Federal Audit Adds Clarity to Competency-Based Education Policies for Colleges and Universities

August 18th, 2016

CBE photoIn the postsecondary world there is growing interest in Competency-Based Education (CBE), a strategy that organizes learning around mastery rather than seat time. CBE is already considered a promising strategy in secondary Career Technical Education (CTE) because it allows students to learn at their own pace in a flexible environment and helps them develop the skills necessary to be successful in their future careers. However, a newly published audit from the U.S. Office of the Inspector General shows that, in order for CBE programs to thrive, the higher education community will need to ensure that students receive regular, substantive interaction with their instructors.

The target of the audit is the Senior College and University Commission (part of an accrediting agency called the Western Association of Schools and Colleges), which reviews and accredits postsecondary programs in California, Hawaii and the Pacific Islands. Among the Commission’s responsibilities is evaluating course content to ensure that the purposes, methods of delivery and measurement of learning are aligned with federal policy. These evaluations carry a lot of weight — programs are eligible to receive federal grant funding under Title IV of the Higher Education Act depending on the results of the evaluation — which is why the Inspector General audited the Commission’s review process.

While CBE has enjoyed bipartisan support, the Federal Government’s priority is to ensure that CBE programs are held to high standards of quality. That is why the Higher Education Act restricts federal funding depending on the way that educational content is delivered. Traditionally, academic content has been delivered in a classroom environment, which is considered “campus-based education.” Non-traditional methods of delivery can still qualify for federal funding, but the amount of funding is contingent on the quality of instruction.

CBE courses that are delivered off-campus and are supported by “regular and substantive interaction between the instructor and student” are classified as distance education. In contrast, courses in which education is self-paced and interaction between the student and instructor is limited are considered correspondence education. Correspondence education has implications for funding because students enrolled in such courses are only eligible for a half-time Federal Pell Grant Award.

At issue in the Inspector General’s audit is the way that the Commission classifies courses as distance or correspondence education. The audit found that the Commission did not sufficiently evaluate whether courses would be considered correspondence education, meaning that some courses could have been classified incorrectly. While the Commission does not have the authority to approve correspondence courses — this authority is outside of the Commission’s scope — it is still responsible for identifying them. After receiving the Inspector General’s audit, the Commission revised its policies and procedures to ensure that students in CBE programs receive regular and substantive interaction with their instructors.

The Shared Vision for the Future of CTE calls on states and institutions to “embrace postsecondary competency-based education models … to expand access for more learners, and provide more flexibility so all individuals can get the skills they need when they need them.” While the Federal Government has already created avenues to promote CBE in higher education, accrediting agencies should consider how they evaluate the methods of delivery for CBE programs in order to realize this vision.

Austin Estes, Policy Associate

Election 2016: Pence’s CTE Record in Indiana Hints at Republican Ticket’s Education Agenda

August 12th, 2016

This is the first part of a series exploring the 2016 presidential candidates’ positions, records and statements about Career Technical Education (CTE). This post examines the Republican ticket.

Trump PenceLacking an Education Record, Trump Makes Nods to Parental Choice

Coming from the private sector, Republican Nominee Donald Trump has a limited record on education. Yet he has provided some hints as to what an education agenda would look like under his administration, including a smaller role for the federal government, more choice for parents, and more employable college degrees.

Trump’s campaign website advocates more power for parents, arguing that “education has to be at a local level. We cannot have the bureaucrats in Washington telling you how to manage your child’s education.” The real estate tycoon voiced similar sentiments in his Republican National Convention speech, promising to empower “parents [to] send [their kids] to a safe school of their choice.”

While Trump, to our knowledge, has not explicitly endorsed Career Technical Education  (CTE) as an educational strategy, there is some evidence that CTE would be included in a plan to expand parental choice. The Republican party’s 2016 platform calls for “options in learning, including home-schooling, career and technical education, private or parochial schools, magnet schools, charter schools, online learning, and early-college high schools.” If this is any indication of what a Trump administration would look like, then CTE would likely be a priority.

In regards to higher education, the Trump campaign’s national co-chairman, Sam Clovis, hinted in an interview with Inside Higher Ed that the campaign wants reforms that would incentivize getting degrees that lead to jobs over liberal arts degrees. He argues that schools should put some “skin in the game” and share some of the risk when students pursue degrees that do not lead to high-wage jobs. This would likely lead colleges to make decisions based on students’ prospective majors and post-graduation employment prospects.

In Indiana, Pence Spearheaded Regional Collaboration and Invested in Expanding CTE

Governor Mike Pence, in contrast, has had 12  years in the U.S. House of Representatives and nearly four years as governor of Indiana with which to demonstrate his CTE chops. His education record in the House is short: he voted against the No Child Left Behind Act on the grounds that it put too much power in the hands of the federal government, and voted for the Carl D. Perkins Act of 2006. Since his election as Governor of Indiana in 2012, however, Pence has made a concerted effort to prioritize CTE in schools all across the state, emphasizing the viability of both college and career pathways, which he calls “two Plan A’s.”

Most would say that Pence’s résumé in Indiana is CTE friendly. The crown jewels in his CTE record are the regional Indiana Works Councils and the state-level Career Council, both of which he worked with the state General Assembly to create during his first year in office.

The Indiana Works Councils include 11 regional boards, each composed of education and business leaders who work locally to align CTE programs with regional workforce needs. Together the councils have provided more than $4.3 million to support innovative CTE curricula across the state, which in turn reached more than 2,600 students in the first year.

At the state level, the Indiana Career Council has brought together leaders in education and industry to develop and drive CTE strategies across the state. With a three-pillar strategic plan and ongoing reviews of education and workforce needs, the Council has been the torchbearer for linking K-12, postsecondary and adult CTE to Indiana’s high wage, high demand economic sectors.

The U.S. House Committee on Education and the Workforce invited Pence to speak at a hearing in 2015 about expanding opportunity in America’s schools and workplaces. In his testimony, Pence once again reinforced the need for two “Plan A’s” and urged the committee to ensure that non college-bound students “can thrive in their future careers, and one way to do this is to again make career and technical education a priority.”

While the Republican ticket has yet to articulate a proposal to expand and invest in CTE at the national level, we are hopeful that, given the Republican party’s platform and Pence’s record in Indiana, CTE would be a priority in a Trump-Pence administration.

Austin Estes, Policy Associate

This Week in CTE: Experts on NPR’s ‘On Point’ Weigh in on CTE

August 12th, 2016



Earlier this week, experts weighed in on the shift from vocational education to today’s Career Technical Education (CTE) on NPR’s On Point. Listen to the hour-long discussion featuring Shaun Dougherty, author of the recent study, Career and Technical Education in High School: Does It Improve Student Outcomes? The conversation spilled over into the comments section where listeners voiced their own experiences with CTE.


Students can earn up to $2,500 if they plan to continue their studies in CTE, thanks to the Horatio Alger Association. Applications are accepted on a rolling deadline here.


Register now for our upcoming webinar, “Kentucky Gets Students on TRACK with Youth Apprenticeship“! At 2 p.m. ET, on August 31, Kentucky leaders will discuss the state’s youth pre-apprenticeship program, Tech Ready Apprentices for Careers in Kentucky. Join us to hear how the program started, how success is being measured and the lessons they’ve learned along the way.

This webinar is part of a yearlong series on work-based learning co-hosted by Advance CTE and the Appalachia Regional Comprehensive Center. In case you missed our earlier webinars, be sure to check out the initiatives in Tennessee and West Virginia.

Katie Fitzgerald, Communications Associate

Report Explores State Requirements for Dual Credit Teachers

August 9th, 2016

In Missouri and Other States, Experience Counts

ECS dual creditMany states allow students to earn credits in high school that can be applied towards a postsecondary degree or credential — a strategy known as dual, or concurrent, enrollment. While dual enrollment makes it easier and more affordable to obtain a postsecondary credential, states must pass policies to ensure students are receiving this advanced instruction from qualified teachers.

To further explore this challenge, the Education Commission of the States last month released a 50-state report exploring the requirements that states are using to approve dual enrollment faculty. The report finds that most states (35 in total) require dual enrollment instructors to meet the same qualifications as faculty at postsecondary institutions. Other states only require a combination of graduate credits or work experience related to their subject of instruction.

Interestingly, some states, such as Missouri, permit Career Technical Education (CTE) instructors to teach dual credit courses without meeting postsecondary faculty qualifications as long as they demonstrate experience through “working in the field, industry certification and years of experience.” In addition to detailing faculty qualification policies, the report highlights strategies that states are using to train their existing teacher workforce to teach dual enrollment courses. Such strategies are critical for providing students with seamless pathways to postsecondary credentials and future jobs.

From the States: Investments in CTE, Workforce Training Programs

In other policy news, three states are taking steps to invest in CTE and workforce training programs. In Massachusetts the legislature passed a comprehensive economic development bill that includes $45.9 million to establish, upgrade and expand CTE and training programs that are aligned to workforce development priorities.

Meanwhile, Kentucky is now accepting applications for the $100 million Work Ready Skills Initiative, a bond-funded grant program to galvanize regional cross-sector partnerships and bring CTE facilities up to industry standards. The initiative was authorized in a recent budget bill and requires a 10 percent match from local partners.

Virginia residents can now earn a high-demand credential at a third of the cost under the New Economy Workforce Credential Grant program. The grant, which was passed in March, is designed to increase access to noncredit workforce training programs in high-demand fields. Under the program, the state Board of Workforce Development is required to publish a list of noncredit workforce training programs related to high-demand fields each year, which it has already done here for 2016.

As the new school year approaches, so do new opportunities to expand high-quality CTE across the states. Keep an eye on this feed for more updates.

Austin Estes, Policy Associate


Advance CTE Legislative Update: Summer Round-Up

August 2nd, 2016

United States CapitalPerkins Reauthorization Wrap-Up

With Congress adjourned for an extended summer recess, it’s important to take stock of what’s been happening on Capitol Hill these past few months, particularly with regards to Career Technical Education (CTE). Before their break, Congress took formal steps to reauthorize the Carl D. Perkins Act (Perkins), continued to oversee ESSA implementation, and has made efforts to advance funding legislation for the coming federal fiscal year (FY).

On June 28th, the House Education and the Workforce Committee released a much anticipated bill to reauthorize Perkins—the Strengthening Career and Technical Education for the 21st Century Act (H.R. 5587). Sponsored by Reps. Glenn “GT” Thompson (R-PA) and Katherine Clark (D-MA), the bipartisan legislation was marked up by the full committee on July 7th and subsequently approved by a margin of 37-0.

“We are encouraged by this important step towards reauthorizing Perkins,” said Kimberly Green, Advance CTE Executive Director, at the time the bill was introduced. “We appreciate the bipartisan efforts that went into drafting this bill and look forward to working to ensure the reauthorized bill helps increase access to and success in high-quality CTE programs.”

The bill seeks to align Perkins to other federal legislation such as ESSA and WIOA while streamlining the requirements of the law to more effectively support high-quality CTE. Many elements of Advance CTE’s Perkins priorities can be found in H.R. 5587 and the organization supported the advancement of this legislation through committee. Advance CTE’s letter of support for H.R. 5587 can be found here.

We expect the full House to consider this legislation when Congress reconvenes later this autumn. In the meantime, Advance CTE and the Association for Career Technical Education (ACTE) have developed a comprehensive summary and analysis of H.R. 5587 which can be accessed here.

Many additional resources including the archived webcast of committee markup, members’ written statements, and considered amendments can be found here.

While this bipartisan effort in the House to reauthorize Perkins is encouraging, there is still much that must be done for the legislation to make its way across the finish line before the end of the 114th Congress. The Senate Health, Education, Labor, and Pensions (HELP) Committee has continued behind-the-scenes discussions on its own Perkins legislation. It is therefore still possible to see additional Perkins-related activity later this year, but with a limited number of legislative days left on the calendar full Perkins reauthorization will still require a concerted effort from lawmakers in both chambers. As these efforts continue to take shape be sure to check back here for more updates and analysis.

Congressional Appropriations Committees Approve FY 2017 Spending Bills

Lawmakers overseeing federal funding bills have also been working on legislation to fund federal programs, including the Perkins Act. In June the Senate Appropriations Committee approved its FY 2017 Labor, Health and Human Services, and Education (LHHSED) appropriations bill on a party-line vote. The legislation would level-fund the Perkins basic state grant program at $1.118 billion. However, this result for Perkins is important to keep in context—this year saw the return of budget caps mandated by the Budget Control Act of 2011 (BCA). These tight caps resulted in $220 million in cuts to education programs in the LHHSED bill making the maintenance of existing Perkins funding an important achievement for the CTE community. Notably, the bill would also restore year-round Pell grants which is a key Advance CTE postsecondary priority.

Following suit, the House Appropriations committee approved its own LHHSED FY 2017 funding bill. This legislation would also provide level funding for Perkins’ basic state grant program. However, much like with the Senate, the committee’s decision to maintain Perkins funding is best understood in context— other education programs under this bill were cut by even more than in the House proposal. Unlike with the Senate, the House bill does not restore year-round Pell grants although it would increase the maximum Pell award to $5,935 annually (a move that is also mirrored in the Senate proposal).

Despite these efforts, it is unlikely that either of these LHHSED bills will be advanced individually any further prior to the start of 2017 federal fiscal year set to begin on September 30th. It is therefore highly likely that Congress, as it has done for the past several years, will pass a “continuing resolution” (CR) which would temporarily extend current funding levels into the next fiscal year. Be sure to check back as efforts to fund federal programs, including Perkins, continue to firm up.

ESSA Implementation

As we have shared previously, the U.S. Department of Education (USDE) has been developing rules and regulations to govern the implementation of the Every Student Succeeds Act (ESSA). In the spring, the law’s mandated negotiated rulemaking committee met to determine how to regulate ESSA’s “supplement, not supplant” and assessment provisions. These efforts brought about a great degree of disagreement between USDE, which ultimately made a series of proposals on these issues, and Congressional Republicans, who viewed these proposals as being outside the allowable scope of ESSA.

Disagreements over how to appropriately implement ESSA’s provisions have continued to chew away at the bipartisan consensus that helped move ESSA across the finish line late last year. This has become even more apparent in a series of congressional hearings where Republican lawmakers and U.S. Secretary of Education John King have increasingly been at odds over these issues (more on that here, here, and here).

In June, USDE released additional draft regulations—known as a Notice of Proposed Rulemaking (NPRM)—on the law’s accountability, public reporting, and state plan provisions. Of particular note are how the draft rules address ESSA’s newly required state accountability indicators of “school quality and student success” which allow states the opportunity to measure and value indicators of student postsecondary and career readiness. Advance CTE and ACTE provided comments to USDE on these aspects of the regulations which can be viewed here.

USDE has continued to update its own resource page with helpful materials to support the law’s ongoing implementation process. Recently the department circulated a Dear Colleague letter highlighting ways in which states and communities can support a “well-rounded education”—a key concept of the new law that now includes CTE. Additionally, the Council of Chief State School Officers has produced an extremely useful guide for engaging stakeholders during ESSA plan development and the Collaborative for Student Success, a new website, collects state-specific information on states’ efforts to implement the new K-12 law.

Odds & Ends

  • After a six month delay, the U.S. Departments of Labor, Education, and Health and Human Services released final regulations for the implementation of the Workforce Innovation and Opportunity Act (WIOA). The most consequential set of rules for the CTE community can be found here which addresses state WIOA state planning, the performance accountability system, the one-stop system, and the sharing of one-stop center infrastructure costs.
  • USDE released a Dear Colleague letter providing guidance and clarification on gender equity within CTE. The letter focuses on requirements found in the Perkins Act as well as Title IX of the Education Amendments of 1972 prohibiting discrimination on the basis of sex in federally funded programs, including Perkins. Read the letter here.

Steve Voytek, Government Relations Manager

Election 2016: Where the National Parties Stand on CTE

August 1st, 2016

With the Democratic National Convention now over, both major parties have officially selected their nominees for the 2016 election. Coinciding with the nomination festivities, each party voted on and approved a party platform that outlines its priorities for the coming years. Once again, both Republicans and Democrats have affirmed commitments to Career Technical Education (CTE) through their respective platforms, demonstrating that CTE remains a solidly bipartisan issue.

Republican Party Platform Promotes CTE, Work-based Learning

The GOP’s position on education echoes much of what we’ve been hearing in Congress with regards to local-control over matters of education. Nevertheless, the platform promotes CTE as one of “the policies and methods that have actually made a difference in student advancement.” The platform further urges “school districts to make use of teaching talent in the business community, STEM fields, and the military,” to leverage non-traditional expertise in support of student learning. The party also promotes technical colleges and work-based learning, and advocates for public policies that “recognize that a four-year degree from a brick-and-mortar institution is not the only path toward a prosperous and fulfilling career.”

Democrats Aim to Expand Access to Middle Class Jobs

In the Democratic camp, the party approved a progressive platform calling for increased access to high-quality education and more pathways to the middle class for students of all backgrounds. The platform targets high costs and “predatory for-profit schools” as barriers to achieving this vision. It proposes to “make community college free” and crack down on for-profit schools that don’t “enable students to complete their degrees and prepare them for work.” The party also commits to investing in “high-quality STEAM classes [and] computer science education” as well as expanding “linked learning models and career pathways” across the country.

Austin Estes, Policy Associate


This Week in CTE

July 29th, 2016



The Appalachia Regional Comprehensive Center and Advance CTE are co hosting a webinar, Kentucky Gets Students on TRACK with Youth Apprenticeship, to discuss TRACK, Kentucky’s Tech Ready Apprentices for Careers in Kentucky youth pre-apprenticeship program. Speakers will provide information about registered apprenticeship and pipeline needs and issues from employer and student perspectives, including outcomes and lessons learned.


Check out our latest installment of Connecting Classroom to Careers: Leveraging Intermediaries to Expand Work-based Learning. This brief explores the role of intermediaries at the school, region and state levels, who coordinate between educators and employers to develop critical work-based learning opportunities for students taking an in-depth look at South Carolina and Georgia.


Earlier this month, the House Education and the Workforce Committee unanimously passed legislation to reauthorize the Perkins Act. With the Association for Career and Technical Education we developed a summary and analysis of this legislation available here.

Katie Fitzgerald, Communications Associate 

Advance CTE Legislative Update: Senate Appropriations Committee Approves FY 2017 Perkins Funding Bill as Stakeholders Review Newly Proposed ESSA Regulations

June 10th, 2016

United States CapitalYesterday, the full Senate Appropriations Committee approved a $161.9 billion funding measure for federal programs falling under the jurisdictions of the U.S. Departments of Labor (Labor), Health and Human Services (HHS), and Education (ED) in Fiscal Year (FY) 2017. The overall allocation of funding made available for this bill, known as a 302(b) allocation, was $270 million below FY 2016 levels. This meant that programs falling under this part of the budget all faced reductions in order to stay within the new FY 2017 cap even before individual funding decisions were made by the committee this week.

The legislation, as passed yesterday, would provide level funding for state formula grants under the Carl D. Perkins Act (Perkins)— approximately $1.117 billion overall for law’s Title I program or the same amount the program has received since FY 2014.

The bipartisan bill, the culmination of negotiations between Senators Roy Blunt (R-MO) and Patty Murray (D-WA) is the first time Labor-HHS-ED funding legislation has passed the full Senate Appropriations Committee since 2009.

Overall the bill reduces ED’s budget by $220 million from the previous fiscal year although this figure does not take into account changes that would be made to the department’s largest program—federal Pell grants. A key piece to understanding the committee’s decision-making on this legislation date back to March when, at that time, the Congressional Budget Office (CBO) projected a $7.8 billion surplus for Pell grants in the coming fiscal year.

In light of these additional funds, Senate appropriators have proposed to use a portion of this year’s Pell surplus to reinstitute “year-round Pell”— a provision the Obama Administration scrapped in 2011 as a cost savings measure which allows students to use their Pell awards during the summer months and accelerate their postsecondary studies. The bill also increases the maximum Pell award for the 2017-18 academic year to $5,935 although year-round recipients are capped at 150% of that maximum.

The Senate Appropriations Committee however took another chunk out of this surplus by also proposing to use a significant portion of it to fund other non-student-aid items in the budget, including a $2 billion proposed funding increase for the National Institutes of Health (NIH). Many higher education organizations, as well as the Congressional Tri-Caucus, voiced strong opposition to this proposal saying, in part, “Students cannot afford to continue subsidizing other areas of the budget.”

Advance CTE agrees with these concerns and believes that any additional funding freed up as a result of a Pell surplus should be used exclusively for education. However, such a move by lawmakers further underscores the importance of increasing or dissolving current “budget caps” that have been in place for several years as a result of the Budget Control Act of 2011, legislation that constrains the amount of resources available for important investments in our nation’s education system among other vital national priorities.

In addition to these provisions, the recently passed bill also proposes to cut Workforce Innovation and Opportunity Act (WIOA) state formula programs by 3% or $73.8 million while providing a 10% increase for USDOL’s apprenticeship grant program to $100 million overall.

With the Senate’s work on a Labor-HHS-ED bill complete for the time being, attention turns to the House of Representatives where the appropriations committee in that chamber is widely expected to consider their version of the bill before recessing in mid-July. Although the deadline for all FY 2017 funding legislation is September 30th, the limited amount of legislative days left on the Congressional calendar will likely necessitate a temporary stop-gap funding measure—known as a continuing resolution— to put difficult (and final) federal budget decisions for FY 2017 until after the Presidential election this November.

Nevertheless, these appropriations bills will likely be used as a starting point for future negotiations on federal spending later this year. They are important mileposts for what the CTE community should expect with regards to education and workforce development funding for the coming fiscal year, but it is important to keep in mind that this legislation has not been enacted.

Be sure to check back here for more updates and analysis on the federal appropriations process as events continue to unfold.

U.S. Department of Education Releases Proposed ESSA Rules

As part of the ongoing implementation of the Every Student Succeeds Act (ESSA), legislation that reauthorizes the Elementary and Secondary Education Act (ESEA), the U.S. Department of Education (USDE) released a draft version of rules outlining proposed requirements for state plans, accountability systems, and reporting responsibilities.

This new batch of proposed regulations— known as a Notice of Proposed Rulemaking (NPRM)— is open for public input and comment until August 1, 2016. Overall the NPRM hews closely to the newly passed law, providing substantial new flexibility to states and locals with regards to implementation. By comparison, another departmental proposal on so-called “supplement-not-supplant” regulations was met with far more concern earlier this month as we shared previously.

Interested stakeholders are encouraged to provide feedback to the department for how to improve upon this proposal by the above deadline. A summary of the rules can be found here, the full proposal is over this way, and comments can be submitted via this portal.

Odds & Ends

  • Earlier this week, Speaker Paul Ryan unveiled a new legislative agenda aimed at tackling poverty and ensuring economic opportunity for more Americans. The report offers four broad recommendations for the reauthorization of the Perkins Act. Read more here starting on page 27.
  • Senator Ron Wyden (D-OR) spoke at length on the Senate floor this week about a high-quality CTE program in his state and encouraged his colleagues to continue their efforts to reauthorize the Perkins Act. Watch his remarks here.
  • Last month USDE announced the 44 postsecondary institutions selected as part of its “experimental sites” initiative for Pell grants. The efforts will, on a limited and piloted basis, allow an estimated 10,000 students to use $20 million in Pell Grants to take dual and concurrent enrollment courses. Read the list of institutions here and more information on the effort can be found here.
  • USDE has announced another delay in the ongoing implementation of its “gainful employment” rule which aims to hold certain postsecondary institutions accountable for their students’ debt-to-earnings ratios. The hold-up relates to USDE’s release of “completers lists”— data that is necessary to determine these ratios. This interim step was originally slated for release last winter and has now been delayed until “later in June”. More on the delay from the department is available here.

Steve Voytek, Government Relations Manager 

This Week in CTE

June 10th, 2016



The Hechinger Report released an article this week, A State Embraces the Idea that not Everyone Needs to go to College, taking a look at how Kentucky ensures students are both college and career ready. Kate Blosveren Kreamer, Advance CTE Deputy Executive Director suggests utilizing accountability systems to validate high-quality programs and weed-out those that are not. “There are a lot of people that still think these programs are lower rigor,” said Blosveren Kreamer. “I don’t think that’s inherently true, but there is a mix out there. Hopefully, we can eventually use accountability to find and replicate the good programs.”


Launch My Career is a new website for students that allows them to determine the return on investment of their educational choices. Users can determine what careers align with specific skills, and what education pathway they need to be on to achieve their desired career.


The College & Career Readiness & Success Center at American Institutes for Reacher released a new video, Designing Assessments for College and Career Readiness: Performance Tasks. The video takes a dive into how educators can determine students’ college and career readiness through performance tasks that demonstrate mastery of skills and content.

Katie Fitzgerald, Communications Associate 

This Week in CTE: Op-ed by Kimberly Green

June 3rd, 2016


Our Executive Director, Kimberly Green, featured an op-ed in Real Clear Education this week calling for a transformation of the education system utilizing CTE as a major strategy.


One of our 2015 Excellence in Action award recipients were featured in Education Week!


Association for Career and Technical Education released a fact sheet on how the Every Student Succeeds Act supports Academies and CTE content in the classroom.

Katie Fitzgerald, Communications Associate