CTE
Updates – February 26, 2010
PRESS RELEASE: NASDCTEc Issues ESEA Reauthorization Recommendations to Break Education Silos
SILVER SPRING, MD - As education officials shift focus to thereauthorization of the Elementary and Secondary Education Act, the NationalAssociation of State Directors of Career Technical Education Consortium(NASDCTEc) is urging policymakers to break down education silos andintegrate academics and career technical education (CTE) in the revampedlegislation.
NASDCTEc has issued policy recommendations for the reauthorization of ESEAthat address the key points of the White House's education reform agenda ofreducing dropout rates and preparing students to be college-andcareer-ready. Including support for CTE in ESEA would expand the breadth ofimpact CTE has demonstrated in reducing dropout rates and preparing studentsfor college and careers. The recommendations include a broader approach toqualified preparation for CTE teachers, support for programs that integrateacademic education and skill training, and multiple measures to assessstudents' career and college readiness.
"With pressure intensifying to prepare students for the global economy, thetime is right for policymakers to take a bold, new approach to education andto align the major pieces of legislation that educate and train individualsto be successful in school and in the workplace," said Nancy ConneelyNASDCTEc Public Policy Manager. "NASDCTEc strongly urges education officialsand leaders to break down silos and provide students with the type ofeducation that prepares them to meet all the demands of the global economy."
CTE programs are primarily funded through the Carl D. Perkins Career andTechnical Education Act, which is the largest source of federal funds forsecondary education and among the largest for workforce training. NASDCTEc'srecommendations would align Perkins with ESEA, thus allowing the two piecesof legislation to answer their mutual goals of preparing students to belifelong learners and be ready to succeed in the global, competitiveeconomy.
NASDCTEc recommendations include:
College- and Career-Ready Standards - NASDCTEc believes that the nationallyvalidated Career Clusters essential knowledge and skill statements representa comprehensive definition of what constitutes the core of initial collegeand career readiness. While NASDCTEc believes that there is greatcommonality between the knowledge and skills individuals need to be ready tosuccessfully transition into postsecondary education and into the workforce,additional competency will be needed in some, if not all, of the 10categories of knowledge and skills.
Integrated Education Opportunities - NASDCTEc promotes the use of integratedacademic and CTE curricula offered through comprehensive programs of study. Students are able to learn, retain and apply core academic content moreeffectively, and are more likely to complete their education when curriculaare offered through relevant and rigorous CTE programs of study. Whenaligned to rigorous academic standards, NASDCTEc also supports studentsreceiving academic credit for the successful completion of CTE coursework.
Teacher Preparation - NASDCTEc supports the expansion of teacher preparationfor CTE teachers through both traditional and alternative means. Becausethe current "highly qualified teacher" requirement of NCLB hinders theability of CTE teachers to teach core academic content, NASDCTEc encouragesflexibility for CTE teachers to meet these requirements.
To view NASDCTEc's full recommendations
visit
CONTACT: Erin Uy, 301-588-9630 (office), 301-641-9358 (cell)
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