New Resource: Connecting CTE Students & Apprenticeship Programs

June 21st, 2017

Last week was certainly a big one for apprenticeships! In the midst of White House announcement, U.S. Department of Labor memo and the introduction of legislation in the Senate was the release of a new report form Advance CTE – Opportunities for Connecting Secondary Career and Technical Education Students and Apprenticeship Programs.

This new report was commissioned by the U.S. Department of Education and prepared by Advance CTE with support from Jobs for the Future, Vivayic and RTI International to help state and local leaders begin to understand the ways in which they could expand access to apprenticeships for high school students, and bring the CTE and apprenticeship systems into better alignment.

At the center of this paper are eight case studies of aligned CTE-apprenticeship programs, which Advance CTE and its partners visited last year to see how they were providing opportunities for high school students to engage directly in pre-apprenticeships, youth apprenticeships and/or registered apprenticeships.

While the eight sites differ in structure, intensity and the state policy environment, there are common lessons learned that apply to any state and local leader looking to build such programs in their own communities.

For example, when it comes to program design, we found there is no inherently “right” or “wrong” approach to connecting CTE students to apprenticeship programs. The sites’ geographic, socioeconomic, and resource characteristics, and differing administrative or legislative policies, all impacted program structure. That being said, when considering program design, a few takeaways emerged:

  • Programs must align with workforce demand, at the state, regional, and local levels – an lead to real employment options for students.
  • Effective programs require meaningful collaboration and buy-in from all partners. Teachers, employers, parents, and students must see the value of their participation if the program is going to succeed
  • At most sites, the drive for the program came from employers and/or labor associations seeking to bolster their pipeline of workers – and this was key to their launch and success.
  • There is no minimum or maximum number of students who should participate in a program. Program size simply has to be a function of regional demand and available placements with apprenticeship sponsors- and so some program just need to stay small

Advance CTE & Apprenticeships
From Advance CTE’s perspective, aligning CTE and apprenticeship programs, policies and systems is simply common sense. It comes down to providing more pathways to college and career success for more students and for strengthening our overall talent pipeline in key industries like advanced manufacturing, IT and construction, which leveraging existing structures. But, we still see too many missed opportunities due to largely disconnected systems.

This is why, even as this project winds down, we will continue to support efforts to strengthen apprenticeships, and their connections to CTE at the secondary and postsecondary levels, through partnerships like Apprenticeship Forward and ongoing discussions with OCTAE and the U.S. Department of Education Office of Apprenticeship.

Related Resources
In addition to the report, OCTAE also commissioned supportive resources to help state and local leaders turn this research into action, including two recently-released videos on Expanding Opportunities: Aligning CTE and Apprenticeship and Elements of CTE and Apprenticeship Alignment. Later this summer, OCTAE will be releasing a planning guide, templates and mini-guides to bring all the key partners to the table.

Kate Kreamer, Deputy Executive Director

This Week in CTE

June 16th, 2017

TWEET OF THE WEEK

RESOURCE OF THE WEEK

By integrating classroom instruction and hands-on learning, both apprenticeships and CTE can enhance the high school experience and better prepare learners for future career success. Not to mention, secondary apprenticeships equip students with skills in high-demand career pathways, helping to strengthen the talent pool and close critical skills gaps.

A new report, Opportunities for Connecting Secondary Career and Technical Education Students and Apprenticeship Programs, commissioned by the U.S. Department of Education and prepared by Advance CTE with support from Jobs for the Future, Vivayic and RTI International, profiles eight secondary apprenticeship programs to identify strategies to connect CTE with apprenticeship programs. The report classifies each program as either an apprenticeship, youth apprenticeship or pre-apprenticeship and maps each by the degree of instructional alignment and program articulation.

ANNOUNCEMENT OF THE WEEK

The Aspen Institute Economic Opportunities Program is conducting a survey to learn the perspectives of individuals focused on preparing young people ages 16- 24 for work. If you provide services to youth in this age range, complete this survey.

AWARD OF THE WEEK

On Monday, applications open to the Harbor Freight Tools for Schools Prize for Teaching Excellence, which includes over $500,000 awarded to 10 outstanding skilled trades teachers in American public high schools and the skilled trades programs in their schools.

Judges for the Harbor Freight Tools for Schools Prize for Teaching Excellence will look for those programs that are led by a teacher who clearly loves the subject matter and is both highly knowledgeable and skilled; where the curriculum is matched to a relevant career pathway and future work choices, and is designed to flow seamlessly into next step options, whether to employment or college; that encourages exploration and experimentation among students in a safe environment; and that connects students to new relationships and worlds outside the classroom.

Katie Fitzgerald, Senior Associate, Communications 

This Week in CTE

June 2nd, 2017

TWEET OF THE WEEK

VIDEO OF THE WEEK

Can you imagine a world where all learners have the opportunity to realize their full potential and achieve career success? Check out our newest video, which demonstrates what the world would look like if all vision principles of Putting Learner Success First: A Shared Vision for the Future of CTE are put into action.Advance_CTE_5.16.17_Final_HD1080P

RESEARCH OF THE WEEK

New America released national survey data about perceptions of higher education. Some interesting findings:

  • 75 percent believe it is easier to be successful with a college degree than without
  • 64 percent believe that two year community colleges “are for people in my situation” (though this is virtually the same for public four-year colleges and universities)
  • More people (80%) believe that two year community colleges prepare people to be successful. This is higher than four-year public (77%) four-year private (75%) and for-profit (60%).
  • 82 percent believe two-year community colleges are worth the cost. This is higher than four-year public (61%) four-year private (43%) and for-profit (40%).
  • 83 percent believe two-year community colleges contribute to a strong workforce. This is higher than four-year public (79%) four-year private (70%) and for-profit (59%).

RESOURCE OF THE WEEK

Scholarships for Career or Technical Certificates or Degrees: The Horatio Alger CTE Scholarship program is pleased to announce it is now accepting applications for more than 1,000 awards of up to $2,500 each.

Eligibility Criteria:

  • Have completed high school (or earned a High School Equivalency credential) by Summer 2017
  • Will be enrolled in an eligible CTE program in Fall 2017
  • Exhibit a strong commitment to pursue and complete a career or technical program at an accredited non-profit post-secondary institution in the United States
  • Demonstrated financial need (must be eligible to receive the Federal Pell grant as determined by completion of the FAFSA)
  • Demonstrated perseverance in overcoming adversity
  • Be under the age of 30
  • Be a United States citizen

Funds may be used for tuition, fees, books and supplies.  All scholarship funds are paid directly to the institution on behalf of the recipient.

More information can be found at: http://tinyurl.com/le9ovq2

Katie Fitzgerald, Senior Associate, Communications 

New Resources to Help You Sell CTE to Parents and Students

June 2nd, 2017

In April, Advance CTE released a new report, “The Value and Promise of Career Technical Education: Findings from a National Survey of Parents and Students.” The report explores findings from a national survey to better understand parents and students attitudes about CTE, and how we can better ‘sell’ CTE to parents and students. The report findings include:

  • Finding a career passion was the most important critical selling point for parents and students (over 90 percent) – even surpassing having a career that pays well;
  • The vast majority of parents and students (85 percent) continue to value college as the post-high school aspiration;
  • Across the board, CTE programs are most valued for their ability to provide real-world skills within the education system, offering concrete and tangible benefits related to college and career success;
  • These findings were consistent across all socio-economic groups; and
  • Counselors, teachers and CTE students and alumni are among the most trusted sources of information for students and parents alike.

As part of this research, we have developed core messages to use with parents and students to encourage them to enroll in CTE programs in their communities. To help you use use these messages and this research, we’ve created a number of materials:

Katie Fitzgerald, Senior Associate, Communications 

New Advance CTE Report Highlights States that Are Raising the Bar through Career Pathways Approval

April 26th, 2017

Next week, Advance CTE will recognize the winners of 2017’s Excellence in Action awards — an annual competition to elevate and celebrate high-quality programs of study. This year’s slate of competitors is stronger than ever, demonstrating how well-designed programs that integrate academic and technical instruction, span secondary and postsecondary education, and equip learners with relevant work-based learning experiences can prepare learners for academic achievement and career success.

Examples of strong programs of study — and career pathways, more broadly — exist in every state. Yet all too often these career pathways are islands of excellence, setting the bar for quality, but requiring further state action to ensure all students can benefit from strong career pathways. While the approach to developing career pathways varies across the nation, state leaders can play a role in promoting quality by leveraging policy, programs and resources to ensure all career pathways meet minimum standards.

Today Advance CTE released its newest report, Raising the Bar: State Strategies for Developing and Approving High-Quality Career Pathways. The report examines successes in Tennessee, New Jersey and Delaware to demonstrate how states can use the career pathways approval process to raise the level of quality.

  • In Tennessee, the Department of Education in 2013 underwent an exhaustive course review initiative to align all courses and programs of study with labor market standards. Through the initiative, working groups of teachers, postsecondary faculty and employers reviewed and revised course standards. Ultimately, this effort led to the discontinuation of nearly one hundred courses.
  • The New Jersey Department of Education in 2008 adopted a more hands-on process for enforcing the state’s program quality criteria, which were previously outlined in administrative code. Under the new system, local districts are required submit documentation of program structure for each program within a specific Career Cluster.
  • And in 2015, Delaware implemented a new policy for reviewing and approving both local and state-model programs of study. The policy requires programs of both types to be developed with input from multiple stakeholders, including industry and postsecondary representatives.  

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

This report was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy group, generously funded by JPMorgan Chase & Co.

Austin Estes, Policy Associate

Effective Stakeholder Engagement Requires More Than a Broad Communications Plan

March 30th, 2017

March 30, 2017

Sustainable and successful transformation of state career readiness systems, including but not limited to Career Technical Education (CTE), requires engagement with a variety of stakeholders who are deliberately working to share ownership. Lead agencies must engage those from industry, who may be new to policy-making, not only to generate buy-in but also to reach state goals for transformation.

To help with this work, Advance CTE created a tool based off of two tools created by CCSSO in June and November 2016. This tool, developed through the New Skills for Youth initiative and generously funded by JPMorgan Chase & Co., guides users through nine steps in planning effective interactions with specific stakeholders:

  • Step 1: Clarify your goals
  • Step 2: Work with partner organizations and ambassadors to identify and engage your stakeholders
  • Step 3: Speak to your audience
  • Step 4: Use multiple vehicles
  • Step 5: Ask for input before decisions are made, and use it
  • Step 6: Keep your materials simple and brief
  • Step 7: Communicate early and often
  • Step 8: Keep your team informed
  • Step 9: Turn these new connections into long-term relationships

Each of these steps is designed to guide users through the entire process of building interactions with stakeholders that will explain their efforts thoroughly and present requests for stakeholder assistance clearly and convincingly.

While this tool should not replace broader communications and stakeholder engagement plans, it enhances their effectiveness by allowing for coordination in focusing and formalizing messages and interactions. The tool also helps with prioritization of stakeholder engagement efforts through the use of a stakeholder map that measures the level of support and the level of influence of each stakeholder. By completing this worksheet and keeping all information on stakeholder engagement in this one place, users will be better prepared to implement communications related to CTE and career readiness reforms.

Ashleigh McFadden, State Policy Manager

Measuring Career Readiness in State Accountability Systems: Where to Start

March 23rd, 2017

The Every Student Succeeds Act (ESSA) affords states the chance to strengthen their accountability systems by adopting multiple measures of school success rather than relying on an antiquated test-based system. Buoyed by this flexibility, state agencies across the country are exploring strategies to integrate career readiness indicators into their accountability systems. While some states have made considerable progress in this arena, others are left wondering where do we start?

To help states navigate this new territory, Education Strategy Group and the Council of Chief State School Officers convened a workgroup of accountability experts and tasked them with identifying and recommending robust metrics to measure career readiness. Their recommendations, released earlier this month in a brief titled Destination Known: Valuing College AND Career Readiness in State Accountability Systems, detail four possible measures of student career readiness:

  • Progress Toward Post-High School Credential
  • Co-Curricular Learning and Leadership Experiences
  • Assessment of Readiness
  • Transitions Beyond High School

The brief further outlines strategies for measuring and valuing each of these measures, demonstrating how states can implement and gradually increase the sophistication of their measurement indicators. Lessons are also drawn from states such as Ohio, Kentucky and California that have made headway toward adopting and implementing career-focused accountability indicators in recent years.

Moving forward, JPMorgan Chase & Co. aims to support state efforts to adopt these recommendations and enhance their career-focused accountability through New Skills for Youth, a cross-state initiative to dramatically increase the number of students who graduate from high school prepared for careers.

Expanding Access to Postsecondary Learning

Separately, students who earned dual credit in Oregon schools were more likely than their peers to graduate from high school, enroll in college and persist through their first year. That’s according to new research from the Research Education Lab at Education Northwest examining dual credit participation between 2005 and 2013. While the study reveals a correlation between dual credit attainment and positive outcomes, the authors note equity gaps in participation across student subgroups. Dual credit earners in the study were more often white, female and not on the federal free and reduced lunch program.

Equitable access to higher education is not a new issue, but it can often be exacerbated by performance-based funding formulas. Without careful design, such formulas can encourage two-year and four-year colleges to be more selective with who they admit into their programs. According to the Center for Legal and Social Policy (CLASP), states should adjust their postsecondary formula weights to counteract selectivity and encourage more open access to postsecondary education.

Odds and Ends

  • The Education Commission of the States published an analysis of State Longitudinal Data Systems, highlighting common approaches and challenges to instituting cross-system data sharing systems. The brief profiles successes in Connecticut, Rhode Island and Wisconsin.
  • A study out of Mississippi State University exploring perceptions of CTE found that 45 percent of Mississippi residents were unable to name a single CTE program in their area. The authors put forward a series of recommendations including calling on educators to actively promote the many benefits of CTE participation, such as highlighting college-bound students, program flexibility, fast-track to careers and high-skill, high-demand job opportunities.
  • Two years after the California legislature launched the Career Pathways Trust — a $500 million grant program to finance collaborative career pathways — Jobs for the Future has released a summary of common successes and challenges across different grant sites.
  • A new paper from the Workforce Data Quality Campaign provides a quality assurance framework for short-term occupational training programs and makes recommendations for state and federal policymakers to strengthen such programs.
  • Two reports from America’s Promise Alliance, Relationships First and Turning Points, explore the role that relationship building plays in guiding students along their career pathways. The reports — the first two in an ongoing series — highlight Cafe Momentum in Dallas, TX; Per Scholas in the Bronx, NY; Urban Alliance in Washington, D.C.; and Year Up in the Bay Area.
  • A new study from the Online Learning Consortium examines six institutions in the United States that are experimenting with alternative credentialing strategies to provide flexible postsecondary learning opportunities, including digital distance learning and prior learning assessments.

Austin Estes, Policy Associate

This Week in CTE

March 10th, 2017

TWEET OF THE WEEK

 

RESOURCE OF THE WEEK 

A brief by Education Commission of the States found that workforce development and CTE is a priority of at least 24 governors.

REPORT OF THE WEEK

Education Strategy Group and the Council of Chief State School Officer’s report, Destination Known: Valuing College AND Career Readiness in State Accountability Systems, provides recommendations on the ways states can use college and career readiness measures to drive their accountability systems.

ANNOUNCEMENT OF THE WEEK

A video competition by Heads Up America, housed within the College Promise Campaign, is hosting a video competition around the theme, “breaking up with student debt.” The winning Instagram video submission will receive $2,000.

Katie Fitzgerald, Senior Communications Associate 

Early Achievements and Innovations from Phase One of the New Skills for Youth Initiative

March 1st, 2017

Last spring, 24 states and Washington, D.C. began a national, six-month effort to examine and transform their career readiness systems and expand opportunities available to students in their states. Under the initiative, part of JPMorgan Chase & Co.’s $75 million New Skills for Youth initiative, states were required to conduct a comprehensive needs assessment and use the results to construct a three-year action plan. States were provided grant funds to conduct the needs assessment and begin early implementation of their action plans.

Today, Advance CTE, Council of Chief State School Officers and Education Strategy Group released a series of snapshots documenting state efforts under Phase One of the New Skills for Youth initiative. The snapshots profile some of the significant achievements and lessons learned through this early work, drawing out strategies that other states can emulate. A holistic summary of the cross-state Phase One work is available here, along with individual state snapshots.

These resources were developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co.

While all states had CTE and career readiness policies in place prior to the start of the initiative, each began the work at different starting points. Nonetheless, states made considerable progress during the grant period. Cross-sector ownership was one area of focus, as many states worked to distribute the work across various stakeholders — particularly within business and industry — and secure commitment from cross-sector leaders. These efforts paid dividends, ensuring that employers were not only aware of the work, but were empowered to lead key initiatives. Additionally, states that engaged stakeholders early and often found it easier to distribute the work and clarify roles during the planning process. Rhode Island, for example, gathered input from business, secondary education, postsecondary education, the Department of Commerce and the Governor’s Office, which enabled the state to assign activities in its action plan to individual staff members within each partnering organization.

The snapshots also detail trends related to:

  • The role of equity in early implementation and strategic planning;
  • How states worked regionally to develop and execute action plans;
  • Efforts to link data and build career-focused accountability systems;
  • Enhancing career guidance strategies.

The Phase One planning and early implementation grant period concluded in October, but ten states were selected to receive additional funds and still more have elected to work as a cohort to implement their three-year career readiness action plans. Stay tuned for periodic updates from states’ ongoing New Skills for Youth work.

Austin Estes, Policy Associate

This Week in CTE: States Support #CTEMonth

February 17th, 2017

We’re over halfway through #CTEMonth and states, employers, districts, schools, educators, parents and students have honored and celebrated CTE in a number of ways already. States have been critical in supporting this effort throughout the country, from providing resources to the local level, to meeting with policymakers.

States Develop Coordinated Approach to Support Local Schools 

Alabama Department of Education developed a CTE Month communications plan with tips on how to get positive media coverage, sample social media posts, blog ideas featuring educators and students, and a sample press release. Additionally, they provided their network with a sample proclamation, calendar and sample announcements to help schools in Alabama get the word out, and raise awareness about their CTE programs.

In Mississippi, Mississippi State University created a toolkit that districts can use to promote their local programs and CTE overall. In
the toolkit, they provided a templated poster to announce events, CTE Month-branded press kit with letter head, a state profile and pathway specific flyers, and CTE-fact graphics, one for each day of the month, providing a coordinate set of messages and branding to use at the local level.

 

 

 

 

 

 

 

 

 

 

States and Students Engage Policymakers 

In Virginia, the Virginia Department of Education’s office of Career and Technical Education met with Career and Technical Student Organization presidents and Commonwealth officials as Governor McAuliffe signed the Proclamation designating February as Career and Technical Education Month.  The Governor spoke at length with the students about Virginia’s initiative: Profile of a Virginia Graduate, which focuses on skills and attributes such as critical thinking, creative thinking, communication, collaboration and citizenship, to be successful in life.  The Governor identified Career and Technical Education students as a perfect example of what the initiative hopes to achieve.

 

 

 

 

 

In Kentucky, the Department of Education held an event where State Officers from each of the Career and Technical Student Organizations gathered for training on the legislative process including a debate of current issue and role plays of actual legislative visits.  The following day, State Officers visited legislative leaders to share more the value and impact of CTE.

Katie Fitzgerald, Senior Communications Associate 

 

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