ERIC ED437567: Infusing Equity across School Reform Initiatives.

10 Pages·1999·0.2 MB·English

by  ERIC

DOCUMENT RESUME
CE 079 656
ED 437 567
Infusing Equity across School Reform Initiatives.
TITLE
Ohio State Univ., Columbus. College of Human Ecology.
INSTITUTION
Ohio State Dept. of Education, Columbus. Div. of
SPONS AGENCY
Career-Technical and Adult Education.
1999-00-00
PUB DATE
NOTE
12p.
Reports - Descriptive
Collected Works
Serials (022)
PUB TYPE
(141)
Equity Issues; v6 n1 Fall 1999
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
*Access to Education; Career Education; *Education Work
DESCRIPTORS
Relationship; Educational Change; *Educational Improvement;
Integrated Curriculum; Nontraditional Students; Partnerships
in Education; Postsecondary Education; Program Improvement;
Secondary Education; *Sex Fairness; *Technical Education;
*Vocational Education
ABSTRACT
Legislation and educational initiatives aimed at reforming
Ohio's career-technical education system include establishing higher academic
expectations for all students, blending academic and technical content,
preparing students for postsecondary education and careers, and including all
students. This paper looks at how educators, administrators, and service
providers can accomplish the following equity-related items:
(1) infuse
(2) collaborate
equity while implementing the initiatives and legislation;
effectively with school staff and community service providers to enhance
(3) access financial resources that are available to address equity
equity;
issues; and (4) assess results regarding equity. Two charts illustrate equity
considerations within current federal legislation and equity considerations
within Ohio career-technical education initiatives. Eight questions to
consider in assessing equity issues when implementing reform initiatives are
included.
(KC)
Reproductions supplied by EDRS are the best that can be made
from the original document.
N
N
Gender Equity
Ohio Career-Technicai Education
Volume 6 Issue 1
Fall 1999
hifusing Equity Across School
Including all students. All students are held to high aca-
demic standards. No tracking exists based on academic ability,
Reform Initiatives
socioeconomic status, gender, or race. Students are encour-
aged to participate in the initiatives and programs that match
Many educational reform efforts across the United States are
their interests and abilities.
in progress. Schools are shifting from preparing some students
for entry level jobs and some students for college to preparing
Equity is embedded in each of these commonalities. Higher
all students for careers and further education. Current
academic expectations attempt to eliminate traditional
legislation and many of the initiatives in Ohio's career-
stereotypes such as "girls can't do math" or "boys can't
technical education system support these reform efforts
write." Blending academic and technical content with contex-
through new delivery options, funding strategies, and legisla-
tual teaching allows students to deepen their understanding of
tive priorities. Equity considerations are critical to these
the future workplace and need for academic skills. Preparing
reform efforts. For instance, career pathways, Tech Prep, High
students for postsecondary education and careers encourages
Schools That Work (HSTW), and Integrated Technical and
students to explore many career options in a career cluster
Academic Competencies (ITACs) expand opportunities for all
area, not just those careers traditionally acceptable for their
students in preparation for postsecondary education and
gender. Inclusion of all students promotes equityin
careers. Current legislation directs education and social
considering career choices, access to programs, teaching
service agencies to focus on training adults and youth for
methodology, use of equipment and resources, and program
careers, including nontraditional ones that lead to economic
delivery systems.
self-sufficiency.
Addressing equity issues is the responsibility of all educators,
When comparing these initiatives and legislation (See Charts
administrators, and service providers. The purpose of this
1 and 2), several commonalties arise. They include:
paper is to look at how these professionals can: 1) infuse
equity while implementing the initiatives and legislation; 2)
Establishing higher academic expectations for all stu-
effectively collaborate with school staff and community
dents. More students participate in college-preparatory-level
service providers to enhance equity; 3) access financial
academic courses taught to higher standards. The whole
resources that are available to address equity issues; and 4)
school supports high expectations and actively engages
assess results regarding equity.
students in higher-level learning experiences.
U.S. DEPARTMENT OF EDUCATION
Blending academic and technical content. The essential
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
content of college preparatory mathematics, science, language
CENTER (ERIC)
This document has been reproduced as
arts, and social studies courses are integrated with challenging
received from the person or organization
originating it.
vocational and technical studies. Academic and technical
Minor changes have been made to
teachers collaborate to develop project-based activities.
improve reproduction quality.
Points of view or opinions stated in this
Preparing students for postsecondary education and
document do not necessarily represent
official OERI position or policy.
careers. Students are not prepared for college or work, but
PERMISSION TO REPRODUCE AND
have the opportunity to pursue postsecondary education and
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
high-tech, high-wage careers.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
female, who aspire to technical- and professional-level careers
Equity whi e
111,00'
within that cluster. If, however, the business and management
lementing Reform Initiatives
academy were simply a re-named version of a secretarial
and Ler Aation
program, the academy would risk losing male students and
alienating those students who wish to enter professional-level
careers in business and management. Therefore, when
Although career pathways, Tech Prep, and High Schools
implementing any new program model, educators need to
That Work (HSTW) have unique characteristics, there are
ensure that the program is designed for a wide variety of
some equity themes that intersect each initiative. The charts,
students, not just a select few.
"Equity Considerations within Current Federal Legislation"
and "Equity Considerations within Ohio Career-Technical
Finally, equity needs to be addressed through the curriculum
Education Initiatives," show how equity is infused through the
in every initiative or vocational program. Equity issues such
legislation and initiatives. All three initiatives focus on
as communication, diversity, legal responsibilities, harass-
preparing students for both college and careers. Historically,
ment, and balancing work and family are key topics. The
students may have been tracked by ability level into college
Integrated Technical and Academic Competencies (ITACs) are
prep, vocational, and general education tracks. These reform
a curriculum resource that infuse equity throughout the
initiatives challenge schools to change curriculum and
competencies. They can be used as part of any reform
program design models so that all students participate in
initiative or program. Figure 1 describes the core ITACs,
rigorous academics and career-focused education. Therefore,
listing all that focus on equity issues. Educators are not to
students who were previously not considered "college
teach these Core ITACs in an isolated class on employability
material" will be prepared for post-secondary education, and
skills, but are to infuse them throughout all content and
students who were considered college-prep will be able to
courses. To help teach the Core ITAC competencies, educa-
connect their academic studies to a career context. To accom-
tors can use the Gender Equity Modules (GEMS) obtained
plish this a school may eliminate separate vocational and
through the Vocational Instructional Materials Lab.
college-prep courses in favor of organizing the high school
curriculum by career cluster. Then instead of choosing a
vocational program or a college-prep program, students would
(lively Impl[ement
enroll in college-prep courses taught within the context of a
.
Colaborations
cluster area, such as health careers. Consequently, equity
issues are infused into the reform effort since all students are
given the opportunity to prepare for college and careers.
Most of the reform initiatives and legislation require collabo-
ration within the school and with other community agencies
Another equity issue that is addressed across the reform
and employers. In Ohio, partnership is required between
initiatives is career exploration and development. In order for
Perkins and TANF for WIA to be implemented. The local
students to make informed decisions about a career major or
workforce policy board MUST include Perkins and TANF
cluster area, students need multiple opportunities to explore
representatives in order to receive WIA dollars.
and learn about numerous careers. Some schools, such as
Canton City Schools, have adopted a freshmen academy
Many times the same professionals may participate on more
model where all students explore careers within each of the
than one board, advisory committee, task force, etc. Profes-
clusters during the year. Students spend several weeks
sionals need to monitor the tendency to work in isolation with
exploring entry-, technical-, and professional-level careers,
one or more initiatives or legislation without seeing their
including nontraditional career options, within each cluster.
commonalities.
This approach to career exploration is more thorough than
allowing students to tour a career center and pick two or three
Collaboration within a team is essential for communication to
areas of interest. It ensures that all students are introduced to
be consistent, for efforts to not be duplicated, and for mutually
all cluster areas and that students explore both traditional and
agreed-upon outcomes to be achieved. When collaboration or
nontraditional options. Whether a district is adopting HSTW,
a common vision does not exist among team members, the
career pathways, or Tech Prep (or all three of these initiatives),
following may happen:
comprehensive career development is essential.
Courses continue to be segregated by gender, ethnicity,
special needs, etc.
In addition, reform initiatives focus on broadening career
Student achievement of higher academic standards is
opportunities for students and not continuing to reinforce
limited.
traditional stereotypes of certain career areas when implement-
Students continue to be tracked for college or work and
ing the initiatives. For example, a business and management
do not consider a wide array of options in preparing for
academy should attract a variety of students, both male and
their future.
(continued)
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[17aes Focusing on Ea:pally
Flgo.nve 11. C©
OSSI11183
ITACs are a curriculum resource comprised of a system of common academic, technical, and
employability competencies integrated across subject-matter areas for students in grades K-12 and
beyond. They build on and expand the Occupational Competency Analysis Profile (OCAP) system.
Competencies are linked to Ohio Competency-Based Education Models and Ohio Proficiency Test
Learning Outcomes. The core competencies represent what all students should know and be able to do
in the world of work. Teachers need to work together to ensure their curricula addresses core ITACs
and, when appropriate, the cluster and specialization competencies. Core ITACs competencies that
specifically address equity issues are listed below.
Communicating Effectively
In oral communication, demonstrate sensitivity to cultural diversity (e.g., accepted variations in
2.2.5
distances between speakers, use of eye contact, meaning of gestures; bias-free language)
In written communication, demonstrate sensitivity to cultural diversity
2.3.5
Relate to people of different ages, abilities, genders, cultures, and behavior styles
2.11.2
Applying Technology
Analyze the interplay of technology with social issues, gender issues, ethics, law, government
3.1.2
Working Responsibly
Demonstrate sensitivity to cultural, gender, and generational differences (in communication,
4.2.1
interpersonal skills, and learning preferences)
Demonstrate awareness of legal responsibilities (e.g., copyright laws, harassment, equity)
4.3.6
Recognize the differences associated with diversity and the implications of those differences
4.6.1
Demonstrate effective interpersonal skills in working with others of different backgrounds
4.6.2
Express feelings, actions, and ideas respectfully
4.6.3
Identify appropriate strategies and solutions for dealing with cultural conflicts and differences
4.6.4
Demonstrate respect for diverse international business,practicps.and.etiquette,
4.6.5
Planning and Managing a Career
Identify career options, including self-employment and nontraditional careers
5.2.1
Select careers that best match interests and aptitudes
5.2.4
Identify potential conflicts between interest/aptitudes and career choices
5.2.7
Identify how career choices influence family, personal life, and lifestyle
5.2.8
Identify challenges that may interfere with individual career plan (e.g., gender issues,
5.3.5
misinformation, expectations of others, and conditions of labor market)
Managing Resources
Explore the meaning of work and the meaning of family
6.7.1
Analyze how work life is affected by families and how families are affected by work life
6.7.2
Implement strategies for balancing work and family roles
6.7.3
Collaborations (continued)
Usie AvaiLablle Financial.
Wesources
Courses and curriculum change relatively little, becoming
more obsolete as technology increases and new careers
evolve in the world of work.
For the past 10 years, equity has been specifically addressed
through the use of the 10% set-aside in the Perkins Act.
Effectively using collaborations is critical to the success of the
Monies have been available to states and local school districts.
initiatives and legislation. Schools implementing the various
Specific grants for equity initiatives and programs are no
initiatives indicate that when they keep "all students" in the
longer available from the state but the monies from the former
forefront of their discussions they most often achieve the best
10% set-aside are now included in the Perkins allocation at
implementation plan reaching the most students in the best
the VEPD level.
way possible. That takes a collaborative effort by all team
members.
"43
IF5game 2. Ch5© naparbmenq
Monies are also tied to the Workforce Investment Act and
TANF. It is up to the local agencies as to how the funds are to
Educa.ncon Sgaff Co[rgtavas goo. Schoog
be used. Funding for support services, training programs, and
Bala= OnMag5vas and Lag5sHallon
equity initiatives may be available through these sources.
Career Pathways: Heather Boggs, Consultant;
Tech Prep Expansion grants are another potential resource for
Sheila Thompson, Consultant, 614-466-5910
addressing equity. These grants focus on increasing the
High School's That Work: Charlotte Coomer,
number of Tech Prep programs available to students and on
Assistant Director; Pathways Initiatives, 614 -466-
increasing the number of students, especially
3430; Connie Blair, Consultant, 614-466-2562
underrepresented populations, enrolled in these programs.
Perk5ns Leggsgation: Larry Daniels, Assistant
Equity initiatives can be addressed through the implementa-
Director, Administrative Field Services,
tion of these grants since educators will need to look beyond
614-466-4835
students traditionally served in Tech Prep programs in order
Tech Prep: Karen Jesko, Consultant; Julie Novel,
to increase enrollment.
Consultant, 614-466-5910
Wegfare Reforrro: Carolyn Gasiorek, Consultant,
All of these financial resources are available throughout
614-466-2562
Ohio. Contacts for these resources are given in Figure 2.
Zfflorklorce Onvestment Act: Kristen Cox,
Assistant Director, Job Training and Partnership
Administrators, educators, and collaborations can also pool
Services; Cyrena Donahue, Consultant; Steve Shaw,
resources to infuse equity through the initiatives and pro-
Consultant, 614-466-3900
grams. One grant may assist with adult training for nontradi-
tional jobs and may include monies for recruitment and
retention. Some of the materials and strategies developed
through grant money for the adult training may be incorpo-
Assess Results
rated into recruitment strategies for nontraditional students.
Administrators and educators need to consider how resources
and materials may be used in more than one initiative or
How collaborations work together will largely determine the
program. This will take collaboration among various school
success of including all students and the other common
and agency personnel, but will ultimately serve more adult
components. The questions in Figure 3 on the next page help
and secondary students with less duplication of effort and
assess to what extent a program and/or initiative includes all
resources.
students and if collaborations are effective in that goal.
In many ways, equity is a philosophy that doesn't require
Administrators, educators, agency staff members, and
funding initiatives or new programs. It's more of a daily
employers can use these questions as they plan, implement,
commitment to look at how programs, school environment,
and evaluate results of their efforts toward equity. They can
teaching methodology, educational materials, etc. serve all
then set goals to improve weaknesses and continue enhancing
students, regardless of gender, race, socioeconomic status,
strengths.
and other traditional parameters. It's providing quality
teaching and delivery systems that invite all students to learn
to their best ability and to prepare them for a productive
Move Forward
future career. It's being constantly creative and collaborative
as a staff, group of professionals, and employers to infuse
equity issues in all that is said and done. Yes, it's great to
have money available to implement programs, purchase
Equity is part of career-technical education. By not infusing
resources and equipment, and develop creative snazzy
equity in programs, initiatives, collaborations, and even one-
strategies to recruit and retain nontraditional students.
on-one interaction with each student, students are not effec-
However, most progress made in including all students in
tively served, are not challenged to reach their potential, and
career-technical education is the individual commitment and
are often stereotyped into careers that may not best use their
attitude of each administrator, educator, agency staff
talents, skills, and abilities. When administrators and educa-
member, and employer to serve all students according to
tors proactively address equity issues and commit to serving
their unique talents and abilities.
all students according to their interests and abilities, they
increase the quality of the nation's future workforce, the
Sharon Mastroianni, Vocational Director; EHOVE Career
economic self-sufficiency of future families, and the personal
Center
satisfaction and quality of life for each individual.
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Figure 3. Capes.Vons
Consildeu. Sun asseseng EquifIty Ossages When [InropflementEng
neftvrarp gUTErtlattives
To what extent are course and program enrollments in a specific program representative of both
genders, various ethnic groups, and differing abilities?
What is the percentage of nontraditional students enrolled and retained?
To what extent are instructional strategies, learning environments, and support systems valuable for
all students regardless of their individual strengths or challenges?
In what ways have we addressed and infused equity throughout the initiatives in a comprehensive
and connected manner?
How effectively are collaborations with various community agencies, employers, etc. infusing equity
issues (such as including all students, creating safe and welcoming environments for all participants,
using gender-fair materials and resources) into their programs and services?
For career centers, how effective are collaborations among associate schools and postsecondary
institutions in incorporating common components of the reform initiatives and legislation in the
delivery of programs and services?
In what ways do professional development activities address equity in the context of school reform?
What are our equity concerns as we enter the 21st century and address the needs of the changing
workforce? How are we addressing them through initiatives, collaborations, curriculum, and teaching
methodology?
Equity Issues is published by The Ohio State University, College of Human Ecology, 1787 Neil Ave., Columbus, Ohio 43210 and is
supported in whole by federal funds of PL 101-392 through the Ohio Department of Education, Division of Career-Technical and
Adult Education. Pat Clark, Editor.
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