Occupations for the Future: A Glance at Post-COVID-19 Job Prospects and the Credentials Needed to Secure Them

November 6th, 2020

Occupations for the Future: A Glance at Post-COVID-19 Job Prospects and the Credentials Needed to Secure Them

With the nation’s economy still reeling from the COVID-19 (coronavirus) pandemic as 3.8 million Americans are now permanently out of work, it is important to invest in upskilling and reskilling the workforce and to advise secondary learners preparing to enter the workforce on career paths likely to lead to in-demand and high-wage jobs. However, state and local leaders, economists, researchers and business leaders are still working to understand the impact that the coronavirus pandemic will have on employment demand. 

The Foundation for Excellence in Education (ExcelinEd) and Burning Glass Technologies launched the Credentials Matter project in 2019 to help stakeholders better understand

industry needs and labor opportunity in the near future and to identify the types of credentials a learner would need for a career in these industries. As part of the project, ExcelinEd published a COVID-19 case study examining the short-term changes in occupation and credential demand by Career Clusterresulting from the coronavirus pandemic. First, ExcelinEd and Burning Glass identified the Career Clusters most impacted by COVID-19 using U.S. job posting data. Then, ExcelinEd analyzed each Career Cluster using three key occupational factors: a critical worker designation, a physical proximity score, and an automation risk score. 

The graph below shows the decline in U.S. job postings by Career Cluster from March to May 2020 compared to the national average of 41 percent. By analyzing the decline in job postings with key occupational factors, ExcelinEd was able to understand the pandemic’s impact on labor market demand by Career Cluster. 

The data show that some of the the most durable industries during the coronavirus pandemic were: 

Transportation, Distribution and Logistics — This Career Cluster experienced the smallest decline in job postings, with its most stable occupational category — laborers & freight, stock and material movers — actually experiencing a 27 percent increase in job postings during the pandemic. Industrial truck and tractor operators and transportation, storage and distribution managers were the second most stable occupations in this Career Cluster, though job postings for these occupations still declined by 19 percent overall. The overwhelming majority (96 percent) of careers in the cluster were deemed critical to the economy during the pandemic.

Architecture and Construction — This Career Cluster experienced the second smallest decline in job postings, with its most stable occupational category — plumbers, pipefitters and steamfitters — experiencing a modest 5 percent increase in job postings during the pandemic. This occupational category was also less vulnerable to automation compared to others. All of the most stable occupations in this Career Cluster were deemed critical to the economy during the pandemic and in many cases pay median annual salaries well above a living wage of $30,000. 

Manufacturing — This Career Cluster experienced the fifth smallest decline in job postings. The occupations in this Career Cluster with the largest share of workers experienced a smaller decline in opportunities when compared to the national average. These occupations also pay median annual salaries above a living wage of $30,000 and most require less than a bachelor’s degree for entry. 

Based on this analysis, ExcelinEd and Burning Glass suggest education leaders evaluate how the career pathways and credentials offered in their respective states lead to critical occupations with livable wages, how to ensure learners are informed about the potential risks with career pathways that require greater physical proximity, and how career pathways and credentials can be used to guide learners toward jobs likely to survive automation. ExcelinEd also suggests that state leaders examine their licensing policies and any factors that might burden learners such as time, cost and processes. 

Labor and education leaders need to understand the impact of the coronavirus pandemic on the demand for jobs in order to better advise and prepare learners for the economic recovery. As the data in this report only represent the pandemic’s initial impact on the economy, leaders should consistently monitor labor market data and make adjustments as necessary considering economic conditions are changing rapidly. While much is uncertain about the future, this analysis by ExcelinEd and Burning Glass provides a glimpse into the post-coronavirus job market and raises important questions for leaders to consider as they begin their economic recovery. 

Brian Robinson, Policy Associate

Welcome Nikhil Arur to Advance CTE!

November 4th, 2020

Hello! I’m Nik and I’m very excited to be working as a Graduate Fellow with Advance CTE’s Federal Policy team. Since joining in late September, I have been working on updating our CTE In Your State pages and doing research for our joint effort with the Lumina Foundation to learn more about the role Area Technical Centers play in credential attainment. While working with the team I am also pursuing a Master of Arts in Educational Transformation from Georgetown University, with an emphasis on advocacy and policy work. 

My work in the education and youth development spaces began as an undergraduate at James Madison University in Harrisonburg, Virginia, where I volunteered with local afterschool programs, coached youth soccer and worked as a camp counselor. Upon graduating with degrees in Economics and International Affairs, I served as an AmeriCorps Member (ACM) for two years with City Year in Denver, Colorado, providing academic interventions and classroom support during the school day in addition to afterschool programming for elementary and middle schoolers. I continued with City Year for an additional year as an Impact Manager in San Jose, California, focusing on program development and serving as an administrator in the afterschool space while managing ACMs. Following my time with City Year, I served as a Campus Director with Citizen Schools in Oakland, California, providing high-quality afterschool programming to students while continuing to support the ACMs working directly with students. Most recently, I returned home to the D.C. area to serve as an Education Pioneers Impact Fellow with the U.S. Department of Education’s Office of Educational Technology, where I focused on priorities concerning digital equity and inclusion and connected with state and district-level leaders navigating the remote learning needs brought about by the COVID-19 pandemic.  

When not at work, I’m likely to be found engaging with community organizing happening in the D.C. area. In my free time I enjoy playing guitar, watching soccer and cycling. 

Nikhil Arur, Graduate Fellow, Federal Policy 

New International Resources from OECD and NCEE and Implications for CTE

November 3rd, 2020

Program for International Student Assessment 

Every three years, fifteen year olds around the world participate in testing that assesses reading, mathematics, and science literacy. Coordinated by the Organization for Economic Cooperation and Development (OECD), the Program for International Student Assessment (PISA) was last conducted in 2018, with reading literacy serving as the major domain to be assessed. The results from the most recent assessment have been published all year long, and reports (including the most recent Are Students Ready to Thrive in an Interconnected World?) are regularly published on the PISA website. 

OECD Education at a Glance 2020 

On an annual basis, the OECD publishes Education at a Glance, a report that serves as a data source to compare structures, finances, and performance outcomes of international education systems. Education at a Glance 2020 has a specific focus on Vocational Education and Training (VET), and provides implications for VET in the US and internationally. 

Implications for CTE 

During the COVID-19 pandemic, career technical education has never been more important, as states leverage Career Technical Education (CTE) programs to rapidly credential adult workers and aid in economic recovery. In a recent webinar with the National Center for Education and the Economy, OECD Director for Education and Skills (and chief administrator of PISA) Andreas Schleicher further illustrated the need for vocational credentialing, arguing that “professions with vocational qualifications have formed the backbone of economic and social life during the lockdown.” The Education at a Glance 2020 report similarly correlates investment in CTE (or VET programs internationally) with increased economic returns. 

According to the Bureau of Labor Statistics, jobs in the healthcare industry are growing faster than average than every other occupation industry, and more students than ever before are expecting to enter into a healthcare occupation. However, PISA 2018 survey results illustrate that students do not regularly have the skill sets required by the job market, nor do they understand the educational demands that their chosen occupation often requires. During a pandemic that relies on skilled healthcare professionals, when learners don’t necessarily have the skills they need to enter this field, and research reveals economic returns from CTE programming, it is crucial that educators and legislators leverage CTE to benefit the healthcare industry and the economy. Career technical education programs could provide learners the necessary information they require to enter into the healthcare field or, as adults, help reskill/upskill to get the credentials learners need to be successful in an ever-growing field. 

Dan Hinderliter, Policy Associate

This Week in CTE

October 30th, 2020

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


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.

Thank you for participating in Careers in Construction Month! Continue to share these resources to engage with students about the opportunities in the construction industry.


Congratulations to Alabama welding instructor, Mark Pilotte, for being recognized by SkillsUSA as the instructor of the month! 


Opportunity America has  launched a survey, with the support of the Lumina Foundation, aimed at learning about community colleges’ workforce education. The results will be essential information for state and federal policymakers by providing evidence to support an increased need for funding. Institutions that take part will be entered in a drawing, and three will receive donations of up to $10,000 to fund scholarships for noncredit workforce students. Participating institutions will also receive customized reports that allow them to compare their institutions to an aggregate of other colleges that take part – a tool for planning and innovation. The study can be found here and will be in the field through January 2021.


The School Ambassador Fellowship Program strives to fulfill the U.S. Department of Education’s mission to leverage the perspectives and expertise of outstanding educators to inform national education programs and initiatives. The Fellowship program is now accepting applications for the 2021-2022 cohort!

Selected Fellows become a liaison between their local schools and district and the department. Through local, state and national interactions with key stakeholders, fellows will help to elevate student voices and provide solutions to the challenges learners face today.  

Program information and applications can be viewed here. The application period remains open through Monday, January 11, 2021.


In a pilot program for middle grades CTE, Idaho has selected a career navigator tool for learners. Learners in the early stages of schooling will have the opportunity to embark upon career exploration and career counseling before entering into high school and postsecondary opportunities. Read more here


Through an analysis of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) state (and Washington D.C.) plans, Advance CTE identified common aspects that are indicative of a comprehensive and cohesive state plan, a number of which go beyond the law’s requirements and expectations.

The State of Career Technical Education: An Analysis of States’ Perkins V Priorities is the first of its kind to examine how states have leveraged the development of Perkins V state plans to advance the dual priorities of expanding quality and increasing equity within their CTE systems.

View The State of Career Technical Education: An Analysis of States’ Perkins V Priorities in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

How COVID-19 is Impacting Young People’s Academic and Career Plans

October 29th, 2020

New Survey Data Illuminates the Impact of the Pandemic on Black and Latinx Youth and Youth from Low-Income Families

In the early spring, the COVID-19 (coronavirus) pandemic was often referred to as “The Great Equalizer.” After all, pandemics are equal opportunity threats and we all have to wear masks and attend meetings and classes on Zoom. But as the pandemic wore on, it became immediately clear that it would have disproportionate impacts, exacerbating racial and economic inequities that have long existed in the public education system and in the workforce. Without action from state and local leaders, the pandemic could have long-lasting impacts on young people, particularly Black and Latinx youth and youth from low-income families.

The Great Recession of 2008 provides some insights into the threat of the current coronavirus economic crisis. Five years after the Great Recession, youth unemployment was at an all-time high, impacting the career success of Millennials through the present day. Back in 2013, the Center for American Progress projected that young people would lose out on more than $20 billion in earnings over the next 10 years – and many are still struggling with debt and underemployment as a result of the recession.

Today, an emerging generation of young people – often referred to as Generation Z or “Gen Z” – stands at a similar precipice. We are already seeing early warning signs that the pandemic and related economic recession will impact their plans for education and career success.

How Are Young People Responding to the Pandemic?

New research from Goodwin Simon Strategic Research, funded by Equitable Futures, a project of the Bill & Melinda Gates Foundation, illuminates the impact the coronavirus pandemic is having on young people. In September, the organization released results from the first of four national surveys examining the pandemic’s impact on Black and Latinx youth and youth from low-income families.

One alarming takeaway from the research is that young people are taking on additional economic burdens as a result of the pandemic. Sixteen percent of respondents reported losing income due to decreased work hours or less business, and eight percent have lost an internship, apprenticeship or similar opportunity.

At the same time, young people are taking on additional responsibilities at home. Thirty-two percent of respondents say they are providing care for a younger member of their household, such as a younger sibling, with Black and Latinx youth responding at the highest rates.

As a result, young people are reconsidering their future academic and career plans. More than half of respondents say they value college differently now, with 28 percent reporting that they used to think college would be worth it but now think college is not worth it. Additionally, fewer young people have clarity about their goals and ideas for their futures than they did before the pandemic. In 2019, 43 percent of respondents said they felt clear about their future goals, compared to 27 percent in 2020 — a drop of 16 percentage points.

The coronavirus may not be the great equalizer, but it is the great disrupter. It may be years before we know the full impact of the pandemic and related economic crisis, but we know enough now to see that young people have been interrupted in their pursuit of education and career success in ways that will likely impact credential attainment, employment and earnings for years to come.

Trying Times Require Strong State Leadership

As a nation, we are at a crossroads, and states have a critical role to play in minimizing the impact of the Coronavirus on Black and Latinx learners and learners from low-income families. What can state leaders do to support young people in this time of crisis?

For one, they can provide clear information and guidance to help learners make informed decisions about their academic and career goals. This includes providing clear, transparent information about high-skill, high-wage and in-demand careers, the credentials needed to access those careers, and affordable opportunities to earn those credentials.

Additionally, with many young people experiencing loss of income as a result of the pandemic, state leaders can strengthen earn and learn opportunities so young people are not forced to choose between education and work. Paid work-based learning opportunities like youth apprenticeships are a proven way to build technical and employability skills on the job.

And finally, states can monitor data — including additional research from Goodwin Simon — to understand how Black and Latinx youth and youth from low-income families are being impacted by the pandemic and respond accordingly.

Early data is already illuminating the disastrous effects of the pandemic. State and local leaders can act now to pave the road to economic recovery and well-being for those who have been most impacted by the crisis.

Austin Estes, Manager of Data & Research, Advance CTE

New Report: The State of Career Technical Education: An Analysis of States’ Perkins V Priorities

October 27th, 2020

In summer 2018, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was signed into law. As a result, states were awarded the opportunity to reflect, engage with a wide array of stakeholders and partners, reaffirm key priorities and commitments, and identify new opportunities to support learners and their industry partners through the Perkins V planning process.

Today, Advance CTE released The State of Career Technical Education: An Analysis of States’ Perkins V Priorities. This report is the first of its kind in providing a cross-state analysis and recognition of the strategic decisions CTE leaders have made to advance high-quality CTE programs while increasing access and equity for each learner in their state, showcasing how many states have gone above and beyond the law’s requirements. 

Through this review, Advance CTE with contributions from The Association of Career and Technical Education (ACTE) identified common aspects of states’ Perkins V plans that are indicative of a comprehensive and cohesive state plan and set up learners for lifelong success:

  • A shared statewide vision;
  • Ongoing and meaningful alignment and collaboration across the K-12, postsecondary and workforce systems;
  • A commitment to equity and learner supports;
  • A commitment to quality programs;
  • Systems for attracting, retaining and developing CTE instructors;
  • The use of data-driven decisionmaking; and
  • A strong system of supports to ensure fidelity of implementation.

These hallmarks of a strong Perkins V state plan offer insights into how states are addressing the significant changes under Perkins V while taking advantage of the opportunities and flexibilities awarded, along with specific state highlights and promising innovations.

View the State of Career Technical Education: An Analysis of States’ Perkins V Priorities here.

Help us share: 

Tweet: New Report, released by @CTEWorks: The State of CTE: An Analysis of States’ Perkins V Priorities. https://careertech.org/resource/state-cte-perkins-v #StateofCTE

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.


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.


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. 


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.   


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


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

Getting To Know Advance CTE’s Work to Advance Employer Engagement

October 22nd, 2020

The “Getting to Know” blog series will feature the work of State CTE Directors, state and federal policies, innovative programs and new initiatives from the Advance CTE staff. Learn more about each one of these topics and the unique contributions to advancing Career Technical Education (CTE) that Advance CTE’s members work on every day.

Meet Meghan Wills! Meghan is Director of Strategic Initiatives at Advance CTE; she’s been with the organization since August 2019. Meghan leads Advance CTE’s state policy and technical assistance work, including supporting the expansion of high-quality career pathways, providing technical assistance to states as they implement their Strengthening Career and Technical Education for the 21st Century Act (Perkins V) state plans, and modernizing The National Career ClustersⓇ Framework. 

Q: Through your work at Advance CTE, how have you seen employer engagement prioritized in high-quality CTE programs?

A: As a result of Perkins V, employers have more opportunities than ever before to become active participants in developing high-quality CTE programs. Through the comprehensive local needs assessment (CLNA), employers can identify local workforce needs and high-skill, high-wage, in-demand occupations in their community and ensure that CTE programs and programs of study are aligned to those needs and opportunities. Work-based learning is a critical component of high-quality CTE programs, and the strongest work-based learning experiences are co-developed by employers and the education system to meet both learners’ and employers’ needs. Finally, employers and industry experts are serving as classroom instructors and industry mentors, which provide learners with invaluable opportunities to directly learn from experts in the field.

Q: What are the common barriers to effective employer engagement?

A: One of the biggest challenges employers face when trying to become more engaged in CTE programs is that the education system and employers speak very different languages. Employers are focused on skills their employees will need in the workplace, but they often feel that those skills are not sufficiently emphasized in the education system. Another challenge is that employers often don’t know where to start to become more engaged in CTE programs; while there are a number of opportunities for them to do so, which I described earlier, employers often don’t know about those opportunities or don’t know who they should contact to become more involved.  

Q: What future opportunities do you anticipate for the intersect between CTE and employers?

A: As the country looks ahead to the recovery from COVID-19 (coronavirus), CTE programs can play a strong role in helping prepare learners for jobs of the future, as described in our recent fact sheet CTE Prepares Learners for the Future of Work. The coronavirus accelerated the pace of technological change, and workers in the near future will require a different set of skills to be successful in the workplace. CTE programs, with their strong emphasis on hands-on learning and real-world skills, help learners develop foundational skills that can easily be transferred across rapidly shifting sectors and work activities. As employers remain actively engaged in CTE programs, they can continue to ensure that CTE learners are well prepared with future-oriented foundational skills.

Employers eager to get involved with CTE in their state or local communities can leverage: 

COVID-19 Federal Response and Recovery: Recap Part Two

October 21st, 2020

Over the past eight months Congress has taken action to respond to the COVID-19 (Coronavirus) pandemic, with varying results. This included passing stimulus packages, as well as introducing a number of bills that were never passed- or at times even brought to vote. Advance CTE will recap what has gone on in Congress regarding Coronavirus response and recovery in a new blog series. Check out last week’s refresher on the CARES Act here!

Since the Coronavirus Aid, Relief and Economic Security (CARES) Act- a $2.2 trillion comprehensive economic relief package- was passed in March, Congress has introduced many stimulus bills that included funding for education and workforce programs, as well as Career Technical Education (CTE) supports. However, none of those proposals saw any legislative movement. Some bills were voted on by one chamber of Congress while others were never brought to a vote at all. 

Relaunching America’s Workforce Act (RAWA): In May, RAWA was introduced in both the House and Senate. This bill focused on supporting CTE and workforce development programs as a result of the pandemic with a $15 billion investment that includes $1 billion to support CTE programs and activities, as well as $2 billion to re-implement the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program. RAWA also included the following proposals through the Strengthening Career and Technical for the 21st Century Act (Perkins V):

  • Offered flexibility at the state and local levels during the pandemic around retention of funds, so that any funds not used during the 2019-2020 academic year because of Coronavirus can be retained instead of returned to the state for redistribution. 
  • Provided flexibility for local Perkins recipients to pool funds in order to support secondary to postsecondary or employment transitions for CTE students whose academic year was altered due to the pandemic. 
  • Waived some of the professional development requirements during the pandemic. 
  • Authorized $1 billion for CTE programs and activities, such as digital and physical infrastructure, virtual academic and work-based learning, restocking supplies that were donated to Coronavirus response efforts, work-based learning supports and subsidies for students and employers and ensuring programs are responsive to updated comprehensive needs assessments as a result Coronavirus. 

RAWA was not voted on in the House or the Senate. 

Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act:  House Democrats introduced the HEROES Act, a $3 trillion relief package, in May. This included $100.15 billion for education comprised of $90 billion in formula grants for K-12 education and $10.15 billion for higher education. It would have also provided $3.1 billion for the U.S. Department of Labor, with $2 billion allocated to worker training. The proposal included some flexibilities related to Perkins V: 

  • Flexibility at the state and local levels during the pandemic for retention of funds so that funds not used during the 2019-2020 school year because of Coronavirus can be retained; 
  • Flexibility for local Perkins recipients to pool funds for supporting secondary to postsecondary or employment transitions for CTE students whose academic year was changed because of Coronavirus; and 
  • Waived some of the professional development requirements during the pandemic. 

The HEROES Act passed in the House and was not brought to a vote in the Senate.

Coronavirus Child Care and Education Relief Act (CCCERA): Senate Democrats introduced CCCERA, a bill that would have provided $430 billion for child care and education activities, in July. The proposed act allocated $1 billion for CTE programs and activities to support state and local CTE needs as a result of the pandemic. This could include updates to physical or digital infrastructure, or expansion of work-based learning supports. The bill included $345 billion for the Education Stabilization Fund- comprised of $175 billion for K-12 schools, $132 billion for higher education and $33 billion for a Governor’s Fund. Additionally, CCCERA would have provided $4 billion to the Federal Communication Commission’s E-Rate program to increase internet access for students and educators. 

CCCERA was not brought to a vote in the House or the Senate. 

Health, Economic Assistance, Liability and Schools (HEALS) Act: Senate Republicans introduced the HEALS Act, a $1 trillion proposal for a comprehensive relief package, in August. Included in this is $105 billion for an Education Stabilization Fund comprised of $70 billion for K-12 education (of which two-thirds are required to go to local education agencies that meet requirements to open in person), $29 billion for higher education and $5 billion for a Governor’s Emergency Relief Fund. It also would provide the Perkins V flexibilities around pooling of funds, retention of funds and professional development that were outlined in RAWA.

The HEALS Act was not brought to vote in the House or the Senate. 

HEROES 2.0: At the end of September, House Democrats introduced a revised version of the HEROES Act, or HEROES 2.0. This $2.2 trillion relief package includes $208.1 billion for an Education Stabilized fund, comprised of $175 billion for K-12 education, $27 billion for public postsecondary education (with 75 percent distributed based on the number of Pell-grant eligible students), $4 billion for governors to use on education (including restoring state and local education support) and $2 billion for the Bureau of Indian Education and tribal colleges. The proposal also includes an additional $11.9 billion for higher education, including private institutions of higher education. 

HEROES 2.0 was passed by the House in the beginning of October. 

Meredith Hills, Senior Associate for Federal Policy

Announcing the New Skills ready network

October 20th, 2020

Today, JPMorgan Chase announced the full cohort of U.S. based sites receiving career readiness investments as part of the company’s $75 million New Skills at Work initiative. This effort is designed to better prepare young people, and particular Black and Latinx learners, for the future of work and lifelong success.

The U.S. sites – which comprise the New Skills ready network – are Boston|Massachusetts, Columbus|Ohio, Dallas|Texas, Denver|Colorado, Indianapolis|Indiana and Nashville|Tennessee. They will be joined by four international sites that will be announced in the coming months that will round out the global investment.

What makes these five-year, $7 million investments so unique is that each site has brought together a cross-sector partnership of local K-12 school systems, two- and four-year institutions of higher education, employers, and state agencies to develop and scale equitable, high-quality career pathways. Advance CTE is excited to be working with these state and local leaders over the next five years, in partnership with Education Strategy Group, to help them strengthen their systems, policies and practices to provide greater opportunities for each and every learner.

The six sites will have regular and ongoing opportunities to learn from each other, build shared solutions to common challenges, and provide lessons learned that can benefit pathways and learners in communities across the country. Work has been underway over the past six months, and all sites stand ready to begin implementing their year one action plans to attend to equity gaps, improve data capacity and sharing, strengthen public-private partnerships and build key supports for learners, among other foundational priorities.

“Advance CTE is honored and excited to continue our relationship with JPMorgan Chase & Co. as a co-lead of the New Skills ready network. Career Technical Education is more important than ever in today’s economy, striving to provide each learner with equitable access to the knowledge and real-world skills that prepare them for careers in essential industries. I am confident that this important work, across the six states and sites, will create transformative career pathways and inspire innovative policy that will ensure more learners can use their passion and talents throughout their education, resulting in a lifetime of career success. We look forward to continuing this work in partnership with Education Strategy Group and JPMorgan Chase & Co.” said Kimberly Green, Executive Director, Advance CTE.

Read JPMorgan Chase’s full press release and Education Strategy Group’s blog to learn more about the initiative and progress to date.

Kate Kreamer, Deputy Executive Director