David Gordon

David Gordon
June 11, 2014

Every bit a longtime proponent of Career Technical Education, I experience compelled to provide additional context to the June v commentary by Nicole Rice and Jeremy Smith entitled "Save Career and Technical Didactics from Their Expiry Spiral."

It is unfortunate that the article suggests that Career Technical Education (CTE) in California is on the decline when the state's commitment to a complete, integrated learning program really is stronger than ever. The commentary makes some valid points, but I am concerned that progress made in the remarkable transformation of Regional Occupational Programs and technical courses to more flexible, career-based and industry-themed courses throughout California will be obscured by the focus of this article.

The central premise of the authors' commentary focused on a reported one-year turn down in CTE courses and accompanying course enrollments gleaned from the California Longitudinal Student Achievement Information System (CALPADS) and reported by the California Department of Education. That commentary failed to include any multi-year analysis of the same data to truly evaluate trends in grade offerings, form enrollment and CTE teachers. That lack of depth helps paint a fake pic.

The article cites a subtract in the number of CTE courses from 2011-12 to 2012-thirteen (the most recently available data from the land). Data included from an EdSource commodity published earlier this yr, "New Report Fuels Fears of Decline of Regional Occupational Programs" (Jan. 26, 2014) ostend a ane-year course offering refuse from 2011-12 (42,610 courses) to 2012-xiii (35,625 courses). However, the number of CTE courses reported in 2012-thirteen represents an increase of more than 12,000 courses over the previous five years (23,600 courses were reported in 2008-09). In addition, that commodity reported a 20 percent drop in the number of full-time CTE teachers from 2011-12 (half-dozen,145 teachers) to 2012-13 (iv,937 teachers). Withal, the commentary fails to note the fact that the number of full-time CTE teachers actually had increased since 2008-09 (4,862 teachers).

In reality, California's CTE time to come is bright. But ane twelvemonth ago, the state Department of Teaching identified 20 linked learning pilot programs fabricated possible through state legislation. These pilot programs use coursework, technical grooming, work-based learning and related support mechanisms to forge real connections betwixt high schoolhouse and college and career. Students in these programs are demonstrably more likely to graduate from high school than their statewide counterparts, and do so with the skills and knowledge that California employers say they need.

And less than 2 weeks ago, country schools chief Tom Torlakson announced the recipients of more than $250 million in competitive grants for school districts to build seamless pathways betwixt high schools, higher education and careers through the new California Career Pathways Trust fund. This alone serves as proof that CTE is flourishing in California.

I am proud of the Sacramento County Function of Pedagogy'due south recent award of $fifteen 1000000 for our Capital Region Academies for the Next Economic system. With these funds, I know thousands of students throughout the 21 local educational agencies participating in the consortium will receive unforgettable, real-world opportunities for learning and career exploration that will put them on a path for success in higher, career and life.

CTE is no longer isolated into strict class units and programs and its success and viability can no longer be measured by focusing narrowly on CTE form enrollment. Rather today, through programs like linked learning, CTE has been integrated into core bookish areas to provide rich and relevant learning experiences for all students to ensure that they graduate from high school ready for success in college and career. The infusion of the Adjacent Generation Science Standards into the educational fabric will further strengthen these efforts. And as these changes in CTE take place, changes in the measures of its success and viability are also necessary. For now and into the time to come, we must evaluate our success through a multi-method arroyo that measures meaningful outcomes for students and their readiness for success in college and career.

As the educational mural continues to evolve to meet the ever-irresolute needs of colleges and the working world, we have a commitment to explore a diverseness of alternatives that will best meet the needs of our various population of students and ensure their success. The new Local Command Funding Formula provides schools and school districts with even so another opportunity to be flexible and align funding with the priorities and needs of students.

I want to clinch you that the future of CTE is strong and vivid and that the canton superintendents will continue to embrace a variety of programs through which all of our students can discover their identify and reach success in school and in life.

…

David Gordon is the Sacramento Canton Superintendent of Schools.

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