Legislative Update: Appropriations Process Continues, House and Senate Pass FUTURE Act

December 12th, 2019

This week, appropriators continued to work on the Fiscal Year 2020 funding agreement. Read below to learn more about next steps, a bill to fund Historically Black Colleges and Universities and simplify the FAFSA, a hearing on borrower defense regulations and resources on employer engagement.  

Appropriators Make Progress on Government Funding Deal 

This afternoon, congressional appropriation leaders came to a “deal in principle” to fund the federal government through the rest of Fiscal Year 2020 (FY20). The announcement was made by House Appropriations Chairwoman Nita Lowey (D-NY) and Ranking Member Kay Granger (R-TX), along with Senate Appropriations Chairman Richard Shelby (R-AL) and Ranking Member Patrick Leahy (D-VT). It is possible that a vote on this agreement will take place in the House early next week. Earlier this month appropriators announced that they reached an agreement on each of the total allocations for the 12 appropriations bills that fund the government (referred to as 302(b) levels). These 12 funding levels have not been shared with the public yet. 

Currently, federal funding is operating through a short-term funding bill, or continuing resolution (CR), that is set to expire on December 20, 2019. This is the second CR of FY20

House and Senate Pass Bill on HBCU Funding and FAFSA Simplification

Earlier this week, the House and Senate both passed an amended version of the FUTURE Act (H.R.2486/S.1279) which would permanently fund Historically Black Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs). The bill was amended to include language from the FAFSA Simplification Act that would simplify the number of questions learners and families need to submit to receive federal student aid. Previously, Senate Committee on Health, Education, Labor and Pensions (HELP) Chairman Lamar Alexander (R-TN) had included both FAFSA simplification and FUTURE Act language as part of a broader “mini” Higher Education Act (HEA) reauthorization entitled The Student Aid Improvement Act (S.2257). Concerns from HELP Ranking Member Patty Murray (D-WA) that the The Student Aid Improvement Act was not a sufficiently comprehensive HEA reform meant that this funding was in jeopardy. However, in the past week introduction and passage of the FUTURE Act received bipartisan support that allowed the bill to move forward. The legislation now heads to the President to be signed into law.

Secretary DeVos Testifies at Hearing on Borrower Defense Regulations

U.S. Secretary of Education Betsy DeVos testified to the House Committee on Education & Labor regarding the handling of the nearly 300,000 borrower defense claims submitted by students who were defrauded by some for-profit institutions that have closed, such as Corinthian College. Committee Chairman Bobby Scott (D-VA) began by sharing his concern and frustration that current regulations were not being followed “in good faith.” This hearing follows a ruling from a federal judge in October that found Secretary Devos was in contempt of court for continuing to collect on debts that were previously ordered by the court to be halted. 

U.S. Department of Labor Shares Resources on Employer Engagement

The U.S. Department of Labor Employment and Training Administration shared a page on the WorkforceGPS website with resources to support employer engagement. Some of the topics include apprenticeships, the business perspective and strategies for engagement. Check out Advance CTE’s Cheat Sheet: Opportunities for Employer Involvement in CTE to learn about ways that employers can get involved with CTE programs.

Meredith Hills, Policy Associate and Sam Dunietz, Senior Associate for Federal Policy

Strengthening Career Readiness Systems through New Skills for Youth: A Look Back at States’ Impact

December 11th, 2019

Under Kentucky’s new program approval and review process, schools and districts can use state and federal funding to support career pathways only if their programs are aligned with priority industries or top occupations. This is just one of the strategies Kentucky used under the New Skills for Youth (NSFY) initiative to transform and phase out virtually every career pathway that was not well aligned with labor market demand.

From 2016 through 2019, Kentucky and nine other states in the NSFY initiative received $2 million and hands-on technical assistance and coaching to strengthen their career readiness systems. As part of the NSFY initiative, a $75 million national initiative developed by JPMorgan Chase & Co, the Council of Chief State School Officers, Advance CTE and Education Strategy Group worked with states to improve their career readiness systems.

Through NSFY, Delaware, Kentucky, Louisiana, Massachusetts, Nevada, Ohio, Oklahoma, Rhode Island, Tennessee and Wisconsin took action to:

  • Develop and scale high-quality career pathways: Massachusetts designed and launched a new initiative to expand access to high-quality college and career pathways (HQCCPs). HQCCPs include Innovation Pathways, which connect student learning to broadly defined, in-demand industry sectors, and Early College programs, which enable students to earn at least 12 college credits in high school.
  • Expand access to work-based learning opportunities: Louisiana piloted the Building Employment Skills for Tomorrow program in Bossier Parish in 2018 to connect learners with disabilities to work-based learning opportunities, equip them with real-world skills through training, and provide mentorship to program participants.
  • Strengthen data and accountability to incentivize career readiness: Ohio’s school report cards include a summative score for the Career & Postsecondary Readiness indicator and break down how learners achieved readiness by reporting the percentage of learners that earned industry-recognized credentials, completed dual enrollment, completed a pre-apprenticeship and more.
  • Lay the foundation for sustaining career readiness efforts: In 2017, Nevada, with support from the Nevada Department of Education, the governor and the Legislature, enacted six major policies to lay the foundation for a statewide career readiness system.

The impact of these states across the entire initiative is highlighted in the NSFY Impact Snapshots and NSFY Impact Summary, which examines the state role in catalyzing and transforming career readiness opportunities for youth.

Through NSFY, 10 states demonstrated the importance of strong state leadership to advance career readiness by setting a clear vision and agenda, catalyzing and scaling pathways and work-based learning, and ensuring access and equity in career readiness opportunities. As a result, the impact of the states was far-reaching. For instance, under NSFY Delaware was able to develop 19 career pathway programs in high-demand occupations and Tennessee was able to ensure that 100 percent of high school students have access to at least four early postsecondary courses.

To learn more about the work states completed under the NSFY initiative, register for Advance CTE’s A Look Back at States’ Impact through the New Skills for Youth Initiative webinar, which will take place on December 12 from 1-2 p.m. EST, and download the NSFY Impact Snapshots here.

Brianna McCain, Policy Associate

Mississippi Welcomes Dr. Aimee Brown to Lead State CTE System

December 9th, 2019

Dr. Aimee Brown was appointed Mississippi’s Director of Career and Technical Education in June 2019, following nearly three decades in the CTE field.

Before Aimee joined the Mississippi State Department of Education, she served 12 years as the CTE Director for the Madison County School District — one of Mississippi’s largest school districts. There, she led the expansion of the district’s CTE programs, resulting in two of her district’s five career academies being nationally recognized as model academies. Before then, Aimee was the CTE director in a smaller rural district, where she worked to improve equity and access to CTE for her students. Prior to becoming an administrator, Aimee received her doctorate and taught business and technology at both the high school and community college levels.

Aimee’s experience at the local level will be a key asset as Mississippi transitions to Perkins V and further expands CTE across the state. When asked why she transitioned to a role at the state level, Aimee explained that it was her “inner desire to take what she learned and help other districts.” 

“That’s what I have enjoyed so much about the job, I get to interact with CTE directors in the state and help them develop their own programs and initiatives.”

Looking ahead, Aimee and her team plans to leverage career academies and other promising CTE strategies to further support learners in Mississippi. While at Madison County, she saw that “these initiatives helped many of the students perform better in their subject areas,” as well as improved their discipline and attendance. 

Aimee’s team is also considering strategies to support a variety of learners, including underperforming students and students “in the middle” — those who are neither high-achieving nor at-risk. One potential lever is the new option for high school students in the class of 2022 to earn a CTE endorsement on their graduation diploma. This endorsement would be available to students who complete a CTE program; earn Silver Level on WorkKeys; and, either receive dual credits, participate in a work-based learning experience, or earn an industry-recognized credential. 

Over the next year, the team will also work to support the Mississippi Board of Education in developing a state strategic plan that aligns with Perkins and the specific industry needs of the state. For Aimee, a key component of this work will be ensuring equity and access to high-quality CTE across rural and urban populations.

The State of CTE and Workforce Development Services for Incarcerated Youth

December 4th, 2019

Only eight states currently offer all juvenile justice involved youth in secure facilities the opportunity to take onsite or online Career Technical Education (CTE) courses, develop soft employability skills, engage in work-based learning and earn an industry-recognized credential. This finding comes from the Council of State Governments (CSG) Justice Center’s On Track: How Well Are States Preparing Youth in the Juvenile Justice System for Employment report, which examines the state of CTE and workforce development services for incarcerated youth in all 50 states.

The report found that most incarcerated youth are not provided the workforce development services necessary to obtain viable employment in the community after release. Notably, only 26 states provide on-site or online CTE programs to incarcerated youth. This access challenge is compounded by the quality of these programs. High-quality CTE programs align with high-skill, high-wage and in-demand occupations. However, the CSG’s report found that few states offer CTE courses to all youth in key areas of labor market growth. 

Other key findings from the report include that most state juvenile justice facilities lack the partnerships needed to help incarcerated youth overcome barriers to obtaining viable employment and most states do not track key employment outcomes for incarcerated youth while they are in facilities and after their release. To help state and local leaders address these challenges and the barriers that hinder juvenile justice involved youth from obtaining viable employment, the report includes a checklist of best practices. 

Some of these best practices include ensuring that CTE course offerings and other workforce development services are focused on areas of local job growth and are informed by feedback from employers; workforce development data is disaggregated by youth demographics, facility and program/provider to identify trends and disparities; and CTE courses and trainings in juvenile justice facilities lead to industry-recognized credentials. 

State leaders have a responsibility to identify and dismantle historical barriers and construct systems that support each learner, including juvenile justice involved youth, in accessing, feeling welcome in, fully participating in and successfully completing a high-quality CTE program of study. The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) provides state leaders with a critical opportunity to improve their juvenile justice system. Specifically, Perkins V increases the allowable state set-aside funding from one percent to two percent to serve individuals in State Institutions and specifically adds juvenile justice facilities to the types of institutions where these funds can be used. State leaders can leverage these funds to improve CTE programs in juvenile justice facilities. 

To learn more about the CSG report and how state leaders can leverage Perkins V to improve CTE programs in juvenile justice facilities, click here to access the Leveraging Perkins V to Improve CTE Programs in the Juvenile Justice System webinar recording and slides. 

Brianna McCain, Policy Associate

What Do State CTE Directors Want to Learn from the Research Community?

December 2nd, 2019

Career Technical Education (CTE) is gaining widespread interest and support from state policymakers, who see it as a strategy to expand access to opportunity and meet employer needs. Between 2014 and 2018, states enacted roughly 800 policies related to CTE, and in 2019, workforce development was one of the top education-related priorities mentioned by governors in their state-of-the-state addresses.

What’s more, in 2018 Congress passed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), which reauthorized the federal law for CTE and invests around $1.2 billion a year to strengthen and expand CTE programs. The law was enacted in July 2019 and will be in full effect in July 2020 after states submit their four-year plans for CTE to the U.S. Department of Education (see more about the Perkins V planning process here).

With CTE in the spotlight, State CTE Directors are working hard to improve quality and equity in CTE. But state CTE offices often do not have the staffing or resources to conduct rigorous program evaluations to learn what’s working and what needs improvement. By partnering with CTE researchers, State Directors can gain critical insights into the impact of CTE programs, policies and practices.

While the design, governance and delivery of CTE varies from state to state, there are several common questions and challenges across the country that CTE researchers can help address, particularly in light of Perkins V implementation:

Improving program quality: State leaders are working to improve CTE program quality by connecting secondary and postsecondary coursework, integrating academic and technical learning, aligning programs with labor market needs and expectations, and preparing learners to earn industry-recognized credentials of value. Tennessee, for example, recently revised its secondary CTE program standards and developed model CTE programs of study that meet statewide workforce needs. Answers to the following research questions would help fuel these efforts:

  • What set of experiences at the secondary and postsecondary levels (CTE coursework, work-based learning, dual enrollment, etc.) best prepares learners for postsecondary enrollment and completion, certificate and degree attainment, and high-wage employment?
  • Do these vary by region of the country, Career Cluster® or program of study?
  • Does the delivery mechanism (comprehensive high schools, career academies, area technical centers, technical colleges) matter?

Ensuring equitable access and success in CTE: To reverse historical inequities in CTE, state leaders are using data to identify disparities and ensure each learner can access, fully participate in and successfully complete a high-quality CTE program of study. In Rhode Island, the Department of Education repurposed $1.2 million in state funds to launch an Innovation & Equity grant initiative, which provided resources to local recipients to recruit and support underrepresented student populations in high-quality programs. CTE researchers can help these efforts by addressing the following questions:

  • What are the classroom and workplace conditions in which CTE students of color are most likely to develop the interests, knowledge, and skills that prepare them to earn postsecondary credentials of value and obtain high-wage employment in their careers of choice?
  • What interventions, accommodations, and instructional strategies best prepare learners with disabilities to transition successfully into the workforce?
  • How does gender inform the development of occupational identity, and what can educators do to limit the effects of stereotyping on the career aspirations of learners?

Improving the quality and use of CTE data: Most State Directors believe improving and enhancing their CTE data systems is a priority, but only 45 percent say they have the information they need at both the secondary and postsecondary levels to improve program quality. States like Minnesota (through the State Colleges and University System) are working to improve the validity and reliability of their data by collaborating with industry-recognized credential providers to obtain data for their students. CTE researchers can help state leaders improve data quality in two ways:

  • Identifying relevant data sources and matching student records to allow for a comprehensive examination of student pathways and outcomes
  • Developing and sharing guidance for collecting, validating, and matching student data relevant to CTE

Fostering collaboration and alignment across state agencies: Supporting learner success requires cross-agency collaboration and coordination. State leaders are working to create seamless pathways by sharing data, coordinating program design, and braiding resources to achieve economies of scale. One example is Massachusetts, where Governor Charlie Baker established a cross-agency workforce skills cabinet to coordinate education, workforce, housing, and economic development. The following research questions would help accelerate the work in Massachusetts and other states:

  • Do states with policies that foster cross-agency coordination see better education and employment outcomes for students? Can merging datasets across agencies help states better understand and respond to student needs?
  • Does credit for prior learning and/or credit transfer between institutions decrease time to credential attainment and entry into employment?
  • How does the integration of support services—such as financial aid, Medicaid, Temporary Assistance for Needy Families, and other state and federal programs—impact the likelihood of student success?

Expanding career advisement opportunities: School counselors are the most trusted source of information on CTE and career options, and states are working to bolster their career advisement systems by reducing the counselor-to-student ratio, requiring each student to complete an individualized graduation plan, and developing user-friendly platforms for career exploration. In Oklahoma, for example, it is now policy for all students to identify their career and academic goals through the state’s new Individual Career and Academic Planning program. CTE researchers can help address the following questions:

  • Do career and academic planning programs increase the likelihood that learners will complete CTE programs of study, graduate from high school and earn postsecondary credentials?
  • How does early career exposure through job shadowing, career fairs and career counseling inform student course taking, academic achievement, and future employment and earnings?

As states chart a vision and path for the future of CTE, they can and should use their data to inform decisions. Researchers can help them collect and analyze high quality data to understand the relationships between CTE program elements and various learner outcomes. This can help them understand what is and isn’t working with current policy and practice and identify how to focus their efforts to improve quality and equity in CTE. In addition, researchers can help state directors plan and conduct rigorous evaluations as they roll out new CTE policies and programs. Over the next few months, Advance CTE and the Institute of Education Sciences (IES) will feature a series of successful partnerships between states and CTE researchers and explore how those projects provided critical data and insights to inform state policy.

This blog series was co-authored by Corinne Alfeld at IES (corinne.alfeld@ed.gov) and Austin Estes from Advance CTE (aestes@careertech.org). IES began funding research grants in CTE in 2017 and established a CTE Research Network in 2018. IES hopes to encourage more research on CTE in the coming years in order to increase the evidence base and guide program and policy decisions. At the same time, Advance CTE has been providing resources to help states improve their CTE data quality and use data more effectively to improve CTE program quality and equity.

Congressional CTE Caucus Holds Briefing on Increasing Access and Equity

November 25th, 2019

On Wednesday, November 20, the Congressional Career and Technical Education (CTE) Caucus held a briefing on Increasing Access and Equity in Career & Technical Education. During the briefing, panelists discussed challenges to increasing access and equity in CTE, ongoing efforts to address gaps and how the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) can help to close equity gaps. 

Co-Chair of the Congressional CTE Caucus, Congressman Glenn “G.T.” Thompson (R-PA), joined the session and gave remarks to the group. Congressman Thompson voiced his support for high quality CTE programs, and expressed the urgent need to improve access and equity to and within these programs. He shared that “the power of work must be accessible to everyone, and CTE offers significant opportunities.”

The full panel represented the state, local and employer perspectives, and included: 

  • David Abromowitz, Chief Public Policy Officer, YouthBuild USA
  • John LeTourneau, Director of Manufacturing, Anoka area chamber of Commerce
  • Brianna McCain, Policy Associate, Advance CTE (Moderator)
  • Nina Salomon, Deputy Program Director, Corrections & Reentry, Council of State Governments
  • Spencer Sherman, Director, Office of College and Career Readiness, Rhode Island Department of Education

Advance CTE’s Brianna McCain started off the briefing by discussing the history and current trends of access and equity in CTE, as well as how states can leverage Perkins V to support high quality CTE for each and every learner. Brianna pointed out that as the quality of CTE programs has significantly improved, the nature of the equity challenge in CTE has changed. Today, a renewed focus must be placed on ensuring equitable access to these high-quality programs. 

All panelists agreed that it is essential to collaborate across agencies and with employer and community representatives. This is the way to ensure that all populations are being reached, and that programs are developed to set learners up for success. When speaking about the juvenile justice population, Nina Salomon shared how she found that most juvenile justice agencies are not partnering with workforce agencies, education agencies or employers. This led to a disconnect in all groups understanding what resources are available, including federal funding opportunities through Perkins and WIOA. Therefore, administrators have been missing out on opportunities to provide education and training in juvenile justice systems. 

Check out Advance CTE’s Making Good on the Promise series to learn more about how states can leverage data to identify and address equity gaps, rebuild trust with historically underserved communities, expand access to high-quality CTE for each and every learner and build systems to ensure learner success. 

Meredith Hills, Policy Associate 

Roger Barnes, An Example of Missouri’s Remarkable History of Developing CTE Champions

November 22nd, 2019

Roger Barnes retired in June 2019 after over three decades of working to support students across Missouri. A week later, he took over as Missouri’s new State CTE Coordinator. When asked why he decided to transition to the new role, Roger explained that he knew he “wasn’t ready to stop serving students.” 

Roger’s journey to his current position began similar to that of other CTE champions: as a CTE student. In high school, he was enrolled in his district’s local agricultural education program. After graduating, he went on to earn a four-year degree in agricultural mechanics but then decided to return home to work alongside his father on the family’s farm. During this time, Roger also began serving as a substitute teacher in the same agricultural program that had earlier supported his educational journey. Motivated to continue empowering more CTE students, Roger sought his teaching certification and worked his way up to becoming a high school principal. Later, he served as director of a local area career center and ultimately superintendent of a school district.

This experience at the district level allowed Roger to develop a deep insight into the effects of statewide systems and policies on students and teachers in the classroom. As a superintendent, he was invited to join Missouri’s CTE Advisory Council and collaborate with business leaders, policymakers and administrators across the state to inform the experiences of students in both rural and urban communities. 

In his first year as State CTE Coordinator, Roger plans to continue collaborating with the statewide CTE Council to develop a high school CTE certificate for the class of 2021. The expectation is that the certificate will help students signal to businesses their level of career readiness following graduation from the secondary level. In addition, Roger intends to develop state programs that support opportunities for teachers to obtain work-based learning and professional training.

“To me, our real bright spots are what our CTSOs are doing in the state,” Roger noted. 

Last year, Missouri saw 2 percent of its FFA students earn the American FFA degree — the highest degree an FFA member can receive — despite less than 0.5 percent of all FFA members nationwide earning this award. 

Recognizing the state’s history of developing leaders through CTE, Roger looks to continue uplifting students across the state to become Missouri’s next generation of CTE champions.

Legislative Update: Congress Passes Short-Term Funding Bills, College Scorecard Expands, Advance CTE Supports New Bills

November 21st, 2019

This week, short-term funding bills were passed in the House and Senate. Read below to learn more about the appropriations process, the newly expanded College Scorecard, new bills on career counseling and postsecondary apprenticeships, Advance CTE’s participation in last week’s Data Quality Institute and how Secretary of Education Betsy DeVos voiced support for connecting education and the workforce. 

Congress Passes Stopgap Funding Bill to Avoid Government Shutdown

Today, the Senate passed a short-term funding bill, or continuing resolution, 74-20 to keep the government funded until December 20. This bill, H.R. 3055, was passed by the House earlier in the week, mainly on party lines. Now, President Donald Trump must sign the bill before the currently enacted short-term funding bill expires at midnight. If the stopgap spending plan is not signed, there will be a government shutdown. 

The next four weeks will be used for Congress to come to an agreement on a full Fiscal Year 2020 appropriations bill. If this agreement is not reached, there could be another continuing resolution. There is risk of a government shutdown should no agreement on either a short-term or long-term plan be reached by December 20. Appropriators have still not come to an agreement on each of the total allocations for the 12 appropriations bills that fund the government (referred to as 302(b) levels).

Department of Education Releases Expanded College Scorecard

On November 21, the U.S. Department of Education released a long awaited redesign and expansion of the College Scorecard to include program level data and more comprehensive graduation rate data. For the first time, data is now available to parents, learners and researchers that include median debt and median earnings by field of study. In the past, this data was only available at the institutional level. This allows for better evaluation, including rate of return of expected earnings for every dollar spent, of specific programs that learners and their families can use to make informed decisions. For researchers, this data provides a better understanding of specific programs within institutions, as well as a more comprehensive picture of graduation data. Previously, students that were not “first time full-time,” like transfer students, were not represented.

Advance CTE is currently evaluating this new data, check back for updates!

House Introduces Bill to Strengthen Career Counseling

Co-Chairs of the Congressional Career and Technical Education (CTE) Caucus, Congressmen Jim Langevin (D-RI) and Glenn “GT” Thompson (R-PA), introduced the Counseling for Career Choice Act. This bill would amend the Every Student Succeeds Act (ESSA) to provide state grants that would support the implementation of a statewide career counseling framework developed in partnership with community stakeholders such as schools and businesses. 

Advance CTE is pleased to support this bill. The press release can be viewed here and the full bill text can be viewed here

Senate Prepares Postsecondary Apprenticeship Bill 

Senator Michael Bennett (D-CO) announced that he is preparing to introduce the Student Apprenticeship Act shortly. This bill would create a new grant program that supports apprenticeships that operate in partnership with institutions of higher education, employers and workforce intermediaries. Participating apprentices would be paid for their work, earn college credit as well as industry credentials. 

Advance CTE is pleased to support this bill. Kimberly Green, Executive Director of Advance CTE, is quoted in the press release for this proposal, which can be viewed here. The full bill text can be viewed here and a summary here

Advance CTE Presents at Data Quality Institute

Advance CTE attended last week’s annual Data Quality Institute, hosted by the Office of Career, Technical and Adult Education and RTI International. At the conference, Advance CTE’s Deputy Executive Director Kate Kreamer shared her observations on implementation of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) and urged state leaders to think of their state plans not as a “one and done” but rather “a continuous improvement process.” Participants also shared their definitions and benchmarks for the Perkins V performance indicators and gained insights from other states in attendance. 

Check out resources on Perkins V here

Secretary DeVos Promotes Connecting Education to the Workforce

Last week, Education Secretary Betsy DeVos called for better connecting education and the workforce, both in K-12 and higher education. The remarks were made in a session with President of Western Governors University Scott Pulsipher during the Committee for Economic Development fall policy conference. Secretary DeVos stated that “We have had way too big of walls between education and business and industry, and those walls have got to come down. So I really encourage you to reach out to educators and see how we can partner with them to really meet your students’ and your community’s needs, and ultimately your own workforce needs.” Secretary DeVos also voiced her support for dual enrollment, apprenticeship programs and expanding Pell grant eligibility to short-term programs. 

Meredith Hills, Policy Associate and Sam Dunietz, Senior Associate for Federal Policy

Welcome Sara Gassman to Advance CTE

November 20th, 2019

My name is Sara Gassman and I’m pleased to join Advance CTE as Senior Associate, Member Engagement & Professional Learning! In this role, I will coordinate outreach and engagement with Advance CTE members, lead member-focused professional learning efforts, and ensure member needs are being met. 

I’ve spent my career working at membership organizations, creating virtual and in-person spaces for peer learning and supporting leaders of all types in making change. Previously, I supported a network working to build thriving, sustainable cities across North America with a specific focus on raising the visibility and number of people of color, women and young people in the commercial real estate industry. I also worked at a startup during its growth phase, empowering student leaders on over 200 campuses in recovering surplus food from their campuses and delivering it to community members in need. 

Outside of work, I build community among outdoors-lovers, leading hikes and other adventures for women and planning a monthly outdoors-themed speaker series. I spend a lot of time baking and listening to bluegrass and Americana music and am always on the lookout for arts, cultural and generally nerdy events, leading my friends to refer to me as their “personal Yelp”.

New Resources Available on Statewide Efforts to Boost Career Training

November 18th, 2019

Advance CTE has added new resources to the Learning that Works Resource Center that highlight recent state efforts to coordinate across systems and strengthen career readiness training. Delaware, for example, is building out its capacity to increase postsecondary attainment by scaling regional career pathways and work-based learning. Similarly, Rhode Island is leveraging its New Skills for Youth (NSFY) grant to restructure the state’s entire talent pipeline and strengthen connections across education and workforce systems. Since 2015, Rhode Island has seen a 56 percent increase in the number of Career Technical Education (CTE) programs, a 38 percent increase in Advanced Placement course participation, and a tripling of the number of college credits earned by high school students. 

Massachusetts, another state that was awarded the NSFY grant, is also coordinating activities to significantly expand access to high-quality CTE programs. So far, increased investments in technical training equipment have led to a rapid expansion of the state’s career training capacity, resulting in more than 10,000 additional students enrolling in career training programs across Massachusetts. 

To learn more about these initiatives and related work, visit Advance CTE’s Resource Center

 

Series

Archives

1