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National Association of State Directors of Career
Technical Education Consortium (NASDCTEc)

Coalition Pushes Perkins Reauthorization with Letter to Legislators

May 21st, 2014

With a rapidly evolving labor market and increasing economic pressure from overseas, interest in the ability of Career Technical Education (CTE) to modernize the American workforce and maintain our country’s economic primacy is steadily mounting. The pending reauthorization of the Perkins Act – the landmark piece of legislation that represents the vast majority of federal investment in CTE – offers an unparalleled opportunity to build upon the tremendous innovation in CTE taking place right now in states across the country.

The CTE Vision Paper encapsulates the goal of CTE today: to prepare students of all ages to succeed in education and careers—and enable the United States to flourish in a dynamic and increasingly competitive global economy. Principally, the Vision Paper outlines five principles critical to setting priorities and blazing a new trail for CTE.

Among those five principles is to actively partner with employers to design and provide high-quality, dynamic programs. Today’s letter reconfirmed broad support for CTE that acknowledges and seeks input from all stakeholders, including employers. The letter cites three points of emphasis for reauthorization:

  • Align CTE programs to the needs of the regional, state, and local labor market;
  • Support effective and meaningful collaboration between secondary and postsecondary institutions and employers;
  • Increase student participation in experiential learning opportunities such as industry internships, apprenticeships and mentorships; and promote the use of industry-recognized credentials.

“What stands out is not only the sheer number of signatories in agreement with the priorities outlined in this letter, it’s the diversity of stakeholders represented,” said NASDCTEc Executive Director Kimberly Green. “CTE is critical to American competitiveness and our economic health – it’s very encouraging to have that acknowledged by such a broad and diverse group. Hopefully Congress agrees that we can’t afford to wait for a full, thoughtful reauthorization of this critical legislation.”

Full text of the letter can be found online here. For more on Perkins and CTE, visit www.careertech.org.

Evan Williamson, Communications Associate

Legislative Update: House Moves Several Education Bills Forward, Appropriations Committee Sets FY 15 Spending Level

May 16th, 2014

CapitolLast week, the House approved through voice vote the Strengthening Education through Research Act (SETRA). The bipartisan vote and legislation reauthorizes the Education Sciences Reform Act (ESRA), which supports educational research programs such as the National Center for Education Statistics (NCES), National Assessment of Educational Progress (NAEP) exams and state longitudinal data systems.

“The Strengthening Education through Research Act will improve education research and help ensure more schools and students can benefit from effective educational practices,” said Rep. Rokita (R-IN) upon passage of the legislation.

Of particular interest to the CTE community is SETRA’s authorization for state longitudinal data system (SLDS) grants which encourage the alignment of data across K-12, postsecondary and workforce programs. These grants support the capacity of states and programs to report on post-program employment outcomes for CTE graduates. Additionally, the bill strongly emphasizes the importance of using data effectively for continuous program improvement. As Rep. Rokita pointed out during debate on the House floor, “what good does the data do us if it can’t be used?”

NASDCTEc is very supportive of this legislation and looks forward to SETRA’s future progress in the Senate. The text of the bill, fact sheets, and other useful information can be found here.

In addition to moving forward on SETRA, the House also passed the Success and Opportunity through Quality Charter Schools Act (H.R. 10), which streamlines two existing charter school programs into a single $300 million annual program to support the development and expansion of high-quality charter schools — a $50 million increase over current funding levels.  The bill passed with overwhelming bipartisan support on a margin of 360-45. House CTE Caucus Co-Chairs Rep. Glenn “GT” Thompson (R-PA) and Rep. Jim Langevin (D-RI) also successfully passed an amendment to the bill before its final passage, which added comprehensive career counseling to the criteria the Secretary of Education must consider when making grants under this legislation.

“This amendment recognizes that career counseling is a critical tool we must promote in order to assure that students are informed and prepared to meet their next educational or career challenge,” Rep. Thompson said upon the amendment’s adoption.

Rep. Langevin echoed these sentiments saying, “Investments in education are repaid many times over through the creation of a skilled, educated workforce. That investment is made exponentially stronger when we provide young people with career counseling programs that enable them to make smart decisions about their futures.”

NASDCTEc applauds this renewed focus on career counseling in our nation’s schools and looks forward to similar proposals to further strengthen these critical student support systems. More information on this legislation can be found here.

House Appropriations Committee Sets Levels for FY 15

Late last week the House Committee on Appropriations passed a measure confirming the topline spending cap for Fiscal Year (FY) 2015 at $1.014 trillion for the entire federal discretionary budget. This figure conforms to the spending caps put in place by the Bipartisan Budget Act of 2013. The committee also set about dividing up this figure into 12 separate allocations — known as 302(b)s — to be used by each of the relevant subcommittees as they craft the necessary spending bills to fund the various departments, agencies and programs that compose the federal government.

Discouragingly, the 302(b) allocation for the Departments of Labor, Health and Human Services, and Education — under which the Carl D. Perkins Act’s basic state grant program falls— was set at $155.7 billion. This figure is roughly $1 billion below what was allocated in FY 2014 and will put additional pressures on appropriators as they decide how to divide that sum among the various programs under the jurisdiction of the Labor-HHS-ED bill. As this process unfolds, NASDCTEc will be working with appropriators in both Chambers to ensure that adequate investments are made in our nation’s CTE system. The Senate is expected to undertake this process in the next several weeks.

Does the budget and appropriations process sound confusing? Check-out NASDCTEc’s on-demand webinar unpacking this complex process.

The CREDIT Act

Yesterday, Sen. Tim Kaine (D-VA) introduced the Credentialing Improvement for Troop Talent (CREDIT) Act of 2014 to help members of the armed services acquire credentials for use in the civilian labor market. The bill would expand the authority of the Tuition Assistance program currently available to servicemembers by allowing the program to cover expenses stemming from obtaining a civilian credential. Under the program’s current rules, the program only provides financial assistance for postsecondary programs and does not cover fees from certification or licensing programs.

“The CREDIT Act will provide servicemembers with the resources they need to obtain civilian credentials while on active duty, easing their entry into the civilian workforce and improving their chances of getting quickly hired by a private sector employer,” said Sen. Kaine upon the introduction of his bill. NASDCTEc strongly supports this legislation and applauds the Senator’s commitment to expanding federal financial aid eligibility for CTE programs that help prepare students in all walks of life for further education and careers.  More information on the bill can be found here.

Steve Voytek, Government Relations Associate 

Progress? NAEP Says Nope but Data Suggest Possible Positives for CTE

May 8th, 2014

Scores on the “Nation’s Report Card” continued to stagnate across the board, as this year’s results showed little change from the 2009 numbers in both mathematics and reading. However, an accompanying student survey further highlighted that students’ engagement in reading and math has an impact on their test scores.

On the survey, students who expressed interest in math or said they understood how it would help them in their future careers tended to post higher math scores on the National Assessment of Educational Progress (NAEP). Similarly, students who reported discussing their reading every day or almost every day also had higher NAEP reading scores.

This correlation is a positive sign for CTE programs, which have proven effective in increasing student engagement and achievement rates.

Also within in this year’s NAEP results, the disaggregated data held even fewer positive signs. In fact, achievement gaps by race/ethnicity and gender remained unchanged since 2009. The largest of which is the gap between black and white students, with black students scoring 30 points below their white peers in reading and mathematics.

For the second time, the test’s results included a pilot program that delivered state-level disaggregated results for the 12th grade test. For a deeper dive into the results for the 13 participating states, check out this interactive infographic.

Andrea Zimmermann, State Policy Associate

Legislative Update: Secretary Duncan Defends Administration’s FY 15 Budget Priorities before Congress, STEM Equity Bill Introduced in the House

May 2nd, 2014

CapitolOn Tuesday, Secretary of Education Arne Duncan testified before the full House Education and the Workforce Committee (HEW) to discuss the Obama Administration’s Fiscal Year (FY) 2015 budget request for the Department of Education (ED). As we have previously shared, the President’s budget request calls for $1.117 billion for the Carl D. Perkins (Perkins) basic state grant program— the same amount the program is set to receive for FY 2014. It also reiterates the Administration’s request for a $100 million competitive Career Technical Education (CTE) innovation fund to be paid for out of funds already designated for this purpose.

House appropriators on the Labor, Health and Human Services and Education Appropriations Subcommittee voiced strong concerns about these proposals several weeks ago, and the HEW Committee reinforced many of those concerns this past Tuesday. Rep. Glenn “GT” Thompson (R-PA), who was recently honored with NASDCTEc’s Star of Education Award, echoed these sentiments.

“[ED] does not propose any additional funding for the Perkins Act,” he said. “The solutions to address [the needs of the economy] are in CTE programs throughout the country funded through the [Perkins Act].” Rep. Thompson also pressed Secretary Duncan on the Administration’s proposal to fund “untested and often duplicative education initiatives when we have a tried and true solution in Perkins.”

Secretary Duncan argued that the Department’s competitive funding proposals were aimed to more effectively use limited resources and to scale-up successful CTE models.  Rep. Brett Guthrie (R-KY) echoed many of Rep. Thompson’s concerns and also questioned aspects of ED’s 2012 CTE Blueprint, particularly its proposal to require mandatory consortia of LEAs, postsecondary institutions, and other partners in order to receive Perkins funding. After acknowledging the importance of collaboration between the secondary and postsecondary CTE learner levels, Rep. Guthrie pointed out that many “rural or smaller schools may not be able to form a consortium.”

On this point Secretary Duncan conceded that, “The consortia idea is one that we want to continue to think through. Anything we can do in that Blueprint — it’s two years out of date now —something we can do better [sic], we’d be happy to update.” While ED has not officially announced plans to update its CTE Blueprint, NASDCTEc is encouraged that a top Administration official has expressed a willingness to rethink aspects of the proposal.

Rep. Marcia Fudge (D-OH) also raised concerns regarding the impact of competitive grant programs to ensure equitable access for students. “How do you plan to ensure equal opportunity and funding for all students and not just the ones from school districts with the ability to write grants?”

She also highlighted her efforts to expand Pell eligibility for high school students enrolled in early college programs. A similar proposal contained in the Department’s FY 2015 budget request would expand Pell eligibility for students as part of a career pathway and she encouraged the Administration to continue with these efforts. Rep. Mark Takano (D-CA), the newest member of HEW, also promoted a similar idea of using early college and dual enrollment as a model for CTE. Secretary Duncan said he was open to this idea and that the Department would look for promising strategies to encourage postsecondary credit and industry certification attainment at the secondary level.

Other members on the committee such as Rep. Virginia Foxx (R-NC) and Rep. Matt Salmon (R-AZ) voiced strong opposition to the Department’s new gainful employment and program integrity regulations among other similar topics.

An archived webcast of the hearing, including testimony, can be found here.

STEM Equity Bill Introduced in the House

Also on Tuesday, Rep. Jerry McNerney (D-CA) introduced the Getting into Researching, Learning & Studying of STEM (GIRLS-STEM) Act of 2014 (H.R. 4515). The bill would establish a program at the U.S. Department of Education to ensure that more female students participate in STEM education and have access to career and academic counseling. The program would provide grants to local educational agencies (LEAs) to support efforts and initiatives to encourage young women to study STEM subjects, educate parents about the opportunities for their children in STEM fields, provide mentorship opportunities for students, and prepare secondary students for transitions into postsecondary STEM programs.

“I know from personal experience that STEM careers can be personally and professionally rewarding, and we owe it to our young women to make sure they have access to the necessary education,” said Rep. McNerney, who has a Ph.D. in mathematics and worked for many years as an engineer. NASDCTEc applauds the Congressman’s efforts to promote young women in STEM programs and looks forward to working with him to more fully realize this admirable goal. A full press release on the legislation can be found here.

Performance Pilot Partnerships (P3) Update

As we shared last week, the Departments of Education, Labor, Health and Human Services and a number of other federal agencies, announced a new pilot program to better address the needs of disconnected youth in communities, states and tribal areas. The Departments released a consultation paper on this initiative which seeks to give a clearer picture as to the program’s design and purpose.

A webinar on P3 was also held this week, where it was explained that local Perkins grant recipients would be eligible to participate in these programs if an agreement is first reached with the state’s Perkins eligible agency. While funding stream “braiding” seems to be an objective of the pilots, it is still unclear at this time how reporting requirements for Perkins would be reconciled with other programs in a given project. As details on P3 become clearer, NASDCTEc will update the CTE community on the potential for collaboration.

Steve Voytek, Government Relations Associate 

Legislative Update: ED Continues Program Integrity Negotiations, NASDCTEc & IBM Host Briefing on CTE, Perkins

April 25th, 2014

CapitolBeginning this past Wednesday and ending today, the U.S. Department of Education (ED) reconvened a panel for a third round of negotiated rulemaking on program integrity and improvement. Negotiators are discussing a number of proposed regulatory changes for postsecondary institutions including clock-to-credit-hour conversions, state authorization of distance learning programs, remedial coursework, cash management and — most contentiously — how to define adverse credit history for the purposes of certain federal financial aid eligibility.

Since a preliminary consensus had already been reached on clock-to-credit-hour conversions during the last round of negotiations, the panel moved quickly on a second draft of proposed regulatory language. The proposed changes maintain the existing conversion formula, but significantly improve the clarity of the regulation. The intent of this particular rule is to ensure that postsecondary students enrolled in programs which provide instruction based on clock hours rather than credit hours receive equivalent amounts of federal financial aid for the same amount of coursework. It is important to note that for a formal consensus to be completed, the panel must also reach consensus on the other issues currently under discussion.

A newly drafted set of rules governing state authorization of distance programs was also heatedly debated this week. These proposed regulations determine the legal authorization of postsecondary education programs provided by institutions that are not physically located in the state. These proposed rules would primarily affect online, distance and correspondence education programs. Such programs would need to meet the various legal requirements imposed by individual states to offer distance education programs in each state where an enrollee resides if 50 percent or more of a course can be completed remotely. Among many other proposed changes, an institution would not be eligible for federal financial aid for its students if its graduates are not able to receive a certification or complete a licensing examination required for employment in that state after program completion, unless the program obtains prior acknowledgement from the student.

A fourth and final round of negotiations is expected on May 19-20, 2014. As this process unfolds, NASDCTEc will continue to monitor these negotiations and gauge any potential impact on postsecondary Career Technical Education (CTE) programs. More information on these negotiations and additional supplemental information can be found here.

NASDCTEc & IBM Host Briefing on CTE, Perkins

Yesterday the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) and IBM hosted a briefing for stakeholder groups interested in learning more about CTE and the Carl D. Perkins Career and Technical Education Act (Perkins). NASDCTEc’s Executive Director Kimberly Green and Stan Litow, IBM’s Vice President of Corporate Citizenship and Corporate Affairs and President of IBM’s Foundation, provided a joint briefing on these issues in an effort to prepare these groups for the reauthorization of Perkins.

While no official timeline has been laid out by Congress for the reauthorization of the law yet, employers and other stakeholders groups in the education and workforce communities have taken a significant interest in CTE and the Perkins Act over the past year as the law has come due for renewal. As both the House and Senate take steps to reauthorize Perkins, the briefing provided important background information on the 2006 reauthorization process, emerging themes and major changes occurring within the CTE enterprise over the past several years, employers’ growing interest in CTE, IBM’s P-Tech initiatives in New York and Connecticut and finally what to expect in the upcoming legislative process surrounding Congress’ consideration of the law.

NASDCTEc would like to thank IBM for hosting the event and for those who participated in the briefing. As the reauthorization process gets more fully underway in the coming year, NASDCTEc looks forward to working constructively with Congress, employers and other stakeholder groups to thoughtfully renew the law which constitutes the primary federal investment in CTE and our nation’s high schools.

OCTAE RFI Update

Earlier this week, NASDCTEc shared an announcement from the Departments of Education, Labor, and Health & Human Services (HHS) regarding a request for information (RFI) on career pathway systems. This multiagency RFI is soliciting information from a diverse group of stakeholders from both the public and private sectors, as well as from state, regional, tribal, and local entities on how to develop and improve career pathway systems. Specifically they are seeking information on effective career pathway models, best practices, barriers to their development and implementation, and also ways in which federal agencies can more effectively support these types of systems. Responses collected through this RFI will help inform future departmental career pathway strategies, policies, and investments.

Responses are due June 9th, 2014, and the official notice can be found here. The departments have also announced a webinar to provide an overview of this RFI and to provide instructions on how to respond. More information on that, including how to register, can be found here.

Steve Voytek, Government Relations Associate 

Federal Agencies Launch Program to Reach Disconnected Youth

April 21st, 2014

Today, the federal government announced a new pilot program to enable communities, states and tribal governments to better address the needs of their disconnected youth.

The Performance Partnership Pilots, also known as P3, are designed to grant communities more flexibility in using discretionary funding across federal programs to improve the education, employment, health and well-being for more than 5 million disconnected youth across the country by leveraging existing partnerships and supporting promising local strategies.

The federal government defines disconnected youth as being between the ages of 14-24, are low income and either homeless, in foster care, involved in the juvenile justice system, unemployed or not enrolled in or at risk of dropping out of an educational institution. Depending on a person’s circumstances, he or she may have as many as four case managers in order to access the full range of services needed. This means duplicative paperwork for the youth as well as the social worker and a multitude of other barriers to service.

Through P3, the Obama Administration is hoping to identify and scale up innovative community solutions that address the challenges of reaching disconnected youth. Local, state and tribal agencies are encouraged to re-imagine its current funding streams and services to breakdown program silos for a more coordinated approach. This could include blending competitive and formula grants or obtaining waivers for nonessential program requirements in order to create more opportunities for communities and states to design approaches that best meet their needs and build on their strengths.

To apply, send a letter of interest to [email protected].

Andrea Zimmermann, State Policy Associate

Legislative Update: President Obama Announces Final Round of TAACCCT Grants and an Apprenticeship Program, DOL Unveils WIA Incentive Grant Awards

April 18th, 2014

CapitolEarlier this week, President Obama and Vice President Biden traveled to the Community College of Allegheny County in Oakdale, Pennsylvania to announce two initiatives related to job training as part of the President’s larger job-driven training agenda outlined in his State of the Union address earlier this year. Both of these initiatives— one relatively new and the other part a larger existing program— are administered and funded by the Department of Labor (DoL).

The fourth and final round of the Trade Adjustment Assistance Community College & Career Training (TAACCCT) grant program was the first of these initiatives to be announced. As part of the American Recovery and Reinvestment Act (ARRA), the Obama Administration designated approximately $2 billion to provide community colleges and other eligible postsecondary institutions with funds to expand career training programs that can be completed in two years or less. Intended to nurture partnerships between these institutions and employers, funding has been targeted for programs that prepare students for high-skill, high-growth careers. Funds have been distributed on a competitive basis among eligible institutions and have gone out in three separate installments, each with their own overarching areas of focus.

This fourth and final round of TAACCCT grants, worth a total of $450 million, will focus on three priorities outlined by the Administration:

  • Scale In-Demand Job Training Across the Country through National Industry Partnerships.
  • Advance Education & Training to Ensure a Seamless Progression from One Stepping Stone to Another.
  • Improve Statewide Employment and Education Data Integration and Use.

The Obama Administration plans to award at least one grant in every state and applications which emphasize the above priorities may be eligible for larger award amounts. DoL’s full announcement can be found here. Applications are due by July 7th and detailed instructions for applying can be found here.

American Apprenticeship Grants

President Obama and Vice President Biden also announced a new American Apprenticeship Grants competition which is set to begin in the fall of 2014. Funded through H1-B visa applications fees, $100 million in grants will be used to incentivize partnerships between employers, labor organizations, training providers, community colleges, local and state governments, the workforce system, non-profits and faith-based organizations. Priority will be given to applications that meet three criteria laid out by the Administration:

  • Launch apprenticeship models in emerging, high-growth fields
  • Align apprenticeships to pathways for further learning and career advancement
  • Scale-up proven apprenticeship models

This announcement looks to strengthen Vice President Biden’s other recent effort  named the Registered Apprenticeship College Consortium (RACC), an initiative that seeks to allow graduates to use their apprenticeship experience for postsecondary credit. More information on RACC can be found here. Application information for American Apprenticeship Grants is forthcoming.

2014 WIA Incentive Grant Awards

The Department of Labor’s Employment and Training Administration (DOLETA), in conjunction with the Department of Education (ED), recently announced a list of eight states which are eligible to apply for approximately $9.9 million in incentive grant awards created under the Workforce Investment Act (WIA). To have qualified, states must have exceeded performance levels under WIA Title IB and Title II during the 2012 program year. These incentive grants can be used to fund specific programs under the aegis of WIA or programs funded by the Carl D. Perkins Career and Technical Education Act.

To receive funds, a state must submit its application for an incentive grant award to DOLETA no later than May 30, 2014. Eligible states include Georgia, Idaho, Indiana, Maine, Oklahoma, Pennsylvania, South Carolina, and Texas. More information can be found here.

Steve Voytek, Government Relations Associate 

36 States Participate in Field Test for Common Core-aligned Exams

April 14th, 2014

Field testing for Common Core-aligned assessments developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium is well under way in schools across the country. Since testing began in late March, millions of students have taken the computer-based assessments in mathematics and English language arts and literacy.

The newly developed exams are designed to align with the Common Core State Standards (CCSS) and better determine students’

progress toward college and career readiness through more complex (and non-multiple choice) items. The massive field test – which will involve students from 36 states – is one of the final stages before the assessments are finalized for schools to use in spring 2015.

Students in grades 3 through 11 will take the field tests through June 6, 2014. The assessments are as much a test for the students as they are for the technology being used. Many districts had to make large technological investments to administer the exams.

There haven’t been major incidents reported, aside from smaller technical glitches for both field test efforts. Smarter Balanced was scheduled to launch its tests on March 18, but delayed it by a week for “quality checking,” according to a spokeswoman.

Two additional consortia are developing similar tests for students with severe cognitive disabilities.  Field tests for those assessments are ongoing.

You can keep up with the field testing progress through regular updates from PARCC and Smarter Balanced.

Students aren’t the only ones who can enjoy the testing fun. Put yourself to the test – how would you fare on a practice exam?

Andrea Zimmermann, State Policy Associate

Legislative Update: House Appropriators Question Administration’s FY15 Priorities, New Proposals on Perkins Emerge

April 11th, 2014

CapitolOn Tuesday, Secretary of Education Arne Duncan testified before the House Labor, Health and Human Services and Education Appropriations Subcommittee regarding the Obama Administration’s FY 2015 budget request for education.  As we shared previously, the Administration requested $1.117 billion for the Carl D. Perkins Career and Technical Education Act’s (Perkins) basic state grant program— a figure that would maintain the same level of funding as in FY 2014, but would keep the program below pre-sequestration levels. The request also proposed to use a portion of these funds for a competitive “innovation fund” similar to what the Administration has previously proposed in its 2012 Blueprint for Career Technical Education (CTE).

During the subcommittee hearing, members from both parties strongly questioned these aspects of the budget request, asked why additional funds were not requested for the Perkins Act and voiced strong opposition to the Administration’s other proposals for new competitively funded programs.

“The concern is that these proposals would be made at the expense of meeting our current obligations,” Rep. Lucille Roybal-Allard (D-CA) said. The ranking Democrat on the subcommittee, Rep. Rosa DeLauro (D-CT), echoed these sentiments and emphasized the importance of the overall federal investment in education. The full hearing and testimony transcripts can be found here.

Rep. Martha Roby (R-AL) questioned the Secretary further on these issues asking, “Why does the Administration continue to propose competitive grants that only benefit a few students rather than investing in proven programs like CTE that help to further the goal of career readiness for all students?”

Secretary Duncan did point out that 89 percent of the funds from his department actually go to formula programs and that the Administration on the whole has invested heavily in CTE via alternative funding streams such as the Youth CareerConnect program.

However, there was genuine skepticism from many of the members present for how these proposals would negatively impact the ability of students to equitably access CTE programs throughout the country. As Rep. Roby pointed out, “We have yet to fulfill our commitment to fully fund existing formula-driven programs.”

To that end, members of Congress on and off the subcommittee have been hard at work over the past several weeks to push for additional investments for the Perkins Act ahead of the Congressional FY 2015 appropriations process. Two Dear Colleague letters, one in the House and the other in the Senate, were supported on a bipartisan basis by 93 Representatives and 25 Senators respectively, calling for a restoration of the Perkins Act basic state grant program to pre-sequester levels.

NASDCTEc encourages its members and those in the CTE community to reach out to all of the lawmakers who supported these efforts and thank them for their strong support for the Perkins Act and CTE. Special recognition must go to Sens. Blumenthal (D-CT), Kaine (D-VA), Baldwin (D-WI) and also Reps. Thompson (R-PA) and Langevin (D-RI) who lead these efforts in both Chambers.

Don’t know how to get in touch with Congress? Find out here!

Perkins Amendment Introduced in the House

Earlier this week Reps. Joe Kennedy III (D-MA), Adam Kinzinger (R-IL), Rodney Davis (R-IL) and Jared Polis (D-CO) introduced the “Perkins Modernization Act of 2014,” which seeks to more closely align CTE programs with labor market needs. Specifically it would substitute all references to “high skill, high wage, or high demand occupations in current or emerging professions,” currently found in the Perkins Act and substitute them with “employment in current or emerging in-demand industry sectors or occupations.” A definition for an “in-demand industry sector or occupation” is also proposed, which would be informed to a greater extent by labor market information culled from various sources at the local, state and national levels.

As the House Committee on Education and the Workforce (HEW) along with the Senate Committee on Health, Education, Labor and Pensions (HELP) continue to work to reauthorize the Perkins Act, it is important to note that the above proposal is not a comprehensive reauthorization bill. Instead the Perkins Modernization Act introduces into the reauthorization discussion an issue important to these members of Congress.  NASDCTEc appreciates Reps. Kennedy, Kinzinger, Davis, and Polis’ recognition that CTE programs are crucial components to the nation’s economic competitiveness and agrees that a greater availability and use of labor market information is needed to ensure that CTE programs prepare students for success in the workforce.

NASDCTEc looks forward to working constructively with Congress to thoughtfully reauthorize the Perkins Act and to ensure that programs are empowering students with the necessary skills and knowledge demanded by today’s employers and affording graduates the opportunity to secure family-sustaining wages.

House Education and the Workforce Committee Moves on ESRA

The House Education and the Workforce Committee (HEW) moved forward on the Strengthening Education through Research Act (H.R. 4366). This bill, introduced by Representatives Todd Rokita (R-IN) and Carolyn McCarthy (D-NY), reauthorizes the Education Sciences Reform Act (ESRA). Currently, ESRA supports educational research programs such as the National Center for Education Statistics (NCES), NAEP exams, and state longitudinal data systems. “Quality education research is critical to successful schools,” Rep. Rokita said upon the Committee’s approval of the bill by voice vote.

A particularly promising aspect of the bill would amend the authorization for state longitudinal data system grants to encourage the alignment of data across K-12, postsecondary and workforce programs. This would greatly support efforts to report on post-program employment outcomes for CTE graduates. Moreover, H.R. 4366 emphasizes the importance of using data effectively and lays out a more thoughtful approach to its use. The Workforce Data Quality Campaign, of which NASDCTEc is a national partner, supported this bill. The text of the bill, fact sheets, and other useful information can be found here.

Senators Introduce Bipartisan Apprenticeship Bill

On Wednesday Sens. Cory Booker (D-NJ) and Tim Scott (R-SC) introduced the Leveraging and Energizing America’s Apprenticeship Programs (LEAP) Act, a bill that incentivizes employers to increase the number of apprenticeships available to young people. Specifically the LEAP Act would grant companies a $1,500 tax credit for hiring new registered apprentices under the age of 25. A $1,000 tax credit would also be offered to employers hiring apprentices older than 25 years of age. The bill would also incent the expansion of existing apprenticeship programs

The Workforce Investment Act

Both Chambers of Congress have continued discussions on the Workforce Investment Act (WIA) this week. According to recent reports, the Chairman of the Senate HELP Committee, Tom Harkin (D-IA) and Chairman of the House HEW Committee, John Kline (R-MN), have publicly stated that they have “resolved nearly all differences” and hope to complete the legislation when Congress returns from recess in late April.

“The likelihood is that the staff will be able to hammer out what is left while we are gone,” Chairman Kline said. “Hopefully, by the time we come back, we’ll have it all put together,” Chairman Harkin was reported as saying.

There has also been speculation that the reauthorization of WIA could possibly be attached to Congress’ consideration of extending unemployment insurance benefits. NASDCTEc will monitor this process as it evolves and will continue to work with policymakers to ensure that a thoughtful reauthorization of the law emerges from these negotiations.

Steve Voytek, Government Relations Associate 

Spring Meeting Recap: CTE & STEM— Making the Connection

April 10th, 2014

STEM-CTERepresentatives from the Science, Technology, Engineering, Math (STEM) and business communities discussed the ways in which STEM and Career Technical Education (CTE) are linked on Wednesday, April 2nd at NASDCTEc’s annual spring meeting. The panel, moderated by Jay Scott Assistant Director at the Kansas Department of Education, explored the ways in which CTE and STEM are connected and examined issue areas which are of interest to both communities. The panel, spurred in part by NASDCTEc’s Associate Executive Director’s recent publication, CTE is your STEM Strategy, tackled this fundamental linkage and looked for ways to build upon this interconnectedness.

Linda Rosen, CEO of Change the Equation (CTEq), started the session off by outlining what a STEM occupation is and the positive impact STEM skills and knowledge have on one’s ability to find gainful employment. Noting that STEM occupations constitute 11 percent of the U.S. workforce, she pointed out that job postings for those with a strong STEM background generally fared much better than those without similar knowledge and skills. She went on to argue that CTE is an effective method of delivery for STEM education and one way to improve upon existing programs that link the two is through greater alignment of CTE programs with the labor market. “Above all, corporate America expects results,” she said. Among other proposals, Dr. Rosen suggested that employers should be engaged (and vice versa) in more meaningful ways and that accountability provisions within current law should be more closely linked with labor market needs.

June Streckfus, Executive Director of the Maryland Business Roundtable for Education (MBRT), focused her remarks on the work her organization is currently doing in the state of Maryland. She outlined the main points of emphasis for her organization and Maryland’s STEM strategy— accelerating student & teacher growth along with cultivating public support for these initiatives. This last point guided the rest of her presentation where she convincingly demonstrated that employer engagement— something the state of Maryland is ideally situated to leverage given its close proximity to many large national employers— was a key tool for improving employment outcomes for students. To support her argument, she highlighted an article that found a strong positive correlation between the number of employer or professional mentor interactions with students and employment outcomes after program completion.

Ted Wells, Chief Strategy Officer for STEM Connector®, rounded out the discussion with an overview of how his organization seeks to support public-private investment in STEM programs. Throughout his presentation he highlighted the importance of CTE and STEM as strategies to effectively address the nation’s skills gap. He went on to argue that this skills gap is clearly evident and that it has persisted for far too long. Wells recommended that CTE be incorporated more heavily into the standards movement, specifically within the Next Generation Science Standards (NGSS) and the Common  Core State Standards (CCSS). He also emphasized the importance of involving STEM leaders within the CTE enterprise and stressed the importance of educating policymakers on the importance of these twin issues.

Steve Voytek, Government Relations Associate 

 

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