What do you want to be when you grow up?
What do you want to be when you grow up? We have been asked this question since kindergarten. I wanted to be a scientist, politician, doctor, and an explorer, so I became an Ag Teacher. I figured it out, but how many of our high school graduates know what they want to be when they grow up? Career exploration and career development is a giant missing piece of the “college and career readiness” discussion at the state and federal levels (DeWitt, 2012). As we look at how California high schools prepare students to be college and career ready upon graduation we need to really examine what that means and how it is measured. The implementation of the common core standards has shifted the way content will be taught. The Common Core Technical Core Standards released in 2012 identify Career-Ready Standards of Practice for each of the 15 California industry sectors (Walker, 2013).The goal is to contextualize the content and topics being taught. This project-based learning format is at the core of the Career and Technical Education (CTE) programs at the high school level in California.
Gewertz, (2016)
There is a move in California Agriculture Education to work with our industry partners, and community colleges to develop certifications to measure a student’s college and career readiness. These are impart based on technical skills developed in courses such as Agriculture Mechanics. CTE courses use projects to develop skills using technical tools that are used in the industry. Working on a project in CTE courses involves critical thinking, and using multiple solutions and designs to complete the project. These projects also develop collaboration and team building skills by students having to work with each other as they figure out how a project is completed. Walker (2013) believes that the common core creates an awesome opportunity for rich, cross-curricular projects involving high-level reading, writing, and technical application of math, science, and CTE themes, creating deeper, more relevant, and intentional connections across the disciplines.
When I was a high school Ag teacher my students would discuss their struggles in they were having in their math, English, and science courses and the common statement they shared with me is “when am I actually going to use this “ in real life. “Will I need to know this to get a job?” Is there a job for that? What is the purpose of understanding how to use Pythagorean Theorem? I would make it a point to incorporate these points in my Ag Mechanics lessons. The Pythagorean Theorem could be used when trying to find the angle for the tongue of a trailer or for identifying the angle needed when bending pipe.
Rippner (2016) shares that the development of common standards has also generated the discussion on what “college and career-ready” really means. Should students who want to go to college and students who want to follow a certain career path have to take the same requirements to graduate from high school? Policymakers argue that they should. Achieve, Inc. (2012) provides a definition for College and Career Readiness that is shared amongst American policymakers. College readiness means:
Being prepared for any postsecondary experience, including study at a two-and four-year institution leading to a postsecondary credential ( i.e. a certificate, license, Associates’ or Bachelor’s degree). Being ready for college means that high school graduates have the English and math knowledge and skill to qualify for the entry-level, credit-bearing college coursework with the need for remediation.
Career -ready students “have the English and math knowledge and skills needed to qualify and succeed in the postsecondary job training and or education needed for their chosen career (i.e. technical training, community college, apprenticeship, of significant on-the-job training)
The interesting thing is that both of the definitions shared by Achieve, Inc. infer that high graduates will need some postsecondary training. With the college for all emphasis being so prevalent, it has led to the closing of CTE programs and lessened the emphasis on career counseling.
I believe now is the time that we advocate for more career counseling and incorporate a CTE requirement for high school graduation in order for students to identify and understand the path needed to be what they want to be when they grow up. Walker ( 2013) suggests that high schools may be ensuring students are career-ready without ensuring students know for what career.
References:
Achieve, Inc. (2012). What does college -and career -ready really mean? Retrieved from
www.achieve.org/what-college-and-career-ready
DeWitt, S. (2012). Career Readiness Needs Your Voice. Techniques: Connecting Education &
Careers, 87(3), 12. Retrieved from
http://search.ebscohost.com.hmlproxy.lib.csufresno.edu/login.aspx?direct=true&db=ehh&AN=72880963&site=ehost-live
Gewertz, C. (2016). Only 8 percent of students complete college-and career-ready curriculum.
Retrieved from:
https://blogs.edweek.org/edweek/high_school_and_beyond/2016/04/only_8_percent_of_students_complete_college_or_career_ready_curriculum.html?r=91096468
Rippner, J.A. (2016). The American Education Policy Landscape. Rutledge Publication: New
York, New York.
Walker, D. L. (2013). CTE and the COMMON CORE partners in education design. Leadership,
43(2), 18–20. Retrieved from http://search.ebscohost.com.hmlproxy.lib.csufresno.edu/login.aspx?direct=true&db=ehh&AN=99951027&site=ehost-live
Thanks for you insights on CTE, Sam. Rippner (2016) stresses that all stakeholders must be involved in the policy-making process. Yet, in your post you share that policymakers want the same requirements for high school graduation regardless of whether a student chooses a traditional university or career training. The absent voices of the educators and students is telling. In fact, this would be a great opportunity for more collaboration between the PK-12 and higher ed sectors.
ReplyDeleteYour post struck a nerve for me not only as a parent but as an educator that works with first-time, first-year students at a 4-year institution. These students are expected to graduate in four years under ideal circumstances. Unfortunately, the reality for many is that it is taking longer--and costing more--because they are forced to select a major on their college applications at the beginning of their senior year in high school. This results in students changing their majors and coursework in the middle of their academic careers. Having more career counseling in high school will save students a lot of time, money, and heartache in college.
Rippner, J.A. (2016). The American Education Policy Landscape. Rutledge Publication: New York.