Career and Technical
Education
EDUC 5396 - Administration of Special
Programs and Community Relations
Ambreen Ali Nawaz
Tristan Bragg
Pablo Londono
Nestor Londono
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Introduction
Career and Technical Education (CTE) has
been a critical component of American
lifestyle. Furthermore, it is an important
alternative nowadays in order to get the
Economy back on track. It allows, not only
young people but also experienced workers,
to explore and cultivate post secondary
educational options which includes training
on line and face-to-face programs in schools
and colleges with direct contact with local
businesses. It means, that in many cases, the
programs are supported by School/Business
partnerships, involving business and industry
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with their community
schools
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The objectives of the Career and Technical Education
Project are:
1. To explain how CTE works at Federal, State and
Houston ISD levels.
2. To outline what national, State and District-wide
legislature states about CTE programs.
3. To give some numbers about funding, number of
students, and number of programs available.
4. To understand how CTE programs work on different
scenarios.
5. To underline how HISD is giving special attention to
CTE programs to be successful and how the students
are included to be successful.
Goals and Objective
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The Career and Technical Education
Pathway
Local
National
State
Texas
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Houston
Independent
School District
(HISD)
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Career and Technical
Education in the United States
What is CTE?

History.

Areas covered by CTE.

Where and How CTE is
offered

Numbers, funding and
opportunities related to
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CTE.

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What is CTE?
Career and Technical Education
(CTE) is education that prepares
both youth and adults for a wide
range of careers. These careers
may require varying levels of
education from high school and
post-secondary certificates to
two to four-year college degrees.
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History
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CTE became popular in Europe after the
Industrial Revolution by the decline of handwork
force.
This situation resulted in the need of manual
training, involving general instruction in the
use of hand tools. This concept of Education
was
developed
initially
in
Scandinavia
(c.1866).
It became popular in the elementary schools of
the United States after 1880.
Major Progress was made by the armed
services during World War II.
In recent years, many of the public high
schools offer vocational training with a lot of
programs designed according to the needs.
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Areas covered by CTE
Agriculture
* Farmers
* Animal scientists
* Turf grass
specialists
Health
Occupations
Trade &
Industrial
* Automotive
* Technicians
* Carpenters
* Electricians
Public Safety
& Security
Business and
Marketing
Sciences
* Entrepreneurs
* Financial officers
* Arts/graphics
designers
Family &
Consumer
Sciences
* Management &
life skills
* Executive chefs
* Hotel managers
Technology
* EMTs
* Nurses,
* 3D animator
* Physical therapists,
* Emergency Mngt * Computer engineer
* Biotechnical engineer
* Biomedical engineers * Response
coordinators
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Where and How CTE is offered
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High school programs are offered either within
a "comprehensive" high school or in separate
"area career and technical schools."
In some states, such as Delaware, both
academic and technical courses are offered in
full-time career and technical high schools.
Usually career and technical programs are
offered as a sequence of courses that are
supplemented by work-based experiences,
such as internships or apprenticeships.
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Funding and Opportunities
 15 million secondary and
post-secondary CTE
Programs (2002).
 The program is applied in
11,000 comprehensive
high schools, several
hundred career and
technical high schools
and about 1,400 area
career tech centers.
 About 9,400 postsecondary institutions
offer technical programs.
Programs receive about
$1.3 billion annually from
the federal government
through the Carl D. Perkins
Career and Technical
Education Act.
 That represents about 8-10
percent of budgets for these
programs, which receive
most of their funding from
local and state revenue.
 Other laws, such as the
Elementary and Secondary
Education Act, the Higher
Education Act and the
Workforce Investment Act,
also fund programs.

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Career and Technical Training in Texas
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TEA Perspective
TEA offers programs in areas from agriculture to arts that enable students
to connect their education with the real world. Therefore, the State Board
of Education commissioned the writing of TEKS objectives to address this
goal. Schools across Texas are following those objectives to fulfill the
needs of their communities.
Each one of the chapters that the legislation of Texas approved on CTE has
TEKS developed to be followed by the public education system. Now, we
need to keep in mind that those TEKS were adopted on 2009. Therefore,
data is being collected to define the effectiveness of those programs on
the State of Texas.
This connects with the national inquiry about the success of public
education. The main issue is the relevance of k-12 education on the
professional outcome of our students. The process of globalization has
great impact on the way we perceive education. This trend changed the
landscape of education in our country. Now we have to compete with
brilliant students that come from countries with huge populations. Their
number of G/T students surpass our total number of students.
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CTE Program Offerings in Texas
Agricultural Communications
Specialist
Animal Nutritionist
Biotechnology Technician
Branch Financial Manager
Farm Manager
Floral Designer
Green Technology
Heavy Equipment
Marine Biologist
Meat Producing
Metal Fabricator
Natural Conservation Worker
Veterinarian
Water Treatment Operations
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Career and Technical Training in HISD ( CTE )
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CTE –Rosena Garcia on FOX NEWS
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Empowering Students To
Compete In A Global
Society
The mission of the Career
and Technical Education
Department (CTE) is to
empower students with the
academic and technical skills
needed to strengthen the
economic and social
foundation of the city of
Houston and beyond.
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CTE / TEA Evaluation June 14, 2010
Major Findings:
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CTE’ s are effective in developing student leadership skills.
Survey results indicated that administrators and teachers lack sufficient
knowledge regarding Project Lead the Way and Special Projects
Resource Center Programs.
Non-CTE students outperformed CTE students on both the Texas
Assessment of Knowledge and Skills (TAKS) and Higher Education
Readiness Component (HERC), although the gap is decreasing over time
in reading/ELA. Regression analysis showed that being enrolled in a CTE
program was not associated with higher TAKS scores.
The more structured the CTE course, the better the student scored on
reading/ELA and HERC. Even in more structured CTE classes, CTE
students lagged behind non-CTE students.
CTE students were more likely to remain in school and graduate than
non-CTE students. This was even more pronounced among students who
enrolled in a more structured CTE program, such as Tech Prep.
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Do They Know Where They Are Going?

Kuder Career Planning System (November 20, 2008)

Bryant Young (Madison High School), does reach on careers in GIS for
the GIS Day Contest Nov 21st.

Consistent with the District’s key focus areas on dropout prevention
and intervention, community and parent engagement, as well as
strengthening relevance in the classroom, Houston ISD has invested in
the future of our students by purchasing the Kuder® Career Planning
System. In order to broaden career exploration programs, career
assessment services are being provided at no charge to schools.
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CTE in HISD
◦ Sixth-grade through twelfth-grade students can enroll in
elective courses that match their career interests. High school
students can develop a career concentration and take multiple
CTE courses that correspond with their interests.
◦ One hundred and sixty-five different CTE courses were
offered at 67 schools in 29 high schools and 38 middle
schools throughout the district.
◦ According to Houston ISD’s Research Educational Program
Report (2010) , the most popular career concentrations in
the district for 2008−2009 were (1) Information Technology,
(2) Health Science, (3) Human Services, (4) Marketing, Sales,
and Services, and (5) Manufacturing.
◦ In a departmental memo, HISD Superintendent Terry Grier
notes , “When analyzing the longitudinal graduation rates, the
percentages of CTE students graduating from high school in a
four-year period were higher than those of the district in the
class of 2006(79.9 percent versus 67.1 percent), in the class
of 2007 (79.4 percent versus 64.3 percent), and in the class
of 2008 (84.7 percent versus 68.2 percent).”
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Questions to keep in mind
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Do our students know where they are
going?
How can we guide our students to reach
their potential in the real world?
Are we preparing new generations to face
requirements of college?
How can we use the money that is
available for CTE in our campuses?
What else can we do to promote CTE?
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Conclusions
While all states continue to look at high school academic
standards to gauge growth and success, unless, state policies
change and ‘widen the state curriculum” to include the CTE
core curricula, CTE will continue to be viewed with the state
academic lens that may shed a negative light on an
otherwise wholesome program.
Despite the cons of the program, CTE offers a wide array of
positive activities, curricular and extra-curricular, occurring in
the Career and Technical Education Department. They
continuously differentiate instruction to serve a wide crosssection of students, and hence provide a well rounded and
wholesome ‘menu’ for students to select from and thus chart
a course for themselves and set foot on the pathway to their
future.
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Presentation gave sufficient background
information so viewers were able to get a grasp
of the historical aspects of CTE.
2. Presentation outlined national, state and district
(HISD) models and programs in a
comprehensive fashion.
3. Presentation highlights pros and cons of CTE.
4. Presentation outlines challenges faced by the
CTE Programs and gives a sense of the future.
5. Presentation is wholesome and viewers received
enough information about the CTE Programs
that they now feel knowledgeable.
1.
Self Evaluation
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References
Brand, Betsy. (2005). What a 21st Century Career and Technical System
Could Look Like. Boston, MA. The Aspen Institute.
Bridgeland, John. , DiIulio, John. (April 2007). The Silent Epidemic:
Perspectives of High School Dropouts. Washington.
Peter D. Hart Research Associates.
Drucker, Peter. (November 1994). The Age of Social Transformation.
Atlantic Monthly.
Harris, Alexander. (June, 11 2007). Retooling Career and Technical Education.
NGA, Retrieved from :
http://www.nga.org/Files/pdf/0706TECHED.PDF
Stern, David. (Nov 23, 2010). .). From Vocational Education to Career-Technical
Technical Education: A Capsule History and Summary of Research. .
Retrieved from :
http://gse.berkeley.edu/faculty/DStern/DStern.html
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