How I Found My Passion Through CTE

Originally posted by Dioselina De La Cruz on February 19, 2019 on “Homeroom,” the official blog of the U.S. Department of Education | Click here to read the original post

It was during my freshman year of high school when I first realized that STEM was not the career pathway I wanted to pursue. While I understood the importance of a strong foundation in STEM fundamentals, my real passion was business.

My story starts my freshman year of high school in Pharr, a south Texas border town. I applied to a STEM school in my district which had a reputation for academic excellence. I was accepted, and my family was ecstatic. Being the youngest of six sisters in a family of humble migrant farm workers, I grew up in the fields, worked hard and believed in the opportunities a good education could bring.

Click here to read the original post, which was published on “Homeroom,” the official blog of the U.S. Department of Education, on February 19, 2019

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Crawford County Career and Technical Center students sign on with employers

Originally published by Keith Gushard in the Meadville Tribune on June 4, 2019

Monday was Crawford County’s biggest signing day ever with 30 students inking letters of intent — but not for sports. The soon-to-be graduates from Crawford County Career and Technical Center’s various trades programs formally signed on with employers.

The school’s inaugural signing day ceremony Monday was the brainchild of Bonnie Stein, who coordinates the school’s cooperative education program.

Cooperative education combines school-based education with practical work experience, giving school credit for the job experience and paying the students at the same time. Senior year students are in the work force at jobs based on their trades’ career path.

“Students get recognized at the high schools for scholarships and going on to play sports, why don’t we honor the students going on in the work force full time?” Stein said following the ceremonies. “These 30 all were offered full-time work. We get calls all the time ‘Do you have a student prepared to go into the work force?'”

Click here to read the original article article in its entirety.

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Las Vegas School Connects Disadvantaged Kids to Careers

By Devin Bodkin | Originally posted 6/4/19 in Idaho Ed News

LAS VEGAS, Nev. — Darlin Delgado’s past inspires her pursuit to help students in poverty.

“I was one of them,” said Delgado, principal at Las Vegas-based East Career and Technical Academy.

Delgado’s family migrated from war-stricken El Salvador to Sin City when she was a child. The search for a better life wasn’t easy. She didn’t speak English, and her father’s job as a dishwasher at the Dunes Hotel didn’t pay much.

An attentive teacher eventually reached out to the young girl, stressed the value of an education and gave her some helpful resources.

That gave Delgado a purpose, she said, and inspired her to one day become a teacher.

Today, connecting disadvantaged students to careers is a hallmark of Delgado’s school, which operates in one of Las Vegas’s poorest areas.

Despite the challenge, the academy’s emphasis on career-technical education is helping students in poverty surpass state averages in areas where they typically fall behind.

Click here to read the original article in its entirety, which was originally published on June 4, 2019 On IdEdNews.org.

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CTE in the News: Gilbert schools give students job opportunities

By Tom Blodgett | Originally posted on May 29, 2019 in The Gilbert Community News | Click here to read the original article

From freshman orientation, Parker Ferguson took an interest in the offerings of the agriscience and engineering class at Highland High School. Three years later, the 17-year-old junior has stuck with it, learned to weld, earned two internships and sold pieces he made at the school and at the county fair.“I like the freedom and that I get to work with my hands,” Ferguson said. “Mr. [Curtis] Willems teaches us how to use all of the tools and the proper safety procedures, and then he sets us loose, and we get to build whatever projects we want.”

Ferguson plans to pursue a precision manufacturing degree after high school and use that to get a job in computer numerical control manufacturing. Such a path makes Ferguson an example of the value of career and technical education, or CTE, offered in Gilbert’s high schools.

Click here to read the original article, which was posted on May 29 in the Gilbert Community News.

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CTE in the News: Local school systems provide easy path to meet demand for trade jobs

by Marlys Mason | Originally posted on May 27, 2019 in The Owensboro Times | Click here to read the original article

Daviess County and Owensboro Public Schools know that not all students need a four-year, liberal arts degree to find success in the workplace. The leaders in both districts have collaborated to create a Community Campus, which offers high school students opportunities in industrial and other technical fields that can put them in high demand in the labor market upon graduation.

Local companies and factories are providing opportunities for technical students to pre-apprentice in order to help students become skilled workers, filling positions during worker shortages.

“Reigniting interest in technical careers is imperative due to the expected growth in these sectors and forecasted retirements,” said Stacy Edds-Ellis, Owensboro Community and Technical College’s Dean of Academic Affairs.

OPS Superintendent Nick Brake said that his mantra is that 14 is the new 12, meaning 12 years of education will not provide the necessary requirements for acquiring a job that will provide the income needed in the U.S.

“College is not for everyone, but students cannot be content with a high school diploma,” Brake said.

DCPS Superintendent Matt Robbins agrees and said he believes a district’s goal is to prepare students for success and “provide the keys to unlock the door to the future by ensuring all students are truly college and career ready.”

Click here to read the original article, which was posted on March 27, 2019 in The Owensboro Times

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State Funding Enables Community Programs to Give MN High School Students Valuable Job Training Opportunities

In January, five community programs throughout the state of Minnesota were awarded $95,000 in grant funding to develop and implement paid learning opportunities for 16- and 17-year-old students. The funding came from the Youth Skills Training Program at the Minnesota Department of Labor and Industry (YST@DLI), which was created in 2017 with funding from the Minnesota legislature (Minn. Stat. 175.46) to help communities create local programs that give high school students exposure, training, certifications and paid work experience in five high-demand, high-growth industries: advanced manufacturing, agriculture, automotive, health care and information technology.

To be successful, local programs rely on connections between industry and education to ensure student experience is meaningful and relevant. Five pilot programs were awarded grants last year to develop paid learning opportunities in manufacturing, health care and information technology; this year, programs in Elk River, Hutchinson, Marshall, Red Wing, St. Paul, White Bear Lake and Winona will enable students in 27 school districts to get paid work experience in manufacturing and health care.

“Employers throughout the state are reporting an increasing number of unfilled positions in high-paying jobs that require a certification or two-year degree and describe significant challenges to find qualified and trainable employees to fill these skilled positions,” said Rich Wessels, Youth Skills Training Program Senior Project Manager. “The YST program is a way to address this issue by connecting industry with education to provide students with opportunities to learn about and gain hands-on experience.”

Click here to read the complete article, which was originally published in April 2019 on ACTE’s IndustryConnect blog.

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Coding Grant Helps North Carolina Students Explore In-Demand Career Options

In Beaufort County, North Carolina, programmers are in high demand. Job forecasts conducted by local workforce development boards show a 94% growth rate for programming jobs among 27 eastern NC counties from 2016-2021; programming skills, along with tooling, machine and drone operation skills, have been among the most in-demand job skills listed by local and regional manufacturing businesses for three straight years.

When Beaufort County Schools (BCS) saw an opportunity to fund an extension of the district’s coding program into K-12 classrooms across the district and at the local community college, administrators didn’t hesitate to apply. Last fall, North Carolina Superintendent Mark Johnson announced that 16 school districts, including Beaufort County, had been awarded grants totaling $800,000 through the second round of the Coding and Mobile App Development Grant Program, which was launched in 2017 with funding from the state’s general assembly.

“BCS’s strategic STEM plan, the use of Digital Learning Competencies training, and the injection of real-world needs provided through our advisory process and partnerships with our local industries produced the perfect conditions for synergy around STEM including coding,” said Wendy Petteway, BCS Career and Technical Education Department Director. “We needed to expand beyond where we were and extend coding into K-12 across the district and at Beaufort County Community College, and the coding grant has provided the opportunity for that expansion.”

Click here to read the entire article, which was originally posted in ACTE’s IndustryConnect blog in March 2019.

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Indiana High School Prepares Students for Success in Pharmacy Technology

It’s no secret: Healthcare workers are in high demand. Ten of the top 20 fastest-growing occupations nationwide are in health care; certified nursing assistants, physical therapists and nurse practitioners are among the most sought-after (United States Department of Labor, 2018).

Across the country, CTE instructors are doing great things in the classroom to prepare students for in-demand careers. They’re collaborating with industry and workforce development representatives; they’re securing certification opportunities; and they’re providing unique hands-on learning experiences that engage today’s youth in high-demand, high-skilled, high-paying jobs. The pharmacy technician program at the Area 31 Career Center at Ben Davis High School in Indianapolis, Indiana, is one such example.

Click here to read the entire article, whicih was originally published on ACTE’s PAGES blog in January 2019.

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State CTE Policies Hard at Work: Florida College Starts Mechatronics and Electromechanical Technician training program with job growth grant

For Career & Technical Education programs to succeed, collaboration between business and education must occur. As President & CEO of Realityworks, Inc, I’ve seen firsthand the impact of successful partnerships: Not only do students learn valuable academic, technical and employability skills, but they do so through relevant, workforce-driven programs that provide valuable real-world, hands-on learning opportunities.

State CTE policies are a key part of successful industry-education collaboration. In previous blog posts, I explored the welding and manufacturing program that Michigan educators worked with industry representatives to expand thanks to funds from House Bill 4313, and the health occupations program that Oregon educators worked with local businesses to develop with funds from a career-readiness grant. This month, we’re looking at St. Petersburg College (SPC) in Pinellas County, Florida. In April 2018, the four-year state college was awarded a $1,596,858 grant to start a Mechatronics and Electromechanical Technician training program.

Read the full article from ACTE’s Industry Connect November 2018 blog here.

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Cracking the Code: IT-Ready opens the tech industry door

Rebooting a career is not unlike dealing with a locked-up computer. Sometimes a skilled technician is needed to step in and help find a solution.

Creating IT Futures provides the “Help Desk” for career changers and entry-level workers looking to break into the burgeoning Information Technology (IT) sector. Through its IT-Ready program, participants learn foundational skills which enable them to hit the reset button on their future.

Greg Bartell, of Champlain, Minnesota, was faced with this problem after spending six years in retail and food service management following college. He wanted something different after hitting a roadblock in his career and working 70-plus hours a week.

IT-Ready would offer him that opportunity. Despite having a limited background in computers and IT, Bartell told WorkingNation that getting into IT-Ready would provide him the certainty that his previous career did not.

Click here to read the entire article published on the Working Nation website.  

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New research points to benefits of high school CTE programs

Originally posted by Daniel Kreisman and Kevin Stange for EducationNext.org | Click here to read the original post

Since the publication of A Nation at Risk in 1983, policymakers and politicians have worked to stave off a perceived decline in the academic preparation of American students. Stubbornly low scores on international exams and signs that many U.S. graduates are ill-equipped for college and the workforce have lent urgency to this perception, and many states have made high-school graduation requirements more rigorous in response. As a result, American high-school graduates today complete more academic courses and more advanced coursework than they did three decades ago. At first glance, this seems clear evidence of progress.

Students from Aviation High School in Queens, New York, are some of the only high school students to compete against adult professionals in the annual national Aerospace Maintenance Competition.
Students from Aviation High School in Queens, New York, are some of the only high school students to compete against adult professionals in the annual national Aerospace Maintenance Competition.

But much of those gains have come at the expense of student participation in vocational, or career and technical education, classes—a broad category of coursework that encompasses everything from welding, to sports management, to computer science. Many praise this shift, arguing that vocational education in high school deters capable students from college and prepares them for “dead-end” jobs. Yet an opposing camp points to shortages in the skilled professions, noting that not all students are college-bound and that for some, vocational training may be the difference between high- and low-paying jobs. Pushing all students to concentrate on core academic classes at the expense of vocational study, advocates say, takes the focus off the occupationally relevant skills and credentials graduates need for a smooth transition to adulthood.

This raises a central question: What is the relationship between modern-day vocational or career and technical coursework and high-school graduates’ success in college or in the workforce? Is vocational education an off ramp to college foisted upon lackluster students, or a different and less costly path toward adult success? We examined high-school and college transcripts and labor-market outcomes for about 4,000 adults to find out.

Click here to continue reading the original post, which was published on EducationNext.org.

Tri-County gets 10k grant from Bayer to fund STEM project

Originally posted by Heather VanDenmark for the Herald Journal on July 27, 2019 | Click here to read the original post

REMINGTON — Employees from Bayer Crop Science of Remington recommended Tri-County Intermediate School receive a $10,000 grant from the Bayer Fund’s 2019 site grant initiative.

The funds from the grant will be used to improve the school’s hydroponics program, which offers students engaging experiences that will develop 21st century skills.

According to TCI Principal Brian Hagan, the funds will be used to purchase two vertical hydroponic systems. This will provide students the opportunity to learn a different type of hydroponics system for crops such as peppers and tomatoes.

This article was originally posted on July 27, 2019 for the Herald Journal. Click here to read the original post in its entirety.

At career camps, middle school students get hands-on experience with CPR

Originally posted by Rachel Alexander on July 9, 2019 for the Salem Reporter | Click here to read the original post

In mid-July, Sprague High School appears mostly deserted.

But one basement classroom teemed with excitement Monday as 20 students practiced chest compression, hooked up defibrillators and tried to listen to heart monitors over the din of people screaming, “I have an emergency!”

It was the first day of health services camp, a week-long program for Salem-Keizer middle school students taught by Sprague High School teachers.

At the start of camp, “most of them didn’t know each other. You could’ve heard a pin drop,” said health and sports medicine teacher Kimo Mahi.

Three hours later, the teens were working together to save the lives of their dummies while teasing each other.

Click here to read the original post, which was written by Rachel Alexander for the Salem Reporter on July 9, 2019

Career & technical education programs get funding boost to help fill need for workers

Originally posted on July 13, 2019 for abc27.com | Click here to read the original post

LANCASTER, Pa. (WHTM) – This year’s state budget includes millions of dollars of support for career and technical education programs. The goal is to help fill the high demand for skilled workers.

Thaddeus Stevens College of Technology is getting four million dollars extra this year, so it could expand its programs and train more students.

“If we had 1,400 employers with over 4,000 jobs seeking our close to 400 graduates, obviously most of them didn’t get the human resources they need, which means they can’t do the business that they need to do,” said Dr. William Griscom, the president of Thaddeus Stevens College of Technology.

Several chamber of commerces in Pennsylvania say the need for candidates with career and technical education is higher than ever.

“When you have an institution that has been turning away thousands of enrollees because they just didn’t have the room or the space, and at the same time you’re turning away thousands of employers who say, ‘I need welders for this and I need this’…to be able to finally be able to put our money where our mouth is,” said Sen. Scott Martin.

Click here to read the original article, which was posted on July 13, 2019 for abc27.com

How Hydroponic School Gardens Can Cultivate Food Justice, Year-Round

Originally posted by Robin Lloyd on July 7, 2019 for KUOW.org | Click here to read the original post

After a full day of school a few weeks ago, 12-year-old Rose Quigley donned gloves and quickly picked bunches of fresh lettuce, Swiss chard, kale, mint and oregano. But she didn’t have to leave her school in Brooklyn, N.Y., or even go outdoors to do it.

Quigley is one of dozens of students at Brownsville Collaborative Middle School who in the past year built a high-tech, high-yield farm inside a third-floor classroom. They decided what to grow, then planted seeds and harvested dozens of pounds of produce weekly.

The vegetables never stop coming because the crops are grown hydroponically — indoors, on floor-to-ceiling shelves that hold seedlings and plants sprouting from fiber plugs stuck in trays, each fed by nutrient-enriched water and lit by LED lamps. The students provide weekly produce for their cafeteria’s salad bar and other dishes.

Later that same day, for the first time, Quigley and several of her schoolmates also sold some of their harvest — at a discount from market rates — to community members. It’s part of a new weekly “food box” service set up in the school’s foyer. Each of 34 customers receive an allotment of fresh produce intended to feed two people for a week. Three students, paid as interns, used digital tablets to process orders, while peers handed out free samples of a pasta salad featuring produce from the farm.

Quigley’s passion for farming stems from Teens for Food Justice, a 6-year-old nonprofit organization that has worked with community partners to train students at Brownsville Collaborative and two other schools in low-income neighborhoods in New York City to become savvy urban farmers and consumers.

Originally posted by Robin Lloyd on July 7, 2019 for KUOW.org | Click here to read the original post

CTE in the news: Students in Tech Say Soft Skills and the Arts Set Them Up for Success

Originally posted by Emily Tate on June 12, 2019 on Edsurge.com | Click here to read the original post

WASHINGTON, D.C. — When Dolica Gopisetty was applying for summer internships earlier this year, employers kept telling her that what they valued most in potential hires was strong communication skills and a willingness to learn new things.

And when Nathan Wallace was transitioning from college to the workforce a few months ago, he noticed a similar trend. “A lot of employers are looking for a well-rounded individual with multiple skills, including the ability to communicate effectively,” he said, adding that a penchant for experimentation came up a lot, too.

Gopisetty and Wallace are both in highly technical fields. She’s pursuing an information technology degree, with a focus on cloud computing, at Virginia’s George Mason University, and he’s a recent graduate of Georgetown University’s master’s program in technology management. Yet despite these technical backgrounds, Gopisetty and Wallace, along with four other students speaking on a panel at the AWS Public Sector Summit in Washington, D.C. this week, praised their experiences in the arts and the importance of soft skills as key to setting them up for success in their respective fields.

Click here to read the original post, which was published on Edsurge.com on June 12

Lessons On Career & Technical Education From America’s Oldest Trade School

Originally posted by Frederick Hess on June 18, 2019 on Forbes.com | Click here to read the original post

The nation is suffused in enthusiastic talk about career and technical education. Policymakers ranging from President Trump to Joe Biden to Bernie Sanders have called for more schooling that can equip students for in-demand, middle-class jobs. Well, a lot of the discussion is driven by advocates, academics, and elected officials. It seems useful to ask those with a track record of actually doing this work what they think.

Enter Sarah Turner, the president of North Bennet Street School (NBSS), a 138-year-old trade school in Boston. The school enrolls students from age 18 to 70, with a mix of high school grads, veterans, and white-collar professionals. A Fulbright Fellow who has studied Dutch contemporary applied art, Turner comes to the trades as an artist—giving her an intriguing perspective on the whole thing.

Click here to read the original post, which written by Frederick Hess on June 18 for Forbes.com

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