Origin of Career & Technical Education

In the past decade, much effort has been focused on collaboration between the business and educational communities to address emerging problems within the national workforce. Federal programs such as the School to-Work Opportunities Act were developed to foster connections, increase partnerships, and to build bridges for students transitioning from school to the workforce. Although efforts along these lines have resulted in a number of workforce preparation programs, continuous and rapid changes in global economic and labor market conditions have made the requirements for high school and college graduates entering the workforce more demanding than ever before.

Labor market indicators reveal that there is a need for more highly qualified individuals who possess both comprehensive knowledge and career specific technical training, as well as solid employability traits. The need for qualified individuals exists in every sector for business and industry, and in most cases outweighs the supply of such candidates. This poses a challenge to the educational community. Companies are seeking individuals possessing greater technical and problem-solving skills, and who have a deeper working knowledge of industry protocol. Current high school and college graduates are lacking the advanced skills essential to specific professional and non-professional careers. As educators, our goal is to help communities meet the challenge of preparing America’s youth with the academic and technical skills needed to succeed in today’s world of work.

Faced with this challenge and a multitude of related factors, the New York State Board of Regents began the discussion in June of 1999 of the relationship between Career and Technical Education (CTE) programs and the revised graduation standards. An advisory panel was formed to develop a means by which students wishing to pursue the career and technical options would continue to have the flexibility to do so, while still completing their graduation requirements. The panel sought to identify models for integrating academic and CTE content, and developed a proposal to strengthen educational programs for students.

This proposal was adopted as New York State Education policy in July of 2001. Essentially, as related to CTE options, students who pass five (5) required Regents examinations are considered as having met the commencement level standards related to the graduation requirements. Provided students meet these standards, they can then be afforded the flexibility of receiving academic credits within the context of an approved CTE program. Students may earn integrated academic credits within an approved program; however, credits may not be distributed until the corresponding Regents exams(s) have been passed.

CTE Program Approval Process- NYS Program Approval

The New York State Education Department policy pertaining to the approval of Career and Technical Education programs consists of a process to develop, document, and evaluate six (6) essential elements:a curriculum review, an industry based technical assessment, the provision of work based learning experiences, an employability profile for students, postsecondary articulation agreements, and evidence of teacher certification credentials. The approval process involves reviews by academic and technical instructors, industry experts, post-secondary professionals, administrators, and board of education members. Over 600 programs submitted by both home school districts and BOCES across the state have received CTE program approval status, offering students the opportunity to earn a Technical Endorsement on their Regents Diploma.

Technical Endorsement Option

In order to be eligible for a technical endorsement, students must successfully complete a full two-year sequence in a CTE program and pass the technical assessment. A student will not receive the Technical Endorsement just for passing the program alone. They MUST pass the industry-recognized technical assessment to receive the Technical Endorsement on their diploma.

One-Year Program Options

Seniors who wish to attend programs at the DCMO BOCES may enroll in a one-year CTE experience within any program offered, or apply to a New Vision program. Seniors taking one-year CTE experiences attend the first year of the program. However, those enrolled in New Vision programs may be scheduled to attend the morning or afternoon session depending upon the program and availability. Students in these programs also earn integrated academic credits, which vary depending upon the program. 

Credit Distribution

All students must pass the five required Regents exams in order to receive academic credit distributions. Students earn a total of eight CTE credits, which can be used to meet the distribution requirements in more than one subject areas as follows:

During the first year of a two-year CTE program, students will earn four credits in Career and Technical Education upon successfully passing their program of study. In their second year, students will earn an additional four credits in CTE.

All integrated academic credits may be distributed to the student once they have passed the required Regents examinations, and upon their successful completion of the two-year CTE program. All integrated academic credit distributions are acquired over two years. In special circumstances, the academic credit may be earned in one year if accompanied by an academic request.

All CTE programs meet the requirements for the CDOS standards and include the Career and Financial Management content embedded within each program according to the commissioner’s regulations pertaining to approved CTE programs.

Jennifer Lawrence
Director of Career & Technical Education

Julie Wallen
Administrative Assistant
(607) 335-1258