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Testimony to the State Board of Education Presented by Ms. Marlene F. Brubaker, Esq. Biology Teacher, Paralegal Instructor, 21st Century Coordinator & SkillsUSA Advisor, Camden County Technical Schools

January 21, 2009

Good afternoon, ladies and gentlemen of the Board of Education.  My name is Marlene Brubaker.  I would like to thank you for the opportunity to present testimony regarding the new High School design under consideration by this Board. 

Imagine the following.  When you call a plumber to fix a leaky faucet, he tells you he can’t, but he can explain the difference between mitosis and meiosis.  Take your car to a mechanic, and she says she can’t diagnose the pinging sound, but she can create verse in Iambic pentameter.  Would you think you were in a parallel universe? 

My comments are about three separate, yet related concerns: (1) this new initiative diminishes the character and nature of vocational/technical education; (2) it will have a negative effect on the economy of NJ as fewer locally trained skilled technicians will be added to the workforce, and (3) preparation for college is but one goal of public high-school education, but not the only role, and should not be the main focus to the exclusion of other goals. 

First, this new initiative, mandating six college preparatory level courses, with high-stakes end-of-the-course exams will diminish the character and nature of vocational education and turn back the clock on what we know about how many of our students learn.  This decision should be made based on current standards in educational research. Consider the work by Howard Gardner, professor at the Harvard Graduate School of Education, a leader in educational research.  He is the author of The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves (1991). His work around multiple intelligences has a profound impact on thinking and practice in education.  Vocational education taps into these various intelligences, yet testing narrowly focuses only on 2: linguistic and logical-mathematical.  Our students are not two-dimensional beings, and should not be limited to evaluation in such a manner.  They are bodily-kinesthetic, visual-spatial, or musical.  As multidimensional beings, our students deserve to be evaluated in any and all the intelligences in which they excel.  SkillsUSA provides an excellent model of how vocational education students can demonstrate what they know. 

Vocational education is time intensive.  Traditionally, a student would spend half of the school day in ‘shop’.  As more courses are added to the core curriculum, fewer hours are allocated for vocational education.  Now, only 1/3 of the time is allocated to vocational coursework, and as we prepare for the HSPA (High School Proficiency Assessment), students are required to use some of this time for tutoring in English and Math.  Under the new model, it is conceivable that a student who is struggling academically would be completely removed from his vocational training, in order to prepare for these six exams. 

Second, this initiative will have a negative effect on the economy of NJ as fewer locally trained skilled technicians will be added to the workforce.  President Obama has challenged us to rebuild America.  Who better to call upon for this task than the vocational educators of this state? Let me quote from his inauguration speech “We will build the roads and bridges, the electric grids and digital lines that feed our commerce and bind us together. We will restore science to its rightful place, and wield technology’s wonders to raise health care’s quality and lower its cost. We will harness the sun and the winds and the soil to fuel our cars and run our factories…” (January 20, 2009)

If students can’t meet these standards, they won’t have adequate time in vocational courses to prepare for the real world of employment, in the trade of their choice.  For every architect, many technical school graduates are required: skilled roofers, bricklayers, masons, drywall installers, carpet layers, painters, and cabinet makers.  For every doctor or nurse: medical transcriptionists, CNAs (certified nursing assistants), HHAs (home health aides), and medical assistants are needed.  For every homeowner, a plumber, electrician, landscaper and carpenter must be available.  For every automobile owner, an automotive technician is essential.  For every wedding there must be a florist. 

Third, preparation for college is but one goal of public education, but it is not the only role, and should not be the focus to the exclusion of other goals.  Think of your own high-school education.  Were you in the touring choir, the orchestra, and Junior Achievement like I was?  Did you go to regional music competitions, learn German, and go on trips to Washington D.C. and see a play about Helen Keller? These are the things that last in the memories of graduates.  Will the marching band from Camden High be at the next inauguration?  Perhaps not, if the students have to focus on these six new college prep courses and the six new tests at the expense of practicing their horns and drums.

College is growing more expensive and out of reach.  Eight students didn’t return to my daughter’s college dorm floor this winter.  The NJ Stars program is funding fewer and fewer deserving students.  Let me share a story about one of my students.  I had this exceptional student who made a wonderful sculpture that won first place in the NJ SkillsUSA competition; he went on to the National Competition.  He was encouraged to go to college, instead of pursuing that trade he had trained for, for the last four years.  He interviewed with Yale.  He went to a private, out-of-state college, and shortly thereafter dropped out, with a $19K student loan debt.  Last I saw, he was folding shirts at a sporting goods store.  These stories are repeated over and over again, as students are made to feel that vocational education is somehow inferior to getting a college education.  This is simply not true.  But, you wouldn’t know it with the current emphasis on these six college prep courses, and their six high stakes tests.

Vocational education is an excellent option for many students who want to experience a trade or career, or delay education until they can afford it.  It isn’t a second choice, or solely for people who can’t make it in college.  It leads to many excellent and rewarding careers, and should not be diminished by decisions made by this Board.

In conclusion, I appreciate the opportunity to share these concerns with the Board.  I caution that the decision to implement a series of six high stakes tests will diminish the character and nature of vocational education; and will have an extremely negative effect on the economy of NJ.  I also remind the Board that it is important to have a holistic view of public education, and we should not focus solely on being a feeder for colleges and universities.
Thank you for your time & consideration.

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