Retaining and Rcruiting CTE Students 60 minutes session

Recruiting and Retaining CTE Students

Professional Development

Recruiting and Retaining CTE Students

60-minute Session Participant Edition

At the conclusion of this professional teaching and learning workshop, participants will be able to: • Identify trends in popular media indicating an interest in CTE • List several components of CTE that graduates have found particularly helpful • Interpret and evaluate trends in recruiting CTE students in Illinois (Using the state-wide CTE Recruiting Survey) • Develop a plan to communicate the benefits of CTE to diverse audiences

Materials you will need: •

Recruiting and Retaining CTE Students Workshop Booklet • Access to Menti.com • CTE Graduate Profile Book • State-wide CTE Recruitment Survey

Duration 5 2:30 pm 5 2:35 pm

What

Who

Description

Welcome and intro

Rod

Information about the ILCTE project and introductions.

Engage

Brad

CTE TV Programs Collection Video Teachers will submit a few comments using Chat feature about common threads they saw in the video and popularity of CTE-ish topics in today’s media networks . Provide the link to the CTE Profile book https://user-myczicl.cld.bz/CTE-Graduate-adapted-by- April and display a few pages booklet , indicating graduates’ responses to the four questions and showing how to use the search feature. Give participants three minutes (with music) to search the booklet on their own with the mission of Identifying commonalities within the pages about the impact of CTE courses in careers of the graduates. Participants invited to write several 2-3 word statements and post them on Menti.com. Briefly discuss entries on Menti. 1. What are the most common comments about the impact of CTE? 2. What information did you find most surprising? 3. How could this profile book be helpful to you and your students?

Chat

5 2:40 pm

Explore I

Amy

Menti

5 2:45 pm

Explain I

Amy

Menti

5 2:50 pm

Explore II Chat Jamboard

April

Why should students take CTE courses? Participants enter in chat their responses, encouraging them to submit as many as they want. A member of the team will post them on the Jamboard placing answers in each column for Explain II. Display Jamboard with chat responses from Explore II. Ask each question and request participants to submit more comments in chat. 1. What reasons will be the most compelling to students? 2. What reasons will be most compelling to parents? 3. With all these reasons, why is not every student in the school enrolled in CTE courses? Share the results of the CTE State-Wide Recruiting Survey. And the resources in the booklet that address recruiting barriers (pages 4-11). Encourage participants to ask questions or make comments in chat.

5 2:55 pm

Explain II

April

Chat Jamboard

10 3:00 pm

Explore III Jamboard page 4

April

10 3:10 pm

Elaborate

Brad

Participants identify some effective means to communicate the benefits of CTE to the proper audiences.

Chat

5 3:20 pm

Evaluate

Brad

Action time!!! Select one or two recruiting and/or retentions strategies discussed in this workshop that you plan to use. Submit it in Chat. Participants encouraged to look at chat for other’s ideas.

Chat

5 3:25 pm

Wrap Up

Rod

Website, lessons, resources and review workshop booklet.

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

Survey Results

CAREER PATH

I graduated with my Bachelor's in Nuclear, Plasma, and Radiological Engineering from the University of Illinois at Urbana-Champaign. I then proceeded to pursue my PhD in Nuclear Engineering at the University of Wisconsin- Madison. I am presently in my 5th year of graduate school already having completed my Master's and presently working in a research lab working on plasma physics and fusion technology.

Justin Weberski

EMPLOYABILITY SKILLS NEEDED FOR THIS CAREER

HIGH SCHOOL ATTENDED

St. Charles East High School in St. Charles, IL – Kane County

A career working in research development fundamentally requires communication, problem-solving, collaboration, team-work, the ability to think "outside of the box", and a willingness and desire to continuously learn.

CTE DEPARTMENT/CLASSES ENROLLED IN DURING HIGH SCHOOL

PLTW: IED, PLTW: POE, PLTW: EDD

ADVICE TO HIGH SCHOOL CTE STUDENTS

CURRENT JOB TITLE

Graduate Research Assistant

Embrace the unique opportunity the curriculum in these classes provide. They are unlike any other offered in high school and are the best preparation for the type of thinking and problem-solving that is required in college engineering courses and working on engineering projects in future careers.

PLACE OF EMPLOYMENT

University of Wisconsin-Madison Madison, WI

CAREER PATHWAY

HOW HAS CTE MADE A DIFFERENCE IN YOUR LIFE/CAREER?

Manufacturing, Engineering, Technology and Trades

Introduction to the type of problem-solving process that is fundamental for a career in research and development. It also served as my first introduction to computer programming, which I have used extensively in school and my career.

CAREER PATH

Kathryn Seabruck

After graduating high school, I earned my bachelor's degree in Crop Sciences at the University of Illinois. While earning my undergraduate degree, I interned with a couple agriculture companies and conducted research under the supervision of one of my professors. This lead to my decision to earn my master's degree in Crop Sciences. Upon graduation, I accepted my current position at Illinois Valley Community College, where I teach a variety of agricultural courses and help lead the agriculture program.

EMPLOYABILITY SKILLS NEEDED FOR THIS CAREER

HIGH SCHOOL ATTENDED

Byron High School Bryon, Illinois – Ogle County

Time management, public speaking, attention to detail, communication, conflict management

CTE DEPARTMENT/CLASSES ENROLLED IN DURING HIGH SCHOOL

Agriculture

ADVICE TO HIGH SCHOOL CTE STUDENTS

CURRENT JOB TITLE

Agriculture Instructor

Keep an open mind, and be willing to try new things. Your path may change, and that is perfectly okay!

PLACE OF EMPLOYMENT

Illinois Valley Community College Oglesby, Illinois

CAREER PATHWAY

HOW HAS CTE MADE A DIFFERENCE IN YOUR LIFE/CAREER?

Agriculture, Food, and Natural Resources

I took as many agriculture courses as I could in high school. This is how I realized my love for agronomy, and it taught me the importance of trying new things. Doing so allows you to learn both what you like and what you do not like, which is an invaluable lesson that I carry with me to this day.

CAREER PATH

Connor Sible

My career path started with the plant and animal science classes offered by my high school, which provided a connection of my general coursework (science and math) to a more hands-on and applied approach. Those experiences sent me to college where I earned my BS in Crop Sciences. During that time I completed 3 internships in different agricultural sectors (retail, production, and research). The field research internship was the opportunity that I thoroughly enjoyed the most and at which point I decided to pursue graduate work with an MS, and I am now a year away from finishing my PhD. After that I intend to find a career in agricultural research working with industry and farmers.

EMPLOYABILITY SKILLS NEEDED FOR THIS CAREER

HIGH SCHOOL ATTENDED

Byron High School Byron, Illinois – Ogle County

Beyond basic technical skills which come with experience: Willingness to learn - There is always something new. Ability to adapt - Each field requires a different approach. Good communication - To relate to both farmers and the public. An open mind - There are always multiple solutions to a problem.

CTE DEPARTMENT/CLASSES ENROLLED IN DURING HIGH SCHOOL

Plant and Animal Sciences

CURRENT JOB TITLE

ADVICE TO HIGH SCHOOL CTE STUDENTS

Graduate Research Assistant - Ph.D. Student

Ask questions! When people share their experiences is often the best education. Try new things, and do not be afraid to try again and again. The first classes or jobs you take do not have to be your set path. If it is not enjoyable, try something different until you discover your passion.

PLACE OF EMPLOYMENT

University of Illinois at Urbana- Champaign

CAREER PATHWAY

HOW HAS CTE MADE A DIFFERENCE IN YOUR LIFE/CAREER?

Agriculture, Food, and Natural Resources

The opportunity to take a class that relates core class (biology, math) concepts to hands-on projects related to real career paths was what separated those CTE courses from the core basics. The moment for me was the ability to work with plants in a greenhouse and know this was career possibility.

CAREER PATH

Keelyn Triggs

Growing up with a farming background I knew I wanted to go into agriculture. I took every possible agriculture class offered throughout high school in addition to being involved in 4-H and FFA. I was able to use these experiences to have scholarships to go to Iowa State University where I double majored in Agricultural Business and Agriculture & Society. It was there that I had three different summer internships and worked at a local agriculture company during the school year. Following graduation I got my crop insurance license and now work for Farmers Business Network and get to talk to farmers every single day. I also raise cattle and show pigs alongside my husband.

EMPLOYABILITY SKILLS NEEDED FOR THIS CAREER

HIGH SCHOOL ATTENDED

Byron High School Byron, Illinois – Ogle County

Skills needed to go into crop insurance include: a high work ethic, people skills, listening skills and being confident.

CTE DEPARTMENT/CLASSES ENROLLED IN DURING HIGH SCHOOL

Animal Science, Plant Science and Horticulture

ADVICE TO HIGH SCHOOL CTE STUDENTS

CURRENT JOB TITLE

Crop Insurance Specialist, Farmer

Take your CTE classes seriously - you will enjoy them so much and will learn so much real world knowledge that you can apply to your future career. Be willing to take some of the classes that you have just a little bit of interest in. you never know what you end up enjoying.

PLACE OF EMPLOYMENT

Farmers Business Network

CAREER PATHWAY

HOW HAS CTE MADE A DIFFERENCE IN YOUR LIFE/CAREER?

Agriculture, Food, and Natural Resources

Being able to take CTE classes allowed me to narrow down what areas of agriculture I did and did not want to go into. Before I ever stepped onto a college campus I had my major narrowed down to a couple options because I knew what I enjoyed and was passionate about.