Effective Stakeholder Engagement Requires More Than a Broad Communications Plan

March 30th, 2017

March 30, 2017

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

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

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

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

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

Ashleigh McFadden, State Policy Manager

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

March 1st, 2017

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

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

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

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

The snapshots also detail trends related to:

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

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

Austin Estes, Policy Associate

State Research Shows Positive Outcomes for CTE Students

February 20th, 2017

In 2015, the most recent year data are available, CTE students nationwide graduated at a rate of 93 percent — approximately 10 percentage points higher than the average. Now, new research from Wisconsin and Washington adds to the growing body of evidence that secondary Career Technical Education (CTE) leads to positive postsecondary outcomes.

State Research Shows Positive Outcomes for CTE Students

The Public Policy Forum, a research organization based out of Milwaukee, recently published a report examining the CTE system in both Wisconsin and the local Milwaukee region. The study draws upon Wisconsin’s CTE Enrollment Reporting System (CTEERS) and district-level surveys of CTE graduates and finds that two-thirds of students in Wisconsin enroll in CTE courses. The most popular area of focus for these students was Business & Information Technology. The study also revealed positive outcomes for CTE students, including:

  • CTE Concentrators were six percentage points more likely to graduate from high school than non-participants.
  • Approximately 74 percent of CTE Concentrators went on to pursue further education, with about one-third attending a 2-year school and two-thirds attending a 4-year school.
  • Of those attending higher education, 72 percent reported pursuing fields of study related to their high school CTE courses.

However, the data revealed inconclusive results related to performance on academic assessments. Additionally, the report identified a 6.3 percent statewide decrease in CTE teaching assignments from 2009 to 2016 — a trend the state has been working to reverse through recent legislation making it easier for CTE teachers to get certified in the state.

Washington Audit Highlights CTE Student Achievement

A report from the Washington State Auditor’s Office examines outcomes data for students in both the 2012 and 2013 graduating high school classes and finds that secondary CTE students demonstrated high post-high school achievement. The study was commissioned to examine the impact of Washington state’s $400 million investment in CTE — a system that reaches 300,000 high school students statewide.

The study finds that, within the population of students that did not go on to a four-year degree, CTE students were 11 percent more likely to “achieve” than non-CTE students. According to the study, “achievement” is measured as persistence in apprenticeship programs, persistence in community and technical colleges, employment and certificate attainment. Additionally, CTE programs accommodated a higher proportion of students receiving free and reduced price lunch and students with disabilities than other non-CTE programs, indicating that CTE could be a strategy for students of all socioeconomic backgrounds and abilities to acquire the skills needed for high-demand, high-wage careers.

Austin Estes, Policy Associate

CTE Remained a Priority for State Policymakers in 2016

January 25th, 2017

Advance CTE and the Association for Career and Technical Education (ACTE) Release Annual State Policies Impacting CTE: Year in Review, Highlighting State Policy Trends from 2016

Supporting and strengthening high-quality Career Technical Education (CTE) remains a priority for state policymakers, according to a new report from Advance CTE and ACTE. The report, State Policies Impacting CTE: 2016 Year in Review, is the fourth annual policy scan highlighting state activity. Below are some key takeaways from the report.

More States Passed CTE-Related Policies in 2016 than the Year Before

In recent years, both state and national policymakers have demonstrated a growing interest in strengthening career readiness systems through legislation, executive orders, rulemaking, budget provisions and ballot initiatives. In 2016, states continued that trend, completing a total of 139 policy actions across 42 states. This is a slight increase over 2015, when 39 states passed a total of 125 policies.

This activity reflects that states are increasingly buying into the notion that alternative pathways such as two-year degrees, apprenticeships and industry-recognized credentials can lead to high-wage, high-demand careers. This is fueled in part by national initiatives such as the New Skills for Youth initiative, Pathways to Prosperity and the National Governors Association’s Talent Pipeline Policy academy, which each aim to catalyze the transformation of career preparation in states.

Funding Remains the Most Popular Policy Category for the Fourth Year

Funding was the leading category of policies passed in 2016, consistent with the past four years. Related policies this year include new grant initiatives such as the Strong Workforce Grant in California, which provides $200 million in noncompetitive funding to strengthen workforce development programs in California community colleges, and Massachusetts’ Workforce Skills Capital Grant Program. Last year also saw the restoration of funding for the Arizona Joint Technical Education Districts after a $29 million cut in 2015.

Other extant trends from the past year include policies related to industry partnerships and work-based learning; dual and concurrent enrollment, articulation and early college; and industry-recognized credentials.

States Are Gearing up for ESSA Implementation

The Every Student Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act, was signed into law in December, 2015 and includes numerous opportunities for states to accelerate work around CTE and career readiness. While most states spent 2016 engaging various stakeholder groups and developing draft plans to implement the law, some states took initial steps to pass policies in support of implementation. West Virginia and Oklahoma, for example, each adopted accountability systems that recognize and value career preparation. West Virginia’s accountability system includes an indicator that recognizes the percentage of 12th grade CTE concentrators, while Oklahoma adopted a “Postsecondary Opportunity” indicator that includes dual credit coursework, internships, apprenticeships and industry certifications.

Successful Ballot Initiatives Demonstrate Voter Support for CTE

Several states saw and passed initiatives related to CTE on the November ballot. In Oregon, voters approved Measure 98, which establishes the College and Career Readiness Fund and directs the legislature to allocate $800 per pupil to establish and expand new programs, including CTE. Meanwhile, Arkansas voted to legalize medical marijuana and subject sale of the drug to state and local sales tax. Under the approved amendment, 60 percent of the revenue generated through the sale of medical marijuana will go to support skills development and training. South Dakota voters also approved a measure that directs the legislature to restructure the way the state technical colleges are governed and remove authority from the Board of Regents.

2016 saw growing momentum in support of CTE at the state level, and this year’s activity tees 2017 up to be an important year for CTE and career readiness in the U.S. We anticipate states will continue the work started in 2016 by picking up legislation introduced in 2016, adopting new strategies to implement federal legislation and beginning the work of implementing policies passed in 2016.

Austin Estes, Policy Associate

Alternative Certification Alone Will Not Solve CTE Expert Shortage

December 16th, 2016

New Report Describes State Efforts to Increase Access to Industry Experts in High Schools

state of cte industry expertsAs interest in Career Technical Education (CTE) continues to increase, the need for experts qualified to help ensure students gain the real-world experiences they need for success increases as well. Individuals with industry expertise provide a perspective to students that traditional academic teachers may be unable to offer, and can also help students explore and connect with particular career opportunities. Unfortunately, there is a national shortage of these experts working in schools.   

Today Advance CTE released a report examining the shortage of industry experts in secondary classrooms and how to address it. This report was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co. Advance CTE, in partnership with the Center on Great Teachers and Leaders at American Institutes for Research, carried out two surveys: one of 47 State CTE Directors and one of 260 local CTE teachers and administrators from 26 states.

The surveys revealed that, while many states use alternative certification policies to bring industry experts into schools as full-time teachers, those policies do not fully address the problem. Alternative certification policies may work well for industry experts who are already willing to change careers and go into the classroom full-time, but there are other options that better meet the available capacity of industry experts still working in their field. These strategies include allowing experts to teach part-time or co-teach with a fully certified teacher of record, which gives students the benefit of their industry-specific knowledge without requiring the expert to give up their job in industry or go through the same rigorous and time-consuming preparation of a fully certified teacher.

alt cert state of cteOther states have policies that encourage experts to give their time in non-instructional roles, such as through career coaching and mentorships. Many states have articulation agreements with postsecondary institutions and use those to share faculty, which can include industry experts. Fewer states use incentives to attract experts to the teaching profession.

Using the data collected from the surveys, Advance CTE developed several recommendations for state leaders to consider. First, states should develop policies and initiatives that go beyond full-time alternative certification policies to allow for a broad range of options for industry expert involvement. States can do more to leverage their articulation agreements with postsecondary institutions to give secondary students access to industry experts teaching at the postsecondary level. Importantly, states must work to increase awareness of all of these opportunities within industry. Finally, states should consider how to deliberately coordinate and streamline disparate recruitment strategies so as to maximize their collective impact.

For more information, look out for an invitation to a webinar discussing this paper, which will take place on January 9 at 3 pm ET and feature an in-depth look at Nebraska’s strategies for increasing access to industry experts.

Ashleigh McFadden, State Policy Manager

New Credential Registry Aims to Bring Transparency to a System in Crisis

October 18th, 2016

We’ve seen a lot of activity this year at both the national and local level to expand and systematize the use of industry-recognized credentials (including our own brief on credentials of value, which you can check out here). The U.S. Bureau of Labor Statistics even released a helpful guide that describes different types of credentials and their prevalence in different industries. While credentials can serve as a useful signal of workforce competency that is recognized by both educators and employers, many learners face a credentialing marketplace that is as confusing as it is expansive.

To address this crisis, the Lumina Foundation in 2015 helped launch the Connecting Credentials Initiative, a collaboration designed to advance a well-functioning and sustainable credentialing system. Last month, the initiative revealed a 7-point action plan, based on input from more than 100 stakeholders, that articulates a vision for such a system.

credential_registry_2016One group already working to advance this vision is an organization called Credential Engine (formerly the Credential Transparency Initiative), which last month announced the launch of a national credential registry. The registry is designed to allow job seekers, employers and educators alike to access information about myriad credentials in various industries. The registry uses common terminology and guidelines for organizations to publish comparable information, and provides free and open access. While the system is currently being piloted in 60 sites with plans to expand in the future, we look forward to seeing how employers, job seekers and third-party accreditors alike will use the platform to contribute to a more transparent credentialing system.

Transparency is a key element in a successful credentialing system, particularly when it comes to identifying stackable credentials. According to new research, longer-term credentials are associated with higher earnings, though the return varies on a sliding scale depending on the length of time and effort required to earn the credential. Job seekers must be equipped with the right information to obtain stackable credentials that enable them to enter and exit the labor market at various points, building on their education and experience as they go.

Promising Practices in Work-based Learning

Meanwhile, the National Skills Coalition (NSC) and New America have both sparked dialogue about engaging the nation’s youth in work-based learning. NSC recently released a report titled “Promising Practices in Work-based Learning for Youth” that profiles four exemplar programs using work-based learning as a strategy to engage underserved and at-risk youth. One of the organizations profiled in the report, Urban Alliance, is a youth services organization operating out of Baltimore, Chicago, Northern Virginia and Washington, D.C. Urban Alliance not only connects youth with paid internships through its flagship High School Internship Program, but also provides professional development and linkages to career and postsecondary pathways as well. NSC draws on this and other examples to identify four common policy elements for a strong work-based learning program:

  • Paid work-based learning opportunities, with wages provided either through employer, provider, or combination of the two;
  • Strong partnerships with business and other community stakeholders;
  • Positive youth development and continued support services; and
  • Linkages to career pathways either through future employment opportunities or future education and training opportunities.

In a similar vein, New America announced a project to study opportunities and challenges facing the nation’s youth apprenticeship programs and to develop a set of recommendations. In a blog post, the organization lays the groundwork and begins to identify the most prevalent challenges to expanding apprenticeships to youth. For one, the American apprenticeship system is aimed primarily at adults. With the average apprentice at nearly 30 years old, New America aims to challenge the old guard and find a way to extend these opportunities to younger learners.  

Odds and Ends

pew collegeWhose Job Is It? According to the Pew Research Center, 60 percent of Americans believe the public K-12 education system is responsible for ensuring the workforce has the right skills and education to be successful in the economy. Interestingly, the same study found that 67 percent of four-year degree holders believe their education prepared them for the workforce, compared to 58 percent for two-year degree holders and 78 percent for professional and technical certificate holders.

Rate Yourself. Building on its College and Career Readiness Organizer, CCRS released a self-assessment scorecard to help state policymakers identify gaps and opportunities for preparing K-12 students for postsecondary success. Based on the needs identified in the survey, the scorecard provides additional resources to help states and districts in their college and career readiness efforts.

The STEM of Success. The Education Commission of the States released a STEM Playbook last month as part of its “SepSTEMber” campaign. The playbook identifies three core components of a successful STEM strategy: statewide coordination; adequate, reliable funding; and quality assurance or program evaluation.

Austin Estes, Policy Associate

Advance CTE Releases Guide for Building and Scaling Statewide Work-based Learning Systems

October 14th, 2016

WBL_GuideIn a recent nationwide education poll, 90 percent of surveyed Americans said it is extremely or very important for schools to help students develop good work habits. In turn, state education agencies have begun to focus on both college and career readiness to help prepare students for their futures. One popular strategy is work-based learning, which allows students to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting.

Today, Advance CTE released a comprehensive guide — building on the “Connecting the Classroom to Careers” policy series — to help policymakers develop and implement a statewide vision for work-based learning. The guide provides key considerations and guiding questions to walk state policymakers through the steps of building and scaling a high-quality work-based learning system, drawing on examples from states such as Tennessee and West Virginia to highlight innovative solutions to common challenges. The paper not only builds upon earlier briefs in the “Connecting the Classroom to Careers” series, but also ties them together into one comprehensive and easy-to-use guide.

To get started, states must develop a statewide vision for work-based learning and get buy-in from all relevant stakeholders. Tennessee, for example, embarked on a campaign to overhaul its work-based learning programs and establish a framework that would be more inclusive and relevant for students in the state. This resulted in a new, shared vision that prioritizes career exploration, career advisement and hands-on learning for all students — not just those enrolled in Career Technical Education (CTE) classes.

Yet setting a vision is only the first step. To ensure the vision is implemented successfully, states must create a policy environment that allows work-based learning programs to thrive. One of the biggest challenges that states face in expanding work-based learning opportunities is overcoming legal barriers, such as child labor laws and safety requirements, that make businesses reluctant to hire high school students. New Jersey demonstrates how state agencies can work together to develop a regulatory framework that supports, rather than inhibits, work-based learning opportunities. One product of inter-agency collaboration in the state is the New Jersey Safe Schools project, a comprehensive health and safety training for CTE teachers.

The guide further explores how states can expand work-based learning by partnering with intermediaries to facilitate partnerships between educators and employers for the ultimate benefit of a student’s career exploration and skill development. Intermediaries can be either independent organizations or, in the case of Georgia’s Youth Apprenticeship Program (YAP) Coordinators, individuals who are based within the school or district. Georgia’s YAP Coordinators are funded by a competitive state grant and help support the full range of work-based learning activities for local students.

WBL GraphicOnce a statewide vision is in place and early implementation has begun, state policymakers should consider how to measure and scale work-based learning. There are two common approaches states take to building a comprehensive measurement and data-collection system: a systems-level approach that examines and evaluates the quality of the program, and a student-level approach that measures student learning and skill attainment. Through its School to Career Connecting Activities Initiative, Massachusetts has built a system to collect pre- and post-evaluations of student skills to determine both the professional and technical skills that students gain over the course of their work-based learning experience. This allows the state to assess difficult-to-measure student outcomes such as accepting direction and constructive criticism or motivation and taking initiative.

Collecting and evaluating program data enables states to not only identify promising practices but also to scale them statewide so that all students can access high-quality work-based learning experiences. One example profiled in the guide is West Virginia’s Simulated Workplace program, which began in 2013 as a pilot program in 20 schools across the state. The Department of Education gradually scaled the program, spending time evaluating and refining processes and policies along the way, to reach 60 schools — and more than 500 classrooms — by 2015.

There is no single way to build and scale work-based learning programs, but Advance CTE’s latest publication, “Connecting the Classroom to Careers: A Comprehensive Guide to the State’s Role in Work-based Learning,” can help states get started. The guide identifies essential strategies in work-based learning programs across the states and provides key takeaways and guiding questions to help states tackle common barriers. While work-based learning is a proven strategy to help students build technical and professional skills, policymakers should draw on examples from other states to thoughtfully build and scale a high-quality work-based learning system.

Austin Estes, Policy Associate and Ashleigh McFadden, State Policy Manager

This Week in CTE: Happy Manufacturing Day!

October 7th, 2016

TWEET OF THE WEEK

ARTICLE OF THE WEEK

Society for Maintenance and Reliability Professionals makes the case as to why CTE, STEM education and apprenticeships are key to the American workforce, economy and manufacturing industry. Read more in their piece, The Economy of Manufacturing and Community.

RESOURCE OF THE WEEK

Visit our Learning that Works Resource Center for the latest research, policies and reports on CTE and career readiness, including the Manufacturing Institute, SkillsUSA and the Education Research Center of America’s report, Attracting the Next Generation Workforce: The Role of CTE, which found that personal industry experience — through involvement with Career Technical Student Organizations (CTSOs), internships, summer jobs and co-op study programs — can impact students’ future career interests.

PROGRAM OF THE WEEK

Desert View High School’s precision machining and mechanical drafting program of study is a model program in the Manufacturing Career Cluster, demonstrating the incredible impact a strong employer and educational partnership can have on the community. A 2016 Excellence in Action award winner, this program of study was developed in partnership with the Tucson, Arizona business community to build a pipeline of skilled and qualified employees.

“When an industry comes forward and tells a district or administration, ‘our community needs this program, and we will support you,’ this becomes the leverage for change that enables the school to make those difficult decisions, to prioritize your program. Companies are moving to Tucson because they see a pipeline and workforce being built. This program has created an economic development change for our community,” said Kathy Prather, Director of CTE at Sunnyside Unified School District.

p.s. If you haven’t already, join 4,000 of your peers and cast your vote to include CTE in the next presidential debate on Sunday, October 9th!

Katie Fitzgerald, Senior Associate, Communications 

 

How Do States Identify and Endorse Industry-Recognized Credentials?

October 7th, 2016

Credentials_of_Value_2016Latest Advance CTE Brief Explores Promising Strategies

One of the core components of a high-quality Career Technical Education (CTE) program is that it culminates in a credential of value. But with more than 4,000 credentialing organizations in the United States today, states are grappling with the challenge of narrowing down the field.

Advance CTE today released a policy brief to help states get started in this work. The paper, titled “Credentials of Value: State Strategies for Identifying and Endorsing Industry-Recognized Credentials,” highlights promising practices from Florida, Kansas and Louisiana, which have each made considerable progress developing a system for students and employers to navigate the tangled universe of credentials. The brief further describes how each state tackles the challenge in a different way, building a system that suits their local economy and context, and highlights a few common strategies.

For one, these states engage business and industry leaders early on in the process to verify that credentials are recognized and accepted in the labor market. This helps ensure that students are only pursuing — and states are only incentivizing — those credentials that have value. One example that the brief explores is in Louisiana, where regional teams are required to submit letters of endorsement from businesses in the state whenever they propose a new credential for the statewide list.

From there, the process of vetting high-quality credentials often involves a concerted effort from a variety of different institutions. The brief describes how, in Florida, the state-approved credential list at the secondary level is developed with input from the Department of Economic Opportunity, the Agency for Workforce Innovation, the state’s workforce development board (an independent non-profit called CareerSource Florida) and the Department of Education. This ensures that the state can leverage the expertise of each agency to approve only those credentials that are valuable to students and to the economy.

Another challenge the brief explores is that credentials available on the market today range in value, quality and the effort required to earn them. Thus, states have begun to recognize this difference and classify credentials based on their rigor and utility in the labor market. Kansas, for example, is examining a framework that categorizes credentials into three tiers: those required by law or regulation, those mandated by industry, and those preferred by industry.

Even then, states should be prepared to adapt to fluctuations in the labor market or unforeseen problems with the credential review process. Take Florida’s Career and Professional Education Act (CAPE) for example. CAPE provided additional funding for teachers and school districts whose students earn state-approved credentials, but the state soon realized that the program was not structured appropriately to eliminate some gaming of the funding incentive. Over the years, Florida has gradually adjusted the funding formula to address these concerns and align incentives to encourage more students to earn high-quality credentials.

With two-thirds of all new jobs projected to require some postsecondary education and training by 2020, there is a growing need for states to play a larger role in identifying and endorsing credentials of value.

Austin Estes, Policy Associate

Latest Advance CTE Brief Explores State Strategies for Measuring Work-based Learning

August 25th, 2016

Measuring WBLWork-based learning provides a continuum of activities — from career exploration and job shadowing to internships and apprenticeships — that help students develop technical and professional skills in an authentic work environment. While many work-based learning programs are designed and operated at the local level, several states have begun building a data collection and evaluation strategy to ensure program quality, identify and scale successful programs, and share promising practices. To support state efforts in this work, Advance CTE today released a brief that explores strategies for measuring work-based learning.

The brief is the latest installment in the “Connecting the Classroom to Careers” series, which examines the state’s role in expanding work-based learning opportunities for K-12 students. This issue highlights examples from three states that demonstrate either a systems-level or student-level approach to measuring work-based learning activities.

  • In West Virginia, the Department of Education partners with industry leaders to evaluate the quality of Simulated Workplaces, student-run programs that create an authentic work environment in the classroom. Programs that fail to meet industry standards receive technical assistance from the state.
  • In 2014 Tennessee adopted a new framework to improve the quality of work-based learning. Under this framework, local districts conduct their own program evaluations and strive for continuous program improvement. The state supports local efforts through a toolbox of surveys, rubrics and other resources.  
  • And in Massachusetts, the Department of Elementary and Secondary Education uses a work-based learning plan to evaluate skill gain for students participating in the School to Career Connecting Activities Initiative. Worksite supervisors assess students on technical and professional skills at least twice during the course of the program, allowing the state to measure skill gain against a baseline.

The brief, Measuring Work-based Learning for Continuous Improvement, is available on the Learning that Works Resource Center. Other titles in the series explore Setting a Statewide Vision, Removing Legal Barriers, and Leveraging Intermediaries to Expand Work-based Learning.

To learn more about work-based learning, be sure to sign up for Advance CTE’s fall meeting, which will take place in Baltimore, MD between October 17 and 19. The convening will feature a session on state strategies for measuring and scaling work-based learning. Register by August 31 to receive the early bird discount.

Austin Estes, Policy Associate

 

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