Welcome Brian Robinson to Advance CTE!

February 25th, 2020

My name is Brian Robinson and I am incredibly excited to join the Advance CTE team! In my capacity as a policy associate, I will be supporting several ongoing initiatives including supporting Advance CTE’s work to improve the use and quality of CTE data. and exploring the reach and impact of area technical centers across the country. I will also manage our Learning That Works Resource Center and our CTE Research Review Blog.

My work in education is centered around equity in access and opportunity, particularly for low-income, Black and Latinx students. I began my career in education as an elementary school teacher, first in Prince George’s County, Maryland, then in Washington, D.C., and later Fairfax County, Virginia. Recognizing the need for practitioners in the education policy and research space, I left the classroom to pursue my doctorate degree in education policy and leadership at New York University. Currently, I am working to complete my dissertation researching inequitable access to high-quality schools in Washington, D.C. For this research, I am examining how parents across racial, geographic and economic status experience school choice in Washington, D.C.

I am originally from Charm City — aka Baltimore, MD — home of the Maryland crab cake, old bay seasoning, and the Baltimore Ravens! In my personal life I enjoy running, spending time with friends and family, cooking and community service.

Legislative Update: Federal Work-Study Pilot and New Senate Bill

February 21st, 2020

This week, the U.S. Department of Education announced the 190 participating institutions in a Federal Work-Study pilot program. Read below to learn more about what this pilot entails, a new community college and career training bill in the Senate and a site visit for CTE Month. 

U.S. Department of Education Announces Participants in Federal Work-Study Pilot

U.S. Secretary of Education Betsy DeVos announced the 190 institutions that have been selected as part of a pilot program to support private sector employers in the Federal Work-Study program. This initiative is an experimental site, and participants will be granted waivers to use Federal Work-Study funds for work in the private sector. These experimental sites will also be able to pay low-income students for work-based learning required by academic programs- such as student teaching. Participating institutions will receive additional Job Location and Development program funds, as well as expanded allowable uses of funds.  

Senate Introduces Community College Innovation and Career Training Grants Legislation 

Senators Tim Kaine (D-VA) and Todd Young (R-IN) introduced the Assisting Community Colleges in Educating Skilled Students (ACCESS) to Careers Act, that would create a community college and career training grant program. These grant programs would provide funding to states and community colleges to be responsive to evolving labor market demands. The goal of the legislation is to support learner success and career readiness through work-based learning, support services such as career counselors and career pathways that address skills demands. 

CTE Month Celebrates T.C. Williams High School 

As part of CTE Month, the Association for Career and Technical Education (ACTE) led a visit to T.C. Williams High School in Alexandria, Virginia to learn about high-quality CTE programs. Attendees included representatives from the U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE), Capitol Hill staff and organizations. The visit included a panel of learners from different CTE programs within T.C. Williams. The school offers students a variety of CTE opportunities, and during the site visit participants were able to tour the following programs: Cybersecurity; Teachers for Tomorrow; Introduction to Health and Medical Sciences; Technical Drawing and Design; Television & Media Production and Academy of Finance: Economics and Personal Finance. 

Meredith Hills, Policy Associate

This Week in CTE

February 21st, 2020

Tweet of the Week

Career Technical Education (CTE) expands deep into the communities we serve. Thank you Greenville Senior High School in Greenville, Ohio and the Career-Tech Center for giving back to your community! G-CTEC, @GreenvilleCTC, and FCCLA is a rewarding example of how CTE offers a real high school experience while adding more value to students. 


Announcement of the Week

To make sure you get the latest news and resources about federal policy that affects CTE, sign up for our Legislative Updates!

Video of the Week

This week in video, Advance CTE highlights a third-year cosmetology student at Central High School of Phenix City Schools, @PCBOE. The cosmetology program at Central High School provides real-world skills for students by offering courses in salon safety and sanitation, and fundamentals in hair, skin, nail, and spa techniques.

“Cosmetology is important because you can express who you really are…”

Watch the video here.

Resource of the Week 

Milton Hershey School located in Hershey, PA, led a Twitter chat this week using the hashtag, #MHSChat discussing the importance of youth apprenticeships. One resource mentioned by The Partnership to Advance Youth Apprenticeships (@NewAmerica) offered a visual of how the educational needs of each learner can be met while meeting the talent needs of a high-skill and high-wage career. View the infographic here.

Brittany Cannady, Digital Media Associate

Where Do the Presidential Candidates Stand?: Elizabeth Warren

February 20th, 2020

Advance CTE is posting a series of blogs on each 2020 presidential candidate who has released an education or workforce development platform and is polling above one percent. Check our website to catch up on previous posts!

Massachusetts Senator Elizabeth Warren’s presidential campaign platform has touted the Senator’s broad and detailed platform has “Got a Plan For That,” regardless of the topic. Her platform for education and workforce issues are no exception as these priorities are laid out in great detail on her website. With her background as a special education teacher, and later as a law professor, it is no surprise that education issues are a focal point of her campaign.

Warren’s entire platform places a high value on the role of public education. – “Every kid in America should have the same access to a high-quality public education – no matter where they live, the color of their skin, or how much money their parents make.”.

Specifically, Warren’s K-12 strategy includes:

  • Quadrupling Every Student Succeeds Act (ESSA) Title I funding – an additional $450 billion over the next 10 years (on the condition that states are required to contribute additional funding consistently); 
  • An additional $20 billion a year to Individuals with Disabilities Education Act (IDEA) grants;
  • An additional $100 billion over ten years for “Excellence Grants” to public schools; and 
  • $50 Billion to support school infrastructure.

Warren’s detailed higher education plan calls for a broad investment in our postsecondary institutions and support to help learners and their families with the rising cost of higher education. She notes that her in-state tuition at the University of Houston “was just $50 a semester” and that current student debt is holding back learners and their families. Her postsecondary proposal includes:

  • Eliminating up to $50,000 of debt for household income under $100,000, and tiered debt cancellation amounts up to households earning $250,000 a year.
  • Eliminating the cost of tuition and fees at every public two-year and four-year college in America. This proposal also includes investing an additional $100 billion over ten years in Pell grants, to help support non-tuition expenses.

Her platform intends to pay for these programs through an “Ultra-Millionaire Tax,” a two percent annual tax on families with $50 million or more in wealth. Warren notes that it’s “time to give our schools the support they need to ensure that every student has access to a meaningful, high-quality public education.”

In regards to the workforce development system, her platform similarly has a broad array of topic areas. If elected, Warren plans to:

  • Dramatically scale up apprenticeship programs, which will be supported in part by a $20 billion commitment to apprenticeship programs over the next ten years that can “bring together community colleges, technical schools, unions, and companies.”
  • Institute new sectoral training programs to “help align training with the local job market, leverage the
  •  community college system…” and “…ensure that workers gain skills that are transferable across employers.”
  • Create the Department of Economic Development, which would replace the Commerce Department and many smaller agencies to have a single goal, “creating and defending good American jobs.”
    • This department would create A four year strategic plan called the “National Jobs Strategy” which would specifically address “regional economies and trends that disproportionately affect rural areas and small cities.”
  • Create 10.6 Million Green Jobs.

To learn more information about Warren’s education and workforce platforms, you can visit her platform plans page.

Samuel Dunietz, Senior Associate for Federal Policy

 

New Survey Highlights a Persistent Skills Gap; What Can States Do to Strengthen the Talent Pool?

February 18th, 2020

As the economy continues to change with digitalization and automation, the needs of the labor market will continue to change too. In 2019 the U.S. Chamber of Commerce Foundation commissioned a study surveying 500 human resource (HR) professionals with hiring decision authority in their organizations. An overwhelming 74 percent of respondents said that a “skills gap” persists in the current U.S. labor and hiring economy. 

These employers cite three major challenges they face when hiring: candidates lacking the appropriate or necessary skills, candidates lacking previous relevant work experience and not having enough applicants. According to these HR professionals, addressing the skills gap and truly transforming the talent marketplace would require:

1)      Greater upskilling initiatives within companies for existing employees.

2)      More educational/Career Technical Education (CTE) programs to build talent pipelines.

3)      Improving alignment between skills and competencies taught in educational/CTE programs and in-demand skills and competencies needed in the workforce.

A study by JFF further highlights the skills gap and the challenges to solving the problem. The report, Making College Work for Students and the Economy, follows JFF’s comprehensive policy agenda for addressing states’ skilled workforce and talent development needs.  The report examines a representative sample of 15 states to determine their progress toward adopting 15 policy recommendations. Of the recommendations made in their initial report, states have made the most progress on the following:

1)      Establishing expectations that community college programs align to labor market demand.

2)      Developing longitudinal data systems that provide the ability to track over time the educational and employment outcomes of students.

3)      Addressing barriers to college readiness.

Conversely, JFF finds that states have the most work to do in the following areas:

1)      Providing community colleges with sufficient resources and appropriate incentives.

2)      Addressing the holistic needs of students to strengthen their financial stability.

3)      Digging into labor market outcomes of students and postsecondary programs.

Both the U.S. Chamber of Commerce Foundation and the JFF studies highlight a need for state governments, the education sector and the labor sector to work collaboratively and do more to prepare the 21st century workforce to meet the needs of an ever-changing labor market. 

With implementation of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) underway, states are poised to make transformational changes to improve the quality of CTE programs and ensure equitable access and success. Opportunities like the comprehensive local needs assessment and the Perkins V reserve fund give state leaders leverage to ensure programs are meeting the needs of learners and employers.

Research Roundup

  • The University of Michigan Youth Policy Lab released a report last month finding disparities in access to CTE programs for economically disadvantaged learners and learners of color throughout the state. However, the report found that when CTE is offered in a single high school, there is very little disparity. This suggests that there is broad interest in CTE programs when offered and that states should do more to expand access for low-income and Black and Hispanic learners.
  • A report from Georgetown University’s Center on Education and the Workforce finds that students enrolled in certificate and associate degree programs make up 50 percent of the postsecondary student population. Students graduating with certificates in fields such as engineering and drafting can earn a median income up to $150,000. Black, Hispanic and low-income students were most likely to enroll in a certificate program. These findings suggest that certificate and associate degree programs can have great potential in closing earnings and opportunity gaps.

Brian Robinson, Policy Associate

Tips to Help You Make the Best of the Rest of CTE Month

February 14th, 2020

It’s hard to believe we’re already halfway through CTE Month! Every February, the CTE community celebrates CTE Month® to raise awareness of the role that CTE has in readying our students for careers and college. CTE Month, spearheaded by Association for Career and Technical Education (ACTE), is a time to recognize and celebrate the CTE community members’ achievements and accomplishments nationwide. Below are some tips to make the most of your CTE Month with some examples of how states are promoting CTE in their state. 

Use the Right Messages
Despite our best efforts, we don’t always speak about CTE in the way that most resonates with students and parents. Be sure that you’re communicating with these two important audiences by checking out our new research on the messages that students and parents want to hear, Dos and Dont’s for using the messages, and a guide on how you can put this research into action. Use graphics in your social media with compelling research data. (Click the link to download)

Celebrate!
Recognize those in your community, whether it’s high-achieving CTE students, exemplary educators, or impactful partners that have a positive influence in CTE by celebrating their accomplishments and showcasing their successes. 

New Hampshire’s Career development Bureau Hits the Road to Showcase CTE
New Hampshire Department of Education’s Career Development Bureau is doing tours of the state out of their new Mobile CTE Classroom called M.A.P., Mobile Access to Pathways. They’re having New Hampshire SkillsUSA instructor and students along to tell the story of what makes CTE so great in New Hampshire

Recognize CTE at the State Level
Engage policymakers in the conversation by encouraging them to designate February as CTE month. Use a sample proclamation created by ACTE

Involve Your Partners
The Career Technical Education (CTE) community encompasses all the people that work to make your CTE program – whether it’s at the local, state or national level – great, including education, community, and business partners. Encourage them to advocate for CTE to their own networks, and invite partners to participate in celebratory events or site visits. 

Wyoming Department of Education Elevates Importance of CTSOs in Wyoming
The Wyoming Department of Education’s CTE unit wanted to celebrate the amazing role Career Technical Student Organizations (CTSO) play during CTE Month. They are hosting weekly “Brown Bag for the Brain” lunches during the national CTSO week for each CTSO where student leaders explain the history and benefits of the CTSO to all Department of Education employees. They highlight the ways in which CTSOs help students to prepare for college, career or the military; the successes they have had during competitions; and the community service they provide. 

Coordinate
Once you’ve got all partners on board, it’s crucial to coordinate messaging among all who will help to promote CTE during the month. Supply partners with sample social media posts, templates and website copy to be sure all partners are messaging under a common theme. This will negate any chance of message confusion. Consider creating a state-wide social media calendar and resource guide, like South Carolina did for CTE Month in 2020. Also, consider creating a CTE Month communications plan and sample event announcements for local districts and schools like Alabama in 2017.

Kentucky Department of Education’s CTE Office Offers Supports to Educators
The Kentucky Department of Education’s Office of Career and Technical Education and Student Transition (OCTEST) will be hosting eight regional meetings to help educators better understand CTE and its benefits. The meetings will explore how to implement dual credit, improve career/college advising and develop seamless CTE career pathways.  Educators will learn best practices related to dual credit, career/college advising and CTE in their schools by being introduced to new resources, asset mapping and networking opportunities. The sessions are intended for district teams (including Superintendents, High School Principals, Middle School Principals, Technical Center Principals, School Counselors, Dual Credit Coordinators, and Title IV Coordinators) to learn and plan together and ensure everyone understands how to best connect and support students in CTE.

Engage Employers
Contact local employers and businesses that aren’t yet familiar with your CTE program and invite them to school visits to showcase high-quality CTE in action or career fairs with already engaged employers. Use Advance CTE fact sheets and talking points designed specifically to address this audience. 

Join the Conversation
CTE Month is celebrated nationwide, including on social media. Join in on Twitter chats, upload photos of your events, feature student work, and engage in discussion with CTE advocates from across the country using the #CTEMonth hashtag. Be sure to tag us too, @CTEWorks.  

Get the word out!
Let the local media know what’s happening and invite them to your planned awards ceremonies, career fairs or school visits highlighting innovative CTE. Get some tips on how to engage key audiences here. Also, let us know how you’re planning to celebrate the month for a chance to be featured in our weekly CTE Month blog series

Oklahoma Promotes CTE During Superbowl
Oklahoma CareerTech developed an amazing video demonstrating how CTE can get you to your dream career, whether that’s in healthcare, Information Technology or on the racetrack. View the video

Katie Fitzgerald, Director of Communications and Membership

Where Do the Presidential Candidates Stand?: Bernie Sanders

February 13th, 2020

Advance CTE is posting a series of blogs on each 2020 presidential candidate who has released an education or workforce development platform and is polling above one percent. Check back for the next blog in this series, and catch up on previous posts!

Vermont Senator Bernie Sanders’s presidential campaign platform places importance on increasing equity and access in postsecondary attainment. This is outlined in his “College for All” plan that would make all public colleges and universities tuition free and cancel all existing student debt. Some of the strategies to achieve this include: 

  • Make Public Colleges, Universities and Trade Schools Free to All
    Sanders commits to passing the College for All Act that would allocate at least $48 billion annually to cover tuition and fees at four-year public colleges and universities, tribal colleges, community colleges, trade schools and apprenticeship programs. 
  • Make College Debt-Free for All
    Sanders outlines a number of measures that he would take as president to ensure that students graduate college without debt, such as providing Pell Grants to cover all non-tuition fees and expenses. He would also require participating states and tribes to provide funding to low-income students for any remaining college costs. The federal government would then match any of the additional fees that are funded by states and tribes. Sanders also makes the campaign promise that he would cap student loan interest rates at 1.88 percent. Finally, Sanders states that he would triple the funding for the Federal Work-Study Program. This would allow the program to grow from serving 700,000 students to 2.1 million students. Funding would be targeted to colleges that have large numbers of low-income students enrolled.  
  • Invest in Historically Black Colleges and Universities and Minority-Serving Institutions
    In his platform, Sanders commits to putting $1.3 billion into private, non-profit Historically Black Colleges and Universities (HBCUs) and Minority-Serving Institutions (MSIs). This funding would either eliminate or reduce tuition and additional fees. 
  • End Equity Gaps in Higher Education Attainment
    Sanders calls out the need to support students before and during college so that they can be successful. Sanders plans to do this by doubling the funding for Federal TRIO Programs (TRIO) and increasing the funding for Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). This expanded funding would allow 1.5 million students to participate in TRIO and GEAR UP participation to grow by over 100,000 students. 

Sanders also outlines a “Jobs for All” proposal that would essentially be a guarantee from the federal level that each individual is able to have a stable job that pays a living salary. The campaign also promises to create 20 million jobs, coinciding with the Green New Deal, that would be needed to build infrastructure and create a sustainable energy system. New jobs would also be created in healthcare services and early childhood education.  

To learn more about Sanders’ education and workforce development plans you can check out his campaign platform.

Meredith Hills, Policy Associate 

Legislative Update: White House Releases Fiscal Year 2021 Budget Proposal 

February 11th, 2020

Yesterday the White House released the Fiscal Year 2021 (FY21) budget proposal that asks for a $900 million increase in federal funding for Career Technical Education (CTE). This includes approximately:

  • $680 million allocated to the Basic State Grant; 
  • $83 million for National Programs, including the Innovation & Modernization Grant with a Science, Technology, Engineering and Mathematics (STEM) focus; and
  • $100 million in additional funds from H-1B visa fees.

This is the most significant increase in federal funding that has ever been proposed for CTE, and is aligned with Advance CTE’s Board of Director-led campaign to double the federal investment in CTE. You can read Advance CTE’s full statement on the budget proposal here

CTE has been chronically underfunded, and even in inflation-adjusted dollars funding is far below levels from decades ago. Over the past 40 years, CTE funding has increased by only 1.6 percent. CTE is one part of the education and workforce continuum, and robust funding for all education and labor programs is vital.

The Department of Education budget was proposed at 7.8 percent lower than the amount enacted in FY20, and included: 

  • Level funding for adult education programs;
  • An increase of $137 million for the Minority Science and Engineering Improvement Program;
  • An increase of $100 million for the Individuals with Disabilities Act (IDEA); 
  • Expansion of Pell Grant eligibility to short-term programs and incarcerated individuals;
  • A cut of of over $600 million to Federal Work-Study;
  • Elimination of 11 programs, such as the State Longitudinal Data System and GEAR UP;
  • Elimination of Public Service Loan Forgiveness; and
  • A consolidation of 29 programs under the Every Student Succeeds Act (ESSA) into one block grant, and a decrease of Title I funding by $4.8 billion. 

The Department of Labor budget was proposed at 10.7 percent lower than the amount enacted in FY20, and included:

  • Level funding for the Workforce Innovation and Opportunity Act (WIOA) Adult Employment and Training Activities; 
  • Level funding for WIOA Youth Activities; 
  • An increase of $25 million to registered and industry-recognized apprenticeship programs; 
  • A cut of $110 million to WIOA Dislocated Workers Employers and Training Activities; 
  • A cut of $10 million to YouthBuild programs; and
  • A cut of $5 million to Reentry Employment Opportunities program.

Next, Members of Congress will review this budget request and write their own FY21 appropriations bills. The President’s budget proposal may not necessarily be incorporated by the House or Senate, but it does signal what areas the administration deems as high priority. 

Below are additional resources: 

Meredith Hills, Policy Associate

Learning from CTE Research Partnerships: Building a Collaborative Data Culture in South Dakota

February 11th, 2020

As part of our ongoing blog series aimed at increasing state research on Career Technical Education (CTE), Austin Estes, Senior Policy Associate at Advance CTE, and Corinne Alfeld, Research Analyst at the Institute of Education Sciences (IES), are conducting interviews with individuals who are part of successful CTE State Director research partnerships. The second interview was with Laura Scheibe of the South Dakota Department of Education and Marc Brodersen of REL Central at Marzano Research. [Note: this interview has been edited for length; you can find the full interview transcript here].

Could you both talk about the project(s) that you have worked on and your research questions? How did the relationship start, and who approached whom?

Marc – When we were doing needs sensing with the states in our region, particularly with South Dakota, CTE emerged as a pretty high priority area. We needed to determine what the research questions were, what questions we could actually address, and what data were available that could be used in those research projects. So, this work started off as a technical assistance project where we were working with South Dakota pretty closely and getting all of the relevant players around a table and going through and mapping their data. And it was quite a long process.

Laura – There’s huge support in South Dakota behind CTE, but there wasn’t state-level evidence behind why CTE is such a good thing for students. So, the value that Marzano provided to the project in helping us walk through “this is the data that can help you, this is the process that we are going to go through to help you get to the answer” has been incredibly helpful and not something that we, as a pretty small department of education, could ever have undertaken on our own.

Can you talk about what research questions you ultimately came to and where you are in the process of answering those?

Marc –We have three main questions: 1) What is the impact of being a CTE concentrator on high school graduation, two- and five-year postsecondary enrollment, and completion status? 2) What is the impact of being a CTE concentrator on two-year and five-year employment and quarterly wage status? 3) How do the two-year and five-year outcomes vary by the various CTE Career Clusters®?

Connecting education to workforce data is really difficult, and we’re talking about collecting data over a five to 10 year span for an individual student. Many state data systems don’t go back that far, or data systems have changed, so it’s difficult trying to identify one data system that has 10 or more years of data for an individual student. We’re making it work, but it takes some time and some finagling.  We haven’t even begun to analyze the data so, unfortunately, we can’t talk about any preliminary findings.

What were some of the early roadblocks in building this relationship and starting to examine and compile some of the data?

Laura – One of the roadblocks was just getting everyone around the table and bought into the idea. We’re a fairly small state, so it wasn’t hard to reach out to my counterparts at the other agencies who would need to be involved, but this project was, and continues to be, something that is on top of the day to day work that we do. It’s not driven by any specific policy initiative but rather by everybody around the table acknowledging and recognizing that “yeah, this would be really useful for us.” But, in that sense, it’s hard to get everyone’s commitments to the time it has taken and takes to pull this off and making sure that we’ve got the right people around the room as well. We’ve involved not just the Board of Regents but the technical college system and the people with the workforce data.

Marc – Having somebody at the policy level, the data level and the leadership level in the room at the same time is almost essential, particularly when you’re at the brainstorming phase. You can have the leadership that’s going to say “yes, this is important, and I want you to devote time to this,” and then the data person is saying “well, that data just doesn’t exist,” and the policy person may not know about that piece. And having all three of those perspectives at the same time can save a lot of time and effort.

How do you plan to use this research project to further policy in South Dakota?

Laura – First and foremost, this particular project is demonstrating the value that CTE has to the secondary students. This project pre-dated Perkins V [the Strengthening Career and Technical Education for the 21st Century Act], but as we’re moving into implementation of Perkins V full force in the coming calendar year, with the new requirements that Perkins places on states — and therefore on schools — to be an approved program, we’re seeing school districts question if it’s really worth it. This project is really coming in at a good time where we will hopefully have some data where we can say, “yes, CTE is worth it.” Being able to message that is hugely valuable from the perspective of a CTE Director in a state where almost every single public school district runs an approved program. Now that we’ve got Perkins V and the [comprehensive local] needs assessment, it will be just one more bit of evidence for schools to be able to examine whether they’re providing the best opportunities for our kids.

What advice would you give to other researcher/ State Director partners for conducting CTE research or establishing similar partnerships?

Marc – From my perspective, as far as establishing a partnership, I think face-to-face interactions are invaluable. It takes a while to trust each other or establish a positive working relationship.

Laura – My advice to State Directors would be to really plan for it and make it a priority. And don’t make it something that isn’t part of the day-to-day because then I think the thread can get lost. I would also say getting that higher-level buy-in is really important. It’s important to make sure that you’ve got that policy-level partner to keep things moving along. The benefits will be there in the end, it just has to be woven into the day-to-day of what you’re doing in order to make it all come together.

Going through this process has helped me form partnerships with my colleagues in other agencies even more strongly than I had before. Just the exercise of having gone through all of that and understanding their work and their data and everything they do, having them understand my role and my constraints better, has just made us a more effective CTE/ workforce team in our state. As we move forward with Perkins V and WIOA [Workforce Innovation and Opportunity Act] state plans and all of this other stuff coming, it just benefits us and enables us to work more effectively and work faster now that we have those strong relationships. They were there before, but they’re definitely stronger now as a result of this project.

Marc – One of the things I thought was really neat was getting all these folks together and thinking deeply about data. It might not be the most exciting topic for a lot of folks, but going through the process gave everyone a better understanding of what they can do and how they might be able to work with others. And I think in the day-to-day, not everyone spends that much time thinking at the data and variable level. But doing that will increase everyone’s capacity to be able to do this kind of work moving forward.

One other thing to add just as a side note. Throughout this process, we also collaborated with Nancy Copa at the Common Education Data Standards (CEDS) when we were doing the data mapping piece. We did not officially map the South Dakota data to that, but we used the CEDS as kind of a template to provide us with a common dictionary to have these conversations across departments. And that was really useful. In fact, all of us – the different departments in South Dakota and the CEDS folks –co-presented at the last STATS-DC conference, which I thought was a very positive experience.

The full transcript of this interview can be accessed on Advance CTE’s website. Other blog posts in this series can be viewed here.

Governors Celebrate and Commit to Advancing CTE in 2020 State of the State Addresses

February 10th, 2020

Over 35 Governors have delivered their State of the State Addresses, presenting their policy agendas for 2020 to their state legislatures. Many of these governors used this opportunity to highlight successes related to Career Technical Education (CTE) and to make commitments that would help to advance the field.

Many governors leveraged their State of the State Addresses to address CTE funding. In Maine, Governor Janet Mill acknowledged that there has not been significant funding for CTE program equipment since 1998 and asked the Maine Legislature to fund equipment upgrades for CTE programs. In Iowa, Governor Kim Reynolds celebrated expanding high-school registered apprenticeships and proposed $1 million in funding for work-based learning coordinators. Governor Doug Ducey also called for more CTE related funding in Arizona, proposing funding for CTE trade programs aligned with high-demand careers.

Other governors celebrated their states’ work-based learning efforts. In Colorado, Governor Jared Polis celebrated his administration’s expansion of apprenticeships. Similarly, in Tennessee, Governor Bill Lee recognized the new investments in youth apprenticeships launched by the Tennessee Department of Labor and Workforce Development. In Virginia, Governor Ralph Northam noted the role apprenticeship programs play in helping Virginians develop skills needed for careers.

Governors also used the State of the State Addresses to announce and celebrate initiatives. In New Jersey, Governor Phil Murphy proposed Jobs NJ, which aims to align the state’s education system to meet workforce needs and address racial equity gaps in the workforce. In Washington, Governor Jay Inslee celebrated the state’s Career Connect Learning initiative, which was launched in 2017 to connect Washington youth to career-connected learning opportunities aligned with in-demand, high-wage careers.

In total, more than 16 governors celebrated or made commitments to foster CTE in their states during their State of the State Addresses. Advance CTE will continue to monitor the State of the State Addresses as they happen for their relevance to CTE.

Brianna McCain, Policy Associate

 

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