Future of Work

Parents, educators worry new diploma options exclude kids with special needs

PHOTO: Alan Petersime

Parents and educators pleaded with the Indiana State Board of Education on Wednesday to correct new proposed diploma options that could make graduating more for difficult for students with special needs and a state law that they argue could rob students of equal access to the high school diplomas that fit them best.

“By increasing the graduation requirements in math and science in both new (diploma) options, we are once again making it more difficult for students to earn their high school diplomas,” said Jeff Huffman, a Noblesville parent of a student with special needs. “Not every student is destined for college. Not every student needs to be proficient in Algebra and biology to get a good paying job.”

Students starting high school in 2018 would have three diploma options instead of four under a plan approved recently by the Commission on Higher Education — a “college and career ready” diploma, an “honors” diploma or a “workforce ready diploma.” Currently there are four diploma options: general, Core 40, Core 40 honors and career and technical honors diplomas. The new diplomas both include more credit hours and, in the first two cases, higher expectations for coursework.

“What we wanted to do is make sure we had academic rigor and we could streamline the process,” said Teresa Lubbers, Indiana’s commissioner for higher education. “We could, earlier, make this clear to students and families that this is what they’d need to do and actually make sure that while providing maximum choice for selection that you did this in a way that is providing structure as well.”

But by eliminating the general diploma, parents said, students with special needs might not get the support they need, and they might endure additional hardship as they work to complete the more specific, rigorous diploma.

“I hope you will send them back to the drawing board and include the current general diploma in this mix,” Huffman said. “It’s what’s best for students and what’s best for Indiana.”

Speakers at the meeting, including representatives from the Indiana School Counselors Association and members of the state’s advisory committee on special education, also called for inclusion of the general diploma in the new diploma offerings, as well as requiring schools to offer all diplomas so students, and parents, have more choices.

Indiana state law doesn’t require all school districts to offer all available diploma options. That means some districts might currently only offer the Core 40 diploma, suggested for students who want to go on to four-year colleges or professional fields, and not a general diploma, which is recommended for those seeking more basic jobs.

Students who earn a general diploma but attend schools that don’t offer it can be stuck can end up without a diploma, instead earning a certificate that doesn’t demonstrate significant academic progress. That can leave them unprepared for future jobs that want to see those academic accomplishments. Certificates can vary district by district, student by student.

However, Lubbers suggested that for the small percentage of students who qualify for the certificate, the state could possible change it to make it more specific, thus communicating a more defined set of skills to employers. She said she heard from employers that the general diploma was not a “good proxy for what students should know.”

The remarks from parents and educators prompted state Superintendent Glenda Ritz to call a special meeting of the board in October to spend more time discussing the diplomas. A final decision on the diplomas must be made by the board in December.

“I wholeheartedly feel that (students) should be afforded the right to have a workforce-ready diploma,” Ritz said.

Board member Vince Bertram agreed, although that move would require a change in state law, Ritz said.

“If we are going to establish these diplomas for our students … we need to give them access to these diplomas,” Bertram said. “While I fully appreciate and support local autonomy … to not make the workforce-ready diploma available to students is, I think, irresponsible.”

Where the jobs are

Chicago invests $12 million into expanding pathway to construction trades

PHOTO: PHOTO: Steve Hendershot / Chalkbeat
Chicago Mayor Rahm Emanuel visits Prosser Career Academy Thursday, Sept. 6, 2018, to announce a $12 million investment in vocational education.

What happens when Mayor Rahm Emanuel headlines a pep rally in a sweltering, Northwest Side high-school gymnasium to promote a $12 million investment in vocational education?

Lots of HVAC jokes, for one thing. And some students fanning themselves with the signs they’d been given that read “Thank you” and “Mr. Mayor.”

As he makes rounds in the city touting his accomplishments  — after announcing Tuesday that he would not run for reelection in February — Emanuel was flanked Thursday morning by luminaries from Chicago Public Schools, area trade unions and employers such as ComEd. On Wednesday, he dropped in on a pre-kindergarten class to push his early-education initiative.

Thursday, there was also lots of enthusiasm about the city’s push to develop career and technical education curricula, to bolster economic opportunity in the neighborhoods.

Part of a $1 billion capital plan announced over the summer, the $12 million investment at Charles A. Prosser Career Academy will expand the school’s vocational training beyond its current emphasis on the hospitality industry to include construction trades including carpentry, electricity and, of course, HVAC.  

Many welcome such initiatives as a long time coming. Vocational preparation has been deemphasized in favor of college-preparatory programs, said Charles LoVerde, a trustee of a training center run by the Laborers’ International Union of North America. He’s glad to see the investment.

The city’s current construction trades program launched in 2016 at Dunbar Career Academy High in predominantly black Bronzeville. Prosser makes access easier for West Side students, including the predominantly Latino residents of Belmont Cragin, where it is located.

“Dunbar is a great program, but my kids are not going to go to Dunbar because it’s just too far — it would take them two hours to get there,” said 36th Ward Alderman Gilbert Villegas, who pushed Emanuel to launch Prosser’s CTE program.

Access is important because CTE offerings are among the district’s most in-demand programs, according to a report released last month by the University of Chicago Consortium on School Research and the Federal Reserve Bank of Chicago. Demand is not even across demographics, however, with vocational programs more popular among low-performing students, students from economically isolated elementary schools, and black students, according to the report.

Almost one in five seats at district high schools focus on vocational education. But Dunbar’s — and now Prosser’s — focus on the construction trades has Emanuel and Villegas excited, because Chicago’s construction boom means that jobs are readily available.

“There’s not a building trade in Chicago — a carpenter, an electrician, a bricklayer, a painter, an operating engineer — that has anybody left on the bench,” Emanuel told the crowd at Prosser.

Villegas sketched out an idealized, full-career path for a graduate of the new program — one that includes buying a home and raising a family in Belmont Cragin. “I see it as a pipeline that would extend our ability to maintain the Northwest Side as middle class,” Villegas said.

The investment in Prosser comes as part of a broader, national effort to invest in career-technical education. In July, Congress overwhelmingly reauthorized  a national $1.1 billion program for job training and related programs.

The new program at Prosser not only will give more students access to training in the building trades, but also will provide proximity to some labor partners. The Laborers’ International Union of North America operates a training center less than a mile from Prosser, where students will have a chance to learn and also visit job sites, LoVerde said.

He said that college-track programs also have their place, but career education presents a clear path to a steady income.

“This gives [unions] a focused path to recruit and find students who are looking for a different path,” LoVerde said. “Becoming a career construction laborer is a job for life.”

future of work

Tennessee approves its first-ever computer science standards for K-8 schools

PHOTO: Helen H. Richardson/The Denver Post

With regional jobs related to computer science going unfilled, Tennessee soon will introduce academic standards designed specifically to strengthen those skills beginning in elementary school.

The state Board of Education gave final approval Friday to Tennessee’s first-ever computer science standards for elementary and middle schools. The benchmarks will reach classrooms in the fall of 2019.

In the works for a year, they’ll replace computer technology standards that were last revised in 2011.

State officials say the current standards don’t capture the critical components of computer science, a growing field with jobs especially in healthcare, transportation, and banking. In 2015 across Tennessee, for instance, only a third of the 90,000 jobs posted for workers in IT, or information technology, were filled.

Education Commissioner Candice McQueen said the employment gap represents a huge opportunity for students as the state also emphasizes instruction in science, technology, engineering, and math, also known as STEM.

“We don’t have enough students actually interested in computer science because they don’t know what it is,” she told members of the board earlier this year. McQueen cited research showing that 50 percent of people who pursue STEM careers trace their interest to exposure in first or second grade.

“Getting kids interested really does matter at those very, very early ages,” she said.

For elementary schools, the new standards will focus on introducing students to the basics of computer systems and programs — and helping them learn about safe and responsible device practices, such as protecting private information and using passwords securely.

For middle schools, students will study computer-related calculations and information-processing skills used to create computer programs. They’ll also discuss “digital citizenship,” which covers how to interact safely with people and content online. And they’ll explore career opportunities related to computer science.

Except for instruction in coding and computer programming — which will be taught as a stand-alone class — the skills are to be integrated into existing core classes in English, math, science and social studies. They’re “things our teachers are already doing,” said Melissa Haun, math coordinator for the Tennessee Department of Education, of most of the new computer science standards.

“We’re not asking teachers to do more things or give them a heavier workload. We’re asking them to be aware of the standards and be deliberate in how they can enhance their instruction with technology because we are in a very very digital world that moves very fast,” Haun told the state board in April.

"We don’t have enough students actually interested in computer science because they don’t know what it is."Candice McQueen, commissioner of education

School districts will have discretion on how to add coding and computer programming instruction to the mix. Many school systems already are piloting such curriculums after investing in digital devices in the ongoing transition to computerized state testing.

McQueen said coding represents “one of the most underutilized opportunities that we have.”

“If you can get kids to think like a coder and the problem-solving that occurs with that, … you can start to inspire them around opportunities,” she said. “That coding skill set, and the language of coding, opens up about 75 percent of jobs that they may have never thought about before.”

Computer science marks the latest new standards for Tennessee, which has or is in the process of revamping benchmarks in all four core areas of instruction.

New English and math standards start their second year this fall, new science standards are about to begin, and new ones for social studies reach classrooms in the fall of 2019, the same year of the first-ever standards for computer science.