DEPARTMENT OF EVALUATION AND ASSESSMENT

Transcription

1 Dallas Independent School District FINAL REPORT OF Career Education and Workforce Partnerships EA DEPARTMENT OF EVALUATION AND ASSESSMENT Mike Miles Superintendent of Schools 0

2 Career Education and Workforce Partnerships EA Dorothea Weir, Ph. D. Approved Report of the Department of Evaluation and Assessment Nancy Kihneman, Ph.D. Director -- Evaluation Cecilia Oakeley, Ph.D. Executive Director Evaluation and Assessment Dallas, Texas March 2013

3 Table of Contents Abstract... 1 Program Description... 3 PURPOSE AND SCOPE OF THE EVALUATION... 5 METHODOLOGY... 5 MAJOR EVALUATION QUESTIONS AND RESULTS What was the level of student participation in the Career Education and Workforce Partnerships program? What career and technical education courses were offered at each secondary campus? What was the progress of the radical transformation of organizing courses into career pathways and into programs of study within the pathways? Describe the attitudes and professional experiences of CTE teachers What were the characteristics of students and teachers in the Career Education and Workforce Development program? What was the academic effectiveness of the Careeer Education and Workforce Development program? What was the number of students enrolled in and completing a career and technical education career pathway and receiving college credit through the tech prep, dual credit, or Advanced Placement programs? What was the effectiveness of the program based on results of career and technical education graduates from career pathways enrolling in college in ? SUMMARY AND RECOMMENDATIONS REFERENCES Page i

4 List of Tables Table Page 1 Number and Percent of CTE Students by Grade, Fall 2011 PEIMS Submission 7 2 Number and Percent of CTE Students by Campus, Grades 9-12, Fall 2011 PEIMS Submission 3 Number and Percent of CTE Students by Campus, Grades 7-8, Fall 2011 PEIMS Submission Course Enrollment in Career Pathways, Spring Number of Students Enrolled in Agriculture, Food & Natural Resources Pathway Courses 14 6 Number of Students Enrolled in Architecture & Construction Pathway Courses 14 7 Number of Students Enrolled in Arts, A/V Technology & Communication Pathway Courses 8 Number of Students Enrolled in Business, Management & Administration Pathway Courses Number of Students Enrolled in Education and Training Pathway Courses Number of Students Enrolled in Finance Pathway Courses Number of Students Enrolled in Government and Administration Pathway Courses Number of Students Enrolled in Health Science Pathway Courses Number of Students Enrolled in Hospitality and Tourism Pathway Courses Number of Students Enrolled in Human Services Pathway Courses Number of Students Enrolled in Information Technology Pathway Courses Number of Students Enrolled in Law, Public Safety, Corrections and Security Pathway Courses Number of Students Enrolled in Manufacturing Pathway Courses Number of Students Enrolled in Marketing, Sales and Service Pathway Courses 19 Number of Students Enrolled in Science, Technology, Engineering, and Mathematics Pathway Courses 20 Number of Students Enrolled in Transportation, Distribution, and Logistics Courses ii

5 List of Tables (continued) Table 21 Number of Career Pathways Projected and Implemented, through Page Location of CTE Academies, Location of Satellite Magnet Programs, CTE Teacher Survey Respondents by School Level, Years of Experience, and Program Type 25 CTE Teacher Responses to Survey Items Concerning School, Community, and Industry Support 26 CTE Teacher Responses to Survey Items Concerning Instructional Materials and Resources 27 CTE Teacher Responses to Survey Items Concerning Training, Instruction, and Assessment Comparison of CTE and Other District Students, Grades Comparison of CTE and Other District Students, Grades Comparison of CTE and Other District Students, Special Populations, Grades Comparison of CTE and Other District Students, Special Populations, Grades Characteristics of CTE and Other District Teachers by School Level Associate Degree and Certificate Programs Offering College Credit for High School Coursework Articulated Tech Prep Course Enrollment by High School Dual Credit Course Enrollment by High School Advanced Placement Course Enrollment by Department College Enrollment Records of District Graduates Colleges Enrolling at Least Ten CTE Graduates in iii

6 List of Figures Figure Page 1 Texas vision for workforce development 3 2 PBMAS Standards and Dallas ISD CTE TAKS passing rates, PBMAS standards and TAKS passing rates for CTE student subgroups, iv

7 List of Appendices Appendix Title Page A Satellite Magnets, Academies, Pathways, and Programs of Study by Campus, B College/High School Course Crosswalks, v

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9 FINAL REPORT CAREER EDUCATION AND WORKFORCE PARTNERSHIPS Evaluator: Dorothea Weir, Ph.D. Abstract The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) helped support the Career Education and Workforce Partnerships (CEWP) Department of the Dallas Independent School District, commonly known as Career and Technical Education (CTE). Perkins funds, $2,907,556, were received through a Texas Education Agency (TEA) grant. In an effort to improve the quality of the Texas workforce, House Bill 3485 (2006) required a radical transformation of CTE. Beginning in , the TEA organized CTE courses into 16 career pathways. In , courses aligned with all 16 pathways were offered in Dallas ISD schools. As part of the High School Redesign program, comprehensive high schools offered four satellite magnet programs, 21 career academies, and 41 career pathways. CTE students were categorized into three groups. High school students who had taken two or more courses for three or more credits within a specified pathway were classified as Coherent Sequence students. Tech Prep students had completed Coherent Sequence requirements, registered in the Tech Prep program with Dallas County Community College District, and accrued college credit for articulated Tech Prep courses they completed. Elective students were those who were enrolled in one or more CTE courses. All middle school CTE students were elective students. Out of 20,717 students in grades 7-8, 6,532, or 31.5 percent, were enrolled in elective CTE courses at the fall PEIMS snapshot date. In grades 9-12, out of 38,018 students, 25,075 participated in CTE (66.0%). Among these, 5,987, or 15.7 percent of all 9-12 students, were in a Coherent Sequence, and 711 (1.9%) were in a Tech Prep program. The CTE program was highly effective for students in the two career pathway tracks. CTE (Coherent Sequence and Tech Prep) students exceeded state Performance-Based Monitoring Analysis System (PBMAS) standards on all tests. The lowest reported passing rate for CTE students was in Mathematics, 88.7 percent, 18.7 percentage points above the standard of 70 percent. The Limited English Proficient (LEP) and Economically Disadvantaged subgroups of CTE students also exceeded PBMAS standards in all subjects. Special Education CTE students did not meet state standards in Mathematics, Reading/ELA, or Science, but met the standard in Social Studies. The PBMAS also provides data on the annual dropout rate for CTE students (Coherent Sequence and Tech Prep). These results are lagged one year, so that the 2012 report shows the dropout rate for The state standard for CTE students in grades 9-12 was a dropout rate of 3.0 percent; the rate for district CTE students was 1.2 percent. The PBMAS graduation rate for CTE students reported in 2012 was calculated using 2011 graduation data. The reported rate represented the percentage of students in the cohort graduating with a high school diploma in four years. For 2011, the state standard was 75.0 percent. District CTE students far exceeded the standard with a graduation rate of 93.3 percent, also outpacing the 2010 district CTE graduation rate of 92.1 percent and the 2009 CTE rate of 84.7 percent. Another PBMAS indicator is the percentage of CTE graduates who receive a Recommended High School Program (RHSP) or Distinguished Achievement Program (DAP) diploma. District CTE students substantially exceeded the state standard. Nearly ninety percent (89.7%) of 2010 graduates received an RHSP or DAP diploma, compared to a state standard of 70 percent. PBMAS criteria also include the percent of students completing nontraditional courses by gender. The TEA reported the 2012 statewide rates at 37.7% for male and 40.3% for female 1

10 students. Dallas ISD was slightly below the state rate for male students with a nontraditional course completion rate of 37.1%, but exceeded the state rate with a completion rate of 44.1% for female students. Data from the National Student Clearinghouse were used to assess the college-going rates of CTE students during their first year following high school graduation. Overall, 55.4 percent of all Dallas ISD 2011 graduates enrolled in college during the school year. Graduates who completed a coherent sequence in high school enrolled at a slightly lower rate, 52.9 percent, while Tech Prep students enrolled at a considerably higher rate, 75.7 percent. Plans to develop career academies at some high schools continued to be affected by staffing cutbacks necessitated by state reductions in funding for school districts. However, high schools that participated in the required Year of Planning for proposed National Academy Foundation (NAF) academies were for the most part able to move ahead with resources and programs aligned prior to implementation. 2

11 Program Description The Carl D. Perkins Vocation and Technical Education Act of 2006 (Perkins IV) helped support the Career Education and Workforce Partnerships (CEWP) Department of the Dallas Independent School District, commonly known as Career and Technical Education (CTE). In Texas, the State Board of Education is responsible for career and technical education and administers Perkins IV. The Texas Education Agency (TEA) manages and disburses Perkins CTE funding. TEA and the Texas Higher Education Coordinating Board (THECB) work together to support and provide CTE programs. The Texas Workforce Investment Council [TWIC] consults and coordinates with its partner agencies to make CTE a vital element of the Texas workforce system. (TWIC Annual Report, pg. 8) The purpose of CTE is to prepare students for college and/or workforce careers. The TWIC s role was to strategize and advise on improvements to the workforce system, whose components are shown below in Figure 1. Texas State Government Workforce System Strategic Plan Partner Agencies Local Workforce Development Board State Plans for Federally Funded Programs (CTE) Local Service Delivery DISD] (Dallas ISD) Figure 1: Texas vision for workforce development. Partner agencies included the Economic Development and Tourism division of the Governor s Office, Texas Association of Workforce Boards, Texas Department of Criminal Justice, Texas Education Agency (TEA), Texas Health and Human Services Commission and its 3

12 Department of Assistive and Rehabilitative Services, Texas Higher Education Coordinating Board (THECB), Texas Veterans Commission, Texas Workforce Commission, and Texas Youth Commission. In 2010 the TWIC published a five-year strategic plan signed by the governor on October 23, Two of the Key Performance Areas (KPA) relevant to this evaluation were that by 2013: Texas [would] decrease high school dropout rates by implementing rigorous CTE as part of the recommended or advanced high school graduation program; and Education and training partners [would] have the infrastructure necessary to facilitate the effective and efficient transfer of academic and technical dual credit courses from high schools to community colleges and four year institutions.(twic, Advancing Texas, p. 2) Since the introduction of Perkins IV, a nationwide effort under the national States Career Clusters Initiative defined 16 Career Clusters, or broad groupings of occupations and industries based on related disciplines, including recommended sequences of coursework. A total of 79 Career Pathways are divided among the clusters. Texas has adopted the national 16 Career Clusters Model and is implementing all Career Clusters. The Dallas Independent School District is following the Texas plan, but has emphasized the term Career Pathways to distinguish these groupings from the career clusters offered at Skyline Career Development Center. House Bill 3485 (2006) required the State Board of Education (SBOE) to revise the Texas Essential Knowledge and Skills (TEKS) for career and technical education by September 1, On July 17, 2009, the SBOE approved new TEKS, which were to be effective with the beginning of school year The SBOE added approval of textbooks for the new courses to the August 23, 2014, agenda. During , some advanced CTE courses were approved as a fourth math or science course to satisfy state graduation requirements. The Texas Education Agency described the goals of career and technical education as: Career and technical programs are dedicated to preparing young people to manage the dual roles of family member and wage earner. Career and technical programs enable students to gain entry-level employment in a high-skill, highwage job and/or to continue their education (2010b). 4

13 The stated Dallas ISD goals for career and technical education were to: Provide students with a quality education that prepares them for college and career success and the skills to be competitive in a global economy. Recognize and meet the unique needs of a diverse student population. Recruit, train and retain qualified teachers. The Dallas Independent School District received $2,907,556 from the TEA for CTE for the year ending June 30, The CTE program used some of these funds for professional development, central staff salaries, classroom equipment, as well as for significant investments in career counseling and administration software. PURPOSE AND SCOPE OF THE EVALUATION The purpose of this evaluation was to report on the district s CTE program in terms of demographics, career clusters, and effectiveness, as well as to update a model for this instructional program experiencing the radical transformation mandated by the State of Texas. METHODOLOGY The principal methodology used was to analyze and compile descriptive data on independent populations from district databases. The independent populations were CTE students, who were classified into three groups, and non-cte students. Descriptive data were compiled for the corresponding independent populations of secondary teacher groups. TEA data were used, as well as public reports on career and technical education. Program management provided background information and local definitions. Career and technical education (CTE) students were classified into three levels, according to state and local criteria. The first level was elective students, which included any student who was enrolled in a CTE course during the year. Levels 2 and 3 were considered Career Pathways students. Level 2 consisted of Coherent Sequence students, who, in accordance with the TEA definition, had taken two or more CTE courses for three or more credits, either during the current school year or in previous years. Level 3 consisted of Tech Prep students. Tech Prep students 5

14 were defined by the TEA to be high school students who (a) took two or more classes for three or more credits in a sequence of courses in an articulated tech prep program defined in a local articulation agreement with a Dallas County Community College District (DCCCD) campus; (b) earned an average of B or better; (c) enrolled in a DCCCD campus within 15 months of high school graduation; and (d) declared a major at that college. Career Pathways students were not necessarily enrolled in a CTE course during ; their classifications as Coherent Sequence or Tech Prep are based on program criteria, not on current course enrollment. All Career Pathways students were included in data analyses conducted for this report, whether or not they were enrolled in a CTE course during the school year. Similarly, elective CTE students may include prospective Career Pathways students who have not yet met course completion criteria for their pathway. The Career Education and Workforce Partnerships (CEWP) department had four career counselors on staff who evaluated the transcripts of any student enrolled in a CTE course to determine who might have met the qualifications for being tagged as being in a career pathway. MAJOR EVALUATION QUESTIONS AND RESULTS 2.1 What was the level of student participation in the Career Education and Workforce Partnerships program? The district provides a count of CTE students to the TEA annually as part of its fall Public Education Information Management System (PEIMS) data submission. Fall 2011 PEIMS snapshot data identified 31,607 district students as falling into one of the three CTE categories outlined above: elective, Coherent Sequence, or Tech Prep. As shown in Table 1, CTE impacted 46.5% of total enrollment in grades 7-12, including 6,532 students in grades 7-8 (31.5%) and 25,075 students in grades 9-12 (66.0%). All participating middle school students were classified as elective students. In grades 9-12, 48.3% of all students enrolled were elective CTE students, 15.7% were categorized as Coherent Sequence, and 1.9% were Tech Prep. 6

15 Table 1 Number and Percent of CTE Students by Grade, Fall 2011 PEIMS Submission Grade Total Students Elective Coherent Sequence Tech Prep All CTE Not CTE Middle School CTE % , ,968 8, ,418 4, ,564 5, Total 20,717 6, ,532 14, Percent High School 9 11,226 6, ,571 3, ,748 4,855 1, ,078 3, ,759 3,965 1, ,828 2, ,285 2,775 2, ,598 2, Total 38,018 18,377 5, ,075 12, Percent All Secondary 7-12 Total 58,735 24,909 5, ,607 27, Percent Table 2 shows the distribution of CTE students in grades 9-12 by high school campus. Schools are divided into subcategories of comprehensive and Early College high schools, magnet high schools, and alternative high schools. Within each school, the total number and percent of CTE students is shown, along with the number and percent of Career Pathways students. Approximately 68 percent of comprehensive high school students fell into one of the three CTE categories, with just over 15 percent classified as Career Pathways (Coherent Sequence or Tech Prep). Just over 57 percent of magnet high school students were classified as CTE, with 43 percent Career Pathways students. Alternative schools and programs had a total of 18.5% CTE students, and approximately 4% in Career Pathways. Among comprehensive high schools, the largest overall percentages of CTE students were found at Conrad (84.1%), Pinkston (82.4%), Samuell (80.9%), and Wilmer-Hutchins (80.9%). Six other comprehensive high schools had between 70.0 and 79.9 percent of students categorized as CTE. Skyline had the largest percentage of Career Pathways students (37.4%), followed by Conrad (35.4%), and Adamson (26.2%). 7

16 Table 2 Number and Percent of CTE Students by Campus, Grades 9-12, Fall 2011 PEIMS Submission School Total Students Elective Coherent Sequence Tech Prep Total CTE Comprehensive and Early College High Schools Percent CTE Total Pathways Percent Pathways Adams, B. 1,871 1, , Adamson 1, Carter 1, Conrad 1, , Hillcrest 1, Jefferson 1, Kimball 1, Lincoln Madison Molina 1,995 1, , N. Dallas 1, Pinkston 1, Roosevelt Samuell 1,865 1, , Seagoville 1, Skyline 4,289 1,779 1, , , South Oak Cliff 1, Spruce 1, , Sunset 2,213 1, , White 2,416 1, Wilson 1, Wilmer-Hutchins Garza Early College Gilliam Academy Middle College Comprehensive Total 33,549 17,749 4, , , Table continues 8

17 Table 2 (continued) School Total Students Elective Coherent Sequence Tech Prep Total CTE Percent CTE Total Pathways Percent Pathways Magnet High Schools Washington Arts Mag Obama HS Rangel HS Smith New Tech Ewell Townview Business Mag Ed. & Soc. Mag Health Mag Law Mag Science Mag TAG Mag Magnet Total 3, , , , Alternative High Schools Angelou Juvenile Justice Ctr Hospital/Homebound Patton SCGC Alternative Total District Total 38,018 18,377 5, , , Among magnet schools, all students (100%) at Smith New Tech High School, as well as at the Business Magnet, Education and Social Services Magnet, and Health Professions Magnet, were categorized as CTE. Additionally, more than 90 percent of students at the Health Professions Magnet (99.6%), Business Magnet (97.3%) and Education and Social Services Magnet (94.3%) were Career Pathways students. The smallest percentages of CTE students were found at the TAG Magnet (6.3%) and the Washington Arts Magnet (9.8%), primarily because their magnet course offerings are categorized as core academic or fine arts classes, not CTE classes. The largest number of CTE students at alternative campuses (107) was found at Patton. Angelou enrolled almost 94 percent of students in elective CTE classes. Students assigned to 9

18 SCGC and the Juvenile Justice Center continued to pursue pathways in which they were previously enrolled at their home schools. District middle schools involved 31.5 percent of their students in CTE, a considerable decrease from 70 percent in (Table 3). All students (100%) at the Dallas Environmental Science Academy (DESA) were categorized as CTE elective students, as were all students at Maya Angelou. High percentages of CTE students were also found at Longfellow (95.8%), Hulcy (69.7%), Irma Rangel (61.8%), and Florence (57.5%). All other middle schools had less than 50 percent of students enrolled in CTE electives. No students were enrolled in CTE electives at Dade, Stone, Marsh, Medrano, Rusk, Tasby, or Travis Academy. Middle school Hospital/Homebound students did not participate in CTE, nor did grades 7-8 students at the Juvenile Justice Center. Table 3 Number and Percent of CTE Students by Campus, Grades 7-8, Fall 2011 PEIMS Submission Number of Students Total 7-8 Total CTE Percent CTE Anderson Angelou Atwell Browne Cary Comstock DESA Dade Dealey Edison Florence Franklin Garcia Gaston Greiner Stone Hill Holmes Hood table continues 10

19 Table 3 (continued) Number of Students Total 7-8 Total CTE Percent CTE Hospital/Homebound Hulcy Juv. Justice Center Kennedy-Curry LACEY Lang Long Longfellow Marsh Medrano Obama MS Quintanilla Rangel Rusk Seagoville Spence Stockard Storey Tasby Travis Academy Walker Zumwalt Total 20,717 6,

20 2.2 What career and technical education courses were offered at each secondary campus? Background In , the TEA organized career and technical education courses into 16 career pathways, each with multiple programs of study. These aligned with the sixteen federally defined Career Clusters of the States Career Clusters initiative. The expectation for career and technical education was that a student would pursue coursework within a unique and specific career pathway, as few would have course time available for more than one career pathway while still meeting graduation requirements, though the student could change pathways at some point if his or her interests changed. Campus leadership at each high school made the determination to offer specific career pathways. Schools further organized selected CTE programs into academies, in which CTE students in a specific pathway also received instruction from a common group of teachers for core subjects. Other variations included traditional magnet and satellite magnet programs, as well as career clusters at Skyline High School. Location of pathways and academies is detailed in section 2.3 of this report. Results Career and technical education (CTE) courses, administered by the Career Education and Workforce Partnerships Department, were offered in all district secondary schools. More than 40 percent of CTE course enrollment in grades 9-12 was in Business, Management, and Administration (26.3%) and Information Technology (13.7%) pathway courses (Table 4). Hospitality & Tourism (8.7%) and Human Services (8.0%) were third and fourth, respectively, in terms of enrollment. The largest percentage of Coherent Sequence and Tech Prep student enrollments was also in Business, Management, and Administration (N=1,121; 15.9% of enrollments), followed by Health Science (871, 12.4%) and Information Technology (646, 9.2%). The smallest percentages of course enrollments were in Manufacturing (<0.1%); Government and Administration (0.3%); Agriculture, Food, & Natural Resources (1.2%); and Education & Training (1.9%). 12

21 Table 4 Course Enrollment in Career Pathways, Spring 2012 Percent Career Pathway Elective Coherent Sequence Tech Prep Total of CTE Enrollment Business, Management & Administration 6,229 1, , Information Technology 3, , Hospitality & Tourism 1, , Human Services 1, , Arts, A/V Technology & Communication 1, , Health Science , Law, Public Safety, Corrections & Security 1, , Marketing, Sales & Service , Science, Technology, Engineering & Mathematics 1, , Finance , Transportation, Distribution & Logistics Architecture & Construction Education & Training Agriculture, Food & Natural Resources Government & Administration Manufacturing Total 20,957 6, , It should be noted that not all courses aligned into career pathway programs are included in these analyses, For example, traditional Fine Arts courses are frequently included as part of an Arts, A/V Technology & Communication pathway or academy. Similarly, core courses in mathematics and science form a major part of the curriculum in Science, Technology, Engineering & Mathematics pathways. A full listing of courses by pathway, academy, and satellite magnet program can be found in Appendix A. Agriculture, Food and Natural Resources The Agriculture, Food and Natural Resources (AFNR) pathway was designed to lead to careers in the planning, implementation, production, management, processing, and/or marketing of agricultural commodities and services. This pathway was offered at Skyline and Seagoville High School (Table 5). The largest number of students was enrolled in the Environmental Studies 13

22 Pathway or the Environmental Studies Magnet program at Seagoville High School, but the largest number of Career Pathways students was enrolled in the Agriculture, Food, and Natural Resources Pathway at Skyline. Table 5 Number of Students Enrolled in Agriculture, Food & Natural Resources Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Seagoville Skyline Center Architecture and Construction The Architecture and Construction (AC) pathway leads to careers in designing, planning, managing, building and maintaining the built environment. Architecture and Construction pathways were located at Molina (Architecture Pathway), Pinkston (Architecture Pathway), Samuell (Architecture and Construction Management Pathway), and Skyline (Table 6). Table 6 Number of Students Enrolled in Architecture & Construction Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Skyline Samuell Molina Pinkston Garza ECHS Total Arts, A/V Technology, and Communications The Arts, A/V Technology, and Communications (AAVTC) career pathway was intended to lead students into careers designing, producing, exhibiting, performing, writing, and publishing multimedia content (including visual and performing arts and design), journalism, and entertainment services. Arts, A/V Technology, and Communications academies were located at Bryan Adams 14

23 (Academy of Graphic Design), Carter (Visual and Performing Arts Pathway), Molina (Art, Animation, and AV Production The A List ), Skyline, and Sunset (Visual and Performing Arts Pathway). The pathway also provided a major part of course offerings at the Lincoln Humanities/Communications Magnet. The majority of Tech Prep students choosing this pathway were found at Skyline (43, or 57.5%) and Lincoln (25, or 29.4%). Table 7 Number of Students Enrolled in Arts, A/V Technology & Communication Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Molina Skyline Sunset Adams, B Pinkston Hillcrest Carter Lincoln South Oak Cliff Seagoville High Washington Arts Conrad Garza ECHS Total 1, ,839 The Booker T. Washington Arts Magnet was also a designated location for this pathway, but enrolled most of its students in campus-specific courses rather than designated pathway courses, so are not represented in CTE course tabulations. Similarly, students in the Art & Design Pathway at Jefferson, the Academy of Visual and Performing Arts at White, and the Academy of Performing Arts at Wilson were enrolled in Fine Arts courses such as Dance I-IV, Theatre Arts I-IV, etc.. Ninth grade students in the Multimedia Pathway at Samuell were enrolled in Principles of Information Technology as an introductory course, so also do not appear as AAVTC enrollees. 15

24 Business, Management, and Administration Business, Management, and Administration (BMA) courses helped to prepare students for careers that encompass planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Programs of study in this pathway were offered at Adamson (Business Pathway), Carter (Business Pathway), Skyline, Spruce (Business Management and Administration Pathway), Sunset (Business, Marketing and Finance Pathway), White (Business Management and Administration Pathway), Wilmer-Hutchins (Business Pathway), and Wilson (Academy of Business, Finance, and Entrepreneurship) as well as in the Business Magnet at Ewell Townview Center (Table 8). The majority of district high schools offered elective courses in this pathway, and most also had some students enrolled in a coherent sequence, even if the campus was not a designated location for this pathway. Table 8 Number of Students Enrolled in Business, Management & Administration Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Skyline Adams, B White Spruce South Oak Cliff Carter Samuell Sunset Jefferson Business Magnet Wilson Kimball Lincoln Adamson Wilmer-Hutchins Seagoville table continues 16

25 Table 8 (continued) Campus Elective Coherent Sequence Tech Prep Total Hillcrest Conrad Roosevelt Pinkston Patton Madison Garza E.C N. Dallas SCGC Angelou Total 6,229 1, ,350 The largest overall enrollment in BMA pathways classes was at Skyline (N=938), followed by Bryan Adams (700) and White (546). The largest numbers of Career Pathways students were found at the Business Magnet (N=292), Skyline (136), Adamson (72), White (57), and Sunset (55). Education and Training To plan, manage and provide education and related learning support services was the purpose of careers in the Education and Training (ET) career pathway. The Education and Training Pathway was offered at Seagoville and South Oak Cliff (Table 9). Course sequences in this pathway were also offered at Skyline CDC and the Education and Social Services Magnet at Ewell Townview Center. An Education course sequence was also offered as part of the Leadership and Public Service Pathway at Adamson, but no students were enrolled in ET courses in Spring Table 9 Number of Students Enrolled in Education and Training Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Skyline South Oak Cliff Ed. & Soc. Magnet Seagoville Total

26 Finance The Finance career pathway (FIN) prepared students for careers encompassing planning, services for financial and investment planning, banking, insurance, and business financial management (Table 10). Academies of Finance were located at Adamson, Conrad, Jefferson, and Lincoln. Wilson offered the Academy of Business, Finance, and Entrepreneurship, and Sunset offered the Business, Marketing, and Finance Pathway. North Dallas offered courses leading to an Academy of Finance to be fully implemented in Course sequences in this pathway were also offered at Skyline and the Ewell Townview Business Magnet. Adamson enrolled the largest number of Career Pathways students in Finance (105), followed by Skyline (84) and Jefferson (55). Table 10 Number of Students Enrolled in Finance Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Skyline Adamson N. Dallas Wilson Jefferson South Oak Cliff Kimball Sunset Conrad Wilmer-Hutchins Business Magnet Lincoln Madison Angelou Total ,305 Government and Public Administration While there are many opportunities in government in every career area, the Government and Public Administration (GPA) pathway focuses on those careers that are unique to government. These include governance; national security; foreign service; planning; revenue and taxation; regulation; and management and administration at the local, state, and federal levels. 18

27 GPA pathway courses were offered at the Ewell Townview Law and Public Services Magnet, and through the Satellite Law Magnet at Pinkston (Table 11). Table 11 Number of Students Enrolled in Government and Administration Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Public Services Magnet Pinkston Total Health Science The Health Science (HS) career pathway prepared students for careers in planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development (Table 12). Table 12 Number of Students Enrolled in Health Science Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Health Magnet Conrad White Molina Roosevelt Hillcrest Kimball Sunset Skyline Pinkston South Oak Cliff Jefferson Washington Arts N. Dallas Seagoville Total ,762 19

28 The largest Health Science program was at the Ewell Townview Health Professions Magnet. Conrad offered the Academy of Health Science, and the Satellite Health Science Magnet and Health Science Pathway were located at Roosevelt. Hospitality and Tourism Careers managing, marketing and operating restaurants and other foodservices, lodging, attractions, recreation events, and travel related services make up the Hospitality and Tourism (HT) career pathway. This pathway was offered on eight campuses (Table 13). Academies of Hospitality and Tourism were offered at Conrad, Jefferson, Kimball, and Lincoln, although Lincoln did not offer any courses specific to this pathway in Spring Wilson offered a Program of Study in Travel and Tourism as part of the Academy of Business, Finance, and Entrepreneurship. The Culinary Arts Pathway was offered at Molina and Wilmer-Hutchins; Skyline offered the Hospitality & Tourism program. The largest programs were at Molina (522 students enrolled), Kimball (448), and Jefferson (391); the largest Career Pathways enrollments were at Skyline (142), Molina (117), and Jefferson (72). Table 13 Number of Students Enrolled in Hospitality and Tourism Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Molina Kimball Jefferson Wilmer-Hutchins White Adams, B Wilson Skyline Conrad Roosevelt Health Magnet Sunset Total 1, ,437 20

29 Human Services Human Services (HMS) careers related to families and human needs (Table 14). At Skyline and the Education and Social Services Magnet at Ewell Townview Center the Child Guidance program was part of the Human Services pathway. Skyline also offered Cosmetology and Culinary Arts programs within this pathway. Other schools offered HMS courses as popular electives. Table 14 Number of Students Enrolled in Human Services Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Skyline White Sunset N. Dallas Ed. & Soc. Magnet Seagoville Madison Roosevelt Conrad Adamson Wilson Angelou Health Magnet Adams, B Business Magnet Total 1, ,250 Information Technology The Information Technology (IT) pathway prepared students for careers encompassing entry level, technical, and professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integration services. Academies of Information Technology are located at Conrad, Lincoln, Madison, and North Dallas (Table 15). The Information Technology Pathway at Hillcrest is proposed as a NAF Academy for Information Technology Pathways are also offered at Smith, South Oak Cliff, Spruce, and White. 21

30 Four schools had more than 300 students enrolled in Information Technology courses; those were White (338), Sunset (330), North Dallas (307) and Madison (302). The largest numbers of Coherent Sequence and Tech Prep students enrolled in IT courses were at Conrad (111), Ewell Townview Business Magnet (103), Sunset (92), and Spruce (75). While the Business Magnet and Sunset do not offer Information Technology pathways, these courses appear to be attractive electives to complement pathways in Business, Management & Administration and Finance. Table 15 Number of Students Enrolled in Information Technology Pathway Courses Campus Elective Coherent Sequence Tech Prep Total White Sunset N. Dallas Madison Samuell Molina Conrad Wilson South Oak Cliff Skyline Spruce Wilmer-Hutchins Hillcrest Smith Business Magnet Seagoville Health Magnet Jefferson Patton Pinkston Arts Magnet Science Magnet SCGC Total 3, ,836 22

31 Law, Public Safety, Corrections, and Security Legal, public safety, corrections and security careers were for those interested in planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services. Dallas ISD programs in the Law, Public Safety, Corrections & Security (LPSSC) pathway (Table 16) included the Satellite Law Magnet and Law Pathway at Pinkston; the Academy of Law Enforcement at Bryan Adams; the Academy of Public Safety at Madison; the Law Enforcement Program of Study in the Leadership and Public Service Pathway at Adamson; the Law & Criminal Justice Pathway at Samuell; the Government/Public Administration and Law, Public Safety, Corrections and Security programs at Skyline; and the Forensic Studies Pathway at South Oak Cliff. The largest number of Career Pathways students enrolled in these courses was at the Law & Public Services Magnet at Ewell Townview Center. Although the LPSSC pathway previously offered at Sunset was discontinued in , the school continued to enroll a large number of students in these courses. Table 16 Number of Students Enrolled in Law, Public Safety, Corrections and Security Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Sunset Adams, B Samuell Pinkston South Oak Cliff Public Services Magnet Adamson Total 1, ,763 Manufacturing Those in manufacturing careers plan, manage, and perform the processing of materials into intermediate or final products and provide related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering. 23

32 No Manufacturing (MAN) pathways were offered in the district in (Table 17). A single course, Principles of Manufacturing, was offered at SCGC to only five elective students. Campus Table 17 Number of Students Enrolled in Manufacturing Pathway Courses Elective Coherent Sequence Tech Prep Total SCGC Total Marketing, Sales, and Service Those in marketing, sales, and service careers plan, manage, and perform marketing activities to reach organizational objectives. Skyline offered the Marketing, Sales & Service program. Bryan Adams offered the Academy of Sports and Entertainment Marketing, and Samuell, the Academy of Marketing. Campus Table 18 Number of Students Enrolled in Marketing, Sales and Service Pathway Courses Elective Coherent Sequence Tech Prep Total Samuell Business Magnet Molina White Seagoville Spruce Sunset Lincoln Conrad Adams, B Skyline Adamson Garza ECHS Ed. & Soc. Magnet Wilson Health Magnet Total ,338 24

33 Science, Technology, Engineering, and Mathematics The Science, Technology, Engineering, and Mathematics (STEM) pathway leads to careers planning, managing, and providing scientific research and professional and technical services (e.g., physical science, social science, and engineering) including laboratory and testing services, and research and development services. In addition to the long-established Science and Engineering Magnet at Ewell Townview and the STEM program at Skyline, a satellite STEM Magnet was located at Kimball, along with a STEM Pathway. STEM Academies were located at Conrad, Lincoln, North Dallas, and Wilson. Academies of Engineering were located at Carter, Hillcrest, White and Spruce, and Carter also offered a STEM Pathway. Conrad had the largest number of Career Pathways students, 174 of 193 districtwide. Table 19 Number of Students Enrolled in Science, Technology, Engineering, and Mathematics Pathway Courses Campus Elective Coherent Sequence Tech Prep Total Conrad Spruce Kimball Wilson Science Magnet Lincoln Hillcrest Carter White Rangel Gilliam Skyline TAG Magnet Obama HS Middle College Arts Magnet Total 1, ,329 25

34 Transportation, Distribution, and Logistics Careers in transportation, distribution, and logistics involve the planning, management and movement of people, materials, and goods by road, pipeline, air, rail, and water and related professional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance. In addition to the Transportation, Distribution, and Logistics program at Skyline, Adamson offered the Construction and Transportation Pathway; Spruce, the Transportation, Distribution, and Logistics Pathway; Wilmer-Hutchins, the Automotive/Diesel Technology and Logistics Pathway; and Pinkston, the Automotive Technology program. Table 20 Number of Students Enrolled in Transportation, Distribution, and Logistics Courses Campus Elective Coherent Sequence Tech Prep Total Skyline Spruce Pinkston Wilmer-Hutchins Adamson White Total What was the progress of the radical transformation of organizing courses into career pathways and into programs of study within the pathways? Background In an effort to improve the quality of the Texas workforce, House Bill 3485 (2006) required a radical transformation of CTE. Beginning in , the TEA organized CTE courses into the 16 career pathways described above, aligned with the sixteen federally defined Career Clusters of the States Career Clusters initiative. As part of the transformation, the State Board of Education (SBOE) was required to revise the Texas Essential Knowledge and Skills (TEKS) for CTE, and the new TEKS were to be effective with the beginning of school year The 26

35 transformation process required the assignment of some existing CTE courses to the newly defined pathways, the launch of new courses based on the new TEKS, and the elimination of other courses. Methodology Plans for allowing students and parents to select career pathways and for counselors to guide them were determined from documents approved by the Board of Trustees. Data on new courses were provided by CEWP program management. Data on the location and development of career pathways, academies, and satellite magnet programs were acquired from the High School Redesign program and from CEWP staff. Results Despite initial difficulties in implementing the transformation in and , the district made major advances in The initial difficulties occurred primarily in two areas, (a) course and program development and (b) technology. Courses, Pathways, and Programs of Study Background Courses. The State Board of Education mandated that new TEKS for CTE courses be in place by the beginning of school year The obsolescence of previous TEKS was to become effective August 23, 2010 (Texas Education Agency, 2010a). The SBOE had scheduled review of new textbooks on its August 2013 agenda. At a July 2010 CTE conference, the TEA stated that textbook publishers had been working on new textbooks to be approved by SBOE proclamation 2014 and in classrooms in 2014 (Irlas, Region 10 CTE Consultant, personal communication). Working in concert, four universities (Stephen F. Austin University, University of North Texas, Texas A&M University, and Texas Tech University) developed scope and sequences for the new courses, from which curricula would be developed. Vendors and universities were usual sources of curricula, but at the time of the July 2010 conference no one had curriculum available yet to match the new TEKS (Irlas, personal communication). Ms. Irlas stated that the term 27

36 radical transformation was the ideal term for what was happening to CTE: the process would be to change chaos to order, and we are in the chaos stage. (Irlas, ibid). The district, like other districts around the state, faced considerable difficulties in implementing change at the local level during the school year. Plans had to be developed to inform parents of the new curriculum and opportunities. Textbooks were not yet approved for the new courses. The new courses had scope and sequences, written by a collaboration of four universities, but no course had a curriculum plan (CPG). The CTE program planned to write CPGs for 155 courses to be taught. As of July 31, 2010, 23 were in process and 132 had not been started. Teachers prepared for the new courses through conference attendance, professional development, and by writing curriculum to go with the new TEKS. In Dallas ISD, this was the first time CTE teachers had to write curriculum. The department s focus changed quickly, because the curriculum produced was not of sufficiently high quality and central staffing was not adequate to review the materials. Instead, the department acquired externally developed (and readily available) industry-based curricula and associated resources, and placed greater emphasis on building teacher capacity through training and development in the new course areas. Approved CTE courses for became obsolete on August 23, The district s career and technical education master schedule for was revised to contain only new TEA-approved courses with the new state and local course numbers and course descriptions. The district s course catalog was maintained by the Campus and Administrative Support (CAS) office. Each campus developed its own master schedule from the course catalog. The district catalog listed 344 CTE courses for ; of these, only seven were unchanged from the previous year. Master schedules thus had to be revised at each campus to indicate the new courses and corresponding course numbers, requiring considerable staff time and planning. Results Pathways. During , the High School Redesign (HSRD) program assumed the responsibility of working with high schools to identify and develop one or more career pathways at each campus. The plan set forth by High School Redesign management was for career pathways 28