Expanding Computer Science Education with Career and Technical Education

csedweek_forwebGiven the tremendous career opportunities that a foundation in computer science can provide, it makes sense that we do what we can to improve access to high-quality computer science learning experiences for all students. Computer science (CS) is not about understanding how to use a word processor or create a spreadsheet. CS is about gaining computational thinking skills and is a critical skill set that all students should have in the 21st century workforce—and states, districts, schools, educators, and their partners are doing their part to expand opportunities to computer science for all.

Career and Technical Education (CTE), funded by the Carl D. Perkins CTE Improvement Act of 2006 (Perkins), is an effective approach for increasing access to rigorous computer science coursework as well as for integrating computer science into existing programs of study. Many states are working creatively and innovatively to utilize CTE pathways and Perkins funds to increase access to and completion of computer science courses. From using funds to increase interest in middle school and supporting educator preparation, to dual-coding of courses and increasing access to equipment, states are working hard to maximize the use of Perkins funds to help prepare more students in their states for career opportunities.

Here are some considerations to keep in mind to help increase access to high-quality CS for All.

  • Dual-coding of Courses – Computer science courses are being offered in both CTE and non-CTE academic programs with course codes that inhibit courses from being used in multiple programs. Some states have found it helpful to dual-code these courses to strengthen their offerings, eliminate duplication of efforts and reduce the funds needed to implement computer science programs in a high school. For example, in Florida , computer science standards were jointly written to make sure that the standards met both academic and CTE expectations.
  • Dual-certification of Teachers – Having a well-prepared, well-supported educator workforce is critical to expanding access to computer science courses. Again, to prevent duplication of effort, states have found it helpful to ensure that computer science educators in high schools are able to teach computer science as part of either a CTE or academic program. These options increase the number of educators available to teach computer science while providing flexibility for how computer science is taught in both CTE and academic pathways.
  • Professional Development for Teachers – Perkins funds can be used to provide professional development for CTE educators to ensure they have the tools and resources they need to teach computer science. Because computer science educator preparation requires high-quality, intensive professional development for existing educators, states are also thinking creatively about how to use Perkins in conjunction with Title II funds to increase the number of educators who are able to teach computer science in both CTE and academic pathways.
  • End-of-Pathway Assessments – States are thinking creatively about end-of-pathway assessments for CTE students and how to ensure the demonstration of technical proficiency. States like Maryland and Idaho are utilizing satisfactory scores on the AP computer science exams as a demonstration of technical proficiency.

Perkins funding can be used to complement and strengthen computer science education in a variety of creative ways, such as collaborating with middle schools to increase CS career exploration courses in 7th and 8th grade, and making CTE CS courses students available to students who are not in a CTE program of study.

OCTAE and the U.S. Department of Education joined several federal agencies in celebrating CS Education Week, December 5-11, 2016, during which a Year of Action was announced. It continues the momentum of CSforAll following its launch in January 2016 that brought together federal, state, and local efforts to increase access to CS education. That same day in January, U.S. Chief Technology Officer, Megan Smith, provided more insight into the importance of providing CS for All in her blog.

OSTP Senior Policy Advisor for Tech Inclusion, Ruthe Farmer, also provided a year-in-review recapping 2016 CS education milestones.

Follow #CSforAll on your favorite social media for ongoing activities.

#ApprenticeshipWorks for High School

This article also appears on the U.S. Department of Labor Blog

Photo of Deputy Labor Secretary Chris Lu gathered with students around a student sitting at a desk with a laptop opened.

Deputy Labor Secretary Chris Lu hears from students at Phelps Architecture, Construction and Engineering High School in Washington, D.C. This unique public high school offers both college preparatory and vocational education dedicated to design professions and construction trades.

By offering pathways to career-ready skills, a paycheck and debt-free college credit, registered apprenticeship is the gold standard of work-based learning.

This program brings many high school students a future they never imagined. Bobby didn’t think he had many options after graduating from high school in rural Kentucky. Apprenticeship changed his life forever. During Bobby’s junior year of high school, he entered an apprenticeship program in advanced manufacturing with an employer in his hometown. After graduating, Bobby earned 30 college credits paid by the employer and completed over 1,700 hours of on-the-job training. Now, he works full time for the same company and is set to earn more money than his parents ever dreamed of for their family.

Employers see apprenticeship as a powerful tool for finding and developing talent. Parents and students see the value in a structured, earn-and-learn postsecondary pathway. Academic leaders see apprenticeship as a clear strategy for ensuring their high school and college graduates have the skills and competencies they need for tomorrow’s jobs.

While the average U.S. apprentice is 30 years old, other countries target younger workers. In countries like Germany, Switzerland and the UK, apprenticeships bridge the education system and the world of work, introducing high school students to jobs in a variety of industries. This European model enables students to connect to employment opportunities and access postsecondary education at an earlier age.

Successful registered apprenticeship programs across the country are connecting students to careers in critical, high-paying, in-demand industries such as IT, health care, and advanced manufacturing.

  • In North Carolina, the NCWorks Youth Apprenticeship program offers high school students opportunities to earn credit for secondary Career and Technical Education coursework, college credits, and on-the-job training with a registered apprenticeship sponsor. After graduation, students complete their apprenticeship along with their associate degree, which is paid by the employer. Siemens and Ameritech are part of a consortium of employers that work with local high schools and Central Piedmont Community College on this workforce pipeline.
  • In Wisconsin, the Youth Apprenticeship program, the oldest in the country, requires students to complete two years of 450 work hours per year and four semesters of related classroom instruction. Students work in advanced manufacturing with employers such as Harley Davidson and LDI Industries.
  • In South Carolina, Apprenticeship Carolina has over 100 youth apprenticeship programs sponsored by different employers such as Agape Healthcare, IFA-Rotorion (advanced manufacturing) and Hull Hospitality Group (culinary arts). Students earn their registered apprenticeship certificate before or after high school graduation.
  • The Tech Ready Apprentices for Careers in Kentucky (TRACK) youth pre-apprenticeship program is a business- and industry-driven program designed to create a pipeline for high school students to enter postsecondary apprenticeship training in manufacturing, welding, electrical work and carpentry. Employers are able to tailor the program for their specific needs and to select the career and technical education courses and students for their apprenticeship pathway. Students receive a nationally recognized credential at little or no cost.

As high schools and community colleges look for innovative ways to ensure students graduate with career-ready skills, registered apprenticeship is a ready-made solution. More employers can join this movement by partnering with local high schools. Interested in finding out how you can bring youth apprenticeship to your state? Check out the Office of Apprenticeship’s website for more resources and talk to your Office of Apprenticeship state director and CTE state director.

Editor’s note: Join the conversation about how #ApprenticeshipWorks during National Apprenticeship Week 2016 by using the hashtag on social media.

Eric Seleznow is the Deputy Assistant Secretary of Labor for Employment and Training. Kim R. Ford is the Deputy Assistant Secretary of Education for Career, Technical and Adult Education.

Posted by
Deputy Assistant Secretary, OCTAE
Posted by
Deputy Assistant Secretary for Employment and Training, U.S. Department of Labor

Work-based Learning: We Need An Ecosystem

OCTAE is pleased to host this blog post by guest blogger: David Etzwiler, CEO, Siemens Foundation

David Etzwiler, CEO, Siemens Foundation, speaking at a podium with American flag in background

David Etzwiler, CEO, Siemens Foundation

It was an honor to take part in yesterday’s workshop on “Strengthening Work-Based Learning in Education and Transition to Career.”  For the Siemens Foundation, this is an extremely important topic, and one that we’ve recently chosen to focus on as part of our STEM Middle-Skill Initiative program.

For students, work-based learning is an underutilized method that holds the promise of opportunity and is ripe for growth.  It can help students develop essential employability skills and build a strong, positive work history.  It can also help them build an important network of peers and employers that often connect the dots between job seeker and the right position.

Companies win, too.  They have the opportunity to shape the next generation of skilled workers from an early stage and engage directly with the local education system in a meaningful way.  These experiences can also help build a positive culture in the workplace as current workers see their employer’s commitment to training and giving back to the community.

As a German company, Siemens’ roots run deep in apprenticeships, and the company has thrived from its access to the strong, skilled pipeline of workers that come from these work-based learning programs in Germany.

In the U.S., Siemens has worked to develop apprenticeships, but it’s an effort that needs a much more broad-based approach if the U.S. is going to successfully scale the model.   Like so many other efforts worth the outcome, work-based learning can require a lot of time, commitment and resources.

Read More

Top CTE Programs Recognized with National Award

Eleven CTE programs were selected for 2016 “Excellence in Action” awards by Advance CTE, a national association of state CTE directors. The awards are intended to highlight high quality Career Cluster-based programs of study that have a meaningful impact on student achievement and success. More information about the award program and its winners can be found on the Advance CTE website.

Congratulations to the eleven CTE programs receiving awards:

Tulare Join Union High School District Farm
Agriculture Education, California

Advanced Technologies Academy
Architectural Design, Nevada

Vista PEAK Preparatory
Business Education, Colorado

Peoria Unified School District
Early Childhood Education, Arizona

Hamburg High School
Academy of Finance, New York

Waubonsee Community College
Emergency Medical Technician – Paramedic, Illinois

Des Moines Independent School District
Central Campus Culinary Arts and Restaurant Management Academy, Iowa

Southwest High School
Computer Maintenance Technology & IT Certification Program, Texas

Carl Wunsche Sr. High School
Legal Studies, Texas

Desert View High School
Precision Machining and Mechanical Drafting, Arizona

Traverse Bay Area Intermediate School District Career-Tech Center
Manufacturing Technology Academy, Michigan