NGA Policy Analysts Discuss Education Reform

By Imperatore, Catherine | Techniques, October 2007 | Go to article overview
Save to active project

NGA Policy Analysts Discuss Education Reform

Imperatore, Catherine, Techniques


ACTE: Thank you both for finding the time to talk to me today.

DW: You bet.

AH: Happy to be here.

ACTE: Are there gaps in what we know about career and technical education (CTE)?

AH: As David and 1 learned more about this issue, we did find some knowledge gaps. While there is certainly growing interest in an integrated curriculum-a curriculum that integrates academic rigor with the applied learning of career-technical education-we did not find a solid research base around the impact of the various curricular programs out there.

Also, a number of states seem to be moving toward industry certification as a quality control mechanism. While we can document the momentum toward industry certification, we do not know a lot about what is contained within the various certifications.

So these are certainly areas that lthink we need to learn more out about in order to help career and technical education programs reorient themselves around high-wage, high-skill occupations.

DW: I also think that we have new CTE programs-like Cisco networking certification-that have come on board; but we do not have a sense of how those students fare on math and science achievement tests. We are missing information that allows us to hold CTE programs accountable and to gauge exactly what value they have added for students' academic skill sets.

ACTE: What innovations, including CTE practices, are proving to be most effective in bringing about high school reform?

AH: There are three key policy innovations being developed at the state level that have really impressed us. The first area is making college-level courses available for all students, such as Advanced Placement, International Baccalaureate, and dualenrollment type courses where you get credit at both the high school and college level.

The second innovative area is around the idea of new school models such as high tech high schools, early college high schools and charter schools. Moving away from the notion that "one size fits all" allows students and parents to determine what model fits best with their strengths and interests. We are seeing a lot of these models flourishing, particularly in some high-need urban school districts like Chicago and New York City and elsewhere.

The third effective approach is retooling career-end technical education programs to provide better support for a state's innovation-based economy. There's been a concerted push by governors and other state leaders to diversify their economy and focus on innovation issues in order to compete in the global economy. In response, many career and technical education programs are working to marry academic rigor with applied relevance or hands-on learning that better align with a state's economy.

DW: I think the best example of CTE marrying rigor and relevance is Jim Stone's Math-in-CTE experiment. Jim partnered high school math teachers with construction teachers to develop new lessons that would elaborate the correlation between both areas of study. So that construction teachers-instead of just talking about three, 4, 5 when you're building a set of steps-would actually get students into the geometry and mathematical theorems that go into building steps.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Cite this article

Cited article

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

NGA Policy Analysts Discuss Education Reform


Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?