It’s Their Future:Decisions with Direction

DOL Educator Internship Program

Presented by Sandra McGarraugh, The NET Project, University at Albany

AGENDA

Introduction

Career decision making

CDOS and career planning

Resources

In the U.S. today:

For every 100 9th graders: 80 expect to complete a 4-year degree

Yet, in reality: 68 graduate from high school on time 40 enroll immediately in college 27 still enrolled in sophomore year 18 graduate from college “on time”

Two-year colleges within 3 years Four-year colleges within 6 years

Nearly all will someday go to work…

Source: National Center for Public Policy and Higher Education, 2004

How Do They Choose a Career?

Cultural messages Family Community Media

Experiences Skills and interests Education

Self-concept Personality Information and exposure

Who influences decisions?

Parents and family Peers – friendship groups and cultural Teachers Counselors Community-ethnic and religious factors Mentors and role models The media

What are the messages?

College 4-year + Professions

Financial success Brain vs. brawn Gender Technology/STEM Crisis

“On Their Own” Career Guidance

Survey of HS students in 2002 found:

51% reported no help from school 10% credited teacher/counselor 78% cited parents as adult influence 68% plan four-year college 6% plan technical career

Source: Ferris State University 2002

Interest Over Opportunity

Technology remains a low priority “32% say computers offer the greatest

career opportunities; 6% will prepare for a career in a computer field; none of these were female”

Majority of parents unaware of benefits of vocational and technical programs at both high school and two-year college levels

Source: Ferris State University, 2002

Interest over Opportunity

Select for own career Computers 6.8% Medical

21% Teaching 9.4% Business 4.7% Engineering 3.2% Science 4.0% Automotive 2.7%

Source: Ferris State University 2002

Good career opportunity Computers 47.6% Medical 51.1% Teaching 24.3% Business 16.8% Engineering 8.7% Science 6.9% Automotive 3.4%

“Just a Feeling….”

Primary reason for career choice Something I like 33% Personal growth 22% I am good at this 21% Always been interested 13% Good money 3.7% Good field for job 2.5%

Job Skill Level Changes

Year Skilled Unskilled Professional1950 20% 60% 20%1991 45% 35% 20%2005 65% 15% 20%

Unskilled: High school or less with no technical training

Skilled: Post-secondary training, but less than a baccalaureate degree. Includes associate degrees, vocational-technical schools, apprenticeship training, and military.

Professional: Baccalaureate degree or more.

Education Levels: Comparison

High School

1950 45%

2005 85%

B.A/B.S +

1950 5%

2005 28%

The Changing U.S. Workforce

UnskilledUnskilled

60%60%

SkilledSkilled

20%20%

ProfessionalProfessional

20%20%

SkilledSkilled

65%65%

UnskilledUnskilled

15%15%

ProfessionalProfessional

20%20%

1950 2005

National Summit on 21st Century Skills for 21st Century Jobs

Worker Postsecondary Education Levels

4 + years 1- 3 years

1980 21% 17%

2000 30% 28%

2020 33% 30%

Source: Aspen Institute 2003

Education Pays

Nine out of ten of the fastest growing jobs require at least one year of college

Median weekly earnings in 2006: $595 for high school diploma $721 for associate degree $962 for bachelor’s degree $1,140 for master’s degree $1,441 for doctorate degree $1,474 for a professional degree

Unemployment rates 2x higher without diploma (6.8%) than for 2+ years of college (3.0%)

The Quiet Dilemma

“One way to win” paradigm International shortage of technicians Underemployment of college

graduates Reverse transfers

Source: Kenneth Gray, 2006

Gender and career choice

Gender role stereotypes What is female What is male

Traditional family role expectations Father and “bread winner” Mother and housewife

Occupational segregation Nurses, secretaries, teachers Engineers, dentists, police

Still Pink and Blue in 2005:Enrollments in CTE Courses

In courses leading to traditional occupations for females: 87% females 13% males

In courses leading to traditional occupations for males: 15% females 85% males

Source: National Women’s Law Center, 2005

Critical points in education

Middle school transition Peer pressure Course selection/”opt out“ factor Career exploration

High school Family and culture Career majors Career planning

Freshman year of college Educational preparation Academic expectations Career goals

CDOS STANDARD 1Career Development

Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future

career decisions

CDOS STANDARD 2Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the workplace and other

settings

CDOS STANDARD 3 aUniversal Foundation Skills

Students will demonstrate mastery of the foundation skills and

competencies essential for success in the workplace

SCANS &CDOSSKILLS

Acquires/Evaluates Information

Organizes/Maintains Information

Interprets/Commun-icates Information

Uses computers to process

Managing Information Managing Resources

Understands how to use:•Time•Money•Materials•Facilities•Human Resources

Technology

•Awareness of types of technology•Selects and Applies Technology•Understands effect of technology on society

Systems•Understands Systems•Improves and Designs Systems•Monitors and Corrects Performances

Personal Qualities

Demonstrates:

•Responsibility•Positive self-esteem•Self Management•Social Skills•Integrity/Honesty

Thinking Skills•Can Think Creatively•Uses Decision Making Skills•Uses Problem Solving Skills•Can Visualize in One’s Mind•Knows How to Learn

•Can Read•Can Write•Can Use Basic Math Skills•Listens Effectively•Speaks Clearly

Basic Skills

Interpersonal Skills

•Teaches Others•Serves Clients•Exercises Leadership•Negotiates•Works as a Member of a Team•Works with Diversity

Monroe #1 SETRC

CDOS STANDARD 3 bCareer Majors

Students who choose a career major will acquire the career-specific technical

knowledge/skills necessary to progress toward gainful employment, career

advancement, and success in postsecondary programs

CAREER MAJOR AREAS

Business/InformationSystems Engineering/

Technologies

Human andPublic

Services

Natural andAgricultural

SciencesArts/Humanities

HealthServices

Meeting the Standards

is NOT an issue of

WHAT we teach students

but HOW we teach students.

Monroe 1 BOCES and the Rochester Regional Transition Coordination Site

CDOS --CDOS --A Teaching StrategyA Teaching Strategy

ContentCareer Development

and/or

Academic Concepts

Context

Foundation Skills

Learning Environment

Experiential Activities

Work Simulations

Field Trips

Identified and Developed

in the Application Process

skills

applicationknowledge

Questions That Students Will Be Able Questions That Students Will Be Able to Answerto Answer

1. 2.

3a.

CAREER DEVELOPMENTself-knowledge:

“Who am I?”career exploration:

career plan: “Where am I going?”

“How do I get there?

INTEGRATED LEARNING

UNIVERSAL FOUNDATIONSKILLS (i.e., SCANS)

“What am I learning?”

“Why am I learning it?”

“How can I use it?”

“What do I need to know?”

“What skills are important to me?

skills

applicationknowledge

Languages OtherThan English

TheArts

SocialStudies

Health, PhysicalEducation, Family &Consumer Sciences

MathematicsScience &

Technology

EnglishLanguage

Arts

CareerDevelopment &

OccupationalStudies

Career Development Stages

Awareness: Who Am I? Assessment (formal and informal)

Exploration: Where Am I Going? Career information Exploration activities

Planning: How Will I Get There? Education and training Work experience and training

Career Development ComponentsProportions by Development Level

K-1

G2-3

G4 +

Int.

Comm.

Adult

0 20 40 60 80 100 120

AwarenessExplorationPlanning

Why Career Planning ?

Students participating in Career Plan: Had better school attendance Spent more time doing homework Saw their homework as more relevant Were less bored, and Liked going to school more Career Plan Training Initiative: Final Evaluation Report, Magi

Educational Services, Inc., 2002

Students participating in the Career Plan reported greater interest in school than their

peers

•Career Plan participants spent more time on homework each day than non-participants.

•Participating students also reported feeling bored at school less frequently than non-participants.

Interest in School: Comparison of Career Plan Students

and a Control Group, Grade 6-10

42%

56%

39%32%

64%

30%

0%

20%

40%

60%

80%

100%

Career Plan Students (N=725)

Control Group (N=589)

Spent 2 or more hours per day on

homework

Frequently bored at school

Like going to school "most of the time"

Pe r

cen t

of s

tude

n ts

resp

ondi

ng

Findings reflect three years of Career Plan evaluation data: 1999-00 (Pilot phase), 2001-02, and 2002-03.

Career Plan students discussed important issues with parents more often than their

peers•Career Plan students were more likely to talk to their parents about their grades, and what they were learning in school.

•Participants were also more likely to discuss personal issues and future plans with their parents.

65%

57%

49%

37%

34%

31%

50%

41%

37%

23%

21%

20%

0% 20% 40% 60% 80%

CP Students (N=725)

Control Group (N=589)

Grades

Possible careers

Options after high school

Issues studied in class

Selecting courses/programs

Personal concerns

Percent of Students who "Often" DiscussSchool and Career Issues with Parents:

Comparison of Career Plan Students and a Control Group, Grade 6-10

Findings reflect three years of Career Plan evaluation data: 1999-00 (Pilot phase), 2001-02, and 2002-03.

Career Plan students have spent more time than their peers thinking about their future

plans•Career Plan students were more likely to have spent “considerable” time thinking about life after high school.

•Participants at the middle school level were also more likely to have given serious thought to a future career.

80%76%

71%67%

0%

20%

40%

60%

80%

100%

CP Students (N=725)

Control Group (N=589)

Have spent considerable time thinking about life after high school

Have given serious thought to type of

job/career to pursue

Reflecting on the Future: Comparison of Career Plan Students

and a Control Group, Grade 6-10

Findings reflect three years of Career Plan evaluation data: 1999-00 (Pilot phase), 2001-02, and 2002-03.

Parents report that the Career Plan has benefited students academically as well as

personally•The majority of parents report that the Career Plan has improved their child’s attitude toward school, and has contributed to better grades.

•Many parents also report that because of the program, students possess a better understanding of self.

Parent Perception of Impact of Career Plan on Students' Academic and Personal Quality Areas

(N=68)

79%

79%

61%

58%

0% 20% 40% 60% 80% 100%

Has a better sense of connection between school and workplace

Has a better attitude toward school

Has a better understanding of himself/herself

Has gotten better grades in school

Percent responding "strongly agree" or "agree"

Findings reflect data collected in 2002-03

•The vast majority of teachers report the Career Plan has increased students’ knowledge of careers, as well as their level of interest in preparing for the future.

•The majority of teachers also report that the program has impacted students’ attainment of state standards.

Teachers report the Career Plan has had a positive impact on students' preparedness for the future, academic achievement and personal quality areas

90%

81%

75%

65%

64%

0% 20% 40% 60% 80% 100%

Teacher Perception of Impact of Career Plan on Students' Academic and Personal Quality Areas

(N=49)

Knowledge about future jobs/careers

Interest in preparing for future careers

Self-understanding

Attainment of state's learning standards

Attitude toward school

Percent responding "considerable" or "some" impact

Findings reflect data collected in 2002-03

Career Plan graduates gave higher ratings to important aspects of their high school experience than high school graduates with little or no career planning experience

Impact of Career Planning: Ratings of High School Experience

35% 38%34%

27%

55%

25%

35%

8%4%

48%

0%

20%

40%

60%

80%

100%

CP Students (N=82)Control Group (N=89)

Per

cent

of S

t ud e

n ts

Res

pond

ing

"Exc

elle

n t"

Quality of Instruction*

Teacher Interest

*Statistically Significant at .05 level

Preparation to Make Career

Decision**

Preparation for Good Jobs**

Preparation for College

**Statistically Significant at .001 level

Comparison of Project and Control Groups (Follow-up Study)

Career Plan graduates are more certain of their career directions and more confident in their ability to secure meaningful employment in their fields of interest than high school graduates with little or no career planning exposure

Impact of Career Planning: Career Preparation and Employment

Comparison of Project and Control Groups (Follow-up Study)

77%

92%

27%21%

66%

77%

17% 17%

0%

20%

40%

60%

80%

100%

CP Students (N=82)Control Group (N=89)

Per

cent

of

Stud

ent s

Res

pond

ing

Definite about career

direction*

Confidence in ability to

find employment*

*Statistically Significant at .05 level

Current job related to

postsecondary program of

study

Current Job related

to long range career

plan

Additional Online Resources

Academic Innovations - Activities www.academicinnovations.org

Career Cruising – Job profiles www.careercruising.com

Career Cornerstone Center - STEM www.careercornerstone.org

Career Pro News – Bridges Transitions, Inc. http://careerpronews.bridges.com

Career Voyages – In Demand Magazine www.careervoyages.gov

Center on Education and Work – CDOS curriculum www.cew.wisc.edu

Quintessential Careers – College info www.quintcareers.com

The Nontraditional Employment and Training Project, University at Albany

www.TheNetProject.org

Just because learners use Just because learners use a skill doesn’t mean they recognize a skill doesn’t mean they recognize

what skills they’re using!what skills they’re using!

They need time set aside They need time set aside regularly to regularly to reflectreflect about and label about and label

the skills they are using.the skills they are using.

Monroe 1 BOCES and the Rochester Regional Transition Coordination Site