Recruit, Retain and Reenergize the Lemonade Stand

Recruit, Retain and Reenergize the Lemonade Stand

Professional Development

Recruit, Retain and Reenergize the Lemonade Stand

60 minutes

Monday, May 24, 11:00 am

Objectives:

• Explore opportunities for CTE students in Illinois. • Discuss how Illinois recruits and retains the best and brightest graduates. • Identify next steps.

All participants will need access to:

• Virtual Zoom meeting: Click here for link • Menti.com: Click here for link • Jamboard: Click here for link • CTE Graduate Profile Book: Click here to view • CHSI Video: Click here to view.

Time

What

Description

11:00-11:10 10 minutes 11:10-11:20 10 minutes

Welcome and Intro

Brief introductions, names and titles only. Purpose of summit View video of CHSI and review the CTE Graduate Profile Book We will use Menti.com and participants will share what this video and book showed to them in 2-3 words Go to breakout rooms. What does Illinois need to do keep and recruit students like we saw in the CHSI video and CTE Graduate Profile Book? Use Jamboard to post ideas.

Engage

11:20-11:35 15 minutes

Explore

11:35-11:45 10 minutes 11:45-11:55 10 minutes

Explain

Develop categories for posted ideas

Elaborate

Go back to breakout rooms and discuss each category we just generated. Use sticky notes in Jamboard and post ideas of how to make the categories come to life.

5 minutes 11:55-12:00

Evaluate

What should be our next steps?

Recruit, Retain, and Reenergize the Lemonade Stand

Invites:

• ISBE o Dr. Jason Hefler, Deputy Officer for Instructional Education o Marcie Johnson, Director, CTE and Innovation o Dr. Jennifer Kirmes, Executive Director, Teaching and Learning • IEA/NEA o Kathy Griffin • Elected Officials o Tom Bennett, State Representative

o Jason Barickman, State Senator o Dave Kaylor, State Representative o David Vella, State Representative

Illinois Manufacturing o Gordy Hulten o Jim Nelson

•

• CHSI o Maneesh Shrivastav, former judge o Paul Ritter • Illinois Innovation Hubs o Katie Davison, Innovate Springfield • IACTE o Neal Kauffman, President o Cindy Stover, Executive Director • DCEO o Jim Schultz, Director • IASA o Dr. Brent Clark, Executive Director • IPA o Dr. Jason Leahy, Executive Director • ISBA o Dr. Tom Bertrand • Other o Trisha Prabhu, Shark Tank winner

o Andrea Iguodala. NBA star, Entrepreneur o Ryan Galligan, Entrepreneur

Facilitators

•

o Dr. Chris Merrill o Rod McQuality

WHAT IS CAREER AND TECHNICAL EDUCATION?

Career and Technical Education (CTE) prepares individuals for high-skill, high-wage, in-demand employment that furthers Illinois’ global competitiveness. CTE programs provide learners with the skills, knowledge, and confidence they need to thrive in college and careers. All students benefit from career- connected learning that emphasizes real-world skills within a selected career focus. Students gain practical knowledge while discovering and preparing for success in potential careers.

T hriving, modernized CTE programs across Illinois are critical tomeeting the State’s goal of 60 percent of all Illinoisans with a postsecondary degree or credential by 2025. E mployer engagement ensures that students have access to industry experts and work-based learning opportunities and that businesses gain a steady pipeline of talent. INVEST IN CTE C TE in Illinois is funded through the federal Strengthening Career and Technical Education for the 21st Century Act (also known as Perkins V) and through matching state CTE appropriations. The Illinois State Board of Education recommended a $12.6 million state funding increase in FY 2020, for a total of $50.67 million, to support rural and other high- need districts in updating their CTE opportunities. The Illinois Community College Board recommended a $1.8 million increase in FY 2020, for a total of $19.9 million in state appropriations, to drive local economic growth through career-connected learning.

CTE WORKS M iddle and high school CTE programs in Illinois servemore than 283,000 students. Students take specialized courses, in addition to the required courses in core academic subjects; participate in work-based learning; engage with mentors; and practice what they are learning through hands-on projects. They often have opportunities to earn industry-recognized credentials and college credits while in high school. I llinois’ community college CTE programs serve more than 131,000 students. Programs offer flexible scheduling, work-based learning, and stackable credentials that provide a pathway from education to employment not only for recent high school graduates, but also for returning adults, veterans, and workers wanting to update their skills. AN ECONOMIC ENGINE I nformed by labor market data, CTE prepares students for tomorrow’s careers. CTE offers education and advanced training to support high-wage, high-skill, and in-demand

occupations, including in Healthcare, Information Technology, Agriculture, Finance, and Education.

CTE DELIVERS FOR STUDENTS AND PARENTS

86% of parents and students nationally in 2017 said they wish students

97% of students who completed CTE programs in Illinois graduated from high school – compared to the 88 percent statewide average in 2018

63% of Illinois students taking CTE courses in 2017 enrolled in postsecondary education after graduating high school

63% or roughly two-thirds of all Illinois community college graduates earned a CTE degree or certificate in 2018

30,000+ students successfully completed dual credit CTE courses in 2018 that earned them college credit, saving time and money toward their degrees

could get more real world knowledge and skills during high school

Visit

isbe.net/cte / iccb.org/cte

Career and Technical Education Improves Student Achievement in High School, College and Career

Parents play an important role in their children’s college and career success.

Here’s why you should encourage your child to participate in CTE.

ACADEMIC AND COLLEGE SUCCESS

6 out of 10 students plan to

of high school students taking both CTE and college prep courses meet college and career readiness goals, versus 63% who are college and career ready through college prep courses alone. 1 80 %

pursue a career related to the CTE area they’re exploring in high school. 3

Students enrolled in CTE courses are significantly more likely to develop problem- solving, project completion, research, communication, time management and critical thinking skills during high school. 4

600,000 + high school students enroll in dual- credit CTE courses to earn college credit. 2

CAREER AND TECHNICAL EDUCATION (CTE)

EMPLOYMENT AND EARNINGS

SCHOOL AND JOB SATISFACTION

of STEM jobs require postsecondary credentials that CTE students can obtain within two years of high school graduation. 5

of high school dropouts say relevant, real-world learn- ing opportunities, like CTE, would have kept them in school. 7

36 %

81 %

Graduates with technical or applied

Graduates are twice as likely to be engaged at work if they had a meaningful internship or job while in college. 8

science associate degrees can out- earn bachelor’s degree holders by $11,000. 6

I’m forever grateful to career tech. I have learned how to manage time and money, be more responsible and support myself while being reliable to other people. – Zachary Zigler 10

My career tech class has enabled me to do something I love and opened my eyes to possibilities that are ahead. – Kelsey McClure 9

1 Southern Regional Education Board, 2 Thomas et al. 2013, National Center for Education Statistics, 3 NRCCUA ® and ACTE 2016, 4 Lekes et al. 2007, National Research Center for CTE, 5 Rothwell 2013, Brookings Institution, 6 Schneider 2013, College Measures, 7 Bridgeland et al. 2006, Civic Enterprises, 8 Gallup-Purdue Index report, 9 Ohio Department of Education Career-Technical Education Success Stories, 10 Ibid.

www.acteonline.org

PTA.org/STEM

Additional Resources for Recruiting and Retaining CTE Students

https://www.bls.gov/careerout look/2018/data-on- display/education-pays.htm

Measuring the value of education--the more you learn, the more you earn.

https://www.bls.gov/emp/char t-unemployment-earnings- education.htm

Unemployment rates and earnings by educational attainment.

This document provides a summary of minimum high school course requirements for admission of freshman to Illinois public universities.

https://www.iacac.org/wp- content/uploads/At-A-Glance- Charts-2020.pdf

This document provides an Admissions Guide for the State Universities in Illinois.

https://www.iacac.org/wp- content/uploads/12-Reasons- 2020.pdf

https://www.iacac.org/wp- content/uploads/At-A-Glance- Majors-2020.pdf

This document provides a summary of majors at Illinois public universities.

Achieving Graduation for All- -A Governor’s-Guide to Dropout Prevention and Recovery

Taking both academic and career technical classes can lower a student’s likelihood of dropping out of school. At its best, CTE can help students progress through high school while preparing them to meet college and career expectations. CTE completers had significantly higher ACT scores on the ACT composite, reading, writing, math, science, and English assessments than those of non- CTE general academic students who undertook one or no CTE courses during high school.

https://files.eric.ed.gov/fulltext /ED507071.pdf

A Quantitative Study of Career and Technical Education Curricula and Student Achievement--2019

https://scholarworks.unr.edu/h andle/11714/5705

https://youtu.be/QC0jci1jkcw

Career Technical Education - Making the Difference

CTE Works for High School Students

• The average high school graduation rate in 2017 for CTE concentrators was 95%, compared to the national adjusted cohort graduation rate of 85%. (Perkins Collaborative Resource Network, customized Consolidated Annual Report data; U.S. Department of Education, Office of Elementary and Secondary Education, Consolidated State Performance Report, 2010-11 through 2016-17) • CTE is associated with reduced rates of dropout and higher rates of on-time graduation, particularly CTE courses taken in 11th and 12th grades. (Gottfried and Plasman, Linking the timing of CTE coursetaking with high school dropout and college- going behavior, American Educational Research Journal , 2017) • Arkansas high school students with more exposure to CTE are more likely to graduate, enroll in a two- year college, attain employment and earn higher wages and are just as likely to pursue a four-year degree as their peers. (Dougherty, CTE in high school: does it improve student outcomes? , Thomas B. Fordham Institute, 2016) • CTE high school students in Florida who earn an industry certification are more likely to graduate on time, enroll in postsecondary education and earn higher wages. (Excel in Ed and Burning Glass, Where the Credentials Meet the Market , 2019) • Employers overwhelming say that the most valuable employee skills are soft or employability skills such as professionalism, teamwork and

written and oral communication. The blend of technical, academic and employability skills that CTE programs provide best prepare students for fast-growing and high-earning jobs. (Orrell, STEM without fruit: How noncognitive skills improve workforce outcomes , American Enterprise Institute, 2018) • CTE students and their parents are three times more likely to report being "very satisfied" with the real-world learning component of their education than non-CTE students and parents. (Advance CTE , The Value and Promise of CTE: Results from a National Survey of Parents and Students , 2017) • Advanced CTE coursetaking in high school is associated with higher wages. Workers see a 2% wage increase for each upper-level CTE course taken. (Kreisman and Stange, Depth over breadth: The value of vocational education in U.S. high schools, EducationNext , 2019) CTE Works for Postsecondary Students and Adults • There are about 30 million “good jobs”—jobs that pay a median income of $55,000 or more and require education below a bachelor’s degree. Postsecondary CTE programs enable many people to earn associate degrees, postsecondary certificates and industry credentials that qualify them for these good jobs. (Georgetown University Center on Education and the Workforce, Good Jobs

that Pay Without a BA , 2017; Georgetown University Center on Education and the Workforce, Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bachelor’s Degree , 2018) • About 17 million workers nationwide use science and engineering expertise and technical knowledge, which can be gained through postsecondary CTE programs, in their occupations, but do not possess a bachelor’s degree. (National Science Board, Science and Engineering Labor Force , Science & Engineering Indicators 2020, 2019) • Individuals with associate degrees in CTE fields can earn up to $10,000 more per year than those with associate degrees in other fields. (Georgetown University Center on Education and the Workforce, The Overlooked Value of Certificates and Associate’s Degrees , 2020) • Shorter term CTE credentials can be as valuable as bachelor's degrees. According to research in Texas, Colorado and Virginia, graduates with technical or applied science associate degrees out-earn bachelor's degree holders by $2,000 to $11,000. This is a high return on a modest investment—average tuition and fees for U.S. public two-year institutions are less than half of tuition and fees for four-year colleges. (Schneider, Higher Education Pays , College Measures, 2013; College Board, Average published undergraduate charges by sector, 2019–20) • Adults who complete Washington State’s Integrated Basic Education and Skills Training (I- BEST) program, which teaches basic skills in a CTE context, are significantly more likely to enroll in college courses, complete core college math and English classes and earn twice as many college credits than those in other basic skills programs. (Pathways for Advancing Careers and Education, Washington State’s I-BEST Program in Three Colleges: Implementation and Early Impact Report , 2018)

CTE Works for Businesses and the Economy • Occupations in the skilled trades, sales and marketing, driving and logistics, construction, customer support and health care are some of the top jobs employers are having trouble filling in the United States. CTE plays a critical role in training workers in these areas. (ManpowerGroup, Talent Shortage 2020: U.S. Data Edition , 2020) • The skills gap may leave an estimated 2.4 million manufacturing jobs unfilled between 2018 and 2028, while many of the almost 17.2 million workers employed in infrastructure jobs are nearing retirement. (Deloitte and The Manufacturing Institute, The Skills Gap and Future Work Study, 2018; Kane, Aging and in need of attention: America's infrastructure and its 17 million workers, The Avenue , 2019) • Many of the 30 million good jobs available without a bachelor’s degree are found in the skilled trades, health care and hospitality. (Georgetown University Center on Education and the Workforce, Good Jobs that Pay Without a BA , 2017) • Communities across the nation benefit from CTE. Oklahoma’s economy reaps a net benefit of $3.5 billion annually from graduates of the CareerTech System. Wisconsin taxpayers receive $12.20 in benefits for every dollar invested in the technical college system. Colorado Community College System alumni in the workforce contribute $5.1 billion annually to the state economy. (Snead, M. C., The Economic Contribution of CareerTech to the Oklahoma Economy: Cost-Benefit Analysis of Career Majors (FY11) , 2013; Wisconsin Technical College System, The Technical College Effect , 2016; Colorado Community College System, Fact Sheet: The Economic Value of the Colorado Community College System , 2017)

March 2020