How COVID-19 is Impacting Young People’s Academic and Career Plans

October 29th, 2020

New Survey Data Illuminates the Impact of the Pandemic on Black and Latinx Youth and Youth from Low-Income Families

In the early spring, the COVID-19 (coronavirus) pandemic was often referred to as “The Great Equalizer.” After all, pandemics are equal opportunity threats and we all have to wear masks and attend meetings and classes on Zoom. But as the pandemic wore on, it became immediately clear that it would have disproportionate impacts, exacerbating racial and economic inequities that have long existed in the public education system and in the workforce. Without action from state and local leaders, the pandemic could have long-lasting impacts on young people, particularly Black and Latinx youth and youth from low-income families.

The Great Recession of 2008 provides some insights into the threat of the current coronavirus economic crisis. Five years after the Great Recession, youth unemployment was at an all-time high, impacting the career success of Millennials through the present day. Back in 2013, the Center for American Progress projected that young people would lose out on more than $20 billion in earnings over the next 10 years – and many are still struggling with debt and underemployment as a result of the recession.

Today, an emerging generation of young people – often referred to as Generation Z or “Gen Z” – stands at a similar precipice. We are already seeing early warning signs that the pandemic and related economic recession will impact their plans for education and career success.

How Are Young People Responding to the Pandemic?

New research from Goodwin Simon Strategic Research, funded by Equitable Futures, a project of the Bill & Melinda Gates Foundation, illuminates the impact the coronavirus pandemic is having on young people. In September, the organization released results from the first of four national surveys examining the pandemic’s impact on Black and Latinx youth and youth from low-income families.

One alarming takeaway from the research is that young people are taking on additional economic burdens as a result of the pandemic. Sixteen percent of respondents reported losing income due to decreased work hours or less business, and eight percent have lost an internship, apprenticeship or similar opportunity.

At the same time, young people are taking on additional responsibilities at home. Thirty-two percent of respondents say they are providing care for a younger member of their household, such as a younger sibling, with Black and Latinx youth responding at the highest rates.

As a result, young people are reconsidering their future academic and career plans. More than half of respondents say they value college differently now, with 28 percent reporting that they used to think college would be worth it but now think college is not worth it. Additionally, fewer young people have clarity about their goals and ideas for their futures than they did before the pandemic. In 2019, 43 percent of respondents said they felt clear about their future goals, compared to 27 percent in 2020 — a drop of 16 percentage points.

The coronavirus may not be the great equalizer, but it is the great disrupter. It may be years before we know the full impact of the pandemic and related economic crisis, but we know enough now to see that young people have been interrupted in their pursuit of education and career success in ways that will likely impact credential attainment, employment and earnings for years to come.

Trying Times Require Strong State Leadership

As a nation, we are at a crossroads, and states have a critical role to play in minimizing the impact of the Coronavirus on Black and Latinx learners and learners from low-income families. What can state leaders do to support young people in this time of crisis?

For one, they can provide clear information and guidance to help learners make informed decisions about their academic and career goals. This includes providing clear, transparent information about high-skill, high-wage and in-demand careers, the credentials needed to access those careers, and affordable opportunities to earn those credentials.

Additionally, with many young people experiencing loss of income as a result of the pandemic, state leaders can strengthen earn and learn opportunities so young people are not forced to choose between education and work. Paid work-based learning opportunities like youth apprenticeships are a proven way to build technical and employability skills on the job.

And finally, states can monitor data — including additional research from Goodwin Simon — to understand how Black and Latinx youth and youth from low-income families are being impacted by the pandemic and respond accordingly.

Early data is already illuminating the disastrous effects of the pandemic. State and local leaders can act now to pave the road to economic recovery and well-being for those who have been most impacted by the crisis.

Austin Estes, Manager of Data & Research, Advance CTE

COVID-19 Federal Response and Recovery: Recap Part Two

October 21st, 2020

Over the past eight months Congress has taken action to respond to the COVID-19 (Coronavirus) pandemic, with varying results. This included passing stimulus packages, as well as introducing a number of bills that were never passed- or at times even brought to vote. Advance CTE will recap what has gone on in Congress regarding Coronavirus response and recovery in a new blog series. Check out last week’s refresher on the CARES Act here!

Since the Coronavirus Aid, Relief and Economic Security (CARES) Act- a $2.2 trillion comprehensive economic relief package- was passed in March, Congress has introduced many stimulus bills that included funding for education and workforce programs, as well as Career Technical Education (CTE) supports. However, none of those proposals saw any legislative movement. Some bills were voted on by one chamber of Congress while others were never brought to a vote at all. 

Relaunching America’s Workforce Act (RAWA): In May, RAWA was introduced in both the House and Senate. This bill focused on supporting CTE and workforce development programs as a result of the pandemic with a $15 billion investment that includes $1 billion to support CTE programs and activities, as well as $2 billion to re-implement the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program. RAWA also included the following proposals through the Strengthening Career and Technical for the 21st Century Act (Perkins V):

  • Offered flexibility at the state and local levels during the pandemic around retention of funds, so that any funds not used during the 2019-2020 academic year because of Coronavirus can be retained instead of returned to the state for redistribution. 
  • Provided flexibility for local Perkins recipients to pool funds in order to support secondary to postsecondary or employment transitions for CTE students whose academic year was altered due to the pandemic. 
  • Waived some of the professional development requirements during the pandemic. 
  • Authorized $1 billion for CTE programs and activities, such as digital and physical infrastructure, virtual academic and work-based learning, restocking supplies that were donated to Coronavirus response efforts, work-based learning supports and subsidies for students and employers and ensuring programs are responsive to updated comprehensive needs assessments as a result Coronavirus. 

RAWA was not voted on in the House or the Senate. 

Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act:  House Democrats introduced the HEROES Act, a $3 trillion relief package, in May. This included $100.15 billion for education comprised of $90 billion in formula grants for K-12 education and $10.15 billion for higher education. It would have also provided $3.1 billion for the U.S. Department of Labor, with $2 billion allocated to worker training. The proposal included some flexibilities related to Perkins V: 

  • Flexibility at the state and local levels during the pandemic for retention of funds so that funds not used during the 2019-2020 school year because of Coronavirus can be retained; 
  • Flexibility for local Perkins recipients to pool funds for supporting secondary to postsecondary or employment transitions for CTE students whose academic year was changed because of Coronavirus; and 
  • Waived some of the professional development requirements during the pandemic. 

The HEROES Act passed in the House and was not brought to a vote in the Senate.

Coronavirus Child Care and Education Relief Act (CCCERA): Senate Democrats introduced CCCERA, a bill that would have provided $430 billion for child care and education activities, in July. The proposed act allocated $1 billion for CTE programs and activities to support state and local CTE needs as a result of the pandemic. This could include updates to physical or digital infrastructure, or expansion of work-based learning supports. The bill included $345 billion for the Education Stabilization Fund- comprised of $175 billion for K-12 schools, $132 billion for higher education and $33 billion for a Governor’s Fund. Additionally, CCCERA would have provided $4 billion to the Federal Communication Commission’s E-Rate program to increase internet access for students and educators. 

CCCERA was not brought to a vote in the House or the Senate. 

Health, Economic Assistance, Liability and Schools (HEALS) Act: Senate Republicans introduced the HEALS Act, a $1 trillion proposal for a comprehensive relief package, in August. Included in this is $105 billion for an Education Stabilization Fund comprised of $70 billion for K-12 education (of which two-thirds are required to go to local education agencies that meet requirements to open in person), $29 billion for higher education and $5 billion for a Governor’s Emergency Relief Fund. It also would provide the Perkins V flexibilities around pooling of funds, retention of funds and professional development that were outlined in RAWA.

The HEALS Act was not brought to vote in the House or the Senate. 

HEROES 2.0: At the end of September, House Democrats introduced a revised version of the HEROES Act, or HEROES 2.0. This $2.2 trillion relief package includes $208.1 billion for an Education Stabilized fund, comprised of $175 billion for K-12 education, $27 billion for public postsecondary education (with 75 percent distributed based on the number of Pell-grant eligible students), $4 billion for governors to use on education (including restoring state and local education support) and $2 billion for the Bureau of Indian Education and tribal colleges. The proposal also includes an additional $11.9 billion for higher education, including private institutions of higher education. 

HEROES 2.0 was passed by the House in the beginning of October. 

Meredith Hills, Senior Associate for Federal Policy

COVID-19 Federal Response and Recovery: Recap Part One

October 15th, 2020

Over the past eight months Congress has taken action to respond to the COVID-19 (Coronavirus) pandemic, with varying results. This included passing stimulus packages, as well as introducing a number of bills that were never passed- or at times even brought to vote. Advance CTE will recap what has gone on in Congress regarding Coronavirus response and recovery in a new blog series. Check back next week for part two!

In March, Congress passed the Coronavirus Aid, Relief and Economic Security (CARES) Act (H.R.748). The $2.2 trillion stimulus package provided comprehensive economic relief and resources as a result of COVID-19 (Coronavirus), including funding and flexibilities for education and workforce development programs. The CARES Act was the last stimulus package that was passed by Congress and signed into law. 

Education Stabilization Fund
The CARES Act authorized $30.75 billion for the Education Stabilization Fund, which provided funding to states, school districts and institutions of higher education for costs related to Coronavirus. The breakdown of funds is as follows:  

  • $13.5 billion for the Elementary and Secondary Emergency Relief Fund (ESERF)
    Money was distributed to the State Education Agency (SEA) through a formula. From there 90 percent went to Local Education Agencies (LEAs) for activities in response to Coronavirus.
  • $3 billion for the Governors Emergency Relief Fund (GEERF)
    Funding was distributed to states based on a formula that took population and poverty into account, and the SEA then determined which LEA received funds. The governor could also determine which higher education institution received funding, as well as designate any institution of higher education, LEA, or “education related entity” as essential for carrying out emergency education services. 
  • $14.25 billion for the Higher Education Emergency Relief Fund (HEERF)
    Of this, $12.557 billion was allocated to institutions that were eligible for Tile IV funding under the Higher Education Act. $348.8 million went to the improvement of postsecondary education program, and 50 percent of that needed to be used for students. Finally, $1.046 billion went to Historically Black Colleges and Universities (HBCUs) and Minority Serving Institutions (MSIs).

Of the Education Stabilization Fund, one percent was allotted for competitive grants to states most affected by Coronavirus: 

  • Rethink K-12 Education Models Grant: This competitive grant provides funding to support states in serving their students during the pandemic through new and innovative strategies. The participating states are Georgia, Iowa, Louisiana, Maine, North Carolina, New York, Rhode Island, South Carolina, South Dakota, Tennessee and Texas, and award amounts range from $6 million to $20 million.
  • Reimagining Workforce Preparation Grants: This competitive grant provides funding to either expand education opportunities through short-term career pathways or sector-based education and training programs, or to support local entrepreneurship through small business incubators. The participating states are Alabama, Arkansas, California, Hawaii, Michigan, Nevada, New York and Virginia. 

National Emergency Education Waivers
This bill provided opportunities for the SEA, Indian tribe or LEA to request waivers of certain statutory and regulatory provisions. 

Elementary and Secondary School Emergency Relief Fund
SEAs could apply for emergency relief grants to be used in elementary and secondary schools. 

Additional Measures in the CARES Act

  • Authority for the Secretary of Education to provide waivers from the Elementary and Secondary Education Act, except civil rights laws, that are necessary in response to Coronavirus;
  • Temporary relief for federal student loan borrowers to defer payments, principal and interest for 6 months. This also gives flexibility to students with federal student loans that dropped out of school as a result of Coronavirus;
  • Allows postsecondary students at institutions that closed because of Coronavirus to discount that semester toward their lifetime Pell eligibility; 
  • Continues federal work study payments to students who are no longer able to work as a result of closures;
  • Flexibility for local workforce boards to use Workforce Innovation and Opportunity Act (WIOA) funds for administrative costs (such as digital resources); 
  • $360 million for the Department of Labor to invest in programs to support training and services for dislocated workers, seniors, migrant farmworkers and homeless veterans; and
  • Pandemic Unemployment Assistance to provide unemployment insurance for those who would not typically be covered, but cannot work as a result of Coronavirus.

Meredith Hills, Senior Associate for Federal Policy

This Week in CTE

October 3rd, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

CAREERS IN CONSTRUCTION MONTH

This week we have kicked off Careers in Construction Month. Take the pledge to engage with students about the opportunities in the construction industry this October. 

MANUFACTURING DAY 2020

 

AWARD RECIPIENT OF THE WEEK

During the recent AlabamaWorks! Virtual Conference, recipients of the first AlabamaWorks! Innovator Awards were recognized. These awards recognize individuals in the state of Alabama that are innovatively advancing workforce and career opportunities.

Adopted from AlabamaWorks!

Tiger Mochas is a collaborative effort between special education students, FCCLA (Family, Career and Community Leaders of America) members and peer volunteers at Auburn High School. This student-led organization is serving up a lot more than hot cups of coffee to their peers because through their work, students are provided meaningful, hands-on work experience that teaches important functional, social and daily living skills. Graduates of the program leave with not only work and employability skills, but in-demand soft skills that will help them succeed in life and work.

More on each award recipient can be found here

CHALLENGE OF THE WEEK

The U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) announced the Rethink Adult Ed Challenge to advance pre-apprenticeships. Eligible AEFLA-funded organizations are now invited to submit preliminary designs of a program that is innovative, aligned to industry demand and provides support to program participants as they move into apprenticeships and the workforce. For more information, register for the virtual information session held October 15, 2020. 

LEGISLATIVE UPDATE OF THE WEEK

On October 1, the president signed a stopgap funding bill, avoiding a government shutdown since federal funding expired on September 30, 2020. The Senate passed this continuing resolution (CR) on Wednesday in a bipartisan vote of 84-10, following the House vote on the CR last week. This bill (H.R. 8337) extends federal funding at the currently enacted levels through December 11, 2020 for all 12 appropriations bills, including Labor, Health and Human Services, Education and Related Agencies (Labor-HHS-Ed). All education programs will continue at the currently enacted funding levels through the duration of the CR. 

Follow the CR and more legislative updates here

RESOURCE OF THE WEEK

Kansas designed the Excel in CTE initiative to help more learners enter high-wage, high-demand careers by providing funding for industry-recognized credentials and allowing secondary students to access CTE dual enrollment opportunities. Since the program was launched in 2012, Kansas has seen dramatic increases in the number of high school students earning industry-recognized credentials and postsecondary CTE credit.

View the full policy profile in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

Legislative Update: New Funding Bill Passed and ED Offers Technical Assistance

October 2nd, 2020

This week, Congress passed a temporary funding bill and avoided a government shutdown. Read below to learn more about this bill, as well as a new opportunity for technical assistance and a revised COVID-19 stimulus package. 

Congress Passes Funding Bill 

Early Thursday morning the president signed a stopgap funding bill, avoiding a government shutdown since federal funding expired on September 30, 2020. The Senate passed this continuing resolution (CR) on Wednesday in a bipartisan vote of 84-10, following the House vote on the CR last week. This bill extends federal funding at the currently enacted levels through December 11, 2020. At that time Congress will either pass new Fiscal Year 2021 (FY21) appropriations bills, or continue with another CR. The bill (H.R. 8337) extends funding for all 12 appropriations bills, including Labor, Health and Human Services, Education and Related Agencies (Labor-HHS-Ed). All education programs will continue at the currently enacted funding levels through the duration of the CR. 

ED Announces 2020 Catalyzing Career and Technical Education Competition

Scott Stump, Assistant Secretary for the U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) announced the launch of the 2020 Catalyzing Career and Technical Education Competition. Through funding from OCTAE, Social Finance and JFF, recipients will be provided with technical assistance to scale high-quality, Perkins-eligible Career Technical Education (CTE) programs. Perkins-eligible CTE providers are able to apply for this, and up to two sites will be chosen to receive technical assistance valued at about $150,000-$225,000. There will be a webinar on October 6, 2020 at 12:00 pm ET, during which additional information will be provided and those interested can ask questions. Applications are due by December 4, 2020, and those interested are strongly encouraged (but not required) to notify Social Finance of their intent to apply by October 16, 2020. You can learn more about the competition here and the Request for Proposals can be found here.  

House Democrats Introduce Revised COVID-19 Relief Bill
Written by Michael Matthews, Government Relations Manager, Association for Career and Technical Education (ACTE). Full post can be found here.

On Monday, House Democrats introduced a new $2.2 trillion pandemic relief package as part of a last-minute attempt to find a bipartisan solution prior to both chambers leaving town until after the November 3 elections. The proposal largely mirrors the HEROES Act, the $3.4 trillion package passed by the House in May, including an extension of the $600 expanded unemployment insurance, an additional round of $1,200 tax rebate checks, and more money for small businesses through the Paycheck Protection Program (PPP), among other provisions.

There is good news for education in the bill, as the new bill more than doubles the education request to $225 billion, including over $200 billion for an education stabilization fund and some additional targeted resources. See below for a specific breakdown of education funding.

ED’s Education Stabilization Fund – $208.1 Billion:

Funding is allocated to states based on a combination of the number of school-aged children and the number of Title 1-eligible children. Funding is not dependent upon schools reopening and can be used for the types of services and supplies that were allowed under the CARES Act. Funding is divided as follows:

  • $175 billion for elementary and secondary education
  • $27 billion for public postsecondary education, with 75% based on the number of Pell Grant-eligible students; funds can be used for an institution’s needs and for grants to students
  • $4 billion for governors to use on education, including restoring state and local education support
  • $2 billion for Bureau of Indian Education, tribal colleges and outlying areas
  • Maintenance of effort – states must maintain the percent of their budgets spent on education in fiscal year (FY) 2019 for FYs 2020 through 2022, with further specific assurances for K-12 funding and higher education.

Higher Education $11.9 Billion:

This section has funding for private institutions of higher education, and the allowable uses reflect those for public institutions in the Education Stabilization Fund. It includes:

  • $3.5 billion for Historically Black Colleges and Universities and for Minority-Serving Institutions
  • $7 billion for private, non-profit institutions of higher education (page 168)
  • $1.4 billion for institutions with unmet need related to coronavirus
  • $20 million for Howard University
  • $11 million for the National Technical Institute for the Deaf
  • $11 million for Gallaudet University

The bill also includes $12 billion to close the homework gap and $3 billion for emergency home connectivity – The $12 billion is for schools and libraries to fund Wi-fi hotspots and devices.

The House passed a revised version of this bill on Thursday night. 

Meredith Hills, Policy Associate

Legislative Update: National Apprenticeship Act Reauthorization and Senate FAFSA Hearing

September 18th, 2020

This week, the House Committee on Education and Labor introduced the National Apprenticeship Act of 2020. Read below to learn more about what is included in this bill, a Senate hearing on student financial aid and the extended deadline for postsecondary institutions to receive stimulus funding. 

House Introduces National Apprenticeship Act 

On Thursday, the Democrats of the House Committee on Education and Labor released a proposal to reauthorize the National Apprenticeship Act. The new bill, the National Apprenticeship Act of 2020, would invest $3.5 billion in Registered Apprenticeships, youth apprenticeships and pre-apprenticeships over five years, and develop approximately 1 million new apprenticeships. The Act authorizes $400 million in Fiscal Year 2021 (FY21) with annual increases of $100 million, up to $800 million in FY25. Additionally, this would codify the role of the U.S. Department of Labor’s (DOL) Office of Apprenticeship, codify the role of State Apprenticeship Agencies and create an interagency agreement between DOL and the U.S. Department of Education (ED). The full Committee is scheduled to mark up the bill on Thursday, September 24, 2020. 

A fact sheet on the National Apprenticeship Act of 2020 can be found here, a section-by-section summary here and the full bill text here

Senate Holds Hearing on FAFSA Reform

Earlier this week the Senate Committee on Health, Education, Labor and Pensions (HELP) held a “Time to Finish Fixing the FAFSA” hearing. HELP Chairman Lamar Alexander (R-TN) has long advocated for updating the complicated and burdensome Free Application for Federal Student Aid (FAFSA) form. After announcing his retirement from Congress, Senator Alexander is continuing to push for FAFSA simplification to be completed before he moves on. 

Witnesses for the hearing included: Kim Cook, Executive Director of the National College Attainment Network; Rachelle Feldman, Associate Provost and Director of Scholarships and Student Aid for the University of North Carolina at Chapel Hill; Kristin Hultquist, Founding Partner of HCM Strategists; Dr. Bridget Terry Long, Dean and Saris Professor of Education and Economics at the Harvard Graduate School of Education; and Dr. Judith Scott-Clayton, Associate Professor of Economics and Education at Teachers College of Columbia University. 

ED Announces Extension for Higher Education CARES Act Funding

ED reopened the application period for funding under the Higher Education Emergency Relief Fund (HEERF) that is authorized through the Coronavirus Aid, Relief, and Economic Security (CARES) Act. The department opened back up the application process through September 30, 2020. Postsecondary institutions can apply for funding at grants.gov. Additional details can be found here.

Meredith Hills, Policy Associate

How to Promote Career Technical Education as Vital to Economic Recovery

September 3rd, 2020

COVID-19 (coronavirus) has affected the most foundational aspects of our society, including our education systems and nation’s economy. With millions of Americans unemployed and some industry sectors shuttered or undergoing rapid transformation, Black and Latinx workers, workers with a high school education or less and female workers have been disproportionately impacted. [1] Now, more than ever, CTE is vital to our nation’s learners, employers and America’s economic recovery.

States play a critical role in making the case for CTE. As such, Advance CTE released new assets to help state CTE leaders communicate with policymakers, the media, employers and other key stakeholders. 

Below is a brief overview of each asset and how it can be used. However, before you get started, make sure you, your staff and key spokespeople are speaking the same messages. Use the talking points in this resource to help guide your presentations, resources you plan to develop, and ensure consistency across all who will be talking about this important issue. Of course, supplement state and local data if you have it! 

VIDEO: 

CTE’s Role in the Workforce and Economic Recovery Video

CTE is a program that works for both learners and employers, and should be a critical component of America’s road to economic recovery. In this short video, there are major talking points that help make the case for CTE. All data referred to in the video is cited here. Link to this video on your state websites and in social media posts. This video can also be embedded in your presentation slide decks and in newsletters.

FACT SHEETS: 

Secondary CTE and the Economic Recovery Fact Sheet

Secondary CTE is critical to preparing learners for an evolving workforce and ensuring they have the foundational and transferable skills that will benefit them throughout their lives. For secondary CTE learners and those individuals at the beginning of their careers, losing opportunities to gain hands-on experience and job training can have a major long-term impact. This fact sheet helps to make the case for a continued investment in our K-12 CTE programs. 

Postsecondary CTE and the Economic Recovery Fact Sheet

One study estimates that 60 percent of job losses may be temporary [2] while other studies predict a quarter of job losses being permanent. [3] It is imperative that we continue to invest in CTE and workforce systems to ensure individuals can have the opportunity to reskill and upskill to be prepared to re-enter or advance in the post-coronavirus economy.

Link to these fact sheets on your state website and in your presentations. Use them as leave behinds at in-person meetings (if you are having them).  

PROMOTIONAL TOOLS: 

Promotional Toolkit

This promotional toolkit provides recommended newsletter language and social media posts, a blog post and graphics. Use these graphics with the recommended language on your social media channels, in your presentations, on your state website and in your newsletters.

How To Talk about Career Technical Education and Economic Recovery

In this guide, you are provided ways to use the assets, independently or together, in your state and who to communicate with to make the case for CTE.

Brittany Cannady, Digital Media Associate

[1] https://www.stradaeducation.org/wp-content/uploads/2020/04/Public-Viewpoint-Report-Week-4.pdf

[2] https://bfi.uchicago.edu/working-paper/covid-19-is-also-a-reallocation-shock/

[3] https://www.philadelphiafed.org/-/media/covid/research-for-equity-in-recovery/how-job-training-matters.pdf?la=en

This Week in CTE

August 28th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

WEBINAR OF THE WEEK 

Advance CTE hosted the final webinar of our Summer Learning Series: CTE’s Role in the Future of Work and our Economic Recovery. This webinar featured insights on the current economic downturn and how CTE can rise to meet the challenge and ensure each learner is prepared for economic mobility.

You can view the webinar recording and presentation material here

STUDENT STORY OF THE WEEK

Keilah Sadler has earned a construction degree from the Metro Community College Career Academy in Nebraska one year after graduating from high school. Taking CTE courses allowed Keilah to develop her future career plans while building self-confidence. Read more about Keilah’s story in this article published by the Omaha World-Herald.

INDUSTRY OF THE WEEK

This week, MxD and the ManpowerGroup released the The Hiring Guide: Cybersecurity in Manufacturing. This hiring guide is a playbook for manufacturing executives, HR departments, educators and policy makers as these groups work together to cultivate a talent pool and workforce to protect the digital interface of the manufacturing industry, now and in the future. Download the guide here

TWEET OF THE WEEK

LEGISLATIVE UPDATE OF THE WEEK

This week, the House CTE Caucus hosted a briefing, The Effects of COVID-19 on Career Technical Education. Speakers included a CTE student, CTE instructor, State CTE Director and employer, moderated by Advance CTE’s Meredith Hills, discussed each of their unique perspectives on how they adapted to remote learning, the challenges unique to CTE, and opportunities for the future. 

The panelists included:

– Makenna Glassman – Welding Academy Student, Gateway Technical College, Elkhorn, WI

– Bob Kilmer – Retired Construction and Architecture Instructor, Enumclaw High School, Enumclaw, WA

– Angel Malone – Director of Career and Technical Education, South Carolina Department of Education  

– Public Sector Representative – Apple, Inc.  

RESOURCE OF THE WEEK

Louisiana piloted the Building Employment Skills for Tomorrow (BEST) program in 2018 to expand work-based learning opportunities for learners with disabilities. The BEST program connects learners with disabilities to work-based learning opportunities, equips them with real-world skills through training and provides mentorship to program participants. Louisiana continues to ensure learners with disabilities have the support necessary to participate and succeed in meaningful work-based learning and career readiness activities.

View the policy profile in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

K-12 School Reopening Plans: Exemplars for CTE

August 26th, 2020

As schools begin to reopen and learners begin their classwork nationwide both virtually and in-person, the health and safety of students remains at the forefront of educators’ and administrators’ minds. Throughout the summer, state educational agencies (SEAs) published school reopening guidance to help schools make informed decisions about the best course of action for their students and school community while maintaining safe practices. Whether continuing to educate virtually or in-person, these guidelines are as varied as the local plans that implement them. 

Considering the varied nature of these plans and the special circumstances that often underlie the logistics of implementing Career Technical Education (CTE) for a school district or throughout a region, Advance CTE tracked school reopening plans for each state and analyzed how they implicated CTE. The tracker that resulted can be found here. As of writing, 33 states’ reopening plans mention CTE in any way, including cursory mentions or health- or sanitation-specific guidance (see figure 1). Of those 33, 12 have robust CTE-specific guidance either embedded in their state reopening plan or as a separately published document. While each of these warrants viewing and merits discussion, we have chosen four plans to highlight due to their breadth or depth or because they have an innovative element that distinguishes their plan from others. While these highlighted plans are not the only examples of strong CTE-specific guidance, they can serve as models for other state agencies looking to further develop guidance of their own as schools continue to reopen and local education agencies (LEAs) continue their transition to in-person education.

 

 

 

 

 

 

 

 

Figure 1. (Last updated 8/24)

Minnesota

Minnesota’s state reopening guidance (last updated 8/21; CTE guidance on pages 95-101) provides comprehensive information about CTE throughout the state including guidance for classroom/laboratory instruction, work-based learning, career development and advising and career and technical student organizations (CTSOs). It also provides links to dozens of resources that are program-specific or unique to a particular program.

New York

New York’s state reopening guidance (last updated 7/16; CTE guidance on pages 103-108) provides similarly robust information across a variety of CTE topics. Beyond content and delivery and CTSO guidelines, this reopening plan also includes information about industry partnerships, guidelines for students with disabilities and standards for program approval, Perkins V and other data reporting. 

Nebraska

Nebraska’s CTE-specific guidance (published 8/4) provides guidance and guidelines for special classroom settings unique to CTE as well as general CTE guidance. They utilize “Guiding Principles of Nebraska CTE” (included within) to inform the document. Further, the setting-specific guidelines are delineated based on the reopening status of the state, which provides for flexibility across time. 

Tennessee

Tennessee’s CTE-specific guidance (published 7/15) provides in-depth guidelines not only for all areas of CTE, but also for how content is delivered (in-person, hybrid or virtual). Their plan draws from the Association for Career Technical Education (ACTE)’s High-quality CTE: Planning for a COVID-19-Impacted School Year (published in June), which asks guiding questions to ensure all considerations are discussed when undertaking school reopening at the local levels.

Finally, Advance CTE has its own guiding questions in the workbook Prioritizing CTE Through and Beyond COVID-19 that can be utilized by those at the state level to help employ quality and equity principles throughout reopening strategy. Additional resources can be found on our COVID-19 resources page.

Dan Hinderliter, Policy Associate

Career Technical Education’s Vital Role in Economic Recovery

August 20th, 2020

COVID-19 (coronavirus) has affected the most foundational aspects of our society, including our education systems and nation’s economy. With millions of Americans unemployed and some industry sectors shuttered or undergoing rapid transformation, Black and Latinx workers, workers with a high school education or less and female workers have been disproportionately impacted. Now, more than ever, Career Technical Education (CTE) is vital to our nation’s learners, employers and America’s economic recovery.  

While there is great uncertainty about the pandemic’s ongoing and long-term impact on our country, there is certainty that CTE is vital to recovery because of its proven track record. The postsecondary completion rate is nearly doubled for learners in CTE programs (56.8%) compared to all two-year institutions (29%). And 86% of adult CTE learners continue their education or are employed within six months of completing a program. Additionally, about a third of CTE learners are enrolled in programs in leading fields such as health care, information technology and Science, Technology, Engineering & Mathematics (STEM) – careers that are especially important during the coronavirus.

Through CTE, displaced workers can upskill and reskill and prepare for reentry into the workforce and employers can find a pipeline of well-qualified talent who can adapt to and thrive in the ever-changing world of work. This is especially important given that after the last recession, the majority of new or replacement jobs went to employees with more than a high school diploma, including 3.1 million jobs that went to those with an associate’s degree or postsecondary certificates. 

As our nation simultaneously continues to fight the pandemic and also begins to respond to the economic downturn that has harmed so many businesses and families, ensuring that equitable access to CTE is part of the solution is a message every policymaker needs to hear. To that end, today, Advance CTE released new tools including a short video to help state CTE leaders make the case for CTE to policymakers and other key stakeholders.

 

Series

Archives

1