New Credential Registry Aims to Bring Transparency to a System in Crisis

October 18th, 2016

We’ve seen a lot of activity this year at both the national and local level to expand and systematize the use of industry-recognized credentials (including our own brief on credentials of value, which you can check out here). The U.S. Bureau of Labor Statistics even released a helpful guide that describes different types of credentials and their prevalence in different industries. While credentials can serve as a useful signal of workforce competency that is recognized by both educators and employers, many learners face a credentialing marketplace that is as confusing as it is expansive.

To address this crisis, the Lumina Foundation in 2015 helped launch the Connecting Credentials Initiative, a collaboration designed to advance a well-functioning and sustainable credentialing system. Last month, the initiative revealed a 7-point action plan, based on input from more than 100 stakeholders, that articulates a vision for such a system.

credential_registry_2016One group already working to advance this vision is an organization called Credential Engine (formerly the Credential Transparency Initiative), which last month announced the launch of a national credential registry. The registry is designed to allow job seekers, employers and educators alike to access information about myriad credentials in various industries. The registry uses common terminology and guidelines for organizations to publish comparable information, and provides free and open access. While the system is currently being piloted in 60 sites with plans to expand in the future, we look forward to seeing how employers, job seekers and third-party accreditors alike will use the platform to contribute to a more transparent credentialing system.

Transparency is a key element in a successful credentialing system, particularly when it comes to identifying stackable credentials. According to new research, longer-term credentials are associated with higher earnings, though the return varies on a sliding scale depending on the length of time and effort required to earn the credential. Job seekers must be equipped with the right information to obtain stackable credentials that enable them to enter and exit the labor market at various points, building on their education and experience as they go.

Promising Practices in Work-based Learning

Meanwhile, the National Skills Coalition (NSC) and New America have both sparked dialogue about engaging the nation’s youth in work-based learning. NSC recently released a report titled “Promising Practices in Work-based Learning for Youth” that profiles four exemplar programs using work-based learning as a strategy to engage underserved and at-risk youth. One of the organizations profiled in the report, Urban Alliance, is a youth services organization operating out of Baltimore, Chicago, Northern Virginia and Washington, D.C. Urban Alliance not only connects youth with paid internships through its flagship High School Internship Program, but also provides professional development and linkages to career and postsecondary pathways as well. NSC draws on this and other examples to identify four common policy elements for a strong work-based learning program:

  • Paid work-based learning opportunities, with wages provided either through employer, provider, or combination of the two;
  • Strong partnerships with business and other community stakeholders;
  • Positive youth development and continued support services; and
  • Linkages to career pathways either through future employment opportunities or future education and training opportunities.

In a similar vein, New America announced a project to study opportunities and challenges facing the nation’s youth apprenticeship programs and to develop a set of recommendations. In a blog post, the organization lays the groundwork and begins to identify the most prevalent challenges to expanding apprenticeships to youth. For one, the American apprenticeship system is aimed primarily at adults. With the average apprentice at nearly 30 years old, New America aims to challenge the old guard and find a way to extend these opportunities to younger learners.  

Odds and Ends

pew collegeWhose Job Is It? According to the Pew Research Center, 60 percent of Americans believe the public K-12 education system is responsible for ensuring the workforce has the right skills and education to be successful in the economy. Interestingly, the same study found that 67 percent of four-year degree holders believe their education prepared them for the workforce, compared to 58 percent for two-year degree holders and 78 percent for professional and technical certificate holders.

Rate Yourself. Building on its College and Career Readiness Organizer, CCRS released a self-assessment scorecard to help state policymakers identify gaps and opportunities for preparing K-12 students for postsecondary success. Based on the needs identified in the survey, the scorecard provides additional resources to help states and districts in their college and career readiness efforts.

The STEM of Success. The Education Commission of the States released a STEM Playbook last month as part of its “SepSTEMber” campaign. The playbook identifies three core components of a successful STEM strategy: statewide coordination; adequate, reliable funding; and quality assurance or program evaluation.

Austin Estes, Policy Associate

New Resources and Supporters for Putting Learner Success First

October 4th, 2016


8As we move into our fifth month since the launch of Putting Learner Success First: A Shared Vision for the Future of CTE, we have much to update you on! We’re excited to update you on how Putting Learner Success First is being shared far and wide.


We’ve developed a variety of new resources to help states share and implement the vision including discussion questions to assist in unpacking the vision’s principles and actions. The questions aim to support states as they reflect on the policies they have, and the progress made, as well as determine next steps. The document, which is in Word format to make it user-friendly, can also be used internally or to facilitate cross-sector and multi-stakeholder discussions.

Additionally, we have new two-pagers that demonstrate the importance of this vision to two stakeholder types. First, we discuss how critical this vision is to state CTE leaders, and how they can carry out the work of this vision. Secondly, this vision couldn’t be enacted without the support from CTE educators. The Association for Career and Technical Education provided an overview of why CTE educators need to be involved, and how they can carry out the vision in their own work.

Which leads me to our last resource, a chart that demonstrates how this vision is truly shared, and the work each supporter is doing to carry out the principles in their work.


In addition to new resources, our vision supporters are growing steadily. We have four new national supporters including Asia Society, FCCLA, Goodwill and SkillsUSA and we are thrilled to have this support from organizations that represent the cross section of education, workforce, policy, employers, and students, who all are necessary if we are going to transform education into a system that truly works for all learners.

Individuals from 32 states have also signed onto our Putting Learner Success First campaign, and let us know how they plan to use the vision. Here are what a few are saying:

“Throughout all the work we do training, managing, operating and advocating for education, CTE and CTSOs, we’ll be keeping this at the forefront of our work and support for learners and leaders.”

“The vision of Putting Learner Success First will become the linchpin of our state’s professional development campaign for our CTE leadership teams.”

“I will be sharing the Putting Learner Success First information with all of my constituents during conferences, academy’s and workshops.”

Be sure to let us know how you plan to use the vision, and if you don’t see all the resources you need here, email us to let us know what we can do to help you share and implement Putting Learner Success First.

Katie Fitzgerald, Senior Associate, Communications


This Week in CTE: Students tell their CTE stories

September 30th, 2016



It’s Time for Vocational Schools to Get Some Respect explores Career Technical Education in Massachusetts citing schools that have provided students with a pathway to a successful career. One student said, “Madison taught me how great it is to have an education and about being a professional in life. I just can’t ask for anything better. Madison Park saved my life.”


Idaho CTE launched a new website with some fantastic student stories about their journey through programs of study that lead to their chosen career.


500 SkillsUSA student leaders came together in Washington, D.C. to take part in a leadership training and to advocate for CTE. Check out this video about their experience.

Katie Fitzgerald, Communications Associate 

Career Readiness Partners Gather in Washington, DC to Collaborate and Learn

September 30th, 2016

Career readiness can be achieved through statewide systems change — but it will take a unified effort from national partners working together to achieve that vision. That, at least, was my takeaway from Monday’s “Career Readiness in K-12 and Beyond” meeting hosted by the Council of Chief State School Officers (CCSSO) at the National Guard Memorial Museum in Washington, DC.

The meeting brought together nearly forty partners representing non-profit organizations, foundations, government agencies, think tanks and companies to raise awareness about ongoing initiatives and to coalesce around a shared vision. With numerous efforts already underway at the national, state and local levels, I could feel the energy in the room around the subject of career readiness.

Former Kentucky Commissioner of Education Terry Holliday kicked the meeting off by sharing the background of CCSSO’s Career Readiness Task Force. The task force launched in 2014 when Holliday was president of CCSSO, and in which Advance CTE’s Kimberly Green participated along with a number of State CTE Directors.  The task force released a report, titled “Opportunities and Options: Making Career Preparation Work for Students,” with recommendations for states to transform their career readiness systems. Currently, CCSSO — along with Advance CTE and Education Strategy Group, with funding from JPMorgan Chase & Co. — is leading the  New Skills for Youth initiative to implement the task force’s recommendations in 24 states and D.C. We recently launched the Learning that Works Resource Center in support of the initiative, and if you haven’t visited the Resource Center yet, I highly recommend doing so.

The meeting quickly jumped from national to state and local efforts. For me, the most impactful part of the event was when Ghafoor Siddique, an Aerospace Instructor from Sno Isle Tech in Washington, spoke about developing an aerospace program for high school students. Siddique had been working for Boeing doing commercial flight tests when he was recruited by Sno Isle Tech. The program relies on the Core Plus curriculum, which was developed by the Washington State Office of the Superintendent for Public Instruction, the Boeing Company, the Manufacturing Industrial Council of Seattle and other companies. The curriculum uses industry-validated knowledge, skills and abilities to help students develop technical skills related to a particular career field.

Siddique also told us how, with support from his students, he launched an in-house aircraft maintenance company that services private planes, using profits to buy equipment for the class. This allows students to learn hands-on how to build and repair aircraft, while simultaneously allowing the school to sustain the aerospace program despite potentially prohibitive equipment costs. In the first few years since the program was launched, Siddique reported that several of his students had gone on to work for Boeing. The company, one of the largest global aircraft manufacturers, is based in Seattle, Washington.

Such programs are part of the reason why there is growing enthusiasm across the states for career readiness. That enthusiasm was clearly present among the attendees at Monday’s meeting. In between panels, we had the opportunity to share our own work and identify opportunities to collaborate with one another. We learned about efforts ranging from developing apprenticeship programs to encouraging adoption of industry credentials, each in support of the larger goal of improving career readiness for tomorrow’s workers.

Next month, states in the New Skills for Youth initiative will gather in Washington, DC to share their progress and outline their plans to transform career readiness systems back home. While only ten states will qualify for the next round of funding, many will follow through on their action plans, recognizing the need and importance of an educational system that prepares students for the workforce. Such aspirations are the reason why classes like Siddique’s can succeed.

Austin Estes, Policy Associate

As States Complete Listening Tours, Early ESSA Plans Show Opportunities to Expand CTE

September 28th, 2016

LA MeetingsIn the nine months since President Obama signed the Every Student Succeeds Act (ESSA) into law last December, states and policymakers have been hard at work digging through the legislation and deciding how to structure their new plans. ESSA, which reauthorized the Elementary and Secondary Education Act, presents a number of opportunities to expand access to high-quality Career Technical Education (CTE). As states prepare to implement the law next year, we will provide periodic updates on their progress and share strategies for leveraging ESSA to support CTE at the state level.

Early Drafts and Proposals from the States

Most states this summer have been gathering input from stakeholders on their ESSA implementation plans as required by the new law. While many are still completing their listening tours (you can find an overview here), a few states have released draft proposals:

  • Illinois recently released a draft of its state plan, which State Superintendent of Education Tony Smith offered as a “work in progress.” The plan describes how Illinois’ secondary CTE system, which is supported, in part, with funds from the Carl D. Parkins Act, aligns with ESSA’s new focus on a ‘well-rounded education’ — a key concept in the new law includes CTE as part of the statutory definition. The state Board of Education also adopted a framework for a college and career readiness indicator, including such components as industry credential attainment, work-based learning participation, and postsecondary credit attainment. It is yet to be determined if the framework will be included in the state’s broader, multi-indicator system of accountability. Illinois plans to conduct 14 listening sessions in September and October, after which time the state will revise and publish an updated state plan later this fall.
  • After much deliberation, the California Board of Education approved a new accountability system earlier this month, adopting an indicator for college and career readiness. The indicator allows schools to count students completing a CTE pathway, although the overall score will not differentiate these students from those meeting other college and career readiness indicators such as earning a passing score on an Advanced Placement exam. The accountability system lacks criteria to measure students who are “well-prepared” for college and careers. Meanwhile, Governor Brown vetoed a bill that would have revised the accountability system to place more weight on test scores.
  • Louisiana released a summary report from its listening tour this summer, providing parents, educators and other education stakeholders an overview of progress towards a new state plan. Suggestions under consideration include incentivizing and rewarding schools for students earning industry-recognized credentials, partnering with business and industry to recruit teachers with industry experience, and providing students more opportunities to enroll in postsecondary education and training during their senior year. It is important to note that Louisiana is still considering these recommendations for the purposes of their forthcoming final plan.
  • Finally, Arizona released a draft state plan for residents of the state to review. While the draft is preliminary, Superintendent Diane Douglas promises the final version will align with the state’s AZ Kids Can’t Wait! Plan, which is currently undergoing updates. The state is receiving feedback through both public meetings and the Department of Education’s website, and plans to release an updated version in mid-October.

Department of Education Releases Guidance on “Evidence-Based” Strategies

ESSA provides states more flexibility to select a turnaround strategy for struggling schools, as long as the intervention is evidence-based. In keeping up with this requirement, the U.S. Department of Education released non-regulatory guidance to help state and local leaders identify and implement evidence-based turnaround strategies. Advance CTE and the Association for Career and Technical Education (ACTE) highlighted the potential for CTE to be included in this part of ESSA implementation in formal comments to ED this summer.

Meanwhile, the Institute of Education Sciences updated the What Works Clearinghouse to allow users to search for evidence-based strategies by school characteristics, grade span, demographics and more.

Tackling Accountability: Helpful Resources for Selecting a College and Career Readiness Indicator

college ready plusA new paper from the U.S. Chamber of Commerce Foundation offers a framework for a  “College Ready Plus” indicator that evaluates students’ postsecondary preparation using measures such as work-based learning and attainment of an industry-recognized credential. The paper describes the role that employers can play in helping states adopt and implement a career readiness indicator.

The American Institutes of Research developed a policy framework to help states align their visions for college and career readiness with requirements and opportunities under ESSA. The brief focuses on the law’s three most salient policy components related to college and career readiness: well-rounded education, multiple-measure accountability systems and purposeful assessments.

Also helpful: a policy paper from the Learning Policy Institute that takes advantage of the ESSA policy window to propose a new model for accountability. The paper offers three potential career readiness indicators — CTE pathway completion, work-based learning and industry-recognized credentials — and discusses strategies for collecting and presenting data in a way that supports continuous improvement.

Austin Estes, Policy Associate

Advance CTE Legislative Update: Senate Efforts on Perkins Reauthorization Stall

September 21st, 2016

United States CapitalLast week, the U.S. House of Representatives voted overwhelmingly (405-5) in favor of the Strengthening Career and Technical Education for the 21st Century Act (H.R. 5587)— comprehensive legislation that would reauthorize the Carl D. Perkins Career and Technical Education Act (Perkins).

Upon last week’s passage, Advance CTE and the Association for Career and Technical Education (ACTE) applauded the vast showing of bipartisan support in the House, while still noting that the legislation’s proposed definition for a secondary CTE concentrator must still be fixed as the process moved forward.

With attention turning to the Senate, the leaders of the Health, Education, Labor, and Pensions (HELP) Committee scheduled a markup of their forthcoming Perkins reauthorization bill for September 21st. Unfortunately as committee members worked towards a final draft, bipartisan negotiations stalled and the markup was postponed.

The main reason cited for this delay was attributed to continued disagreements over “secretarial authority” and proposed prohibitions language that would limit the U.S. Secretary of Education’s oversight of Perkins.

This week HELP Committee Chairman Lamar Alexander (R-TN) issued a statement saying, in part, that he believes “Congress should be able to finish its work on Perkins this year,” while reiterating his concerns related to secretarial authority. A spokesperson for Ranking Member Patty Murray (D-WA) released a similar statement saying that, “Senator Murray has been working with Democrats and Republicans toward a bipartisan bill to reauthorize Perkins CTE, and she is hopeful that this can continue and get done as quickly as possible.”

Yesterday, Advance CTE and ACTE issued a statement of their own encouraging the Senate to move forward with Perkins reauthorization in a bipartisan manner. As Congressional consideration of Perkins continues, Advance CTE will continue to work with staff on the Hill to ensure the best possible bill is produced from this process.

Be sure to check back here for more updates and analysis.

Steve Voytek, Government Relations Manager

This Week in CTE: House Passes Perkins

September 16th, 2016



“The passage of H.R. 5587 is an important step toward reauthorizing the primary federal legislative investment in Career Technical Education (CTE). The bill would afford states and local secondary and postsecondary recipients the flexibility to build upon their existing efforts to deliver high-quality CTE programs while also promoting innovation and program alignment, all within a framework of streamlined administrative requirements and a more intentional focus on local needs. The legislation will ultimately help fuel the talent pipeline and prepare workers for the high-skills, high-wage, high-demand careers of the 21st century.

“While the bill represents a major step forward for CTE across the nation, we do have a remaining concern related to the bill’s proposed definition for a secondary CTE concentrator. As currently structured, the definiton would result in inaccurate measurements of CTE’s impact and influence on student success. We look forward to working with congressional leaders to resolve this important concern as the process moves forward.

“Nevertheless, we applaud this bipartisan effort to reauthorize Perkins, which will help ensure that our nation’s 11 million CTE students are prepared for lifelong education and career success. With this strong showing of support from them House, we urge the Senate to build upon this momentum by reauthorizing Perkins before the end of the year.” – Joint statement from Kimberly Green, Executive Director of Advance CTE and LeAnn Wilson, Executive Director of the Association for Career and Technical Education.


Career and Tech Ed for the Modern Age: 3 Things to Know About the New Federal Proposal


The Association for Career and Technical Education wrote a piece on how CTE educators can support and help implement the principles if Putting Learner Success First: A Shared Vision for the Future of CTE

This Week in CTE: Tell Congress to Make Perkins a Priority

September 9th, 2016



Earlier this week, Advance CTE and the Association for Career and Technical Education (ACTE) released a statement of support urging both Chambers of Congress to move forward with its efforts to renew Perkins before the end of the year.


As the remaining days in the 114th Congress dwindle, it’s important to let your member(s) of Congress and know how important Perkins reauthorization is to your community, your state, and our country.

Find your member of congress and visit ACTE’s CTE Action Center to contact your Senators and Representative directly to let them know you want Perkins reauthorization to be a priority. Weigh in on Twitter with some sample tweets we’ve provided here.

Katie Fitzgerald, Communications Associate 

Election 2016: From Governor’s Mansions to the Senate, the Democratic Ticket Boasts Years of CTE Experience

August 24th, 2016

This is the second part of a series exploring the 2016 presidential candidates’ positions, records and statements about Career Technical Education (CTE). This post examines the Democratic ticket. A previous post covering the Republican ticket is accessible here.

Democratic U.S. presidential candidate Hillary Clinton and U.S. Senator Tim Kaine (D-VA) wave to the crowd during a campaign rally at Ernst Community Cultural Center in AnnandaleAn Advocate for Children and Families, Clinton Sees Opportunity in Free College

With decades in the public eye, Democratic Nominee Hillary Clinton has had ample opportunity to define and hone her position on education, which she says “should be the great door-opener.” Her campaign aims to knock down barriers to the middle class through apprenticeships, career technical education (CTE) and debt-free college.

Clinton’s work in public education dates back to 1983 when, in her role as First Lady of Arkansas, she led an initiative to develop more rigorous standards for public schools in the state. Years later, as New York’s junior Senator, she went on to serve on the Senate Health, Education, Labor and Pensions (HELP) Committee. There, she worked on two foundational pieces of education legislation: the No Child Left Behind Act and the Carl D. Perkins Career and Technical Education Act (Perkins).

Clinton’s education policy platform for the 2016 election aims to expand access to the middle class by removing barriers to higher education. She has proposed a plan to make community colleges free and to cover the cost of tuition at in-state four-year public colleges and universities for families making less than $125,000. These proposals are loosely based on similar efforts in Tennessee and other states that have seen increased enrollment and higher retention rates at community and technical colleges.

As crucial as college is, Clinton asserted in her Democratic National Convention speech in July that, “a four-year degree should not be the only path to a good job.” She went on to say “we’re going to help more people learn a skill or practice a trade and make a good living doing it.” To do this, her campaign has proposed a tax credit of up to $1,500 for businesses hosting apprentices and is considering “options to incentivize CTE programs and help provide grants to train workers for the 21st century economy.”

Tim Kaine’s Support for CTE Dates Back to His Work as a Teacher in Honduras

Perhaps the the lengthiest CTE résumé this cycle goes to Democratic Vice Presidential Candidate Tim Kaine. His education record — which includes broad initiatives as Virginia Governor and tireless support for CTE in the Senate — dates all the way back to his childhood.

The son of a welder, Kaine briefly helped manage a technical school in Honduras before returning to complete his law degree at Harvard University. Kaine’s interest in CTE followed him to the Virginia Governor’s mansion where, in 2008, he announced an initiative to create six Career and Technical Academies across the state. The initiative, which was launched with a grant from the National Governor’s Association, aimed to align K-12 instruction in STEM fields with workforce and postsecondary expectations, while equipping more students with marketable skills that lead to high-demand, high-wage careers.

In Virginia, Kaine also launched the Governor’s CTE Exemplary Standards Awards Program, which recognizes CTE programs that align with industry standards, effectively engage local partners, provide relevant and integrated academic and technical instruction, and more.

In the Senate, Kaine co-founded the bipartisan CTE Caucus along with Senator Rob Portman (R-OH) in 2014, stating that “career and technical programs … can strengthen the links between the classroom and the workplace, helping students acquire the education and skills that will help them find employment and enjoy productive, successful lives after graduation.” His work with this caucus has led to the introduction of a number of CTE-related legislation, including the Educating Tomorrow’s Workforce Act, which would establish a formal definition for CTE programs of study within the Perkins Act.

His persistent advocacy for high-quality CTE in the Senate led to a number of legislative victories, most recently in the Every Student Succeeds Act of 2015 (ESSA). With Kaine’s support, ESSA now includes provisions to fund career counseling programs, help teachers integrate academic and technical instruction, add CTE to the definition of a “well-rounded education,” encourage states to use career readiness indicators in their accountability systems, and fund professional development for CTE teachers.

CTE has long benefited from bipartisan support, and the 2016 election is no exception. With mere months until the election, we look forward to the candidates continuing to elevate high-quality CTE as an effective educational strategy in their platforms, in their speeches and in the debates later this fall.

Austin Estes, Policy Associate


SkillsUSA Supports Putting Learner Success First

August 17th, 2016

This post is written by by Tim Lawrence, Executive Director, SkillsUSA, a supporter of Putting Learner Success First: A Shared Vision for the Future of CTE. 

The past year was one of growth and change for Career Technical Education (CTE). With interest in the media and on Capitol Hill, CTE was 2c SkillsUSA® 72dpiin the spotlight as a strategy for addressing our education and workforce challenges. Helping more learners navigate pathways to careers and continued education is a national priority that’s shared by educators, employers and Congress.

I was proud to watch history unfold when Advance CTE and six national organizations released a collective vision that proposed a transformation of CTE. Putting Learner Success First: A Shared Vision for the Future of CTE is a clear call to action. It asks leaders, policymakers and practitioners to commit to a high-quality CTE system where learners prepare for success.

In Orlando last October, I attended the Future of CTE Summit. The event brought together leaders in K-12 and postsecondary education with those in workforce development. I was extremely honored to be a part of this important summit and provide input to the process. Together, we reviewed the CTE landscape and thought strategically about how CTE could expand its contributions to education. The vision that resulted from this gathering offers key guiding principles and action steps including high standards, empowering learners, flexible learning options led by knowledgeable experts, and systems that put students first.

One thing CTE leaders do well is collaborate and build off each success. Advance CTE is leading the charge, and SkillsUSA is proud to support these efforts. This vision is truly a shared vision across many organizations including SkillsUSA.

As it has for nearly 100 years, Advance CTE represents state leaders of CTE who support visionary state leadership and best practices, and who promote academic and technical excellence that ensures a career-ready workforce. This in turn helps position the United States to flourish in a global economy.

Like other Career and Technical Student Organizations (CTSOs), SkillsUSA considers itself is a vital solution to the growing skills gap. Our partnership of students, instructors and industry ensures America has the skilled workforce it needs to stay competitive. We serve more than 300,000 member students and instructors annually in middle schools, high schools and colleges. Our diverse talent pipeline covers 130 trade, technical and skilled service occupations, the majority STEM-related. SkillsUSA programs are integrated into CTE through a framework of personal, workplace and technical skills grounded in academics.

We are proud to work with Advance CTE. Their work supports our mission and continues to seek better ways to advance learning and engage students. CTE is getting attention and gaining ground for one reason: because it works. CTE is a proven workforce and education strategy. CTE concentrators are more likely to graduate high school, enroll in postsecondary education, be employed and earn higher wages.

Employers are hungry for more prepared students and future employees, so what is holding us back? CTE still faces a stereotype across our country as being a place for low-achievers or non-college-bound students. The systems in place keep CTE separate from other education, and not just in a silo — but often in a separate building. We have to keep pushing to educate the public about CTE to ensure that students know about it before they select high-school classes, and to review how programs are planned and delivered to ensure students can follow a career path and be college- and career-ready.

We are all accountable for our success and failure within CTE. We must swiftly eliminate programs that are no longer relevant in today’s economy and invest in what works. To support all learners on their career journeys requires nothing short of major transformation. The hard work has begun by Advance CTE and its leadership. They are changing the face of CTE one student at a time. We look forward to embracing and promoting the vision of Putting Learner Success First. Working together with Advance CTE, we will enhance our education and workforce systems and enable more of our learners to live successful and productive lives and grow in careers that support our schools, communities and our nation’s economic prosperity.