Analyzing the disaggregated student enrollment data has been both informative and insightful.  The program has been in existence for five years and has been under enrolled according to county guidelines.  There were15 students the first year, then 14, 13, 18, and now 17 students.  Fairfax County and Mount Vernon High School have been very supportive of the program because they believe in providing students the opportunity to explore and experience a career in education.  Historically, schools have provided many career education programs, but none have focused on future teachers.  It’s time to recruit the best and brightest students to be the next generation of educators.

Five trends are evident from the data:

1. Males are enrolling in the course in greater numbers.  Until this year that had only been two male students in the program; this year there are three.  Nationally, males are being actively recruited as teachers; male role models are needed in schools.
2. More minority students are selecting this elective program.  Mount Vernon High School prides itself on the diversity of the student population.  Minority teachers are needed in school systems across the country.  The best time to encourage minority students to consider a teaching career is in high school.
3. More economically disadvantaged students are enrolling in the course.  These are students who might not consider college as an option; Teacher Cadet can show them that college is possible.  The percentage of economically disadvantaged students has increased dramatically for the past two years (72.2% and 64.7%) – significantly higher than the school average of 55%.
4. Dual enrollment numbers have fluctuated for the past three years.  When they program was first offered, seven students enrolled.  Last year there were three students and this year there are six.  In 2009, the year of highest enrollment, the percentage of economically disadvantaged students was only 15.4.
5. More juniors are selecting Teacher Cadet 1; therefore, Teacher Cadet 2 enrollment has increased for the past two years.  75% of latest year’s juniors are currently enrolled in Teacher Cadet 2.

Analyzing the disaggregated competency attainment data was simple – all Teacher Cadets have passed the course and met 80% or better competency attainment.  During the four years, it didn’t matter if a student was classified as minority, disabled, economically disadvantaged, limited English proficiency or non-traditional, they all succeeded.  These statistics validate the diversity of the students and their achievements in Teacher Cadet.  This is an example of the cliché, all students can learn.

Analyzing the disaggregated CTE certification data was easy.  Last year, 2010-2011, was the first time that Fairfax County offered CTE industry certification for Teacher Cadet students.  The NOCTI Education and Training Assessment pre-test was given in October and the final assessment was given in May.

Study materials for the test were very broad.  The class answered the NOCTI online sample questions and reviewed the test categories.   All seniors were signed up to take the pre-test.  After the pre-test results were received, one special needs student asked not to take the test in May.  All other seniors were encouraged to take the test.

The test was administered on two days so students wouldn’t have to sit too long.  Students reported that many questions on the test hadn’t been covered in class.  Many questions pertained to the world of work.  Students who had or were employed scored highest.

Students complained:

• the test was long.  Some admitted they rushed through the test since it didn’t really count.  Although NOCTI certification is recorded as a verified elective SOL credit on transcripts, most students didn’t need the credit to graduate and weren’t motivated to perform well.
• other SOL’s allow re-takes.  Students who didn’t pass were very close and would have been able to re-test if it was an SOL test.

This year NOCTI pre-test scores were higher than last year. Strategies being used include:

• A pacing guide was developed to link Teacher Cadet competencies and NOCTI testing categories.
• Students were given a copy of the Teacher Cadet competencies to better organize their understanding of the course content.
• Vocabulary is being stressed in class to better prepare students.

Hopefully, these new strategies will contribute to greater success on the NOCTI Education and Training Assessment.