Exploring Area Technical Centers: Best Practices for Aligning ATCs to Advance Postsecondary Attainment Goals

February 23rd, 2021

Advance CTE’s recent report on area technical centers (ATCs), Building Better Futures for Learners: A 50-State Analysis of Area Technical Centers, revealed that ATCs have a notable footprint in credential and non-degree programs for postsecondary learners and an active role in contributing to state postsecondary attainment goals. However, the extent of their impact varies across states and territories and is strongly influenced by policymaker awareness and systems alignment.  

At the time of our report, forty-five states had set a goal to increase postsecondary attainment. This trend is largely inspired by the work of Lumina Foundation, a national leader in advancing access and outcomes in postsecondary education that set a national goal of equipping at least 60 percent of the working age population with a postsecondary degree or credential by 2025. Expanding access to and providing seamless transitions for learners in their journey to postsecondary attainment is critical to an equitable national economic recovery. 

This post will focus on highlighting several states that offer best practices to elevate the role of ATCs in postsecondary attainment through state oversight, the role of ATCS in statewide postsecondary attainment plans, and statewide systems alignment.

For a broader breakdown of topline messages from this report and implications for states, please read our most recent post on Medium

State Oversight 

One of the report’s key policy recommendations is for states to improve the awareness, accountability, and alignment of ATCs through the restoration or enhancement of state oversight of these institutions. 

Utah and Oklahoma provide strong examples of the benefits of robust state oversight and positioning of ATCs. Utah’s area technical centers, known as technical colleges, were recently elevated and designated as eight of the state’s 16 postsecondary institutions under the Utah System of Higher Education. This positioning was a solution to years of legislative changes that had created two systems of higher education, leading to legal and learner navigation difficulties that limited the potential of ATCs. This new position for ATCs enhances learner equity by providing well-aligned pathways from ATCs to four-year postsecondary institutions and uniform credit transfer policies. 

Oklahoma has a separate state agency, known as CareerTech, that oversees all aspects of their CTE delivery system, including 29 ATCs known as technology centers. In addition to serving as the fiscal agent for the state’s robust allotment of CTE funding, the agency also provides oversight of program quality. CareerTech partners with other state agencies to ensure that the needs of underserved populations, including the Indian Education Board and Tribal Reintegration Program and the Department of Veteran Affairs are met. 

The Role of ATCs in State Postsecondary Attainment Plans

While most states reported that ATCs were not specifically mentioned in postsecondary attainment plans, the vast majority strongly agreed or agreed that their ATCs were active contributors to postsecondary attainment goals. 

Delaware’s ATCs have a significant role in supporting the state’s postsecondary attainment goal through the administration of the state Registered Apprenticeship program. This program constitutes almost 70 percent of the state’s vocational/technical school district postsecondary and adult population and allows ATCs to be strongly connected and responsive to state workforce needs despite predominantly local oversight. 

Florida’s ATCs, known as technical colleges, are strongly tied to the state’s attainment goals. Because Florida’s ATCs are accredited by the Council on Occupational Education, they must maintain a 60 percent learner completion rate and 70 percent licensure exam pass rate, effectively exceeding the state’s postsecondary attainment goal. Technical colleges are the focal point of a statewide Get There campaign that combines program grants colleges with a public relations campaign to promote postsecondary attainment through a short-term credential of value. 

High-quality and timely state-level data collection is key to accurate measurement and evaluation of the impact of ATCs on postsecondary attainment. In Oklahoma, the state’s technology centers contributed over 19,000 industry-recognized credentials with an 88 percent adult learner program completion rate in FY2018. Florida reported over 9,000 earned industry certifications and over 14,400 full program completers through its technical colleges for the 2019-2020 academic year. 

Statewide Systems Alignment

While 27 states reported providing some level of programming at ATCs to postsecondary learners, their responses also indicated that ATCs are often disconnected from the larger postsecondary system. A few states stand out as exemplars in intentional alignment between ATCs and higher education systems. 

Ohio includes its ATCs, known as Ohio technical centers (OTCs), in a statewide articulation and transfer agreement established in 2007 known as Career-Technical Credit Transfer. When combined with Career-Technical Assurance Guides that advise learners through the transfer process, these tools give learners and their credits seamless and equitable pathways from OTCs to other postsecondary institutions. Numerous OTCs have also partnered with regional community colleges to design coursework sequences that span both institutions for improved program quality and alignment. 

Florida’s technical colleges are required to achieve seamless articulation and transfer agreements under state law. Technical and state colleges must create regional career pathway articulation agreements that align a technical college program with a degree program at a state college. Clock hours must also be transferable to the aligned state college degree program. 

Effective alignment practices also extend to the relationship between ATCs and workforce development systems. In Delaware, ATCs are members of a statewide CTE alliance that includes representatives from vocational/technical school districts, the technical and community college system, and other state agencies and workforce partners. Collaborative efforts from this alliance expanded the state’s Registered Apprenticeship programs to include pre-apprenticeship and secondary learners, and more career pathways that span multiple institutions. 

We hope these examples provide valuable insight on potential reforms for states to leverage and elevate ATCs. Visit our microsite to access full state profiles for the five states mentioned in this post. A future post will explore the potential use of ATC in economic recovery plans and highlight innovative partnerships in states. 

Stacy Whitehouse, Senior Associate Communications and State Engagement 

Resetting Perkins V Performance Levels: A Q&A with the Michigan Department of Education

February 19th, 2021

In 2020 the Michigan Department of Education began the process of revising its State Determined Performance Levels (SDPLs) for the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) as a result of the COVID-19 (Coronavirus) pandemic. This blog post features a discussion with Dr. Jill Kroll, Supervisor for the Grants, Assessments, Monitoring and Evaluation Unit, and Dr. Yincheng Ye, Research Consultant, at the Michigan Department of Education’s Office of Career and Technical Education.

Michigan is one of the first states to make adjustments to its Perkins V SDPLs as a result of the Coronavirus pandemic. Can you explain what changes you are proposing and why? 

We are proposing to reduce our SDLP for 3S1—Secondary Post-Program Placement from 95 percent to 75 percent for 2020-2021 and to 80 percent for 2021-2022, returning it to the original SDLP of 95 percent in 2022-2023.

Our reasoning for requesting this change is that we expect that student placement in both employment and continuing education will be adversely affected by the pandemic. This is based on a review of employment projections from the University of Michigan, U.S. Bureau of Labor Statistics projections, and research reports and other reports indicating a reduction in postsecondary enrollment, especially among first-year college students and low-income students.

We also requested and received a waiver from the U.S. Department of Education (USED) for reporting the academic indicators 2S1 and 2S2 because our state did not administer the 11th grade tests in Spring 2020, which will affect the data for students graduating in Spring 2021. We are awaiting the decision on the Spring 2021 assessments. If our state receives a waiver for the Every Student Succeeds Act (ESSA), the waiver will also apply for Perkins (Our state already had a waiver from reporting the Science indicator 2S3 because we have a new assessment).

We did not feel that we needed a waiver for our indicator of program quality, 5S1—Attained Recognized Postsecondary Credential because our SDPL was already set quite low in our state plan due to the fact that we will be phasing in approval of credentials over several years. This info page for our State Board of Education and for public comment summarizes the proposed changes and includes citations for our evidence.

With conditions changing so rapidly under the Coronavirus pandemic, projecting data over the next few years can be like trying to hit a moving target. How were you able to make these projections work?

We were lucky that the University of Michigan produces solid quarterly economic and employment projections. We participated in several webinars beginning in Spring 2020 on the economic impact of the pandemic so we were aware of the resources available. We felt that it was important to follow procedure and propose reduced SDPLs where appropriate, and take the proposed levels for public comment, even if we had to base the proposed levels on estimated impact.

How are you explaining to the public why Michigan’s SDPLs need to be adjusted? 

We cited the available data. We found, during the initial public comment period for our Perkins V state plan, that stakeholders and the public were very receptive as long as we provided our reasoning for our recommendations, so we anticipate the same will be true for our proposed modifications. Here is what we have listed on the info sheet for public comment:

Both employment and postsecondary enrollment have been negatively influenced by the COVID-19 pandemic and economic shutdown in 2020. The Post-program Placement indicator needs to be adjusted to reflect these impacts.

  • In November, the Michigan Economic Outlook 2020-2022 showed the actual unemployment rate as 8.66% in Q3 2020; and forecasted the unemployment rate to drop to 7.85% for Q4 2020, declining to an average of 7.01% in 2021, reaching 5.60% by the end of 2022, but still higher than 2019-year average (Ann Arbor: University of Michigan).
  • Nationally, the data from U.S. Bureau of Labor Statistics shows the unemployment rate for youth was 18.5% in July 2020, down from 26.9% in April but still about twice as high as a year earlier. 
  • An article in Inside Higher Edcites a study by the NSC research center is showing 16% fewer freshman have enrolled this fall compared to last year. The community colleges had an even steeper enrollment drop of 23% among first-year students.
  • Additionally, estimates in Michigan indicate that low-income students may have an 8-10 percentage point drop in college enrollment.

States have to go through the same public comment process to adjust their SDPLs as when they first developed their Perkins V plans. How has this process been similar or different to the original public comment period? 

We are following the same process as we did for our Perkins V state plan, presenting the proposal to stakeholder groups, taking the recommendations out for virtual public hearings, and publicizing the public comment opportunity through an online survey on our website. We also had to present to our State Board of Education prior to the public comment period and will have to present to them again after public comment, including the public comments.

What advice would you give states that are considering whether or not to change their Perkins V SDPLs? 

My advice would be to continue to regularly review the data related to each of the indicators. If it appears that the pandemic (or any other unanticipated circumstance) may affect the state’s ability to meet the SDLPs, develop a timeline for revising the SDLPs and then do it. I think it is important that school districts feel that the SDLPs are fair and reasonable and if they are unattainable due to circumstances outside the control of the districts and/or colleges they lose their value as engines of program improvement. I also think it is important for state offices to do our due diligence to maintain the faith and trust of our educators, districts, colleges and the public.

My other recommendation is to plan, plan, plan. A timeline is critical. As soon as we realized we needed to revise our SDLP we did two things. First, we contacted the Office of Career, Technical and Adult Education (OCTAE) at USED to verify that we could adjust the SDPL and to get the deadline for submitting the adjustment. Contact information for OCTAE Perkins Regional Coordinators is listed here. Second, we immediately worked out a timeline (this was in August) and quickly realized how long the process would take, with two State Board Meetings required as part of the process. It was only because we worked out the timeline so early that we will be able to make the OCTAE deadline for revising state plans and SDPLs on May 21.

Today, Advance CTE and the Association for Career and Technical Education released Mitigating Unanticipated Circumstances: Resetting Perkins V State Determined Performance Levels During the COVID-19 Pandemic, a guide to help states revise their Perkins V SDPLs. Dr. Kroll served on the workgroup that helped produce the guide.

Challenges & Opportunities to Improving Youth Apprenticeship Data Quality: Reflections from the PAYA Data Work Group

November 17th, 2020

Apprenticeship in the United States is an under-utilized but promising education and employment strategy — particularly for youth whose connections to college and paid work are even more tenuous due to the COVID-19 economic crisis. In 2018, New America launched the Partnership to Advance Youth Apprenticeship (PAYA), a national network of partners (including Advance CTE), states, local intermediaries and philanthropies to define and scale up high-quality youth apprenticeships nationwide. In just a couple short years, the network has made incredible progress, sowing the seeds for future programs.

But through all of this work, data quality has emerged as a persistent challenge for states as well as local intermediaries. Improving the quality and availability of youth apprenticeship data can help PAYA network partners evaluate program quality, address gaps in equitable access and outcomes, and make the case for further investment in youth apprenticeship. But building the infrastructure to collect, validate, warehouse and analyze youth apprenticeship data can be costly and time intensive. 

To dig deeper into this challenge, Advance CTE and New America organized a practitioner workgroup on youth apprenticeship data quality in early 2020. The workgroup met several times throughout 2020 to discuss the following questions: 

  • What common challenges do states and intermediaries face in collecting, validating and using youth apprenticeship data? 
  • What are effective strategies to build a high-quality youth apprenticeship data infrastructure at the state and local level? 

The workgroup’s conclusions are summarized in a new report, Improving Youth Apprenticeship Data Quality: Challenges and Opportunities. The report addresses five challenges with improving youth apprenticeship data quality and several promising strategies to mitigate data roadblocks: 

  1. Determining what to measure: Some states have taken the guesswork out of data collection by establishing statewide business rules for collecting youth apprenticeship information. But in others, local intermediaries are left to their own devices, leading to inconsistencies in how youth apprenticeship data is collected. State and local leaders should work to develop and adopt consistent definitions and business rules for collecting for youth apprenticeship data. 
  2. Clarifying roles and responsibilities: Another challenge is clarifying who is collecting what data in the first place. Because youth apprenticeship involves partnerships across the K-12, postsecondary and workforce systems — with state agencies, intermediary organizations and employers in the mix — clarifying roles and responsibilities for collecting and sharing data early on is important. Local intermediaries can coordinate this process, ensuring all partners are aware of their responsibilities. 
  3. Building the infrastructure: Collecting and warehousing data can require costly technology. Building out an entire data system before launching a new youth apprenticeship program might not be feasible, but state and local leaders should establish systems and processes at the beginning that can be scaled easily. They can also leverage existing systems — such as student information systems housed at the school district or college — or develop new tools to minimize the data collection burden on educators and employers. 
  4. Accessing data: Privacy rules, data transfer limitations and incompatible data systems can, at times, limit access to data for youth apprenticeship participants. To ensure that all relevant partners can access the data they need, intermediary organizations should establish data sharing agreements that specify what information will be shared and in what format as well as the process and frequency for sharing this information. States can facilitate this process by developing local data sharing templates and demystifying rules and regulations for data sharing. 
  5. Scaling and sustaining: Finally, the workgroup elevated challenges with bringing data collection processes to scale as youth apprenticeship programs expand statewide. State leaders play an important role in supporting the sustainability and scale of youth apprenticeship programs by streamlining data collection processes, integrating youth apprenticeship data into existing state databases, providing sustainable funding, and offering professional development opportunities to build the capacity of frontline actors. 

 

Data is rarely among the first priorities in setting up a new youth apprenticeship program, but it should be. With reliable and valid youth apprenticeship data, states and local intermediaries can help scale quality programs that expand college and career options for high school students and meet the training needs of employers and industry.. The report Improving Youth Apprenticeship Data Quality: Challenges and Opportunities outlines the most common barriers to improving youth apprenticeship data quality and provides actionable recommendations for states and local intermediaries to strengthen the reliability, validity and use of their data. 

Austin Estes, Manager of Data & Research, Advance CTE

Beyond the Numbers: Tools and Strategies for Effective CTE Data Reporting 

November 10th, 2020

Sir Arthur Conan Doyle’s Sherlock Holmes once famously said “It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.” Without access to reliable, high-quality and timely data, it is impossible for learners, families, industry representatives, practitioners and policymakers to make informed decisions about CTE program development, improvement or participation. 

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) pushes states to improve the public accessibility of Career Technical Education (CTE) data. According to the law, state agencies, as well as local recipients, must share data on the performance of all CTE students, and subgroups of learners, and make this information available widely and through a variety of user-friendly formats.

But judging by the current state of CTE reporting, states have a lot of work to do to make CTE data accessible and actionable to a broad audience. Some of the challenges of state CTE reporting include: 

  • Burying CTE data deep in an agency website or behind a firewall
  • Reporting out static data in tables with little to no interpretation
  • Using CTE jargon that is meaningless to members of the public 

Many of the current CTE reporting challenges result from a lack of time and intentionality, but the good news is that Perkins V gives states an opportunity to hit restart and reimagine their approach to public reporting and communication with a focus on accessibility and understanding. In March, Advance CTE and the Association for Career and Technical Education (ACTE) convened a Shared Solutions Workgroup of state and national experts to explore strategies for effective CTE data reporting and communication. Over a series of meetings, the workgroup co-designed a set of tools and resources to help states improve their CTE data reporting. 

CTE Reporting Tools Should Draw From Best Practices for Design and Usability

State leaders can look to best practices in data visualization and accessibility to ensure their CTE reporting tools are widely accessible and equip users to make the most of the data. 

The report Beyond the Numbers: Design Principles for CTE Data Reporting provides nine principles for developing effective and accessible CTE data reporting tools: 

  1. Clarify the purposes for sharing data
  2. Make data easy to find
  3. Make data visually appealing
  4. Clearly and consistently label and describe data
  5. Make data accessible
  6. Disaggregate data to highlight equity
  7. Provide context to add meaning
  8. Enable interactivity and customization for key audiences
  9. Help users interpret data and take action

State and local leaders can use these design principles as a blueprint to inform the early design and development of CTE data reporting tools or as a checklist to ensure their final reports align with best practices for access and usability. 

States Should Develop a Plan to Communicate CTE Data

Effective data reporting, however, requires not just well-designed and accessible reports but also a strategy to build understanding among the general public and key stakeholders. What good is data if it isn’t used? Yet state CTE offices are asked to attend to multiple priorities — from program review to professional development to equity monitoring — and communicating CTE data all too often is moved to the backburner. 

Beyond the Numbers: A Toolkit for Communicating CTE Data is designed to build state capacity for communicating CTE data and integrating compelling CTE statistics into a broader CTE communications plan. The toolkit breaks down six steps for communicating CTE data, from identifying a strategic goal and audience, to creating materials, to building an action plan. The toolkit also includes models and templates states can use to build engaging infographics, presentations and other materials to communicate their data. 

Effective Data Reporting Takes Time — States Should Plan Ahead 

States have a long runway to prepare for Perkins V reporting. They are not required to submit data on CTE performance to the U.S. Department of Education until next year, and many states will not publicly report Perkins V data to stakeholders until after that time. 

Still, it takes time to design, develop and invest in high-quality and effective CTE data reports and tools. State leaders should be thinking about their approach to CTE data reporting now so they have the tools and resources ready to share with key stakeholders when the time comes. Until then, states can refer to the design principles and communications toolkit to draw on best practices for their CTE reporting and communications strategies. 

Advance CTE would like to acknowledge the support of ACTE, Next Chapter Communications and the CTE Data Reporting and Visualization Shared Solutions Workgroup in the development of these materials. These resources were produced with funding from the Bill & Melinda Gates Foundation. 

Austin Estes, Manager of Data & Research, Advance CTE

This Week in CTE

October 23rd, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

CAREERS IN CONSTRUCTION MONTH

Build Your Future is hosting a construction video contest, I BUILT THIS, and giving away more than $20,000 in prizes. Learn more and submit a video here.

During Careers in Construction month, utilize these classroom resources to engage with students about the opportunities in the construction industry.

TWEET OF THE THE WEEK

Essex North Shore Agricultural & Technical School in Massachusetts has relied on their mobile classroom to ensure learners across the district have access to hands-on learning and career training. 

LEGISLATIVE UPDATE OF THE WEEK

U.S. Secretary of Education Betsy DeVos announced this week that the Federal Work Study (FWS) Experimental Sites will receive additional funding. This initiative seeks to increase earn-and-learn opportunities by removing barriers to off-campus jobs, allowing increased work hours and allowing institutions to pay students for work-based learning. The increased funds will be used for FWS salaries and to develop Job Location and Development (JLD) programs. Further information can be found here.   

INITIATIVE OF THE WEEK

Advance CTE is honored and excited to co-lead the New Skills ready network

RESOURCE OF THE WEEK

Youth apprenticeship programs can give students access to valuable work-based learning experiences that provide insights into how their interest can connect to education and the workforce. Although these programs are often beneficial for participants, there is little data to show the programmatic landscape and impact.

The Role of Data and Accountability in Growing Youth Apprenticeship Programs highlights current practices from states who are collecting data on youth apprenticeship programs, and what steps have been taken to collect high quality enrollment and outcomes data. 

View The Role of Data and Accountability in Growing Youth Apprenticeship Programs in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

New Resource: Prioritizing CTE Through and Beyond COVID-19

July 30th, 2020

Advance CTE released a new tool focused on supporting state Career Technical Education (CTE) leaders in prioritizing CTE learners and the delivery of high-quality programs as states prepare to reopen schools and campuses – be it in-person, remote or hybrid instruction – this upcoming academic year.

Earlier this summer, Advance CTE released, COVID-19’s Impact on CTE: Defining the Challenge and the Opportunity to identify the challenges that impact the design, delivery and assessment of CTE programs across the country. Now, as the next school year draws near, it is time to develop key action steps in preparing for and implementing strategies to provide quality, equitable CTE during the coronavirus and beyond.

State CTE leaders can leverage this tool when planning for short- and long-term priorities. The resource asks state CTE leaders to reflect on the past and future impact of the coronavirus on CTE learners and programs, consider how to use data and engage the field to make informed decisions, and identify key action steps to assist the state in preparing for and implementing strategies to provide quality, equitable CTE this coming year. 

Prioritizing CTE Through and Beyond COVID-19 is organized around the following key topics that must be addressed for learners to access high-quality CTE experiences: 

  • Equity and access;
  • CTE teachers and faculty;
  • CTE instruction;
  • Assessments and credentials;
  • Work-based learning;
  • Counseling and advisement; and
  • Career Technical Student Organizations.

The final section of this tool includes an optional action plan template to help organize the various short- and longer-term priorities and lay out an implementation plan. 

Download Prioritizing CTE Through and Beyond COVID-19 here (Word, PDF).

Kate Kreamer, Deputy Executive Director

Expanding Access and Equity to Career Technical Education for Youth and Young Adults in the Justice System

June 9th, 2020

Ensuring that young people have access to high-quality Career Technical Education (CTE) programs is vital to preparing them for future employment. Yet, youth and young adults in the justice system historically have been left behind in states’ and localities’ efforts to improve workforce development and employment outcomes. More than 30,000 youth are incarcerated in the United States each year in the juvenile justice system, and more than 325,000 youth are placed on some form of juvenile probation. Increasingly, youth in the juvenile justice system are older and are seeking to enter the workforce and transition to independence. 

In an economy that is now being reshaped by COVID-19 (Coronavirus), it is more critical than ever that young people in the justice system are fully equipped to succeed in the rapidly changing labor market and meet workforce needs. Advance CTE’s latest resource, developed in collaboration with the Council of State Governments (CSG) Justice Center, outlines five key actions that state CTE leaders can take in partnership with juvenile and adult criminal justice agencies and other entities to ensure that youth and young adults in these systems have access to high-quality CTE programs and the opportunity to secure and maintain viable employment. Specifically, Making Good on the Promise: Improving Equity and Access to High-Quality Career Technical Education for Youth and Young Adults in the Justice System examines how state CTE leaders can:

  • Ensure that CTE programs for youth and young adults in the justice system are held to the same rigorous standards as other CTE programs in the state;
  • Help justice and education agencies and program providers adopt and implement promising practices;
  • Leverage federal funding to support CTE programs in correctional facilities;
  • Appoint a state-level designee to oversee the development and delivery of CTE programming for youths and young adults in the justice system; and
  • Collaborate with justice agencies to collect and share student-level data and program outcome data to enhance accountability of CTE programs for youths and young adults in the justice system.

This resource is part of the Making Good on the Promise series, which confronts the negative aspects of CTE’s legacy and defines the key challenges learners face today. The series provides promising solutions to help state leaders close equity gaps in CTE to ensure that each learner is able to attain the promise of CTE — a high-skill, high-wage, in-demand career. 

Brianna McCain, Policy Associate

New Middle Grades CTE State Resource Repository

May 5th, 2020

In late March, Advance CTE, in partnership with the Association for Career and Technical Education (ACTE), released Broadening the Path: Design Principles for Middle Grades CTE, which laid out a theory of action for advancing high-quality middle grades Career Technical Education (CTE) policies and programs. With the promotion of middle grades CTE in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), it is an ideal time for state and local leaders to consider how to best support and expand CTE in middle school.

Today, Advance CTE has released an extensive repository of state-level resources that state and local leaders can leverage as they begin to develop and expand CTE into the middle grades. The repository includes links to resources from all 50 states and Washington, DC, including state middle grades CTE standards, career development guidance and tools, work-based learning and Career Technical Student Organization supports, licensure requirements, state policies and more.

Starting next week, Advance CTE and ACTE will be releasing a series of blogs to lift up promising state and local practices across the core programmatic elements of middle grades CTE.  The first blog will focus on middle grades CTE standards, curriculum and assessment.

Broadening the Path: Design Principles for Middle Grades CTE and the new repository were created with the support of the Middle Grades CTE Shared Solutions Workgroup, comprised of national, state and local leaders, convened by Advance CTE with support from ACTE and generously funded by the Bill & Melinda Gates Foundation.

Kate Kreamer, Deputy Executive Director

Highlights from Advance CTE’s 2019 Annual Report

March 4th, 2020

Advance CTE is excited to share our 2019 Annual Report, highlighting our major priorities and accomplishments of the last year. And what a year it was!

Some highlights from 2019 include:

  • We enjoyed our sixth straight year of growth in our membership, with all 50 states, Washington DC and four U.S. territories joining as state-level members.
  • We leaned in heavily to support the implementation of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), hosting three implementation meetings, coordinating an expert review of 38 states’ draft Perkins plans and providing intensive technical assistance to 12 states.
  • 42 states received federal policy technical assistance and engaged in Advance CTE’s congressional advocacy efforts.
  • 49 states participated in Advance CTE’s in-person meetings.
  • 100 percent of participants said the Perkins implementation meetings met or exceeded the objectives.
  • Advance CTE staff presented or provided technical assistance at 91 events or meetings and visited 28 states and Washington, DC.
  • Our Twitter followers increased by 24 percent and our website had over 1.8 million page views.
  • We were fortunate enough to have 13 grants and contracts from foundation, partners and state agencies.

We are deeply appreciative of our amazing members, partners and funders who make what we do possible and, more importantly, help advance our goal of ensuring each learner has access to a high-quality CTE program that prepares them for the career of their choice. Thank you all!

We look forward to continuing to collaborate with you all in 2020, as we celebrate 100 years of Advance CTE; host the CTE Forward Summit; and continue to prioritize equity, data quality and federal advocacy!

Kate Kreamer, Deputy Executive Director

States Passed At Least 208 Policies to Support CTE in 2019

January 29th, 2020

On the federal and state levels, 2019 was an important year for Career Technical Education (CTE). In addition to creating their four-year state plans for the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), at least 45 states and Palau enacted at least 208 policy actions related to CTE and career readiness.

Today, Advance CTE, the Association for Career and Technical Education (ACTE) and the Education Commission of the States released the seventh annual State Policies Impacting CTE: Year in Review report, examining 2019 legislative activity, including legislation, execution orders, board of education actions and budget provisions. To develop the report Advance CTE, ACTE and Education Commission of the States reviewed state activity, cataloged all finalized state action and coded activity based on the policy area of focus. In 2019, states most frequently addressed the following topics:

  • Funding;
  • Industry Partnerships and Work-based Learning;
  • Industry-recognized credentials;
  • Governance; and
  • Access and Equity.

In total at least 41 states enacted policies that affected CTE, making funding the most common policy category for the seventh year in a row. Illinois increased funding for CTE programming by $5 million, while Massachusetts and Delaware both invested in work-based learning programs. For the second year in a row, industry partnerships and work-based learning was the second most common policy category with at least 35 states taking action in this area. In Connecticut, the legislature passed a law to require the Connecticut Department of Labor and the Board of Regents for Higher Education to jointly establish nontraditional pathways to earning a bachelor’s degree through apprenticeships, while Colorado enacted a law to launch a statewide resource directory for apprenticeships.

Most states have taken action relevant to CTE since the Year in Review report was launched and in total more than 60 policies passed in 2019 than 2018. This indicates a continued commitment from state leaders to advance CTE. To view previous years’ Year in Review reports, click here. Advance CTE, ACTE and Education Commission of the States will be joined by Texas to discuss these policies in more depth on February 18 from 3-4 p.m. EST- to register for the webinar, click here.

Brianna McCain, Policy Associate

 

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