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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%
DPS
Low 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 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
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