Vocational-Technical Schools

1. Vocational-Technical Schools Stacey Smith Desireé Williams

2. What is Vocational and Technical Education? The Perkins Act defines vocational-technical education as organized educational programs offering sequences of courses directly related to preparing individuals for paid or unpaid employment in current or emerging occupations requiring other than a baccalaureate or advanced degree. Programs include competency-based applied learning which contributes to an individual's academic knowledge, higher-order reasoning, problem solving skills, and the occupational-specific skills necessary for economic independence as a productive and contributing member of society.

3. Pioneers ofVocational Education The late 1800's… • John D. Runkle (1822-1902) • Second President of MIT serving from 1870-1878. • Resigned as President of MIT in 1878 and taught mathematics at the institution until his death in 1902. • Likened technical laboratory instruction to that offered in chemistry and physics courses.

4. Pioneers ofVocational Education • Dr. Emerson E. White (1829-1902) • A public educator from Ohio, he had experience as a teacher and superintendent, editor of the Ohio Educational Monthly, State Commissioner of Education for Ohio, president of Purdue University, and had held the highest positions in the National Educational Association. • Dr. Emerson opposed the teaching of trades in public schools, however, advocated technical education devoted to labor for half of each school day while maintaining the regular school program for the other half.

5. Pioneers of Vocational Education • Calvin M. Woodward (1837-1915) • Pushed for a combination of theory and practice. • His efforts led to the founding of the pioneer manual training school, The St. Louis Manual Training School in 1879. During the that time, the Manual Training School was the largest and most well-attended public high school in St. Louis. • William T. Harris (1835-1909) • U.S. Commissioner of Education from 1889 to 1906. • Supported industrial education as long as it was secondary to the cultivation of humanities.

6. Laying the Groundwork for Vocational Education • By the late 1890s, manual training was under greater criticism because of its apparent disconnection to workplace skills. • Critics (such as the National Association of Manufacturers) began advocating a system of vocational education that trained students for specific jobs instead of giving students general tools training.

7. Laying the Groundwork for Vocational Education • U.S. Education in the 1900's… • The Douglas Commission in 1906, under Massachusetts Governor William L. Douglas, found a need for the public industrial education of trades. It provided a significant boost for the forces advocating trade training in industrial education. Its report was responsible for legislation incorporating vocational education into the public school system.

8. History of Vocational Education Smith-Hughes Act (1917) • Introduced by Georgia's Sen. Hoke Smith and Rep. Dudley M. Hughes • Passed by the Senate and House, and signed into law by President Woodrow Wilson on February 23, 1917. • First provision for federal funding of vocational education with an initial appropriation of $1.7 million incrementing to $7.2 million for the 1925-26 school year.

9. History of Vocational Education Smith-Hughes Act (1917) (con’t.) • Created the (federal) Board for Vocational Education • members included the Commissioner of Education, the Secretaries of Commerce, Agriculture, and Labor; and three citizens appointed by the President representing agriculture, manufacturing and commerce, and labor • Required states to create boards for vocational education to operate state vocational education programs. • Local matching funds were required for each federal dollar appropriated.

10. History of Vocational Education • American Vocational Association formed in 1926 by merger of the National Society for Vocational Education and Vocational Education Association of the Mid-West. • Prominent female vocational education proponent, Lois Coffey Mossman, along with Frederick Gordon Bonser, established the new field of "industrial arts" in the 1920's and focused on infusion of industrial arts into the elementary curriculum.

11. George-Reed Act (1929) History of Vocational Education • Provided additional financial support for vocational education • Money was equally divided between agriculture and home economics • Ag money based on farm population • Home Economics money based on rural population • Funds were used to hire subject matter specialists in agriculture at the federal level

12. George-Elzy Act (1934) History of Vocational Education • Provided additional funding for vocational education • Money was evenly divided between • agriculture • home economics • trade and industrial education (amount determined by non-farm population)

13. History of Vocational Education George-Deen Act (1936) • Authorized Congress to appropriate up to $14.55 million for vocational education. • Recognized Distributive Education as a part of vocational education (now called Marketing Education) • Federal funds could be used to support travel of vocational teachers • President Roosevelt was reluctant to sign the bill because general education needed help also

14. History of Vocational Education • American Industrial Arts Association (AIAA) was formed as a part of the American Association of School Administrators with the aid of William E. Warner in February, 1939. • Warner was appointed to be the first president of the AIAA • In 1942, the AIAA became a department of the National Educational Association (NEA).

15. George-Barden Act (1946) History of Vocational Education • Increased funding for vocational education • Indicated federal funds could be used to support travel associated with the Future Farmers of America and the New Farmers of America • Money could be used on vocational guidance

16. Who is Carl Perkins? History of Vocational Education Carl Dewey Perkins (October 15, 1912 - August 3, 1984) • He was a Kentucky politician (Dem.) and served as a member of the Kentucky Congress from 1949 until his death in 1984. • Perkins' legacy of support to education and the underprivileged is shown by the federal student loan called the Perkins Loan, named for him, as is the Carl D. Perkins Vocational and Technical Education Act, which provides federal money for vocational schooling.

17. History of Vocational Education Vocational Education Act (1963) • Introduced by the House's most influential proponent of Vocational Education, Carl D. Perkins • Signed into law by President Lyndon B. Johnson. • Replaced the Smith-Hughes Act • Amendments in 1968 authorized more than $800 million for 1970-71, however, actual appropriations only reached $365 million.

18. History of Vocational Education Vocational Education Act (1963) • Categorical funding for specific vocational disciplines such as agricultural education was abolished • Funding went to states on the basis of their population in certain age categories • States decided how to spend the money

19. Vocational Education Act (1963)con’t. History of Vocational Education • Expanded the scope of agricultural education to include all areas of agriculture, not just farming. • Expanded the scope of home economics education to include all areas of home economics, not just homemaking. • Established work study programs for vocational students

20. Vocational Education Act of 1963 History of Vocational Education • States had to submit plans for what they planned to do • Eliminated federal supervision/control of vocational programs • Funding for vocational education was substantially increased

21. Modern Day Vocational Education(currently referred to as Career and Technical Education) Educational Amendments (1968) Amended the 1963 Vocational Education Act • Increased funding for vocational education • Funds could be used for high school programs, people who have left school, retraining, special needs students, construction of area vocational schools, vocational guidance, contracting vocational education with private institutions, ancillary services (research, teacher training) and administering the state plan.

22. Career and Technical Education Educational Amendments (1968) • With one exception, did not categorically fund specific vocational programs • Exception: Specifically allocated money to Consumer and Homemaking Education • Of the general appropriations to each state - • 25% had to be spent on disadvantaged populations • 25% had to be spent on out-of-schoolindividuals seeking employment • 10% had to be spent on handicappedindividuals

23. Career and Technical Education Educational Amendments (1968) • Authorized money for: • Curriculum development (this is the only place agricultural education is mentioned in the act) • Residential vocational schools (schools with dorms) • Research (National Center for Vocational Education Research was established) • Leadership development (selected vocational leaders could get advanced degrees)

24. Career and Technical Education Educational Amendments (1976) Monies could be spent on vocational education programs, work study, energy education, area school facilities, support sex equity positions, placement services, Industrial Arts (now Technology Education), support services for females in non-traditional programs, day care services, displaced homemakers, residential vocational centers.

25. Career and Technical Education Educational Amendments (1976) • There were special appropriations for the disadvantaged • Consumer and Homemaking received special funding • Every vocational program had to be evaluated every five years

26. Career and Technical Education Career Education Incentive Act (1977) • Authorized $325 million in Federal grants for the five years following to State and local education agencies. • The purpose of these grants is to help the agencies improve career education programs in elementary and secondary schools.

27. Career and Technical Education Carl Perkins Act (1984) • This was the most significant rewrite of vocational education legislation since 1963. • Two broad themes • Accessibility to all persons • Improve the quality of programs

28. Career and Technical Education Carl Perkins Act (1984) • Fifty-seven percent of state funds were allocated to special populations - vocational education was to be accessible to everyone • handicapped (10%) • disadvantaged (10%) • adult retraining (12%) • single parents and homemakers (8 1/2%) • sex bias & stereotyping (3 1/2%) • incarcerated (1%)

29. Career and Technical Education Carl Perkins Act (1984)con’t. • Forty-three percent of state funds were allocated for program improvement • funds were not to be used to maintain existing programs • Consumer and Homemaking Education received special funding, but 1/3 had to be spent in economically depressed areas • Provided for a full time sex equity coordinator and $60,000 is allocated to that

30. Career and Technical Education Perkins II (1990) • Special populations are still a major focus, • Funds can be used to support existing programs • Academic and vocational education was to be integrated • Articulation between secondary and post-secondary institutions (Tech Prep)

31. Career and Technical Education School-to-Work Opportunities Act (1994) • A variety of programs were established to get students more involved with the world of work and post-secondary education • Grants were given to some states to develop programs • For all students • Funding is temporary

32. Career and Technical Education Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III) The purpose of this Act was to develop more fully the academic, vocational, and technical skills of secondary students, and post-secondary students who elect to enroll in vocational and technical education programs (little emphasis was on special populations)

33. Career and Technical Education Carl D. Perkins Vocational and Technical Education Act of 2006 (Perkins IV)(Signed into law August 12, 2006) • The new Act provides for an increased focus on the academic achievement of career and technical education students • Strengthens the connections between secondary and postsecondary education • Improves state and local accountability.

34. Tech Prep • Tech Prep is a Nationwide Career Development System that provides a student with an individual career plan on a Tech Prep Career major. Tech Prep incorporates academic and career-related courses aligned (articulated) between high schools and colleges. • Tech Prep leads you to a college degree, diploma, certificate and/or apprenticeship credential. • Nationwide Career Development System that provides a student with an individual career Incorporates academic and career-related courses Tech Prep leads you to a college degree, diploma, certificate and/or apprenticeship credential

35. WHY AND WHEN WAS TECH PREP ESTABLISHED? • A nationwide shortage of employees with advanced technical skills, spurred Congress to pass Tech Prep legislation in 1990 as part of the Perkins Vocational-Technical Reauthorization.  • The Tech Prep legislation emphasized articulation agreements among high schools, colleges, and employers to: • Align course work between colleges and high schools Develop high-level academic and technical skills Integrate career applications into academic courses Provide students with community/work-based learning experiences

36. HOW TECH PREP IS PREPARING STUDENTS • Students and their parents/guardians are given resources, information, and guidance to make informed career and college choices. • Students have a program of study based upon their tentative career goal which includes high level academic and technical courses, community experiences, and special activities.

37. HOW TECH PREP IS PREPARING STUDENTS • Educators, employers, and community leaders are provided with a variety of professional development activities and meeting opportunities to enable them to better meet students’ career needs and employers’ workforce development needs. • Georgia Tech Prep is a partnership of: • Georgia Department of Education • Georgia Department of Technical and Adult Education • University System of Georgia • Georgia Department of Labor • Georgia’s RESA Offices • 37 Area Consortia Throughout the state

38. DeKalb Tech Prep • Fast Track - Taking Tech Prep courses in high school can put you on the fast track to completing a two-year Technical College degree and moving on to great-paying jobs and satisfying careers. Since you can begin college courses in high school, you’ll graduate from college sooner. • Hope Grant - Worried about paying for technical college? It’s already taken care of! If you’re a Georgia resident, the Hope Grant will pay for your tuition at any approved technical college in Georgia.

39. DeKalb Tech Prep • Think you might want to go beyond a 2-year technical college and on to a 4-year college in Georgia? No problem! Almost all of your courses from approved technical colleges will transfer to your 4-year college. • What are you waiting for? We encourage you to read further on these pages to understand how to get started. The DeKalb Tech Prep Consortium serves all public high school students in these school systems: • DeKalb County • Decatur City • Morgan County • Newton County • Rockdale County

40. North Carolina New Schools Project • North Carolina Governor Mike Easley • New Schools Project

41. The New Schools Project The New Schools Project seeks to advance the creation of Early College High Schools (ECHS) that will accelerate learning for students while also ensuring that more students graduate prepared for college and successfully complete a college degree.

42. Early College High Schools: Early College High Schools possess greater autonomy and flexibility than traditional comprehensive high schools and create stronger ties between high schools and two and four year colleges and universities.

43. Early College High Schools: • Make higher education more accessible, affordable and attractive by bridging the divide between high school and college; • Eliminate time wasted during the junior and senior years of high school and facilitate the transition of motivated students to higher education; • Provide needed guidance and support from adults through the first two years of college; and • Demonstrate new ways of integrating levels of schooling to better serve the intellectual and developmental needs of young people.

44. Early College High Schools: • ECHS are small, autonomous schools where: • Students earn an Associate’s degree or two years of college credit toward the baccalaureate while in high school; • Mastery and competence are rewarded with enrollment in college-level courses and the years to a postsecondary degree are compressed; and • The middle grades are included or there is outreach to middle grade students to promote academic preparation and awareness of the early college high school option.

45. North Carolina Learn and Earn

46. Carver Early College High SchoolAtlanta, GAYear Opened: 2005Postsecondary Partner: Georgia State UniversityIntermediary: Georgia Department of Education and the University System of GeorgiaDeKalb Early College AcademyAvondale Estates, GAYear Opened: 2006Postsecondary Partner: University System of GeorgiaIntermediary: Georgia Department of Education and the University System of Georgiahttp://www.dekalb.k12.ga.us/earlycollege/Early College Academy of ColumbusColumbus, GAYear Opened: 2006Postsecondary Partner: Columbus State UniversityIntermediary: Georgia Department of Education and the University System of Georgiahttp://earlycollege.mcsdga.net/Gateway to College Academy at Georgia Perimeter CollegeDecatur, GAYear Opened: 2005Postsecondary Partner: Georgia Perimeter CollegeIntermediary: Portland Community College's Gateway to Collegehttp://gpc.edu/~gpcgway Georgia College Early CollegeMilledgeville, GAYear Opened: 2006Postsecondary Partners: Georgia College and State UniversityIntermediary: Georgia Department of Education and the University System of GeorgiaGeorgia Southwestern Early CollegeAmericus, GAYear Opened: 2006Postsecondary Partner: University System of GeorgiaIntermediary: Georgia Department of Education and the University System of GeorgiaSavannah Early CollegeSavannah, GAYear Opened: 2007Intermediary: Georgia Department of Education and the University System of Georgiahttp://www.sccpss.com/schools/default.aspx?schoolname=Early%20College%20Program Early College High Schools in Georgia

47. DeKalb Early College Academy What is the DeKalb Early College Academy (DECA)?DECA is a program designed for high school students in partnership with the Georgia Perimeter College (GPC) to complete their high school diploma while receiving college credits toward an associates degree at the same time. The goal of DECA is to improve the high school graduation rates of DeKalb County high Schools and subsequent college completion.

48. What student support services will be available through DECA? • Small class size (18 students or fewer) • Students will be assigned faculty academic advisors • Academic plans will be charted for a variety of college majors/career plans • Students will be able to earn at least 60 college credits towards an associates degree (grades 9-13) • Students completing an associates degree through GPC are guaranteed a seamless transfer to other colleges and universities within the University System. • Access to computer-based personality inventories and career exploration profiles • Development of Learning Communities designed to provide opportunities for “shared learning” among students • Participation in a “college success” program designed to make the transition between high school and college smoother • Guest lecturers • Cultural excursions • College Tours

49. What is expected of DECA students? • Students are expected to maintain 100% attendance in all classes • Students will be expected to commit to remaining in the program for the 5 year duration • Adhere to established dress code of uniform • Payment of a student activity fee of approximately $140.00 at Georgia Perimeter College beginning in the junior year (strategies are underway to help defray this expense or waive it altogether). • Parent and student will sign a contract outlining specific expectations for class attendance, appropriate conduct and consequences, and other matters pertaining to successful completion of the program.

50. Why is Vocational-Technical Education Significant? • The United States competes in a global economy. The purpose of the Perkins Act is to prepare a workforce with the academic and vocational skills needed to compete successfully in a world market. • Vocational-technical education allows students to explore career options and develop the skills they will need both in school and in the workplace. • Vocational-technical education's combination of classroom instruction, hands-on-laboratory work, and on-the-job training meets students' different learning styles so that all may learn.