Denver Public Schools

Career and Technical EducationSupporting Data & The Case for Growth

February 2014

DRAFT

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

- 2 -

Non ELL61%

ELL39%

CTE

Non-SPED92%

SPED8%

CTE

Non-ELL63%

ELL37%

DPS

Non-SPED89%

SPED11%

DPS

Non-FRL36%

FRL64%

CTE

ELL Representation

SPED Representation

Non-FRL28%

FRL72%

DPSLow Income Representation

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

0

10

20

30

40

50

60

CTE Enrollment by Race

% white% black% hispanic%other

% o

f stu

dent

enr

ollm

ent

DRAFT

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:

1) The CTE rate is an underestimate because it does not account for students who transferred2) About 20% of DPS completers each year include CTE participants

Incomplete Data

75% HS Completion for CTE Students

DPS Class of 2005

DPS Class of 2006

DPS Class of 2007

DPS Class of 2008

DPS Class of 2009

DPS Class of 2010

DPS Class of 2011

DPS Class of 2012

CTE Students, Classes 2005-

2012*

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

7 year completion6 year completion5 year completion4 year completion2004-2012 (CTE)

DPS Median Extended

Completion Rate: 65%

N= 21,531 CTE students

DRAFT

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

- 4 -

Low Income Black Male Black Female

Hispanic Male

Hispanic Female

White Male White Female

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

CTE Students, Classes 2005-2012DPS Class of 2008 (median) 7 year completion rateDPS Class of 2012 4 year completion rate

• 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 students

DRAFT

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

- 5 -

80205 80207

80249

80239

80219 80223CTE: 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

EGTC

DRAFT

The Power of Course Sequencing: Completion Rate Comparisons

Students 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

Low Income SPED ELL All Students0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Extended* HS Completion Rate Comparison

Students Who Took 3+ CTE Courses

All CTE

All DPS (Median)

34% difference in HS completion for ELLs

*7-year completion rates

93%

63%

92%

58%

79% 74%

87%

58%66%

92%

65%

75%

Students w/ 3+ CTE courses, N= 3,660All CTE students, N= 21,531

DRAFT

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

Low Income SPED ELL All Students74%

76%

78%

80%

82%

84%

86%

88%

90%

92%

Comparison of Average Annual Attendance for 10th Graders

Students Who Took 3+ CTE Courses

All CTE

All DPS (Median)

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= 3,660All CTE students, N= 21,531

DRAFT

Advanced Coursework

Capstone Project

Internship

Certifications

EXAMPLE: Engineering and Energy Pathway

- 8 -

PLTW Intro to Engineering Design & Energy

PLTW: Principles of Engineering

Geographic Information

Systems

Cloud Based Monitoring or

Computer Science

Geology

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 12

DRAFT

Case for Growth

- 9 -

1. 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.

2. 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.

3. 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.

DRAFT

Value to Students

- 10 -

1. All students have equitable access to CTE programs

2. Courses are aligned with skilled labor demand, and are responsive to changing industry demand

3. CTE pathways culminate in workforce experiences for students, and concrete postsecondary opportunities

4. Courses are relevant, engaging, and sequenced, leading to advanced coursework for college credit

5. Academic content is embedded, allowing deep focus on application of knowledge

DRAFT

Appendix

- 11 -

DRAFT

Representation of Economically Disadvantaged Students

FRL % Program94.81 Fitness Trainer/Exercise Science93.33 Health Science/Health Care91.89 Sports Medicine90.51 Automotive Technology

- 12 -

FRL % Program13.55 Digital Design21.14 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 income

DRAFT

Median Growth Percentile Comparisons

ELL and Low Income students who took 3+ CTE courses exhibited higher than expected median growth percentiles

- 13 -

MGP 9th Grade Math

MGP 10th Grade Math

MGP 9th Grade Reading

MGP 10th Grade Reading

46%

48%

50%

52%

54%

56%

58%

60%

Median Growth Percentile for Students Taking 3+ CTE Courses

District 2008District 2012Low Income Student Who Took 3+ CTE CoursesELL Student Who Took 3+ CTE Courses

Med

ian

Grow

th P

erce

ntile

DRAFT

CTE Student College Readiness in Reading

- 14 -

0.0

5.1

.15

Den

sity

0 10 20 30 40Reading ss

CTE Students’ College Readiness by CCCS Cut Score*

45% CCCS College Ready in Reading

0.0

5.1

.15

Den

sity

0 10 20 30 40Reading ss

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= 26,431Years: 2004-2012

N= 26,431Years: 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%

DRAFT

CTE Student College Readiness in English

- 15 -

0.0

2.0

4.0

6.0

8.1

Den

sity

0 10 20 30 40English ss

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= 26,431Years: 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%

DRAFT

0.0

5.1

.15

.2.2

5D

ensi

ty0 10 20 30 40

Math ss

CTE Students’ College Readiness by ACT Cut Score*

0.0

5.1

.15

.2.2

5D

ensi

ty

0 10 20 30 40Math ss

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= 26,431Years: 2004-2012

N= 26,431Years: 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