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Preparing All Students for Economic & Career Success

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Preparing All Students for Economic & Career Success Preparing All Students for Economic & Career Success An External Assessment of Career Readiness Priorities, Practices, and Programs in Baltimore City Schools May 2019 1 Table of Contents Executive Summary ............................................................................................................... 2 Economic Opportunity in Baltimore City ................................................................................ 9 Methods ............................................................................................................................. 11 Findings ............................................................................................................................... 13 Labor Market Alignment ...................................................................................................................................................... 13 Quality and Rigor of Programs of Study ......................................................................................................................... 14 Equity in Access and Outcomes ......................................................................................................................................... 19 Student Achievement ............................................................................................................................................................ 20 Employer Engagement .......................................................................................................................................................... 21 District Vision and Capacity ................................................................................................................................................ 21 Recommendations .............................................................................................................. 22 Increase Program Alignment to In-Demand, High-Skill, High-Wage Occupations .......................................... 22 Strengthen the Quality of Aligned Programs of Study .............................................................................................. 23 Expand Student Access to Priority Programs of Study .............................................................................................. 24 Strengthen Advisement and Student Placement Processes ................................................................................... 24 Build and Scale a High-Quality Work-Based Learning Program ............................................................................. 25 Build Robust Data Systems to Track Progress .............................................................................................................. 25 Next Steps for City Schools ................................................................................................................................................. 25 Conclusion ........................................................................................................................... 29 Appendices ......................................................................................................................... 28 Appendix A: Survey Responses .......................................................................................................................................... 30 Appendix B: Focus Group Protocols ................................................................................................................................. 40 Appendix C: Data Request Tables ..................................................................................................................................... 49 Appendix D: Industry-Recognized Credentials by CTE Career Cluster ................................................................. 60 Appendix E: Programs of Study by CTE Career Cluster ............................................................................................. 64 This report was made possible through funding support from the Abell Foundation. 1 Executive Summary For generations, good jobs that provided stability and family-sustaining wages were accessible to most individuals provided they had a high school diploma; but significant economic shifts—including those stemming from technological advancements and the Great Recession—have upended this reality. The ripple effect of those seismic changes within our economy has greatly expanded some career options, eliminated others, and transformed the role of postsecondary education as a necessity in securing employment with family-sustaining wages. Today, all students require some level of postsecondary education and training to access good jobs. The bifurcated path to economic prosperity—in which students choose a college-track or a career-track—no longer exists, as ninety-nine percent of all jobs created in the recovery of the Great Recession required some level of postsecondary education and training.1 Students must be prepared to succeed in higher education to access good jobs; and they must be able to apply advanced academic, technical, and professional skills to be successful in the workplace. Despite college readiness and career readiness being more tightly linked than ever before, there is still not a one-size-fits-all approach to prepare students for this new economic reality. There are many pathways a student can take to achieving prosperity: In fact, it is estimated that the economy will demand roughly the same number of associate degrees as bachelor degrees.2 The task of K-12 educators now is to ensure that all students connect to a pathway that both aligns with their individual goals and prepares them for rigorous college and career opportunities. In response to this need and with generous support from the Abell Foundation, Baltimore City Public Schools (City Schools) contracted with Education Strategy Group (ESG) to examine its current career readiness programming and identify opportunities to strengthen and scale high-quality programs for all students. ESG’s study was guided by the following principles: • Career readiness refers to a broad range of rigorous opportunities that integrate career-aligned technical skills, core academic skills, and professional skills to prepare students for college and career. Career and Technical Education (CTE) is one of many offerings within this framework schools can implement to achieve these goals. • High-quality career readiness programming must: 1 Carnevale, Anthony et al. 2016. America’s Divided Recovery: College-Haves and Have-Nots. Georgetown Center on Education and the Workforce: Washington, DC: <https://cew.georgetown.edu/cew-reports/americas-divided-recovery/#full-report> 2 Carnevale, Anthony et al. 2013. Recovery: Job Growth and Education Requirements through 2020. Georgetown Center on Education and the Workforce: Washington, DC. <https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education-requirements- through-2020/#full-report> 2 o Be aligned to in-demand, high-skill, high-wage opportunities in the surrounding labor market; o Culminate in high-value credentials as appropriate that connect students to good jobs; o Embed rigorous academic coursework, including opportunities to earn relevant early postsecondary credit in a degree program through partnerships with local postsecondary institutions; o Have the support of the local business community, who partner with districts to host industry- aligned work-based learning experiences and advise on programmatic decisions through industry councils or like groups; o Be supported by strong career advisement that accounts for each student’s individual college and career goals; o Be accessible to all students and provide support strategies to prepare students for credit- bearing college coursework and the skills demanded of our 21st century economy. To make its recommendations, ESG conducted a mixed methods analysis, including: multiple stakeholder interviews with Baltimore’s education and workforce leaders; focus groups and surveys of teachers, counselors, and students; and a data analysis of existing career program performance data. The findings and recommendations from this work are presented below. While the recommendations presented in this report are intended to be comprehensive, ESG acknowledges that no district can take on all of these recommendations at once. City Schools should review these recommendations closely and identify which components it can and should address in the near future, and which will require additional resources, capacity, or partnerships in order to achieve in the longer-term. Labor Market Alignment Findings The alignment of City Schools’ career program offerings to Baltimore’s priority industries is mixed. While City Schools offers a career cluster aligned to each of the city’s six priority industries—advanced manufacturing, business administration and management, construction trades, healthcare and biosciences, information technology (IT), and transportation services (especially port services)—enrollment patterns do not favor these priority areas. While some of these priority clusters—particularly Health and Biosciences, IT, and Manufacturing, Engineering, and Technology—are well-enrolled, others suffer from low enrollment rates, meaning students miss out on early access to well-paying jobs and employers lack a strong talent pipeline to draw from within the city. Additionally, City Schools offers career clusters that are not aligned to any of these six priority industries,
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