Disguised Opportunity

March 6th, 2019

This post is written by Fleck Education, a Platinum Level sponsor of the 2019 Advance CTE Spring Meeting.

When the Career Technical Education (CTE) teachers and leaders I know first heard about the new Strengthening Career and Technical Education for the 21st Century Act (Perkins V) Local Needs Assessment requirement, their reactions were less than positive. That’s putting it kindly. Many expressed a mix of anxiety and frustration about “another new mandate.”

That sentiment makes sense: change is difficult. Being nimble and adaptable – the soft-skills we teach to our students – can be tough to put into actual practice. The biggest fear appears to be the “risk” of opening up local CTE programs of study to the opinions – and possible misunderstandings – of local employers, parents, leaders and community members. Maybe they’ll tell us how we should or shouldn’t fund our programs or think CTE is less rigorous than traditional school programs.

The reality is that all of us working with CTE already face these misconceptions on a daily basis, whether expressed verbally or not. The majority of people living  in our communities have only a fuzzy understanding of CTE.

A potential benefit of  the local needs assessment requirement is that many of these same community individuals will be invited to attend meetings where they will discover CTE’s amazing graduation rates, career readiness programs, and how CTE impacts students lives. When these local needs assessment meetings occur, it is likely you will hear misunderstandings and misgivings loud and clear. However, the meetings will also provide the opportunity to correct misinformation and present the full picture of CTE, along with data that shows what’s working well and the challenges that lie ahead. They’ll hear touching CTE student success stories and can reflect on how the obstacles are not just CTE challenges but also a community responsibility. By being at the table, stakeholders at your local needs assessment convenings will deepen their understanding of CTE and come to recognize their role in the support and ultimate success of CTE in your community.

To prepare, it is important to think through how you will handle the personalities of some of the individuals who may show up at your meetings, such as:

  • The Naysayer. This individual doesn’t like anything being done in education. If every student graduated and transitioned to a career with a $150K annual salary, this person would still not be happy. Use facilitation strategies that allow for their input during the meeting, with limits, and offer a post-meeting discussion. “I appreciate your concerns and really do understand this frustrates you, so let’s talk about this more after the meeting…”
  • The Usual. Often, but not always, the “usual” is that employer who says “All I need are employees who show up for work on time, every day, and pass a drug test.” Or “Just get them to me and I’ll teach them everything they need to know.”  Be empathetic and suggest that they would be an ideal member of a task force to study this issue further. At some point, when it doesn’t come across as confrontational, reiterate CTE’s purpose of preparing students for the multitude of careers they may have in their futures, not just the skills for one specific job.
  • The Misinformed. Some individuals still believe the only pathway to success is a traditional four year college degree leading to a white collar occupation. Anything else is setting students up for a life of disappointment. While it may be subtle, you’ll recognize their bias. These individuals typically come around when they review actual salary data and career satisfaction reports and meet students and adults who have succeeded through a variety of alternative pathways.

For all of these individuals, and for some of us too, the new local needs assessment mandate will require us to change our thinking and how we do things. It may be uncomfortable at first and will undoubtedly be tough. But it will also be an opportunity to substantially build the reputation, the quality and the overall success of our local and state CTE programs.

Thomas Edison said, “Opportunity is missed by most because it is dressed in overalls and looks like work.” When we look past the hard work the new local needs assessment requires, I believe we will uncover a significant opportunity to further enhance the value of CTE in our communities.  

How to Prepare for the Future of Work

March 5th, 2019

Economists and futurists no longer ask what the future of work will look like, but rather when it will come and how disruptive it will be. Automation, artificial intelligence and other technological advancements are in the workplace today. Some say that innovations should be embraced and, like technological advancements in the past, the average American, and the economy as a whole, will be better off. Others issue dire warnings that automation and robotics will render many occupations obsolete and displace millions of American workers.

So which is it? The rose or the thorns?

The answer is, it’s complicated. According to the World Economic Forum, automation is expected to displace 75 million workers around the world by 2022. That’s a staggering sum — and in just four years. But the same report predicts that 133 million jobs will be created during the same period. What is almost certain is that, in the next few years, the world economy — and by extension, the American workforce — will experience a significant transformation as businesses adopt new technologies and American workers adapt and reskill to fill new jobs.

A new study out of the Boston University School of Law illuminates potential impacts of automation by examining survey data for non-financial private firms in the Netherlands. The researchers obtained data on automation expenditures for more than 36,000 firms over a 16 year period, from 2000 to 2016, in order to measure the effects of automation on employment and wages.

The researchers estimate that wages decreased for incumbent workers by about 8.2 percent over five years as a result of automation. However, recent hires experienced no wage loss and even earned 4.4 percent higher income over five years. It follows that the impact of automation will be more severe for older, more experienced workers, who at best will experience shifts in their day to day tasks and at worst will need to pursue further education, training and credentials to adapt.

For policymakers and economists, this begs the question: can anything be done to prepare for automation and new technology in the workplace?

The Brookings Institute recommends five actions to prepare for the future of work:

  • Embrace growth and technology, which will encourage firms to step up hiring and training new workers as the economy heats up;  
  • Promote a constant learning mindset by expanding traditional education, reducing the financial burden for skill attainment, and fostering employer-sponsored learning opportunities;
  • Facilitate a smoother adjustment by investing in career counseling, retraining opportunities and unemployment support for displaced workers;
  • Reduce hardships for workers who are struggling through the expansion of state and federal safety net programs;
  • Mitigate harsh local impacts by expanding support to vulnerable regions and communities that may be hardest hit.

Automation and artificial intelligence in the workplace will augment human skill and improve productivity. New technologies like autonomous vehicles and voice recognition will make it easier for all individuals — particularly individuals with disabilities — to access work and participate in civil society. But the future of work will likely bring with it disruption and displacement, and this burden will be disproportionately borne by workers in particular industries, occupations and geographic regions. Federal, state and local policymakers should consider clear strategies to prepare for the future of work. The time to act is now.

Research Roundup

Meanwhile, here is the latest roundup of research and data related to Career Technical Education (CTE):

  • There’s a racial gap in CTE enrollment. The National Center for Education Statistics reports that, according to high school transcript data, white students earned more (3.2) CTE credits on average than black (2.9), Hispanic (2.6), Asian (2.2) and mixed race (2.9) students.
  • The American Association of Community Colleges developed an infographic based on a recent Pew Research Center study that depicts the different post-high school plans of today’s teens. One notable takeaway: 12 percent of teens plan to attend a two-year college and 4 percent plan to attend a technical or vocational school after high school. 
  • Skills training is pretty popular with American voters. According to polling from ALG Research, with support from the National Skills Coalition, 93 percent of likely 2020 voters support increasing investments in skills and technical training.
  • It’s not just you — CTE is getting more popular. The American Enterprise Institute looked at media mentions of CTE between 2012 and 2018 and found that the number of articles mentioning CTE has increased by more than a hundredfold in that time.

Austin Estes, Senior Policy Associate

Doubling the Investment in CTE Means Creating Opportunities

March 4th, 2019

Career Technical Education (CTE) in Hawai’i serves over 33,000 learners each year. In fact, because we operate as a single statewide school district, we’re one of the largest districts in the United States. We offer programs in a diverse array of industries from architecture to healthcare, preparing learners for bright futures in in-demand, living-wage careers.

The outcomes of CTE demonstrate how effective it is in setting learners up for success. Our secondary learners graduate high school at a rate of 98 percent, about 14 percentage points higher than the national average. Our postsecondary learners also have exciting opportunities to pursue programs in a variety of fields that make a difference in our community. For example, Hawai’i, like most states, has struggled with a severe shortage of CTE teachers. One of the contributing factors was that there was not a single program in the state where individuals could earn a CTE teaching certificate. That’s when Leeward Community College stepped in and developed an alternative CTE licensure program. This one-of-a-kind program is accredited and has produced high school CTE teachers that serve as instructors in all of Hawaii’s CTE pathways across all of Hawaii’s islands.

To make opportunities like this possible, Hawai’i took advantage of federal and state funds for CTE. Doubling the federal investment in CTE would mean that Hawai’i could make more opportunities like this one available to learners. We would be able to develop more industry partnerships, support more programs that allow learners to gain real-world skills, and scale up programs like the one at Leeward Community College. For Hawai’i, doubling the investment in CTE would create more career options for our learners and a brighter future for our community.

This article was written by Bernadette Howard, State CTE Director at the University of Hawaii and President of Advance CTE’s Board of Directors.

Governors Celebrate CTE in 2019 State of the State Addresses

March 4th, 2019

Numerous governors have celebrated or prioritized Career Technical Education (CTE) during their annual State of the State Addresses to their state legislatures this year. When outlining their policy agendas for 2019, many governors highlighted successes related to CTE and committed to fostering CTE in their respective states.

Governors prioritized expanding access to CTE for learners. In New Hampshire, Governor Chris Sununu announced an $8.6 million allocation to remove barriers, such as tuition and transportation, to CTE participation. In Idaho, Governor Brad Little mentioned that he will focus on expanding CTE opportunities for learners. Meanwhile, in Massachusetts, Governor Charlie Barker celebrated adding 4,000 seats to the state’s vocational and technical schools. In Rhode Island, Governor Gina Raimondo noted that the state increased the number of CTE programs offered in high schools by 60 percent. Both Massachusetts and Rhode Island have prioritized increasing high-quality career pathways under the New Skills for Youth (NSFY) initiative.

During the addresses, Governors also emphasized CTE funding in their states. In Maryland, Governor Larry Hogan celebrated voters’ approval of the “casino lockbox initiative,” which will provide $4.4 million in additional funding for innovative CTE programming and other educational initiatives. In North Dakota, Governor Doug Burgum dedicated $40 million in Legacy Fund earnings for career academies.

Numerous governors also celebrated work-based learning, particularly the expansion of apprenticeships. In Montana, Governor Steve Bullock highlighted that seven out of 10 two-year colleges in the state offer apprenticeship coursework. In New Jersey, Governor Phil Murphy celebrated the creation of more than 100 new apprenticeship programs that hired more than 2,000 new apprentices. In Pennsylvania, Governor Tom Wolf noted that the state increased the number of apprenticeship programs to roughly 800.

In total, more than 20 governors have celebrated or prioritized advancing CTE in their states during their State of the State Addresses. This is Advance CTE’s second blog post on the State of the State Addresses- to view the first blog post click here. Advance CTE will continue to monitor the State of the State Addresses for their relevance to CTE.

Brianna McCain, Policy Associate

CTE Month is Recognized and Congress Speaks on HEA and ESSA

March 1st, 2019

With Career Technical Education (CTE) month having come to a close, this update includes how CTE month was recognized, next steps for Higher Education Act (HEA) reauthorization, questions about supplement not supplant under the Every Student Succeeds Act (ESSA), the first education bill of the 116th Congress, renewal of Second Chance Pell and the new American Workforce Policy Advisory Board.

Senate Passes CTE Month Resolution

The Senate passed a resolution to officially recognize February as CTE month. Introduced by Senator Tim Kaine (D-VA) and the Senate CTE Caucus co-chairs, S. Res. 79 was co-sponsored by 50 senators across both parties. A resolution, H. Res. 119, was also introduced in the House by House CTE Caucus co-chair Representative Jim Langevin (D-RI), and co-sponsored by 46 representatives across both parties.

Secretary DeVos Joins CTE Month School Visit

In recognition of CTE month, U.S. Secretary of Education Betsy DeVos joined the Association for Career and Technical Education (ACTE) for a site visit to the Academies of Loudoun  in Leesburg, Virginia. During the visit, Secretary DeVos learned more about the school’s innovative CTE programs and toured the radiology technology lab, auto service technology lab, auto collision repair lab, makerspace, engineering research lab and greenhouse. Secretary DeVos also participated in a roundtable conversation along with Academies of Loudon’s Principal Tinell Priddy, Assistant Superintendent for Instruction Ashley Ellis, ACTE’s Steve DeWitt and Advance CTE’s Kimberly Green.

Senator Murray’s Vision for Reauthorization of the Higher Education Act

On Thursday, February 28, Ranking Member of the Senate Committee on Health, Education, Labor and Pensions Patty Murray (D-WA) spoke about HEA reauthorization at the Center for American Progress. Senator Murray outlined the four following priorities: 1) Improving college affordability; 2) Holding schools accountable; 3) Expanding access to higher education and 3) Increasing campus safety and protecting students’ civil rights. Senator Murray voiced that reauthorization is an opportunity for comprehensive higher education reform, and has been in negotiations with Senate Health, Education, Labor and Pensions Committee Chairman, Senator Lamar Alexander (R-TN).

Committee on Education & Labor Announces Five Hearings on Higher Education

Chairman of the Committee on Education and Labor, Representative Bobby Scott (D-VA) and Ranking Member Virginia Foxx (R-NC) announced five upcoming bipartisan hearings on higher education. The hearings will cover: 1) The Cost of College: Student Centered Reforms to Bring Higher Education Within Reach; 2) Strengthening Accountability in Higher Education to Better Serve Students and Taxpayers; 3) The Cost of Non-Completion: Improving Student Outcomes in Higher Education; 4) Engines of Economic Mobility: The Critical Role of Community Colleges, Historically Black Colleges and Universities, and Minority-Serving Institutions in Preparing Students for Success and 5) Innovation to Improve Equity: Exploring High-Quality Pathways to a College Degree. No dates for the hearings have been announced yet.

Democratic Congressional Leaders Respond to Education Department’s Proposed ESSA Title I Guidelines

Representative Scott and Senator Murray responded to the Education Department’s proposed guidance on the supplement not supplant requirement under Title I of the Every Student Succeeds Act. The proposed guidance alters the methodology for accountability around supplement not supplant funding. School districts would need to demonstrate that a school’s Title I status was not considered when designating state and local resources to each school. Representative Scott and Senator Murray called on Secretary DeVos to carry out a negotiated rulemaking process instead of moving forward with this proposal.

House Committee on Education & Labor Votes on Rebuild America’s Schools Act

The first education bill of the year, the Rebuild America’s Schools Act, was cleared to go to the full House of Representatives in a 26-20 vote in the House Committee on Education & Labor. This bill would provide $100 billion in grants and tax-credit bonds for school infrastructure. CTE is incorporated in this bill as an allowable use of funds.

U.S. Department of Education Renews Pilot Pell Grants Program

On February 13 the U.S. Department of Education approved renewal of a pilot program started by the Obama administration that allows incarcerated individuals to access Pell Grants. The program, called Second Chance Pell, is in its fourth year. Through this program, and the 67 participating colleges and universities and over 100 federal and state penal institutions, 12,000 incarcerated learners are able to utilize Pell. The creation of this pilot was the first time that prisoners were able to access Pell since Congress banned this in 1994. Currently, Secretary Betsy DeVos has voiced an interest in lifting this ban. Senator Alexander and Representative Scott have both recently spoken out in support of lifting this ban through reauthorization of the Higher Education Act.

Administration Creates American Workforce Policy Advisory Board

On February 13 the U.S. Secretary of Commerce, Wilbur Ross and Ivanka Trump, adviser to President Trump, announced a new American Workforce Policy Advisory Board. The new advisory board is comprised of 25 members, including the chief executives of Apple Inc., Lockheed Martin Corp., Siemens USA and Walmart. The advisory board is separate of the National Council for the American Worker, which was established by Executive Order in June 2018, but the two groups will work together. One example noted was that the advisory board would be “be asked to help the council develop a national campaign to promote education and training, recommend ways to improve labor market data, increase private sector investments in job learning and better identify companies’ needs in hiring.” Advance CTE will continue to provide updates on the work of the council and the advisory board.

Meredith Hills, Policy Associate

CTE Month: Let’s Invest in Career Technical Education for All Learners

February 28th, 2019

 

We have reached the end of Career Technical Education (CTE) month and we have seen – through awards programs, student success stories, visits to policymakers and site visits with employers – the importance of supporting high-quality programs of study across the nation. CTE provides middle school, high school, postsecondary and adult learners with the knowledge and skills they need to be prepared for successful careers. Learners enrolled in CTE programs progress along a pathway of increasingly specific academic and technical courses. They often have the opportunity to participate in internships, engage with employers, and apply what they are learning through hands-on projects.

Funding for CTE supports a variety of activities including:
      • Professional development for teachers and faculty to remain up to date on the latest industry advances;
      • Career counseling, guidance and advisement;
      • Career exploration opportunities;
      • Creation of new programs and associated equipment;
      • Improvement and expansion of existing programs; and
      • Building of industry partnerships and more.

That is why the CTE community is leading the charge to double the federal investment in programs that work for America.

How Can Organizations Support the Campaign?

Step 1: Sign On!
Visit www.ISupportCTE.org to sign your company or organization on to support doubling the investment in CTE.

Step 2: Stay Involved in the Campaign
When you sign on to the statement of support, you can select the ways in which you would like to stay involved in the campaign:
Email ISupportCTE@careertech.org your organization’s logo to be displayed on the campaign’s website;
Submit a story about the impact of CTE to be featured in campaign materials; and
Receive email updates and more.

You can also keep up with the campaign on Twitter by following @CTEWorks and using #ISupportCTE when posting about the campaign.  

Step 3: Spread the Word
Share the campaign with your networks — and invite them to visit www.ISupportCTE.org to sign on.

Visit the Share page on www.ISupportCTE.org to find sample tweets, a partner guide and more to help you share the campaign.


See how others are supporting the campaign on social media by searching #ISupportCTE. Here are some examples: 

 

Excellence in Action Spotlighting: Anderson 1 and 2 Career and Technology Center, Automotive Technology

February 27th, 2019

To ensure programs of study are high-quality, they must be comprehensive, rigorous and prepare learners for opportunities in high-skill and in-demand fields. Connections with local employers is also important so that learners participate in meaningful work-based learning experiences. Business leaders provide input on the curriculum and the benefit of participating is building a pipeline of high-wage, in-demand careers in their own community.

For example, the development of the Automotive Technology program of study – a 2018 Excellence in Action Award winner in the Transportation, Distribution & Logistics Career Cluster®, housed at Anderson 1 and 2 Career and Technology Center in Williamston, South Carolina – is the direct result of industry needs in the community.

“We believe in project-based learning, engaging businesses and industries, setting high expectations for all students and creating student-centered classroom environments. We have embraced the integration of academics into Career Technical Education. Our programs work closely with our home high schools and postsecondary institutions around career pathways that give students a head start on high-demand employment opportunities thought stackable credentials,” said Kale Fortenberry, Automotive Technology Instructor.

There are more than 200 major manufacturers and 20 international companies located in Anderson County, including a number of car manufacturers.The high industry demand for skilled workers has led to employers reaching out directly to the program of study to build a pipeline of qualified and skilled employees. For example, the BMW Performance Center continues to serve as a business partner. Product Specialists at BMW bring BMW’s newest vehicles to the school so learners can gain first-hand industry knowledge.

“The quality of this program, its equipment and the instructor set the standard in our area. During our visits, we are continually impressed with the quality of students this program produces. Students show a level of professionalism that indicates their readiness for higher education and the workforce,” said Jonathan Stribble, Product & Delivery Support Specialist, BMW Group.

In their junior and senior years, learners may participate in the cooperative education option. This paid work-based learning experience includes a written training and evaluation plan, developed with industry partners, that guides workplace activities in coordination with classroom instruction. Students receive course credit in addition to financial compensation with the ultimate goal of providing a seamless transition into the workplace or postsecondary education.

Through an articulated agreement with the Tri-County Technical College, beginning their sophomore year, learners can earn up to 15 college credits as well as 10 industry-recognized certifications in electrical and braking systems. In the 2015-16 school year, 99 percent of students earned an industry-recognized credential and 73 percent earned postsecondary credit.

Learn more about the Automotive Technology Program at Anderson 1 and 2 Career and Technology Center and our 2018 award winners.

Nicole Howard, Communications Associate

Opportunity America Report and Panels: Industry-Driven Apprenticeship

February 26th, 2019

Over the past five years, renewed  attention has been placed on apprenticeships. This began with investment from the Obama administration, and has continued to be a priority for the current administration. A series of panels last week, hosted by Opportunity America, discussed what to consider when developing and expanding registered and unregistered high-quality apprenticeships, and what the future holds for such programs.

The first panel featured: Tamar Jacoby, Opportunity America; Robert Lerman, Urban Institute; and Brent Parton, New America, with Eric Seleznow as the moderator. Panelists discussed the importance of ensuring that apprenticeship programs address equity and access issues to meet the needs of all learners, as well as represent the communities that they are serving. The panel also discussed the role of states in industry recognized apprenticeships. Tamar suggested that it may be the state’s responsibility to determine what high-quality means, assess what programs are high-quality and create incentives for other businesses to follow that mode. Parton also noted that states play a large role in coordinating systems alignment.

The second panel featured: Laura Beeth, Fairview Health Services; Michael Coley, Automotive Service Excellence Education Foundation; and Robbie Heinrich, Dana Holding Corporation with Tamar Jacoby as the moderator. This discussion featured the employer perspective. All panelists reiterated the importance of including employers when creating apprenticeship policies. Employers cannot be used just in implementation of policy (as an apprenticeship supplier) but must also be involved in creating the foundation of that policy.  

This event also introduced Opportunity America’s report, Industry-Driven Apprenticeship: What Works, What’s Needed by Jacoby and Lerman. This report explores the results of the U.S. Department of Education’s 2016 Adult Training and Education Survey, as well as reviews four case studies of high-quality unregistered apprenticeships in construction, advanced manufacturing, health care and automotive maintenance and repair. The authors also organized a half-day meeting of about 20 employers and employer association executives to learn about program standards from their perspective.

This report offers five policy principal recommendations:

  1. Create a respected and brand-recognized apprenticeship that is an alternative to traditional academic education;
  2. Develop some form of standardized occupational frameworks;
  3. Utilize public funds currently directed to less impactful types of workforce education and training to finance the off-job part of registered and unregistered apprenticeships;
  4. Provide financial incentives for organizations and industry groups to act as the intermediary; and  
  5. Develop outcome metrics to assess quality.

A recording of the full panels, as well as an introduction of the new report, can be viewed here.

Meredith Hills, Policy Associate

CTE Month: Uplifting the Learner Experience and Voice

February 22nd, 2019

We are already at the end of week three for Career Technical Education (CTE) Month®! This week we are highlighting the learner voice. Did you know last year CTE programs served nearly 8.2 million secondary students and 3.8 million postsecondary and adult students?

Sharing success stories is a great way to promote high-quality programs of study. In these stories, you will see what happens when learners are empowered to choose a meaningful education and career.

Coming Soon: It’s important that learners have access to the resources they need for success. So, the Career Technical Education community is embarking on a campaign to double the federal investment in #CTE. We are asking employers to sign on to support the campaign and hope to get 10,000 signatures by April! Check back next week for details.


Listen to current West Virginia Nicholas County Career Technical Centers (NCCTC) learners who participated in the Exploratory Program last year. Learners discuss how the Exploratory program informed them of the opportunities available in CTE and helped them decide where to focus their future career goals.


Katie Lowe is the only girl in her engineering class at Heritage High School in Maryville, Tenn. In this video, Katie talks about her initial fears in joining the program and how, with the help of instructor Sam Warwick and her classmates, she learned she can do “anything that I want to.”


Hear how participating in a dual enrollment course is helping Abigail Christensen, Century High School student get a leg up on her future as a design drafter. She talks about the importance of having supportive instructors and upon graduation she will have a certificate in mechanical drafting.


Now working at Oracle as a technology account manager and the founder of a non-profit organization helping entrepreneurs. Terrell reflects on his high school experience and lessons learned that he has carried into his career.


Inspired by her own personal experience with a caring doctor, Kayla decided she wanted to help others too. In order to become a doctor who truly cares about patients and makes a difference in their lives. She’s making real progress towards that goal right now through her Internship at Poudre Valley Hospital.


Casey Kraft has been planting seeds for his future for as long as he can remember. All along the way, his teachers have nurtured his passion for farming and helped him take what he learns in the classroom to the fields of his family farm. He participates in FFA and works on the farm before he starts his school day.


Read these student blogs and media stories to learn more about learner experiences:

 


Hear from Assistant Secretary for Career, Technical, and Adult Education Scott Stump as he talks about stats on CTE, youth employment, and encouraging states to be Bold in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) state plans.

Watch the video here.


Check back next week for more highlights! 

Nicole Howard, Communications Associate

Explore How AP Seminar Can be Embedded into CTE Programs of Study

February 22nd, 2019

High-quality Career Technical Education (CTE) blends academic and technical skills to provide learners with the real-world skills necessary to succeed in today’s workforce. The integration of Advanced Placement (AP) courses into CTE programs of study promotes career-readiness by encouraging the development of these critical academic and technical skills. Advance CTE has previously partnered with the College Board to explore embedding AP courses into CTE programs of study.

AP Seminar course is a foundational, project-based learning course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics. The AP Seminar course is able to fit within multiple CTE programs of study given the focus on critical thinking, collaboration and presentation skills within a projected-based learning experience.

To help state leaders integrate AP Seminar into CTE programs of study, the College Board recently released a guide, Connecting AP Seminar and CTE Programs of Study, that describes AP Seminar’s course contents and provides state, district and student examples of how AP Seminar could be potentially embedded into a CTE program of study. For example, Indiana’s new graduation pathway options include project-based and work-based learning options, such as completing an AP Capstone course or exam (including AP Seminar).

Brianna McCain, Policy Associate

 

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