Data Driven: CTE Concentrators Graduate at Higher Rates
October 25, 2012
The average high school graduation rate for students concentrating in CTE programs is 90.18 percent, compared to an average national freshman graduation rate of 74.9 percent.i
Welcome to our new blog series, Data Driven, which focuses on how you can use CTE data
and research to make legislators, industry leaders and the public sit up and
take notice! The numbers I will share in this blog series are advocacy tools
you can use.
Today’s data point focuses on a key measure of educational
attainment: high school graduation rate. These numbers explain that secondary CTE
concentrators, or students who have earned 2-3 or more credits in a single CTE
program of study (depending on state regulations), graduate at higher rates
than the U.S. average. This can be a surprising statistic to present to those
unacquainted with CTE, who may associate it with lower attainment rates.
You can share these statistics when you are meeting with
policymakers, businesses or parents, and use when talking to the media. Follow
up this national-level data with local and state-specific information, if you
We will share more examples of data you can use throughout
this blog series. In addition, CTE data and research is available at any time
with ACTE Fact Sheets.
Department of Education, Office of Vocational and Adult Education, Consolidated Annual Report for the Carl D.
Perkins Career and Technical Education Act of 2006 Program Year 2007-2008,
unpublished data [National Association of State Directors of Career Technical
Education Consortium analysis]; U.S. Department of
Education, National Center for Education Statistics, Public School Graduates and Dropouts From the Common Core of Data:
School Year 2007-2008, 2010.
CTE Policy Watch Blog
Duncan Talks 2014 Budget on Capitol Hill
Following the release of President Obama’s Fiscal Year
(FY) 2014 budget request on Wednesday, Secretary of Education Arne Duncan
appeared before the House Labor, Health and Human Services, and Education
Appropriations Subcommittee to defend the Administration’s plan for funding
education in the coming fiscal year.
In the budget proposal, the Administration suggests
funding Perkins at 1.1 billion, equal to FY 2012 levels, before sequestration.
Additionally, the budget proposes a $10 million increase for the National
Programs line item which is designated for a new dual enrollment program
focused on career preparation.
Despite requests for an overall increase in education
funding, the Administration's budget does not prioritize additional investments
to meet the growing needs in CTE. During the hearing on Thursday, both
Republican and Democratic members of the Labor-HHS-Education appropriations
subcommittee expressed apprehensions about the Administration’s strong focus on
increasing funding for competitive grant programs. Rep. Rosa DeLauro (D-CT),
ranking-member of the subcommittee, talked about her concern for formula-funded
education programs, like Perkins, which largely did not receive increases in
funding. “The emphasis on competitive funding I find troubling,” said DeLauro.
“What is need is steady secure funding for all of our schools to move toward
improvement.” Federal investments in education must be directed to those areas
with a proven track record of success that provide all students with equal
access and opportunity.
Members of the subcommittee will now begin to draft an
appropriations bill that will fund Perkins in FY 2014. Let Congress know that
it is time to make investing in Perkins a
Senator Mark Begich (D-AK) Announces Career Counseling Bill
In a press
release today, Senator Mark Begich (D-AK) announced a bill designed to
improve school counseling resources across the country. The Counseling for
Career Choice Act of 2013 provides increased support and professional
development for school counselors to have the resources and materials to help
students make educated decisions about their future, whether it is a four-year
university, career and technical education program in high school or other
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