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  1. NATIONAL ASSESSMENT OF CAREER AND TECHNICAL EDUCATION (NACTE) Presentation to National Association of State Directors of Career Technical Education Consortium March 22, 2007

  2. NACTE OVERVIEW Dr. David Goodwin Director, Program and Analytic Studies, Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development U.S. Department of Education

  3. NACTE OVERVIEW • Perkins Career and Technical Education Act of 2006 (Perkins IV) again mandates an assessment of career and technical education (CTE) • Mandate is similar to the mandate to do the National Assessment of Vocational Education (NAVE; 2004) in Perkins III

  4. NACTE OVERVIEW • Key issues in the mandate include— • Implementation of Perkins IV • How CTE is being held accountable • How programs of study integrate challenging academic and technical content • Quality of CTE teachers • Who participates in CTE • Outcomes of CTE

  5. NACTE OVERVIEW • Perkins IV also requires an Independent Advisory Panel (IAP) to provide guidance to NACTE and prepare an independent analysis of it • Our first meeting is April 23-24 • We have gotten an outstanding group of people to serve on it

  6. NACTE OVERVIEW • Although Perkins IV continues the direction of Perkins III, the policy context has changed— • Globalization of the economy has heightened concern about the competitiveness of our workforce • No Child Left Behind Act is supporting standards-based educational reform. • High school reformers want college-ready and job-ready graduates

  7. NACTE Policy Issues Dr. Jay Noell Director, NACTE PAS/OPEPD U.S. Department of Education

  8. NACTE Policy Issues • NACTE’s research agenda is in development • IAP meeting on April 23-24 will help us identify priorities and options; your suggestions are also welcome

  9. NACTE Policy Issues • Time to conduct research is limited • Interim report is due Jan. 1, 2010, and • Final report is due July 1, 2011 • NACTE will also have less funding than NAVE (2004), the previous assessment • As a result NACTE will have to carefully prioritize the studies it can do

  10. NACTE Policy Issues • The logic of the issues NACTE is proposing to examine follows that of how standards-based systemic reform should operate. • Starting point is the content standards defining what students should know and do, and the end point is what they have learned

  11. NACTE Policy Issues • Cores issues are— • I.Are the new Perkins’ accountability provisions working? • II. Are states implementing the requirement for developing and implementing programs of study that integrate academic and technical content?

  12. NACTE Policy Issues • Cores issues are— • III. Are CTE teachers of high quality and getting the professional development they need for integrating challenging academic and technical content? • IV. Is student enrollment in CTE programs changing and do those programs integrate academic and technical content?

  13. NACTE Policy Issues • Cores issues are— • V. Do the outcomes of CTE students—high school graduation, achievement levels, postsecondary enrollment, and employment and earnings—reflect a positive impact from CTE participation? • VI. What about: funds allocations, Tech-Prep, and Promising Practices?

  14. NACTE Studies Mr. Michael Fong Deputy Director, NACTE PAS/OPEPD U.S. Department of Education

  15. NACTE Studies • The wide range of topics that NACTE needs to address calls for a range of different types of studies to examine them • Because of the limited time available, NACTE will use available data to the extent possible

  16. NACTE Studies • The key studies proposed include— • Expert panel review of state CTE content standards • Survey of state CTE directors • Case studies of selected school districts • Study of state/local data systems

  17. NACTE Studies • Literature review of technology and distance education • Wiki on promising practices • Secondary data analyses of teacher quality and student participation using NCES data

  18. NACTE Studies • Case studies of preservice training • Secondary analysis of national outcome data (ELS:2002) • Secondary analysis of outcomes using local administrative data where natural experiments occur, e.g., Philadelphia

  19. State Directors’ Suggestions and Discussion Dr. David Goodwin, Dr. Jay Noell, & Mr. Michael Fong U.S. Department of Education

  20. State Director Suggestions • Topics— • Are these the right topics? • What other topics would you suggest? • Studies— • Are these the right studies? • What other studies would you suggest?

  21. State Director Suggestions Thanks for the opportunity to present our proposed NACTE research agenda. Contact information: