Techniques Magazine Techniques March 2011 : Page 52

R ESEARCH R E p OR t Crosswalks and Quality: Linking Math Language and CTE Standards By Elizabeth Often WE ALL USE MAtH EVERy DAy IN CAREER AND tECHNICAL EDUCAtION (CTE) areas, in academic PhOTO BY ISTOCk.COM areas and in our lives outside of school. Yet recent research done by the Interna -tional Center for Leadership in Education (ICLE, 2006) found that the math skills required by most entry-level jobs and in day-to-day living was well below the stan-dards of high school-level math courses. Many CTE teachers that I worked with have told me that the math their students are learning and that teachers are being asked to support in the technical areas is math that these instructors were never taught in school (Piper, Estee, personal communication, 2007). So, when CTE instructors are called on to include grade-level standards in their technical area, it can be a real challenge. However, support of high-level math skills is increasingly required under the most recent Perkins Act. Perkins IV called on the states to “integrate rigorous and challenging academic and career and technical instruction (section 2).” Also, as with No Child Left Behind, Perkins IV demands accountability. States must show that students are reaching proficiency in both academic content and technical content (section 113), rather than demon-strating this through standardized test-ing; however, Perkins IV requires states to complete a series of reports detailing spending and outcomes for CTE concen-trators. The quality of math standards within career paths is an important one, as it can indicate whether CTE students 52 Techniques March 2011

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