Is CTE the Key to Post-Secondary Success?

Two news releases last week suggest to me that the American public misunderstands the link between education and the economy. Last Wednesday, I attended a presentation and panel discussion of the results of the Gallup organization’s 2010 survey of The Public’s Attitudes Toward the Public Schools.

In his opening remarks, the CEO of Gallup lamented the fact that both our GDP and our students’ test scores are lagging behind those of other developed countries. However, two hours and 10 very educated, informed, and interesting speakers later, the link (gap?) between schools and the workplace had not been addressed.

Last Thursday, I read about the international survey findings from Manpower Inc. illuminating a severe shortage of skilled workers, which is hampering economic recovery. Unfortunately, as the chairman and CEO of Manpower stated, “inadequate training and negative stereotypes” are feeding into this shortage. Everyone wants their child to go to college, yet people complain daily about unemployment and underemployment. Books like Shop Class as Soulcraft by Matthew Crawford which celebrate the synergy between the mind and the hands generate a brief media buzz because they are so divergent from mainstream thinking; we are more comfortable with rote, abstract academic seatwork than with “messy” projects that engage and nurture students’ critical thinking, teamwork, and communication skills. When will we start discussing the links between what happens in our schools, unemployment rates, and worker shortages in industry?

According to the Bureau of Labor Statistics, the occupations projected to grow the fastest or provide the most new jobs include health care technicians, hospitality and tourism workers, machinists and mechanics, computer support specialists, and desktop publishers. Who is going to fill these jobs? None of these professions require a bachelor’s degree, but they do require some post-secondary training in both technical and “soft” skills. How can students learn about these opportunities if everyone is pushing them towards a four-year college or university? High school courses in career technical education (CTE) can help students learn about careers and prepare them for what the real-world workplace is like, no matter what their aspirations. A future doctor can begin learning medical terminology and get CPR certified while in high school; a future engineer can build robots; a future CEO can work with a team to start a student-run business.

Not only can CTE provide a career head start for motivated students, research shows it can also re-engage students at-risk for dropping out. In addition, participation in such courses is often a springboard for students who would not have otherwise gone to college to continue their education and receive degrees and/or certifications in highly technical fields (for example, nursing, IT, automotive and HVAC repair). They can earn nationally recognized credentials that are portable and highly sought-after by employers so that they can work to support themselves while they continue their education (contrary to stereotype, most college students in this country do not have middle class parents paying for their tuition).

By promoting CTE, I am not advocating for a tracking system; rather, I am challenging the American public to consider that perhaps all students need to learn useful career skills in addition to academics. Students who might otherwise have dropped out can see that there might be something worthwhile in school after all, while traditional, four-year college bound students can test their interests and skills in a variety of career areas before embarking in one direction. How many students enter college with little idea of what they will do in their chosen profession? How many college students change majors, drop out, or “stop out” and restart in a different major? How much time and money is wasted simply because CTE (formerly “vocational education”) has a stigma?

The reality is that a four-year degree (which, for many, takes much longer than four years to complete) is no longer the only legitimate pathway to a lucrative and rewarding career. Furthermore, as the high unemployment rate among white collar workers shows, this route should no longer be held up as the national model. Even if we were successful at preparing all of our students for college (which we are not, judging from the persistent dropout rates from both high school and college), we are doing students a disservice if we do not show them the variety of careers and possible pathways they can take.

Technical education has long been respected in other countries. We need to understand and accept that CTE is not an alternative to a rigorous course sequence in high school.  Rather, it is a complementary curriculum that is beneficial for all students.

Corinne Alfeld, Ph.D.

Corinne Alfeld is with the National Institute for Work and Learning at the Academy for Educational Development.  Formerly, she served as the Deputy Director of the National Research Center for Career and Technical Education.