Career and Technical Education Supporting Data & The Case for Growth

1. Career and Technical EducationSupporting Data & The Case for Growth February 2014

2. CTE Student Demographics (making up 20% of DPS high school pop.) ELL Representation SPED Representation Low Income Representation

3. CTE High School Completion Rate vs. District • CTE students completed high school at a rate significantly higher than any comparison group over the last 8 years, and 10 percentage points higher than the district’s median extended completion rate (7 year rate) for that same period 75% HS Completion for CTE Students N= 21,531 CTE students DPS Median Extended Completion Rate: 65% Incomplete Data • *Note: The CTE-District rate differential of 10% is an underestimate, for two reasons: • The CTE rate is an underestimate because it does not account for students who transferred • About 20% of DPS completers each year include CTE participants

4. CTE High School Completion Rate by Race & Income vs. District • Low income and minority students in CTE programs exhibit completion rates 3-14% higher than the district’s median extended completion rate (7-year) in all categories • Highest high school completion rate for CTE students: black females at 80% Hispanic Males: 12% higher completion with CTE Low income: 14% higher completion with CTE N= 21,531 CTE students

5. High School Completion Rates by Zip Code– All DPS vs. CTE • High school completion rates in endemically off-track zip codes are significantly higher if students take just one CTE course–- a difference of up to 21 percentage points 80249 DPS: 57% CTE: 78% DPS: 51% 80239 CTE: 72% 80211 80205 80207 CEC DPS: 52% DPS: 67% 80204 CTE: 73% 80220 EGTC CTE: 83% DPS: 61% DPS: 68% 80219 80223 CTE: 74% CTE: 77% DPS: 55% DPS: 61% CTE: 75% CTE: 66% DPS: 55% CTE: 75%

6. The Power of Course Sequencing: Completion Rate Comparisons • Students who take a sequence of 3+ CTE courses over 4 years complete high school at much higher rates than comparison groups– a 27% difference for all students, and a 30% difference for low income students 30% difference in HS completion for Low Income 93% 92% 92% 34% difference in HS completion for ELLs 87% 79% 74% 75% 66% 65% 63% 58% 58% Students w/ 3+ CTE courses, N= 3,660 All CTE students, N= 21,531 *7-year completion rates

7. The Power of Course Sequencing: Annual Attendance Comparisons • Attendance data suggests that students who take a sequence of 3+ CTE classes are more likely to attend school than peers, a difference of >3 school weeks for ELL students, and 2 ½ weeks for all students A difference of more than 3 weeks of school 92% A difference of 2 ½ weeks of school 88% 86% 83% 83% 80% No Data Students w/ 3+ CTE courses, N= 3,660 All CTE students, N= 21,531

8. EXAMPLE: Engineering and Energy Pathway LEVEL 1: INTRODUCTORY • PLTW • Basic Petroleum Technologies • Basic Wind and Solar • Home Energy Efficiency • Energy and Environmental Policy Grade 9 LEVEL 2: FOUNDATIONS Grade 10 PROJECT LEAD THE WAY LEVEL 3: ADVANCED SKILLS PLTW: Specialized Engineering Fields Modeling and Analysis for Natural Resources Technical Computing for Energy Industries AP Environmental Science Grade 11 • Civil Engineering • CiM • Digital Electronics • Biological • Remote Sensing • Geospatial analysis: LMKR • MATLAB • Simulink • Digital Control Logic • Field research LEVEL 4: PATHWAYS Grade 12 • Oil and Natural Gas • Renewable Energy • Energy Policy • Home Energy • Engineering PLTW Capstone: Engineering Design and Development Advanced Coursework Capstone Project Internship Certifications • AP Physics • AP Calculus • AP Environmental Science • Red Rocks Community College • Colorado School of Mines • MOOC

9. Case for Growth • CTE engages students. High school completion rates, attendance, median growth, and discipline were significantly better for students in CTE than peer groups of the same demographics, same zip codes, same schools, and same academic profile. • CTE equips students with skills necessary for readiness in career and postsecondary education. Students taking CTE courses can graduate with workforce certifications and skills, as well as college credit. This fills a tremendous need for workforce development. • CTE operating costs are very low for a high return on investment. After state and federal reimbursements, Denver Public Schools allocated just $560 out of PPOR last year for each student participating in CTE.Thus, nearly half of DPS’ operating costs for CTE were covered by state and federal dollars.

10. Value to Students • All students have equitable access to CTE programs • Courses are aligned with skilled labor demand, and are responsive to changing industry demand • CTE pathways culminate in workforce experiences for students, and concrete postsecondary opportunities • Courses are relevant, engaging, and sequenced, leading to advanced coursework for college credit 5. Academic content is embedded, allowing deep focus on application of knowledge

11. Appendix

12. Representation of Economically Disadvantaged Students • Economically disadvantaged students are strongly overrepresented in the fitness trainer, health science, and sports medicine courses • Economically disadvantaged students are significantly underrepresented in two of the district’s larger computer-based CTE offerings Significant digital divide by income

13. Median Growth Percentile Comparisons • ELL and Low Income students who took 3+ CTE courses exhibited higher than expected median growth percentiles

14. CTE Student College Readiness in Reading Of 26,431 CTE Students across DPS from 2004-2012, 45% were college ready in Reading by Colorado Community College System (CCCS) standards CTE Students’ College Readiness by ACT Cut Score* CTE Students’ College Readiness by CCCS Cut Score* N= 26,431 Years: 2004-2012 45% CCCS College Ready in Reading N= 26,431 Years: 2004-2012 23% ACT College Ready in Reading Note: ACT College Ready Cut-Score: 21 Note: CCCS College Ready Cut-Score: 17 • District Comparison • DPS 2013 College Readiness by ACT Cut Score in Reading: 32% • DPS 2008-2012 Average College Readiness by ACT Cut Score in Reading: 27%

15. CTE Student College Readiness in English Of 26,431 CTE Students across DPS from 2004-2012, 33% were college ready in English by Colorado Community College System (CCCS) standards CTE Students’ College Readiness by CCCS & ACT Cut Scores* N= 26,431 Years: 2004-2012 33% CCCS and ACT College Ready in English Note: CCCS College Ready Cut-Score: 18 ACT College Ready Cut-Score: 18 • District Comparison • DPS 2013 College Readiness by ACT Cut Score in English: 41% • DPS 2008-2012 Average College Readiness by ACT Cut Score in English: 37%

16. CTE Student College Readiness in Math Of 26,431 CTE Students across DPS from 2004-2012, 25% were college ready in Math by Colorado Community College System (CCCS) standards CTE Students’ College Readiness by CCCS Cut Score* CTE Students’ College Readiness by ACT Cut Score* N= 26,431 Years: 2004-2012 N= 26,431 Years: 2004-2012 25% CCCS College Ready in Math 15% ACT College Ready in Math Note: ACT College Ready Cut-Score: 22 Note: CCCS College Ready Cut-Score: 19 • District Comparison • DPS 2013 College Readiness by ACT Cut Score in Math: 22% • DPS 2008-2012 Average College Readiness by ACT Cut Score in Math: 20%