/139 (95%) • Black or African American 4/139 (3%)

• Asian Indian 1/139 (less than 1%) • American Indian or Alaskan Native 1/139 (less than 1%) • Multi-Racial 1/139 (less than 1%) • No Response 5/144 (3%)

Teachers completing this survey instrument were asked to indicate if they are from Hispanic, Latino, or Spanish Origin. The self-reported ethnic origin (N=134) was: • Yes, 9/134 (7%) • No, 125/134 (93%) • No Response 10/144 (7%) Teachers completing this survey instrument were asked to indicate how instruction/learning is occurring (mode of teaching) at their school since the start of the 2020-2021 school year, given the Coronavirus?

• Hybrid 56/142 (39%) • In-person 10/142 (7%) • Remote 63/142 (44%)

• Remote and hybrid 2/142 (1%) • Remote and in-person 5/142 (4%) • Remote, in-person, and hybrid 5/142 (4%) • No response 1/142 (less than 1%)

Teachers completing this survey instrument were asked to indicate how often in a school year do you intentionally recruit students? • Do not intentionally recruit 15/144 (10%)

• 1 time per year 30/144 (21%) • 2 times per year 35/144 (24%) • 3 times per year 5/144 (3%) • 4 times per year 8/144 (6%) • 5 times per year 2/144 (1%)

• 6 times per year 1/144 (less than 1%) • 9 times per year 1/144 (less than 1%) • Multiple 45/144 (31%) • A few times per semester 1/144 (less than 1%) • Everyday 1/144 (less than 1%)

Teachers completing this survey instrument were asked to indicate if they utilize Facebook or Twitter to recruit?

• No 98/144 (68%) • Yes 39/144 (27%) • FCCLA Page 1/144 (less than 1%) • YouTube 1/144 (less than 1%)

• Career Center 1/144 (less than 1%) • School Website 1/144 (less than 1%) • Twitter, Instagram and Facebook 1/144 (less than 1%) • Manufacturing Website 1/144 (less than 1%) • Publicity and Recruiting 1/144 (less than 1%)

Teachers completing this survey instrument were asked to indicate if they have a Web page that is informational for recruitment? • No 99/144 (69%) • Yes 37/144 (26%) • No, but working on it 1/144 (less than 1%) • Instagram 1/144 (less than 1%) • Web page is there, but not being used for recruiting 1/144 (less than 1%) • Needs to be set up from Google to Canvas 1/144 (less than 1%) • College Night 1/144 (less than 1%) • Used more for publicity 1/144 (less than 1%)

• Digital newsletter 1/144 (less than 1%) • Page is being created 1/144 (less than 1%)

Teachers completing this survey instrument were asked to indicate if they utilize former students to return and speak about their current job and how it related to CTE courses they took in high school?

• No 57/144 (40%) • Yes 78/144 (54%) • Sometimes 6/144 (4%) • Invite former college students 1/144 (less than 1%) • Rarely/Not Enough 2/144 (1%)

Teachers completing this survey instrument were asked to indicate what has been their most successful recruiting tool/event? • Word of Mouth 11/131 (8%) • 8 th Grade Night/Freshman Orientation 11/131 (8%)

• Current/Former Students 14/131 (11%) • Career/Activities Fair 4/131 (3%) • School Tours 4/131 (3%) • Working with Counselors 4/131 (3%) • Study Halls/Detentions 2/131 (2%) • Reputaton 2/131 (2%) • No response 13/144 (9%) ▪

We have an “Exchange Day” where we get all math students or all PE students that visit our CTE courses for the day. Teachers do not teach on this day, rather, we present our course to students who are interested in learning more about our course, we have about a 20-minute window to present our course to prospective students. ▪ Each CTE area asks active students to plan and present course pathways to our 8 th graders. These high school student leaders also answer questions about other high school life that 8 th gr aders otherwise don’t have access to. ▪ Flyers given to students in registration packets, talking about it with students. ▪ Apparel- We have a logo and we put it on shirts and hats. The kids love them and wear them all the time. I pass them out for asking questions at our 8th grade informational day and they are a big hit. ▪ Meeting with each class (9, 10, and 11 grades) and having a PPT prepared for them. ▪ Annual Explore Day (Field trips to our building) ▪ We used to be able to set up a table outside the lunchroom with current students talking about the program but after two years the administration nixed because we were drawing too many students away from other course. ▪ Women who come back and talk about how PLTW classes helped them be ready for a make dominated field. They speak to groups or in science classes. ▪ We go to our 3 high schools and do presentations to explain our programs. Student referrals are a huge part of our success. ▪ Open house and a FFA Kick of Party (8th grade classes help with high school class enrollment) ▪ Class meetings ▪ Creating relationships and establishing a good rapport ▪ Course selection nights for specific grade levels ▪ In class - school curriculum required for 7/8/9th

▪ Departmental events and promo videos ▪ Officers from my CTSO ▪ Working directly with guidance counselors. ▪ email to feeder schools, talking to counselors, going into the lunchrooms and talking to all kids ▪ Handing out fudge made by my culinary class for a social media follow ▪ Flyers which they can take home and show/ talk to their parents about our class offerings. ▪ Going around to homerooms and talking about the classes we offer. Also doing a career fair and 8th grade expo. ▪ Student organization and in class activities. (Foods labs, Real Care Baby, etc) ▪ I tell the underclassmen about the high-profile projects that my Building Trades class gets to work on. Dual Credit classes, company and parent support ▪ Going into the 8th grade classroom to do a couple of hands-on activities with the students. ▪ Switching classes with colleagues to talk about our specific classes. ▪ I started a Culinary club after school, also the first Saturday of every month I take a team of students to prepare a youth mentoring breakfast at the neighborhood community center. Teachers completing this survey instrument were asked to indicate if their local community college offers dual credit. • Yes 114/141 (81%) • No 16/141 (11%) • Not in the classes in my curriculum 7/141 (5%) • Working on it 2/141 (1%) • Not sure 2/141 (1%) • No response 3/144 (2%) Teachers completing this survey instrument were asked to indicate if dual credit exists, does this help with recruiting? • No 54/136 (40%) • Yes 67/136 (49%) • Don’t Know 8/136 (6%) • Dual credit is a bonus 2/136 (1%) • Students need more information on how dual credit works 1/136 (less than 1%)

• Just tried before COVID and now on hold 1/136 (less than 1%) • Sometimes 1/136 (less than 1%) • Classes small, cannot offer dual credit with multiple grade levels 1/136 (less than 1%)

• N/A 1/136 (less than 1%) • No response 8/144 (6%)

Teachers completing this survey instrument were asked to indicate if their district or EFE host a career fair or parent/student open house? • No 27/142 (19%) • Yes 105/142 (74%) • 8 th Grade/Freshman Orientation 5/142 (4%) • Not Sure 4/142 (3%) • Construction Trade Show hosted by the local IBEW 1/142 (less than 1%) • No Response 2/144 (1%)

Teachers completing this survey instrument were asked to indicate how often does the career fair or parent/student open house occur?

• Once a year 94/124 (76%) • Twice a year 23/124 (19%) • Unsure 5/124 (4%) • Do not have one 2/124 (2%) • No Response 20/144 (14%)

Teachers completing this survey instrument were asked to indicate if the CTE teachers participate in the career fair and “show” or describe what classes are offered in the high school?

• No 47/136 (35%) • Yes 81/136 (60%) • Not Sure 4/136 (3%)

• Depends on when it is scheduled 3/136 (2%) • Plan to add in the future 1/136 (less than 1%) • No Response 8/144 (6%)

Teachers completing this survey instrument were asked the biggest barrier to students taking CTE classes?

• 57 teachers indicated that there is no room in schedules for elective classes and many scheduling conflicts, including students needing to retake failed required classes. • 33 teachers indicated there are too many graduation and college prerequisite requirements. • 20 teachers indicated that AP and dual credit classes are a barrier for students interested in taking CTE classes. • 13 teachers indicated that guidance counselors do not know enough about what CTE classes have to offer for college preparation, • 10 teachers indicated students in their schools are not fully aware of all the class options. • 9 teachers indicated very few students graduate without taking at least 1 CTE class in their school. • 6 teachers indicated the competition from other elective classes are a barrier for students taking their CTE classes. • 6 teachers indicated the barrier for students taking their classes was due to the core classes being weighted for GPA and no weighted GPA for CTE classes. • 4 teachers indicated that parents not understanding the value of CTE classes and thinking their child can not take CTE classes if they plan to attend a 4- year college. • 3 teachers indicated they are not sure as to what the barriers are for students taking their CTE classes. • 2 teachers indicated needing new and more current equipment would attract students to their CTE classes. • 2 teachers indicated remote learning has been a barrier for students taking CTE classes this year. • 1 teacher shared in their high performing suburban school, they have students tell them that they cannot take their class because it will lower their GPA. If our highest performing students are taking mostly honors and AP classes, then my non-weighted course will lower their GPA. Yet, these same students want to study engineering in college and my course would be very beneficial to them take while in high school What are the barriers to effectively recruiting students into CTE classes? • 23 teachers indicated uninformed or misinformation given to/from parents, counselors and administration as a barrier for effectively recruiting students into CTE classes.

• 16 teachers indicated time and money as a barrier for effectively recruiting students into CTE classes. • 14 teacher indicated scheduling as a barrier for effectively recruiting students into CTE classes. • 13 teachers indicated they do not see barriers for effectively recruiting CTE students into their classes. • 11 teachers indicated there is not enough access to show students what the CTE classes have to offer. • 10 teachers indicated students on a “college track” and specific academic requirements as a barrier for recruiting students into CTE classes. • 7 teachers indicated pressure to take AP classes is killing recruitment for CTE classes. • 4 teachers indicated there is a lack of student effort to seek out classes that may interest or challenge them as a barrier for recruitment in CTE classes. • Other barriers: • Students are not aware of all that is offered. • There is a lack of advertising materials to promote the CTE programs. • Social barriers/females in manufacturing. • It is up to the teachers in CTE to promote their own programs and encourage students to take classes in their areas.