Joint Paper Promoting Collaboration in STEM Education Released

August 28th, 2018

All too often, policy conversations concerning science, technology, engineering and math (STEM) happen separately from conversations related to Career Technical Education (CTE). Recently, Advance CTE partnered with the Association of State Supervisors of Mathematics, Council of State Science Supervisors, and International Technology and Engineering Educators Association to release STEM4: The Power of Collaboration for Change to highlight the importance of collaborating and coordinating strategically in these areas.

The document notes that, despite an abundance of initiatives and efforts, our nation is not achieving its goals in preparing students for college majors or careers in STEM and offers three main principles to drive and implement outstanding STEM education research and practices:

Principle 1: STEM education should advance the learning of each individual STEM discipline.

Principle 2: STEM education should provide logical and authentic connections between and across the individual STEM disciplines.

Principle 3: STEM education should serve as a bridge to STEM careers.

Each principle is accompanied by a set of recommended actions that may be taken to shift toward access to and equity in STEM preparedness that is felt to be crucial.

The paper is the product of an organized and coordinated effort among the leadership of our respective organizations to address the challenges faced when implementing STEM education and providing access to the knowledge, skills, and career pathways necessary for all students, particularly those in underserved populations.

To read the document, click here.

Ashleigh McFadden, State Policy Manager

New Research Sheds Light on the Value of Credentials, Dual Credit and Apprenticeships

August 23rd, 2018

It is common knowledge that earning a postsecondary credential, particularly in a high-skill, high-wage, in-demand industry, can help learners land good jobs. But how do learners get there? New research sheds light on the different pathways learners take to get to a good job and the economic returns of credential attainment.

$224 million a year. That’s how much more money the most recent cohort of graduates from Tennessee public colleges and universities can expect to make every year compared to non-credential holders. That figure comes from a new report published by the Tennessee Department of Economic and Community Development in June. The report attributes much of the wage gains to the impact of community and technical colleges across Tennessee.

While a postsecondary credential pays a premium for graduates, many learners work through college. In fact, according to a new brief from the National Center for Education Statistics, 32 percent of students at public 2-year colleges worked full-time while enrolled in the 2011-12 school year. The study also finds that students were more likely to complete a degree if they worked 20 hours or less a week compared to students who worked full time or did not work at all. The study did not say whether or not these students were working in fields related to their program of study, however.

Learners can start working on their postsecondary credential even before they graduate high school. New research from the University of Texas system shows just how much of an impact dual enrollment has for Texas students. According to the study, dual credit students had higher college graduation rates and higher GPAs than their peers. And students who entered the University of Texas system with credits from both Advanced Placement and dual credit classes were five times as likely as their peers to graduate in four years.

Yet learners often do not complete their credential at their initial institution. According to the National Student Clearinghouse Research Center, 38 percent – or 1,069,243 students – in the fall 2011 cohort transferred within six years. The study also revealed this startling statistic: only 5.6 percent of transfers from two-year colleges leave with a certificate or associate degree.

Postsecondary credentials reinforce the technical and academic skills learners will exercise in their future careers. But employers often look for candidates with a more rounded skill set that can only be learned through experience. A new survey from Bloomberg Next finds that 43 percent of employers say new recruits lack the soft skills to be effective, skills like teamwork, critical thinking and adaptability.

One way to build these skills is through work-based learning experiences like internships and apprenticeships. Adults in the U.S. are increasingly recognizing the value of apprenticeships. The American Staffing Association reports that 94 percent of Americans say that apprenticeships are helpful in leading to a new career and 62 percent even think apprenticeships make people more employable than going to college.

At any rate, learners have multiple pathways to lifelong career success – be it through an apprenticeship, a two-year college or a four-year university – and should be empowered to choose the path that is right for them.

Austin Estes, Senior Policy Associate

Making the Most of Outcomes-based Funding: Aligning Postsecondary Funding with Labor Market Needs

August 14th, 2018

One of the smartest investments state policymakers can make is in postsecondary education. As the economy moves towards more specialized, technology-based industries, learners will need education and training beyond high school to fill the jobs of tomorrow. Today, the ticket to the middle class, and the key ingredient for a thriving state economy, is a strong system of higher education.

Yet, this system is not as efficient as it could be. Three out of every four students who enroll in a public, two-year college do not graduate with a degree or certificate within three years. Whether due to financial or family circumstances, lack of clarity about future career goals, or poor academic preparation, too many students are getting saddled with debt and nothing to show for it.

In recent years states have led renewed efforts to improve student outcomes by restructuring postsecondary funding formulas. This approach, known as performance-based or outcomes-based funding, aims to align state dollars with outcomes that support learner success and economic growth, including progress toward and attainment of a postsecondary credential.

As of Fiscal Year 2016, 30 states were either implementing or developing outcomes-based funding formulas for postsecondary education, though two-year institutions were included in the funding formula in only 22 states. While the widespread enthusiasm for accountability and alignment in higher education funding is remarkable, states vary considerably in their degree of commitment. According to HCM strategies, which published a national scan of outcomes-based funding formulas, only four states (OH, NV, ND and TN) in FY2016 distributed more than 20 percent of state funds to postsecondary institutions based on outcomes.

In 2017, the State Higher Education Executive Officers Association (SHEEO) reported that a little more than half of the revenues for postsecondary institutions came from state appropriations (the remaining funding came from local appropriations (6.4 percent) and tuition revenues (43.3 percent)). This gives state policymakers a powerful lever to incentivize change in institutions of higher education.

And, while evidence in support of outcomes-based funding is mixed, positive results have been documented in states with more sophisticated funding systems:

  • After enacting a new funding formula in 2014-15, the Wisconsin Technical College System documented a 5 percentage point increase in graduates employed in jobs related to their field of study and a 7 percent increase in the number of degrees awarded.  
  • In Tennessee, after the state enacted a new funding formula in 2011, researchers noted a significant impact on the likelihood of graduating with an associate degree in three years,  completing certifications, and accumulating 12 and 24 credits.
  • After the Washington State Board for Community and Technical Colleges enacted the Student Achievement Initiative, researchers documented an increase in the number of short-term certificates issued, though attainment of associate degrees remained flat.

Many states have learned from these lessons and either modified existing or adopted new outcomes-based funding formulas to apply best practices. Arkansas is one such state. In 2016, the state legislature passed HB1209, directing the Higher Education Coordinating Board to design a productivity-based funding formula for state colleges and universities. The formula, which will be used to determine how the Higher Education Coordinating Board distributes general revenue for two-year and four-year institutions,  includes three dimensions:

  • Effectiveness (weighted at 80 percent): measures credential attainment, progression, transfer and gateway course success.
  • Affordability (20 percent): measures time to degree and credits at completion.
  • Adjustments and efficiency (+/- 2 percent): includes adjustments for rural schools, research-based institutions, etc.

What is notable about Arkansas’ approach is the use of best practices to incentivize credentials with labor market value and encourage equitable access.

The points an institution receives in the formula for credential attainment are multiplied if the credentials are in Science, Technology, Engineering and Mathematics (STEM) or state-defined “high-demand” fields. Qualifying fields are designated by the the Arkansas Department of Higher Education and the Department of Workforce Services. The multiplier for STEM degrees is 3 points; the multiplier for degrees in high-demand fields is 1.5 points.

The formula also includes adjustments for historically underserved students by race, income, age and academic proficiency. For certain elements of the formula — such as credential attainment or progression — the point value is increase by 29 percent for each student meeting these criteria.

While it is too early to tell the impact of these changes, Arkansas’ productivity index aims to improve postsecondary outcomes by aligning state funding with labor market needs and encouraging institutions to support historically underserved populations.

Austin Estes, Senior Policy Associate

Advance CTE Releases Report on Postsecondary CTE Program Quality

August 1st, 2018

With the majority of “good jobs” that pay a family-sustaining wage requiring at least some college education — such as a technical certificate, associate degree, bachelor’s degree or another credential of value — ensuring the existence of high-quality postsecondary Career Technical Education (CTE) programs and pathways is more important than ever before in preparing learners for high-skill, high-wage and high-demand careers.  

Although postsecondary programs are typically considered to be the purview of individual institutions, supported by academic freedom and local control, states have an important role to play in ensuring that each learner has access to only high-quality and relevant programs, notably by leveraging program approval and program evaluation policies and processes. Today, Advance CTE released Driving Quality in Postsecondary CTE: Approval and Evaluation Policies, a report that explores how states are leveraging this role to ensure quality.

Without question, states and postsecondary systems and institutions face unique challenges and opportunities in the quest to ensure program quality and relevance. These challenges include a variety of governance and delivery models, state and federal requirements, and multiple layers of program approval through regional and occupation-specific accreditors. At the same time, states, systems and institutions have meaningful opportunities to support and fund those programs that are best serving learners and their communities’ workforce needs.

Advance CTE’s report also explores a few specific state examples:

  • In Wisconsin, the Technical College System (WTCS) uses its statutory authority to review and approve all postsecondary programs in two phases: concept, where the system office and then the State Board review program foundations, including labor market justification, and program, where the system office and State Board review program curriculum. WTCS also suspends as many associate degree programs as it approves, so that programs that no longer have labor market relevance and/or quality outcomes are phased out and newer programs with higher quality and more relevance are adequately supported.
  • The California Community Colleges system is the largest system of higher education in the nation, with 114 colleges serving 2.1 million students. In 2004 the Chancellor’s Office developed what is now called the California Community Colleges Curriculum Committee (CCCCC) to coordinate efforts between local and statewide curriculum processes and work on program and course approval and evaluation. Through the CCCCC, the state has been working to delegate some of the responsibility of program approval and evaluation to individual institutions, but with policy guidance from a thorough and robust handbook. In this way, the system is working to reduce the burden on colleges while still maintaining quality of programs.
  • The Florida College System (FCS) and State Board of Education (SBOE) work together to ease the burden of program approval processes by designing and validating curriculum frameworks at the state level. These frameworks involve input from numerous industry partners and content experts and list key standards and benchmarks that programs must meet. Once a curriculum framework has been approved by the SBOE, other FCS institutions may apply the framework to new programs and are not required to undergo an approval process. Most FCS institutions start programs by using an existing framework, allowing them to start their program more quickly and avoid a lengthy approval process.

Check out Advance CTE’s report to learn more about ensuring quality in postsecondary CTE programs.

Ashleigh McFadden, State Policy Manager

More Evidence Demonstrates How Postsecondary Credentials Can Help Learners Unlock Career Opportunities

June 11th, 2018

Earning a credential of value is still the surest path to success for American workers. A recent New America poll released last month finds that 80 percent of American adults believe there are more opportunities for those who pursue education after high school, compared to 14 percent who think it is better to enter the workforce right away.

For adult learners, the connection between education and careers is even more important. According to Public Agenda, 71 percent of adult prospective students — those who are actively working to go back to school — say that their primary motivation is either to get ahead in their current career or to get the skills they need to start a new career.

Studying the return on investment for credential earners can be quite an undertaking, however, considering the vast number and types of credentials on the market today. Credential Engine, a nonprofit dedicated to counting and cataloging every credential, estimated in April that there are more than 330,000 individual credentials available in the United States today, and only a fraction of them are available at four-year institutions. That count includes nearly 67,000 postsecondary certificates, 13,600 Registered Apprenticeships and 5,400 certifications.

It is well understood that a university education can improve career opportunities. But where to start? Does major matter? And what is the return on investment for other sub-baccalaureate credentials like associate degrees, postsecondary certificates and industry certifications?

More Advanced Credentials Lead to Higher Earnings, but Field of Study Matters

With so many credentials on the market, how can learners navigate the education marketplace and find the credential that best suits their career interests and economic goals?

New research out of the Georgetown Center for Education and the Workforce helps us begin to demystify the credential marketplace.

The report finds that, while median income rises with more advanced credentials, the field of study matters a lot. A bachelor’s degree in architecture and engineering, for example, will land you a median salary of $85,000, far above the $46,000 median salary for education majors. Further, less education can even lead to higher earnings, depending on the field of study. Associate degree holders who study science, technology, mathematics and engineering (STEM) earn a median salary $13,000 higher than workers with bachelor’s degrees in psychology & social work. Certainly, credentials help learners unlock career success and earn a family sustaining wage, but field of study is far more important than level of education.  

A separate Georgetown study puts a magnifying glass up to one particular type of credential,  postsecondary certifications, examining earnings for individuals who earned a certification at an Oregon community college. The study finds that, on average, certification earners experienced a 19 percent increase in earnings. And Pell students experience an even larger premium, more than 50 percent of their wages prior to enrollment, further demonstrating the power of short-term certifications to provide an on-ramp to a sustainable career.

How Can States Help Learners Navigate the Credential Environment?

As the universe of postsecondary credentials continues to grow, learners will need support and guidance to help determine which credentials to pursue and where to pursue them. Already, a number of states have developed protocols to review, verify and publish a list of high-quality, industry-recognized credentials for secondary and postsecondary students. A new 50-state scan from the Workforce Data Quality Campaign finds that 30 states identify or plan to identify credentials of value at the state level. However, only 23 states report that they analyze employment and earnings outcomes and only 21 seek regular employer input.

If credentials are going to deliver on their promise, the credentialing system must be transparent and learners must be able to know which credentials are valued in the marketplace and recognized by employers. It is important for states to set up systems to regularly gather and put to use employer input. The evidence is encouraging, but there is still a lot of work to do to help demystify the credentialing marketplace and empower learners to achieve their career goals.

To learn more about credentials of value or state strategies to promote high-quality credentials, visit the Learning that Works Resource Center.

Austin Estes, Senior Policy Associate

Washington State Offers Recommendations for CTE and Workforce Alignment

April 30th, 2018

In 2015 Washington carried out the State Auditor’s review of Washington’s workforce development system. This report was published as part of a series that focuses on audit results in relation to CTE. The audit brought to light that the current CTE classes in Washington’s public schools have the potential to be more closely connected with the state’s labor market.

The following four areas of improvement are discussed, with the guiding goal of closing the skills gap and expanding educational experiences for students:

  • Improve career guidance given to students, and provide it in a classroom setting beginning in the 7th or 8th grade;
  • Strengthen employer engagement to better align CTE programs and courses with high-wage industry-needed skills;
  • Update the list of high-demand programs, strengthen the review of local labor demand data and clarify laws to help reduce the skills gap and
  • Expand the number of CTE dual-credit opportunities to increase the number of pathways from high school to college.

Four state agencies in Washington administer CTE programs, and this report highlights the importance of inter-agency coordination in order to deliver the best outcomes for students and the business community.

Leveraging the Every Student Succeeds Act to Improve Educational Services in Juvenile Justice Facilities

A report by the American Youth Policy Forum details the ways in which the Every Student Succeeds Act (ESSA) provides an opportunity for states to implement accountability measures that ensure incarcerated youth in long-term juvenile justice facilities can pursue education pathways that lead to positive workforce outcomes. Instances of successful accountability measures in Indiana, Florida and Massachusetts are highlighted.

The following three priorities for states are addressed:

  • Data collection and information sharing between state and local education and juvenile justice agencies;
  • An Accountability system that includes educational services within long-term juvenile justice facilities and
  • Measures to hold these educational programs and schools accountable.

States have the chance to utilize ESSA in a way that will better the educational and workforce projections for those in long-term juvenile justice facilities. CTE opportunities have gained attention from juvenile justice facilities as an avenue for youth to successful educational and workforce outcomes. Policymakers and educators can work together to implement an accountability system that emphasizes such educational programs.

Odds and Ends

The Education Commission of the States released three Policy Snapshots in response to the persistent challenge of teacher shortages. These Snapshots cover the following strategies to strengthen the teacher pipeline:


The American Youth Policy Forum shared
a brief on opportunities for alignment with ESSA and the Individuals with Disabilities Education Act that would promote college and career readiness for all students.

The Center for American Progress explored the relationship between college, career and life readiness and high school graduation requirements. Their report analyzes the following questions:

  • Are high school graduation requirements for a standard, nonadvanced diploma aligned with requirements for admission to the state’s public university system?
  • Are high school graduation requirements aligned with college and career readiness benchmarks and indicators of a “well-rounded” education – one that includes coursework and other educational experiences in, among other topics, computer science, engineering, health, music and technology?

Advance CTE Explores the Critical State of CTE Research at the 2018 Spring Meeting

April 19th, 2018

At Advance CTE’s 2018 Spring Meeting, the organization hosted the “Critical State of CTE Research” session in response to the need for more robust CTE research.

The session began with a panel of Career Technical Education (CTE) research experts, which included Corinne Alfeld from the Institute of Education Sciences, Tom Bailey from the Community College Research Center, Shaun Dougherty from the University of Connecticut, and Andy Smarick from the American Enterprise Institute. The panel highlighted current CTE research and explored barriers and opportunities to expanding CTE research.

The panelists discussed how CTE practice is far ahead of CTE research, in large part because of the lack of capacity and data access to actually do meaningful research. The panel emphasized the importance of increasing the pipeline of CTE researchers and developing partnerships between states and researchers to actively plan out research questions. The panelists expressed a desire for access to cross-state level data to enable them to make accurate generalizations about CTE and its impact.

Some specific research issues that the panelist were interested in included the noncognitive abilities of CTE students, the earning potential associated with short-term credentials, the specific elements in high school CTE programs that make them effective and Work Colleges, which are liberal art schools that evaluate people on their work in addition to their academics.

Following the panelist discussion, an input session was held where participants broke into small groups and identified priority topics for future research efforts. From these identified topics, the following research themes emerged:

  • Student outcomes, such as graduation rates, employment rates and the relationship between CTE participation and college debt;
  • Evaluating the elements of a high-quality program of study;
  • How to improve the quality of CTE data;
  • Teacher professional development;
  • Updated definitions or descriptive statistics on CTE learners; and,
  • CTE’s short- and long-term return on investment.

Within these themes, a number of interesting research questions emerged. In regards to student outcomes, for example, multiple groups inquired about CTE’s impact on student debt and whether it is actually accurate to make the claim that CTE program completion is associated with less student debt. While certain programs, such as the Tech Ready Apprentices for Careers in Kentucky (TRACK) apprenticeship program, can boast that its participants transitioned into apprenticeships or employment with no student debt, it is unclear whether there is enough data to make the sweeping generalization that CTE program completion at the secondary or postsecondary level is associated with less student debt..

Participants mirrored the panelists and expressed a desire to know what distinct elements of a CTE program have the greatest impact- good or bad- on outcomes. While the defining features of a high-quality CTE program have been identified, it is unclear what elements within those features lead to positive outcomes for learners. Parsing out those elements will allow institutions to improve the quality of their CTE programs and consequently lead to better learner outcomes.

Additionally, in regards to professional development, multiple groups inquired about the best way to prepare CTE instructors to facilitate learning for students with special needs. These questions showcase the desire for CTE to be leveraged to produce positive outcomes for each learner and a recognition that targeted professional development for teachers is critical to achieving equitable outcomes.

The research themes gathered from this 2018 Spring Meeting session will be utilized to help inform future Advance CTE resources as well as potential partnerships with research organizations.

Brianna McCain, Policy Associate

Utah Valley University Charges Forward as a Dual-Role Community College and University

February 13th, 2018

Numerous states have begun to allow community colleges to grant four-year degrees. These changes have led to concerns over “credential creep,” where institution leaders push for the increased perception of prestige that advanced postsecondary degree offerings provide them, and neglect their CTE programs. This article from Inside Higher Ed highlights the work being done at Utah Valley University to maintain focus on providing high-quality degree programs, whether they be two- or four-year degrees.

The institution implemented a “structured enrollment” approach to preserve its open-door admissions policy. This approach enrolls underprepared students in one-year certificate programs that include numerous student support services. From there, students can enroll in a two-year degree program and eventually a four-year program, all within the same institution. “The certificates and degrees stack on top of each other, thus all credits move up with the student. For example, all of the certificate classes are required in the associate’s degree, and all of the associate classes are required in the bachelor’s degree,” a university spokesman said via email. “If the student doesn’t do well in the certificate track, university counselors will circle back to try to find a better fit.”

Report Offers Recommendations for Using Data and Evidence to Improve Student Outcomes

Colleges have long been working to use data more effectively to analyze and improve student outcomes. However, these efforts have often been the responsibility of individual institutions or systems, and are dependent on the resources available for data analysis and new technologies. A new report from Results for America offers recommendations for state governments to become more involved in these initiatives. Their recommendations fall into three categories:

  1. Improve measures of student success
    • Improve the accuracy of graduation rates
    • Publish employment outcomes by major
    • Develop measures of learning and civic outcomes
  2. Help colleges act on and analyze data
    • Invest in the data capacities of colleges
    • Generate evidence of what works
    • Kickstart evidence-based improvements
  3. Align resources behind student success
    • Make payoffs clear and certain
    • Prioritize equity
    • Consider post-graduation goals
    • Consider additional strategies to help low-performing colleges

White Paper Examines Overlap between Afterschool Programs and Workforce Development

The American Youth Policy Forum (AYPF) recently published a new white paper highlighting the shared goals and opportunities for collaboration between afterschool programs and workforce development initiatives. While both youth and workforce development initiatives implement programs and activities to help youth develop skills and competencies for the world of work, they often operate in separate and disconnected silos.

For example, afterschool programs have long focused on building the social and emotional skills of students, skills which also contribute to employability readiness. “Participation in high-quality afterschool programs has a positive impact on problem-solving, conflict resolution, self-control, leadership, and responsible decision-making, all of which are included within the employability and [social emotional learning] frameworks.” If efforts are better aligned and resources more coordinated, more of this training can be implemented.

The white paper examines case studies in Florida, Pennsylvania and Illinois and from those extrapolates recommendations for further collaboration between the two types of initiatives.

Odds and Ends

This report from AEI examines common barriers for providing high-quality CTE at community colleges and suggest five strategies for overcoming those barriers, most of which are structural and policy barriers, but also include the perceived stigma of CTE.

The Georgetown Center on Education and the Workforce (CEW) recently launched this video highlighting the problem of “The Forgotten 500,000” – the 500,000 students who are in the top half of their high school classes but do not go on to complete a postsecondary certificate or credential. Among other recommendations, CEW believes this problem can be solved by tying education more deliberately to career pathways.

The American Institutes for Research released this infographic highlighting the importance of using CTE as a strategy for students with disabilities. Students with disabilities who are CTE concentrators are five percent more likely to graduate high school on time and 20 percent more likely to be employed after graduation.

Ashleigh McFadden, State Policy Manager

This Week in CTE: Happy CTE Month!

February 9th, 2018

TWEET OF THE WEEK

RESOURCES OF THE WEEK

Join the CTE: Learning that works for America campaign to get the word out about CTE in your community! Joining the brand gives you access to the national and state logos, in addition to a variety of new tools and resources. Check out our guide for putting the campaign into action, and check out our tips on how to celebrate CTE Month.

REPORT OF THE WEEK

Not only is it CTE Month, it’s also School Counselors Week! To better understand the connection between CTE and school counseling, we conducted research and released a report with the American School Counseling Association. The report finds that, across the board, states are not overly confident in the effectiveness of their career advising and development systems. Fifty-eight percent believe they are only somewhat effectively serving K-12 students, and 55 percent believe they are either only somewhat effective or not effective at serving postsecondary CTE students. And while school counselors who connect students with CTE coursework and career pathways find it an effective career advising and development strategy, relatively few are able to make these connections.

How are you celebrating CTE Month? Let us know by sending an email to Katie at kfitzgerald@careertech.org 

Katie Fitzgerald, Communications Manager

Report Describes What Else States Should Do To Support Career Advising and Development

February 6th, 2018

Today, Advance CTE and the American School Counselor Association (ASCA) released a report exploring the strategies currently in place across the country to support career advising and development efforts. Too often, career advising and development only occurs at the high school level, even though learners should have access to career awareness, exploration and planning activities from elementary school all the way through postsecondary education. Anecdotally, many state and local leaders assume that this is not happening to the extent that it should be, but there has not yet been an in-depth examination of the data.

This topic has been a key focus of the New Skills for Youth (NSFY) initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase & Co. NSFY has provided funding to 10 states to transform their career readiness systems, and all 10 participating states have strategies in place to improve their career advising and development activities.

Advance CTE, as part of NSFY, partnered with the American School Counselor Association (ASCA) to conduct research with three questionnaires. Advance CTE surveyed State CTE Directors, and ASCA sent separate surveys to a selection of school counselors and to State School Counseling Directors, in states where that role has been specifically identified. Some of the key findings include:

  • Across the board, states are not overly confident in the effectiveness of their career advising and development systems. Fifty-eight percent believe they are only somewhat effectively serving K-12 students, and 55 percent believe they are either only somewhat effective or not effective at serving postsecondary CTE students.
  • States, on average, are supporting a multitude of strategies at the K-12 level for career advising and development (an average of 5.7 strategies), yet they report mixed levels of effectiveness for both the individual strategies and collectively.
  • Similarly, school counselors also employ many strategies (an average of 5.8) in their career advising and development work and generally feel more optimistic about the effectiveness of their strategies than states do about state-level strategies.
  • School counselors who connect students with CTE coursework and career pathways find it an effective career advising and development strategy, but relatively few school counselors are able to make these connections:
    • Only 27 percent of middle school counselors report that they connect students with CTE coursework or career pathways, even though this strategy is rated one of the more effective among those who use it, with 87 percent of the school counselors who use it in middle school labeling it as effective or extremely effective; and
    • Sixty percent of high school counselors use connecting students with CTE coursework and career pathways as a career advising and development strategy, and 91 percent of those find it effective or extremely effective, with a full 50 percent labeling it extremely effective.
  • School counselors struggle with balancing their heavy workloads and other counseling responsibilities, and they want more professional development and community conversations around career readiness to support their students more effectively.

The report examined numerous strategies currently in place to support career advising and development efforts. Wisconsin’s Academic and Career Plan, for example, is an ongoing process for middle and high school students that involves coordinated conversations around career interests and options, and that helps students make informed choices about career pathways. Texas has spent the last few years developing extensive virtual supports for school counselors, available through TXCTE.org and Texas OnCourse. These resources provide school counselors with messaging materials, lesson plans and other information on CTE and career advising. Maryland has leveraged state and organizational partnerships to develop several career advising strategies at the elementary and middle school levels, which incorporate career awareness and exposure with civic engagement and financial literacy.

To hear more about this report, join our webinar on February 20, which will feature presentations from ASCA and Advance CTE, as well as a local CTE practitioner.

Ashleigh McFadden, State Policy Manager

 

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