missed chances

English learners are underrepresented in New York City’s career and technical ed programs, report finds

PHOTO: Jessica Glazer

Career and technical education has been shown to help students make it to graduation. But New York City’s English language learners — who consistently lag behind their peers when it comes to on-time graduation — are both under-enrolled in the city’s CTE programs and less likely to complete them, according to a new report.

Released Monday by the nonprofit Advocates for Children of New York, the report shows that while English learners made up 10.8 percent of the city’s high school students in the 2015–16 school year, they comprised only 5.3 percent of students in CTE programs. Though the number of CTE schools in New York City has increased dramatically over the past decade, the report raises the question of whether all groups of students are benefiting equally from these programs.

“The low number of ELLs in the city’s CTE schools and programs is a problem that needs attention,” said AFC’s executive director Kim Sweet in a press release. “High-quality CTE programs provide an invaluable bridge to future learning and employment paths.”

The four-year graduation rate for English learners in 2016 was roughly 27 percent — significantly lower than the citywide average of 73 percent. According to the report, English learners could benefit from joining CTE programs, as the graduation rate for ELLs who completed most or all of a CTE program last year was a significantly higher 57 percent.

Additionally, the report says, CTE programs can help English learners graduate through a pathway that allows students to take a technical exam in lieu of one of the required social studies Regents exams. This “4+1” option could be particularly helpful for English learners, according to the report, because their pass rates on Regents exams are often lower than those of non-English learners.

Those English learners who do end up in CTE programs face disadvantages, the report says, with many not making it to completion. Though the 2016 graduating class had 23,000 students who completed at least two-thirds of a CTE course sequence, only 2 percent were English learners.

“While ELLs who successfully complete a CTE program graduate at rates substantially higher than the citywide ELL graduation rate, ELLs at CTE high schools as a group appear to actually graduate at lower rates than ELLs at other schools,” the report explains.

English learners were also less likely to attend a“CTE-designated” school than a school that offered CTE programs. In the 2015–16 school year, English learners made up about 8.7 percent of students at schools that offer CTE programs, but only 5.6 percent at CTE-designated schools.

The report cited multiple ways the city could increase access to CTE programs for English learners and improve the students’ experience, such as offering extra training for CTE instructors on serving English learners, and providing bilingual CTE classes and translation services for those students. The report also called for the city to form an advisory group made up of educators, parents, students and professionals with English learners and CTE expertise to further explore the problem.

Officials in the city’s education department said they were reviewing the recommendations in the report.

There are often challenges scheduling English learners for CTE, the officials noted, since the students also need time set aside for language-related supports. But, the officials said, nearly all students who list a CTE school as the first choice on their high school applications ultimately enroll in a CTE high school. And the city’s plan to boost support for English learners in the high school admissions process could ease their access to CTE, they said. (The state has also vowed to make it easier for schools to start career and technical education programs.)

“We are committed to increasing opportunities for English language learners and career and technical education students, and building on improvements like providing all admissions information in 10 languages,” education department spokesman Will Mantell said. “While ELLs enroll in CTE high schools at about the same rate as they apply, we know there’s more work to do in attracting and serving ELL students in CTE programs.”

enrollment

Who’s in and who’s not? Chicago board to announce new boundaries for popular Taft High

PHOTO: Tim Boyle / Getty Images
Taft High School is one of Chicago Public Schools' most overenrolled campuses. In 2019, it will spin off its freshman class to a separate campus.

The Chicago school board will announce much-anticipated new attendance boundaries on Tuesday for one of its most crowded schools, William Howard Taft High School on the Northwest side.

Starting next school year, Taft will spin off one grade level to a new campus, the Taft Freshman Academy, which is expected to enroll 1,000 freshman. Chicago Public Schools will give those living within the new attendance area priority in enrollment in the new school and in the existing high school.

“I look forward to what CPS has to say about the new campus,” Taft Principal Mark Grishaber told Chalkbeat Chicago. “This is good for every kid on the Northwest side.”

A community meeting on the new boundaries will be held from 6 p.m. to 8 p.m. Tuesday at Wilbur Wright College, 4300 N. Narragansett Ave.

At its regular monthly meeting at 10:30 a.m. Wednesday, the board will discuss the Taft boundaries and also what to do about its underrolled schools, which are primarily neighborhood schools.  A state law signed in August requires Chicago to make a plan for intervening in schools that do not have enough students.

The Chicago school district faces a critical decline in enrollment, but still plans to invest $1 billion to shore up existing schools and build new ones.

 

hiring crisis

Want ideas for easing Illinois’ teacher shortage? Ask a teacher.

PHOTO: Beau Lark / Getty Images

West Prairie High School is feeling the teacher shortage acutely.

The school — in a town of 58 people in downstate Illinois — hasn’t had a family and consumer science teacher for eight years, a business teacher for four years, or a health teacher for two years. The vacancies are among the state’s 1,400 teaching jobs that remained unfilled last school year.

To alleviate a growing teacher shortage, Illinois needs to raise salaries and provide more flexible pathways to the teaching profession, several teachers have urged the Illinois State Board of Education.  

“If we want top candidates in our classrooms, we must compensate them as such,” said Corinne Biswell, a teacher at West Prairie High School in Sciota.

Teachers, especially those in the rural districts most hurt by teacher shortages, welcomed the board’s broad-brush recommendations to address the problem. The board adopted seven proposals, which came with no funding or concrete plans, on Wednesday. It does not have the authority to raise teacher pay, which is negotiated by school districts and teacher unions.

“I appreciate that ISBE is looking for creative ways not only to approve our supply of teachers, but looking at the retention issues as well,” said Biswell, who favored the recommendations.

Goals the board approved include smoothing the pathway to teaching, providing more career advancement, and improving teacher licensing, training and mentorship.

However,  teachers attending the monthly meeting  disagreed over a proposal to eliminate a basic skills test for some would-be teachers and to adjust the entrance test to help more midcareer candidates enter the profession.

Biswell and other teachers warned that some of the recommendations, such as dropping the test of basic skills for some candidates,  could have unintended consequences.

Biswell urged the state board to change credentialing reviews to help unconventional candidates enter teaching. When issuing a teaching credential the state should look at a candidate’s work and college grades, and a mix of skills, she said, and also consider adjusting the basic-skills test that many midcareer candidates take — and currently fail to pass.

She told the board a warning story of teacher licensing gone wrong. When a vocational education teacher failed to pass the teacher-entry tests, he instead filed for a provisional certification. That meant he ended up in the classroom without enough experience.

“We are effectively denying candidates student teaching experiences and then hiring them anyway simply because we do not have any other choice,”  said Biswell, who is a fellow with Teach Plus, a nonprofit that works to bring teacher voices into education policy.

But other teachers want to make sure that credentialing stays as rigorous as possible. In the experience of Lisa Love, a Teach Plus fellow who teaches at Hawthorne Scholastic Academy, a public school in Chicago, too many new teachers don’t know what they are in for. “Being able to be an effective classroom teacher requires a lot of practice and knowledge and education that you can bring to the table in the classroom,” Love said. “Unprepared teachers are more likely to leave the classroom.”

Over the years, she has seen that attrition.

Teach Plus surveyed more than 600 teachers around Illinois about the teacher shortage and how to solve it. The survey found that most teachers wanted a basic skills requirement but also flexibility in meeting it.

The survey also found a divide between current and prospective teachers, as well as rural and urban teachers, on several issues. For example, the majority of current teachers said it wasn’t too difficult to become a teacher, while people trying to enter the profession disagreed. Educators in cities and suburbs didn’t find it too hard to become a teacher, while teachers in rural areas did.

Better pay came up for several teachers interviewed by Chalkbeat.

Illinois legislators passed a bill to set a minimum salary of $40,000 for teachers in Illinois, but Gov. Bruce Rauner vetoed it last summer.

Love noted that she has spent years getting advanced degrees related to teaching. And yet, she said, “I don’t make the salary of a doctor or lawyer but I have the same loans as a doctor or lawyer and the public doesn’t look to me with the same respect.”

But how much do the tests actually measure who might be good at teaching in the classroom? Gina Caneva, a teacher at Lindblom Math and Science Academy, said that written or video tests are very little like the daily work of being an educator. “Being a teacher, you are really out there in the field, you have to respond on your feet,” she said. “These tests don’t equate to the teaching profession.”

Chicago Public Schools is trying to tackle the teacher shortage problem by offering a teacher training program that would offer would-be teachers the chance to get into a classroom and earn a master’s degree in two years.

Some educators also suggest that there are region-specific barriers that could go. Caneva suggests that Chicago get rid of the requirement that teachers live in the city, and instead draw talent from the broader Midwest.

The seven measures the state board passed to improve the teaching force came from Teach Illinois: Strong Teachers, Strong Classrooms, a yearlong partnership between the board and the Joyce Foundation.