Career and Technical Education
Supporting Data & The Case for Growth
Denver Public Schools
February 2014
DRAFT
CTE Student Demographics (making up 20% of DPS high school pop.)
ELL Representation
CTE
DPS
ELL
39%
ELL
37%
Non ELL
61%
Non-ELL
63%
SPED Representation
SPED
8%
CTE
SPED
11%
DPS
% of student enrollment
CTE Enrollment by Race
60
Non-SPED
92%
50
40
30
20
10
0
NonSPED
89%
% white
% black
Low Income Representation
% hispanic
CTE
%other
DPS
NonFRL
28%
Non-FRL
36%
FRL
64%
-2-
FRL
72%
DRAFT
CTE High School Completion Rate vs. District
• CTE students completed high school at a rate significantly higher than any comparison group over the last 8 years, and 10
percentage points higher than the district’s median extended completion rate (7 year rate) for that same period
75% HS Completion for CTE Students
0.8
0.7
0.6
N= 21,531 CTE students
DPS Median
Extended
Completion
Rate: 65%
0.5
7 year completion
6 year completion
0.4
5 year completion
0.3
4 year completion
2004-2012 (CTE)
0.2
0.1
Incomplete
Data
0
DPS Class of DPS Class of DPS Class of DPS Class of DPS Class of DPS Class of DPS Class of DPS Class of
2005
2006
2007
2008
2009
2010
2011
2012
CTE
Students,
Classes
2005-2012*
*Note: The CTE-District rate differential of 10% is an underestimate, for two reasons:
1) The CTE rate is an underestimate because it does not account for students who transferred
2) About 20% of DPS completers each year include CTE participants
-3-
DRAFT
CTE High School Completion Rate by Race & Income vs. District
• Low income and minority students in CTE programs exhibit completion rates 3-14% higher than the district’s median
extended completion rate (7-year) in all categories
• Highest high school completion rate for CTE students: black females at 80%
90%
Low income: 14% higher completion with CTE
Hispanic Males: 12% higher completion with CTE
80%
70%
60%
CTE Students, Classes 2005-2012
50%
DPS Class of 2008 (median)
7 year completion rate
DPS Class of 2012
4 year completion rate
40%
30%
20%
10%
0%
Low
Income
Black Male
Black
Female
Hispanic
Male
Hispanic
Female
N= 21,531 CTE students
-4-
White Male
White
Female
DRAFT
High School Completion Rates by Zip Code– All DPS vs. CTE
• High school completion rates in endemically off-track zip codes are significantly higher if students take just one CTE
course–- a difference of up to 21 percentage points
DPS: 57%
CTE: 78%
80249
DPS: 51%
CTE: 72%
80239
80211
DPS: 52%
80205
80207
CEC
DPS: 67%
CTE: 73%
80204
EGTC
80220
CTE: 83%
DPS: 55%
DPS: 61%
CTE: 75%
CTE: 66%
80219
DPS: 61%
DPS: 68%
CTE: 74%
CTE: 77%
80223
Notes
DPS: 55%
•
This map shows 7-year high school completion
rates against a 2013 off-track density
•
The district median completion rate for a 7-year
cohort is 65% (from 2004-2012)
•
N= > 203,000 DPS students,>21,000 CTE students
•
These trends are consistent across all DPS high
schools and demographics
•
Ex: Low income CTE students completed 4-29%
higher than peers at EVERY DPS high school
CTE: 75%
-5-
DRAFT
The Power of Course Sequencing: Completion Rate Comparisons
 Students who take a sequence of 3+ CTE courses over 4 years complete high school at much higher rates
than comparison groups– a 27% difference for all students, and a 30% difference for low income students
Extended* HS Completion Rate Comparison
30% difference in HS
completion for Low Income
100%
90%
93%
92%
87%
79%
74%
80%
70%
63%
92%
75%
66%
58%
58%
60%
34% difference in HS
completion for ELLs
65%
50%
Students Who Took 3+ CTE
Courses
40%
30%
All CTE
20%
All DPS (Median)
10%
0%
Low Income
SPED
ELL
Students w/ 3+ CTE courses,
All CTE students,
All Students
N= 3,660
N= 21,531
*7-year completion rates
-6-
DRAFT
The Power of Course Sequencing: Annual Attendance Comparisons
 Attendance data suggests that students who take a sequence of 3+ CTE classes are more likely to attend
school than peers, a difference of >3 school weeks for ELL students, and 2 ½ weeks for all students
Comparison of Average Annual Attendance for 10th Graders
A difference of more
than 3 weeks of school
92%
92%
A difference of 2 ½
weeks of school
90%
88%
86%
88%
86%
83%
84%
82%
83%
80%
80%
Students Who Took 3+ CTE
Courses
All CTE
78%
76%
No
Data
All DPS (Median)
74%
Low Income
SPED
ELL
All Students
Students w/ 3+ CTE courses,
All CTE students,
N= 3,660
N= 21,531
-7-
DRAFT
EXAMPLE: Engineering and Energy Pathway
LEVEL 1: INTRODUCTORY
•
•
•
•
•
PLTW Intro to
Engineering Design
& Energy
LEVEL 2: FOUNDATIONS
Geographic
Information
Systems
PLTW: Principles of
Engineering
PROJECT
LEAD THE
WAY
Civil Engineering
CiM
Digital Electronics
Biological
Cloud Based
Monitoring or
Computer Science
•
•
Remote Sensing
Geospatial analysis: LMKR
•
•
•
MATLAB
Simulink
Digital Control Logic
Geology
Grade 11
AP Environmental
Science
•
Field research
LEVEL 4: PATHWAYS
Capstone Project
PLTW Capstone:
Engineering Design
and Development
Advanced
Coursework
Internship
Certifications
•
•
•
•
•
•
AP Physics
AP Calculus
AP Environmental Science
Red Rocks Community College
Colorado School of Mines
MOOC
-8-
Grade 9
Grade 10
LEVEL 3: ADVANCED SKILLS
Modeling and
Technical Computing
Analysis for Natural
for Energy Industries
Resources
PLTW: Specialized
Engineering Fields
•
•
•
•
PLTW
Basic Petroleum Technologies
Basic Wind and Solar
Home Energy Efficiency
Energy and Environmental Policy
•
•
•
•
•
Oil and Natural Gas
Renewable Energy
Energy Policy
Home Energy
Engineering
Grade 12
DRAFT
Case for Growth
1.
CTE engages students. High school completion rates, attendance, median growth, and discipline were significantly
better for students in CTE than peer groups of the same demographics, same zip codes, same schools, and same
academic profile.
2.
CTE equips students with skills necessary for readiness in career and postsecondary education. Students
taking CTE courses can graduate with workforce certifications and skills, as well as college credit. This fills a
tremendous need for workforce development.
3.
CTE operating costs are very low for a high return on investment. After state and federal reimbursements,
Denver Public Schools allocated just $560 out of PPOR last year for each student participating in CTE. Thus, nearly
half of DPS’ operating costs for CTE were covered by state and federal dollars.
-9-
DRAFT
Value to Students
1.
All students have equitable access to CTE programs
2.
Courses are aligned with skilled labor demand, and are responsive to changing industry demand
3.
CTE pathways culminate in workforce experiences for students, and concrete postsecondary opportunities
4.
Courses are relevant, engaging, and sequenced, leading to advanced coursework for college credit
5.
Academic content is embedded, allowing deep focus on application of knowledge
- 10 -
DRAFT
Appendix
- 11 -
DRAFT
Representation of Economically Disadvantaged Students
• Economically disadvantaged students are strongly overrepresented in the fitness trainer,
health science, and sports medicine courses
FRL %
94.81
93.33
91.89
90.51
Program
Fitness Trainer/Exercise Science
Health Science/Health Care
Sports Medicine
Automotive Technology
• Economically disadvantaged students are significantly underrepresented in two of the
district’s larger computer-based CTE offerings
FRL %
13.55
21.14
Program
Digital Design
Web Design, Digital Film, Broadband Communication
Significant digital divide by income
- 12 -
DRAFT
Median Growth Percentile Comparisons
 ELL and Low Income students who took 3+ CTE courses exhibited higher than expected median growth
percentiles
Median Growth Percentile for Students Taking 3+ CTE Courses
60%
Median Growth Percentile
58%
56%
District 2008
54%
District 2012
52%
Low Income Student Who Took 3+ CTE
Courses
ELL Student Who Took 3+ CTE Courses
50%
48%
46%
MGP 9th Grade
Math
MGP 10th Grade
Math
MGP 9th Grade
Reading
- 13 -
MGP 10th Grade
Reading
DRAFT
CTE Student College Readiness in Reading
Of 26,431 CTE Students across DPS from 2004-2012, 45% were college ready in Reading by Colorado Community
College System (CCCS) standards
.15
CTE Students’ College Readiness by ACT Cut Score*
.15
CTE Students’ College Readiness by CCCS Cut Score*
N= 26,431
Years: 2004-2012
N= 26,431
Years: 2004-2012
.1
23% ACT College
Ready in Reading
.05
0
0
.05
Density
.1
45% CCCS College
Ready in Reading
0
10
20
Reading ss
30
40
0
10
20
Reading ss
30
40
Note: ACT College Ready Cut-Score: 21
Note: CCCS College Ready Cut-Score: 17
District Comparison
• DPS 2013 College Readiness by ACT Cut Score in Reading: 32%
• DPS 2008-2012 Average College Readiness by ACT Cut Score in Reading: 27%
- 14 -
CTE Student College Readiness in English
Of 26,431 CTE Students across DPS from 2004-2012, 33% were college ready in English by Colorado Community
College System (CCCS) standards
.1
CTE Students’ College Readiness by CCCS & ACT Cut Scores*
N= 26,431
Years: 2004-2012
.04
.06
.08
33% CCCS and ACT
College Ready in
English
Note:
CCCS College Ready Cut-Score: 18
ACT College Ready Cut-Score: 18
0
.02
Density
DRAFT
0
10
20
English ss
30
District Comparison
• DPS 2013 College Readiness by ACT Cut Score in English: 41%
• DPS 2008-2012 Average College Readiness by ACT Cut Score in English: 37%
- 15 -
40
DRAFT
CTE Student College Readiness in Math
Of 26,431 CTE Students across DPS from 2004-2012, 25% were college ready in Math by Colorado Community
College System (CCCS) standards
15% ACT College
Ready in Math
0
.05
.1
Density
0
.05
.1
N= 26,431
Years: 2004-2012
.15
25% CCCS College
Ready in Math
.15
.2
N= 26,431
Years: 2004-2012
.2
.25
CTE Students’ College Readiness by ACT Cut Score*
.25
CTE Students’ College Readiness by CCCS Cut Score*
0
10
20
Math ss
30
40
0
10
20
Math ss
30
40
Note: ACT College Ready Cut-Score: 22
Note: CCCS College Ready Cut-Score: 19
District Comparison
• DPS 2013 College Readiness by ACT Cut Score in Math: 22%
• DPS 2008-2012 Average College Readiness by ACT Cut Score in Math: 20%
- 16 -