A Proven Model to Prepare Students for College and Careers. Erin Fender and David Stern. Career Academy Support Network (CASN) . UC Berkeley Graduate School of Education. Prepared for presentation to ACSA Leadership Summit. ID: 199626
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A Proven Model to Prepare Students for College and Careers
Erin Fender and David Stern
Career Academy Support Network (CASN)
UC Berkeley Graduate School of Education
Prepared for presentation to ACSA Leadership Summit
November 4, 2010Slide2
CASN works with secondary schools to improve students’ preparation for college and careersProvides on-site support for development and improvement of career academies and other small learning communities.Has created 2 websites with guides, research reports, national directory of academies, “toolbox” of downloadable materials, videos, and more.
What’s so great about career academies?
How do career academies relate to career-technical education and Linked Learning?
What can administrators do to develop and support career academies?Slide4
What questions would you like us to answer?
Origins and State Funding
1969: first Philadelphia academy
1981: replication in California
1985: state begins funding California Partnership Academies (CPAs), now covered by Prop 98
2005: SB70 provides additional funding until 2011-12
2008: AB519 supports Green and Clean Academies until 2011-12
2010: nearly 500 CPAs, 7000 Academies nationwideSlide7
Solid Research Evidence
Studies have followed students through high school, comparing academy students with similar students at the same school
Academy students show more improvement in attendance, grades, credits earned, and are more likely to stay in high school
Academy students have better postsecondary outcomes
MDRC random-assignment study found positive effects 8 years after high schoolSlide8
Available free at http://casn.berkeley.eduSlide9
International Trade Academy, Banning HSSlide10
Career Academies and CTE
Since 1980s, vocational education (VE) has evolved to career-technical education (CTE)
VE prepared high school students for direct entry into work, but now CTE is also part of preparation for postsecondary education
1990 Perkins Act: “integrate” VE and academics; 2006 Perkins Act changed name and definition
Career academies provided a model for how to combine college and career preparationSlide11
For more on career academies
and evolution of CTE, see
Career Academies and Linked Learning
James Irvine Foundation started “multiple pathways” initiative, renamed Linked Learning (LL) in 2009
10 districts funded through
4 defining features: college-prep academics, CTE sequence, work-based learning, student support
Career academies are most common form of LL
Other forms: self-contained small schools, semi-autonomous schools sharing a campusSlide13
CDE Report to the Legislature and Governor
Multiple Pathways to Student Success, Envisioning the New California High School
Recommends expanding linked learning to increase high school student success.
Download the report
Defined Mission & GoalsAcademy StructureHost District & High SchoolFaculty & StaffProfessional Development
Governance & Leadership
Curriculum & Instruction
Employer, Higher Ed & Community Involvement
Cycle of ImprovementSlide15
For a California Partnership Academy, at least half the students each must meet at least 3 “at risk” criteria:
(1) Past record of … absence from school 20 percent or more of the school year. (2) Past record of underachievement in which the pupil is at least one-third of a year behind the coursework for the respective grade level, or as demonstrated by credits achieved. (3) Past record of low motivation or a disinterest in the regular school program. (4) Disadvantaged economically. (5) Scoring below basic or far below basic in mathematics or English language arts ... (6) Maintaining a grade point average of 2.2 or below, or the equivalent of a C minus.
Although at least half of academy studentsare “at risk,” academy students tend tosucceed in high school.Slide18
In grades 10 and 11, academy students take at least 3 academic classes together. These should be a-
approved if possible. In grade 12, the number of academic classes may be less than 3.
In grades 10-12, academy students take at least one CTE class together. The CTE classes should be a sequence related to the academy theme.
“Classes in the academy program shall be limited to academy pupils” (SB1354)Slide19
Why “Pure” Academy Classes?
“Pure” means only academy students are in academy classes
: Having the same set of students take classes together enables teachers in those classes to create lessons and projects that bridge different disciplines and make the curriculum more coherent
: Taking several classes together builds cohesion among students and teachersSlide20
Banning ITA, Grade 10Slide21
Banning ITA, Grade 11Slide22
Banning ITA, Grade 12Slide23
“Academy teachers shall work as a team in planning, teaching, and troubleshooting program activities.” (SB1354)
One teacher takes coordinating role, may have release time
Planning time is essential
Common prep period is very helpful, though difficult to scheduleSlide24
“Each participating school district shall establish an advisory committee consisting of individuals involved in academy operations, including school district and school administrators, lead teachers, and representatives of the private sector.” (SB1354)
Helps raise funds or in-kind contributions required to match state grant
Helps find guest speakers, mentors, internshipsSlide25
National Academy Foundation http://naf.org
In addition to state funding for California Partnership Academies, support for career academies is also available from NAF
Provides technical assistance for year of planning, continuing professional development, and curriculum
Supports academies in 4 thematic areas: Finance, Hospitality and Tourism, Information Technology, and Engineering; now developing a Health themeSlide26
What can you do now?
Join the CDE funding mailing list to hear about new California Partnership Academy grants -
Begin to team your teachers across disciplines
Create or strengthen your advisory
Attend the annual Educating for Careers Conference March 3-5, 2011 in Sacramento
Visit the CASN website to read and download more informationSlide27
What questions would you like us to answer now?