Archive for November, 2013

Resource Update: New Toolkits Now Available

Tuesday, November 26th, 2013

This past week, two new toolkits became available to assist in the implementation of Career Technical Education planning efforts.

1. A new Planning for Students’ Successful Transition to Postsecondary Education and Employment Toolkit has been developed by members of the Career Pathways and Technical Education Task Force of the Minnesota Department of Education.

This  tool contains the following transition elements with accompanying strategies, example resources for implementations, and partnerships.

2. The Department of Health & Human Services’ (HHS) Office of Family Assistance recently released Career Pathways: Catalog of Toolkits, an online compendium of free resources available for use in planning a Career Pathways initiative. In an effort to better coordinate efforts by the Departments of Education, Labor, and HHS, the catalog seeks to serve as a directory for model Career Pathways programs and details strategies for implementation. Users are able to browse toolkits and filter results based on the indented audience, target population, career pathway element, industry, and publisher.

Ramona Schescke, Member Services Manager

By Ramona in Resources
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Building Academic Momentum: Webinar Explores Benefits of Accelerated Learning

Monday, November 25th, 2013

Chalkboard with words "back to school"Today the American Youth Policy Forum (AYPF) and College and Career Readiness and Success Center (CCRS Center) co-hosted a webinar Understanding Accelerated Learning Across Secondary and Postsecondary Education which expanded on a recent report on the same subject. The event described and critically assessed how accelerated learning is defined on the secondary and postsecondary level, the ways in which these strategies have been implemented on and across these learner levels, and gave a number of representatives from various backgrounds an opportunity to present additional information on specific programs highlighted throughout the webinar.

Speakers included:

The presentation began with an overarching definition for “accelerated learning” which, for the purposes of the webinar, means a change to the traditional academic timeframe for learning allowing students to progress more quickly through curriculum. This type of approach helps tailor the pace of learning for individual students and allows for all students— not just “high achievers”— to participate in this type of innovative instruction. Ultimately the goal of accelerated learning is to harness the quickened pace of education to build “momentum” for a student so that they have the necessary knowledge and confidence to persist at the postsecondary level.

Throughout the webinar many successful applications of this approach were examined in great detail. Acampora in particular stressed how accelerated learning can be used as a strategy for high school transformation by individually tailoring coursework to students through stand-alone courses. He emphasized his core belief that all students can reach these high levels of achievement given the necessary resources and stressed how these high expectations eventually lead to better student outcomes by “instilling a culture of success.” Mechur spoke at length about the unique opportunities dual enrollment gives to students and showed how earning postsecondary credit on the secondary level can support transitions between the two and incentivize completion.

Erickson’s presentation primarily focused on Washington state’s Integrated Basic Education and Skills Training Program (I-BEST) which seeks to contextualize basic education through a team-taught series of courses. The approach helps to expedite the learning of basic skills in reading, math, and writing in effort to keep students and disconnected youth or adults engaged in their education so that they can simultaneously receive job-training while learning these subjects. Moreover, participating students have the opportunity to earn college credits while enrolled, supporting student persistence at the postsecondary level.

More information on the webinar, along with slides, can be found here.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Uncategorized

Arlington Career Center Hosts Congressional Staff Visit

Friday, November 22nd, 2013

student chefsToday Arlington Career Center (ACC), a regional Career Technical Education (CTE) facility, hosted Congressional staff and other interested stakeholders who had the chance to get a first-hand look at a number of CTE programs in action. Located in Arlington, Virginia, the center is nestled near the urban areas of Northern Virginia. The visit was organized by the Association of Career Technical Education (ACTE) and was a great opportunity to showcase ACC’s commitment to rigorous and engaging CTE programs which serve over 1,100 students in the district.

The visit began with a demonstration from the Culinary Arts program, where students were hard at work baking cookies for an upcoming holiday event. Chef Michael Natoli, the instructor of the program, highlighted the many careers his students have been able to pursue thanks to the training they received in his classroom. Alumni of the program have gone to some of the top culinary institutes in the country and many have pursued rewarding careers in the field.

After wrapping-up with the student chefs, visitors were taken on a tour of the rest of the center.  The automotive technology and auto body repair programs were visited next. Instructors there stressed the value of the program’s relationship with local businesses and highlighted the experiential learning opportunities many area employers are able to provide students during and after program completion. The Mercedes dealership in particular has a strong affiliation with ACC where some students have gone on to earn well over a six-figure salary with credentials and certificates earned through the center at no cost to students or their families.

auto progThroughout the tour similar partnerships and other best practices were shared with those visiting. For instance, ACC’s communication and information systems programs help graduates become certified with Adobe for the company’s suite of software. Students in other programs have the opportunity to learn the technical skills for television and video production and have been able to put them to use later on in their education and careers. Many ACC students have the opportunity to earn college credits while still in high school which has helped them transition to other postsecondary opportunities in their field. Every program provided rigorous, hands-on, content and quite a few afforded students the opportunity to “test drive” their career of choice before graduation. This was the case for many health science students who, in conjunction with the local emergency services, are expected to go on ride-along trips with career mentors in their prospective area of study.

At the conclusion of the tour a panel discussion was convened where students, faculty, and state officials discussed ACC’s ongoing successes and focused on the many opportunities these programs have given students.  On the whole, the visit to ACC was a great experience for everyone involved and truly helped to showcase the important and lasting impact CTE programs have on students and their surrounding communities. As Congressional interest in federal CTE legislation intensifies, these types of visits will be an essential part of highlighting the importance of federal investment in CTE through the Carl D. Perkins Act. NASDCTEc and its partners in the CTE community look forward to this process and applaud the great work on display at ACC today.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Uncategorized

CTE Research Review

Thursday, November 21st, 2013

Research Image_6.2013Over the past few weeks, a number of new reports and research papers came out with with implications for Career Technical Education and state leaders. Below are summaries of a few of particular use.

The National Center for Education Statistics released a two-pager, Trends in CTE Coursetaking, showing a decline over the past 19 years in CTE enrollment at the secondary level, from about 4.2 credits earned by public high school graduates to 3.6 credits in 2009. In part this is due to higher enrollments in core academic courses, such as science, foreign languages, and mathematics, and it is also due to a change in NCES data collection and coding for CTE enrollment. Importantly, this NCES dataset does not take into account any CTE credits earned by high school graduates at the 1,200 area technical centers across the country.

Achieve released Closing the Expectations Gap: The 2013 Annual Report on the Alignment of State K-12 Policies and Practice with the Demands of College and Careers, its 8th report in this series. The report, based on surveys of the 50 states and the District of Columbia, notes significant progress on the adoption of college- and career-ready (CCR) standards (in English and mathematics), with every state having met that milestone, largely driven by the Common Core State Standards (CCSS). It also finds that progress on adopting graduation requirements and assessments aligned to those CCR standards has slowed, although the two consortia developing assessments aligned to the CCSS should accelerate progress over the next few years.

Finally, Achieve finds that no state has a reporting and accountability system that fully values (academic) college and career readiness for all students, as defined by the collection and use of a number of key indicators (e.g., percent of students completing a CCR curriculum, percent of students scoring at the CCR level on a high school assessment, percent of students earning college credit in high school, and the percent of graduates enrolling in remedial coursework upon entrance to a postsecondary institution). Achieve also surveyed states about their use of “career-ready” indicators, although this research was not reported out (NASDCTEc will follow up!).

The report also delves deeply into a number of policies and practices to support the implementation of the CCR standards and aligned assessments, including the state role in developing and/or supporting professional development and instructional materials, and provides a handy CCSS implementation timeline for all 46 states.

The American Association of School Administrators (AASA) obtained a comprehensive dataset detailing school district revenues and expenditures for every school district in the nation for federal fiscal year 2011  to determine the impact of sequestration and other budget cuts on school districts. The result of this analysis – Unequal Pain: Federal Public Education Revenues, Federal Education Cuts and the Impact on Public Schools – was released in November 2013.

Briefly, the report finds that about 12% of school funding comes from the federal level but that the distribution is unequal across the country:

Cut another way, over a third of schools received a federal share of 12% or more, about a quarter of schools had operating budgets in which federal revenues represented more than 15% of total budget revenues, and about 6% of schools had operating budgets in which federal funds represented 25% or more of total budget revenues. All of this is to say, sequestration and budget cuts will disproportionally impact schools and districts educating large number of high-need students. AASA partnered with ProximityOne to create a map where users can examine school district revenue and expenditure patterns.

Weighing in on the very real debate over whether states should primarily support credit-bearing postsecondary programs that lead to a degree, Learning Works in California offers a new brief urging a deep look at what the authors identify as “skills-builders,” or students taking (and passing) community college courses without earning a degree or certificate.  The Missing Piece: Quantifying Non-Completion Pathways to Success cites research showing that about a third of all students  in the California Community College system meet this construct of “skills-builders,” many of whom took courses in high-skilled areas and enjoyed a salary bump as a result. The brief encourages states to reconsider the ways they measure a community college’s success to not limit the full range of community colleges’ benefits.

Finally, the National Center for Education Statistics recently updated its State Education Reforms webpage, which compiles research from a wide range of organizations to provide a one-stop site for information on states’ accountability systems; standards, assessments and graduation requirements; staff qualifications and development; school choice policies; and students’ readiness and progress through school.

Kate Blosveren, Associate Executive Director

By Kate Blosveren Kreamer in Research
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Register Now for NASDCTE Webinar: CTE is Your STEM Strategy

Thursday, November 21st, 2013

Science, Technology, Engineering and Mathematics (STEM) education is attracting interest across the nation. In many states, top policy leaders, including governors, K-12 chief state school officers and economic development commissioners,  have made STEM central to their reform platforms. A significant number of states have STEM coalitions in place to coordinate  STEM activities across agencies and industries.  Business leaders routinely call for more STEM-ready graduates broadly and within specific industry and specialty areas at the national, state and local levels.
While states, districts and schools strive to operationalize a concept like STEM, many already are offering high-quality Career Technical Education (CTE) programs that impart critical academic, technical and employability skills. To connect the dots between CTE and STEM for policymakers and advocates, NASDCTEc will be releasing a new report entitled “CTE is Your STEM Strategy.” This report will be released to coordinate with the webinar on December 17, 2013. The paper makes the case that STEM must not be viewed as a separate enterprise from CTE, as high-quality CTE programs can help provide a strong foundation for and serve as a delivery system of STEM skills and competencies for a broad range of students.
Join NASDCTEc staff and field experts for a webinar that will discuss this paper, how CTE and STEM can advance one another, and provide examples from states successfully integrating their CTE and STEM strategies.

Date: December 17, 2013

Time: 3 p.m. Eastern

Link to Register:

Ramona Schescke, Member Services Manager

By Ramona in Webinars

Legislative Update: House Holds Perkins Hearing, DOL Announces New Grant Program

Tuesday, November 19th, 2013

CapitolToday the House Education and Workforce Committee held a full committee hearing on the reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins). Titled, “Preparing Today’s Students for Tomorrow’s Jobs: Improving the Carl D. Perkins Career and Technical Education Act,” the hearing provided committee members the opportunity to discuss and consider a wide range of proposals to improve and strengthen the main piece of federal legislation that supports Career Technical Education (CTE) throughout the United States.

The hearing was very well attended and members of the Committee along with their witnesses expressed enthusiasm for the historically bipartisan legislation and support for CTE. An archived webcast of the event can be accessed here.

Four distinguished witnesses participated in the hearing and provided insights and expert opinions on how to improve upon existing legislation. They included:

Dann-Messier was the first to speak and began by laying out the four broad themes in the April 2012 Obama Administration’s proposal for Perkins reauthorization – Investing in America’s Future: A Blueprint for Transforming Career and Technical Education. She argued for:

Litow’s testimony primarily revolved around IBM’s Pathways to Technology program, commonly known as P-TECH, and highlighted some of the successes currently being observed there. He advocated for programs to be better aligned to the labor market and emphasized the importance of business and industry relationships with CTE programs and called for more robust partnerships that provide students with meaningful experiential learning opportunities.

Flanders highlighted Kansas’ ongoing efforts to support and grow CTE programs throughout his state and emphasized areas in which those successes could be replicated on a national scale. A main theme throughout his remarks focused on the need for CTE students to finish programs with industry recognized, nationally portable credentials or certificates.  To help with this, Dr. Flanders proposed a centralized clearinghouse for credential data which could be accessed by states. He also voiced his support for increasing the allowable amount for a state reserve fund from 10 percent to 50 percent of a state’s local fund allocation to support greater flexibility for states.

Albrecht spoke last and focused his comments on the need for stronger relationships between secondary and postsecondary institutions. He stressed the value of his institution’s relationship with the Kenosha Unified School District saying, “Students beginning in grade 9 are exposed to college faculty and curriculum throughout their high school experience” and by the graduation they “will have earned between 18 [and] 40 college credits, building a pathway to college and career success.” Albrecht also spoke about the importance of employer engagement and listed the many ways in which Gateway has partnered with businesses to supplement CTE programs at his institution.

Committee members asked a great deal of questions following the testimony, which allowed witnesses to expand on various aspects of their remarks. Many Committee members took the opportunity to voice concern over the Administration’s proposals for competitive funding. Questions regarding equitable access to CTE programs and the unintended negative consequences that could arise from that type of distribution were raised throughout. Members also asked witnesses for recommendations and insights for how best to encourage CTE program partnerships with business and industry. Although no clear consensus was made regarding that, witnesses did reiterate the importance of private sector engagement with CTE programs and stressed that partnerships— rather than sponsorships— were indicative of quality business engagement.

Chairman Kline concluded the hearing by saying the committee intends to continue its work on reauthorizing the Perkins Act and that he looks forward to, “working with my colleagues on both sides of the aisle in hopes we can craft smart, bipartisan proposals to strengthen career and technical education in America.” NASDCTEc and the CTE community welcome the renewed Congressional interest in Perkins and CTE and look forward to working with the committee throughout the process. Check our blog for details as reauthorization continues to take shape.

Department of Labor, Education, Announce Youth CareerConnect

Today President Obama announced Youth CareerConnect, a competitive grant program administered by the Department of Labor (DOL) in collaboration with the Department of Education (ED). The grant program seeks to bring to scale models for high school transformation that emphasize public-private partnerships. Inspired loosely by IBM’s P-TECH model, Youth CareerConnect has already been compared to the Administration’s Race to the Top program and seems to be a pilot of the Administration’s Perkins Blueprint. According to DOL’s application information, successful applicants will incorporate six core elements:

Over $100 million from DOL’s discretionary funds, drawn from H1-B visa fees, will be made available to approximately 25-40 grantees in its first year. Eligible recipients will likely include local education agencies, public or nonprofit local workforce entities, or nonprofits with experience in education reform.

Awards will range between $2 million to $7 million and will require a 25 percent match to be eligible. Grant applications are due January 27, 2014 and are expected to be awarded shortly thereafter ahead of the 2014-15 school year.

More information can be found here .The Obama Adminstration has also made additional information available here.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Legislation, News, Public Policy

Legislative Update: NDD Advocates Seek End to Sequestration Ahead of Budget Committee

Friday, November 15th, 2013

CapitolEducation and other nondefense discretionary (NDD) groups released a report Tuesday titled Faces of Austerity: How Budget Cuts Have Made Us Sicker, Poorer, and Less Secure. The report highlights the ongoing negative impact of sequestration and details the effects the Budget Control Act of 2011 (BCA) has had on NDD programs throughout the country. The release was part of a concerted effort between NDD advocacy groups, including the Committee for Education Funding (CEF), which have spearheaded efforts to repeal sequestration. As a member of CEF, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) has been wholly supportive of these efforts and continues to oppose sequester cuts which have adversely affected many CTE programs and students throughout the country.

The budget conference committee, described in more detail here, met on Wednesday where co-Chairman of the committee Representative Paul Ryan (R-WI) noted, ““The hard part is figuring out where we agree.” NASDCTEc remains hopeful that Congress will act to reverse these harmful austerity measures and will continue to track the progress of these negotiations which have wider implications it on the CTE community. Meanwhile, check out NDD United’s “Sequester Toolkit” which provides a unique opportunity to make your voice heard in this ongoing debate.

Manufacturing Jobs for America Initiative

Senator Chris Coons (D-DE) recently announced Manufacturing Jobs for America, a legislative initiative centered around 40 bills proposed by over twenty Senators. The bills all seek to revive manufacturing and STEM fields in the United States. This comes at an important time when workers earn 22 percent more in annual pay and benefits than the average worker and provide a 34 percent return on investment for every dollar spent according to the National Association of Manufacturers. Some of the bills included in the initiative would directly support CTE programs and STEM education. For instance, Senator Jeff Merkley’s (D-OR) BUILD Career and Technical Education Act (S. 1293) would create a two year grant program of $20 million to support CTE education and exploration programs in middle schools and high schools.

The America Works Act (S. 453), cosponsored by a number of Senators, would encourage existing federal investments in education and workforce development to give priority consideration to programs that lead to a nationally portable, industry-recognized credential or certificate. These bills, among many others included in the initiative, represent a bipartisan Congressional recognition of the important impact manufacturing has on the national economy. CTE programs throughout the United States consistently prepare students for this dynamic industry and have become a natural juncture between education and the workforce. Please check our blog for updates on the progress of these bills.

Department Releases Stricter Gainful Employment Rules Proposal

As we shared last week, the Department of Education has been pursuing stricter “gainful employment” accountability requirements for vocational programs at for-profit institutions and community colleges across the country. A negotiated rule making committee was established in an effort to bring representatives from for-profits institutions, community colleges, and other relevant stakeholders to the table and come to a consensus on a new set of rules. In September the Department released a proposed set of rules which were based on two measures of debt-to –earnings ratios for graduates. This measure would have compared a graduate’s earnings after program completion (both annual and discretionary) to their annual amount of student loan payments. These set of rules garnered criticism from for-profits for being overly burdensome and from consumer advocates who argued they did not do enough to address programs with high dropout rates.

Late last week, the Department released a new proposal which goes far beyond their initial September pitch. In an effort to address the perceived loophole for programs with high rates of non-completion, the new draft regulatory language introduces two additional accountability measures— a program cohort default rate (pCDR) and a loan portfolio repayment rate. If a program has a 40 percent cohort default rate in one year or 30 percent over three the program would lose eligibility immediately. In addition to this, the loan portfolio repayment rate would be calculated through a comparison between the total principal owed for all loans taken out for a program by the end of the year to the principal amount at the beginning of the year. A more in depth analysis and side-by-side comparison of the two proposals can be found here. It is important to note that the committee’s guidance is non-binding and the Department does have the ability to move forward with new regulations regardless of a final consensus among the negotiators.

Please check back for updates and more on our blog as the talks continue.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Legislation, News, Public Policy

November 19 Webinar on the State of Career Technical Education: An Analysis of State CTE Standards – Register NOW

Friday, November 15th, 2013

If you haven’t yet registered – this is a reminder to register now for an upcoming NASDCTEc webinar on The State of Career Technical Education: An Analysis of State CTE Standards.

Join the National Association of State Directors for Career Technical Education Consortium (NASDCTEc) and field experts as they share the major findings from their recently released national report comparing each state’s Career Technical Education (CTE) standards and the major policy levers and structures that support the adoption and implementation of CTE standards at both the secondary and postsecondary levels. The State of Career Technical Education: An Analysis of State CTE Standards is the first-ever report to analyze all state CTE standards using a common benchmark, the Common Career Technical Core, setting a new baseline for understanding CTE across the country. 

Speakers and panelists include Kimberly Green, NASDCTEc Executive Director; Marie Barry, State Director of the Office of Career and Technical Education, New Jersey Department of Education and Past President of NASDCTEc/NCTEF; Douglas R. Major, Superintendent & CEO, Meridian Technology Center, Stillwater, OK and President of the Association for Career and Technical Education (ACTE); and Timothy Lawrence, Executive Director, SkillsUSA. The webinar moderator is Kate Blosveren, Associate Executive Director, NASDCTEc.

Ramona Schescke, Member Services Manager

By Ramona in Webinars
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NASDCTEc Participates in Congressional Briefing on Perkins

Wednesday, November 13th, 2013

CapitolYesterday Kim Green, Executive Director of the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), participated in a Congressional briefing on the Carl D. Perkins Act (Perkins). Hosted by the bipartisan Congressional Career Technical Education (CTE) Caucus, the briefing provided information on Perkins and CTE more generally. Policymakers, their staff, and other relevant stakeholders attended the standing room only event which consisted of a panel discussion on these topics. Johan Uvin, Deputy Assistant Secretary of Education for the Office of Vocational and Adult Education and Eric Gearhart, Director of Research and Foundation Relations at SkillsUSA, also participated in the briefing.

The panel was spurred by the House Education and Workforce Committee’s ongoing consideration of the reauthorization of the Perkins Act. Deputy Assistant Secretary Uvin began the discussion by framing his remarks around a recent OECD Survey of Adult Skills (PIAAC) which found that adults in the United States are lagging behind their peers internationally for literacy, numeracy, and problem solving. Uvin argued that CTE is one of the best ways to address this problem. He contended that improving the delivery system and ensuring consistent quality of CTE programs throughout the United States was an important task that the reauthorization process for Perkins must address.

Eric Gearheart organized his remarks through the perspective of the students SkillsUSA, along with other Career Technical Student Organizations (CTSOs), serve on a daily basis. He pointed out that CTE is a great strategy for student engagement and “is essential to enfranchising students throughout the country.”  Gearheart emphasized the mutually beneficial relationship between businesses and CTE programs and argued for tax incentives for the private sector to help encourage these connections.

Green organized her presentation around NASDCTEc’s vision paper Reflect, Transform, Lead: A New Vision for Career Technical Education which helped to contextualize Gearheart and Uvin’s earlier observations. Green spoke about the history surrounding the Perkins Act, areas in current law that are being considered for improvement, and other insights into the reauthorization process. She also highlighted NASDCTEc’s recent national report on individual state CTE standards.  Green linked the report’s findings to the overall discussion on how to leverage federal investments from the Perkins Act to continue to promote innovation and improve the quality of CTE programs throughout the country.

A question and answer session followed the panel’s presentations where members of the audience posed a series of questions to the panelists. Among the many questions asked, the status of Perkins reauthorization was a recurrent theme throughout. Panelists shared updates on their work to help renew the law, but ultimately agreed that only a concerted bipartisan effort from both chambers in Congress would result in a new iteration of the Carl D. Perkins Act. The House Education and Workforce Committee seems to have earnestly considered this message— following the briefing the committee scheduled a hearing on the Perkins Act for next Tuesday, November 19th.

Please check our blog for more details as this process unfolds.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Uncategorized

Legislative Update: Budget Conference Committee to Reconvene Next Week

Friday, November 8th, 2013


Budget conferees have scheduled their next meeting for Wednesday, November 13th to continue negotiations over the federal budget. As we shared last week, the committee was created as part of the agreement which ended the most recent government shutdown and raised the debt ceiling. Led by Senator Patty Murray (D-WA) and Representative Paul Ryan (R-WI) respectively, the conferees are tasked with reconciling the House and Senate budgets— proposals that would fund the federal government at very different levels.

The committee is also grappling with sequestration, the across-the-board spending cuts mandated by the Budget Control Act (BCA), which many members of Congress have expressed interest in repealing, delaying, or at the very least mitigating. However, Democrats and Republicans are still at odds over how to accomplish this common goal. Many Democrats would like to raise additional tax revenue to pay for changes to sequestration, while Republicans want to offset these costs with spending reductions elsewhere. As the committee looks for a solution to sequestration, it is important to highlight the continued negative impact these across-the-board cuts have had on federal investments in education— specifically Career Technical Education (CTE). Now is the time to engage your member of Congress ahead of these difficult negotiations, to reiterate the importance of CTE programs to students across the country.

Please check our blog for updates as these negotiations continue to unfold.

Gainful Employment Rulemaking Committee Reschedules

Earlier this year, the Department of Education announced its intention to create a negotiated rulemaking committee to establish stricter standards regarding “gainful employment” for vocational education programs at community colleges and for-profit institutions. As we shared last year, a previous attempt by the Department of Education to create rules regarding debt repayment and “gainful employment in a recognized occupation” were struck down by the U.S. District Court for the District of Columbia. However, the ruling did acknowledge the Department’s authority to establish rules pertaining to gainful employment and this committee is the latest effort to do so.

Composed of 15 members from for-profit institutions, community colleges, and other relevant stakeholders, the committee began negotiations in early September. Another meeting was slated to follow in mid-October, but the shutdown of the federal government forced the Department to reschedule. The committee is now scheduled to meet on November 18th to continue negotiations on possible new regulations which could impact how federal student aid programs under title IV of the Higher Education Act (HEA) are distributed to community colleges and for-profit institutions of higher education. More information on this process and supplemental materials can be found here.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Legislation, News, Public Policy