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Academics and CTE

Now What?

A Little History 1957--- Sputnik (Space Race, We Won) 1983 --- A Nation At Risk (Perceived

Shortage Of Scientists, Technicians, Engineers And Mathematicians)

1983 To Now --- A Hue And Cry For Higher Academic Standards In Math And Science

Decreasing CTE (Voced) Programs In Many States, Lesser Time On Task

Voc Ed/CTE Responses 1984 --- Principles Of Technology 1987 --- Applied Communication 1987 --- Applied Mathematics 1990 --- Applied Chemistry/Biology 1990s On --- VTE/CTE Program Analysis

To ID Academic Content 1990s On --- “Integration” Of Academics

And Voc Ed – Many Curricular Approaches 1980s To Date - Academics UP, CTE Down Snyder Taxonomy

The “Math Myth”

An Assumption That All Jobs Need Advanced Mathematics Equal To Four Year College Entry

Vast Majority Of Jobs, Some 90%, Require No More Than Basic Algebra (X=AB)

ACT Math Analysis In Work Keys Development And Tests

Arizona Standards

State Academic Content Standards Established At Four Levels

CTE Program Standards Industry Validated And Occupational

Specific (Broadly Defined) Includes Measurement Criteria For Each

Standard

Arizona Academic Standards Established at Four Levels (Estimation

Example) Grade 7

Make estimates appropriate to a given situation.. Grade 8

Make estimates appropriate to a given situation. High School (Grade 9-10)

Use estimation to determine the reasonableness of a solution. Determine which measure of center is most appropriate in a given situation and explain why..

College and Work Readiness (Grades 11 and 12) Recognize the limitations of estimations by

assessing the amount of error resulting from estimation and determining whether the error is within acceptable tolerance limits.

Arizona Academic Standards Established at Four Levels (Data Analysis Example)

Grade 7 Identify outliers and determine their effect on mean, median,

mode, and range. Grade 8

Describe how summary statistics relate to the shape of the distribution.

High School (Grade 9-10) Determine which measure of center is most appropriate in a

given situation and explain why. College and Work Readiness (Grades 11 and 12)

Compute and explain summary statistics for distributions of data including measures of center and spread, including variance and standard deviation. Compute and explain summary statistics for distributions of data including measures of center and spread, including variance and standard deviation.

Arizona CTE Sample Standard STANDARD 8.0 - DEMONSTRATE

DESIGN DRAFTING CONCEPTS AS RELATED TO ARCHITECTURAL DESIGN USING CADD/VDCM SYSTEMS

8.1 Draft a floor plan from preliminary sketch

8.2 Draft a foundation/basement foundation plan

etc

Arizona Analysis Process Concerned With Rigor

NOT “What Math Do You Think Is In This CTE Program”? An Analyses Team For Each Cte Program

Two Math Experts Five To Seven CTE Program Instructors

Analyze Each Measurement Criteria For High School Math Required To Teach Or Perform EACH Measurement Criteria

CTE Instructors Must Be Able To Convince Math Teachers That Math Is Truly Used

Sample Analysis Product CTE Automotive Tech Measurement Criteria ---

Check continuity and measure resistance in electrical/electronic circuits and components using an ohmmeter; determine necessary action.

Math Academic Content Applied --- Strand 1: Number and Operations, Concept 3: Estimation, High School Level

PO 1: Determine rational approximations of irrational numbers.

PO 2: Use estimation to determine the reasonableness of a solution.

PO 3: Determine when an estimate is more appropriate than an exact answer.

Strand 1: Number and Operations, Concept 1: Estimation, College Work Readiness Level

PO 1 Recognize the limitations of estimations by assessing the amount of error resulting from estimation and determining whether the error is within acceptable tolerance limits.

Sample Analysis Product CTE Automotive Tech Measurement Criteria

Check continuity and measure resistance in electrical/electronic circuits and components using an ohmmeter; determine necessary action.

Math -- Strand 2: Data Analysis, Probability, and Discrete Mathematics, Concept 1: Data Analysis (Statistics), High School Level

PO 1: Draw inferences about data sets from lists, tables, matrices, and plots. PO 2: Organize collected data into an appropriate graphical representation with or

without technology. PO 3: Display data, including paired data, as lists, tables, matrices, and plots with or

without technology; make predictions and observations about patterns or departures from patterns.

PO 4: Make inferences by comparing data sets using one or more summary statistics.

PO 6: Evaluate the reasonableness of conclusions drawn from data analysis. PO 7: Identify mis-presentations and distortions in displays of data and explain why

they are misrepresentations or distortions. PO 8: Design simple experiments or investigations and collect data to answer

questions. Math -- Strand 2: Data Analysis, Probability, and Discreet

Mathematics, Concept 1: Data Analysis (Statistics), College Work Readiness Level

PO 1: Explore different forms of complex numbers; determine if the properties of the real number system extend to complex numbers and matrices.

PO 5: Identify misleading uses of data and explain why they are misleading. PO 9: Use matrices to organize and represent data.

Programs Analyzed to Date Accounting Automotive Tech Carpentry Construction Cabinetmaking Culinary Drafting (Architectural) Drafting (Electrical) Drafting (Mechanical) Financial Services

Academic Skill Analysis Result Disappointing!! Limited Az Hs Math Credit Skills (Algebra Or

Greater) Required To Learn Or Perform Standards

AB=X (One Unknown) Is Generally The Most Complex Required, Ohms Law Good Example

Automotive Tech Is The Exception Results Can Be Seen At AZ DOE Website

http://www.ade.state.az.us/cte/CurriculumFramework/AcademicMathCrosswalk/

AZ State Board HS Graduation Rule

4. Local school district governing boards or charter schools may grant to career and technical education and vocational education program completers a maximum of five and one-half credits to be used toward the Board English, mathematics, science, and economics credit requirements for graduation, subject to the following restrictions:

a. The (Local) Board has approved the career and technical education and vocational education program for equivalent credit to be used toward the Board English, mathematics, science, and economics credit requirements for graduation.(Other possibilities exist, but do not seem to be attainable)

AZ State Board HS Graduation Rule

5. Competency requirements.a. The awarding of a credit toward the completion of high school graduation requirements shall be based on the successful completion of State Board-adopted academic standards for subject areas …b. The determination and verification of student accomplishment and performance shall be the responsibility of the subject area teacher.

NCLB – “Highly Qualified” Qualification Exam Exists For Non-

majors … However, Requires BA/BS, Difficult Exam

Regional Accrediting Agencies Require Teachers To Be Certified In

Areas Of Instruction

So, What Is To Be Done?

Two Major Roadblocks

Promising Practices “Teacher of Record”

Not new, but seems to hold the most promise as a method of granting math credit for multiple CTE programs with one Certified Math Instructor

Kentucky Master teacher develops videos, CTE instructor

shows them in class, tests are given on content Michigan

Has established guidelines, see ---http://www.michigan.gov/documents/mde/

Credit_in_CTE_and_Integrated_Guidelines_199363_7.pdf

Other States Activities Virginia

Granting Physics credit for Principles of Technology Wyoming

Not addressing the credit issue South Carolina

Not addressing the credit issue now, but have legislation requiring all students to have a career major, and most CMs are related to CTE programs. This minimizes the impact of increased HS graduation requirements on CTE program numbers.

Kansas Teams working on math in CTE enhancement

Iowa Working on specific math lessons related to CTE content

Promising Practices Arizona

We will continue Identifying academic skills as a model for local district use in establishing CTE credit

Pima JTED (Joint Technical Education District) has a grant to use teams of academic and CTE teachers to develop curriculum that focuses on math content in CTE programs

Pima JTED plans to use Michigan guidelines as a model for granting credit

We are exploring the use of the “Teacher of Record” concept to address the “highly qualified” issue

A Possible Answer ACT WorkKeys Level 5 academics

are deemed by ACT as equivalent of the ACT Mathematics Test College Readiness Standards (20-23 Range)

So, analyze CTE programs using the ACT Level 5 Academic Content, or the ACT 20-23 Math standards

http://www.act.org/research/policymakers/pdf/ReadinessBrief.pdf

A Caveat

As Niall Ferguson has put it, 'Those whom the gods want to destroy they first teach math.'

Vanity Fair, December 2008, “Wall Street Lays Another Egg”

He concluded that too many people were good at math, not history

Thank You!! For further information: CTE Web site

http://www.ade.state.az.us/cte/CurriculumFramework/AcademicMathCrosswalk

Charles Losh, Ph.D.Workforce Education and Development OfficeArizona State Universitycharles.losh@asu.eduorchasl@att.net

602.705.1309