PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

Action Research PROJECT

Critical Element Paper #2

Presented to the Department of Educational Leadership
And Postsecondary Education
University of Northern Iowa
-In Partial Fulfillment
Of the Requirements for the
Master of Arts or Advanced Studies Certificate
-By
Sam Rogers
Waterloo West High School
May 2, 2014
-Nicholas Pace, Barry Wilson

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

Abstract
The following report is a proposal for the reorganization of the Waterloo
Community School District. In order to better serve the students and
community of the Waterloo, The Waterloo Community School District is
looking to implement technical and/or vocational programming at the
high school level. This report looks at current programming options
offered at other schools in the nation, which will be compared against
the businesses already present in the Cedar Valley in order to make
recommendations in the scope and sequence of programming that will
benefit the graduating classes of the Waterloo Community School
District. The report also proposes a plan for getting this process off the
ground.
Introduction
The Waterloo Community School District has been serving the Waterloo
Community since the 1850s. The district has evolved over the years
and today serves about 10,100 students. Education in America is
constantly undergoing change and reform movements to fit the needs
of the day. The most recent reform was the induction of the No Child
Left Behind education bill of 2003 that shifted the focus in education
away from standards-based education into an emphasis on high-stakes
testing and accountability. One of the biggest challenges that teachers
face in the classroom is making classroom content relate to the lives of
their students. Todays students, especially in an urban environment,
do not see the connection between the classroom and the lives they
will someday lead after school. In their eyes, academic success does
not translate into economic success. So, how do we as educators reach
a much more diversified student population in high schools that are
experience record setting drop out rates?
The Center on Education and the Workforce at Georgetown University
projects that the U.S. economy will create some 47 million job openings
over the 10-year period ending in 2018. Nearly two-thirds of these
jobs, in the Centers estimation, will require that workers have at least
some post-secondary education (Symonds et al., 2011). Todays high
school diploma does not have any currency in todays labor market.
Students coming out of high school need something they can use that
will allow them to enter the workforce and become productive
members of society. This report aims to apply vocational programming
into the high school curriculum where students will graduate from high
school with a technical degree or vocational certification that will allow
them to more easily obtain a viable job that will secure them entrance
into the middle class.

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

A History of Education Reform in the U.S.

It is nearly impossible to find a period in the history of this country
where constituents have been content with the education practices
taking place in their schools. [E]ducation reform has persisted over
the years because educators, policymakers, and parents have very
different views about education its purpose, the people its intended
to serve, and the means by which they are best served (Kretchmar,
2008). With all the different reform movements over the years, it can
be hard to classify them in terms of their role in education. However,
most historians agree that the history of education can be summed up
by classifying them into four distinct time periods: The Common School
Movement, The Progressive Education Era, The Equity Reform
Movement, and The Standards-Based Reform Movement (Kretchmar,
2008).
Prior to the Revolutionary War, schooling in America was largely based
on the community and resources available in each community,
meaning every school was different. Economic vitality became the
driving force for a uniform model of schools in terms of their
curriculum, teacher competency and preparation, school architecture,
and measure of achievement. The movement was also important for
establishing a link between education and citizenship, and for
introducing the notion of inclusive education, available to all regardless
of race, gender, religion, or social class (Kretchmar, 2008).
During Reconstruction after the Civil War, the next reform movement
started to take shape, The Progressive Education Era. This movement
saw its foundation in liberal education, meaning all students were
taught the same things in the classics, mathematics, science, and
history. During this period, there was a division in the school of thought
pioneered by two opposing educational philosophers, John Dewey and
Edward Thorndike. Dewey argued for the education of the whole child
while Thordike argued for administrative progressivism that led to
practices such as tracking, achievement testing, bureaucratization of
schools, and vocational education (Kretchmar, 2008). Today, you can
see the remnants of what Thorndike proposed as the appropriate
model for Americas schools, mainly in the form of achievement testing
and the bureaucratization of schools.
The Progressive Education Era lasted through WWII and into the 50s
and 60s when social and political forces raised the alarm for change
once again. The Race to Space and the Civil Rights Movement were key
contributing factors to changes made in the American school system.

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

The 60s saw the passage of landmark legislation such as the Brown vs.
Board of Education of Topeka which desegregated public schools, The
Civil Rights Act which allowed the government to withhold funding to
schools that did not comply with desegregation laws, and the
Elementary and Secondary Education Act which was part of President
Johnsons War on Poverty. Freedom became the rallying cry of
education reformers, which spawned practices such as the open
classroom, increased electives, fewer curriculum requirements, passfail grades, and less discipline and teacher authority (Kretchmar,
2008).
A Nation at Risk was published in the 1980s, which ushered in a new
wave of reform initiatives. The report basically contended that America
was losing its competitive edge based on standardized test scores
compared to other industrialized nations as well as America students of
the 1950s. The reports authors advocated for a return to the basics,
the creation of curriculum standards, the development of high-stakes
tests, and increasing accountability for schools and teachers
(Kretchmar, 2008). The No Child Left Behind Act of 2003 was the
embodiment of accountability and high-stakes testing. Schools were
labeled as in need of improvement if they did not show they were
making adequate yearly progress, wherein sanctions and financial
penalties were imposed if a school did not meet these markers.
Education reform is cyclical in nature. It is ever changing and evolving
to meet the needs of the diverse world we live in. The recent economic
downturn at the beginning of this current century has forced another
conversation regarding schools and the students that leave our
education system with a high school diploma that has little to no
currently in todays labor market.
Current State of the Waterloo Community School District
As of 2012, the Waterloo Community School District (WCSD) serves just
over 10,100 students. About 45% of the student population are
considered minorities, while 65% of the students are eligible for Free or
Reduced Lunch. The WCSD has an average graduation rate of 76%
over the past 10 years. That is below the national average of about 8182% of high school seniors.
The district has 13 elementary schools serving Pre-K through fifth
grade, four middle schools serving grades six through eight, two
comprehensive high schools serving grades nine through twelve, and
one alterative high school.

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

The two comprehensive high schools are split into Career-Interest

Academies. Each academy serves around 300-400 students that have
similar interest in potential career pathways. Each high school has a
Performance-Based Diplomacy Academy that serves students who are
at risk of not graduating.
The Career-Interest Academies are as follows:
East High:
1. Arts, Communication, Business
2. Engineering, Technology, Manufacturing
3. Health and Human Services
West High:
1. Arts, Communication, Business
2. Engineering, Technology, Manufacturing
3. Health Services
4. Human Services

Rationale for Implementing Technical Education in the WCSD

The face of the American economy is ever changing, just as what and
how we teach our students in high school. Today, many of our high
school graduates leave high school wit a high school diploma that has
little to no currency in the labor market. A high school diploma is no
longer a ticket into the middle class as it has been for previous
generations. Today, at least some post-secondary education is required
in order to enter the middle class. A pervading catchphrase, college
for all, has been prevalent in public education for the past three
decades. The standards movement has helped forge a much clearer
national consensus on what children need to learn. The accompanying
accountability revolution has a hard spotlight on our continuing failure
to equip many students with even basic math and reading skills
(Symonds et al., 2011). With rising dropout rates and less-than-stellar
achievement on standardized tests, it is time for American educators
to rethink what and how we teacher students that do not fit into the
traditional college preparatory curriculum at the high school level.
The types of jobs that will be available in the U.S. economy over the
next 10-15 years will not necessarily require a four-year degree. A
large proportion of the jobs that will be created will need a vocational
or technical certification in fields such as construction management,
healthcare, and vocational trades.

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

Vocational or technical education offers a valuable pathway to success

for students interested in a post-secondary career. The vision for
vocational and technical education is consistent with the vision of the
Career-Interest Academies that are already present in the high schools.
Adding the specific programming options to the current offerings in the
district will only strengthen our district and allow it to better serve the
students within the WCSD.
A major component to the success of this type of educational system is
forging partnership with local business professionals in the planning,
development, and implementation of these course offerings. In order to
know what employers need from potential employees, the business
community needs to be a central voice in this discussion.
Building Business Partnerships
Public education plays a central role in our American democracy. In
order to give the students the skills they need to be successful in the
workplace, the workplace needs to be present in the schools. The
Waterloo community needs to build a stable, skilled workforce that
keeps industries moving forward with the help of industry partners
from the businesses that are present in the community. There are
currently partnerships that exist between the public and private sector,
but they remain limited and haphazard. In a nationwide study, the
authors noted, only 12% of superintendents saw business as deeply
involved [in the education system] (Foroohar, 2014).
Businesses need to be brought to the table, and a system needs to be
in place that can facilitate the relationships that will benefit the school
and businesses alike. Boettcher (2014) provides a framework for this
relationship:
1. Make the Connection
2. Facilitate Communication
3. Set Clear Expectations
4. Use the Experts
5. Include Read-World Experience
6. Use an Advisory Committee to Share Results
First, an evaluation of the Cedar Valley business community needs to
take place. Data can be pulled from the Cedar Valley Alliance, the local
Chamber of Commerce. The district needs to take a look into which
businesses are largest and most likely to hire students looking to
pursue a career directly out of high school. The programming offered in
the district needs to be tied to the businesses that currently exist in
the community.

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

Second, the communication needs to be a two-way street. The schools

want to provide a service for the students and business. In order to see
the business function, guided tours with question and answer sessions
need to take place.
Setting clear expectations will allow all stakeholders to have a clear
understanding of what will take place in the classroom and what the
outcome will be at the end of their chosen program. The student needs
to know how the program will effect their lives as well as the potential
benefits they could receive by completing the programming offered by
the district. Expectations need to be developed and understood by all
constituents involved in the process.
Teachers are experts in delivering content and instruction. Business
professionals are the experts in their chosen field. The actual content
of the class needs to be heavily relied upon by the members of the
business community. Teachers are the experts in transferring
knowledge from teacher to pupil. Both parties need to be actively
engaged in an ongoing discussion about developments within the
business, developments or ideas in the classroom, and how to bridge
the gap between the two sectors.
In order to make this program successful, there needs to be a way to
connect the programming to the lives of the students. The students
need exposure to the working world in order for them to make an
educated decision on what type of path they would like to take,
whether it be a career or technical path, or the traditional college prep
pathway. A mentoring or internship program needs to be embedded
within each of the technical programs offered in the district. This could
take the shape in the form of an actual paid internship at a business in
the community. Or, it could project-based learning experience related
to the chosen career pathway.
The selection and implementation of each technical program offered in
the district needs to be an ongoing conversation within the district and
business community. A committee should be put in place that will
annually evaluate each program currently offered in the district as well
as evaluate potential programs to include within the district. This will
ensure that the program offerings in the district remain up-to-date and
will serve the needs of the business community within the Cedar Valley.
Pathways

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

Vocational and technical education is not brought into a school district

at the expense of a comprehensive high school education. In fact,
vocational and technical education build upon the knowledge and skills
learned in the classroom. Career and technical education specializes a
students skill set in order to make them marketable within a chosen
career field.
The WCSD needs to incorporate multiple pathways for students to
enter a career or university environment depending on the students
skills and ambitions. The transition between high school and a career
or high school and a university should be seamless. With a community
like Waterloo, all of the resources are available. Between the
community college, the four-year university, and the vibrant business
community, Waterloo has all the pieces to build a marketable
workforce in an innovative business community.
Facility Proposal
Plan A
The current West High School would serve as a comprehensive, college
prep high school that includes an International Baccalaureate and Fine
Arts program. The facilities at West would need to be renovated
including, but not limited to, a central air-conditioning system
throughout the entire school, removal of the industrial technology
department, an expansion of the athletic facilities adjacent to the pool,
a remodel of the office suite, and an expansion of the parking facilities
in place of the current track.
The current East High School would house the Alternative Learning
setting that was placed at Expo High School. East High would also need
to be renovated. The facilities at East are very old and outdated. East
High would need a complete overhaul including, but not limited to, a
central air-conditioning unit throughout the entire school, removal of
the industrial technology building to make room for more parking, and
a complete remodel of existing classrooms and learning areas.
The current Central Middle School would then be completely
remodeled overhauled in order to be used at the technical high school.
Central Middle School is a large facility that once served as a high
school in the community. The current structure of the building would
have to be remodels in order for it to house the technical high school.
Classrooms would need to be enlarged, common areas would need to
be redone, and a central air-conditioning system would need to be
installed throughout the entire building.

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

Plan B
This plan will require some major restructuring in how the district offers
its grade levels throughout middle and high school. First, East would be
renovated in out to house the alternative learning site including the
renovations state earlier as well as offering a middle college high
school program where students could earn high school and college
credits within the same building.
Central would then be renovated in order to house the comprehensive
and technical high school as well as the International Baccalaureate
program. Additional land and space would need to be purchased in
order to make this a feasible option as stated above.
West would then be renovated in order to house and 8th and 9th grade
students. In this model, the Career-Interest Academies would still be
available to students in order to expose each student to each academy.
Students would spend one quarter of the year in each of the four
Career Academies so that students have a well-rounded understanding
of the options available to them. In this model, 6th and 7th grade
students would stay in their respective middle schools based on
geographic boundaries.
Financing
There are four options that the district has at their disposal to finance
this project outside of the general election fund (Else, 2014).
1. The Board of Education could approve a Physical Plant and
Equipment Levy without a simple majority from the general
electorate. That would generate .33 cents per 1,000 dollars
of assessed valuation. This can be approved without a limit
in terms of how long it can last.
2. A voter approved Physical Plant and Equipment Levy could
be authorized that would generate $1.34 per thousand
dollars of assessed valuation for a period not exceeding
ten years.
3. The Board of Education could also pass a referendum with
a super majority of the general electorate that could
generate between $2.70 and $4.05 per thousand dollars of
assessed valuation.
4. The State Penny or the 1 cent sales tax could be used as
part of this fund for school infrastructure
(McCurdy & Schwartz, 2012)

PROPOSAL FOR IMPLEMENTING CAREER AND TECHNICAL

EDUCATION AT THE HIGH SCHOOL LEVEL

10

Continued Planning
1.
2.
3.
4.
5.
6.

Timeline for restructuring

Staffing proposals
Community Rollout Proposal
Program Development
Business Community Evaluation
Transportation Recommendations

References
D. Else, personal communication, April 29, 2014.
Boettcher, T. (2014). Forging partnerships with education to solve the
skills gap. Techniques. Retrieved from www.acteonline.com.
January 31, 2014.
Foroohar, R. (2014). The school that will get you a job. Time. February
13, 2014.
Kretchmar, J. (2008). Education reform movements. Research starters
Education (Online Edition).
McCurdy, S. & Schwratz, G. (2012). Physical plant and equipment levy.
Retreived from http://www.educateiowa.gov/pk-12/schoolfacilities/funding
Norris, G. (2014). 21st century high school task force report.
William C Symonds, Robert B. Schwartz and Ronald Ferguson, February
2011. Pathways to Prosperity: Meeting the Challenge of
Preparing Young Americans for the 21st Century. Report issued by
the Pathways to Prosperity Project, Harvard Graduate School of
Education.