Redesigning School Counseling

GLOBAL ECONOMICS

Document 2.4

AmericanStudent

AchievementInstitute

ASAI

How does education level

relate to job availability?

QUESTION #1

% of Jobs Requiring Various Levels of Educational Attainment

Source: U.S. Census Bureau, Editorial Projects in Education Research Center, 2007

What level of education do today’s U.S.

workers have?

QUESTION #2

Educational Attainment in the United States

Source: U.S. Census Bureau, Educational Attainment in the United States, 2006

INDIANA COMPLETERS

Source: Indiana Commission for Higher Education

80,000 start first grade . . .

61,000 finish high school . . .

32,000 start college . . .

19,000 earn a 2- or 4- year college degree

MISMATCH

MESSAGE

Diploma PLUS Military

Post HS VocationalApprenticeship

College

Does education level impact

income?

QUESTION #3

Relationship between Education Attainment and Median Income

Source: U.S. Census Bureau, Editorial Projects in Education Research Center, 2007

Income Difference Over 42 Years(average number of working years)

High School ------

High School + $ 496,566

Voc / Assoc $ 967,428

Bachelor Degree $ 1,592,388

Graduate Degree $ 1,951,950

MESSAGE

Education = More money

Does education level impact

unemployment?

QUESTION #4

Relationship between Education Attainment and Unemployment

4.33.9

3.0

2.3

1.7

0

1

1

2

2

3

3

4

4

5

5

HS HS+ Voc Bach Grad

Source: U.S. Bureau of Labor Statistics 2006

MESSAGE

Education = Less chance of unemployment

How do students best prepare for jobs that require vocational training or an associate degree ?

QUESTION #5

INDIANA EMPLOYERS SAY

Source: Great Expectations: A Report on Employer Expectations in Indiana, 1999 (Indiana Education Information Center, Hudson Institute)

“Even those students seeking a technical or vocational

degree will need skills formerly expected only

for a 4-year collegedegree program.”

MESSAGE

CORE 40 is for ALL students

What is Core 40 ?

English (4x) Biology

Algebra I Chem. or Physics

Geometry Addn. Science

Algebra II P.E.

World Hist. or Geog. Health

U.S. History Directed ElectivesWorld Lang, Fine Arts, or Career/TechnicalGovernment

Economics Electives

What skills are today’s

employers seeking?

QUESTION #6

Employers Want Better Academic Skills

National Association of Manufacturer’s 2005 Survey:

84% said students were not prepared for the workplace

AMERICAN DIPLOMA PROJECTFormed by Business Leaders and State Governors

Purpose: Align State Standards with College and Work Success

AREAS CRITICAL FOR SUCCESS

ACADEMIC SKILLS SOFT SKILLS HABITS OF MIND

Informational reading Teamwork Analysis

Persuasive writing Work Ethic Interpretation

Oral presentation Responsibility Attendance

Punctuality

Time management

Precision & accuracy

Data analysis & stats Problem solving

Math application Reasoning

Source: Education Week, What Does Ready Mean? , June 2007

TODAY’S EMPLOYERS SEEK

Source: 2005; David Shane, Senior Advisor to Indiana Governor Mitch Daniels on Education and Employment Issues

STEMScience

TechnologyEngineering

Math

MESSAGE

EMPLOYERS Want to hire

responsible students with high academic skills and

sound habits of mind.

With whomwill students compete for

low-skilljobs ?

QUESTION #7

AVAILABILITY OF LOW-SKILL WORKERS

90% of the workforce will be in countries where the average wage

is below $1.00 per hour.Population Reference at Columbia University, New York, NY

Average Manufacturing WageUSA $ 17.20 / hrMexico $ 2.10 / hrChina $ 0.64 / hrIndia $ 0.25 / hr

Sung Won Sohn, Executive Vice President and Chief Economist, Wells Fargo, 2003Canamex, 2005

X

IF YOU WERE THE C.E.O.,

where would you send your low-skills jobs?

With whomwill students compete for

high-skilljobs ?

QUESTION #8

Source: Willard R. Daggett, Ed.D., International Center for Leadership in Education

AVAILABILITY OF HIGH-SKILL WORKERS

UNITED STATES

WHAT IS NEEDED FOR COLLEGE

English

Algebra / Geometry

Biology / Chemistry

Social Studies

Foreign Language

OTHER COUNTRIES

WHAT IS NEEDED FOR THE WORKFORCE

Technical Reading

Computers

Statistics, Probability,Logic, Measurement, &Systems

Physics

CURRICULUM CONTENT

Source: Willard R. Daggett, Ed.D., International Center for Leadership in Education

AVAILABILITY OF HIGH-SKILL WORKERS

UNITED STATES

MEMORIZE

FACTS FOR

WORKSHEETS

AND

QUIZZES

OTHER COUNTRIES

RESEARCH & ANALYZE

APPLY KNOWLEDGE BETWEEN DISCIPLINES

APPLY NEW KNOWLEDGE TO REAL-WORLD PROBLEM

SOLVING

CLASSROOM TASKS

X

IF YOU WERE THE C.E.O.,

where would you send your high-skills jobs?

MESSAGE

STUDENTS Must be prepared to compete in a global

economy

What does this mean

for our school ?

QUESTION #9

Inquiry Question # 1

Should we prepare students to com-pete for jobs with students from . . .

Our rival school? Our county? Around the state? Across the country? Around the world?

Inquiry Question # 2

What percentage of our students will we prepare for . . .

Low-skill jobs

High-skill jobs

Inquiry Question # 3

How do we purposefully give messages to students about:

• Diploma Plus• Education = More Money• Education = Less Unemployment• Who employers want to hire• Global economics

Inquiry Question # 4

Students turn first to their parents for guidance. How do we purposefully give messages to parents about:

• Diploma Plus• Education = More Money• Education = Less Unemployment• Who employers want to hire• Global economics

Inquiry Question # 5

At the end of each grade level (K-12) what percentage of our

students is prepared to complete

Core 40?Is this ok?

High Schools

Do students who earn credit in our Core 40 courses master the Indiana Academic Standards?

How do we know?

Can we prove it with data?

Inquiry Question # 6

Middle Schools

Do we have a “Core 40 Prep curriculum”

in place?

What percentage of students master this curriculum?

Inquiry Question # 7

Elementary Schools

Are we preparing students to master a

“Core 40 Prep curriculum” when they reachmiddle school?

Inquiry Question # 8

THE BOTTOM LINE:

If we truly care about our community’s young people and we understand global economics, how can we not but roll up our sleeves and work our tails off to improve our school and help students succeed?

Inquiry Question # 9

Redesigning School Counseling

GLOBAL ECONOMICS

Document 2.4

AmericanStudent

AchievementInstitute

ASAI