Career and Technical Education - PowerPoint Presentation

Slide1

Career and Technical EducationSupporting Data & The Case for Growth

February 2014Slide2

CTE Student Demographics (making up 20% of DPS high school pop.)

- 2 -

ELL Representation

SPED Representation

Low Income RepresentationSlide3

CTE High School Completion Rate vs. District-

3 -

CTE students completed high school at a rate significantly higher than any comparison group over the last 8 years, and

10 percentage points higher

than the district’s median extended completion rate (7 year rate) for that same period

*Note: The CTE-District rate differential of 10% is an underestimate, for two reasons:

The CTE rate is an underestimate because it does not

account for students

who transferred

About 20% of DPS completers each year include CTE participants

Incomplete Data

75% HS Completion for CTE Students

DPS Median Extended Completion Rate: 65%

N= 21,531 CTE studentsSlide4

CTE High School Completion Rate by Race & Income vs. District

- 4 -

Low income and minority students in CTE programs exhibit completion rates 3-14% higher than the district’s median extended completion rate (7-year) in all categories

Highest high school completion rate for CTE students:

black females at 80%

Low income: 14% higher completion

with CTE

Hispanic Males: 12%

higher completion

with CTE

N= 21,531 CTE studentsSlide5

High School Completion Rates by Zip Code– All DPS vs. CTE

-

5

-

80205

80207

80249

80239

80219

80223

CTE: 75%

High school completion rates in endemically off-track zip codes are significantly higher if students take just one CTE course–-

a difference of up to 21 percentage points

80204

80211

DPS: 55%

CTE: 75%

DPS: 55%

CTE: 72%

DPS: 51%

CTE: 73%

DPS: 52%

CTE: 78%

DPS: 57%

CTE: 83%

DPS: 67%

CTE: 74%

DPS: 61%

CTE: 77%

DPS: 68%

80220

CTE: 66%

DPS: 61%

Notes

This map shows 7-year high school completion rates against a 2013 off-track density

The district median completion rate for a 7-year cohort is 65% (from 2004-2012)

N= > 203,000 DPS students,>21,000

CTE students

These trends

are consistent across all DPS high schools and demographics

Ex: Low income CTE students completed 4-29% higher than peers at EVERY DPS high school

CEC

EGTCSlide6

The Power of Course Sequencing: Completion Rate ComparisonsStudents who take a sequence of 3+ CTE courses over 4 years complete high school at much higher rates than comparison groups– a 27% difference for all students, and a 30% difference for low income students

-

6

-

30% difference in HS completion for Low Income

34% difference in HS completion for ELLs

*7-year completion rates

93%

6

3%

92%

58%

79%

74%

87%

58%

66%

92%

65%

75%

Students w/ 3+ CTE courses, N= 3,660

All CTE students, N= 21,531Slide7

Attendance data suggests that students who take a sequence of 3+ CTE classes are more likely to attend school than peers, a difference of >3 school weeks for ELL students, and 2 ½ weeks for all students

The Power of Course Sequencing:

Annual Attendance Comparisons

-

7

-

No Data

A difference of 2 ½ weeks of school

A difference of more than 3 weeks of school

92%

83%

88%

86%

80%

83%

Students w/ 3+ CTE courses, N= 3,660

All CTE students, N= 21,531Slide8

Advanced Coursework

Capstone Project

Internship

Certifications

EXAMPLE: Engineering and Energy Pathway

-

8

-

PLTW: Specialized Engineering Fields

Modeling and Analysis for Natural Resources

AP Environmental Science

Technical Computing for Energy Industries

Civil

Engineering

CiM

Digital Electronics

Biological

Remote Sensing

Geospatial analysis:

LMKR

MATLAB

Simulink

Digital Control Logic

Field research

LEVEL 1: INTRODUCTORY

LEVEL 2: FOUNDATIONS

LEVEL 3: ADVANCED SKILLS

LEVEL 4: PATHWAYS

PLTW Capstone:

Engineering Design and Development

PLTW

Basic Petroleum Technologies

Basic Wind and Solar

Home Energy Efficiency

Energy and Environmental Policy

PROJECT LEAD THE WAY

Oil and Natural Gas

Renewable Energy

Energy Policy

Home Energy

Engineering

AP Physics

AP Calculus

AP Environmental Science

Red Rocks Community College

Colorado School of Mines

MOOC

Grade 9

Grade 10

Grade 11

Grade 12Slide9

Case for Growth-

9 -

CTE engages students.

High school completion rates, attendance, median growth, and discipline were significantly better for students in CTE than peer groups of the same demographics, same zip codes, same schools, and same academic profile.

CTE equips students with skills necessary for readiness in career and postsecondary education.

Students taking CTE courses can graduate with workforce certifications and skills, as well as college credit. This fills a tremendous need for workforce development.

CTE operating costs are very low for a high return on investment.

After state and federal reimbursements, Denver Public Schools allocated just $560 out of PPOR last year for each student participating in CTE.

Thus, nearly half of DPS’ operating costs for CTE were covered by state and federal dollars.Slide10

Value to Students-

10 -

All students have

equitable access

to CTE programs

Courses are

aligned with skilled labor demand,

and are

responsive

to changing industry demand

CTE pathways

culminate in workforce experiences for students

, and concrete postsecondary

opportunities

Courses are

relevant, engaging, and sequenced, leading to advanced coursework for college credit

5.

Academic content

is embedded, allowing deep focus on application of knowledgeSlide11

Appendix-

11 -Slide12

Representation of Economically Disadvantaged Students

FRL %

Program

94.81

Fitness Trainer/Exercise Science

93.33

Health Science/Health Care

91.89

Sports Medicine

90.51

Automotive Technology

-

12

-

FRL %

Program

13.55

Digital Design

21.14

Web Design, Digital Film, Broadband Communication

Economically disadvantaged students are strongly overrepresented in the fitness trainer, health science, and sports medicine courses

Economically disadvantaged students are significantly underrepresented in two of the district’s larger computer-based CTE offerings

Significant digital divide by incomeSlide13

Median Growth Percentile ComparisonsELL and Low Income students who took 3+ CTE courses exhibited higher than expected median growth percentiles

- 13 -Slide14

CTE Student College Readiness in Reading-

14 -

CTE Students’

College Readiness by CCCS Cut Score*

45% CCCS College Ready in Reading

CTE Students’

College

Readiness by

ACT Cut Score*

23% ACT College Ready in Reading

Note: CCCS College Ready Cut-Score: 17

Note:

ACT College

Ready Cut-Score:

21

N= 26,431

Years: 2004-2012

N= 26,431

Years: 2004-2012

Of 26,431 CTE Students across DPS from 2004-2012, 45% were college ready in Reading by Colorado Community College System (CCCS) standards

District Comparison

DPS 2013 College Readiness by ACT Cut Score in Reading: 32%

DPS 2008-2012 Average College Readiness by ACT Cut Score in Reading: 27%Slide15

CTE Student College Readiness in English-

15 -

CTE Students’

College

Readiness

by CCCS & ACT Cut Scores*

33% CCCS and ACT College Ready in English

Note:

CCCS College Ready Cut-Score: 18

ACT College Ready Cut-Score: 18

N= 26,431

Years: 2004-2012

Of 26,431 CTE Students across DPS from 2004-2012, 33% were college ready in English by Colorado Community College System (CCCS) standards

District Comparison

DPS 2013 College Readiness by ACT Cut Score in English: 41%

DPS 2008-2012 Average College Readiness by ACT Cut Score in English: 37%Slide16

CTE Students’ College Readiness by ACT Cut Score*

CTE Students’ College Readiness by CCCS Cut Score*

CTE Student College Readiness in Math

-

16

-

25% CCCS College Ready in Math

15% ACT College Ready in Math

Note: CCCS College Ready Cut-Score:

19

Note:

ACT College

Ready Cut-Score:

22

District Comparison

DPS 2013 College Readiness by ACT Cut Score in Math: 22%

DPS 2008-2012 Average College Readiness by ACT Cut Score in Math: 20%

N= 26,431

Years: 2004-2012

N= 26,431

Years: 2004-2012

Of 26,431 CTE Students across DPS from 2004-2012, 25% were college ready in Math by Colorado Community College System (CCCS) standards