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Findings #3 (Finn & Hackett (Inside the school ("The schools we…

- - - - " The schools vary widely in funding levels and other resources, form those that can barley make ends meet on per-pupil allotments that are lower than other high schools in the area to a few schools that amass large budgets from multiple sources and boast extraordinary technology and staffing." ( p. 13)
      - " While some schools benefit from certain categorical funds ( e.g., magnet dollars, STEM, or tech-doc dollars), many don't qualify for other state and federal programs, such asa Title I, bilingual education, and special education." ( p. 13)
- - - - Unprepared College Students
        
        "A study by Gray and his colleagues suggests that enrolling in a four-year college may not always be the best course of action for some students. They studied the secondary and postsecondary experiences of all 1991 graduates of seven public high schools in affluent suburban districts. The authors found that on graduation from high school, almost half the students failed to meet what the authors identified as the minimal criteria for being prepared to do college academic work (defined as having a C average, a combined SAT score of 800, and a minimal sequence of college preparatory courses). " (Cohen, 2004,6)
        
        “many students ignore CTE programs that might be a better choice for them.” (Cohen, 2004, p. 7)
        
        "The response to the declining rewards of a high school diploma has often been to urge all students to go to college." (Cohen, 2004, p. 4)
      - The Importance of Non-College Careers
        
        “Of the total job openings between 2000 and 2010, the Bureau of Labor Statistics (BLS) projects that 70 percent will require no postsecondary education.” (Cohen, 2004, p. 7)
        
        Comparing the supply as well as the demand for workers with different types of education and training also suggests an oversupply of college-educated workers and a shortage of those with technical training. (Cohen, 2004,7)
      - The Promise of CTE
        
        CTE is a promising strategy for addressing the difficulties faced by high school dropouts and graduates who seek jobs or attend college without adequate preparation. Through contextual learning and connections with adult mentors, CTE can engage students who otherwise might lose interest in school. By providing linkages to employers and a tryout period for new high school graduates, CTE can enhance the chances of finding good jobs that lead to rewarding careers (Cohen, pg. 13)
      - The High School Dropout Problem
        
        "Young people who do not complete high school tend to have substantially lower employment rates and earnings than those who do graduate." (Cohen, 2004, p. 1)
        
        • “Dropout rates are higher in urban areas and among African Americans and Hispanics (Cohen, 2004, p. 2).”
      - High School Graduates and the Transition to Work
        
        "High youth unemployment rates reflect the difficulty that non-college youth have in making the transition to the labor force: only 67 percent of recent high school graduates not enrolled in college were employed in October 1997," (Cohen p. 3).
        
        "Even graduation from high school is no longer sufficient to ensure a career," (Cohen p. 3).
      - What Employers Really Want
    - - Findings
      - Synthesis
      - Limitations of Research Based on National Student Surveys
      - CTE Program Evaluations
        
        “CTE is a promising strategy for addressing the difficulties faced by high school dropouts and graduates who seek jobs or attend college without adequate preparation. Through contextual learning and connections with adult mentors, CTE can engage students who otherwise might lose interest in school. By providing linkages to employers and a tryout period for new high school graduates, CTE can enhance the chances of finding good jobs that lead to rewarding careers (Cohen 13)”.
    - - History
        
        CTE, originally known as “vocational education,” or “voc ed,” arose in response to the need for skilled workers in manufacturing industries and the entry of working-class students into high school. But vocational education eventually lost popularity in the United States due to an increased emphasis on academic skills and a belief in college for all, coupled with a perception that vocational education was becoming an educational backwater for the disadvantaged. By contrast, in many European countries, CTE is a respected option that is directly linked to good jobs (Cohen, pg.15)
      - Current Programs
        
        "Most U.S. high schools offer some CTE. One or more courses identified with CTE are offered in 93 percent of the nation's public comprehensive high schools. Nearly all public comprehensive high schools offer general labor market preparation or family and consumer sciences." (Cohen, 2004, p. 22)
      - CTE in Other Countries
      - Public Attitudes
        
        “Guidance counseling practices also contribute to the overemphasis on college. Whereas counselors in the 1960s saw their role as selecting only a limited number of students who should go to college, recent research suggests that they now advise college for almost everyone, steering students away from CTE and blue-collar jobs.” (Cohen, 2004, p.31)
- - - - 1&2
      - 3&4
      - 5&6
      - 7&8
        
        Charter schools can vary a lot, often leads to negative context