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Obama Administration Releases FY 2015 Budget Request

March 4th, 2014

Capitol

Earlier today, the Obama Administration released its annual budget request for Fiscal Year (FY) 2015. Unveiling the details of this document in a Northwest D.C. public school classroom, President Obama underscored his commitment to education while framing his budget proposals as a choice between two competing visions for America’s future ahead of the 2014 midterm elections.

“Our budget is about choices,” the President said before going on to call for “smart investments to create jobs and grow our economy and expand opportunity for every American.”

The Administration’s budget and accompanying press releases repeatedly cited investment in education as the cornerstone of the Administration’s underlying opportunity agenda. Arne Duncan, U.S. Secretary of Education echoed these sentiments.

“President Obama’s budget request reflects his strong belief that education is a vital investment in the nation’s economic competitiveness, in its people, and in its communities,” Secretary Duncan affirmed before adding that “too many students lack access to the quality education and supports that make the journey to college and the middle class possible.”

To that end, the Obama Administration’s FY 2015 budget request to Congress calls for $68.6 billion in appropriations for the U.S. Department of Education (ED). That figure represents a 1.9 percent increase over last year’s funding levels and much of the additional proposed funds are targeted to various competitive grant initiatives such as a new iteration of Race to the Top focused on “Equity and Opportunity” (RTT-Opportunity) and similar programs.

Of particular importance to the Career Technical Education (CTE) community is the Carl D. Perkins Career and Technical Education Act’s basic state grant program. For FY 2015 the Administration requested $1.117 billion — the same amount the program will receive for FY 2014. Additionally, the President’s budget request calls again for a $100 million competitive CTE innovation fund along with $10 million for “Pay-for-Success” projects that would prioritize program development and strategies that target disconnected youth, expand rural access to CTE, and increase technology’s role in the classroom.

At ED’s budget briefing this afternoon, Secretary Duncan highlighted some of the progress ED believes it has made through these and other initiatives, but emphasized that “wide opportunity and achievement gaps continue to hurt many families, which puts our nation’s economy and future at risk.”

One of the most effective and proven strategies for closing this achievement and broader opportunity gap is through greater federal investment in CTE. However, requesting flat level-funding for these important programs, as the Administration has done, will not achieve the important goals the President and Secretary Duncan have laid out for the country.

A greater commitment to the CTE enterprise from the Administration is therefore needed in the coming fiscal year. In an effort to make good on the Administration’s promise, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) and its partners in the CTE community will be actively working in the coming year to advocate for $1.22 billion for the Perkins Act basic state grant program and the vital CTE programs it helps to support.

“Each year, the Administration has talked about the importance of education and its connection to restoring and growing  the American economy, yet the budget proposal does not reflect this priority. Fully funding the Perkins Act would be a tremendous signal that the Administration is serious about closing the skills gap and ensuring all students have access to high-quality Career Technical Education,” said NASDCTEc’s Executive Director Kimberly Green.

“Career Technical Education has a proven track record of closing equity and achievement gaps and helping youth and adults to garner the skills and knowledge to secure good-paying jobs and enter further education. Rather than investing in new initiatives, we believe it would be better to fully fund Perkins – a program with a long, proven history of success.”

The President’s full budget request can be found here and the Department of Education’s portion, along with a number of useful graphs, charts and other supplemental information, can be found here.

Steve Voytek, Government Relations Associate 

Legislative Update: Congress Prepares for Budget and Appropriations Process

February 28th, 2014

CapitolNext Tuesday the Obama Administration will release its annual budget request which will lay out the President’s vision for the Fiscal Year (FY) 2015 budget. Typically, this request is released on the first Monday of February, but the White House chose to wait until after Congressional appropriators finalized the recent omnibus spending package for FY 2014 before crafting the request. That spending bill funds the federal government through the end of this September and a new FY 2015 budget will be required starting on October 1st— the first day of the federal government’s next fiscal year. The President’s budget request is a highly anticipated document as it formally begins the federal budget and appropriations process for FY 2015 which is taken up later by both Chambers of Congress.

Ahead of that process Senator Patty Murray (D-WA), Chairwoman of the Senate Budget Committee, sent a memo to Senate Democrats outlining the extent of federal deficit reduction since 2010 arguing that there are other deficits “like those in job growth, innovation, infrastructure, and education” which Congress has failed to address with the same level of zealousness. The memo outlines $3.3 trillion worth of deficit reduction over the past several years and points out that almost half of those reductions have been through spending cuts to the discretionary portion of the federal budget. Specifically, the memo illustrates the disproportionate amount of spending cuts to the roughly 16 percent of the federal budget, known as non-defense discretionary (NDD), which fund investments in education, infrastructure, and research among other important national priorities.

As the memo lays out, it is important “to tackle our long-term fiscal challenges using a balanced and responsible approach.” While federal deficits and the national debt are a genuine challenge to the nation’s long-term financial wellbeing, addressing these concerns through systematic disinvestment in our nation’s education system and other vital NDD programs is not the solution. Although spending caps have already been established for FY 2015 and are slightly higher than FY 2014, decisions for how funds will be allocated to the various departments, agencies and programs must still be made in the coming year. As Congress and the White house begin these negotiations, it will be critical to more adequately fund this portion of the federal budget and support programs— like Career Technical Education— that strengthen our nation’s economy and ensure the global competitiveness of its students and workforce.

Steve Voytek, Government Relations Associate 

New Poll: Employers Value Skills & Knowledge Over Institutional Prestige

February 25th, 2014

mapToday Gallup and the Lumina Foundation presented the findings of two polls gauging employer and the public’s perceptions of America’s higher education system. The results, presented this morning at Gallup’s D.C. headquarters, found that a vast majority of employers value occupationally relevant skills, technical competencies, and knowledge gained through a postsecondary education much more than where a student went to school or what their major was. In fact, only 9 percent of employers reported that a job candidate’s alma mater was “very important” for their hiring purposes and a mere 28 percent reported that a candidate’s major was a “very important” factor in their hiring decision. Tellingly, 84 percent of employers said that the amount of knowledge the candidate has in a particular field was “very important” and 79 percent responded to the poll saying that applied skills were of the same value.

Overall the two polls, conducted in late 2013, provide five main insights:

  • Employers value relevant skills and knowledge much more than where a degree, certification, or credential was conferred.
  • A large perception gap persists between employers and academic institution leaders— 96 percent of chief academic officers said they were “extremely or somewhat confident” that their institution prepares students for the workplace, while only 11 percent of business leaders shared this view.
  • The value Americans place on postsecondary education continues to grow. 43 percent of Americans without a postsecondary education have reported researching their options for further education, yet 77 percent of Americans say that higher education remains unaffordable to everyone who needs it.
  • Confidence in the value of online degrees and educational programs continues to grow among both the American public and employers. 59 percent of business leaders say they would be more to likely hire a candidate with an online degree over a candidate with the same degree from a traditional postsecondary institution.
  • There is a need for greater transparency when assessing the quality and value of a postsecondary education. Faculty quality, job placement after graduation, program costs, and graduation percentages are among the most important criteria to the American public when selecting a program or assessing its quality. However, Americans report that finding this information is often difficult.

These results have come as a surprise to many. A panel discussion followed the release of these findings which provided a forum for how best to redesign America’s higher education system to respond to these findings. Among the many proposals offered, greater employer engagement and an increased role for community colleges emerged as two important pieces to solving what Gallup has now termed the “work preparation paradox.” Panelists argued that community colleges are an underutilized bridge between colleges, high schools and the world of work and should be used more to promote access to other forms of postsecondary education outside of a traditional four-year degree.  Other recommendations for better employer engagement included providing more experiential learning opportunities to students and also increasing the role employers have in faculty professional development.

The full survey with further analysis from Gallup and the Lumina Foundation can be found here.

Steve Voytek, Government Relations Associate 

ED Begins Negotiations on Postsecondary Regulations, DOL Announces New Grant Program

February 21st, 2014

CapitolA negotiated rulemaking panel, composed of fifteen members appointed by the Department of Education (ED), convened on Wednesday to develop a set of proposed rules impacting postsecondary student aid. Negotiators have been tasked with developing new regulations regarding state authorization of distance learning programs, Parent PLUS loans, campus debit cards and clock to credit hour conversion. The fifteen member panel is set to meet again in March and later in April to come to a consensus on these proposed regulations, some of which were part of ED’s earlier “program integrity” rules. As with similar rounds of negotiated rulemaking, the panel is required to come to a consensus on each item on the agenda. Per the Department’s organizational protocols, without a consensus ED has the authority to unilaterally draft these regulations on their own.

Of particular interest to the Career Technical Education (CTE) community are proposed rules impacting clock to credit hour conversions. Currently, students qualify for federal financial aid based on the amount of credit hours attempted. However, many postsecondary CTE programs measure student progress in actual hours rather than by credit hour. Programs that do this must retroactively convert “clock time” to credit hour units for the purposes of student financial aid. At present ED, for the purposes of financial aid eligibility, defines a credit hour as at least one hour per week in lecture and two hours of additional work outside the classroom. This interpretation has put students enrolled in CTE programs– for instance those that award licenses or certifications based on real-time hours– at a disadvantage when applying for federal financial aid. Opponents of this regulation argue that the conversion places less significance on real-time hours and more on credit hour units. Over the next several months the panel will be considering a number of changes to the rules governing this conversion.

NASDCTEc will continue to monitor these negotiations as the panel grapples with these issues. More information can be found here.

Dept. of Labor Announces “Ready to Work Partnership” Grants

Earlier this week, the Department of Labor (DOL) released a solicitation for grant applications (SGA) for “Ready to Work Partnership” grants to help the long-term unemployed. The $150 million grant program was announced shortly after President Obama’s State of the Union Address and is designed to bring to scale sector partnerships between community colleges, employers, workforce boards, and other relevant stakeholders that provide skills training and other workforce development services. The Department expects to award 20 to 30 individual grants ranging from $3 to $10 million for programs which focus on employer engagement, job placement assistance, and provide work-based training opportunities.

In order to qualify, a program must actively partner with three employers or an industry association with at least three business community members. Applications for the grant program will be accepted until June 19th, 2014. More information on DOL’s “Ready to Work Partnership” grants can be found here.

House GOP Make CTE a 2014 Priority

Last month House Republicans met in Cambridge, Maryland to plan an ambitious economic and domestic agenda for the coming year. Their plan, titled “An America That Works: Rebuilding the American Dream,” contrasts greatly with the Obama Administration’s current economic proposals and seeks to provide a number of alternative policies of its own. Among the many issues touted by the House Republican Conference was a renewed focus on Career Technical Education (CTE). House Majority Leader Eric Cantor (R-VA) emphasized that his party’s plan will, “focus on work-force-training and vocational-education programs” that empower Americans to obtain “a secure job with a decent salary that enables them to support their families, pursue their dreams, and leave their children a little more than they have.”

In an effort to demonstrate that commitment, the Majority Leader visited Germanna Community College today to highlight the importance of the workforce and CTE programs offered at an institution in his home district. NASDCTEc and its partners are encouraged by these remarks and the recent interest in CTE. As both parties continue to articulate their 2014 policy agendas, it is critical that CTE continues to be a central component to these proposals to ensure students of all ages are prepared to succeed in the 21st century economy.

Steve Voytek, Government Relations Associate

CTE Month Special: Celebrating CTE Superheroes

February 21st, 2014

Continuing with our CTE Month series on CTE Superheroes with our partners at the National Technical Honor Society, this week we have the privilege to highlight CTE students getting out into the field to get hands on experience and improve their community.

A group of NTHS students from Maryland’s Dr. James A. Forrest Career and Technology Center put their CTE experience to the test, coming together across a number of areas of expertise to construct an oyster habitat on the St. Mary’s River. Their hard work paid off; by the time the students left, they had constructed a column in the oyster sanctuary and helped to place 3,000 oysters.

Efforts to protect and grow the oyster population were carried out in partnership with Marylanders Grow Oysters, a local conservation group. NTHS’s full profile of the students’ efforts and their implications for oysters in the St. Mary’s can be found here.

Evan Williamson, Communications Associate

Legislative Update: College Ratings Proposal Continues to Take Shape, Senators Show Support for CTE

February 14th, 2014

CapitolAs we shared last year, President Obama has made college affordability a priority of his Administration’s education agenda. To better combat the increasingly high costs of higher education, the President has proposed a college ratings system which would link federal financial aid to institutional performance on a variety of measures. Metrics such as average tuition, loan debt, graduation rates, and graduate earnings have all been suggested as possible ways to measure how effectively postsecondary institutions are utilizing federal financial aid.

The Administration’s proposed ratings system, known officially as the Postsecondary Institutional Ratings System (PIRS), has been open to formal comment by the public since last December. Since then many institutions and associations have taken the opportunity to provide valuable feedback and insight for how such a system should be developed, what metrics it should or should not incorporate, and ultimately if such a ratings system is an appropriate responsibility for the Department of Education (ED) to take on. These wide-ranging responses can be found here. Many respondents voiced strong concerns regarding the potential negative consequences such a ratings system could have while others highlighted the transformative possibilities increased transparency could have on the postsecondary education marketplace.

The Workforce Data Quality Campaign (WDQC), of which the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) is a national partner, also issued a set of recommendations for PIRS. These recommendations focused mainly on the importance of disaggregating institutional and program-level data, as well as how best to utilize employment and wage record data to gauge graduate outcomes.

The proposed ratings system is complimentary in nature to the Department of Education’s ongoing efforts to develop stricter regulations regarding “gainful employment” in vocational education programs at community colleges and for-profit institutions. More information on those efforts can be found here. As these dual initiatives continue to take shape, NASDCTEc will continue to track and monitor the progress of these efforts and their potential impact on CTE throughout the country.

Senator Rubio Highlights CTE’s Role in Higher Ed

Earlier this week Senator Marco Rubio (R-FL) delivered a speech at Miam-Dade College highlighting his proposals for reforming America’s higher education system. He called for universal income-based repayment for federal student loans and a reshaping of the current postsecondary accreditation system to better utilize competency based education programs and online course offerings. Speaking about a “growing opportunity gap” between those who have access to quality education and those who do not, Senator Rubio argued that “the source of an employee’s education is far less important than many previously thought.” He went on to argue that “those who have the skills and the aptitude to be successful in a job deserve the opportunity to be considered for employment, even if they learned the trade from a non-traditional source.”

Career Technical Education (CTE) was a central component in the Senator’s remarks and he used a CTE program in Miami as a successful example for his proposed reforms. “We should make career and vocational education more widespread and more accessible” he said. “For instance, here in Miami, the local school district has partnered with a car dealership to create an innovative approach to career education. . . When they finish high school, they graduate not just with a high school diploma but with a job-ready industry certification from an automobile manufacturer.” Senator Rubio went on to highlight the importance of apprenticeship programs and business and industry partnerships as strategies for expanding the development and access to high-quality CTE programs. NASDCTEc applauds these encouraging remarks from Senator Rubio and looks forward to working constructively on ways CTE can further promote the shared economic opportunity he has called for in this speech.

A full transcript of the speech can be found here and a video can be found here.

JOBS Act Introduced in the Senate

Yesterday, Senator Mary Landrieu (D-LA) introduced the Jumpstart Our Businesses by supporting Students (JOBS) Act (S. 2033). The proposed legislation would amend the Higher Education Act (HEA) to expand eligibility for the act’s Pell Grant program. Under current law the Pell Grant program— like other federal financial aid— is not available to students taking “noncredit courses.” Postsecondary CTE programs, which typically offer certifications or other postsecondary credentials, often fall under this category. Current program eligibility requirements have a minimum seat-time of 300 instruction hours over the course of at least 16 weeks. This frequently leaves out short-term postsecondary CTE programs which are essential to equipping students with the relevant skills needed for the 21st century economy.

Senator Landrieu’s bill would expand Pell Grant eligibility to students enrolled in CTE programs by reducing current time-related eligibility requirements by half (150 hours of instruction over a minimum of 8 weeks). As Senator Landrieu pointed out, “The JOBS Act makes a smart update to expand the eligible uses of Pell Grant funding for short-term job training so we can build a strong and skilled workforce to fill the thousands of jobs that are being created in Louisiana and are currently empty.” NASDCTEc strongly supports this legislation and is encouraged to see a renewed focus on expanding access to postsecondary CTE programs for those who need it most.

Steve Voytek, Government Relations Associate 

CTE Month Special: What Do the State of the States Mean for CTE? (Part II)

February 13th, 2014

mapYesterday, we released a summary of several state of the state addresses, focusing on their implications for CTE in the year ahead. Below is the second installment in this CTE Month special series, highlighting more governors who took time out of their state of the state address to endorse programs for high-quality CTE in their state.

During the State of the State Address in Connecticut, Governor Dannel Malloy embraced “hands-on learning,” committing his administration to working with private-sector partners and educators to provide for early college and dual enrollment initiatives. He also commended the P-Tech program, a collaboration between IBM and a number of New York City high schools that guides students through high school and provides for an additional two years of instruction. Graduating students complete the P-Tech program with advanced credentials and Governor Malloy expressed his desire to emulate this in Connecticut by offering a comprehensive, skill-centered pathway for students to credentials above and beyond a high school diploma.

Georgia Governor Nathan Deal touted the state’s High Demand Career Initiative, designed to bring together leaders of the University System of Georgia, technical colleges and schools, and state industry leaders to understand labor market needs, as well as a $10M loan program for students attending technical colleges.

In Indiana, Governor Mike Pence outlined his desire to make CTE an option for every Hoosier student. He encouraged not only the development of programs to allow secondary students an easier path into postsecondary CTE programs, but also for adult education that would allow professionals to seek retraining to improve their skills and competencies making them more competitive in today’s labor market.

Governor Terry Branstad of Iowa promoted his Iowa Apprenticeship and Job Training Act, entailing a number of initiatives to increase student access to apprenticeships by tripling funding for apprenticeships under the state’s 260F worker training program.  He also cited his state’s recent success expanding STEM education, anticipating 60,000 or more students will have access to STEM programs in the state as a result of the efforts of the STEM Advisory Council, an initiative led by Vermeer CEO Mary Andringa and Lieutenant Governor Kim Reynolds.

Governor Sam Brownback of Kansas touted a 75 percent increase in enrollment in CTE since the state launched its Career Technical Education Initiative. The sweeping plan from 2012 included $8.75 million for CTE programs, covering tuition for students taking postsecondary CTE courses, $1.5 million to high schools that encourage students to earn industry recognized credentials and allotting funds to spread the word about job opportunities for CTE graduates.

In Maryland, Governor Martin O’Malley announced his desire for every high school student in Maryland to graduate with a modern technical skill and a year of college credit already earned.

Governor of New Hampshire Maggie Hassan embraced developing STEM education in the Granite State as a response to the needs of the state’s high-tech industry. Governor Hassan cited restoring previously cut funds to New Hampshire higher education as a strategy to entice business to the state, and indicated that a well-trained and career-ready workforce was key to economic development in the granite state.

In the Oklahoma State of the State Address, Governor Mary Fallin called education beyond high school “the new minimum” for Oklahomans entering the workforce, and expressed her desire to increase the number of graduates seeking qualifications beyond a high school diploma “…either by attending college or a career technology center.” She also cited increasing numbers of Oklahomans seeking degrees or certificates as a result of collaboration with CareerTech in the Complete College America initiative.

In South Dakota, Governor Dennis Daugaard focused heavily on CTE, which he labeled “…the intersection of education and economic development.” In a series of proposals to enhance CTE and draw more students into technical fields the governor advocated for $5 million in Governor’s Grants for CTE to improve collaboration between secondary schools offering CTE courses, along with $3.8 million in Future Fund grants to technical institutes for workplace priority areas and extra funds for scholarships for students in high need fields.  He also touted Building South Dakota, the economic development fund that incorporates infrastructure, housing, and development funds along with CTE funding.

Continuing with his year-old Drive to 55 initiative, (a program to ensuring 55 percent of his state’s citizens possess credentials above a high school diploma by 2022), Governor Bill Haslam of Tennessee voiced his support for expanded CTE and career readiness programs. Adding onto Drive to 55’s expanded dual enrollment, workforce readiness and curriculum alignment initiatives, Governor Haslam announced the “Tennessee Promise” program. Tennessee Promise will provide Tennessee secondary graduates with the opportunity to go to two years of community college or college of applied technology education free of charge. Continuing his push for expanded educational opportunity, Governor Haslam included in his address further funding for college expansion and renovation across the state, including $65 million for expanding two of the largest community colleges in Tennessee.

Evan Williamson, Communications Associate

Announcing the 2014 NACTEI Conference: May 6-8

February 12th, 2014

Announcing the 2014 NACTEI Conference

This blog is shared on behalf of NACTEI.

nactei_logo_newOn behalf of John Haigh, Chief of the Performance and Accountability Branch (PAB) in the Division of Academic and Technical Education (DATE) in the Office of Career Technical and Adult Education (OCTAE) and Dennis Fiscus (NACTEI President), we hope you will accept our invitation to join us at the 2014 NACTEI Conference which will include sessions presented by OCTAE.

The conference is being held in beautiful Louisville, Kentucky, May 6-8th.  This year we are excited to have OCTAE present sessions as part of the overall conference.

The sessions will be an excellent State level leadership resource regarding your Perkins grant, data and information.  Most of the OCTAE DATE Accountability staff will be in attendance and presenting sessions, as well as meeting with their assigned states. We are also happy to have back Michael Brustein, who will be presenting his workshops on the Super Circular and Perkins on Monday, May 5th (separate registration is required).

The conference hotel info:

Marriott Louisville Downtown
280 West Jefferson
Louisville, Kentucky 40202

More information: Save the Date flyer and Conference Program at a Glance

Ramona Schescke, Member Services Manager

 

CTE Month Special: What Do the State of the States Mean for CTE?

February 12th, 2014

Over the last month, governors around the country have gone before their state legislatures and constituents to deliver a state of the state address. A great number of this year’s state of the state addresses included proposals to expand CTE, career-readiness and expanded choices in postsecondary education. Below is the first installment of our special CTE Month roundup of state of the states as they impact CTE.

In Alabama Governor Robert Bentley announced his support for the plans laid by the Governor’s Career Ready Task Force, emphasizing the need for business and industry leaders to contribute to the conversation about what constitutes career-readiness. He advocated expanding Alabama’s dual enrollment programs and providing for more career coaches.

Governor Sean Parnell of Alaska also endorsed CTE, including proposals to expand dual enrollment programs and more CTE pathways. He commended CTE as a strategy to raise graduation rates, noting that in the Northwest Arctic Borough, introducing CTE programs led to an 11 percent increase in graduation rates.

Delaware Governor Jack Markell proposed an expansive strategy to expand CTE, beginning with a two-year comprehensive manufacturing CTE program for juniors and seniors that focuses on engineering and would lead to nationally recognized manufacturing certificates. Linked to that program, he also announced his desire to promote public-private partnerships to offer students real-world experience as part of a career-ready curriculum, and partnerships between schools and private industry to identify the programs that will best serve graduates as they enter the workforce. He touted Delaware’s JobLink program, a database designed to help employers search for jobseekers by their skills. Like Governors Bentley and Parnell, Markell also pushed for expanded dual-enrollment programs for secondary students, enabling them to earn post-secondary credit over the course of their studies.

Neil Abercrombie, Governor of Hawaii, touted his state’s investment in STEM initiatives, singling out the Thirty Meter Telescope, which features a STEM training partnership with the Institute for Astronomy’s Akamai Workforce Initiative to train postsecondary students in STEM and robotics.

Kentucky Governor Steve Beshear lauded the state’s progress in CTE. He cited “…a new model of secondary career and technical education to make it more accessible to students at an earlier age, more rigorous academically and better aligned with both postsecondary requirements and employer needs…We are fitting the pieces together to create a seamless, cradle-to-career education system that is better preparing our students for this complex world.”

North Carolina Governor Pat McCrory outlined the importance of ensuring that secondary and postsecondary pathways for success include all types of postsecondary credential—certificates, associates degrees and professional certification—as well as four-year degrees. Governor McRory also conveyed his support for helping private sector professionals transition into teaching, opening the door for experts in technical fields to begin careers as CTE teachers.

In his State of the State Address, Governor Earl Ray Tomblin of West Virginia expressed his belief that CTE can be a critical tool for students who wish to pursue STEM at the postsecondary level. He cited West Virginia’s work to bring math and language arts teachers into career and technical schools, thereby minimizing the need to bus students to and from CTE and comprehensive schools. Governor Tomblin also highlighted the Advanced Careers Program (ACP), pointing out five CTE sites that have instituted career courses as a result of the ACP program, and stated that the program would help 32 sites to implement high quality CTE programs by 2016.

These governors proposed action to unlock CTE’s potential to help students, improve workforce quality and boost economic development. Be sure to visit the links above for the full text of each governor’s address. Don’t see your state? Keep an eye on the CTE Blog for part two of our state of the states roundup!

- Evan Williamson, Communications Associate

CTE Caucus Comes to the Senate, White House Releases Additional Information on SOTU

January 31st, 2014

CapitolYesterday morning Senators Tim Kaine (D-VA) and Rob Portman (R-OH) announced the creation of the Senate Career and Technical Education (CTE) Caucus, a bipartisan endeavor focused on promoting CTE inside the Chamber and throughout the country. The Senate CTE Caucus, much like its counterpart in the House of Representatives, seeks to “support efforts to ensure all students have access to high-quality, rigorous career and technical education to prepare them for college and for their future careers.”

During yesterday’s announcement, Senator Kaine explained that his interest in CTE stemmed from one of his defining achievements as Governor of Virginia through the creation of CTE Academies in his home state. Expressing his passion for CTE, Senator Kaine described how CTE programs “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.”

Senator Portman tied his interest in the creation of the caucus to some of the priorities highlighted in President Obama’s State of the Union address earlier this week. “We must close this skills gap to get Americans working again,” he said.  “One way we can do that is by focusing on Career and Technical Education that equips workers with credentials, certificates, and other training that will match them with open jobs.”

The caucus’s formation coincides with the arrival of CTE month in February and Congress’s consideration of the Carl D. Perkins Career and Technical Education Act— the sole piece of federal legislation which supports CTE programs throughout the country and represents the largest investment in America’s high schools. The National Association of State Directors of Career Technical Education Consortium welcomes the strengthened interest in CTE within the Senate and looks forward to working with the newly formed caucus as they begin a drive for membership within the Chamber.

Senators Kaine and Portman have created a great new opportunity for CTE advocates to have their voices represented in Congress. You can help by contacting your Senator or Representative and urging them to join either of these CTE Caucuses. Remember, the CTE community— that is YOU— are the experts, so please share your knowledge and passion for CTE with Congress as these initiatives and much more get underway.

Don’t know who represents you in Congress? Find out here!

White House Releases SOTU Supplements

Yesterday, the White House released a supplemental fact sheet to more fully outline the proposals contained in President Obama’s State of the Union speech. The fact sheet goes into greater detail about Vice President Joe Biden’s across-the-board review of existing federal workforce training and education programs and lays out actionable next-steps for how to achieve some of the overarching objectives set by the President in Tuesday’s address.

Of particular note to the CTE community is the Administration’s refocused goals for the Trade Adjustment Assistance & Community College and Career Training (TAACCCT) grant program. The President has directed the Labor Department’s Secretary Perez to focus the selection criteria for the program on “job-driven training strategies” which seek to replicate nationally “job-driven training partnerships between regional employers and national industry associations that advance the best practices identified throughout the immediate stakeholder consultations.” TAACCCT, in its final round of funding totaling more than $500 million, is available to community colleges and other eligible postsecondary institutions throughout the country and will likely be a core element to accomplishing the President’s “Opportunity for All” agenda in the coming year.

More information on the TAACCCT grant program can be found here.

Senator Alexander Introduces School Voucher Bill

Earlier this week Senator Lamar Alexander (R-TN), Ranking Member of the Senate’s Health, Education, Labor, and Pensions (HELP) Committee, introduced the Scholarships for Kids Act. This legislation proposes to consolidate a number of existing education programs to fund $2,100 scholarships for 11 million low-income students across the country in an effort to afford greater access to any public or private accredited school of their parent’s choice.

To pay for these scholarships Senator Alexander has proposed repealing Titles II through VII of the Elementary and Secondary Education Act (ESEA) and a great many other programs under Title I of that Act. For instance, it proposes repealing programs that support magnet and charter schools, a move which would oddly limit the options available to many students and their families— something the bill is aiming to promote not diminish.

Most importantly for the CTE community, the entire Carl D. Perkins Career and Technical Education Act (Perkins) has also been included in this proposed consolidation. Unlike ESEA, Senator Alexander’s proposal would repeal the entire Perkins Act, eliminating the sole federal support for CTE programs throughout the country, undermining its global competitiveness, and hampering student access to high quality CTE programs. It is important to note, that this legislation is not likely to move out of the Democrat-controlled Senate Chamber and HELP Committee. NASDCTEc will continue to monitor this and similar pieces of legislation that impact the Perkins Act and the larger CTE community as legislation continues to be introduce this year.

The full bill’s text can be found here and a press release on the legislation can be found here.

College Affordability and Innovation Act of 2014

On Wednesday, Senators Chris Murphy (D-CT), Brian Schatz (D-HI) and Patty Murray (D-WA) introduced the College Affordability and Innovation Act of 2014. The proposed legislation seeks to make higher education more affordable for students and promote innovative practices in the postsecondary space that help limit the cost of college.

Among the proposals, the bill would create a pilot program that would incentivize colleges and universities to implement programs that offer high-quality education at lower costs, and reduce the overall time for degree completion. Programs such as competency-based degrees, dual-enrollment, and other accelerated degrees were among examples specifically cited in the legislation.

The accompanying press release can be found here.

The GREEN Act

Last week, Senator Tammy Baldwin (D-WI) introduced the Grants for Renewable Energy Education for the Nation (GREEN) Act. The legislation would provide $100 million for a competitive grant program for the development of CTE programs of study which focus on the renewable energy and energy efficiency sectors. The bill would also promote increased energy efficiency and the use of renewable energy practices in CTE facilities and buildings.

The press release and full text of the law can be found here.

Steve Voytek, Government Relations Associate 

 

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