U.S. Department of Education New Expectations for a New Century: The Education Imperative Susan Sclafani, Assistant Secretary Office of Vocational and

U.S. Department of Education

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, May 2004 United States Department of Education, May 2004


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.

★ Providing a rich core curriculum for all, including fine arts

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 ResourcesSmaller Learning Communities-by 8/9/04 Smaller Learning Communities-by 8/9/04 www.ed.gov/programs/slcp/applicant.htmlwww.ed.gov/programs/slcp/applicant.html


“The New Skills Edge”

Leadership Qualities

Core valuesDecision-making and problem-solving skillsCommunication skillsCommunity service/ teamwork

Technical Skills

Employability skills/professional developmentBusiness and industry partnershipsCo-curricula experiences


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: $100 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.



Advanced Placement (AP): $28 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.



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)

Documents

U.S. Department of Education New Expectations for a New Century: The Education Imperative Susan Sclafani, Assistant Secretary Office of Vocational and