Career And Technical Education

This publication, the Career Technical Education Framework for California Public Schools, is the blueprint for educators to use in implementing the career technical education (CTE) model curriculum standards adopted by the SBE. It provides a context for the content laid out by the standards, discusses best practices, and explores important issues in the implementation of those standards.

This report will provide the history of career technical education in the United States and relevance of legislative actions, laws, acts and policies beginning as early as the 18th century and continuing through current-day society. Chronologically documented, the primary focus is on the Carl D. Perkins Career Technical Education 2006, its origin, issues and effects of each amendment that led to important federal government legislations. For an understanding of the Carl D. Perkins Career and Technical Education 2006 Act, an introduction section will provide information on amended acts, laws, and policies that led to the present act and career technical education. Other sections will discuss time periods of local and national legislation changes in the Carl D. Perkins Act, how they affect the present and future of career and technical education. A brief conclusion of the entire research to include summary findings and references.

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

Career and Technical Education (CTE) or “vocational education” provides preparation and skill building for careers. Some high school students will enter the workforce without additional training, but many will receive secondary CTE professional certifications. The goal of CTE is to connect students with growing industries in the American economy and give them the skills and training required for long-term success. However, little is known about CTE. Therefore, students lack access to high-quality secondary CTE.

Throughout the United States and even the world, there are many different types of schools that children are able to attend. These schools are also located in different environments, such as rural, urban, and suburban. Not only are there different environments, there are also a wide range of schools to pick from; public, private, boarding, charter, home schooling, online and career/technical schooling. The career/technical school system is very different from the majority of other schools. However, they are very beneficial to the future of the students, especially for college readiness across the nation. Through this website, https://www.acteonline.org/, we see that career and technical schools are very technology driven.

The Association for Career and Technical Education is the largest national education association dedicated to the advancement of education that prepares youth and adults for careers. It’s our mission is to provide educational leadership in developing a competitive workforce. The ACTE is the nation’s largest not-for-profit association committed to the advancement of education that prepares youth and adults for successful careers. ACTE represents the community of CTE professionals, including educators, administrators, researchers, guidance counselors and others at all levels of education. ACTE is committed to excellence in providing advocacy, public awareness and access to resources, professional development and leadership opportunities. ACTE is committed to enhancing the job performance and satisfaction of its members; to increasing public awareness and appreciation for career and technical programs and to assuring growth in local, state, and federal funding for these programs by communicating and working with legislators and government leaders (www.acte.org).

The purpose of this evaluation to be completed over the course of 4 year with interim reports is to evaluate the progress of CTE programs since the implementation of The Carl D. Perkins Career and Technical Education Improvement ACT of 2006 (Perkins IV). The current workforce is changing what it means for students to be prepared in career and technical education (CTE). There is also another change when it comes to CTE programs. The populations of students that are involved in CTE programs are also shifting. In the past secondary occupational courses were viewed as courses for those students that were without strong academic orientation. Recent data

Toglia, research suggests that “lack of influence develop early in childhoods which are results of factors such as socioeconomic status, parent’s occupations, education levels, and parental expectations” (Toglia, 2013). The lack of support from the students’ parents, accessibility to resources, and technology are factors that may cause the discouragement of students from passing the assessments for certifications. By collaborating, the counselors and teachers can identify the students who are affected the most The data set states that 58% of males in the CTE department at Open Air High School are passing the assessments required for licensure or certification. The counselors and CTE educators should concentrate their efforts on the barriers that the female students face within the CTE department and why the female students aren’t passing the assessments for licensure. Hamilton, Malin and Hackmann states that there are several factors that contribute to female under-participation within STEM/CTE related fields which includes lack of self-confidence, loss of interest in science and math during middle school, insufficient exposure to nontraditional occupations and role models, gender-biased career guidance practice/published

An examination of two additional studies was made to see if there exists perceptions associated with SWD and labels for students served under IDEA, part B. Harvey & Pellock (2003) utilized a self-designed assessment instrument to survey attitudes and opinions of 127 Pennsylvania CTE teachers using a Likert-type scale. Case study stories of students were used in the study by Harvey and Pellock (2003) study to explore “attitudes and perceptions concerning the influence of students’ educational labels, behaviors, and learning characteristics as they related to instructional expectations, program modifications and accommodations, and youth post-secondary outcomes” (p. 31). Questions were posed to teachers related to career and technical program outcomes based on five labels of disabilities of CTE participants: (a) Non-Disabled (ND); (b) Physical Disability (PD); (c) Learning Disability (LD); (d) Behavior Disorder (BD); (f) Mental Retardation (MR); (g) Visual Impairment (VI). Teacher’s ranked students with MR, BD, VI as presenting the most significant educational issues related to their labels, and added that these labels, along with students labeled as PD were perceived by CTE teachers as needing additional support for positive career and technical program

): Special population learner’s face several barriers when they enroll in career technical education programs. One of the most common of barriers are negative behaviors. In my past experience as a Career and Technical College instructor, I can attest to the negative behaviors that are barriers for students. They seem to psychologically think that, everyone in their environment is their enemy, including administration, counselors, classmates, and the instructor. As a result of such negative behavior, the student will not finished a program.

As a result of the George Deen Act and Carl D. Perkins Act, career technical education has evolve tremendously. There are more program choices to choose from, teachers have standards and guidelines to follow, education is available to all who choose. Equipment and supplies are available in order to teach on-the-job skills, students have clinical educational right direction. Due to the research and trial and error efforts of Smith Hughes, Carl Perkins, and George Deen, CTE programs have improve and keep improving with trends.

As affirmed by Oklahoma Department of Career and Technology Education, “We prepare Oklahomans to succeed in the workplace, in education and in life. The Perkins accountability system strengthens our efforts to achieve this purpose.” Oklahoma promotes career development based upon the Tech Prep system to offer the information students need to make informed decisions about their education and career choices. The financial focus on career development has helped students increase their self-understanding of personal aptitudes, interests, values and goals. As a vital facilitation from the Tech Prep process, the ODCTE has made use of Programs of Study in a more comprehensive and structured approach for delivering career oriented and technical education.

Career and Technical Education programs, known in the profession simply as CTE, provide students an opportunity to prepare for a wide range of careers. Students are exposed many disciplines including health care, agriculture, business, and graphic design. Through these programs students get to explore various career paths and get hands on training, which will help them to be more employable as they transition into the workforce.

While in high school, students may elect to take courses in career and technical education as aligned to their personal interests and aptitude while in high school. Career and Technical Education programs throughout of the state of Texas allow students to participate in co-curricular student organizations, also known as Career and Technical Education Student Organizations, that correspond to courses that students participate while in high school. By joining these student organizations, student gain the opportunity to learn leadership skills, participate in high quality learning activities and competitions at the local, state and national levels, and have the ability to extend their learning to real-world experiences that help build quality college and career ready candidates after high school (Davis & Alexander, 2013).

A vocational education, now called Career and Technical Education (CTE), is typically a non-traditional degree which prepares students to work in a specific trade, and can lead to a successful career. Funk and Wagnalls New World Encyclopedia defines vocational education as, “instruction in skills necessary for persons who are preparing to enter the labor force or who need training or retraining in the technology of their occupation” (“Education, Vocational” 1). Throughout the years, vocational education has been considered a “second-best option for the second-best kids” (Watson 1). However, there seems to be a trend of expanding vocational education to keep up with the current needs of the labor market (Rose 1). This trend is a testament