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

States Passed 241 Policies to Support CTE in 2017

January 25th, 2018

2017 was a banner year for Career Technical Education (CTE). Overall, 49 states and the District of Columbia passed a total of 241 policies related to CTE and career readiness, a marked increase from 2016. But while it is encouraging to see a groundswell of enthusiasm for CTE at the local, state and national levels, how will states leverage CTE’s momentum and ensure that state action translates to better outcomes for students?

Today, Advance CTE and the Association for Career and Technical Education (ACTE) released the fifth edition of the annual State Policies Impacting CTE report, examining activity from 2017. To develop the report, Advance CTE and ACTE reviewed state activity, cataloged all finalized state actions and coded activity based on the policy area of focus. For 2017, the top five policy areas of focus include:

  • Funding.
  • Data, Reporting and/or Accountability.
  • Industry-recognized Credentials.
  • Dual/Concurrent Enrollment and Articulation/ Early College.
  • Industry Partnerships/ Work-based Learning.

Funding was at the top of the list for the fifth year in a row. Policies in this category include a $16 million one-time appropriation for CTE equipment grants in Tennessee, the development of a productivity-based funding index for Arkansas institutions of higher education and a workforce development scholarship authorized through Maryland’s More Jobs for Marylanders Act of 2017. With few exceptions, state legislatures renewed or increased appropriations for CTE programs and related activities. 

There was also a lot of activity related to data, reporting and accountability, largely due to state work around the Every Student Succeeds Act (ESSA). In 2017, 35 states identified measures of career readiness in their federal accountability systems, and many of these measures included industry-recognized credential attainment, dual-credit completion and work-based learning participation.

While 2017 set a new high-water mark for state activity, a look across the past five years of this report illustrates that states are doubling down on a few policy priorities.

With the exception of 2015—when fewer states passed policies related to Industry-recognized Credentials or Data, Reporting and Accountability—these five policy areas have been the top priorities for states every year that this report has been published. This is no surprise, given that much of the conversation in the CTE field over the past five years has centered around accountability, credentials of value, dual enrollment and work-based learning. Even compared to recent years, states were more active in 2017, and there was a spike in the number of states adopting new legislation or rules in these policy areas.

So what lessons can be drawn from this year’s state policy review? For one, the enthusiasm for CTE is real. State legislatures, governors and boards of education are coming to recognize what the CTE community has known for years: that high-quality career preparation helps learners develop academic, technical and professional skills and results in positive rates of graduation, postsecondary enrollment and completion, and ultimately career success. 

But it is also important to make a distinction between the quantity of policies passed and the quality of their implementation. 2017 was a record year for state CTE policy, but now comes the true test. State leaders should follow through on the policy commitments made in 2017 by sustaining funding for critical programs, identifying and adopting policies to ensure CTE quality, and taking time to evaluate the implementation and effectiveness of existing policies.

A copy of the report, State Policies Impacting CTE: 2017 Year in Review, is accessible in the Learning that Works Resource Center. Advance CTE and ACTE are also hosting a webinar on January 31, to unpack findings from this year’s review (registration for the webinar is at capacity, but a recording will be available following the webinar at https://careertech.org/webinars).

Austin Estes, Policy Associate

Two Webinars Digging into Federal and State Policy: Register Today!

January 18th, 2018

CTE & Federal Policy: Recapping the Highlights of 2017
Date: January 25, 2018
Time: 1 – 2 p.m. ET 

Last year marked a big year for Career Technical Education (CTE) in the federal policy arena. The U.S. House of Representatives passed a reauthorization of the Carl D. Perkins Career Technical Education Act of 2006, the House Committee on Education and the Workforce passed the “Promoting Real Opportunity, Success and Prosperity Through Education Reform” (PROSPER) Act, an update to the Higher Education Act, and states submitted their plans for implementing The Every Student Succeeds Act (ESSA). Amidst all this activity, an omnibus appropriations bill for Fiscal Year 2017 passed Congress and a sweeping tax reform bill was signed into law.

Join us on for a webinar to recap the federal policy highlights of 2017 and their impact on CTE. Participants will hear from Kimberly Green, Executive Director of Advance CTE, Kathryn Zekus, Senior Associate for Federal Policy at Advance CTE, and Debbie Mills, Director of the National Career Pathways Network.

Register for the webinar here.

State Policies Impacting CTE: 2017 Year in Review
Date: January 31, 2018
Time: 2 – 3 p.m. ET

The national profile of CTE continued to grow in 2017, with nearly every state adopting new policies related to CTE and career readiness. From redesigning accountability systems to expanding apprenticeship opportunities, state leaders are working to connect learners at all levels with seamless pathways to meaningful careers.

This webinar from Advance CTE and the Association for Career and Technical Education will unpack findings from the State Policies Impacting CTE: 2017 Year in Review report. The webinar will explore recent trends in state CTE policy and examine how the CTE policy landscape has changed over the past few years. Participants will also hear from state leaders and explore policy developments in their states.

Register for the webinar here.

Katie Fitzgerald, Senior Communications Associate 

Guided Pathways Initiatives Require Major Overhaul of How Things are Done at Community Colleges

January 5th, 2018

A recent article from the Community College Research Center (CCRC) highlights efforts from CCRC and the American Association of Community Colleges (AACC) to implement guided pathways reforms at community colleges. The goal of guided pathways reforms is to create college environments that learners can easily and confidently navigate to completion and successful employment upon completion, and includes four main practice areas:

  • Mapping pathways to student end goals;
  • Helping students choose and enter a program pathway;
  • Keeping students on a path; and
  • Ensuring that students are learning.

Reforms in all four of these areas require major changes to program structure, advising, administrative policies and classroom practice, and therefore require buy-in across the institution and a several-year commitment to the reform process. CCRC and AACC have been working with 30 colleges to implement guided pathways through the Pathways Project, and shared some of their lessons learned from the project’s first year.

For example, Jackson College in Michigan quickly realized that its four advisors for more than 5,000 students were not adequate for helping all students learn about and choose program pathways. The college has now hired “student success navigators,” who call every single student before orientation and work with each student in person multiple times in their first semester to design a pathway that works for them. San Jacinto College in Texas reorganized its 144 degree and certificate programs into eight meta majors, allowing a student to choose one of the eight early on and begin introductory courses without being locked into a specific degree or certificate program. The college also worked on transfer-oriented programs by creating maps for the college’s five most common transfer destinations to help students choose the courses that will allow them to transfer non-elective college credit to the new institutions.

For Effective CTE, States Should Adopt Eight Non-Negotiables

ExcelinEd recently released a new playbook for state policymakers related to effective CTE. The report argues that while the importance of CTE has been recognized at the federal, state and local levels, not enough has been done to ensure that CTE programs are meeting workforce needs effectively. This is largely attributed to common challenges of the broad spectrum of programs available, the disconnect between K-12 and industry, and the negative legacy of “vocational education.” To address these challenges, the report recommends that states adopt eight “non-negotiables” related to their CTE policies:

  1. All promoted programs of study align with state and/or regional industry and labor market data;
  2. Programs of study incorporate experiential learning and capstone experiences valued by industry;
  3. Secondary programs of study vertically align with postsecondary programs;
  4. Courses are sequential and progressive in a given program of study;
  5. Secondary programs of study incorporate courses and exams eligible for postsecondary credit or hours where appropriate;
  6. Course standards are robust and accurately represent the academic, technical and employability skills learners must master;
  7. Educators receive ongoing, progressive training and professional development to ensure their instruction is reflective of course standards and current industry work environments; and
  8. Federal, state and local funding are utilized to leverage and drive programmatic changes leading to the implementation of vertically aligned education-to-career learning pathways.

 

The authors propose that these eight non-negotiables be implemented in a four-phase plan, to ensure thoughtful and sustainable changes are occurring. They provide examples of successful implementation of each of the eight non-negotiables in Delaware, Florida and Tennessee.

Odds and Ends

The Georgetown University Center on Education and the Workforce recently released a new report on the integration of education and workforce data. The report focuses on states who have created publicly available data tools in five areas:

  • Education Projections, Business Expansion, and Workforce Quality
  • Program Alignment with Labor Market Demand
  • Curriculum Alignment with Workforce Requirements
  • Counseling and Career Pathways
  • Job Placement and Skills Gap Analysis

Education Commission of the States recently released a 50-state comparison of policies related to Prior Learning Assessments (PLAs). PLAs allow learners and institutions to determine the level of previous of knowledge and experience before entering a postsecondary program, and can be used to incentivize re-entry for older learners.

A new report from the American Enterprise Institute examines the barriers community colleges face in providing high-quality CTE, including funding allocations, accreditation requirements and credit-transfer policies, among others. The report also makes recommendations for community colleges to make the most of their CTE offerings and reduce the proliferation of general studies programs at community colleges.

Ashleigh McFadden, State Policy Manager

ESSA Marks A Watershed Moment for Career Readiness, But States Leave Many Opportunities On the Table

December 14th, 2017

This year marked a pivotal moment for K-12 education. With the passage of the Every Student Succeeds Act (ESSA) in 2015, state leaders have spent the last two years reexamining and strategizing they way they deliver K-12 education. Now that the last ESSA plans have been written and submitted, we finally have a national picture of state priorities for education, including how K-12 education systems will support and reinforce career preparation opportunities.

One of the key priorities for ESSA is alignment and conformity across different federal and state systems. ESSA gives states the flexibility to hold schools accountable, measure student outcomes, and provide supports and technical assistance in a way that is aligned with their own priorities. States are encouraged to streamline services across Career Technical Education (CTE), workforce development and higher education and truly support learners to achieve career success.

Today Advance CTE and Education Strategy Group released an update to Career Readiness & the Every Student Succeeds Act: Mapping Career Readiness in State ESSA Plans. The report examines state plans in all 50 states and the District of Columbia to see how states are taking advantage of key opportunities to support career readiness. Overall, two key takeaways rise to the surface:

  • With 49 states including at least one strategy to expand career readiness in their ESSA state plans — and 35 going as far as adopting career readiness indicators in their accountability system — this is a watershed moment for career readiness.
  • However, states left many opportunities on the table, failing to fully leverage all that ESSA has to offer. Nevertheless, a plan is just that — a plan. Given the right vision and commitment, states have considerable leeway to go beyond the letter of their plans and make career readiness a priority, and a promise, for all.

Kentucky’s plan, for example, draws on economic priorities to undergird accountability and supports across each of the different titles in the law. The plan describes the five key industry sectors in the commonwealth of Kentucky and clearly articulates the role that CTE and K-12 education play in preparing learners for success in the modern workforce. Kentucky’s accountability system reinforces this priority by measuring and holding schools accountable for key career readiness metrics, including industry-recognized credential attainment, CTE dual credit completion, apprenticeships and more.

The report also profiles state plans for Title II, Part A funding, which supports the development of teachers and school administrators, and Title IV, which provides critical funding to expand access to opportunities for a “well-rounded education.”

State leaders have completed the tremendous work of engaging stakeholders, identifying priorities and developing strategic action plans to drive education in their states. Now they are tasked with implementing those plans. Given the growing profile of CTE and the elevated role of career readiness in state ESSA plans, the path ahead is promising. But now is the critical time to act, and states should ensure that they fully leverage all of ESSA’s opportunities and follow through on the commitments they made in their plans.  

In addition to the report, a supplemental appendix profiling specific state strategies and an infographic of key takeaways are available to download.

Austin Estes, Policy Associate

This Week in CTE

December 1st, 2017

TWEET OF THE WEEK

CTE FRIDAY FACT

76% of Americans say middle or high school is the right time to start exploring career options, compared to just 7% who say college is the right time. CTE helps learners find their passion and prepare for the future before investing in their postsecondary education.

ARTICLE OF THE WEEK

A new article on Education Week, explores the ways in which learners gain critical skills such as communication, critical thinking, problem solving and teamwork they need to be successful in a global economy. Read about how CTE and project based learning can be used as a potential strategy to help learners in gaining these skills.

WEBINAR OF THE WEEK

Join a webinar on December 13 from 1 – 2:15 p.m. ET to learn how state leaders can align labor market efforts with the education pipeline to provide students with the academic, technical, and employability skills they need to be successful in the workplace. Aligning the education-to-workforce pipeline can help increase cost-efficiency, promote coherence, and produce better outcomes for students and workers. This webinar will highlight three forthcoming CCRS Center resources, Developing a College- and Career-Ready Workforce: An Analysis of ESSA, Perkins, and WIOA.

Katie Fitzgerald, Senior Communications Associate 

 

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