testimony joint senate hearing may 28 2008

TESTIMONY of The NYS Association of Small City School Districts for Joint Legislative Hearing Preparing Today’s Youth for the Workforce

Before the Senate Committee on Education, Senate Committee on Commerce, Economic Development and Small Business, Senate Committee on Labor and the Senate Majority Task Force on Critical Choices

Presented by: Robert E. Biggerstaff, Esq., Executive Director and General Counsel, NYSASCSD

On behalf of the New York State Association of Small City School Districts and the quarter of a million children and 1.5 million residents we serve, we welcome the opportunity to participate in this hearing on workforce preparation and Career and Technical Education (CTE). CTE is an integral part of the education programs in our urban schools and is essential to their ability to provide a sound basic education to all students as required under the State Constitution.

Despite the great and understandable emphasis that the Regents have placed on preparing students for post-secondary education, it is essential that we continue to recognize that many students will be entering the workforce directly from high school. These students, like their college bound classmates, are also entitled to the support necessary to receive a meaningful high school education. Too often, however, their individual needs and characteristics are overlooked and, if they do not succeed under the traditional curriculum, they are treated almost like second class citizens in the State’s educational system. This ‘one size fits all’ approach denies them the high quality educational programming they need and are entitled to under the State Constitution. The U.S Supreme Court stated in Jenness v. Fortson, 403 U.S. 431, 442 (1971) “[s]ometimes the grossest discrimination can lie in treating things that are different as though they were exactly alike . . ..” [1] It is critical then that curriculum includes CTE programming that will most effectively engage their individual interests at the earliest possible time and help them prepare for successful careers in the workplace.

Providing such CTE programming will also, of course, benefit our communities and the state economy. It has been increasingly difficult to retain existing and attract new businesses in our small cities. It is a truism that the most important factor in determining where a business will locate is the quality of the schools and the workforce. Growth in the quality of the workforce will therefore strengthen the local tax base and the vibrancy of the community infrastructure.

Moreover, it should be noted that on a school district level, higher expenditures on vocational education are directly and positively related to overall improvement in student performance. The Association’s Center for School Improvement Planning prepared a study in 2007 of all K-12 school districts in the state. One of the study’s findings was a positive, statistically significant correlation between spending on CTE type programs and student success. This correlation shows that a district which puts more resources into its vocational programs will achieve greater student success than its demographically similar neighbor which does not.

It is clear then that providing greater resources for CTE programming which are tailored to the needs and life goals of students will have a beneficial effect on the students, their schools, their communities and the state economy.

Now, we would like specifically to address some of the questions posed. Concern has been expressed that numbers of CTE students have decreased in recent years. This certainly can be explained by the new Regents requirements for graduation which have left too little flexibility for students and parents. Travel to BOCES presents scheduling problems as well. This decline is not, however, universal. Several small city districts are not members of BOCES, such as Albany CSD and Newburgh CSD, and maintain successful, free standing vocational programs on campus. These programs provide interesting opportunities which are highly attractive. For example, Newburgh CSD has recently created the Newburgh Construction Career Academy in cooperation with the Laborers International Union of North America, Local 17 forming a school to work partnership (See attached description and news article). Both of these districts receive Special Services Aid which enables them in part to maintain these on site programs.

Another creative approach to vocational education is found in Binghamton CSD. Binghamton is involved with a pilot program through the International Baccalaureate Organization to develop a career related certificate program. It is partially funded through IB now but in the future this may be a model for the State to adopt and to fund. The program is targeted to students not going on to a four year college program. The IB Career Certificate at Binghamton High School is currently in the second year of a pilot program that involves 10 other schools in 10 other nations. The goal is to provide a program that will begin the preparation necessary for a career. Currently Binghamton students are involved in a Technology Certificate Program that will guide students to a career in engineering technology. Next year Binghamton will begin a Culinary Arts Certificate as well as a Business Certificate. In each program students are involved in the study of a chosen career along with a community service requirement and a career project. And a very important part of the certificate is the study of another language. The IB feels that to be prepared for a career in a global economy a second language is essential.

Concern has also been expressed on the numbers of dropouts. This problem is of special concern to urban districts such as the small cities. Some students become convinced that they cannot be successful in regular academic pursuits and often become disruptive and/or truant. The Center’s study mentioned previously shows that higher rates of student suspension, absenteeism and classification into special education are statistically associated with higher dropout rates even after the student body demographics are accounted for. The requirements of NCLB and the Board of Regents can become part of the problem when children are constantly reminded of past failures and forced into supplemental programs that only provide more of the same failure opportunities.

You have also asked should the Regents develop standards and assessments relative to specific industries. While we would not recommend industry specific assessments, it is plain that pursuing a “one-size-fits-all” curriculum with no alternatives through high school might well be another part of the problem. There may need to be multiple paths to achieving adult competencies in mathematics, science and communication in English.

And with respect to industry related summer experiences, existing funding streams for summer school are inadequate for the extra costs of high quality summer CTE experiences. Therefore these programs are not developed.

An experimental program starting as early as eighth grade involving paid summer work, basic skill development and specialized technical training in collaboration with real local industries could be major component of a much more successful school-year program leading toward a high school degree and solid employment opportunities on graduation.

Individual school districts and/or some BOCES may lack the fiscal support and industry contacts and planning time needed to create such programs. The SED Contract for Excellence requirements and Foundation Aid need to foster these experiments, not punish them.

While we have not been able to comment on all the questions posed, we hope this testimony has been of some help. We would look forward to assisting the Committees and Task Force with any legislation that may be drafted addressing the issues raised today.

[1] The U.S. Supreme Court held in Lau v. Nichols, 414 U.S. 563 (1974) that children with differing needs ought not to be treated alike. Lau involved Chinese speaking children in California schools which only conducted instruction in English. The plaintiffs sued pursuant to the Civil Rights Act of 1964 § 601 (42 U.S.C. § 2000d), and the U.S. Supreme Court held that skills in English were at the very core of our school curricula and that failure to provide these basic skills renders the education provided a mockery.