McCarthey Dressman Education Foundation

Celebrating Programs that engage, enrich, and inspire learners

Job Applications in Vocational Education:

Career Education Program for Low-Income
High School Students

By: Jessica Gygax, Lauren Li, Jincheng Zhu, Steven Mu

& Ruijie Tao
Ygnacio Valley High School
755 Oak Grove Road
Concord, California 94518

30 June 2024

McCarthey Dressman Education Foundation

610 East South Temple Street
Suite 110
Salt Lake City, Utah 84102

Dear McCarthey Dressman Education Foundation,

I am pleased to present a proposal for implementing a Trade-Based Career Technical Education

(CTE) program at Ygnacio Valley High School in Concord, California. Our school is a Title I
institution, with 84.5% of our students classified as socioeconomically disadvantaged. Given
these circumstances, many students cannot afford to attend a four year university, often needing
to work right after graduation to support themselves and their families. By giving them more
exposure to trade-based career paths, we hope to provide them with options that both support
them better financially long term while motivating them to complete their high school education.

Our proposed CTE program aims to enhance student engagement, increase graduation rates, and
provide students with viable career options that do not require a four-year college degree. The
program will be implemented over three years, with a total funding request of $30,000, allocated
at $10,000 per year. We will allocate funds towards staff training, curriculum development,
marketing, and materials to improve student engagement.

Our goal is to increase student engagement, targeting a 90% attendance rate and retaining at least
85% of students throughout the program. We aim to improve our graduation rate from the current
88.1% and increase the number of students enrolling in trade schools or entering the workforce
with marketable skills. We will track trade school enrollment and job placement rates to measure
success. To evaluate the program's effectiveness, we will track various metrics, including student
enrollment and participation, trade school enrollment and employment, and student engagement
and satisfaction.

By implementing this program, we expect to see improved attendance and retention rates, higher
graduation rates, and enhanced post-graduation success. This CTE program will significantly
impact our community by providing students with practical alternatives to traditional college
pathways. It will enhance their educational experience and offer them tools for economic
stability and personal fulfillment. By focusing on hands-on learning and real-world experiences,
we can ensure that our students are well-prepared for their future careers.

Thank you for considering our proposal. We are excited about the potential of this program and
look forward to discussing it further with you.

Sincerely,

Lauren Li, Jessica Gygax, Ruijie Tao, Steven Mu, Jincheng Zhu
Introduction
We are writing this grant for Ygnacio Valley high school, located in Concord, California.
We aim to add a Career Technical Education (CTE) program which gives students exposure and
help with pursuing a trade-based career path following their graduation, while giving them the
support they need to finish their high school diploma.
The graduation rate for the class of 2022 was 88.1% and a 6.9% dropout rate. (2022-2023
School Accountability Report Card: Ygnacio Valley High School, n.d.). Therefore, getting
students motivated and engaged in the curriculum they are learning is important for retention of
the student population to reach graduation. For those who did graduate, the percentage of
students who enrolled in any kind of college after high school in 2019 was 53.9%—considerably
low. (College-going rate for California high school students by postsecondary institution type -
Ygnacio Valley high school (CA Dept of Education), n.d.). Ygnacio Valley has a very high
number of socioeconomically disadvantaged students, at 84.5% as of the 2023 school year. (2023
School profile: Ygnacio Valley high school, n.d.). Many students get a job straight after high
school ends in order to support themselves on their own. Many view a college education as
unattainable due to the price.
Therefore, it is important to address what happens to the other 46% of students that
attended Ygnacio Valley high school and did not go to any kind of college. (College-going
rate…Ygnacio Valley high school, n.d.)
People walking around talking with their friends, running around campus and hiding
between buildings, trying not to get caught by campus supervision. They all seem like normally
occurring things, even a cliche in high school movies—unless I tell you that this all happened
during class time. Many students skipped class, showed up 15 minutes late, or even walked
around campus with a bathroom pass starting 10 minutes into the time class began and returning
10 minutes before class would end. The students at my school were not interested in school and a
majority of students were just trying to make it through to graduation and then go out into the
workforce. Most students did not have the means, financially or otherwise, to think about
attending a four year college. The reality is that soon after graduation, they would need to enter
the workforce in order to support their families.
This grant would make a significant impact for this community because it has the ability
to show students a wider array of more practical career options outside of the overpriced college
route. In addition, giving students a more realistic path after college will provide them with
motivation to graduate. There needs to be other alternatives for people so that people do not feel
like they are wasting their time sitting in a classroom, learning about topics they will forget once
they graduate high school. Having the ability to apply their knowledge for what they are learning
to a future career is what makes this program different from others.
With this grant we hope to make a major difference in the outlook for high school
students who do not want or see a university as a feasible option. This program will give people
the knowledge of a wide range of careers that will take less time to receive training and
education with a high paying outlook. (Soricone, L., 2020). We also hope to support students in
getting their high school diploma and making sure that they are on track to graduate on time.
This program will also give students opportunities to make connections to people out in the
community who would be able to help them prepare for trade school programs.
Literature Review
The discussion around the value and impact of various non-traditional educational
pathways continues to evolve. In this program, we give high school students the option of a
Career Technical Education (CTE) course, with the goal of providing them with a realistic and
lucrative career pathway to best serve their socioeconomic needs and prepare them with life
skills for their future lives. Recent research sheds light on the long-term benefits and
effectiveness of education below the baccalaureate degree, as well as the benefits of CTE in
preparing students for employment.
When it comes to students traditionally considered at risk for dropping out, the viability of
trade schools and technical education provides a lifeline for students who may not thrive in a
traditional academic environment. These opportunities are critical for young people from
disadvantaged backgrounds, offering them the chance to break the cycle of poverty and achieve
economic stability. In the book “Other Ways to Win” by Gray and Herr, 2006, explores the
potential of vocational schools and technical education as important alternatives for students
considered at risk. The article highlights how vocational programs provide a direct pathway to
stable employment in fields that do not require a four-year degree, providing not only technical
skills and job prospects but also a sense of accomplishment and purpose. (Gray & Herr, 2006).
This aligns with what Miller discussed the role of CTE in high schools in his 2002 analysis—the
importance of aligning academic standards with workforce needs in such programs (Miller,
2002). In addition, data shows that high school graduation rates are higher amongst those in
concentrated CTE programs as opposed to those completing traditional high school diplomas
(Soricone, L., 2020). That is what a CTE program's specialized curriculum can offer
students—motivation to complete their degree that directly ties into a vision for a beneficial
future.
In addition, CTE programs have provided many students with the opportunity to develop
practical skills and competencies that will allow them to become proficient in the future and set
their own goals for the future. In the source from 2017 titled “CTE students’ perceptions of
preparedness for post-secondary opportunities.” by Amanda Greathouse Holman, the topic of
tailored educational pathways was discussed, and a survey was conducted to examine how Texas
high school graduates enrolled in CTE programs perceived their readiness for future educational
and career opportunities. The study by Holman investigated student readiness in various aspects
of course knowledge, highlighting differences between students in different CTE endorsement
areas. She found that students in many areas of the CTE endorsement areas felt better prepared
for the workforce than they did prior to their enrollment, and as opposed to their non
CTE-enrolled peers (Holman, 2017).
Lastly, in terms of earning a sustainable paycheck following completion of a CTE education,
a variety of studies have shown that CTE programs like the one we are proposing can enhance
the earnings which students earn in the real world job market as opposed to other educational
paths. Research demonstrates significant economic advantages of pursuing an associate's degree
or vocational certificate versus a traditional high school diploma. Studies have shown that people
with less than a bachelor's degree, but more a high school degree, generally earn higher annual
and cumulative earnings in the 20 years following high school graduation as opposed to those
holding bachelor’s degrees. This trend is particularly evident in fields related to health, technical,
and craft skills, with earnings for certain vocational degrees and associate's degrees, often far
exceeding those for bachelor's degrees in the liberal arts or social sciences (Kim & Tamborini,
2019).
All of these diverse studies argue for a balanced approach to education that does not
sacrifice academic rigor, while still providing students with relevant workforce skills. The new
program can build on the foundation of high school education to make up for the fact that the
in-class curriculum isn't enough to give students the real-world skills they need. The
post-program evaluation also ensures that we have a post-program analysis of the students'
careers so that we can reflect and improve. This approach includes assessing skills in today's
economy, maintaining high educational standards, and providing support to ensure that all
students are prepared to meet diverse career needs and engage in lifelong learning.
Project Description
We are proposing to implement a program in which students at Ygnacio Valley High
School will be exposed to trade-based CTE paths, including how to navigate enrolling and
applying for trade schools, what the programs consist of, benefits of going into trade careers, and
possible job options post graduation without needing a college degree. We plan to implement this
kind of exposure through a two year long elective class, with the first year being mandatory for
all who want to learn more about trades. The first year of this class would be taken in their junior
year. In year two of the program, there will be an optional class for graduating seniors who
decide to take that career path, in order to give them on-hand experience.
The courses of this program will focus on giving students information about various
different kinds of trade careers, trade schools, and how to apply to them. To ensure students feel
like this opportunity is tangible for them, we will want to contact nearby trade schools to inform
them of our program. We will ask if the programs would be interested in giving advice to
students and show what careers are like. This partnership will be especially important since
during the second year, students will be visiting them and getting first hand experience from an
expert in the field they are interested in going into. Coordination with them in order to support
the students will be necessary.
During the first year (the junior year course), at the end of each quarter (a halfway point
through the semester), students would compile an individual presentation on one general CTE
path that they are particularly interested in, and present to their entire class/cohort. With this
plan, students will be able to gain maximum exposure to a variety of different trade paths during
their first year. In addition to this, at the end of every complete semester during the first year,
students will be required to write a cumulative reflective essay on what they have learned
regarding trade paths, how their opinion on trade path careers have changed, and other progress
they have made throughout their semester. During the second year, students who participate in
the class will be actively applying to trade programs and visiting specific schools, and for each
school they visit they will be required to write a brief summary on basic aspects of the school. In
both years of the courses, students will have resources available to them, such as career and
academic counseling (student support services) as well as opportunities to directly connect with
trade schools of interest (work-based learning partnerships).
We plan to implement this project approximately the following school year after
receiving the grant. During the 1st year of the grant, we will need to use our budget in order to
establish the courses and advertise it to incoming high school juniors, which the course is meant
for. In addition to this, we will have professional development in order to prepare staff to
properly conduct the course. We will continue professional development during the second year
of the grant, but with maintenance/upkeep in mind. During this establishment of the course but
prior to announcing it to students, we will coordinate with trade schools whom the students are
likely to visit, in order to allow them to plan to advertise what they have to offer as well.
Assessment Plan
Evaluation of the program's effectiveness will rely on multiple measures of individual, school,
and community progress during and after program implementation.

Student Enrollment and Participation

To effectively measure the success of the CTE program, tracking student enrollment and
participation is essential. Our goal is to increase enrollment by 10% annually. This will be
monitored at the beginning of each school year by tracking enrollment data. Higher enrollment
numbers will indicate growing interest in and value of the CTE program, reflecting successful
outreach and marketing efforts. Measurement tools such as school enrollment records and course
registration data will be utilized to collect this information.

In addition to enrollment, attendance, and retention are key indicators of student engagement and
satisfaction. The goal of the program is to achieve a 90% attendance rate and retain at least 85%
of students throughout the program. Daily attendance will be monitored and compared to
retention rates in non-CTE programs. Consistent attendance and high retention rates indicate that
students are not only engaged but finding value in the program. Attendance logs and student
retention records will be the primary tools for measuring these metrics.

By focusing on these aspects of student enrollment and engagement, we can ensure that the
program meets its goals of attracting and retaining students, thereby increasing its overall impact
and sustainability.

Increasing Trade School Interest and Enrollment

An important component of evaluating the effectiveness of CTE programs is examining their

impact on students' career and trade school readiness. This will be assessed through enrollment
in trade schools following high school graduation.

As stated in the project description, students will be required to make periodic presentations to
classmates about trade schools/careers they have researched. This will increase students’
exposure to these career options. To measure this, we will keep data on how many students from
the program enroll in trade schools following high school graduation. By comparing the trade
school enrollment data of CTE students to the school-wide average, we can measure whether the
program does indeed encourage students toward this path. Higher trade school enrollment among
CTE students suggests that the program is effective in encouraging trade school education and
providing students with the skills and confidence needed to pursue other pathways to educational
opportunities.
By focusing on these enrollment numbers, we can measure the long-term impact of the CTE
program on the future success of students and ensure that the program is meeting the goal of
preparing students for practical employment and education options following graduation.

Student Engagement and Satisfaction

Student engagement and satisfaction are key indicators of program success. This will be
accomplished by collecting data through an end-of-term questionnaire. We expect 85% of
students satisfied with this education. High levels of satisfaction reflect a positive student
experience and the relevance of the program to their interests and goals. By focusing on student
feedback, we can ensure that CTE programs are meeting the needs and expectations of our
students and creating a better learning environment.
Budget
Year 1 spending Year 2 spending Year 3 spending

Curriculum Development and Field trips to trade schools Field trips to trade schools
Materials ($2000) ($1000) ($1000)

Staff Training and Staff Training and Student Support Services

Professional Development Professional Development ($3000)
($5000) ($2000)

Marketing and Outreach Student Support Services Work-Based Learning

($1000) ($3,000) Partnerships ($4000)

Recruitment Events for Work-Based Learning Curriculum Materials ($2000)

Incoming Juniors and Seniors Partnerships ($2000)
($2000)

Curriculum Materials ($2000)

total : $10,000 $10,000 $10,000

Total budget: $10,000 per year for a maximum of $30,000 over three years

I am pleased to present our proposal for implementing a Trade-Based Career Technical

Education (CTE) program at YGNACIO VALLEY HIGH SCHOOL (CONCORD, CA). Our
project aims to provide relevant curriculum for at-risk and economically disadvantaged students.
We seek funding in the amount of $30,000 over three years to develop and sustain this initiative.
This program will offer an alternative pathway for students to achieve success, thereby
enhancing their academic engagement, graduation rates, and future employability.We look
forward to the opportunity to positively impact our students' lives and contribute to their
academic and career success.
To effectively utilize $10,000 per year for a maximum of $30,000 over three years for supporting
the CTE project, the funds can be allocated to key areas that ensure the successful development,
implementation, and sustainability of the program. Below is a proposed budget plan that outlines
how the funds will be spent each year:

Year 1: Program Development and Initial Implementation

1. Curriculum Development and Materials: $4,000

a. Develop and adapt CTE curriculum tailored to the needs of at-risk and special
needs students.
b. Acquire materials needed to support student learning
i. Classroom laptops, textbooks, pencils, paper, highlighters, markers, etc.
2. Staff Training and Professional Development: $5,000
a. Provide training for teachers to effectively deliver CTE courses.
b. Workshops and seminars on practices in CTE education.
3. Marketing and Outreach: $1,000
a. Promote the new CTE program to students, parents, and the community.
b. Design and print brochures, flyers, and posters.
c. Reach out to trade schools in order to plan ahead coordinated visits/outreach
events
4. Recruitment Events for Incoming Juniors and Seniors:$2,000
a. Give students an opportunity to explore the trade schools and what each has to
offer, including facilities, programs, etc

Year 2: Program Expansion and Enhancement

1. Field trips to trade schools: $1,000

a. Money will be allocated to transportation, in person experiences, etc
2. Staff Training and Professional Development: $2,000
a. Provide training for teachers to effectively deliver CTE courses.
b. Workshops and seminars on practices in CTE education.
3. Student Support Services: $3,000
a. Provide counseling and career guidance services to help students navigate their
educational and career paths.
b. Organize workshops on job readiness and soft skills development.
c. Check graduation status for students
4. Work-Based Learning Partnerships: $2,000
a. Establish and strengthen partnerships with trade schools for internships and
work-based learning opportunities.
b. Coordinate site visits and guest speaker sessions from trade schools
5. Curriculum Materials: $2,000
 a. Acquire materials needed to support student learning
i. Classroom laptops, textbooks, pencils, paper, highlighters, markers, etc.

Year 3: Program Integration and Sustainability

1. Field trips to trade school: $1,000

a. Money will be allocated to transportation, in person experiences, etc
2. Student Support Services: $3,000
a. Provide counseling and career guidance services to help students navigate their
educational and career paths.
b. Organize workshops on job readiness and soft skills development.
c. Check graduation status for students
3. Work-Based Learning Partnerships: $4,000
a. Establish and strengthen partnerships with trade schools for internships and
work-based learning opportunities.
b. Coordinate site visits and guest speaker sessions from trade schools
4. Curriculum Materials: $2,000
a. Acquire materials needed to support student learning
i. Classroom laptops, textbooks, pencils, paper, highlighters, markers, etc.

This budget plan ensures that the CTE program is developed, expanded, and sustained effectively
over three years, providing at-risk and economically disadvantaged students with the skills and
opportunities they need to succeed.
 References

2022-23 School Accountability Report Card: Ygnacio Valley High School. (n.d.) California

Department of Education.

https://sarconline.org/public/summary/07617540737809/2022%E2%80%932023

2023 School Profile: Ygnacio Valley High School; California School Dashboard. (CA

Department of Education) (n.d.). California School Dashboard.

https://www.caschooldashboard.org/reports/07617540737809/2023

College-going rate for California high school students by postsecondary institution type -

Ygnacio Valley high school (CA Dept of Education). (n.d.). Data Quest: California

Department of Education.

https://dq.cde.ca.gov/dataquest/DQCensus/CGRLevels.aspx?cds=07617540737809&aggl

evel=school&year=2018-19&initrow=&ro=y

Gray, K.C., Herr, E.L. (2006). Other ways to win: creating alternatives for high

school graduates, 3d ed. Reference and Research Book News, 21(4). 68-76.

Holman, A. G., Kupczynski, L., Mundy, M.-A., & Williams, R. H. (2017). CTE students’

perceptions of preparedness for post-secondary opportunities. CTE Journal. 5(2), 8-23.

https://www.thectejournal.com/uploads/1/0/6/8/10686931/holman.pdf

Kim, C., & Tamborini, C. R. (2019). Are they still worth it? the long-run earnings benefits of an

associate degree, vocational diploma or certificate, and some college. RSF: The Russell

Sage Foundation Journal of the Social Sciences, 5(3), 64-85.

https://doi.org/10.7758/RSF.2019.5.3.04

Miller, V. R. (2002). The role of career and technical education in high school. Education

Resources Information Center (ERIC). http://www.ed.gov/offices/OVAE/HS/miller.doc

Soricone, L. (2020). Breaking ground: A first look at American high school skilled trades

education. Jobs for the Future. https://files.eric.ed.gov/fulltext/ED607783.pdf