May 3rd, 2019



House Appropriations Subcommittee Marks Up Spending Bill for Education, Labor Programs

On Tuesday, April 30, the House Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies marked up their appropriations bill for Fiscal Year 2020, which begins October 1, 2019. The bill passed out of the subcommittee on a voice vote.

Overall, the bill included a six percent increase for federal education programs and a 10 percent increase for labor programs above the amounts Congress allocated in Fiscal Year 2019. The bill proposed a disappointing increase of $37 million, or less than three percent, for Career Technical Education (CTE) State Grants, also known as Perkins Basic State Grants.

The bill includes some notable increases for key education and workforce programs:

  • 13 percent increase for the Student Support and Academic Enrichment Grants authorized under Title IV-A of the Every Student Succeeds Act (ESSA);
  • 24 percent increase for Title II Supporting Effective Instruction Grants authorized under ESSA;
  • 27 percent increase for Federal Work Study;
  • 9 percent increase for Federal TRIO programs;
  • $150 increase in the maximum award for Pell grants; and
  • 56 percent increase for Apprenticeship grants

Read our blog post to learn more.

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

National Technical Honor Society in Flat Rock, Arizona, seeks an Executive Director

The National Technical Honor Society currently serves approximately 100,000 active members and has had nearly one million members since its inception in 1984. The Executive Director assumes a leadership role throughout CTE in partnering with collaborating businesses, other nonprofits, and supporters. The Executive Director works with the board and Executive Committee to establish vision, policies, strategic focus, priorities, and general scope of operations and services NTHS will deliver.

Learn more here.


Learn about Harmony Magnet Academy, Academy of Engineering program in California. This 2017 Excellence in Action award winner in the Science, Technology, Engineering & Mathematics Career Cluster® serves predominantly low-income and minority students in a rural setting and pairs rigorous coursework with meaningful work-based learning experiences in the engineering sector. Hear from employers, instructors, and learners in this video.

Read about this program here.


A new report, How Aligned is Career and Technical Education to Local Labor Markets?, developed by The Thomas B. Fordham Institute, examines whether learners in high school CTE programs are more likely to take courses in high-demand and/or high-wage industries, both nationally and locally.

By linking CTE course-taking data from the High School Longitudinal Survey to employment data from the Bureau of Labor Statistics, the study seeks to answer three research questions:

  1. To what extent do national CTE course-taking patterns at the high school level reflect the current distribution of jobs across fields and industries?
  2. To what extent is CTE course-taking in high school linked to local employment and to industry wages, as evidenced in ten metro areas across the country?
  3. How do patterns of CTE course-taking differ by student race and gender?

Findings include the following:

  • Many fields that support a significant number of U.S. jobs see little CTE course-taking in high school.
  • In most fields, learners are more likely to take related CTE courses when there are more local jobs.
  • In most fields, students take fewer CTE courses when local wages are higher.
  • National CTE course-taking patterns differ significantly by race and gender, but all student groups exhibit similar responses to local labor market demand.

In addition to a more detailed look at these findings, the study also includes descriptive profiles of ten metropolitan areas. Read the report here.

Watch the webinar here, and a reaction from Kate Kreamer, Deputy Executive Director of Advance CTE in Education Week’s article here.

This Week in CTE

April 26th, 2019



We know that Career Technical Education (CTE) delivers for each learner. Sharing and promoting high-quality CTE is important to make the case to learners and families. Social media can be used as a communication strategy and tool to advocate for CTE. One example of the effective use of social media is the Arkansas Career and Technical Education and its annual social media campaign contest. Learners participated by creating campaigns that were submitted to be judged. They also gave presentations on their work. Winners were announced by Craig O’Neill, an Anchor for THV 11 News in Little Rock, Arkansas. This work was done as part of Advance CTE’s grant, Strategies to Attract Students to High-quality CTE, funded by the Siemens Foundation.

Watch the video here.

For more tips on using social media, read the social media guide here.


Below are resources take a deeper look into the approved Every Student Succeeds Act (ESSA) State Plans:

  • The National Urban League has reviewed the ESSA State Plans in the 36 states and the District of Columbia where they have affiliates. The purpose of this review is to determine the likelihood of the plans to advance equity and excellence for learners. The goal is to highlight promising practices as well as missed opportunities to advance equity in ways in which states can improve as they implement ESSA. Read the report here.
  • The Data Quality Campaign has updated its annual review of state K-12 report cards. For the first time, these cards also include how states are reporting out the information required by ESSA. Learn more here.

An Innovative Approach to Career Advisement in Alabama

April 26th, 2019

This post is written by Kuder, Inc., a Diamond Level sponsor of the 2019 Advance CTE Spring Meeting.

The 2019 Advance CTE Spring Meeting encouraged state CTE leaders to BE BOLD while also sharing concrete examples of how other states have taken risks to gain real results for the learners they serve. As we listened to the speakers and attendees, we reflected on the bold and innovative approaches taken by some of our top clients.

Kuder wholeheartedly endorses CTE’s integrated approach because it includes hands-on learning in the classroom as well as work-based learning. We’ve witnessed firsthand how these experiential learning opportunities can fast-track students to middle- and high-skill, high-demand careers.

We’re honored to have the opportunity to work with many clients who are investing in the future of students with innovative CTE and workforce strategies and initiatives. When we look at large-scale adoptions of the Kuder system, we see a common thread: prioritizing career advisement. Here’s an example of an innovative approach to career advisement that’s being taken by one of our clients.

Alabama’s Success Story

The Alabama State Department of Education (ALSDE) sponsors the Alabama Career Planning System, powered by Kuder® (ACPS). The ALSDE provides the ACPS as a free tool for students in grade 6-12 throughout Alabama as one measure to meet the state’s academic requirements and college and career readiness standards.

Alabama’s Plan 2020 mandates that students enter the ninth grade prepared, and with a course plan that addresses their individual academic and career interest needs. The multi-year course planning tool in the ACPS, which is tailored to the Alabama High School Diploma Program, supports the 2020 mandate.

Here are a few ways that the ACPS has supported student success:

  • Over 400,000 unique course plans have been created.
  • Over 100,000 resumes have been built.
  • Over 2 million career assessments have been completed.

“In Alabama, Career Technical Education programs are essential for students to pursue their passions, to explore various career opportunities, and really bridge the information they learn in the classroom to how it applies to real-world situations,” said Sean Stevens, ALSDE Education Administrator of Counseling and Guidance.

“What the Alabama Career Planning System is able to do,” Stevens continued, “is provide educators with the tools they need to help students discover their passions, and then provide students with an avenue to explore careers they may not have even considered.”

Capitalizing on Students’ Interests

The ACPS uncovers students where their interests lie. It also enables CTE program leaders to build curriculum around those interests. For example, Cullman High School leveraged Kuder assessment data to develop new CTE curriculum based on students’ expressed interest in the Health Science Career Cluster.

“We found that 60 percent of our students were interested in some form of medicine,” said Stacey Tankersley, a Registered Nurse who serves as a Health Science Program Teacher at Cullman High School. “So, we created a program that targets those students to give them an introduction into health care.”

Tankersley explained that the growing local demand for health care workers was, of course, another catalyst for launching the program. Cullman High School recognized that it could develop a pathway to capitalize on students’ interests while supporting workforce development in their community at the same time.

The Cullman High School Medical Academy offers students two foundational courses and a competency-based therapeutic services course. It also offers an internship, which enables students to learn at a hospital, extended care facility, rehabilitation center, medical office, imagery laboratory, pharmacy, veterinary hospital, dental/optometrist office, or other local health care facility.

Career Coaches Close the Gaps

In addition to the ACPS, Alabama is addressing its workforce skills gaps with the Career Coach Initiative. The program increases awareness in youth about career opportunities with over 100 career coaches throughout the state.

The career coaches cultivate students’ understanding of the process necessary to obtain their career goals, encourage and advise students as they complete Kuder assessments and build multi-year course plans, and help students navigate their post-graduation education and career paths. The career coaches also serve as the “missing link” between schools, businesses, and community leaders through networking with local chambers of commerce, regional workforce development councils, etc.

“I believe having career coaches in every high school is a huge factor that differentiates our approach to CTE,” said Melissa Godsey, a Lawrence County, Alabama career coach. “We help integrate the value of CTE in any field and encourage students to explore their options. I feel that we help students understand the significance and value of CTE,” she said.

Godsey pointed out that assessments help students begin meaningful exploration of career pathways and related education and training options based on their personal results. She and her fellow career coaches take students through this discovery process by identifying where students’ interests and values intersect with local industry needs and trends.

But Alabama isn’t relying solely on its career coaches to ensure students are future-ready: “Career development is the responsibility of all educators,” said Stevens. “Career development is everyone’s responsibility in school.”

Perkins V: How can states improve program quality?

April 25th, 2019

While improving Career Technical Education (CTE) programs has always been a hallmark of the Carl D. Perkins Act, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) brings a new opportunity to put the quality of CTE programs front and center. Perkins V requires a description of how local recipients are approved for Perkins funding and how the local application promotes continuous improvement in the state plan, and the comprehensive local needs assessment that all local recipients must complete at the beginning of the grant (and update at least once every two years after that) includes a review of whether CTE programs are of sufficient size, scope, and quality to meet the needs of all students served by the local recipient and are meeting labor market needs. In addition, Perkins V provides the flexibility to states to use many other levers to require, incentivize and support program quality. How can states use the opportunity Perkins V offers to improve program quality? Check out the resources below to learn more.

REPORTRaising the Bar: State Strategies for Developing and Approving High-quality Career Pathways: All states have processes in place to review and approve career pathways, but not all use them to promote and uphold quality standards. This report describes a few approaches states can take — such as defining quality criteria, using fiscal and accountability policy to incentivize adoption, and providing regional supports — to promote quality through the pathways approval process.

TOOLPolicy Benchmark Tool: CTE Program of Study: This tool is designed to help states evaluate and strengthen their CTE program approval policies and processes. It lays out the non-negotiable elements of an effective policy for approving and evaluating programs of study, encompassing both secondary and postsecondary CTE, and offers an assessment rubric that state leaders can use to identify gaps in their current state policy and prioritize areas for improvement. The tool will also help states plan for implementation and program reapproval to ensure they have policies and programs that are high-quality and aligned with the state’s vision and definition of success.

GUIDEEnsuring Career Pathway Quality: A Guide to Pathway Intervention: As labor markets shift and contexts within districts and institutions change, all career pathways — including secondary and postsecondary pathways developed by the state, district or institution — must go through a natural life cycle. Once a career pathway has been approved and implemented, it is natural for the conditions that surround and support the pathway to change over time. This guide outlines the different types of intervention needed for pathways, and explores the steps leaders should take when making decisions to transform or phase out pathways that do not have labor market relevance.

Policy Profiles

  • Nebraska: ReVISION: Nebraska’s reVISION grant process allows schools to evaluate their career preparation and career guidance systems and receive state support to improve those systems in a way that is tailored to each school’s greatest areas of need.
  • Florida: Postsecondary Program Approval and Articulation: The Florida College System and State Board of Education worked together to ease the burden of program approval processes by designing and validating curriculum frameworks at the state level.
  • Tennessee: Standards Revision Process: The Tennessee Department of Education undertook three multi-step phases to overhaul the state’s CTE standards (which are organized into courses). This process brought the standards into alignment with the K-12 standards and embedded them within full and rigorous programs of study.

Looking for additional resources? Please be sure to check out the Learning that Works Resource Center.

The Colorado Community College System is creating a new vision for career and technical education – and using Advance CTE’s Policy Benchmark Tool to support that process

April 23rd, 2019

As Colorado’s population and economy continue to boom, employer demand for skilled workers is at an all-time high. Career Technical Education (CTE) can meet that need and more. Last October, the Colorado Community College System (CCCS), which houses the state’s CTE operations, began the process of developing a statewide strategic plan for CTE. Branded “Next Gen Ed,” the plan aims to strengthen Colorado communities with a new direction for the role of CTE – not just as academic and technical preparation, but as a complete and impactful experience that prepares learners for their career, life, and civic participation.

Across the state, we are hosting visioning sessions with business and industry leaders, community members, and parents to understand how we can work together to provide an education for students that meets future workforce needs. Some of the topics being discussed are perceptions of CTE, work-based learning, and the transition from postsecondary education to the workforce. A critical aspect we’re also addressing in constructing our strategic plan is CTE program quality, and to help us do that, we’re using Advance CTE’s Program Approval Policy Benchmark Tool.

The Benchmark Tool is designed to help states evaluate and strengthen their secondary and postsecondary Career Technical Education (CTE) program approval policies and processes. It specifies the core elements that an effective program approval policy should have, and provides a step-by-step guide for CTE leaders to identify gaps in current state policy and prioritize areas for improvement. This can better ensure that all postsecondary CTE programs are of the highest quality and relevance.

In Colorado, we are using the tool to assess our state-level postsecondary policies, and we are introducing the tool to our academic discipline groups, which include key faculty from specific program areas from all the state’s community colleges. While the tool focuses on policy, using it means taking a deep dive into practice. How do we actually align programs of study with academic and industry standards? What does it mean to collaborate with our high school counterparts and with industry? These conversations have been supported by Advance CTE through a grant from The Joyce Foundation.

We know there is still a need for more career development in Colorado; we want all students regardless of interest to be prepared to enter the workforce and beyond. Our hope is that CTE will drive the state’s education, workforce and economic priorities. I am excited about our new CTE vision and strategic plan; I know it will contribute to stronger communities and will benefit this generation and future ones.

To learn more about CTE in Colorado and to stay up to date on the visioning process, visit

Sarah Heath, State CTE Director and Associate Vice Chancellor, Colorado Community College System

Congratulations to the 2019 Excellence in Action Award Recipients!

April 19th, 2019

During the 2019 Spring Meeting, Advance CTE held an award ceremony to recognize the eight Excellence in Action award recipients that represent some of the best Career Technical Education (CTE) programs in the country. Hailing from seven states, these programs provide clear pathways into college and careers, rigorous academic and technical coursework, strong industry partnerships, and effective work-based learning experiences that offer opportunities for career exploration and subject-matter mastery.

Katie Fitzgerald, Advance CTE, Communications Manager, opened the ceremony by sharing that over the past five years, Advance CTE has awarded nearly 50 high-quality programs of study from 15 Career Clusters® across 23 states. These award-winning programs provide learners from diverse communities with the supports to succeed in their education and career of their choice. Advance CTE recognized the following award winners and their Career Cluster areas:

  •       Como Park Senior High School, MN (Business Management & Administration)
  •       Henderson County High School, KY (Health Science)
  •       Irving High School, TX (Transportation, Distribution & Logistics)
  •       Kaukauna High School, WI (Manufacturing)
  •       Mishicot High School High School, WI (Agriculture, Food & Natural Resources)
  •       Nashua High School North, NH (Science, Technology, Engineering, & Mathematics)
  •       Questar III BOCES Rensselaer Educational Center (Law, Public Safety, Corrections & Security)
  •       Susan Miller Dorsey High School, CA (Arts, A/V Technology & Communications)

Award recipients traveled across the country to be recognized in front of state and national leaders. Hannah Chan, the Program Manager of the Academy of Finance at Como Park Senior High School in Minnesota, stated that the program is near and dear to her heart because she is a first-generation college student and wished she had this type of program when she was in high school. The Academy of Finance program serves a diverse student population with 88 percent minority learners and 31 percent English language learners served in this program.

Nels Lawrence, the instructor for the Manufacturing program at Kaukauna High School in Wisconsin, spoke about how he has taught learners who now serve as employers and partners mentoring his students. He stated that the awards program is an example of the type of publicity CTE programs need to change the old perceptions.

In the remarks from Dr. Francine Brown, an award recipient from Nashua High School North, she suggested a new motto for the state of New Hampshire, “In keeping with the theme of the conference, I’m going to be bold and suggest a new motto, Learn CTE and fly!”

Following the ceremony, attendees were invited to participate in the gallery walk event. During this event, attendees could visit the award winner recipients and ask them questions about their programs. Award winners had tables with brochures, and even video presentations to help attendees get to know their programs better and see learners in action.

Learn more about the 2019 Excellence in Action awards here.

Nicole Howard, Communications Associate

This Week in CTE

April 19th, 2019



National Excellence in Action Award Recognizes Eight Exceptional Career Technical Education Programs of Study

Eight Career Technical Education (CTE) programs of study received the 2019 Excellence in Action award from Advance CTE. Hailing from seven states, these programs represent the best of CTE, with each providing clear pathways into college and careers, rigorous academic and technical coursework, strong industry partnerships, and effective work-based learning experiences that offer opportunities for career exploration and subject-matter mastery

Learn more about each winner here.

Check out the Excellence in Action Award Recipients in the news:

Perkins V Innovation and Modernization Grant Now Accepting Applications

On April 15, applications became available for the Perkins Innovation and Modernization Grant Program to create, develop, implement, replicate, or take to scale evidence-based, field-initiated innovations that modernize CTE, increase program effectiveness and alignment, and improve student outcomes. Over $2 million in total are available for this grant, and up to six grants will be awarded to scale evidence-based innovative programs that lead to better student outcomes and program effectiveness.

A webinar will be held by the U.S. Department of Education on April 25 to provide additional information. Read more about this opportunity here.

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


A high-quality program of study should include opportunities for learners to learn real-world skill through hands-on, work-based learning experiences such as apprenticeships. In this video, hear from 2019 Excellence in Action Award recipient Nels Lawrence of the Kaukauna Manufacturing program of study in Wisconsin. Get an inside look at the state-of-the-art machine shop equipment that uses industry-standard, computer-aided design software such as SolidWorks and AUTOCAD. The manufacturing industry has evolved to include more advanced technical skills and these learners are receiving the hands-on learning they need to be competitive in this career field.

Watch the video here.


Grace’s Path to Success Infographic

The Data Quality Campaign released a new infographic that shows how access to data can help learners and families navigate the many choices along the education and workforce journey. The infographic follows one student, Grace, as she uses data to make important decisions that help her reach her goals. Read more about what can be achieved when learners and their families have data throughout their journey and the steps state leaders can take to help make this happen in their communities. Learn more and download the infographic here.

Perkins V: How can states effectively leverage labor market information?

April 12th, 2019

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) puts an increased emphasis on the use of labor market information (LMI). Perkins V includes an amendment to the Wagner-Peyser (Title III of the Workforce Innovation and Opportunity Act) to ensure that labor market information produced under Wagner-Peyser can be readily accessed and used by the states and in turn, local recipients. In addition, the law requires an analysis of how CTE programs are meeting labor market needs as part of the comprehensive local needs assessment that local recipients of Perkins funds must complete. Labor market information is also one component of how states may determine which credentials should count as recognized postsecondary credentials (a term that is defined in Perkins V and used in the accountability system). How can states effectively leverage labor market information when approaching implementation of Perkins V? Check out the resources below to learn more.

GUIDEPutting Labor Market Information in the Right Hands: This guide is designed to help states think through the process of disseminating LMI more strategically. The guide highlights different states approached and their dissemination of LMI to employers, districts and learners, and poses guiding questions for states to consider for each of those audiences.

BRIEFCredentials of Value: State Strategies for Identifying and Endorsing Industry-Recognized Credentials: This paper highlights promising practices from states that have made considerable progress developing a system for students and employers to navigate the tangled universe of credentials. The brief further describes how each state tackles the challenge in a different way, building a system that suits their local economy and context, and highlights a few common strategies.


  • Kansas: Excel in CTE: Excel in CTE was launched in 2012 to help students transition to postsecondary education and training by increasing industry-recognized credential attainment and dual enrollment. The program has grown substantially since then, serving more than 10,000 students a year.
  • Florida: Career and Professional Education Act (CAPE): Florida’s CAPE Act, initially passed in 2007, models how states can engage with industry and define quality industry certification standards for secondary and postsecondary students.
Looking for additional resources? Please be sure to check out the Learning that Works Resource Center.
Kathryn Zekus, Senior Associate for Federal Policy & Brianna McCain, Policy Associate 

Are you willing to include the campaign to double the investment in your next newsletter?

April 11th, 2019

In February, the CTE community launched a campaign to double the federal investment in CTE! This is a shared campaign and we invite everyone to join us in asking employers to sign onto a statement that supports doubling the investment in CTE. The signatures collected from employers will be a critical component to building visibility and support for CTE with members of Congress. This new bi-monthly newsletter will keep you updated on the campaign and provide you with Tweets and resources to spread the word about the campaign! Are you willing to help us get the word out about the campaign by including it in your next newsletter or e-blast to CTE champions? Do you have email lists that reach employers, state CTE administrators, Career Technical Student Organizations, deans of workforce education or community college presidents? You can use or adapt the sample newsletter and email language in the promotional toolkit in your communications. Our goal is to secure 10,000 employer signatures by April and every signature counts! You can also use the featured resourceblog, and Tweet below to spread the word about the campaign and encourage employers to sign on.

FEATURED RESOURCE: Check out the one-pager on the double the investment campaign. It’s a quick read that you can link to in your newsletter or e-blast to CTE champions or use as a leave-behind at meetings. Find additional resources, including an “I Support CTE” sign, PowerPoint, and CTE graphics on the share page.

JOIN US ON SOCIAL MEDIA: Sample Tweet: “73% of Americans say increasing federal spending on K-12 public education is extremely important. #ISupportCTE”  Use #ISupportCTE when you share your support for the campaign!

BLOG OF THE WEEK:Share the blog, Career Technical Education: The Solution to Workforce Needs in your next newsletter or e-blast to CTE champions. Willing to write about why you support doubling the investment in CTE? Email to learn how to submit a blog or testimonial to be featured on

PAYA National Meeting in Charleston, South Carolina

March 25th, 2019

Earlier this month, the Partnership to Advance Youth Apprenticeships (PAYA), of which Advance CTE is one of the partners, held a national meeting in Charleston, South Carolina. This convening included educators, employers, policymakers, community leaders and PAYA partners. Over the course of two days, PAYA featured sessions such as: panels on the perspectives from school districts, employers, students and national leaders; a keynote presentation from Barbara Humpton, CEO of Siemens USA and Chair of the Siemens Foundation; a discussion with Mayor Randall Woodfin of Birmingham, Alabama and a tour of the youth apprenticeship labs at Trident Technical College. Advance CTE also led a session, Seeing Connections in PAYA & Perkins, which walked through the major components of Perkins V and how Perkins V and PAYA’s principles align.

The conference began by highlighting the success of youth apprenticeships through personal examples of new opportunities and achievements.  Data demonstrating the impact of youth apprenticeships was also shared, for example for $1 the government puts into apprenticeships, there is a $23 return on investment.

A favorite part of the conference for attendees was the panel of five youth apprentices:

  • Joshua Carpenter, First Year Youth Apprentice, Boeing;  
  • Constance Johnson, First Year Youth Apprentice, Trident Medical Center;  
  • Jordan Fancy, Second Year Youth Apprentice, Cummins Turbo Technologies;  
  • Byrone Porcher, Line Chef and Charleston Regional Youth Apprenticeships Alumnus, Wild Dunes Resort; and
  • Stephanie Walters, Adult Apprentice and Charleston Regional Youth Apprenticeships, Robert Bosch LLC.

The impressive group spoke about what led them to their apprenticeships, what they are getting out of their programs and their plans for continuing education and employment. Most were prompted to explore apprenticeships by parents, school counselors or teachers who believed in the potential of these programs. All on the panel shared that it was difficult to make the decision to enroll in a youth apprenticeship program instead of the traditional educational path that their peers were on, and that they themselves had always planned on doing. However, there was unanimous agreement that the program is well worth it,  and that the ability to follow their passions by combining work and academic skills has been incredibly positive. To learn more about how youth apprenticeships work for students, check out this infographic from PAYA.

Attendees had the opportunity to tour the meeting location’s, Trident Technical College, culinary, nursing and industrial mechanics lab spaces where youth apprentices’ technical coursework is held. Each space was designed to provide students with the best and most realistic learning experience. For example, the nursing lab space includes replicas of hospital rooms, so that students can gain hands-on experiences in a setting that mirrors the workplace.The lab experience  includes high fidelity mannequins that can mock different scenarios that a participant can expect to encounter in a patient. The mannequins are able to make noise, change color and even produce fluids. Students are able to apply the knowledge and skills they learn on the mannequins, setting them up for success in the workplace.

For more information on the intersection of Career Technical Education (CTE) and youth apprenticeships read Advance CTE’s blog, Incorporating Youth Apprenticeships in CTE Pathways. To learn about best practices, as well as common challenges  linking CTE and apprenticeships, check out a report from Advance CTE in partnership with JFF, Vivayic and RTI International, Opportunities for Connecting Secondary CTE Students and Apprenticeships. This report was developed through a contract with the Office of Career, Technical, and Adult Education, at the U.S. Department of Education.

Meredith Hills, Policy Associate