Upload
myra-randall
View
214
Download
1
Tags:
Embed Size (px)
Citation preview
New Expectations for New Expectations for a New Centurya New Century::
The Education ImperativeThe Education ImperativeSusan Sclafani, Assistant SecretarySusan Sclafani, Assistant Secretary
Office of Vocational and Adult Education Office of Vocational and Adult Education
United States Department of Education, United States Department of Education,
Archived Information
Skill Level ChangesSkill Level Changes
Unskilled
60%
Skilled
20%
Professional
20%
Skilled
65%
Unskilled
15%
Professional
20%
1950 1997
National Summit on 21st Century Skills for 21st Century Jobs
Fastest Growing Jobs Require Some Fastest Growing Jobs Require Some Education Beyond High SchoolEducation Beyond High School
1514
11811
3223
19
2418
23
0 10 20 30 40 50 60Percent of Employment Growth
First-professional degree
Doctoral degree
Master's degree
Bachelor's or higher + work exp
Bachelor's degree
Associate degree
Work experience
Long-term OJT
Moderate-term OJT
Short-term OJT
Total
High Learning = High EarningHigh Learning = High Earning
0
10,000
20,000
30,000
40,000
50,000
No HS diploma HS diploma/GED
Associate Bachelor's
Female
MaleS
A
L
A
R
Y
Credentials MatterCredentials Matter
Returns to: Male Female
1 year of postsecondary CTE courses
8% ---
Postsecondary CTE certificate -- 16%
CTE associate degree
30% 47%
Percentage Difference in Earnings Between Postsecondary CTE Students and High School Graduates (2000)
NAVE 2004: Forthcoming
Four Year Degrees?Four Year Degrees?
On average, workers with associate degrees earn less than those with bachelor’s degrees, but 83 percent of workers with associate degrees earn the same as workers with bachelor’s degrees.
Carnevale and Desrochers, Standards for What?, 2003.
American Diploma ProjectAmerican Diploma Project“Successful preparation for both postsecondary education and employment requires learning the same rigorous English and mathematics content and skills. No longer do students planning to go to work after high school need a different and less rigorous curriculum than those planning to go to college.”
Percentage of population with a postsecondary credential
31
4043
51
0%
10%
20%
30%
40%
50%
60%
U.S.Canada IrelandJapan Korea
55-64 45-54
35-44
25-34
Education at a Glance: OECD Indicators 2003
Losing Our Edge?Losing Our Edge?
NAEP 2002 Math Assessment
12th Graders Scoring “Below Basic”
• 35 percent of all students
• 56 percent of Hispanic students
• 69 percent of African-American students
• 60 percent of low-income students
Losing Our Edge?Losing Our Edge?
Questions “Below Basic” Students Questions “Below Basic” Students Answered IncorrectlyAnswered Incorrectly
Chris wishes to carpet the rectangular room shown below. To the nearest square yard, how many square yards of carpet are needed to carpet the floor of the room if the closet floor will not be carpeted? (1 square yard = 9 square feet)
Disconnect Between Student Aspirations Disconnect Between Student Aspirations and High School Preparationand High School Preparation
97
63 60
0
20
40
60
80
100
Aspire toattendcollege
Enroll incollege
Takeminimumcredits
required foradmissions
Students
Source: NCES, The Condition of Education, 2000, p. 151.
College remediation ratesCollege remediation ratesEntering freshmen, 2000Entering freshmen, 2000
AllAll 28%
PublicPublic 2-year 42%
Public 4-year 20%
Private 4-year 12%Source: NCES, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000,
4-year colleges4-year colleges 26%26%
2-year colleges2-year colleges 45%45%
Source: Mortensen, T. (November 1999), Postsecondary Opportunity as presented by The Education Trust.
College “drift-out” rates: students not College “drift-out” rates: students not returning for year 2returning for year 2
A Drag on College ProductivityA Drag on College Productivity
New Expectations for New Expectations for a New Centurya New Century::
The Role of the Office of The Role of the Office of Vocational and Adult Education Vocational and Adult Education
The Bush Administration’s The Bush Administration’s Key Education PrinciplesKey Education Principles
Increase accountability for student Increase accountability for student performanceperformance
Focus on what worksFocus on what works
Reduce bureaucracy and increase flexibilityReduce bureaucracy and increase flexibility
Choices for students and parentsChoices for students and parents
Setting high expectations and accountability for results;
★ Creating options and engaging students;
★ Fostering world-quality teaching and school leadership; and
★ Making smooth transitions into postsecondary education, training, and careers.
Goals of Preparing America’s Goals of Preparing America’s Future: High School InitiativeFuture: High School Initiative
Preparing America’s FuturePreparing America’s FutureHigh School InitiativeHigh School Initiative
National High School Leadership Summit, National High School Leadership Summit, October 8, 2003October 8, 2003Resource Guide Resource Guide ----http://www.ed.gov/highschoolRegional Summits, Winter-Spring 2004Regional Summits, Winter-Spring 2004Technical Assistance CorpsTechnical Assistance CorpsWeb-based and Electronic ResourcesWeb-based and Electronic Resources
Perkins Sec Tech -- Perkins Sec Tech -- Key Policy ObjectivesKey Policy Objectives
Ensure that career and technical education programs Ensure that career and technical education programs complement the academic mission of No Child Left complement the academic mission of No Child Left Behind and workforce mission of the Workforce Behind and workforce mission of the Workforce Investment Act.Investment Act.Help every youth in a CTE Pathway Program receive Help every youth in a CTE Pathway Program receive an challenging academic core that prepares them for an challenging academic core that prepares them for future education and career success.future education and career success.
Perkins Sec Tech --Perkins Sec Tech --Policy Objectives Policy Objectives
Ensure that every CTE program offers a clear pathway into a Ensure that every CTE program offers a clear pathway into a postsecondary program leading to a credential, apprenticeship, postsecondary program leading to a credential, apprenticeship, associate or baccalaureate degree. associate or baccalaureate degree. Make high-quality CTE pathway programs widely available to Make high-quality CTE pathway programs widely available to both youth and career-changing adults through a variety of both youth and career-changing adults through a variety of institutions and delivery models. institutions and delivery models. Strengthen national andStrengthen national and regional workforce quality and economic regional workforce quality and economic competitiveness.competitiveness.
CTE Pathways CTE Pathways
Partnerships between high schools and Partnerships between high schools and postsecondary partnerspostsecondary partnersChallenging academic coreChallenging academic coreNon-duplicative technical courses leading to Non-duplicative technical courses leading to degree, certification or apprenticeshipdegree, certification or apprenticeshipCareer pathways that are in-demand and lead Career pathways that are in-demand and lead to economic self-sufficiencyto economic self-sufficiencyFlexible delivery models that focus on “what” Flexible delivery models that focus on “what” not “where”not “where”
The U.S. Department of Education funds initiatives that support community and technical colleges to fulfill their potential as engines of education, career preparation, and economic development.
OVAE Community College InitiativesOVAE Community College Initiatives
Community-based Job Training Grants: $250 million to strengthen the role of community colleges in workforce development. The new competitive grants would fund programs in colleges that are linked with local economic development needs.
Jobs for the 21Jobs for the 21stst Century Century
Striving Readers Initiative: $200 million in grants to 50 to 100 school districts to implement effective reading interventions for middle or high school students.
Math and Science Partnerships: $120 million in grants for interventions to increase achievement in mathematics for secondary students.
Adjunct Teacher Corps: $40 million to recruit mid-career professionals to teach math and science in middle and high schools.
Jobs for the 21Jobs for the 21stst Century Century
Advanced Placement (AP): $56 million for professional development for AP teachers in high-poverty high schools.
State Scholars Initiative: $12 million to expand the State Scholars program to all interested states.
Enhanced Pell Grants: $33 million to enhance Pell Grants to reward low-income students who participate in the State Scholars Program by taking a rigorous high school curriculum. Up to an additional $1,000 per year to students in the first two years of college.
Jobs for the 21Jobs for the 21stst Century Century
Education : Our Competitive EdgeEducation : Our Competitive Edge
“Productivity in the United States has increased generation after generation, creating ever-rising standards of living…Our knowledge-based skills in a business environment, supported by a rule of law, have enabled our workforce to create ever-greater value added--irrespective of what goods and services we have chosen to produce at home and what and how much we have chosen to import. “
-- Alan Greenspan (2004)