Career and Technical EducationCareer and Technical Education
New climate legislation could create 9 million jobs. Will students be ready to fill them?
America needs carpenters and plumbers. It'll take active recruitment to get Gen Z interested.
More school districts are starting career education early, aiming to widen kids' horizons
When colleges and campuses close down, students often drop out
Shop class sometimes boosts going to college, Massachusetts study finds
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Will students be ready to fill them?","publishDate":1675940438,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about green jobs was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for their \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\" target=\"blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">higher education newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>In Tuesday’s State of the Union address, President Joe Biden touted the Inflation Reduction Act (IRA) as “ the most significant investment ever in climate change. Ever. Lowering utility bills, creating American jobs, leading the world to a clean energy future.”\u003c/p>\n\u003cp>But he didn’t mention any new investment in education to help people fill all those jobs.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nearly $400 billion in new spending in the IRA, the climate and health bill signed into law by President Biden in August, will create 537,000 jobs annually for the next decade, according to \u003c/span>\u003ca href=\"https://tmsnrt.rs/3inuFJL\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an analysis by BW Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commissioned by the Nature Conservancy. \u003c/span>\u003cspan style=\"font-weight: 400\">And that doesn’t include jobs created by private investment, likely to be stimulated by the tax incentives in the bill. Adding in the jobs created by private investment likely to be stimulated by the tax incentives in the bill, the University of Massachusetts Amherst found that the Inflation Reduction Act will produce more than\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.bluegreenalliance.org/site/9-million-good-jobs-from-climate-action-the-inflation-reduction-act/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">9 million new jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the next decade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green jobs were trending up even before the IRA passed last fall. \u003c/span>\u003cspan style=\"font-weight: 400\">LinkedIn \u003c/span>\u003ca href=\"https://economicgraph.linkedin.com/content/dam/me/economicgraph/en-us/global-green-skills-report/global-green-skills-report-pdf/li-green-economy-report-2022.pdf\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 that in the previous five years, U.S. jobs in renewable energy and the environment posted to its platform grew by 237 percent, while oil and gas jobs grew just 19 percent. Renewables and environment jobs on LinkedIn are on pace to outnumber oil and gas jobs later this year. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LinkedIn is also tracking “green skills” that are increasingly being listed for industries not traditionally thought of as related to the climate at all, like sustainable sourcing and waste reduction in fashion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new economy will need to be powered by people. People with skills that, today, they largely don’t have, ready for opportunities they may not know about yet, don’t know how to train for or don’t see themselves in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The hard truth is that right now we are nowhere close to having sufficient green talent, green skills or green jobs to deliver the green transition,” the LinkedIn report states. “Based on the current trajectory of green skills growth in the labour market, we are not going to have sufficient human capital to meet our climate targets.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spoke to education and workforce leaders about what we need to do to fill the gap. Here’s what they said. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. Invest in green job pathways \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although huge amounts of public and private investment are thundering toward these greener pastures, education and workforce experts say very little of it is dedicated toward building up the human capital that will be needed to do the work. Union apprenticeship programs often have waiting lists, high school career and technical programs have been neglected for decades in favor of the college track, and \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2021/03/23/state-funding-two-year-colleges-declined-year-while-four-year-colleges-saw-small-dip\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are facing budget cuts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If we could expand our programs by 80 percent tomorrow, we would fill every single one of our seats,” said Pedro Rivera, the president of Thaddeus Stevens College of Technology, a public technical college in Lancaster, Pennsylvania, which currently enrolls roughly 1,300 students and expects 1,500 next school year. Among the skills students can learn in its programs are how to monitor water quality, repair electric vehicles and install hyperefficient electric heating and cooling systems. But this kind of hands-on learning is expensive. “The only thing keeping us at the 1,500 number is the cost of building labs and materials and the supply chain itself,” Rivera said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the immediate needs for jobs in a greening economy are in the trades — \u003c/span>\u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fast-growing jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> like wind turbine technician and solar panel installer, and traditional trades like electrician and construction worker. These are areas the United States has long neglected, said green entrepreneur Sam Steyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a huge shortage across the trades and there’s going to be even more,” he said. His startup, Greenwork, is trying to fill the gap by helping climate-focused companies contract with existing skilled laborers, and provide these experienced workers some help preparing for green-energy jobs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The country needs a lot more investment to both support and entice people to enter the trades, Steyer said. “We need to make the trades great jobs and invest more nonprofit money in supporting people through apprenticeship. It’s a financial and emotional gantlet when they’re trying to get through and stick with it.” \u003c/span>\u003c/p>\n\u003ch3>\u003cb>2. Reduce stigma\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of pulling more people into “great jobs,” said Steyer, is increasing respect for the trades. This includes targeting idealistic young people who care about the climate but may not have considered working with their hands. His own team of software engineers and startup types volunteer with a Bay Area nonprofit, SunWork, doing rooftop solar and solar heat pump installations on some weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s frustrating being the best-kept secret,” said Rivera of Thaddeus Stevens, especially when that secret could benefit others: The school he leads has a job placement rate in the high 90s, and the jobs have livable wages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We struggle with the old trades stigma from a lifetime ago,” Rivera said. Although these attitudes might be \u003c/span>\u003ca href=\"https://www.the74million.org/poll-nearly-half-of-parents-rethinking-value-of-four-year-college-want-alternatives-for-children/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">starting to change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2020 poll found 54 percent of parents would ideally have their child attend a four-year college, and only 16 percent would want them to enter a hands-on field such as automotive repair. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. Increase outreach\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Julia Hatton is with Rising Sun Opportunity, a nonprofit in Oakland, California. The group’s Opportunity Build program helps formerly incarcerated and other adults underrepresented in the trades, especially women, enter trade apprenticeships. It offers participants a year of support pre- and post-apprenticeship. Their Climate Careers program. which has been around since 2000, employs 15- through 22-year-olds to help improve energy efficiency in homes in low-income communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hatton said people need help to even understand what opportunities are out there. “In our region there are 28 building trades union affiliates. Each has their own entry requirements and specializations. How would you possibly know which one is for you?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The City University of New York is trying a novel approach to pull more students into climate-related jobs: It enlists students to educate their peers. “We’ve had fantastic students, and what you really hear from them is a desire to do good, to make a contribution,” said Mindy Engle-Friedman at Baruch College, director of CUNY’s Climate Scholars program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program chooses students from four different colleges in the CUNY system, across different disciplines, from finance to journalism to waste management, to participate in a yearlong fellowship. These scholars do research in CUNY labs, complete an internship and learn about climate impacts and decarbonizing the economy from experts across sectors and even from other countries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then they share their findings, including climate job opportunities, in presentations to some 2,500 first-year Baruch students, as well as to middle and high school students. Along with the facts about jobs, the Climate Scholars are communicating their enthusiasm about the mission of preserving a livable future. It’s a message that needs to be amplified many times over to meet the need. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about green jobs was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\" target=\"blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">higher education newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"The Inflation Reduction Act could create millions of climate and green energy jobs, but workers need new skills to fill them.","status":"publish","parent":0,"modified":1675894621,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1312},"headData":{"title":"New climate legislation could create 9 million jobs. Will students be ready to fill them? | KQED","description":"The Inflation Reduction Act could create millions of climate and green energy jobs, but workers need training and skills to fill them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New climate legislation could create 9 million jobs. Will students be ready to fill them?","datePublished":"2023-02-09T03:00:38-08:00","dateModified":"2023-02-08T14:17:01-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Anya Kamenetz, \u003ca href=\"https://hechingerreport.org/\" target=\"blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about green jobs was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for their \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\" target=\"blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">higher education newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>In Tuesday’s State of the Union address, President Joe Biden touted the Inflation Reduction Act (IRA) as “ the most significant investment ever in climate change. Ever. Lowering utility bills, creating American jobs, leading the world to a clean energy future.”\u003c/p>\n\u003cp>But he didn’t mention any new investment in education to help people fill all those jobs.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nearly $400 billion in new spending in the IRA, the climate and health bill signed into law by President Biden in August, will create 537,000 jobs annually for the next decade, according to \u003c/span>\u003ca href=\"https://tmsnrt.rs/3inuFJL\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an analysis by BW Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commissioned by the Nature Conservancy. \u003c/span>\u003cspan style=\"font-weight: 400\">And that doesn’t include jobs created by private investment, likely to be stimulated by the tax incentives in the bill. Adding in the jobs created by private investment likely to be stimulated by the tax incentives in the bill, the University of Massachusetts Amherst found that the Inflation Reduction Act will produce more than\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.bluegreenalliance.org/site/9-million-good-jobs-from-climate-action-the-inflation-reduction-act/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">9 million new jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the next decade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green jobs were trending up even before the IRA passed last fall. \u003c/span>\u003cspan style=\"font-weight: 400\">LinkedIn \u003c/span>\u003ca href=\"https://economicgraph.linkedin.com/content/dam/me/economicgraph/en-us/global-green-skills-report/global-green-skills-report-pdf/li-green-economy-report-2022.pdf\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 that in the previous five years, U.S. jobs in renewable energy and the environment posted to its platform grew by 237 percent, while oil and gas jobs grew just 19 percent. Renewables and environment jobs on LinkedIn are on pace to outnumber oil and gas jobs later this year. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LinkedIn is also tracking “green skills” that are increasingly being listed for industries not traditionally thought of as related to the climate at all, like sustainable sourcing and waste reduction in fashion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new economy will need to be powered by people. People with skills that, today, they largely don’t have, ready for opportunities they may not know about yet, don’t know how to train for or don’t see themselves in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The hard truth is that right now we are nowhere close to having sufficient green talent, green skills or green jobs to deliver the green transition,” the LinkedIn report states. “Based on the current trajectory of green skills growth in the labour market, we are not going to have sufficient human capital to meet our climate targets.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spoke to education and workforce leaders about what we need to do to fill the gap. Here’s what they said. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. Invest in green job pathways \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although huge amounts of public and private investment are thundering toward these greener pastures, education and workforce experts say very little of it is dedicated toward building up the human capital that will be needed to do the work. Union apprenticeship programs often have waiting lists, high school career and technical programs have been neglected for decades in favor of the college track, and \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2021/03/23/state-funding-two-year-colleges-declined-year-while-four-year-colleges-saw-small-dip\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are facing budget cuts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If we could expand our programs by 80 percent tomorrow, we would fill every single one of our seats,” said Pedro Rivera, the president of Thaddeus Stevens College of Technology, a public technical college in Lancaster, Pennsylvania, which currently enrolls roughly 1,300 students and expects 1,500 next school year. Among the skills students can learn in its programs are how to monitor water quality, repair electric vehicles and install hyperefficient electric heating and cooling systems. But this kind of hands-on learning is expensive. “The only thing keeping us at the 1,500 number is the cost of building labs and materials and the supply chain itself,” Rivera said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the immediate needs for jobs in a greening economy are in the trades — \u003c/span>\u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fast-growing jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> like wind turbine technician and solar panel installer, and traditional trades like electrician and construction worker. These are areas the United States has long neglected, said green entrepreneur Sam Steyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a huge shortage across the trades and there’s going to be even more,” he said. His startup, Greenwork, is trying to fill the gap by helping climate-focused companies contract with existing skilled laborers, and provide these experienced workers some help preparing for green-energy jobs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The country needs a lot more investment to both support and entice people to enter the trades, Steyer said. “We need to make the trades great jobs and invest more nonprofit money in supporting people through apprenticeship. It’s a financial and emotional gantlet when they’re trying to get through and stick with it.” \u003c/span>\u003c/p>\n\u003ch3>\u003cb>2. Reduce stigma\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of pulling more people into “great jobs,” said Steyer, is increasing respect for the trades. This includes targeting idealistic young people who care about the climate but may not have considered working with their hands. His own team of software engineers and startup types volunteer with a Bay Area nonprofit, SunWork, doing rooftop solar and solar heat pump installations on some weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s frustrating being the best-kept secret,” said Rivera of Thaddeus Stevens, especially when that secret could benefit others: The school he leads has a job placement rate in the high 90s, and the jobs have livable wages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We struggle with the old trades stigma from a lifetime ago,” Rivera said. Although these attitudes might be \u003c/span>\u003ca href=\"https://www.the74million.org/poll-nearly-half-of-parents-rethinking-value-of-four-year-college-want-alternatives-for-children/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">starting to change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2020 poll found 54 percent of parents would ideally have their child attend a four-year college, and only 16 percent would want them to enter a hands-on field such as automotive repair. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. Increase outreach\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Julia Hatton is with Rising Sun Opportunity, a nonprofit in Oakland, California. The group’s Opportunity Build program helps formerly incarcerated and other adults underrepresented in the trades, especially women, enter trade apprenticeships. It offers participants a year of support pre- and post-apprenticeship. Their Climate Careers program. which has been around since 2000, employs 15- through 22-year-olds to help improve energy efficiency in homes in low-income communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hatton said people need help to even understand what opportunities are out there. “In our region there are 28 building trades union affiliates. Each has their own entry requirements and specializations. How would you possibly know which one is for you?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The City University of New York is trying a novel approach to pull more students into climate-related jobs: It enlists students to educate their peers. “We’ve had fantastic students, and what you really hear from them is a desire to do good, to make a contribution,” said Mindy Engle-Friedman at Baruch College, director of CUNY’s Climate Scholars program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program chooses students from four different colleges in the CUNY system, across different disciplines, from finance to journalism to waste management, to participate in a yearlong fellowship. These scholars do research in CUNY labs, complete an internship and learn about climate impacts and decarbonizing the economy from experts across sectors and even from other countries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then they share their findings, including climate job opportunities, in presentations to some 2,500 first-year Baruch students, as well as to middle and high school students. Along with the facts about jobs, the Climate Scholars are communicating their enthusiasm about the mission of preserving a livable future. It’s a message that needs to be amplified many times over to meet the need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about green jobs was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\" target=\"blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">higher education newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them","authors":["byline_mindshift_60978"],"categories":["mindshift_21478","mindshift_21508"],"tags":["mindshift_21188","mindshift_21124","mindshift_21551","mindshift_21549","mindshift_21523","mindshift_47","mindshift_21550"],"featImg":"mindshift_60979","label":"mindshift"},"mindshift_60769":{"type":"posts","id":"mindshift_60769","meta":{"index":"posts_1591205157","site":"mindshift","id":"60769","score":null,"sort":[1672948444000]},"guestAuthors":[],"slug":"america-needs-carpenters-and-plumbers-itll-take-active-recruitment-to-get-gen-z-interested","title":"America needs carpenters and plumbers. It'll take active recruitment to get Gen Z interested.","publishDate":1672948444,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Justin Mwandjalulu, 20, loves to build stuff.\u003c/p>\n\u003cp>These days, as a carpentry apprentice, he installs drywall in houses with the rest of his construction crew. But he said he likes concrete the best.\u003c/p>\n\u003cp>\"At the end of the day, you see how you poured everything. The result of your hard work,\" he said.\u003c/p>\n\u003cp>Mwandjalulu dreamed of becoming a carpenter or electrician as a child. And now he's fulfilling that dream. But that also makes him an exception to the rule. While Gen Z — often described as people born between 1997 and 2012 — is on track to become the \u003ca href=\"https://www.pewresearch.org/social-trends/2020/05/14/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far-2/\">most educated generation\u003c/a>, fewer young folks are opting for traditionally hands-on jobs in the skilled trade and technical industries.\u003c/p>\n\u003ch3>Gen Z interest in trades and skilled work has dropped\u003c/h3>\n\u003cp>The application rate for young people seeking technical jobs — like plumbing, building and electrical work — dropped by 49% in 2022 compared to 2020, according to data from online recruiting platform Handshake shared with NPR.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Researchers from Handshake tracked how the number of applications for technical roles vs. the number of job postings has changed over the last two years.\u003c/p>\n\u003cp>While postings for those roles — automotive technicians, equipment installers and respiratory therapists, to name a few — saw on average 10 applications each in 2020, they got about five per posting in 2022.\u003c/p>\n\u003cp>The typical rate is about 19 applications per job on Handshake, according to Christine Cruzvergara, the company's chief education strategy officer.\u003c/p>\n\u003cp>While the creation of technical positions has continued to grow, the number of students interested in applying for them — hasn't.\u003c/p>\n\u003cp>Occupations such as auto technician with aging workforces have the U.S. Chamber of Commerce warning of a \"\u003ca href=\"https://www.uschamber.com/economy/what-to-expect-for-the-economy-in-2023\">massive\u003c/a>\" shortage of skilled workers in 2023.\u003c/p>\n\u003cp>\"For a long time, our society has not talked favorably about the skilled trades,\" said Cruzvergara. \"We've instead encouraged students to all go to college, all go to four-year institutions, graduate, go out into white collar jobs.\"\u003c/p>\n\u003ch3>One path does not fit all\u003c/h3>\n\u003cp>Mwandjalulu, who lives in Iowa City, Iowa and is in his second year of a four-year carpentry apprenticeship, found school difficult.\u003c/p>\n\u003cp>He immigrated with his family to the United States from Benin, Africa, when he was a freshman.\u003c/p>\n\u003cp>\"Man, it was hard,\" he said. While his twin brother, now studying to work in banking, excelled, Mwandjalulu said he struggled with writing and English.\u003c/p>\n\u003cp>\"I'm not the type of guy that likes being in the same spot all day long, dealing with papers and stuff,\" he said.\u003c/p>\n\u003cp>Around high school graduation, Mwandjalulu said he got depressed because he didn't know what he wanted to do with his life. Many of his older friends who went to college and graduated were struggling to find jobs.\u003c/p>\n\u003cp>\"I didn't want to look like them,\" he said. \"I didn't want to just spend money and have a lot of loans and not use my papers,\" he said, referring to a degree and a diploma.\u003c/p>\n\u003cp>According to the Department of Education, about 45 million people in the United States owe nearly $1.3 trillion in student debt.\u003c/p>\n\u003cp>But Mwandjalulu, who makes nearly $24 an hour as a carpenter, said he's still had trouble convincing his friends, whom he keeps in touch with on Facebook and Snapchat, to follow his path.\u003c/p>\n\u003cp>\"There's not a lot of people, especially immigrants, that think outside of school,\" he said.\u003c/p>\n\u003ch3>The narrative is shifting\u003c/h3>\n\u003cp>Paul Iversen, a labor educator with University of Iowa's Labor Center, hopes to change that.\u003c/p>\n\u003cp>Iversen, who helps helps run a pre-apprenticeship program, said one of the reasons participation in the skilled trades is low among Gen Z is because the work was once typically passed down in families.\u003c/p>\n\u003cp>\"It used to be word-of-mouth,\" said Iversen. \"But there's more of a need for carpenters, pipefitters, plumbers and electricians than you can fill with the family members of current people.\"\u003c/p>\n\u003cp>That reality is hitting home for farmer John Boyd Jr.\u003c/p>\n\u003cp>Boyd, 57, owns a 300-acre farm in Virginia where he grows soybeans, corn and wheat and raises cattle — just as three generations did before him. But now, none of his three children want to take over when he retires.\u003c/p>\n\u003cp>\"Everybody on my farm is over the age of 50,\" said Boyd, who is the president of the National Black Farmers' Association. \"We need some young people with some energy and hustle and innovation.\"\u003c/p>\n\u003cp>Michael Coleman, 28, is one of them. He received a scholarship from the NBFA in 2015 to study animal science at Alcorn State University.\u003c/p>\n\u003cp>Coleman is now an animal health technician with the U.S. Department of Agriculture and owns his own farm. But, at times, he's found it a lonely field.\u003c/p>\n\u003cp>The average age of a U.S. farmer is 57.5, according to the 2017 Census of Agriculture, up from 54.9 in 2007, and Coleman said he's only met a couple other farmers around his age.\u003c/p>\n\u003cp>\"We kind of stick together,\" he said.\u003c/p>\n\u003ch3>There is plenty of need\u003c/h3>\n\u003cp>But Coleman said he's seen more young people express interest in agribusiness and other technical industries, particularly after the pandemic.\u003c/p>\n\u003cp>\"Especially with student loans and everything, it's a lot cheaper to get a trade and make a lot of money,\" said Coleman. Most young folks just haven't had people show them the ropes,\" he said.\u003c/p>\n\u003cp>The median salary for carpenters in 2021 was $48,260 per year, according to the U.S. Bureau of Labor Statistics. For plumbers, pipefitters and steamfitters, that figure was $59,880, and for farmers, ranchers and agricultural managers, $73,060.\u003c/p>\n\u003cp>Still, filling trade and technical jobs takes active recruitment, said Iversen, who pays frequent visits to high schools around Iowa City and works with school counselors to place students in the pre-apprenticeship program.\u003c/p>\n\u003cp>Now especially, there's an urgency to fill open posts, said Iversen, as the federal government \u003ca href=\"https://www.npr.org/2021/11/15/1055841358/biden-signs-1t-bipartisan-infrastructure-bill-into-law\">funnels billions into projects to upgrade roads and transit systems\u003c/a> across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We have to recruit people to do these things or else our bridges are going to fall apart,\" Iversen said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=America+needs+carpenters+and+plumbers.+Gen+Z+doesn%27t+seem+interested&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Baby boomers are aging out of jobs they long dominated like builders, farmers and mechanics. But skilled trades and technical jobs haven't caught on with Gen Z.","status":"publish","parent":0,"modified":1673295012,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1046},"headData":{"title":"America needs carpenters and plumbers. It'll take active recruitment to get Gen Z interested. - MindShift","description":"Baby boomers are aging out of jobs they long dominated like builders, farmers and mechanics. Young people aren't clamoring to take their place.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"America needs carpenters and plumbers. It'll take active recruitment to get Gen Z interested.","datePublished":"2023-01-05T11:54:04-08:00","dateModified":"2023-01-09T12:10:12-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"David Zalubowski","nprByline":"Mary Yang","nprImageAgency":"AP","nprStoryId":"1142817339","nprApiLink":"http://api.npr.org/query?id=1142817339&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/01/05/1142817339/america-needs-carpenters-and-plumbers-try-telling-that-to-gen-z?ft=nprml&f=1142817339","nprRetrievedStory":"1","nprPubDate":"Fri, 06 Jan 2023 15:46:00 -0500","nprStoryDate":"Thu, 05 Jan 2023 05:00:44 -0500","nprLastModifiedDate":"Fri, 06 Jan 2023 15:46:16 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60769/america-needs-carpenters-and-plumbers-itll-take-active-recruitment-to-get-gen-z-interested","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Justin Mwandjalulu, 20, loves to build stuff.\u003c/p>\n\u003cp>These days, as a carpentry apprentice, he installs drywall in houses with the rest of his construction crew. But he said he likes concrete the best.\u003c/p>\n\u003cp>\"At the end of the day, you see how you poured everything. The result of your hard work,\" he said.\u003c/p>\n\u003cp>Mwandjalulu dreamed of becoming a carpenter or electrician as a child. And now he's fulfilling that dream. But that also makes him an exception to the rule. While Gen Z — often described as people born between 1997 and 2012 — is on track to become the \u003ca href=\"https://www.pewresearch.org/social-trends/2020/05/14/on-the-cusp-of-adulthood-and-facing-an-uncertain-future-what-we-know-about-gen-z-so-far-2/\">most educated generation\u003c/a>, fewer young folks are opting for traditionally hands-on jobs in the skilled trade and technical industries.\u003c/p>\n\u003ch3>Gen Z interest in trades and skilled work has dropped\u003c/h3>\n\u003cp>The application rate for young people seeking technical jobs — like plumbing, building and electrical work — dropped by 49% in 2022 compared to 2020, according to data from online recruiting platform Handshake shared with NPR.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Researchers from Handshake tracked how the number of applications for technical roles vs. the number of job postings has changed over the last two years.\u003c/p>\n\u003cp>While postings for those roles — automotive technicians, equipment installers and respiratory therapists, to name a few — saw on average 10 applications each in 2020, they got about five per posting in 2022.\u003c/p>\n\u003cp>The typical rate is about 19 applications per job on Handshake, according to Christine Cruzvergara, the company's chief education strategy officer.\u003c/p>\n\u003cp>While the creation of technical positions has continued to grow, the number of students interested in applying for them — hasn't.\u003c/p>\n\u003cp>Occupations such as auto technician with aging workforces have the U.S. Chamber of Commerce warning of a \"\u003ca href=\"https://www.uschamber.com/economy/what-to-expect-for-the-economy-in-2023\">massive\u003c/a>\" shortage of skilled workers in 2023.\u003c/p>\n\u003cp>\"For a long time, our society has not talked favorably about the skilled trades,\" said Cruzvergara. \"We've instead encouraged students to all go to college, all go to four-year institutions, graduate, go out into white collar jobs.\"\u003c/p>\n\u003ch3>One path does not fit all\u003c/h3>\n\u003cp>Mwandjalulu, who lives in Iowa City, Iowa and is in his second year of a four-year carpentry apprenticeship, found school difficult.\u003c/p>\n\u003cp>He immigrated with his family to the United States from Benin, Africa, when he was a freshman.\u003c/p>\n\u003cp>\"Man, it was hard,\" he said. While his twin brother, now studying to work in banking, excelled, Mwandjalulu said he struggled with writing and English.\u003c/p>\n\u003cp>\"I'm not the type of guy that likes being in the same spot all day long, dealing with papers and stuff,\" he said.\u003c/p>\n\u003cp>Around high school graduation, Mwandjalulu said he got depressed because he didn't know what he wanted to do with his life. Many of his older friends who went to college and graduated were struggling to find jobs.\u003c/p>\n\u003cp>\"I didn't want to look like them,\" he said. \"I didn't want to just spend money and have a lot of loans and not use my papers,\" he said, referring to a degree and a diploma.\u003c/p>\n\u003cp>According to the Department of Education, about 45 million people in the United States owe nearly $1.3 trillion in student debt.\u003c/p>\n\u003cp>But Mwandjalulu, who makes nearly $24 an hour as a carpenter, said he's still had trouble convincing his friends, whom he keeps in touch with on Facebook and Snapchat, to follow his path.\u003c/p>\n\u003cp>\"There's not a lot of people, especially immigrants, that think outside of school,\" he said.\u003c/p>\n\u003ch3>The narrative is shifting\u003c/h3>\n\u003cp>Paul Iversen, a labor educator with University of Iowa's Labor Center, hopes to change that.\u003c/p>\n\u003cp>Iversen, who helps helps run a pre-apprenticeship program, said one of the reasons participation in the skilled trades is low among Gen Z is because the work was once typically passed down in families.\u003c/p>\n\u003cp>\"It used to be word-of-mouth,\" said Iversen. \"But there's more of a need for carpenters, pipefitters, plumbers and electricians than you can fill with the family members of current people.\"\u003c/p>\n\u003cp>That reality is hitting home for farmer John Boyd Jr.\u003c/p>\n\u003cp>Boyd, 57, owns a 300-acre farm in Virginia where he grows soybeans, corn and wheat and raises cattle — just as three generations did before him. But now, none of his three children want to take over when he retires.\u003c/p>\n\u003cp>\"Everybody on my farm is over the age of 50,\" said Boyd, who is the president of the National Black Farmers' Association. \"We need some young people with some energy and hustle and innovation.\"\u003c/p>\n\u003cp>Michael Coleman, 28, is one of them. He received a scholarship from the NBFA in 2015 to study animal science at Alcorn State University.\u003c/p>\n\u003cp>Coleman is now an animal health technician with the U.S. Department of Agriculture and owns his own farm. But, at times, he's found it a lonely field.\u003c/p>\n\u003cp>The average age of a U.S. farmer is 57.5, according to the 2017 Census of Agriculture, up from 54.9 in 2007, and Coleman said he's only met a couple other farmers around his age.\u003c/p>\n\u003cp>\"We kind of stick together,\" he said.\u003c/p>\n\u003ch3>There is plenty of need\u003c/h3>\n\u003cp>But Coleman said he's seen more young people express interest in agribusiness and other technical industries, particularly after the pandemic.\u003c/p>\n\u003cp>\"Especially with student loans and everything, it's a lot cheaper to get a trade and make a lot of money,\" said Coleman. Most young folks just haven't had people show them the ropes,\" he said.\u003c/p>\n\u003cp>The median salary for carpenters in 2021 was $48,260 per year, according to the U.S. Bureau of Labor Statistics. For plumbers, pipefitters and steamfitters, that figure was $59,880, and for farmers, ranchers and agricultural managers, $73,060.\u003c/p>\n\u003cp>Still, filling trade and technical jobs takes active recruitment, said Iversen, who pays frequent visits to high schools around Iowa City and works with school counselors to place students in the pre-apprenticeship program.\u003c/p>\n\u003cp>Now especially, there's an urgency to fill open posts, said Iversen, as the federal government \u003ca href=\"https://www.npr.org/2021/11/15/1055841358/biden-signs-1t-bipartisan-infrastructure-bill-into-law\">funnels billions into projects to upgrade roads and transit systems\u003c/a> across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We have to recruit people to do these things or else our bridges are going to fall apart,\" Iversen said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=America+needs+carpenters+and+plumbers.+Gen+Z+doesn%27t+seem+interested&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60769/america-needs-carpenters-and-plumbers-itll-take-active-recruitment-to-get-gen-z-interested","authors":["byline_mindshift_60769"],"categories":["mindshift_21445","mindshift_21478"],"tags":["mindshift_21188","mindshift_21441","mindshift_21523","mindshift_21522","mindshift_21429"],"featImg":"mindshift_60770","label":"mindshift"},"mindshift_60363":{"type":"posts","id":"mindshift_60363","meta":{"index":"posts_1591205157","site":"mindshift","id":"60363","score":null,"sort":[1669114810000]},"guestAuthors":[],"slug":"more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons","title":"More school districts are starting career education early, aiming to widen kids' horizons","publishDate":1669114810,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">DALLAS — In Levar Dobbins’ eighth grade classroom, a dozen students were learning about workforce trends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think the future job market will look like?” Dobbins asked the class, at Piedmont GLOBAL Academy, a majority-Hispanic middle school in southeastern Dallas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A whole bunch of robots,” one boy suggested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“More social media platforms,” a girl said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dobbins then led his students in a discussion about how current events like the pandemic are shaping the nation’s workforce, and why Dallas’ economy is booming (a fact that surprised some students). \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Jobs will continue to evolve,” Dobbins told them. “If you told someone a decade ago that you could have a career as a social media influencer, they wouldn’t have believed you.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60366\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-60366 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-scaled.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Levar Dobbins, a teacher at Piedmont GLOBAL Academy, shows off some student posters highlighting careers they’re interested in. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preparing students for a changing workforce is one of the goals behind a movement to get kids thinking about their career plans at a younger age. A growing number of states and school districts now require students to take career exploration classes in middle school. Others offer introductory courses in specific careers, like engineering or robotics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas Independent School District, the second-largest district in the nation’s second-largest state, has long offered career exploration courses to its seventh and eighth graders. But this year it expanded one of the classes, based on a curriculum from the nonprofit Education Opens Doors, to every middle school in the district. Brian Lusk, the district’s chief of strategic initiatives, said school leaders wanted to ensure that all students were prepared to make informed decisions about their paths in high school and beyond. “Equity is important to us,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates argue that exposing students to potential careers in middle school, rather than waiting until high school, gives them time to take the classes and extracurriculars that will get them to their goals — and the opportunity to change course while the stakes are still low.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are less stressed out in the middle grades,” said Stephanie Simpson, CEO of the Association for Middle Level Education, a nonprofit that supports middle school educators. “They can explore and take some risks, with fewer immediate consequences.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Showing students a route to their dreams in early adolescence — a time when many begin to lose interest in school — can also boost middle schoolers’ motivation, advocates say. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the effort to push career exploration down into the middle grades faces several challenges, including a lack of funding, a shortage of school counselors and packed school schedules that leave little time for “extras” like career exploration. The work has also raised concerns about “tracking,” the now-discredited practice of steering certain students, particularly those who are low-income and Black or Hispanic, into vocational tracks that lead to low-wage jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of career exploration in middle school say they’re not out to narrow students’ options, but to broaden them. The aim is to introduce young people to careers they might not otherwise hear of, and arm them with the tools to pursue college, if they want to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not pushing them onto a path so much as giving them the ability to choose which path they go down,” said Roscoe Compton-Kelly, CEO of Education Opens Doors. A recent evaluation of its program found that students who participated were more likely to take the ACT and AP exams than their peers who did not. “We’re giving them the knowledge to make the decisions for themselves,” he added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Education Opens Doors began pitching its program to Texas schools a decade ago, the biggest question from school leaders was, “Is it too soon?” said Jeff McGuire, the group’s director of communications. Were early adolescents, with their raging hormones and still-developing frontal lobes, really ready to plan for a future that may feel light-years away? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nancy Deutsch, a University of Virginia professor who is leading an \u003c/span>\u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/youth-nex/remaking-middle-school\">\u003cspan style=\"font-weight: 400\">effort\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to remake middle schools, thinks they are. The early teen years may even be the ideal time to start, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Early adolescence is such a huge time for identity development, when young people are asking, ‘Who am I, and who do I want to be?’ “ said Deutsch, the director of Youth-Nex: The UVA Center to Promote Effective Youth Development. Career exploration capitalizes on this innate drive, encouraging students to try on possible future selves, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early teen years are also a stage when students are especially vulnerable to “identity foreclosure,” or the walling off of certain options, such as a STEM career, as not for them, Deutsch said. By catching students before they foreclose, schools may be able to convince more female students to consider computer science, for example.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are practical reasons to start sooner, too. With the growth of specialized high schools and the expansion of career-focused programs in comprehensive schools, students today are being asked as early as 13 or 14 to make decisions that could shape their future careers. In Dallas, eighth graders must choose one of five “\u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/38480\">\u003cspan style=\"font-weight: 400\">endorsements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” to focus on in high school — among them, STEM (science, technology, engineering and math); business and industry; and the arts and humanities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“High school is far too late to begin this conversation with young people,” said Kyle Hartung, an associate vice president with Jobs for the Future, a nonprofit that offers a career exploration curriculum for schools and after-school programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students seem to agree. In a pair of \u003c/span>\u003ca href=\"https://file.asa.org/uploads/Middle-School-Career-Exploration-Grants-Outcomes-White-Paper-FINAL.pdf\">\u003cspan style=\"font-weight: 400\">recent surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by American Student Assistance, a nonprofit focused on career readiness, roughly two-thirds of high school graduates said they would have benefited from more career exploration in middle or high school, and 80 percent of high school guidance counselors said their students were “overwhelmed” by decisions about college and career. (American Student Assistance is one of the many funders of The Hechinger Report, which produced this story.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some states are getting the message. Indiana now requires all eighth graders to take a series of self-assessments through the state’s\u003c/span> \u003ca href=\"https://www.in.gov/doe/students/college-and-career-navigation/\">\u003cspan style=\"font-weight: 400\">online career explorer\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">or a similar web \u003c/span>\u003cspan style=\"font-weight: 400\"> tool\u003c/span>\u003cspan style=\"font-weight: 400\">. The results are shared with guidance counselors, who help students match their interests, strengths and values with one of three paths: employment, enrollment or enlistment. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60368\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-60368\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas6-scaled-e1668811017161.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students in a seventh grade classroom at The Young Men’s Leadership Academy in Dallas research potential careers on the Bureau of Labor Statistics website. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaware, meanwhile, is in the process of writing standards for career and technical education in the middle grades, after finding that middle schoolers are often making uninformed decisions about which high school to attend. And Virginia has kids begin work on an “academic and career plan portfolio,” which includes information about their interests, values and skills, as early as elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education Opens Doors was created by Jayda Batchelder, an eighth grade science teacher who grew up not knowing much about the road to college herself. A first-generation student, she had landed at Tulane with a scholarship “by pure luck,” she recalled in an interview: The elite college’s recruiters wanted someone from South Dakota, and she fit the bill. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-year Teach for America corps member in Dallas, in the 2009-10 school year, Batchelder had been named a teacher of the year. Her students had shone on the state standardized test, and she “really felt I’d changed their trajectory,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she visited some of her former students the next fall, at a high school football game, she found many of them were making choices that could limit their futures. The brightest students were enrolling in the lowest-level courses, while students who had excelled in her science class weren’t taking STEM courses. It was, for Batchelder, a moment of epiphany.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re telling our kids they can be anything, do anything, but no one is teaching them how,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That weekend, in October 2010, she sent an e-mail to all the Teach for America members in Dallas with a proposal to create a “roadmap for success” for middle schoolers. Four teachers agreed to help. After two years of piloting the curricula in Dallas schools, Batchelder received a $5,000 prize for being named science teacher of the year and used the money to launch a nonprofit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the organization struggled to secure funding. Foundation leaders said they’d support the nonprofit if it focused on high school, and funders and some school leaders worried about the potential for tracking. Some teachers were skeptical, too, wondering, “How much work is this going to be for me on top of the work I already have?” McGuire said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Batchelder turned down the grants pegged to high school, and reassured skeptics that all students would be educated about all potential pathways to a career. If anything, the early curricula was probably biased in favor of a four-year education, Batchelder said: “We probably overcompensated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the years since, the program has undergone multiple revisions; its workbook has been fully digitized and made more engaging, with online games and quizzes. There’s less “sage on the stage” — teacher lecture — and more discussion and debate. And there’s more information about alternative pathways, including the military, apprenticeships and technical school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want kids who have goals other than a traditional college to feel like ‘this has nothing to do with me,’ ” said Kristen Pereira, the group’s senior curriculum specialist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a recent class at The Young Men’s Leadership Academy at Fred F. Florence Middle School in southeastern Dallas, Katherine Coney, a teacher, showed students a slide reminding them that “you don’t have to attend college to have a career.” Industry-based certification and licensure is another route, it read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want you to go to college, if that’s what you want, but you have other options,” Coney said. “What we don’t want is for you to work at Burger King for 30 years, trying to support your family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levar Dobbins, the Piedmont middle school teacher, said he learned about college by watching “A Different World,” a spinoff of ”The Cosby Show” that focused on the life of students at a fictional historically Black college. When he was growing up, “college was a big abstract thing — a pennant, or a football team,” said Dobbins, now 42. “A Different World” made it concrete, imaginable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While today’s students have access to much more information about college and careers via the Internet, many still have limited notions about what they can become, Dobbins said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To expand their horizons, Dobbins and other teachers have students research careers on the Bureau of Labor Statistics website — looking up information about job duties, education requirements, starting salaries and job outlook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also spend time conducting inventories of their own skills and strengths. In a recent seventh grade class at Eduardo Mata Montessori School, students wrote down three skills they would stress to an employer in a job interview. Daniel Gonzalez wrote that he is brave, creative and has a strong mindset. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daniel said he really wants to be a professional basketball player, but engineering is his back-up plan. “I’ll probably go to college, because after a while, I’ll be too old to play,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lusk said the district hasn’t gotten much pushback from teachers about the program, in part because it doesn’t add to their workload. When Dallas took the program districtwide, it made it a stand-alone course, and assigned teachers to teach it. “It’s their course,” he said. “It’s not an add-on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district paid for the program — which costs schools $50 to $100 per student, depending on the level of support teachers receive — using federal economic recovery dollars, and will cover the costs once those funds run out, Lusk said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other districts, though, a lack of funding and “initiative fatigue” have sometimes thwarted efforts to extend career exploration to the middle grades, said Simpson of the Association for Middle Level Education. “We’re asking so much of our educators, this feels like one more thing,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School counselors, who might also be tapped to teach the material, are similarly stretched, with the average public school counselor overseeing \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios\">\u003cspan style=\"font-weight: 400\">415 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, far more than the 250 maximum recommended by the American School Counselor Association. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, pressures to improve test scores have led some schools to spend more of the day on core academic subjects, and less on “specials,” like career exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All these factors have led Jean Eddy, the CEO of American Student Assistance, to conclude that while career exploration in the classroom works, it can’t be scaled nationally. The nonprofit, which has funded successful school-based programs in the past, is now shifting its resources to apps it has developed to help kids explore careers on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This generation wants agency — they want to be able to direct their own learning,” Eddy said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hartung, of Jobs for the Future, said efforts to educate students about their options won’t succeed without improvements in the school-to-workforce pipeline. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Right now, the systems are very siloed,” he said. “The Achilles’ heel of this work is that it’s early preparation for young people without a system to advance through.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, at least, the push to start career exploration sooner seems to be making a difference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianca Escobar, a high school senior who took the Education Opens Doors course in middle school, said she still turns to her student guidebook when she’s feeling lost or scared about the future. She wants to study engineering in California, and recently returned from a road trip to the state, where she visited four colleges. Her favorite was the University of San Francisco. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel really confident in my choices and the things I need to do to prepare,” she said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-path-to-a-career-could-start-in-middle-school/\" target=\"_blank\" rel=\"noopener noreferrer\">middle school career education\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"States and school districts want to prepare students for a changing workforce. Some now require middle schoolers to take career exploration classes.","status":"publish","parent":0,"modified":1669119029,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":2553},"headData":{"title":"More school districts are starting career education early, aiming to widen kids' horizons - MindShift","description":"States and school districts want to prepare students for a changing workforce. Some now require middle schoolers to take career exploration classes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"More school districts are starting career education early, aiming to widen kids' horizons","datePublished":"2022-11-22T03:00:10-08:00","dateModified":"2022-11-22T04:10:29-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60363 https://ww2.kqed.org/mindshift/?p=60363","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/22/more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons/","disqusTitle":"More school districts are starting career education early, aiming to widen kids' horizons","nprByline":"Kelly Field, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60363/more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">DALLAS — In Levar Dobbins’ eighth grade classroom, a dozen students were learning about workforce trends.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What do you think the future job market will look like?” Dobbins asked the class, at Piedmont GLOBAL Academy, a majority-Hispanic middle school in southeastern Dallas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A whole bunch of robots,” one boy suggested.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“More social media platforms,” a girl said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dobbins then led his students in a discussion about how current events like the pandemic are shaping the nation’s workforce, and why Dallas’ economy is booming (a fact that surprised some students). \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Jobs will continue to evolve,” Dobbins told them. “If you told someone a decade ago that you could have a career as a social media influencer, they wouldn’t have believed you.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60366\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-60366 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas4-scaled.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Levar Dobbins, a teacher at Piedmont GLOBAL Academy, shows off some student posters highlighting careers they’re interested in. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Preparing students for a changing workforce is one of the goals behind a movement to get kids thinking about their career plans at a younger age. A growing number of states and school districts now require students to take career exploration classes in middle school. Others offer introductory courses in specific careers, like engineering or robotics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas Independent School District, the second-largest district in the nation’s second-largest state, has long offered career exploration courses to its seventh and eighth graders. But this year it expanded one of the classes, based on a curriculum from the nonprofit Education Opens Doors, to every middle school in the district. Brian Lusk, the district’s chief of strategic initiatives, said school leaders wanted to ensure that all students were prepared to make informed decisions about their paths in high school and beyond. “Equity is important to us,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Advocates argue that exposing students to potential careers in middle school, rather than waiting until high school, gives them time to take the classes and extracurriculars that will get them to their goals — and the opportunity to change course while the stakes are still low.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students are less stressed out in the middle grades,” said Stephanie Simpson, CEO of the Association for Middle Level Education, a nonprofit that supports middle school educators. “They can explore and take some risks, with fewer immediate consequences.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Showing students a route to their dreams in early adolescence — a time when many begin to lose interest in school — can also boost middle schoolers’ motivation, advocates say. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the effort to push career exploration down into the middle grades faces several challenges, including a lack of funding, a shortage of school counselors and packed school schedules that leave little time for “extras” like career exploration. The work has also raised concerns about “tracking,” the now-discredited practice of steering certain students, particularly those who are low-income and Black or Hispanic, into vocational tracks that lead to low-wage jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Proponents of career exploration in middle school say they’re not out to narrow students’ options, but to broaden them. The aim is to introduce young people to careers they might not otherwise hear of, and arm them with the tools to pursue college, if they want to. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re not pushing them onto a path so much as giving them the ability to choose which path they go down,” said Roscoe Compton-Kelly, CEO of Education Opens Doors. A recent evaluation of its program found that students who participated were more likely to take the ACT and AP exams than their peers who did not. “We’re giving them the knowledge to make the decisions for themselves,” he added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Education Opens Doors began pitching its program to Texas schools a decade ago, the biggest question from school leaders was, “Is it too soon?” said Jeff McGuire, the group’s director of communications. Were early adolescents, with their raging hormones and still-developing frontal lobes, really ready to plan for a future that may feel light-years away? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nancy Deutsch, a University of Virginia professor who is leading an \u003c/span>\u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/youth-nex/remaking-middle-school\">\u003cspan style=\"font-weight: 400\">effort\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to remake middle schools, thinks they are. The early teen years may even be the ideal time to start, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Early adolescence is such a huge time for identity development, when young people are asking, ‘Who am I, and who do I want to be?’ “ said Deutsch, the director of Youth-Nex: The UVA Center to Promote Effective Youth Development. Career exploration capitalizes on this innate drive, encouraging students to try on possible future selves, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The early teen years are also a stage when students are especially vulnerable to “identity foreclosure,” or the walling off of certain options, such as a STEM career, as not for them, Deutsch said. By catching students before they foreclose, schools may be able to convince more female students to consider computer science, for example.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are practical reasons to start sooner, too. With the growth of specialized high schools and the expansion of career-focused programs in comprehensive schools, students today are being asked as early as 13 or 14 to make decisions that could shape their future careers. In Dallas, eighth graders must choose one of five “\u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/38480\">\u003cspan style=\"font-weight: 400\">endorsements\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” to focus on in high school — among them, STEM (science, technology, engineering and math); business and industry; and the arts and humanities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“High school is far too late to begin this conversation with young people,” said Kyle Hartung, an associate vice president with Jobs for the Future, a nonprofit that offers a career exploration curriculum for schools and after-school programs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students seem to agree. In a pair of \u003c/span>\u003ca href=\"https://file.asa.org/uploads/Middle-School-Career-Exploration-Grants-Outcomes-White-Paper-FINAL.pdf\">\u003cspan style=\"font-weight: 400\">recent surveys\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by American Student Assistance, a nonprofit focused on career readiness, roughly two-thirds of high school graduates said they would have benefited from more career exploration in middle or high school, and 80 percent of high school guidance counselors said their students were “overwhelmed” by decisions about college and career. (American Student Assistance is one of the many funders of The Hechinger Report, which produced this story.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some states are getting the message. Indiana now requires all eighth graders to take a series of self-assessments through the state’s\u003c/span> \u003ca href=\"https://www.in.gov/doe/students/college-and-career-navigation/\">\u003cspan style=\"font-weight: 400\">online career explorer\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">or a similar web \u003c/span>\u003cspan style=\"font-weight: 400\"> tool\u003c/span>\u003cspan style=\"font-weight: 400\">. The results are shared with guidance counselors, who help students match their interests, strengths and values with one of three paths: employment, enrollment or enlistment. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60368\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-60368\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Kelly-Green-Dallas6-scaled-e1668811017161.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Students in a seventh grade classroom at The Young Men’s Leadership Academy in Dallas research potential careers on the Bureau of Labor Statistics website. \u003ccite>(Kelly Field for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Delaware, meanwhile, is in the process of writing standards for career and technical education in the middle grades, after finding that middle schoolers are often making uninformed decisions about which high school to attend. And Virginia has kids begin work on an “academic and career plan portfolio,” which includes information about their interests, values and skills, as early as elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education Opens Doors was created by Jayda Batchelder, an eighth grade science teacher who grew up not knowing much about the road to college herself. A first-generation student, she had landed at Tulane with a scholarship “by pure luck,” she recalled in an interview: The elite college’s recruiters wanted someone from South Dakota, and she fit the bill. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As a first-year Teach for America corps member in Dallas, in the 2009-10 school year, Batchelder had been named a teacher of the year. Her students had shone on the state standardized test, and she “really felt I’d changed their trajectory,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when she visited some of her former students the next fall, at a high school football game, she found many of them were making choices that could limit their futures. The brightest students were enrolling in the lowest-level courses, while students who had excelled in her science class weren’t taking STEM courses. It was, for Batchelder, a moment of epiphany.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’re telling our kids they can be anything, do anything, but no one is teaching them how,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That weekend, in October 2010, she sent an e-mail to all the Teach for America members in Dallas with a proposal to create a “roadmap for success” for middle schoolers. Four teachers agreed to help. After two years of piloting the curricula in Dallas schools, Batchelder received a $5,000 prize for being named science teacher of the year and used the money to launch a nonprofit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first, the organization struggled to secure funding. Foundation leaders said they’d support the nonprofit if it focused on high school, and funders and some school leaders worried about the potential for tracking. Some teachers were skeptical, too, wondering, “How much work is this going to be for me on top of the work I already have?” McGuire said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Batchelder turned down the grants pegged to high school, and reassured skeptics that all students would be educated about all potential pathways to a career. If anything, the early curricula was probably biased in favor of a four-year education, Batchelder said: “We probably overcompensated.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the years since, the program has undergone multiple revisions; its workbook has been fully digitized and made more engaging, with online games and quizzes. There’s less “sage on the stage” — teacher lecture — and more discussion and debate. And there’s more information about alternative pathways, including the military, apprenticeships and technical school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t want kids who have goals other than a traditional college to feel like ‘this has nothing to do with me,’ ” said Kristen Pereira, the group’s senior curriculum specialist. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a recent class at The Young Men’s Leadership Academy at Fred F. Florence Middle School in southeastern Dallas, Katherine Coney, a teacher, showed students a slide reminding them that “you don’t have to attend college to have a career.” Industry-based certification and licensure is another route, it read. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want you to go to college, if that’s what you want, but you have other options,” Coney said. “What we don’t want is for you to work at Burger King for 30 years, trying to support your family.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Levar Dobbins, the Piedmont middle school teacher, said he learned about college by watching “A Different World,” a spinoff of ”The Cosby Show” that focused on the life of students at a fictional historically Black college. When he was growing up, “college was a big abstract thing — a pennant, or a football team,” said Dobbins, now 42. “A Different World” made it concrete, imaginable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While today’s students have access to much more information about college and careers via the Internet, many still have limited notions about what they can become, Dobbins said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To expand their horizons, Dobbins and other teachers have students research careers on the Bureau of Labor Statistics website — looking up information about job duties, education requirements, starting salaries and job outlook. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students also spend time conducting inventories of their own skills and strengths. In a recent seventh grade class at Eduardo Mata Montessori School, students wrote down three skills they would stress to an employer in a job interview. Daniel Gonzalez wrote that he is brave, creative and has a strong mindset. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Daniel said he really wants to be a professional basketball player, but engineering is his back-up plan. “I’ll probably go to college, because after a while, I’ll be too old to play,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lusk said the district hasn’t gotten much pushback from teachers about the program, in part because it doesn’t add to their workload. When Dallas took the program districtwide, it made it a stand-alone course, and assigned teachers to teach it. “It’s their course,” he said. “It’s not an add-on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district paid for the program — which costs schools $50 to $100 per student, depending on the level of support teachers receive — using federal economic recovery dollars, and will cover the costs once those funds run out, Lusk said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In other districts, though, a lack of funding and “initiative fatigue” have sometimes thwarted efforts to extend career exploration to the middle grades, said Simpson of the Association for Middle Level Education. “We’re asking so much of our educators, this feels like one more thing,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School counselors, who might also be tapped to teach the material, are similarly stretched, with the average public school counselor overseeing \u003c/span>\u003ca href=\"https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios\">\u003cspan style=\"font-weight: 400\">415 students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, far more than the 250 maximum recommended by the American School Counselor Association. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, pressures to improve test scores have led some schools to spend more of the day on core academic subjects, and less on “specials,” like career exploration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">All these factors have led Jean Eddy, the CEO of American Student Assistance, to conclude that while career exploration in the classroom works, it can’t be scaled nationally. The nonprofit, which has funded successful school-based programs in the past, is now shifting its resources to apps it has developed to help kids explore careers on their own.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This generation wants agency — they want to be able to direct their own learning,” Eddy said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hartung, of Jobs for the Future, said efforts to educate students about their options won’t succeed without improvements in the school-to-workforce pipeline. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Right now, the systems are very siloed,” he said. “The Achilles’ heel of this work is that it’s early preparation for young people without a system to advance through.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, at least, the push to start career exploration sooner seems to be making a difference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianca Escobar, a high school senior who took the Education Opens Doors course in middle school, said she still turns to her student guidebook when she’s feeling lost or scared about the future. She wants to study engineering in California, and recently returned from a road trip to the state, where she visited four colleges. Her favorite was the University of San Francisco. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel really confident in my choices and the things I need to do to prepare,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003ca href=\"https://hechingerreport.org/the-path-to-a-career-could-start-in-middle-school/\" target=\"_blank\" rel=\"noopener noreferrer\">middle school career education\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60363/more-school-districts-are-starting-career-education-early-aiming-to-widen-kids-horizons","authors":["byline_mindshift_60363"],"categories":["mindshift_21478"],"tags":["mindshift_21188","mindshift_21473","mindshift_145","mindshift_21492"],"featImg":"mindshift_60365","label":"mindshift"},"mindshift_60352":{"type":"posts","id":"mindshift_60352","meta":{"index":"posts_1591205157","site":"mindshift","id":"60352","score":null,"sort":[1669028427000]},"guestAuthors":[],"slug":"when-colleges-and-campuses-close-down-students-often-drop-out","title":"When colleges and campuses close down, students often drop out","publishDate":1669028427,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Despite high profile stories about the closing of small liberal arts colleges, such as California’s Mills College and Vermont’s Green Mountain College, college closures have actually declined in the past five years. But the numbers may spike again as declining \u003c/span>\u003ca href=\"https://fred.stlouisfed.org/series/SPDYNCBRTINUSA\">\u003cspan style=\"font-weight: 400\">U.S. birth rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> soon translate into \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-predicted-to-fall-by-more-than-15-after-the-year-2025/\">\u003cspan style=\"font-weight: 400\">fewer graduating high schoolers after 2025\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, the numbers. Thirty-five colleges and universities shut down in 2021, a 70 percent decrease from 2016, when a peak of 120 colleges shuttered, according to an analysis of \u003c/span>\u003ca href=\"https://www2.ed.gov/offices/OSFAP/PEPS/index.html\">\u003cspan style=\"font-weight: 400\">federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the State Higher Education Executive Officers Association (SHEEO). For-profit operators ran more than 80 percent of the 861 institutions that ceased operations between 2004 and 2021. For perspective, the number of closures over the past 18 years represents almost 15 percent of the 5,860 of the colleges and universities that remain in operation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60359 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png\" alt=\"\" width=\"624\" height=\"385\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph-160x99.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">“Many have closed their doors in recent years and many more may do so in the years to come,” said Doug Shapiro, executive director of the National Student Clearinghouse Research Center, which collaborated with SHEEO to track what happens to \u003c/span>\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SHEEO-NSCRCCollegeClosuresReport.pdf\">\u003cspan style=\"font-weight: 400\">students when their colleges shut down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher education administrators point out that it’s equally important to monitor individual campus closures. The closure of a branch campus can also leave students without good, nearby options for completing their degrees even when the parent institution is still operating branches elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of these campus closures is 11 times larger. Almost 9,500 campuses closed between 2004 and 2021. Roughly 500 were closed because of a merger or a consolidation with another college. These campuses don’t always shut down physically but students aren’t necessarily able to continue their previous studies there. The remaining 8,986 branch campus closures occurred at 2,011 different institutions. Most of them continued to operate campuses at other locations. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Very few of any of these closures took place at public colleges or universities. One big exception was Purdue University. It shut down four campuses after it \u003c/span>\u003ca href=\"https://www.purdue.edu/newsroom/releases/2018/Q1/transaction-complete-for-purdue-global.html#:~:text=%E2%80%94%20Purdue%20Global%2C%20Indiana's%20newest%20public,transaction%20with%20Kaplan%20Higher%20Education.\">\u003cspan style=\"font-weight: 400\">purchased for-profit Kaplan University in 2018 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and converted it to a public four-year university called Purdue Global. Most other public closures were small ones, such as the closure of a teacher training site at a local elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Closures happen for many reasons but generally involve declining student enrollment, which leads to diminishing tuition dollars, a main source of revenue for many colleges. Weak finances have cut off for-profit institutions from the federal student loan program. That suddenly prevents students from obtaining subsidized loans to pay their private tuition bills. Many small liberal arts colleges have struggled to attract students altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consequences for students at these shuttered campuses are enormous. Fewer than half of them ever re-enrolled in college, according to a \u003c/span>\u003ca href=\"https://sheeo.org/wp-content/uploads/2022/11/SHEEO_NSCRC_CollegeClosures_Report1.pdf\">\u003cspan style=\"font-weight: 400\">November 2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by SHEEO and the National Student Clearinghouse Research Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two organizations collaborated on a research project tracking 143,000 students at 467 campuses that closed between 2004 and 2020. As of February 2022, only about a third of the 47 percent of students who succeeded in transferring to another campus completed a degree or a credential. More than 60 percent of the students at a shuttered campus became college dropouts, adding to the large pool of U.S. adults who have student loans and no degree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their schools’ closing effectively closes doors on the students’ educational dreams,” said Shapiro. “It is a serious hardship for the students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a campus closure, students often have to apply as a transfer student to a new institution. Shapiro explained that it’s difficult for students to find a college that will accept all the credits that they’ve already earned. It’s even more challenging to find a college with a similar degree program or major without having to start over again with new prerequisites. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Burns, senior policy analyst at SHEEO, is urging state regulators to make sure all colleges have contingency plans, known as “\u003c/span>\u003ca href=\"https://www.nwccu.org/wp-content/uploads/2017/05/Teach-Out-Plans-and-Teach-Out-Agreements-Policy.pdf\">\u003cspan style=\"font-weight: 400\">teach-out plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in place so that students are automatically transferred with all of their accumulated credits to another institution. That will be even more important as SHEEO predicts sharp declines in student enrollment and tuition revenue in the years ahead. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-861-colleges-and-9499-campuses-have-closed-down-since-2004/\">\u003ci>\u003cspan style=\"font-weight: 400\">colleges closing\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1668813260,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":759},"headData":{"title":"When colleges and campuses close down, students often drop out - MindShift","description":"Hundreds of colleges and thousands of campuses have closed down since 2004. In one study, over 60 percent of students at shuttered schools never graduated.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When colleges and campuses close down, students often drop out","datePublished":"2022-11-21T03:00:27-08:00","dateModified":"2022-11-18T15:14:20-08:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60352 https://ww2.kqed.org/mindshift/?p=60352","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/21/when-colleges-and-campuses-close-down-students-often-drop-out/","disqusTitle":"When colleges and campuses close down, students often drop out","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60352/when-colleges-and-campuses-close-down-students-often-drop-out","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Despite high profile stories about the closing of small liberal arts colleges, such as California’s Mills College and Vermont’s Green Mountain College, college closures have actually declined in the past five years. But the numbers may spike again as declining \u003c/span>\u003ca href=\"https://fred.stlouisfed.org/series/SPDYNCBRTINUSA\">\u003cspan style=\"font-weight: 400\">U.S. birth rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> soon translate into \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-predicted-to-fall-by-more-than-15-after-the-year-2025/\">\u003cspan style=\"font-weight: 400\">fewer graduating high schoolers after 2025\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, the numbers. Thirty-five colleges and universities shut down in 2021, a 70 percent decrease from 2016, when a peak of 120 colleges shuttered, according to an analysis of \u003c/span>\u003ca href=\"https://www2.ed.gov/offices/OSFAP/PEPS/index.html\">\u003cspan style=\"font-weight: 400\">federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the State Higher Education Executive Officers Association (SHEEO). For-profit operators ran more than 80 percent of the 861 institutions that ceased operations between 2004 and 2021. For perspective, the number of closures over the past 18 years represents almost 15 percent of the 5,860 of the colleges and universities that remain in operation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60359 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png\" alt=\"\" width=\"624\" height=\"385\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph-160x99.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">“Many have closed their doors in recent years and many more may do so in the years to come,” said Doug Shapiro, executive director of the National Student Clearinghouse Research Center, which collaborated with SHEEO to track what happens to \u003c/span>\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SHEEO-NSCRCCollegeClosuresReport.pdf\">\u003cspan style=\"font-weight: 400\">students when their colleges shut down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher education administrators point out that it’s equally important to monitor individual campus closures. The closure of a branch campus can also leave students without good, nearby options for completing their degrees even when the parent institution is still operating branches elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of these campus closures is 11 times larger. Almost 9,500 campuses closed between 2004 and 2021. Roughly 500 were closed because of a merger or a consolidation with another college. These campuses don’t always shut down physically but students aren’t necessarily able to continue their previous studies there. The remaining 8,986 branch campus closures occurred at 2,011 different institutions. Most of them continued to operate campuses at other locations. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Very few of any of these closures took place at public colleges or universities. One big exception was Purdue University. It shut down four campuses after it \u003c/span>\u003ca href=\"https://www.purdue.edu/newsroom/releases/2018/Q1/transaction-complete-for-purdue-global.html#:~:text=%E2%80%94%20Purdue%20Global%2C%20Indiana's%20newest%20public,transaction%20with%20Kaplan%20Higher%20Education.\">\u003cspan style=\"font-weight: 400\">purchased for-profit Kaplan University in 2018 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and converted it to a public four-year university called Purdue Global. Most other public closures were small ones, such as the closure of a teacher training site at a local elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Closures happen for many reasons but generally involve declining student enrollment, which leads to diminishing tuition dollars, a main source of revenue for many colleges. Weak finances have cut off for-profit institutions from the federal student loan program. That suddenly prevents students from obtaining subsidized loans to pay their private tuition bills. Many small liberal arts colleges have struggled to attract students altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consequences for students at these shuttered campuses are enormous. Fewer than half of them ever re-enrolled in college, according to a \u003c/span>\u003ca href=\"https://sheeo.org/wp-content/uploads/2022/11/SHEEO_NSCRC_CollegeClosures_Report1.pdf\">\u003cspan style=\"font-weight: 400\">November 2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by SHEEO and the National Student Clearinghouse Research Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two organizations collaborated on a research project tracking 143,000 students at 467 campuses that closed between 2004 and 2020. As of February 2022, only about a third of the 47 percent of students who succeeded in transferring to another campus completed a degree or a credential. More than 60 percent of the students at a shuttered campus became college dropouts, adding to the large pool of U.S. adults who have student loans and no degree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their schools’ closing effectively closes doors on the students’ educational dreams,” said Shapiro. “It is a serious hardship for the students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a campus closure, students often have to apply as a transfer student to a new institution. Shapiro explained that it’s difficult for students to find a college that will accept all the credits that they’ve already earned. It’s even more challenging to find a college with a similar degree program or major without having to start over again with new prerequisites. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Burns, senior policy analyst at SHEEO, is urging state regulators to make sure all colleges have contingency plans, known as “\u003c/span>\u003ca href=\"https://www.nwccu.org/wp-content/uploads/2017/05/Teach-Out-Plans-and-Teach-Out-Agreements-Policy.pdf\">\u003cspan style=\"font-weight: 400\">teach-out plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in place so that students are automatically transferred with all of their accumulated credits to another institution. That will be even more important as SHEEO predicts sharp declines in student enrollment and tuition revenue in the years ahead. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-861-colleges-and-9499-campuses-have-closed-down-since-2004/\">\u003ci>\u003cspan style=\"font-weight: 400\">colleges closing\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60352/when-colleges-and-campuses-close-down-students-often-drop-out","authors":["byline_mindshift_60352"],"categories":["mindshift_21478"],"tags":["mindshift_21261","mindshift_21109","mindshift_21452","mindshift_206","mindshift_68","mindshift_21370"],"featImg":"mindshift_60378","label":"mindshift"},"mindshift_59879":{"type":"posts","id":"mindshift_59879","meta":{"index":"posts_1591205157","site":"mindshift","id":"59879","score":null,"sort":[1663571553000]},"guestAuthors":[],"slug":"shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds","title":"Shop class sometimes boosts going to college, Massachusetts study finds","publishDate":1663571553,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>College isn’t for everyone, many argue. But what is the alternative? An old idea is to train kids in a trade in high school. However, high school trade programs have had a deservedly bad reputation as a “dumping ground” for low-income students, providing a subpar education and failing to prepare young adults for the modern world. These classes are also bound up with a shameful racial history. When schools were forced to desegregate, many funneled Black students into vocational tracks to keep them apart from white students under the same roof.\u003c/p>\n\u003cp>High school vocational programs have changed a lot over the past 20 years by both increasing their academic rigor and expanding career fields, from construction and cosmetology to information technology and healthcare. Federal legislation has encouraged these programs to prepare students not only for a career, but also for college. Labels have changed too. It’s now called career and technical education and often abbreviated as CTE. Today, students are actively choosing, instead of being passively steered to shop classes, and white students are more likely to opt for a CTE high school program than Black students.\u003c/p>\n\u003cp>Massachusetts has been at the forefront of this trend. \u003ca href=\"https://www.bluehills.org/academics/program-of-studies.pdf\">Four years of math\u003c/a> are typically required of vocational students along with the option to take challenging honors classes and calculus. The state spends about \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">$3,000 more per vocational student\u003c/a> a year, according to a September 2022 analysis. Vocational programs are more costly to run because they require expensive equipment and spacious classrooms. The hands-on instruction also means smaller classes. Schools usually need to hire more teachers to serve the same number of students.\u003c/p>\n\u003cp>In recent decades, student performance at Massachusetts high schools dedicated to career and technical education has surpassed traditional high schools, according to a May 2022 book, “\u003ca href=\"https://www.amazon.com/Hands-Achievement-Massachusettss-National-Vocational-Technical/dp/0985208678\">Hands-On Achievement: Massachusetts’s National Model Vocational-Technical Schools\u003c/a>,” published by the free market research organization Pioneer Institute. Both test scores and graduation rates were higher.\u003c/p>\n\u003cp>It’s hard to conclude from raw data if students are really better off with job training in high school and whether it’s worth the extra taxpayer expense to run these programs. In Massachusetts, many vocational schools are extremely popular and have long waiting lists. They’re akin to magnet schools that admit the strongest students with unblemished attendance records and high grades. It shouldn’t surprise anyone that strong students might continue to thrive at \u003ca href=\"https://www.valleytech.k12.ma.us/domain/21\">a high caliber vocational school\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now a pair of academic researchers from Florida State University and Vanderbilt University have analyzed the Massachusetts experiment in career and technical education by following students seven years after graduating high school in 2009, 2010 and 2011. Thanks to detailed school records, the researchers were able to compare students of the same race or ethnicity, family income and most importantly, with the same eighth grade test scores, grades and attendance records. The only difference was that some had career training in high school while others took traditional high school courses.\u003c/p>\n\u003cp>The biggest surprise was that college going rates were higher for students in five career categories: healthcare, education, information technology, arts/communications and business. For example, 77 percent of the students who specialized in healthcare enrolled in college within seven years of graduating high school. That’s 15 percentage points higher than similar students who had a traditional high school education.\u003c/p>\n\u003cp>“There’s nursing programs and allied health programs at community colleges that clearly follow after a student’s healthcare classes in high school,” said Walter Ecton, an assistant professor of education at Florida State University and lead author of the study, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737221103842?journalCode=epaa\">Heterogeneity in High School Career and Technical Education Outcomes\u003c/a>, published in August 2022 in the peer-reviewed journal of Educational Evaluation and Policy Analysis. “Students have a clear pathway and a clear track that they’re putting themselves on.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59881\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59881\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png\" alt=\"Fields of concentration for high school vocational students in Massachusetts for graduating seniors 2009-2011\" width=\"977\" height=\"550\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-768x432.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">In Massachusetts, one out of five high school students in career programs, graduating between 2009 and 2011, specialized in construction. Students needed to be enrolled in the career cluster for at least two academic years. Source: Appendix of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>Seven years after high school graduation, these career students’ salaries were higher too. For example, healthcare students earned $5,491 more annually than their traditional high school counterparts.\u003c/p>\n\u003cp>By contrast, college going rates were considerably worse for two career fields: construction and transportation, an area that includes auto repair. Students who specialized in construction fields in high school were five percentage points less likely to go to college than similar traditional high school students.\u003c/p>\n\u003cp>On the bright side, construction had the highest earnings premium after seven years. Students who studied construction earned $7,698 more annually seven years after high school graduation than similar students who had a traditional high school education. The earnings premium for transportation students diminished from over $6,000 (four years after graduation) to under $5,000 (seven years after graduation) as traditional high school students started to catch up.\u003c/p>\n\u003cp>“Students who go into construction, they are earning more, at least for the first seven years after high school graduation than we might otherwise expect, and quite a bit more,” Ecton said. “But they’re also much less likely to go to college than we might otherwise expect. I think that that’s a difficult tradeoff. Different students and families and counselors might make different choices here.”\u003c/p>\n\u003cp>Ecton’s bigger point is that all career and technical education isn’t the same. “We wanted to understand if certain career pathways are paying off more,” he said. “It’s not a simple yes or no answer. It matters which field you’re going into.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59880\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png\" alt=\"Higher earnings for vocational high school students in Massachusetts by field\" width=\"977\" height=\"702\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-768x552.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">CTE concentrators’ annual earnings advantage over traditional high school students with similar demographic and academic backgrounds. These figures compare high school students who graduated between 2009 and 2011. Source: Figure 5 of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>In Massachusetts, every career field showed at least some benefit over a traditional high school education – either in higher earnings, higher college going or both. But Ecton says that’s not a reason for everyone to pursue a vocational high school course of studies.\u003c/p>\n\u003cp>“For a student who already has very high academic achievement, who is already on a clear path to attending and graduating from a bachelor’s degree program, I think that there’s less clear evidence to suggest that CTE is necessarily going to help those students,” said Ecton.\u003c/p>\n\u003cp>“I think CTE can be really useful for students who are less engaged in high school in a traditional classroom setting,” said Ecton. “If I were advising a student on whether to be a CTE concentrator or not, one question I would ask is, how else are you going to spend your time if not as a CTE student?”\u003c/p>\n\u003cp>If the alternative is study hall or a test prep class for struggling students, which Ecton says is often the case, CTE can be more engaging and help expose students to clear options after high school. Ecton highlighted how ninth graders at Massachusetts’ vocational high schools take courses in several career areas, from construction to healthcare to business, getting a taste of many fields before settling on a specialization.\u003c/p>\n\u003cp>The rosy student experience with career-and-technical education in Massachusetts might not be true elsewhere. The state has a highly educated population with workforce needs in high tech and healthcare. And Massachusetts has invested a lot of money in high-quality vocational programs for high school students. A \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">cost-benefit analysis\u003c/a> published in September 2022 determined that the public gains between $56,500 to $113,900 in higher earnings and reduced welfare expenditures for each vocational high school student in Massachusetts. But in Connecticut, the benefits were much smaller — only about $10,000. New Jersey and Delaware run costlier vocational programs and more analysis is needed to see if they are paying off.\u003c/p>\n\u003cp>Still, even in Massachusetts, the results are uneven. The Pioneer Institute found that one vocational high school in Boston didn’t produce such glowing benefits for students.\u003c/p>\n\u003cp>“Sometimes in CTE we see a legacy program that’s been around for a very long time,” Florida State’s Ecton said. “But maybe it’s not setting students up for either college or a good paying job right after high school. But we keep those programs because they’ve been here forever. Maybe they’re even popular among students. I would really encourage schools to do this same analysis and make sure they’re seeing at least some positive outcomes in all of their different programs of study for students.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-shop-class-sometimes-boosts-college-going-massachusetts-study-finds/\">\u003cem>CTE \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Some well-designed career and technical education programs in high school can lead to increased college attendance compared to those who don't participate in CTE coursework. ","status":"publish","parent":0,"modified":1663571553,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1551},"headData":{"title":"Shop class sometimes boosts going to college, Massachusetts study finds - MindShift","description":"Some well-designed career and technical education programs in high school can lead to increased college attendance compared to those who don't participate in CTE coursework. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Shop class sometimes boosts going to college, Massachusetts study finds","datePublished":"2022-09-19T00:12:33-07:00","dateModified":"2022-09-19T00:12:33-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59879 https://ww2.kqed.org/mindshift/?p=59879","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/19/shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds/","disqusTitle":"Shop class sometimes boosts going to college, Massachusetts study finds","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59879/shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>College isn’t for everyone, many argue. But what is the alternative? An old idea is to train kids in a trade in high school. However, high school trade programs have had a deservedly bad reputation as a “dumping ground” for low-income students, providing a subpar education and failing to prepare young adults for the modern world. These classes are also bound up with a shameful racial history. When schools were forced to desegregate, many funneled Black students into vocational tracks to keep them apart from white students under the same roof.\u003c/p>\n\u003cp>High school vocational programs have changed a lot over the past 20 years by both increasing their academic rigor and expanding career fields, from construction and cosmetology to information technology and healthcare. Federal legislation has encouraged these programs to prepare students not only for a career, but also for college. Labels have changed too. It’s now called career and technical education and often abbreviated as CTE. Today, students are actively choosing, instead of being passively steered to shop classes, and white students are more likely to opt for a CTE high school program than Black students.\u003c/p>\n\u003cp>Massachusetts has been at the forefront of this trend. \u003ca href=\"https://www.bluehills.org/academics/program-of-studies.pdf\">Four years of math\u003c/a> are typically required of vocational students along with the option to take challenging honors classes and calculus. The state spends about \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">$3,000 more per vocational student\u003c/a> a year, according to a September 2022 analysis. Vocational programs are more costly to run because they require expensive equipment and spacious classrooms. The hands-on instruction also means smaller classes. Schools usually need to hire more teachers to serve the same number of students.\u003c/p>\n\u003cp>In recent decades, student performance at Massachusetts high schools dedicated to career and technical education has surpassed traditional high schools, according to a May 2022 book, “\u003ca href=\"https://www.amazon.com/Hands-Achievement-Massachusettss-National-Vocational-Technical/dp/0985208678\">Hands-On Achievement: Massachusetts’s National Model Vocational-Technical Schools\u003c/a>,” published by the free market research organization Pioneer Institute. Both test scores and graduation rates were higher.\u003c/p>\n\u003cp>It’s hard to conclude from raw data if students are really better off with job training in high school and whether it’s worth the extra taxpayer expense to run these programs. In Massachusetts, many vocational schools are extremely popular and have long waiting lists. They’re akin to magnet schools that admit the strongest students with unblemished attendance records and high grades. It shouldn’t surprise anyone that strong students might continue to thrive at \u003ca href=\"https://www.valleytech.k12.ma.us/domain/21\">a high caliber vocational school\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now a pair of academic researchers from Florida State University and Vanderbilt University have analyzed the Massachusetts experiment in career and technical education by following students seven years after graduating high school in 2009, 2010 and 2011. Thanks to detailed school records, the researchers were able to compare students of the same race or ethnicity, family income and most importantly, with the same eighth grade test scores, grades and attendance records. The only difference was that some had career training in high school while others took traditional high school courses.\u003c/p>\n\u003cp>The biggest surprise was that college going rates were higher for students in five career categories: healthcare, education, information technology, arts/communications and business. For example, 77 percent of the students who specialized in healthcare enrolled in college within seven years of graduating high school. That’s 15 percentage points higher than similar students who had a traditional high school education.\u003c/p>\n\u003cp>“There’s nursing programs and allied health programs at community colleges that clearly follow after a student’s healthcare classes in high school,” said Walter Ecton, an assistant professor of education at Florida State University and lead author of the study, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737221103842?journalCode=epaa\">Heterogeneity in High School Career and Technical Education Outcomes\u003c/a>, published in August 2022 in the peer-reviewed journal of Educational Evaluation and Policy Analysis. “Students have a clear pathway and a clear track that they’re putting themselves on.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59881\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59881\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png\" alt=\"Fields of concentration for high school vocational students in Massachusetts for graduating seniors 2009-2011\" width=\"977\" height=\"550\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-768x432.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">In Massachusetts, one out of five high school students in career programs, graduating between 2009 and 2011, specialized in construction. Students needed to be enrolled in the career cluster for at least two academic years. Source: Appendix of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>Seven years after high school graduation, these career students’ salaries were higher too. For example, healthcare students earned $5,491 more annually than their traditional high school counterparts.\u003c/p>\n\u003cp>By contrast, college going rates were considerably worse for two career fields: construction and transportation, an area that includes auto repair. Students who specialized in construction fields in high school were five percentage points less likely to go to college than similar traditional high school students.\u003c/p>\n\u003cp>On the bright side, construction had the highest earnings premium after seven years. Students who studied construction earned $7,698 more annually seven years after high school graduation than similar students who had a traditional high school education. The earnings premium for transportation students diminished from over $6,000 (four years after graduation) to under $5,000 (seven years after graduation) as traditional high school students started to catch up.\u003c/p>\n\u003cp>“Students who go into construction, they are earning more, at least for the first seven years after high school graduation than we might otherwise expect, and quite a bit more,” Ecton said. “But they’re also much less likely to go to college than we might otherwise expect. I think that that’s a difficult tradeoff. Different students and families and counselors might make different choices here.”\u003c/p>\n\u003cp>Ecton’s bigger point is that all career and technical education isn’t the same. “We wanted to understand if certain career pathways are paying off more,” he said. “It’s not a simple yes or no answer. It matters which field you’re going into.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59880\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png\" alt=\"Higher earnings for vocational high school students in Massachusetts by field\" width=\"977\" height=\"702\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-768x552.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">CTE concentrators’ annual earnings advantage over traditional high school students with similar demographic and academic backgrounds. These figures compare high school students who graduated between 2009 and 2011. Source: Figure 5 of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>In Massachusetts, every career field showed at least some benefit over a traditional high school education – either in higher earnings, higher college going or both. But Ecton says that’s not a reason for everyone to pursue a vocational high school course of studies.\u003c/p>\n\u003cp>“For a student who already has very high academic achievement, who is already on a clear path to attending and graduating from a bachelor’s degree program, I think that there’s less clear evidence to suggest that CTE is necessarily going to help those students,” said Ecton.\u003c/p>\n\u003cp>“I think CTE can be really useful for students who are less engaged in high school in a traditional classroom setting,” said Ecton. “If I were advising a student on whether to be a CTE concentrator or not, one question I would ask is, how else are you going to spend your time if not as a CTE student?”\u003c/p>\n\u003cp>If the alternative is study hall or a test prep class for struggling students, which Ecton says is often the case, CTE can be more engaging and help expose students to clear options after high school. Ecton highlighted how ninth graders at Massachusetts’ vocational high schools take courses in several career areas, from construction to healthcare to business, getting a taste of many fields before settling on a specialization.\u003c/p>\n\u003cp>The rosy student experience with career-and-technical education in Massachusetts might not be true elsewhere. The state has a highly educated population with workforce needs in high tech and healthcare. And Massachusetts has invested a lot of money in high-quality vocational programs for high school students. A \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">cost-benefit analysis\u003c/a> published in September 2022 determined that the public gains between $56,500 to $113,900 in higher earnings and reduced welfare expenditures for each vocational high school student in Massachusetts. But in Connecticut, the benefits were much smaller — only about $10,000. New Jersey and Delaware run costlier vocational programs and more analysis is needed to see if they are paying off.\u003c/p>\n\u003cp>Still, even in Massachusetts, the results are uneven. The Pioneer Institute found that one vocational high school in Boston didn’t produce such glowing benefits for students.\u003c/p>\n\u003cp>“Sometimes in CTE we see a legacy program that’s been around for a very long time,” Florida State’s Ecton said. “But maybe it’s not setting students up for either college or a good paying job right after high school. But we keep those programs because they’ve been here forever. Maybe they’re even popular among students. I would really encourage schools to do this same analysis and make sure they’re seeing at least some positive outcomes in all of their different programs of study for students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-shop-class-sometimes-boosts-college-going-massachusetts-study-finds/\">\u003cem>CTE \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59879/shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds","authors":["byline_mindshift_59879"],"categories":["mindshift_21478"],"tags":["mindshift_21188","mindshift_21109","mindshift_21477"],"featImg":"mindshift_59882","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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