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.