PHASE 1: Research Topic, Questions, & Format

Agricultural Education is one of the Career Technical Education or CTE Program Areas. According to the Department of Education in Indiana, CTE programs provide training for high skill careers that are in high demand. The CTE programs provided in schools allow for academic success for all students along with career preparation for a variety of trades. CTE programs include both programs within the schools and also Career and Technical Education Locations. CTE funding is being cut from schools because the focus of education shifted to focus on core academics in order to push students toward higher level education, however because of this shift in education there is a deficit in skilled labor workers. Having CTE programs does not have to limit or discourage the pursuit of higher education after high school, but instead provides other means and opportunities to reach achievement.

While core academics are paramount to secondary education, career technical education programs provide necessary life skills and career preparation that students may find a valuable part of their educational experience. Our focus is on why CTE funding is being cut from schools and its impact on the growing deficit for skilled workers. Not all CTE pathways lead to skilled labor, other pathways lead to engineering, nursing, and business. However, with a lack of funding all of these programs futures are in jeopardy. Our research will come from government websites on education such as the Indiana Department of Education’s website. We also plan to utilize blogs, articles, and other online resources documenting the funding cuts and their effects in everyday life. We will format our research findings in a blog style for ease of access and readability to our audience. These funding cuts directly affect our major as agricultural education falls under CTE programs. In addition to our curriculum, agricultural educators also have FFA programs that also focus on career development and leadership. This research project will allow us to understand what funding cuts we may face in the future and how to address those problems.

Group Member 1 – Phase 1 & 2 – Sheridan Elswick

Group Member 2 – Phase 3 – Molly Bull

Group Member 3 – Phase 3 – Courtney Kelley

Group Member 4 – Phase 4 & 5 – Brittany Young & McCord Snider

Group Member 5 – Phase 4 & 5 – Brittany Young & McCord Snider

PHASE 2: Project Plan

Agricultural Education is one of the Career Technical Education or CTE Program Areas. According to the Department of Education in Indiana, CTE programs provide training for high skill careers that are in high demand. The CTE programs provided in schools allow for academic success for all students along with career preparation for a variety of trades. CTE programs include both programs within the schools and Career and Technical Education Locations. CTE funding is being cut from schools because the focus of education shifted to focus on core academics in order to push students toward higher level education. Having CTE programs does not have to limit or discourage the pursuit of higher education after high school, but instead provides other means and opportunities to reach achievement.

While core academics are paramount to secondary education, career technical education programs provide necessary life skills and career preparation that students may find a valuable part of their educational experience. Our focus is on why CTE funding is being cut from schools and its impact on the students. As a subquestion we will research what relationship if any CTE funding cuts have on the lack of skilled workers. In addition, we will ask, how graduation rates compare between schools with CTE programs and schools where funding was cut? We will also look at how Indiana’s Core 40 diplomas and Indiana’s Technical Honors Diploma differ in relation to CTE. These subquestions will clarify and support our overall research question. Not all CTE pathways lead to skilled labor, other pathways lead to engineering, nursing, and business. However, with a lack of funding all of these programs futures are in jeopardy. Our research will come from government websites on education such as the Indiana Department of Education’s website. We also plan to utilize blogs, articles, and other online resources documenting the funding cuts and their effects in everyday life. We will format our research findings in a blog style for ease of access and readability to our audience. These funding cuts directly affect our major as agricultural education falls under CTE programs. In addition to our curriculum, agricultural educators also have FFA programs that also focus on career development and leadership. This research project will allow us to understand what funding cuts we may face in the future and how to address those problems.

Our subquestions reinforce our main research question: why CTE funding is being cut from schools and its impact on the students. Researching what relationship if any CTE funding cuts have on the lack of skilled workers will allow us to determine if society is being done a disservice along with students because of the funding cuts. The research on how graduation rates compare between schools with CTE programs and schools where funding was cut will give us insight on if focusing on core standards is beneficial. Some students show talent or advances in technical skills and learning where they may lack in academic core classes. We will also look at how Indiana’s Core 40 diplomas and Indiana’s Technical Honors Diploma differ in relation to CTE programs. Indiana’s students have three diploma track options. This difference shows state recognition at one time for the importance of technical honors.

Each individual group member will find their own sources to research their respective subquestions. However, because the subquestions cover very similar informational points, there may be some common resources used, such as the Indiana State Department of Education website, the National FFA website, and the U.S. Department of Education Website. To ensure our group stays on task to complete our project in a timely manner, we are requiring all members to find three reliable sources on their subquestion by February 22. By March first, each member should have composed their research findings in written form to be sent to Courtney Kelley by March second.

Subquestions/Basic Research Assignments:

 Relationship cut CTE Funds & lack of Skilled Labor -Molly Bull

Graduation Rates Comparison between schools with CTE programs and without – Brittany Young

Compare diploma requirements for Indiana Core40, Honors, and Technical Honors – McCord Snider

Legislature shifting focus to CORE standards and career readiness – Courtney Kelley

Where CTE funding cuts have been made/how much/basic research- Shea

Group Member 1 – Phase 1 & 2 – Sheridan Elswick

Group Member 2 – Phase 3 – Molly Bull

Group Member 3 – Phase 3 – Courtney Kelley

Group Member 4 – Phase 4 & 5 – Brittany Young & McCord Snider

Group Member 5 – Phase 4 & 5 – Brittany Young & McCord Snider

PHASE 3: References

Appelbaum, B. (2017, May 21). Lack of Workers, Not Work, Weighs on the Nation’s Economy. Retrieved from https://www.nytimes.com/2017/05/21/us/politics/utah-economy-jobs.html It is obvious that with the push for higher education that skilled position would soon be forgotten. However, we will still need skilled labors and know there is a great shortage in the industry. There is tons of work to done but no one to do the work. Economist believe that this is now going to affect the overall growth of the economy. 

ACTE: Association for Career & Technical Education, About CTE. (2018). Retrieved March, 2018, from https://www.acteonline.org/aboutcte/#.Wq8GsOjwbIU  Based off of the statistics, there is an obvious difference in future successes of students enrolled in Career and Technical Education, starting with graduation rates. “The average high school graduation rate for students concentrating in CTE programs is 93 percent, compared to an average national freshman graduation rate of 80 percent. 91 percent of high school graduates who earned 2-3 CTE credits enrolled in college.”

Career and Technical Education in High School: Does It Improve Student Outcomes? (2016, April 07). Retrieved March, 2018, from https://edexcellence.net/publications/career-and-technical-education-in-high-school-does-it-improve-student-outcomes  “Students with greater exposure to CTE are more likely to graduate from high school, enroll in a two-year college, be employed, and earn higher wages.” “Students who focus their CTE coursework are more likely to graduate high school by twenty-one percentage points compared to otherwise similar students (and they see a positive impact on other outcomes as well).”

Fleck Education (2016). Indiana Career Readiness Report. Pg 10. Retrieved from http://www.doe.in.gov/sites/default/files/cte/17-state-cte-career-readiness-report-final-3-3-17.pdf  By looking at the graph from the Indiana Career Readiness Report in 2016, there is an obvious difference in the graduation rates of CTE students verses the state graduation rate. In fact as stated, “over 80% of CTE concentrators who graduated in 2015 earned a Core 40 diploma, Academic Honors, or Technical Honors Diploma with.”

High School Diploma Options. (n.d.). Retrieved March 19, 2018, from https://learnmoreindiana.org/college/preparing-for-college/high-school-diploma-options/  This website breaks down each diploma requirements in an easy to read document. It would be a good way for a middle school student/parent to go through and see which the best option for that student

Indiana Chamber Foundation (2017, April 21). College and Career Readiness: Guide to Best Practices, Resources and Tools for Comprehensive Counseling Programs in K-12. Retrieved from https://www.indianachamber.com/wp-content/uploads/2017/09/College_and_Career_Readiness_Counseling_Framework.pdf
College and Career readiness starts at a very young age. There is talk of career by the early end of elementary school with a heavy focus on careers and college during the high school years. A specific road map has been developed listing out the many things that schools should do in order to prepare their students properly. A frame work has been developed based on students having access to awareness of opportunities, information and exploration, and preparation and planning.

Indiana Department of Education. (2018, February 16). College and Career Readiness. Retrieved from https://www.doe.in.gov/ccr What does it mean to be college and career ready? In Indiana, this is defined as an individual who has the knowledge, skills and abilities to succeed in post-secondary education and economically viable career opportunities. The College and Career Readiness Programs combine Indiana Academic Standards, Career and Technical Education, and STEM.

Indiana Department of Education. (2017, August 11). Indiana’s Diploma Requirements. Retrieved from https://www.doe.in.gov/ccr/indianas-diploma-requirements Core 40 was created and made into completion for a graduation requirement for all students beginning with students entering high school in 2007. Core 40 is required for minimal for college admission for four year universities. With Core 40 with Academic Honors, a student must complete Core 40 Requirements as well as the following: earn 2 additional math credits, earn 6-8 foreign language credits, 2 fine art credits, earn at least a “C” in classes being applied towards the diploma, have a GPA of a “B,” and one extra requirement. With Core 40 with Technical Honors the student must complete the following: All Core 40 requirements, 6 credits of college and career prep classes, have a “C” or better in classes applied towards diploma, have a “B” GPA or better, and one extra requirement.

Indiana Department of Workforce Development. (2017, December 1). CTE Program Categorizations and Funding Recommendations. Retrieved from https://www.doe.in.gov/sites/default/files/cte/18-19-funding-memo-and-chart-updated-dwd.pdfIn 2017 revisions were made to CTE funding. Although most funding remained the same, apprenticeships, cooperative education courses, and work-based learning courses were reduced from $300/pupil to $150/pupil. Special CTE funding is also allocated for programs where many students receive training. The state however revised this eligibility to include only programs where students must travel to an off campus of enrollment site for their learning. Districts with CTE programs in their schools will not receive funding for the students enrolled in that school. This makes funding more available to separate CTE program locations such as vocation institutions.

Indiana Department of Management and Budget (2013, August). Indiana Common Core Implementation. Retrieved from https://www.in.gov/sboe/files/2014-04-18_Indiana_Common_Core_Implementation_-_FINAL.PDF Common Core was implemented in order to prepare students for college and careers. Prior to the 2013 adaptation of  Common Core, Indiana did not have standards that reflect the federal governments requirement for college and career readiness.

Litvinov, A. (2017, June 2). Education Votes. Retrieved from http://educationvotes.nea.org/2017/06/02/trump-devos-budget-slashes-career-technical-education-despite-need-skilled-workers/ A massive cut to the CTE budget has been made even though legislators recognize that there is a shortage in skilled labor workers. CTE teachers our outraged knowing that they are helping students create their futures instead of dropping out or failing many of their classes. One teacher even claims to have a one hundred percent graduation rate because his students find a purpose in the material that they are learning.

McCormick, J. (2017, September 5). Memorandum. Retrieved March 18, 2018, from https://www.doe.in.gov/sites/default/files/cte/memo-state-cte-funding-17-18-9-5-17.pdfFunding levels per credit hour for CTE courses are based on high, moderate, or low wage levels and labor market demand. Funding per pupil is based on the level of the course such as: introductory, foundational, work based learning, or area participation. Schools are also eligible to receive grants, but there are limitations.

McVicar, Brian. (2017, November 7). How One Lawmaker is Pushing to End Shortage of Skilled Trades Teachers. Retrieved from www.mlive.com/news/index.ssf/2017/11/how_one_lawmaker_is_pushing_to.html  It’s important that teachers are hired who are passionate about the occupation and the students. They need to be knowledgeable in all aspects of education and not just the minimum. We need teachers who aspire to go above and beyond and strive for the success of their students.

Quinton, S. (2017, April 9). States Want More Career and Technical Training, but Struggle to Find Teachers. Retrieved from www.pbs.org/newshour/education/states-want- career-technical-training-struggle-find-teachers  Shortages have been caused by low incomes, lack of interest in teaching areas involving CTE’s and rural locations that need positions filled but there are no interests in these areas. Skilled labor is hard to come by when there is no interest in occupation or location. Schools are constantly struggling to keep positions filled with exceptional educators.

Trigg, L. (2017, December 24). State Reshuffles Funding for Career Education. Retrieved from http://www.indianaeconomicdigest.net/main.asp?SectionID=31&SubSectionID=77&ArticleID=90583  The 2017 changes to funding mainly focused on reallocating the existing funding. The new rating system put more financial support to more in high demand areas, while this is helpful to the high-demand areas many other programs’ funding were cut by fifty percent. Prices of equipment and program materials are only rising and programs are being cut because there is not enough funding for the interest level. These funding cuts are not helping the teacher shortage. Why would a teacher want to go into a classroom where they will not have the financial means to effectively run their program.

U.S. Department of Education Office of Planning, Evaluation and Policy Development Policy and Program Studies Service. (September 2014). National Assessment of Career and Technical Education. Retrieved from https://www2.ed.gov/rschstat/eval/sectech/nacte/career-technical-education/final-report.pdf  This article compares the graduation rates for CTE concentrators. The data being compared uses the information found under Perkins and ESEA.