Educationally Speaking

It is a common refrain that is being heard from industry- a sounded alarm regarding the need for skilled trade workers. After decades of seeing fewer students exiting High School and heading into a skilled trade career, there appears to be an emerging shift in the thinking that a successful career must come from a four year degree. Barbra Washer, Director of Development and Programming with the Virginia Ship Repair Association says that the concept of “either go and lean a skilled trade” or “ go to school” is no longer relevant- there exists opportunities to “learn on the job” through apprenticeships.

In an on-going effort to direct attention to the critical need for skilled trade workers, the Hampton Roads Workforce Council has partnered with employers, community colleges, and WHRO as a part of the Women in Skilled Careers Grant. The program has a multi-faceted approach to solving the issue of poverty in Hampton Roads and also meeting the needs of local maritime industry in recruiting skilled trade workers. Chrstina Brooks, with the Hampton Roads Workforce Council explains that over the past decade, students have not pursed a skilled trade job post high school. Further, as baby boomers retire, their replacements in skilled trades are not being groomed.

In an on-going effort to direct attention to the critical need for skilled trade workers, the Hampton Roads Workforce Council has partnered with employers, community colleges, and WHRO to create a program that has a multi-faceted result. Chrstina Brooks, with the Hampton Roads Workforce Council explains how the Women in Skilled Trades (WISC) Grant targets women for work in the skilled trades. The grant seeks to solve the issue of poverty in Hampton Roads and also meet the needs of the local maritime industry in recruiting skilled trade workers.

Communities in Schools in Hampton Roads is a national based program that has anchored in several schools to provide services for at risk students. Development Director Linda Dyer explains why the initiative works best when they are established in the elementary and middle schools. This allows the program to devote services to students early in their education. Studies indicate that students who leave High School without graduating are more likely to end up living in poverty than those who finish their education.

Communities in Schools of Hampton Roads represents the emerging paradigm that schools must step forward to offer more than just academic study, but must meet all the needs of its students. Development Director Linda Dyer discusses how community organizations offer their assistance and insight to help students with life skills. Banks come in to present financial literacy techniques. Academic assistance, nutritional information, career preparation, and college entrance assistance are all critical elements of the program. The idea behind the program is a scaffolding approach. Students learn these skills and then take them home and display them to family and community members. Communities in schools mobilize resources to meet all the needs of its students and has a 97% graduation rate.

This week on Educationally Speaking, we discuss Communities in Schools, a national initiative that has established programs within some Hampton Roads schools. The program is built around the staggering fact that in the United States, one in five children under the age of 18 live in poverty, which has a direct impact upon their ability to focus on learning. Communities in Schools works inside targeted schools with resources to help educators meet the needs of its students. Linda Dyer, who works with the local chapter, discusses the goals of the program and how it directly impacts student lives by building relationships that help them to succeed both within and outside the classroom.

Educationally Speaking Producers Paul Bibeau and Barry Graham review pathways to employment into the skilled trades. Recently, Dr. Quintin Kidd of Christopher Newport University commissioned a survey of Peninsula residents to determine their attitudes towards the skilled trades and how the view of prestige affects parent encouragement of their children into specific occupations and careers. Anne Lessear and Sherry Miles Foley were profiled as two workers who followed their passion into the skilled trades. Also, Dr. Susan English of Thomas Nelson Community College discussed the Workforce Grant “Fast Forward” which provides tuition assistance to obtain a trade certification. The shortage in workers has caused growing alarm in the manufacturing and construction sectors as industry leaders indicate their ability to get skilled workers into the job pipeline. National and State level leaders are encouraging schools to advance skill-based training that does not require a college degree.

Today, we conclude our discussion with Dr. Quintin Kidd of the Judy Wason Center for Public Policy at CNU. Recently, Dr. Kidd conducted a survey of Peninsula residents on their perception of prestige and the skilled trades. Dr. Kidd found that there is a cultural bias against traditional skilled trade work and parents usually will encourage their children towards professional jobs like doctors and lawyers. He says that our public education and their lack of vocational training is one factor in the decline of available skilled trade workers that industry leaders are increasingly having difficulty in recruiting. Another factor is in higher education- Dr. Kidd says the number of four year institutions that focus upon liberal arts could be a cause for the decline. As college costs have exploded over the past decade, some students are graduating with what has been termed “ crippling debt” – with debt at times going over 100,000 dollars for a four year degree. And, as Dr. Kidd points out, this cost is not going to go down. However, the earning potential for some skilled trades is going up and with no or minimal associated debt in getting the certification. Kidd says, parents and students are having to face this reality.

It is well documented that public schools have neglected vocational education which has greatly contributed to the lack of skilled trade qualified workers. Dr. Quintin Kidd of CNU said other factors have also contributed, including the decline in American manufacturing and outsourcing of work. However, the ultimate challenge to increase skilled trade workers lies with educational institutions. Dr. Kidd says the degrees and focus of higher education needs to change and colleges which are deeply rooted in liberal arts might need to rethink its focus.

This Week, Educationally Speaking continues its conversation with Dr. Quintin Kidd of Christopher Newport University and his view on the skilled trade shortage both nationally and within Hampton Roads. Recently, Dr. Kidd commissioned a survey of Peninsula residents to determine their attitudes towards the skilled trades and how the view of prestige affects parent encouragement of their children into specific occupations and careers. The shortage in workers has caused growing alarm in the manufacturing and construction sectors as industry leaders indicate their ability to get skilled workers into the job pipeline. National and State level leaders are encouraging schools to advance skill-based training that does not require a college degree. However, this would require schools to reverse their current college prep based curriculum.

Local industry leaders have sounded the alarm on the lack of skilled trade workers available for critical manufacturing and construction jobs. This trend also has been noted nationally causing educational institutions like community colleges and trade schools to develop programs aimed at luring students and those interested in changing careers. Dr. Quintin Kidd, Director of the Judy Wason Center for Public Policy at Christopher Newport University said there are several factors driving this shortage including schools push for academic over vocational classes

What is driving the shortage in the skilled trades? Why are today’s students exiting high school with a negative view of the trades as viable careers? Dr. Quentin Kidd of CNU and the Wason Center for Public Policy decided to pursue parent’s perceptions of the skilled trades as a potential career for their children. The poll revealed that most parents encouraged their children to pursue prestigious jobs like doctors or lawyers. Further, parents views of prestige affects their support of vocational education which often leads to employment in the skilled trades. Kidd says he heard that the local industry leaders were having difficulty filling positions leading him to pursue a poll of attitudes about the skilled trades as a career.

With repeated industries sounding the alarm that skilled trade workers are increasingly in short supply, some educational institutions such as Thomas Nelson Community College, are joining with the state to create unique programs to lure students into a vocational career. Dr. Susan English, Vice President for Academic affairs and Workforce Development at Thomas Nelson says that there is a negative public perception about the skilled trade careers. However, these careers have great potential for growth and success.

Some educational institutions like Thomas Nelson Community College are instituting programs to lure potential students into skilled trade work. Dr. Susan English, Vice-President at Thomas Nelson says local industry leaders have sounded the alarm about the lack of these skilled workers for hire. Further, they say there has to be a change in the perception that in order to succeed in post high school, a four year degree is a necessity. Dr. English says many students leaving High School have no real grasp of the challenging environment they face in order to create a quality life and additional training after high school is almost always necessary.

Today on Educationally Speaking, we continue our look at the skilled trades shortage both nationally and in Hampton Roads. With repeated industry leaders sounding the alarm on the lack of skilled trade worker, some educational institutions like community colleges, are working to ease the gap and create programs to funnel skilled workers into the skilled trades. Dr. Susan English Vice President for Academic Affairs and Workforce Development at Thomas Nelson Community College says that there has to be a perception within a community that a four year college degree is not a must for meaningful employment but some type of post High school training is necessary.

In 2018, the average cost for an out of state college student was 25,000 dollars. After factoring in room and board, the cost exceeds 40,000 dollars. This rising cost for a four year degree has some students exiting High School and looking at the skilled trades as a potential career. Anne Lassere , a builder in Charlottesville, Virginia says that this debt can be crippling to a young adult. she touts apprenticeships as a viable alternative to training.

We continue our feature on Anne Lassare and her journey into the skilled trades- her observation on the lack of skilled trade workers and how apprenticeships can help direct someone in post high school and undecided on a career.

It is well documented that there is a dire need for skilled trade workers- Why is there a shortage of these workers? Right now, 53% of skilled trades workers are over the age of 45. Furthermore, very few keep working after the age of 65--far fewer than in other occupations. At present, high schools focus almost entirely on preparing students for academic studies at 4-year universities Many even claim that this is the result of elitism--that academics hold vocational trades in disdain Quntin kidd, at CNU, says that perception of prestige is pretty dramatic and that people want their children to be doctors or lawyers but not HVAC and other technicians. Anne Lassere is an example of a skilled trade worker who despite a collegiate prep in high school, decided on a career in carpentry.

Reviewing the Week's Discussion on Computer Science in both High School and College. Jon Yager of Virginia Beach City Public Schools discusses how a model of problem solving can apply to any course of study. Also, Cindy Frye, Computer Science Professor at Baylor University, analyzes how students lack basic written and oral communication skills and the problems that presents in today's classrooms.

Cindy Frye, Professor at Baylor University, addresses how a vast field like Computer Science needs talented majors and how teachers, as early as grade school, need to address the qualifications and needs for an ever expanding field.

Despite efforts to create a more diverse field of students taking computer science classes in both high school and college, the course(s) of study are still occupied predominantly by white males. Cindy Fryre, Professor at Baylor University discusses efforts to lure more women and minority students into computer science majors.

Most students in high school will take a computer science class to satisfy a math credit. However, for the more advanced computer science classes, there is a lack of minority and female students taking the course. Jon Yager of Virginia Beach City Public Schools discusses how he is trying to change the demographics of the students taking computer science classes.

John Yager from Virginia Beach City Schools discusses how standards of learning have mandated all disciplines incorporate computer science technology into their classes. This presents a problem when teachers are not well versed in the computer science technology yet are expected to add this to their daily lessons.

July 20th marks the 50th Anniversary of the Apollo Moon Landing. All Month, we have been asking listeners to share their memories of the historic moment. We were alerted that Dennis Frasca, a resident of VB, was instrumental in working with local defense contractor Grumman on a simulator that was used in the early work ups for Apollo 11. This week, he shares with us his memories and observation of the early days leading to the moment that man first stepped foot on the moon. Today: How Working 24/7 to train NASA workers and The Astronauts paid off in the launch of Apollo 11

July 20th marks the 50th Anniversary of the Apollo Moon Landing. All Month, we have been asking listeners to share their memories of the historic moment. We were alerted that Dennis Frasca, a resident of VB, was instrumental in working with local defense contractor Grumman on a simulator that was used in the early work ups for Apollo 11. This week, he shares with us his memories and observation of the early days leading to the moment that man first stepped foot on the moon. Today: The Can Do Attitude of the Apollo 11 Planners

July 20th marks the 50th Anniversary of the Apollo Moon Landing. All Month, we have been asking listeners to share their memories of the historic moment. We were alerted that Dennis Frasca, a resident of VB, was instrumental in working with Grumman on a simulator that was used in the early work ups for Apollo 11. This week, he shares with us his memories and observation of the early days leading to the moment that man first stepped foot on the moon.

This Week, Educationally Speaking has featured the Dual Enrollment Program between Chesapeake Public Schools and Tidewater Community College. This program is designed to allow high school students to gain college credit while still in school. Those students in the program can use these credits at a four year university or community college. They also are able to use them for different industry recognized certifications. These credentials are respected additions to a resume and allows for easier access to the job market. Thomas Stout, Dean of Math, Science, Engineering, and Technology at TCC discusses how students need to have both classroom and in the field work which is something the dual enrollment program offers. Further, Sheli Porter, Director of Secondary Teaching and Learning for The Chesapeake Public Schools talks about the increased job opportunities for students in the dual enrollment program.

TCC and the Chesapeake City Schools have expanded the traditional dual enrollment program for their students. The college and schools had featured a series of classes that allowed students to obtain college credit for subjects like English Composition and Environmental Science. However, now there are dozens of offerings - including many which also feature more vocational in nature including the auto body, and welding- where students can earn national certifications which allow them to more quickly enter the job market. One area of study has quickly emerged as being in high demand for employees says TCC professor Eric Beaver:

Tidewater Community College and The Chesapeake City Schools have created a dual enrollment program that seeks to address the critical shortage in trade skills that local industry leaders have been reporting. This partnership offers college credit while completing a high school diploma. Thomas Stout, TCC Dean of Math, Science, Engineering, and Technology indicates that the Mechatronics Program has emerged as one of the more popular dual enrollment programs.

Sheli Porter, Director of Secondary Teaching and Learning for Chesapeake City Schools discusses the progression of the Dual Enrollment program and the multiple options of study for students. Further, local industry leaders have stressed the need for more skilled trade workers and the dual enrollment program is seeking to provide these potential employees. Porter says the use of a Career Center gives students greater access to potential careers in the skilled trades.

Tidewater Community College and The Chesapeake City Schools have joined forces to create a dual enrollment program where students can simultaneously earn both high school and college credits as well as industry certifications that allow students to exit high school and enter directly into a career field. Students often go to work for companies that further fund educational initiatives thus allowing students to complete degrees with no or minimal school debt. Eric J Beaver, Instructor in the TCC Mechatronics Program discusses the benefits to the dual enrollment program.

This week, Educationally Speaking has reviewed the City of Hampton’s participation in the ACT Certified Work Ready Initiative which focuses on building the local workforce through economic development. This effort includes work with the public schools to close the skilled trades gap that exists in local industry. The program has both vocational and educational objectives. Students can earn the National Career Readiness Certificate which is a national recognized credential that enhances a candidate’s employment profile.

Veronica Hurd of Hampton City Schools discusses the new Academies of Hampton model that presents career pathways for each student.

This week, Educationally Speaking has looked at the issue of school starting times for high school and middle school students. Chesapeake City Schools already has a later start time for these students. Virginia Beach and Norfolk City schools will shift in the 2020-2021 school year to later start times. Studies indicate that adolescents perform better academically when they begin school after 8:30AM. Citing these studies, the school divisions are shifting their opening times. This presents some logistical issues that divisions must address including after school care for elementary students and transportation. However, citing Chesapeake's long standing later opening times, other divisions are embarking on the change. Hampton City Schools also have a later start time while Newport News maintains an earlier opening. Both Norfolk and Virginia Beach sought input on the change. Both divisions report a positive community response for the shift. The later start times for middle and senior high schools is part of a broader shift in primary education which includes more technology in the classroom, on-line instruction, fewer use of traditional textbooks, and increased vocational and career instruction. This indicates a continuing realignment of the traditional public school setting that many communities are undertaking.

The American Academy of Pediatrics says that delaying school start times leads to a wide range of potential benefits, including regards to mental health, safety, and academic achievement. Local school divisions have been discussing later start times for several years. Community input on the issue has mostly been positive. Chesapeake City Schools as for years had later start times for its senior and middle schools. School Board members there said the “thought has always been that older students are more alert when they start later."

Norfolk and VB City Schools are shifting their start times in the 20202-2021 school year. This shift is backed by current research that indicates older students do better in schools with later start times. Dr. Melida Boone, Superintendent of Norfolk City Schools, discusses how this shift affects only the start times for the division and not the actual amount of time students are in the classroom. Also, the shifting start times creates several logistical issues for school divisions- including transportation, before and after school care for elementary students, and lighting of athletic fields for the senior high schools.

Dr. Melinda Boone of Norfolk City Public Schools discusses the logistics of changing their middle and senior high schools to a later starting time.

Studies indicate that high school students function better and achieve more academically when they don’t start classes early because their internal clocks are wired to keep them up late. The American Academy of sleep medicine says that adolescents who do not get enough sleep are more likely to perform poorly in school. The American Academy of Pediatrics says that delaying school start times leads to a wide range of potential benefits, including regards to mental health, safety, and academic achievement. Local school divisions have been discussing later start times for several years. Community input on the issue has mostly been positive. Chesapeake City Schools as for years had later start times for its senior and middle schools. School Board members there said the “thought has always been that older students are more alert when they start later”.

This week, Educationally Speaking has looked at the Fast Forward Grant, a state wide program provided to community colleges to bolster employment in critically needed areas. The program provides classes which lead to certifications especially in occupations deemed needed by local industry leaders. According to the bureau of labor statistics, people who held a certification or license had a lower unemployment rate than those who did not by over 2 to 1. Thousands of Virginians have enrolled in fast forward with a completion rate of 90% and the Grant provides an opportunity for training and certifications that enhance the opportunity for post high school employment. According to Emily Richardson, VP for Business and Corporate Solutions at Tidewater Community College, the need for additional training and education after leaving school, is critical to finding employment:

The Fast Forward Grant targets skilled trades and credential jobs for the region that are in critical demand. Participants can learn key competencies in these jobs and often go directly into the field. Emily Richardson at TCC explains the model for the Fast Forward Program.

Fast Forward provides classes which lead to certifications especially in occupations deemed needed by local industry leaders. According to the bureau of labor statistics, people who held a certification or license had a lower unemployment rate than those who did not by over 2 to 1. Thousands of Virginians have enrolled in fast forward with a completion rate of 90% and the Grant provides an opportunity for training and certifications that enhance the opportunity for post high school employment. According to Emily Richardson, VP for Business and Corporate Solutions at Tidewater Community College, the need for additional training and education after leaving school, is critical to finding employment. Further, the stigma once attached to skilled trades jobs is fading with a new awareness for these in demand well paying jobs.

Tidewater Community College is participating in a statewide grant program known as Fast Forward. Fast Forward grants offset tuition costs on select workforce training program and eligible students can earn an industry credential at 1/3 the cost of tuition for short-term training programs. The in demand skilled trades include many of the jobs that local industry leaders have been having difficulty recruiting qualified candidates for. However, according to Dr. Emily Richardson, Interim Associate VP for Business and Corporate Solutions at Tidewater Community College, there appears to be a new awareness for these in demand skilled workers.

The TRiO Program at Thomas Nelson Community College has targeted first generation college students in an effort to boost their chances of completing their college degree. Monica Pinier, a TRiO Advisor, discusses how the school tracks these students and offer early intervention for problems. Also, Anotnio Dill-Word, a 2019 graduate of Thomas Nelson discusses how the TRiO advisors helped him navigate the needed paperwork to enroll at the school.

Wednesday: Antonio Dill-Word is a 2019 graduate of Thomas Nelson Community College. A former foster care student in High School, he left college after his first year. He reenrolled at Thomas Nelson and took advantage of their TRiO program with close academic advising and mentoring. He discusses the challenges he faced during his first year in college and how the advisors at Thomas Nelson became cheerleaders for his success. He has been accepted to William and Mary for the Fall 2019 term and plans on majoring in Psychology.