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