New Tools to Drive Quality and Equity through the Perkins V Comprehensive Local Needs Assessment

June 27th, 2019

One of the most significant and exciting changes introduced in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) is the new comprehensive local needs assessment (CLNA). The purpose of the CLNA is to support data-driven decisionmaking and more closely align planning, spending and accountability activities under Perkins V. The results of the local needs assessment must form the foundation of the local application and drive local spending decisions.

The CLNA presents an incredible opportunity for states and locals to bring focus and purpose to their Career Technical Education (CTE) offerings and programs. At the same time, it will take an incredible lift from state and local leaders to truly maximize the CLNA. To support states in this undertaking, Advance CTE convened a Shared Solutions Workgroup, with support from the Association of Career and Technical Education and funded by the Bill & Melinda Gates Foundation. The Workgroup – comprised of state and national leaders – is charged with informing and contributing to the development of resources and tools for the benefit of all states, as they guide local recipients in conducting rigorous CLNA that drive program quality, equity and access.

Today, Advance CTE is releasing the first two deliverables from this Workgroup: Driving Quality & Equity in CTE: A State Guide to Developing the Perkins V Comprehensive Local Needs Assessment Template and a State Needs Assessment Crosswalk.

The State Guide helps states identify the major decision points that will impact the design, development and implementation of their CLNA and related local application.  It provides guidance around key decisions such as: how should states structure the template? Who is required to complete the comprehensive local needs assessment? What evidence will be required? How will the CLNA connect with the local application and local uses of Perkins V funds?  The State Guide also provides a bank of questions to draw from to help states create a template that elevates and addresses state and local priorities.

The State Needs Assessment Crosswalk is designed to support state-level discussions about and the coordination of state- and federally required needs assessments, such as the required under Perkins V, the Every Student Succeeds Act and the Workforce Innovation and Opportunity Act. The crosswalk tool is available in both in Excel and Google spreadsheet.

There will be a second set of deliverables from the CLNA Shared Solutions Workgroup released later this summer.  All of Advance CTE’s and partners’ Perkins V resources can be found here.

Kate Kreamer, Deputy Executive Director

Congress Introduces Legislation to Expand Pell Grant Eligibility, Secretary DeVos Speaks at Second Chance Pell Pilot

June 26th, 2019

This week, legislation was introduced in Congress to expand Pell Grant eligibility to short term programs and to high school students. Read below to learn more about these bills, Secretary DeVos’s remarks on Second Chance Pell, ESSA guidance, the 2019 Presidential CTE Scholars and apprenticeship updates from the Department of Labor. 

Congresses Introduces Legislation to Expand Pell Grant Eligibility 

Today the Jumpstart Our Businesses by Supporting Students (JOBS) Act, H.R. 3497, was introduced in the House by Representatives Cedric Richmond (D-LA), Andy Levin (D-MI), Anthony Gonzalez (R-OH), Jaime Herrera Beutler (R-WA), Steven Horsford (D-NV) and John Katko (R-NY). The JOBS Act was introduced in the Senate (S.839) this past March by Senators Tim Kaine (D-VA) and Rob Portman (R-OH). This legislation would expand Pell Grant eligibility to high-quality short-term postsecondary programs. Eligible short-term programs would have to be at least 150 clock hours over at least eight weeks, meet local or regional labor market needs, articulate to institutional credit and provide students with a recognized postsecondary license, certification or credential.

Additionally, over the course of this month the Go to High School, Go to College Act was proposed in both chambers of Congress. In the House, H.R. 3268 was introduced by Representative Marcia Fudge (D-OH) and Elise Stefanik (R-NY). A companion bill, S. 1888, was then introduced by Senators Rob Portman (R-OH) and Mark Warner (D-VA). The bill would authorize a new pilot program to evaluate the impact of expanding Pell Grant eligibility to students enrolled in dual enrollment, concurrent enrollment and early high school college programs. 250 institutions of higher education would be able to participate in the pilot, and students would be able to earn up to two semesters of college credit in high school before taking out of the 12 semester Pell limit. A summary of the bill can be found here

Secretary DeVos Delivers Remarks at Second Chance Pell Commencement

On June 25, U.S. Secretary of Education Betsy DeVos delivered commencement remarks to students in the Dick Conner Correctional Center in Hominy, Oklahoma who completed Tulsa Community College’s Second Chance Pell pilot. In her speech, Secretary DeVos shared her intent for the Second Chance Pell experimental site pilot to become a permanent program. 

Advance CTE supports expanding Pell Grant eligibility to incarcerated individuals, and lifting this ban is one of the organization’s priorities in reauthorization of the Higher Education Act.  

Secretary DeVos Releases Final “Supplement not Supplant” Guidance

U.S. Secretary of Education Betsy DeVos released final non-regulatory guidance on the supplement not supplant requirement under Title I of the Every Student Succeeds Act (ESSA) following the 30-day public comment period. In a press release, Secretary DeVos stated that “This proposal does not change the legal obligations school districts have to make appropriate investments in education. It simply makes clear that a school district has significant flexibility in how it demonstrates compliance with the law.” To follow this new guidance, school districts need to demonstrate that a school’s Title I status was not considered when designating state and local resources to each school. 

2019 U.S. Presidential CTE Scholars Visit Washington, DC

Following the May announcement of the 2019 U.S. Presidential Scholars, the group was celebrated by the U.S. Department of Education and the White House this week during a ceremony in which each received a Presidential Scholar Medallion. In 2019, 161 students were selected out of the 5,200 candidates. Each year, 20 CTE students are selected from the pool of applicants, and this year’s Presidential CTE Scholars come from Arizona, California, Delaware, Florida, Georgia, Hawai’i, Illinois, Iowa, Massachusetts, Mississippi, Nevada, New Jersey, New York, South Carolina, Washington and Wisconsin. This program originated about 60 years ago, and expanded in 2015 to include exceptional CTE students. 

U.S. Department of Labor Announces Apprenticeship Program Updates

On June 24, the U.S. Department of Labor released a proposed rule on Industry-Recognized Apprenticeship Programs (IRAPs). This proposal outlines the requirements for entities such as trade, industry groups and employer groups, educational institutions, state and local governments, non-profit organizations and unions to be recognized as a Standards Recognition Entity (SRE). This is significant because the SRE would set the standards for high quality IRAPs and monitor for compliance. 

The Department also announced the Scaling Apprenticeship Through Sector-Based Strategies grant. Funding will be awarded to private-public apprenticeship partnerships in the information technology, advanced manufacturing and healthcare sectors. More than 85,000 apprentices will be the recipients of this grant through participation in newly-formed or expanded existing apprenticeship programs. Twenty-three academic institutions and the corresponding industry partner will be awarded this grant across Alabama, Arizona, California, Colorado, Connecticut, Florida, Illinois, Indiana, Massachusetts, Maryland, Missouri, New Jersey, New York, Ohio, Pennsylvania, Texas, Utah and West Virginia.  

Meredith Hills, Policy Associate

New Campaign Calls for Greater Investment in Skills Training

June 26th, 2019

Last week the National Skills Coalition launched Voices for Skills, a campaign to raise the voices of working people to educate policymakers and candidates running for office in 2020
about how critical skills training is to 21st century jobs. The campaign collectively amplifies the voices of working
people, students, teachers and business leaders by calling for a national commitment to significantly increase the investment in skills training. During the launch, personal stories were shared by those who have completed a skills training program, including:

  • Alicia Waide, a teacher of over 16 years and now a graduate of Catalyte’s software engineering program. Alicia spoke to the audience about the opportunity Catalyte provided her to continue growing her skillset and represent her former students in diverse career pathways.
  • Mike Mckeague, a current Superintendent at Holder Construction with aspirations to become a regional superintendent. Mike started off in Holder’s in-house training program as a lineman and was successfully
    promoted numerous times while with the company.
  • Jeffrey Bond, a support specialist at Philadelphia FIGHT who works with groups of low-income individuals. Jeff recalled his time in the unemployment line before encountering the opportunity to further his experience and transition back into the workforce. He’s since become a passionate advocate for skills training as he believes it is a “mandatory must” that policymakers prioritize these investments to benefit communities across America.

Voices for Skills also presented a discussion between representatives from both sides of the aisle in Michigan – a state that is expected to be highly contested in the 2020 election – on why they continue to be leading champions for skills policy in Congress. Representatives Andy Levin (D-MI) and Paul Mitchell (R-MI) reiterated their commitment to skills training to meet the needs of a 21st century economy, and called upon members of the community (such as businesses, advocacy groups and teachers) to further educate, collaborate and communicate the importance of skills education. Both members also stressed that talks around infrastructure development should increasingly highlight a workforce development component, with congressman Mitchell pointing to his BUILDS ACT — which Advance CTE supports — as a needed step in the right direction.

Jade Richards, Policy Fellow 

Expanding Work-Based Learning Under ESSA and Perkins V

June 25th, 2019

This blog was originally posted by the Education Commission of the States on the EdNote education policy blog. To see the other posts in this series, click here.

The World Economic Forum predicts that, by 2022, the widespread advancement of high-speed mobile internet, artificial intelligence, big data analytics and cloud technology will transform up to 75 million jobs. To prepare for the future of work, today’s students need to know how to navigate an increasingly fluid, technology-based workforce — and work-based learning can help them get there.

Work-based learning — which can include low-exposure activities, such as career fairs or job shadowing, or intensive, sustained experiences, such as an internships or pre-apprenticeships — helps students gain real-world skills under the guidance and mentorship of industry professionals.

While work-based learning is often delivered at the local level in coordination with education and business leaders, states play a critical role in setting expectations and scaling work-based learning for all students. With new flexibility in both the Every Student Succeeds Act (ESSA) and the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), state leaders have the opportunity to strengthen and scale work-based learning to ensure all students can develop real-world skills.

One specific leverage point between ESSA and Perkins V is accountability. Under ESSA, states are given the flexibility to choose a measure of school quality or student success that aligns with their visions and priorities for public education. Forty states adopted measures of career readiness in their accountability systems — more than double the number of states with career readiness indicators in 2014. Of those states, 12 are specifically counting work-based learning as a measure of success for high school students.

These states can take their ESSA accountability systems into consideration as they define and set performance targets for Perkins V. When Perkins V was reauthorized in 2018, Congress gave states the opportunity to choose a secondary CTE program quality indicator from among three options, one of which is a measure of work-based learning completion. This indicator only applies to the population of students graduating high school after concentrating in CTE programs, but states can still use the opportunity to align definitions, data collection cycles and reporting between Perkins V and ESSA to elevate the importance of work-based learning in high school.

State and local leaders can also braid funding from ESSA and Perkins to strengthen and expand work-based learning opportunities for students. State leaders can start by mapping different funding streams between each of the laws and identifying critical opportunities. For example, they can use ESSA funds to train school leaders on integrating rigorous academics and work-based learning and Perkins V leadership funds to establish and scale work-based learning opportunities for students. Working in tandem, both ESSA and Perkins V can be used in service of a broader statewide work-based learning initiative.

But state leaders should ground this work in a shared vision for work-based learning. A statewide vision sets common expectations and resources for those managing work-based learning experiences on the ground and can help build consensus through meaningful and sustained employer and stakeholder engagement.

This approach has been widely effective in Tennessee, where state leaders have made a coordinated effort to define and align expectations for work-based learning in order to achieve the state’s Drive to 55 goal of increasing the percentage of adults in the state with a postsecondary credential or certification. In 2014, the state board of education mapped out a framework for work-based learning to clearly articulate the expectations and components that would make up a high-quality experience. This framework has been used at the state and local levels to drive work-based learning delivery.

In short, work-based learning is a critical strategy to help learners develop the real-world skills and experiences they need to prepare for the future of work. State policymakers can expand access to work-based learning opportunities through ESSA and Perkins V implementation by aligning data collection and accountability, braiding funding and setting a statewide vision.

Austin Estes, Senior Policy Associate

Putting Afterschool to Work: Career Exploration in Out of School Settings

June 24th, 2019

As a middle school student, Jesse Eberly first discovered his interest in computer science at an afterschool and summer learning program in Jim Thorpe, Pennsylvania called Schools and Homes in Education (SHINE). Now a senior at the Carbon Career & Technical Institute (CCTI), Jesse remembers building a shed the summer he joined SHINE as his first hands-on learning experience. The next year, he began taking afterschool computer classes in drafting and design on the CCTI campus, and the rest was history.

His experiences in afterschool led him to attend CCTI and specialize in Information Technology, computer engineering and networking, while still connecting with SHINE as a volunteer. Now a recent graduate of CCTI, he wants to build upon the credits he has already earned to complete a degree in cybersecurity and eventually work at the Pentagon. Jesse knows it is time to do away with the old stigma around tech schools. “If the career you want to have is offered there” he said, “it’s great.” And through his early experiences in SHINE’s afterschool and summer programs, Jesse knew what career he wanted to have.

Early Career Exposure Through SHINE

Afterschool programs like SHINE give elementary and middle school students the opportunity to explore and prepare for different careers by delivering developmentally appropriate curriculum. They are effective in building student’s academic and technical skills as well as social and emotional development, including employability skills like teamwork, communication and critical thinking. In fact, 77 percent of parents nationally agree that afterschool programs can help students develop workforce skills. These programs can reinforce and strengthen learning in the classroom and should be critical partners for Career Technical Education (CTE) programs or other career-focused learning.

Activities in the SHINE program, for example, are focused around high-priority occupations in health care, engineering, and green energy, giving students a chance to see how they can apply their education to in-demand careers. The program began as part of a community-wide plan to create seamless educational services from the elementary through high school system, including the area’s career and technical center and on to college.

Afterschool programs can also expose middle school students to different career opportunities they might not have considered otherwise. Skyler, another recent graduate of CCTI, has volunteered and worked in the SHINE program through all four years of high school.  She helped establish two-week summer camps with a focus on exposing middle schoolers to non-traditional careers. The camps provide opportunities for girls in carpentry, auto collision repair and engineering, and for boys in culinary arts, cosmetology and nursing. Last year at CCTI, Skyler ran into one of her former campers, a young man entering his freshman year, who had just signed up for a rotation in nursing. ‘If you hadn’t come to the camp would you have tried nursing?” She recalls asking. “Absolutely not”, he responded.

 

State Strategies to Expand Career Exploration Opportunities in Afterschool Programs

All elementary and middle school students should be able to access programs like SHINE, and state leaders play a critical role in supporting and expanding these opportunities. Many afterschool programs like SHINE are funded through the Every Student Succeeds Act (ESSA)’s 21st Century Community Learning Center grant program, which gives states the flexibility to set priorities and determine how funds will be used at the local level. With ESSA’s focus on well-rounded education, several states have opted to promote career exploration and Science, Technology, Engineering and Mathematics (STEM) education in afterschool programs.

In Pennsylvania, where SHINE is based, the state set the following priorities for ESSA-funded afterschool programs in its state plan: STEM education; workforce, career and college readiness; and planning for transitional, vocational/technical services. Pennsylvania is also elevating career exploration up as a statewide priority by holding schools and districts accountable for career exploration through school and district report cards, encouraging students to complete an individualized career plan by eighth grade.

Opportunities for Alignment with Perkins V

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V), which was reauthorized last year, also give states the opportunity to connect CTE and afterschool programs. One significant change under Perkins V is that states can now invest Perkins funds in middle school CTE programs, allowing them to begin career exploration activities in even earlier grades. To maximize the effectiveness of these activities, state leaders should consider how to bridge afterschool career exploration with school-based content and curriculum to reinforce what students are learning in the classroom.

State leaders can also take steps to foster collaboration between afterschool and CTE programs through Perkins V by engaging state afterschool leaders, aligning curriculum and resources, and encouraging local Perkins recipients to engage afterschool programs as they develop their local applications. In the national effort to expand career exploration and prepare learners for career success, afterschool programs can play a critical role.

This blog post is the first in a series on the intersection of CTE and afterschool programs, exploring strategies and opportunities to bridge learning both in and out of the classroom. It was written by Jillian Luchner from the Afterschool Alliance, Christopher Neitzey from the Afterschool Alliance and Austin Estes from Advance CTE.

House Passes Appropriations Bill and Holds Hearing on Higher Education

June 21st, 2019

This week, the House of Representatives passed a Fiscal Year 2020 (FY20) appropriations bill. Read below to learn more about this appropriations update, the latest House hearing on higher education and the new accreditation handbook issued by the U.S. Department of Education.

FY2020 Appropriations Bill Passes in the House

On June 19, the House passed the Fiscal Year 2020 (FY20)  $1 trillion minibus appropriations bill, H.R. 2740, that included funding for Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-Ed) on a 226-203 vote. Bundled into this minibus were the funding bills for Defense, State, Foreign Operations, and Energy and Water. The bill included close to $1.3 billion for CTE State Grants, also known as Perkins Basic State Grants- leading to a total increase of $47 million over the amount provided by Congress for FY19.

It is important to note that the final House bill is unlikely to pass into law. The Senate Appropriations Committee has still not yet released their FY20 funding bill for Labor-HHS-Ed. In addition, Congress has not yet agreed on the overall levels of spending for defense and non-defense discretionary spending, which must happen before final allocations for the FY20 appropriations bills can be determined. Congressional leadership and administration officials met this week to attempt and come to an agreement, however, talks are ongoing.

Advance CTE will continue to provide updates as additional information becomes available.

House Holds Hearing on Pathways to a College Degree

The House Committee on Education & Labor held a hearing in preparation for Higher Education Act (HEA) reauthorization on “Innovation to Improve Equity: Exploring High-Quality Pathways to a College Degree.” In their opening remarks, both Chairman Bobby Scott (D-VA) and Ranking Member Virginia Foxx (R-NC) both discussed how the traditional higher education landscape has changed, and innovative postsecondary practices must be implemented to meet the needs of each and every learner.

The panel of witnesses included:

  • Judith Marwick, Provost, William Rainey Harper College
  • Tomikia LeGrande, Vice Provost for Strategic Enrollment Management, Virginia Commonwealth University
  • Charla Long, Executive Director, Competency-Based Network
  • Sameer Gadkaree, Senior Program Officer, Joyce Foundation

The witnesses spoke about a variety of topics, including competency-based education, dual enrollment, student support services, and the persistent equity gaps in higher education.

You can watch the full hearing here and read statements from Congressman Scott and the witnesses here.

U.S. Department of Education Issues New Accreditation Handbook

On June 20, U.S. Secretary of Education Betsy DeVos released a revised Accreditation Handbook to be referred to by college accrediting agencies. The guidelines are not required, but are how accreditors will be evaluated by the U.S. Department of Education. Secretary DeVos shared the intention to streamline requirements with this handbook- this new version is 28 pages, compared to the last one that was issued in 2012 and was 88 pages. One of the new additions to the handbook is a site visit to the accreditor by a department staff member.

Meredith Hills, Policy Associate

This Week in CTE

June 21st, 2019

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

FY2020 Appropriations Bill Passes in the House

On June 19, the House passed the Fiscal Year 2020 (FY20) $1 trillion minibus appropriations bill, H.R. 2740, that included funding for Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-Ed) on a 226-203 vote. Bundled into this minibus were the funding bills for Defense, State, Foreign Operations, and Energy and Water. The bill included close to $1.3 billion for CTE State Grants, also known as Perkins Basic State Grants- leading to a total increase of $47 million over the amount provided by Congress for FY19.

To make sure you get the latest news and resources about federal policy that affects Career Technical Education (CTE), sign up for our Legislative Updates!

VIDEO OF THE WEEK

Jacket Manufacturing is a student-run business at Perham High School in Minnesota established in 2018. This program provides students with the opportunity to learn real-world skills critical to the manufacturing industry such as sales, marketing, logistics, record keeping, customer service, and a wide range of machining and production techniques. The program was developed in partnership with local manufacturing businesses who provide equipment and manufacturing expertise to the class. Watch the video here

Want to learn more about these unique opportunities? Read 2019 Excellence in Action Award winner profiles that include information on student-operated businesses.

RESOURCE OF THE WEEK

The Workforce Playbook: A Community College Guide to Delivering Excellent Career and Technical Education

The Aspen Institute College Excellence Program shares new research in The Workforce Playbook: A Community College Guide to Delivering Excellent Career and Technical Education. The research highlights a set of practices, processes, and mindsets that distinguish colleges that are effective at ensuring that diverse learners succeed in the labor market and make a significant, positive difference in their communities. They traveled the country visiting top-performing community colleges to learn what the best schools do to build effective workforce programs.

The guide states that essential practices of excellent colleges fall into four domains:

  • Advance a vision for talent development and economic mobility;
  • Deliver high-quality programs aligned to regional needs;
  • Take intentional action to support students’ career goals from pre-matriculation through post-graduation; and
  • Develop responsive mutually beneficial partnerships with employers centered on honest feedback and reciprocal support.

Read the full guide here.

Expanding Access to CTE Opportunities for Each Learner

June 20th, 2019

Throughout history, and continuing today, learners of color, low-income learners, female learners and learners with disabilities have been historically tracked into terminal vocational programs leading to jobs with uncertain promise of economic growth and prosperity. Today, the quality of Career Technical Education (CTE) has vastly improved, making it a preferred path for many secondary and postsecondary learners. Yet even today, many learners do not have access to high-quality programs of study in their communities. To help state leaders recognize historical barriers and adopt promising solutions to close equity gaps in CTE, Advance CTE launched a series of policy briefs titled Making Good on the Promise. The first three briefs in the series explored the history of inequities in CTE, highlighted promising practices from states that are using data to identify and close equity gaps, and explored how state leaders can build trust with historically marginalized communities that may not believe in the promise and value of CTE.

Building off these briefs, the fourth brief in the series, Making Good on the Promise: Expanding Access to Opportunity, examines strategies state leaders can use to expand CTE opportunities for each learner. Specifically, the brief examines how state leaders can:

  • Secure and leverage resources to close CTE opportunity gaps;
  • Expand geographic access to CTE Opportunities; and
  • Address barriers to entry into CTE programs of study.

To help state leaders accomplish this, the brief examines promising strategies that Tennessee, Rhode Island, Ohio, and South Carolina are using to dismantle barriers that prevent learners from accessing high-quality CTE. For example:

  • Tennessee launched the Tennessee Promise program, which provides two years of tuition-free attendance at any of the state’s 13 community colleges, 27 Colleges of Applied Technology (TCAT) or other eligible institutions offering an associate degree program; and
  • Rhode Island reallocated state CTE funding to create the Innovation and Equity Grants, which are administered competitively to local education agencies for new or existing CTE programs that expand access to CTE for learner populations that are currently underserved.

Brianna McCain, Policy Associate

Three Promising Approaches to Advance Equity in CTE

June 17th, 2019

State leaders have a critical responsibility to ensure each learner has opportunities for career success and is supported in identifying and realizing his or her goals. To help state leaders identify and dismantle historical barriers and construct systems that support each learner in accessing, feeling welcome in, fully participating in and successfully completing a high-quality Career Technical Education (CTE) program of study, Advance CTE launched its Equity in CTE initiative last spring.

As part of this initiative, Advance CTE has committed to developing resources to help state leaders close equity gaps in CTE. To provide state leaders with promising practices, Advance CTE added three new equity-focused policy profiles to the Learning that Works Resource Center. These highlight effective practices at the state and institutional levels.

The new Advance CTE profiles explore promising programs in the following states:

  • Louisiana: Building Employment Skills for Tomorrow (BEST) Pilot Program: Louisiana piloted the BEST program in 2018 to expand work-based learning opportunities for learners with disabilities.
  • Oklahoma: Diversity and Inclusion Training Program: The Oklahoma Department of Career and Technology Education created the position of state-level equity and diversity specialist in 2016 as part of its senior leadership team. The focus of this position is to provide diversity trainings in both the secondary and postsecondary systems.
  • Wisconsin: Fox Valley Technical College Cultural Support Specialists: The Cultural Support Specialists in Wisconsin help learners transition from high school to college by advocating for and providing services to learners to help them overcome some of the structural barriers that can prevent at-risk learners from accessing and succeeding in college.

To learn more about promising solutions to help state leaders close equity gaps in CTE, read Advance CTE’s Making Good on the Promise series.

Brianna McCain, Policy Associate

This Week in CTE

June 14th, 2019

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

House Fiscal Year 2020 Appropriations Process Moves Forward

On June 10, the House of Representatives moved ahead with the Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-Ed) appropriations process by packaging it with the funding bills for the Legislative Branch, Defense, State, Foreign Operations, and Energy and Water, into what is called a “minibus” appropriations bill, H.R. 2740. Members of the House proposed a total of 189 amendments to the Labor-HHS-Ed portion of H.R. 2740, and the House Committee on Rules determined that 77 of these would be considered. Representative Angie Craig (D-MN) proposed one of these amendments, an amendment that brings attention to the importance of Career Technical Education (CTE) (however, it does not increase or decrease the money allocated to CTE State Grants). It is anticipated that the full House will vote on this appropriations package next week.

Read the full blog to learn more.

To make sure you get the latest news and resources about federal policy that affects Career Technical Education (CTE), sign up for our Legislative Updates!

VIDEO OF THE WEEK

Did you know this year marked the 65th anniversary of the U.S. Supreme Court’s Brown v. Board decision? It ruled that racial segregation of children in public schools was unconstitutional. The Alliance for Excellent Education has started a year-long campaign titled  #OurChallengeOurHope on the unmet promise of the Brown vs. Board of Education Supreme Court decision. The campaign was created to ensure that the spotlight on this landmark case doesn’t dim until the next anniversary, will shine a light on the continuing needs of students—no matter their race, zip code, or background. Every month they share an issue related to the unfulfilled promise of the landmark case and this month is High School Graduation Rates. Watch the video to learn more: https://youtu.be/itl8nhG_2PE

Learn more about the “Our Challenge Our Hope” campaign at www.all4ed.org/BrownVBoard.

RESOURCE OF THE WEEK

Looking for a primer on what CTE is, how it’s funded and the impact of CTE programs? Read 101: Career Technical Education a new fact sheet released today by Higher Learning Advocates and Advance CTE. This document provides an overview of what CTE is, postsecondary CTE outcomes and funding mechanisms for CTE programs. Check out the full fact sheet here. Here are a few notable facts:

  • There are 2.6 million learners in postsecondary CTE programs;
  • Eighty-six percent of adult learners concentrating in CTE are employed in their field or continue their education within six months of program completion; and
  • In Fiscal Year 2019, Congress allocated about $1.27 billion toward CTE programs.

Read the fact sheet here.

 

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