Industry Certification Case Study

Today’s economy demands a better educated workforce than ever before, and jobs in this new economy require more complex knowledge and skills than the jobs of the past. The California Department of Education and the California State Board of Education are pleased to present the California Career Technical Education Framework for California Public Schools, Grades Seven through Twelve. The California Career Technical Education Model Curriculum Standards, Grades Seven Through Twelve, adopted by the State Board of Education (SBE) in 2005, was designed to help achieve that goal by providing educators with rigorous, balanced standards reflecting both the essential knowledge needed to achieve a seamless transition to careers or postsecondary education or training and the specific skills required for each of the state’s 58 career pathways.

This report will provide the history of career technical education in the United States and relevance of legislative actions, laws, acts and policies beginning as early as the 18th century and continuing through current-day society. Chronologically documented, the primary focus is on the Carl D. Perkins Career Technical Education 2006, its origin, issues and effects of each amendment that led to important federal government legislations. For an understanding of the Carl D. Perkins Career and Technical Education 2006 Act, an introduction section will provide information on amended acts, laws, and policies that led to the present act and career technical education. Other sections will discuss time periods of local and national legislation changes in the Carl D. Perkins Act, how they affect the present and future of career and technical education. A brief conclusion of the entire research to include summary findings and references.

This study follows three cohorts of students- those who started ninth grade in 2008, 2009, and 2010 (the high school classes of 2012 through 2014)- from ninth grade through the year after they should have graduated high school. These cohorts include over 100,000 individual students and more than 350,000 student-year observations. More specifically, all of these students are enrolled in Arkansas high schools. This study includes all students in Arkansas that are enrolled in CTE courses.

Colleges are struggling to adapt to society’s changing requirements for adults entering the work force. John Fawell laments this change and states that humans intrinsically desire to learn more for the purpose of knowing more. However, the focus has shifted away from this and has become more career-oriented. This shift is not well supported in the current college system. The education system is aware of this change and some have modified their programs, but they are too narrow and a broad college education is lost. Even though it has become almost mandatory in society, a college degree does not prepare students for a real-world work environment and is not necessary for most occupations. Many, such as lawyers or doctors, do require further education and a system that instructs them while also training the majority of the workforce would be an improvement.

Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,

As the world of work becomes more complex, many workers need training to avoid losing their jobs or being passed over for promotion. Consequently, many who would not have considered college 20 or even 15 years ago are finding themselves back in school. As adults become students, employers, colleges, and workers are changing old notions about how to go about pursuing higher learning.

Dual enrollment, four year universities, community colleges and trade schools. I’ve seen people with college educations that have terrible jobs and no real prospects, and I’ve seen people without degrees, or with technical certificates, that are wildly successful and happy with the choice they made. Yet we continue to see the disparities between those that have vocational training or a two or four year degree, and those that do not.

Throughout the United States and even the world, there are many different types of schools that children are able to attend. These schools are also located in different environments, such as rural, urban, and suburban. Not only are there different environments, there are also a wide range of schools to pick from; public, private, boarding, charter, home schooling, online and career/technical schooling. The career/technical school system is very different from the majority of other schools. However, they are very beneficial to the future of the students, especially for college readiness across the nation. Through this website, https://www.acteonline.org/, we see that career and technical schools are very technology driven.

Cofounder and executive chairman of LinkedIn Reid Hoffman calls for the broadened acceptance of alternative routes to higher education. He states, “there are an expanding number of ways to acquire specific skills and knowledge faster and less expensively than one can manage through a traditional four-year degree program” (Hoffman 1). Siemens and similar manufacturers have kickstarted programs that use real life experience in factories and other entry level jobs to build advanced skills in recent high school graduates. The employees are given the opportunity to earn their way up within the company, eliminating the need for a diploma. Although these programs exist, the underlying issue is most employers’ outlook; to employers, a four year bachelor’s degree signals a multitude of positive attributes: commitment, proficiency in at least one subject area, and self-sufficiency. However, the completion of a training program demonstrates these same qualities and is a more fiscally responsible route to preparedness for a job. Furthermore, expendable courses taken to fulfill the mandatory amount of credit hours for graduation waste time and money. School administrations impose such standards to ensure a sizeable profit, and students in turn are being forced to hand over the majority of their savings for knowledge not relevant to their

Unlike the other forty-two states, the state of Virginia has not opted into the Common Career and Technical Core; however, Virginia does have its on set of standards for CTE programs. The programs implemented are designed to prepare students for “productive futures while meeting the commonwealth’s need for well-trained and industry certified technical workers” (VDOE CTE). Much like other states’ CTE programs, Virginia actively partners with businesses to design and provide high quality, dynamic programs capable of meeting current, emerging and projected labor market needs (VDEO CTE). Currently, CTE programs serve more than 550,00 students in grades 6-12 who can take advantage of 16 different career clusters, of which include Agriculture, Food & Natural Resources, Architecture & Construction, Business & Management, Education & Training, Finance, Health Science, Information Technology, Marketing, and much more. (VDOE CTE). These different clusters help students to design a rigorous and relevant plan of study to advance their career goals. As a whole, clusters seek to:

The article discusses how teachers are discovering that the No Child Left Behind idea is flawed, developmentally unfitting, lacking funding, and leaving more students, educators, and schools behind before the bill was passed. Later the article presents a short history about educational testing, investigates the argument of teaching to the test, and focuses on subgroups of school populations that are negatively affected by No Child Left Behind bill, distinctively students from low socioeconomic backgrounds, minorities, second-language learners, and students with special needs.

The purpose of this evaluation to be completed over the course of 4 year with interim reports is to evaluate the progress of CTE programs since the implementation of The Carl D. Perkins Career and Technical Education Improvement ACT of 2006 (Perkins IV). The current workforce is changing what it means for students to be prepared in career and technical education (CTE). There is also another change when it comes to CTE programs. The populations of students that are involved in CTE programs are also shifting. In the past secondary occupational courses were viewed as courses for those students that were without strong academic orientation. Recent data

With every passing day technology is improved more and more, leading to a world where job specialization is starting to become king. Jobs like cashier are becoming less and less frequent with the rise of digital kiosk that take the place of a human. According to the U.S department of labor, the top 5 fastest growing jobs are “Wind turbine service technicians, Occupational therapy assistants, Physical therapist assistants, Home health aides, and Physical therapist aides,” all of which require some form of a college degree (Fastest Growing Occupations). With this modern and fast growing world full of new advancements, college is needed for almost any career. “College is a Waste of Time and Money” by Caroline Bird gives a different view on the

In the Foundations of Education course here at Alcorn State University; it is a necessity that we the students attain fifteen field hours. The first five hours starts with the INTASC Standards 10. The INTASTC Standard 10 states that the teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. The Interstate Teacher Assessment and Support Consortium is an association of state education agencies and national educational organizations dedicated to the improvement of the preparation, licensing, and on-going professional development of educators. An effective educator must be able to mix content knowledge with the specific assets and desires of students to guarantee that all students absorb and achieve at high levels.

Parents, students, and employers still hold stereotypes about career and technical education (CTE). This Practice Application Brief presents strategies career and technical educators can use to present a new image of CTE as a viable strategy for education and work, including proactive approaches to enhancing the reputation of CTE programs, bringing parents up to date on labor market information, marketing CTE to the local community, and working with media to recognize exemplary programs and outstanding student achievements.