Strategies used to enable CTE programs to be high performing in Kentucky
Abstract
High Schools in Kentucky that have high performing Career and Technical Education (CTE) programs have a clear influence on the accountability scores. These programs also prepare students to enter the skilled workforce or college (KDE, 2013). CTE programs using pathways necessitate collaboration with academic teachers and program area advisory boards. Rothman (2012) believes that teachers should be trained to instruct in their classrooms on how to use the common core standards. This will necessitate major changes in instruction. CTE programs can use course offerings, the order the courses are offered, and problem based learning as an example for change. Sambolt and Blumenthal (2013) articulated that “College and career readiness is rapidly supplanting high school graduation as a key of the K-12 education system” (p. 2). Today’s students will gain from CCR whether they go on to college or enter the skilled workforce. CCR career guidance is the missing link according to Stone and Lewis (2012). The study analyzed Kentucky’s high performing CTE programs’ various strategies used to improve CCR scores. The result of those strategies could impact procedures in high schools and how they reach their accountability scores in relation to CCR.