High schools should put “our kids on a path to a good job,” said President Obama in the State of the Union speech.
Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges, so that they’re ready for a job. At schools like P-Tech in Brooklyn, a collaboration between New York Public Schools, the City University of New York, and IBM, students will graduate with a high school diploma and an associate degree in computers or engineering.
. . . Tonight, I’m announcing a new challenge to redesign America’s high schools so they better equip graduates for the demands of a high-tech economy. We’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering, and math – the skills today’s employers are looking for to fill jobs right now and in the future.
Many high schools offer “dual enrollment” courses that let students earn college credits — usually through a local community college — while completing high school. Moving to a German-style apprenticeship system, which explicitly prepares students for skilled jobs, not for higher education, will take a lot more than money. It will take a major attitude change from college for all to competency for all. (Competency for most?) President Obama, whose administration cut funds for career tech programs, could lead the way.
Despite high unemployment, some 600,000 jobs in advanced manufacturing and other high-tech fields are unfilled for lack of qualified workers, testified Jay Timmons, CEO of the National Association of Manufacturers, before the House Committee on Education and the Workforce.
Chicago is trying to fill the skills gap.
Five high schools in the Chicago Public Schools district, including Corliss High School, Chicago Vocational Career Academy, and Lake View High School, began offering career-training tracks in September. The vocational programs are aligned with the needs of area businesses such as IBM, Motorola, and Verizon, which each partnered with a school to design alternative curricula, according to the CPS Website.
. . . Students enrolled in the program can earn a technical certification and credit toward an associate degree from City Colleges of Chicago, along with a high school diploma.
Two-year technical pathways can lead to lucrative careers, notes U.S. News. “Electrical engineering technicians earn a median salary of about $56,000 with an associate degree, and the median pay for nuclear technicians is roughly $68,000 with an associate’s, according to the U.S. Bureau of Labor Statistics.” Radiology technicians also earn high salaries with a two-year degree.
The “skills gap” is no big deal now — but it could be in the future, if we don’t take steps to train new workers, writes Harold Sirkin, a Boston Consulting Group partner, in Businessweek.
The shortage of skilled welders, machinists, and industrial machinery mechanics represents less than 1 percent of U.S. manufacturing workers, Sirkin estimates. Only seven states and five cities — Baton Rouge, Charlotte, Miami, San Antonio, and Wichita — have significant shortages.
However, that could change in the next 10 years as manufacturing grows and baby boomers retire. The average high-skilled manufacturing worker in the U.S. is 56 years old, according to government data.
Technical and community colleges are working with employers to train workers in some parts of the country, Sirkin writes.
In Georgia, for example, a program called Quick Start provides companies with customized workforce training and retraining, free of charge, in partnership with the state’s technical colleges.
Here in Chicago, the Austin Polytechnical Academy teaches students all aspects of industry and has its own manufacturing training center.
“Most high-skill manufacturing jobs require only a high school education and on-the-job training,” yet few companies recruit in high schools, Sirkin writes. And manufacturing doesn’t appeal to young people seeking bachelor’s degrees, even though half of recent college graduates are unemployed or underemployed.
The question we need to ask bright young people today is this: Would they be better off with a college degree in mass communication, “poli sci,” or sociology that gets them a job as a retail clerk or waiting tables, or would they be better off with a real skill that qualifies them for a high-paying manufacturing job?
After years of high unemployment and rising college costs, students are wising up about borrowing for a degree in what we used to call “fuzzy studies.” But advanced manufacturing — and other technical careers — may not be open to students with weak math and science skills.
Enrolling in community college increase students’ chances of earning a bachelor’s degree, concludes a new study. Jennie E. Brand, a professor of sociology at UCLA, analyzed the choices of Chicago public high school graduates. Most didn’t make it all the way: Only 11 percent completed a bachelor’s degree in six years. But community college helped most students and hurt only the most academically prepared.
But the new study found that for the vast majority of students, the alternative to attending community college is not enrolling at a four-year institution, but not to attend college at all.
There is some undermatching for more academically prepared students, who otherwise would have been likely to attend four-year colleges, according to the research. But that group was small in the study’s Chicago sample.
Community colleges “open doors for some people and close doors for others,” said Sara Goldrick-Rab, a University of Wisconsin sociology professor. For disadvantaged students, community college may be the only realistic option, she said.
The study found that disadvantaged students, who would otherwise not have attended college, are 93 percent more likely to earn a bachelor’s degree if they enroll in a two-year institution. But students who fit the profile for attending a four-year institution and instead enroll in a community college will indeed hurt their odds of earning a bachelor’s degree, according to the study.
Well-prepared middle-class students should think twice about starting at a community college, the study found. They will be more likely to complete a degree if they start at the four-year level.
Few middle-class students start at community colleges, but rising college costs and lingering recession may change that, Brand said
Chicago’s city colleges are closing the skills gap, writes Chancellor Cheryl Hyman. Last December, Mayor Rahm Emanuel and Hyman launched the College to Careers initiative.
College to Careers has attracted major corporate partners, from UPS to United Airlines, from Walgreen to CVS, who are eager to help City Colleges develop what we call “credentials of economic value,” meaning that students earn credentials that have real value to both employers and 4-year colleges.
In the next decade, strong job growth is projected in health care, transportation, distribution and logistics (TDL), business, information technology, culinary/hospitality and manufacturing, Hyman writes. Chicago started with a focus on health care and TDL.
Through College to Careers, industry-leading companies work collaboratively with our faculty and staff to design the curriculum and facilities needed to train students for success. They provide City Colleges’ students with access to teacher-practitioners, internships and the latest technologies, as well as a first pass at job interviews. Why are our partners investing their time and resources? They clearly realize that the quality of their future is tied to the quality of America’s workforce, and therefore, our students’ success.
In addition, City Colleges is developing stackable credentials: Each certificate or degree will be valuable on its own and be a step toward a higher-level credential.
One partner, Allscripts, which provides electronic records and information systems to hospitals and physicians, hired 48 City Colleges’ graduates this summer, Hyman writes. The first six months of the new hires’ salaries will be supported through a $2-million fund created by the mayor.
Chicago will give $2 million to companies that hire City Colleges graduates, reports the Chicago Sun-Times. “You hire one of our community college kids, we’ll pay their stipend for the first four weeks of work,” Mayor Rahm Emanuel said in a commencement speech for the system’s graduates. “I want the rest of the country and all the people to know we got great community colleges with great kids who are ready to go to work.”
He also told the graduates — a record number for City Colleges, which granted only half that number of associates degrees a decade ago — about the importance of battling adversity.
He recounted his own near-death experience as a teen after an accident left him with a severed finger and led to multiple infections.
And he recalled his experiences handling abrupt responsibility changes in the White House.
“The truth is what defines your success will not be this moment, this milestone, this day of recognizing all you’ve accomplished,” he said. “It’s how you handle adversity that defines who you are. It is that sense of when you are set back, when you fall, how you get yourself up that determines how you’re going to be a success in life.”
The seven City Colleges of Chicago enroll more than 120,000 students each year.
Tying faculty pay to student performance is controversial in K-12, unknown at the college level. However, part-time adult education instructors at City Colleges of Chicago have agreed to link bonuses to student achievement, reports Inside Higher Ed. Senior administrators also will be paid based on performance.
The adult education instructors are represented by the American Federation of State, County and Municipal Employees. Most faculty members are affiliated with other unions.
State government in Illinois has established targets for student progress in adult basic education, GED programs and English as a Second Language (ESL), the three areas taught by instructors in the AFSCME union. Students across the seven-college system are tested at every level of those programs, yielding annual results that will be used to determine the amount annual bonus pay for union members. The bonus will be a uniform amount for each broad class of instructor – who teach in each of those three areas – based on systemwide student progress, according to college officials.
The performance-linked bonuses, which replace a 3 percent annual “retention pay” raise, could equal 5 to 7 percent of instructors’ annual pay.
“As graduation rates were bottoming out at the City Colleges of Chicago in 2009, Chancellor Wayne Watson was cashing out” with a $800,000 golden parachute, charges the Better Government Association.
On top of roughly $537,000 in sick- and vacation-day payouts, Watson also was given an exit bonus of $124,615, according to City Colleges records recently obtained under the Illinois Freedom of Information Act. What’s more, City Colleges is providing him with free health care coverage for life – costing the system more than $22,000 to date in premiums and reimbursements – and a life insurance policy that he was allowed to cash out for $112,602, records show.
Graduation rates within the City Colleges system – which serves more than 100,000 students at seven main campuses – fell from 13 percent in 1999, Watson’s first full year as chancellor, to 7 percent in 2009, when he left.
“This would be like giving a performance bonus to the captain of the Titanic,” says Andy Shaw, CEO of the BGA.
Watson is now president of Chicago State University, which also has a very low graduation rate. He’s paid $250,000 a year and lives in a university house. His annual pension from City Colleges is nearly $140,000.
Chicago will open five early college high schools that give students six years to earn a high school diploma, an associate degree (or two years of college credit) and job credentials that will put them “first in line” for an interview at high-tech companies.
Partnering with employers that need skilled workers is an up-and-coming version of early college high schools, I write on U.S. News. Five-year and six-year programs are growing popular as students seek an affordable route to a college degree or a skilled job.
“It has just now hit me how far ahead I really am,” writes Emily G. Fore, a 2011 graduate of Caldwell Early College High, a five-year program that’s part of North Carolina’s New Schools Project (NSP). “I’m 18 with a 2-year degree. I qualify for some full time jobs already … As our school motto says, ‘Ready for college. Ready for career. Ready for life.'”
Early college high schools focus on low-income, minority and immigrant students who otherwise might not be on the college track. Those who pass gateway college courses in English and math in high school will skip remedial courses in college, greatly increasing their odds of success.
Five technology companies will help Chicago open five new six-year high schools that will allow students to graduate with an associate’s degree and high-tech job skills, reports the Chicago Sun-Times.
IBM, Cisco, Microsoft, Motorola Solutions and Verizon will develop curricula, mentor students, provide summer internships and guarantee every student who completes the program a “first-in-line” job interview after graduation. The city’s community colleges will provide instruction and award credits.
“We want to hire them all. All they need to do is be able to successfully complete a curriculum through Grade 9 to 14 that’s gonna be their ticket to a good-paying job and to the middle class,” said Stanley Litow, IBM’s vice-president of corporate citizenship and corporate affairs.
IBM, which provided a $400,000 challenge grant to develop the new schools, helped open a six-year high school called P-TECH in New York City last year. The school, which is focused on information technology, recruited a wide range of students.
Very low completion rates at Chicago City Colleges will improve or college presidents will lose their jobs, reports Inside Higher Ed in a look at Chancellor Cheryl Hyman’s “reinvention” campaign.
Measurements of the plan’s goals – more credentials earned, increased transfer rates, improved remediation outcomes and better success numbers for adult students – were written into the presidents’ job descriptions. And the board has required that campus chiefs provide “strong, decisive leadership” toward “dramatically” improved student success.
Faculty also are feeling pressure to improve completion rates, reports Inside Higher Ed.
“We’re the enemy. That’s the way we feel,” said Polly Hoover, president of the district-wide Faculty Council, and a professor of humanities at Wilbur Wright College. “We have been represented as the problem.”
Only 7 percent of full-time, first-time students at Chicago City Colleges complete a certificate or associate degree in three years. But that U.S. Education Department metric excludes nearly two thirds of students. Tracking all degree-seeking students over a longer period doesn’t improve the numbers by much.
When part-time students are included, the graduation rate bumps up a tick to 8 percent. And when time to degree is doubled, to six years, still only 13 percent of City College students make it to graduation.
More than half of degree-seeking students leave City Colleges after six months, and only 16 percent of students transfer to four-year institutions.
Most City College students are graduates of Chicago’s public schools. More than 90 percent need remediation.
Under the reinvention plan, City Colleges have hired more counselors and opened wellness centers. Colleges also are partnering with employers on job training programs.