Idaho, Iowa Pass Bills to Bolster their States’ Workforce; Washington, Idaho Expand Scholarships

May 22nd, 2018

As the legislative session moves forward, states have passed bills that will expand Career Technical Education (CTE) funding, strengthen workforce initiatives and expand scholarships that benefit CTE learners.

Idaho Expands CTE Program Funding

In Idaho, Governor Otter signed a bill to expand funding for high-performing career and technical education programs in grades 9-12 in high-demand fields. The Idaho State Department projects that there will be a shortage of 49,000 workers by 2024 in Idaho. By investing further in high-quality secondary CTE programs, Idaho creates a workforce pipeline that will help to address the “skills gap” and job shortage that the state faces.

Gov. Reynolds Signs Future Ready Iowa Bill

In Iowa, Governor Reynolds signed legislation that establishes programs in Registered Apprenticeship development, voluntary mentorships and summer youth internships. The legislation also establishes summer postsecondary courses for high school students that are aligned with high demand career pathways, as well funds and grants related to an employer innovation fund and Future Ready Iowa programs, grants and scholarships.

The legislation is the latest piece in Gov. Reynolds’ Future Ready Iowa initiative, which aims for 70 percent of Iowa’s workforce to have education or training beyond high school by 2025. Currently, 58 percent of Iowa’s workforce has  education or training beyond high school, and that percentage must increase in order to fill the 65,000 current open jobs in Iowa.

States Expand Opportunity Scholarships that Benefit CTE Learners

Additionally, states have been expanding postsecondary scholarship programs, which will allow more learners from different backgrounds to engage with CTE. In Washington, Gov. Inslee signed a bill that expands the Washington State Opportunity Scholarship to allow high school graduates to receive the scholarship to help pay for certificates and professional technical degrees offered at the state’s technical and community colleges.

As part of their continued focus on CTE, in Idaho, lawmakers passed another bill, which expands the Idaho Opportunity Scholarship to benefit adult learners. The scholarship originally only benefitted Iowa high school graduates, but the bill will allow the State Board of Education to direct up to 20 percent of scholarship funds to Idaho adult residents striving to finish a degree or certificate.

These bills will make postsecondary CTE accessible to more learners from diverse populations, which is critical as states face a shortage of skilled workers.

Brianna McCain, Policy Associate

New Video To Help You Make The Case For CTE

May 18th, 2018

We are excited to announce a new CTE video as part of the CTE: Learning that works for America® campaign for you to watch and share with your community.

Why Is This Important? 

We know that how we discuss CTE in the media, with policymakers, employers and families matters. We are thrilled to share a new video that showcases what today’s CTE looks like and how it prepares learners for their future careers while closing the skills gap for employers across the country. We know that learners who participate in CTE graduate at a higher rate, are more satisfied with their education, and just as likely as non-CTE students to go on to postsecondary education. Now, it’s time that everyone understands the incredible value of CTE.

How Can You Use This?

This video is designed to help you make the case for CTE in your community and demonstrate the many benefits of today’s CTE! Share it at your statewide meetings, with partners, and encourage your networks to use it too.

We’ve developed a promotional toolkit to get the word out on this video, which you can find here. If you’re curious about the data points in the video, check out our one-pager on the data here.

Join the Conversation: 

To get you started here are two tweets you can share right now, but be sure you are following us on twitter @CTEWorks.

Tweet: I support the work of @CTEWorks as they continue to combat false perceptions of what CTE is and who it is for. This video highlights how CTE prepares learners for success. We hope that you will watch, share and #RT! #CTEWorks

Tweet: Learn how Career Technical Education prepares learners for their futures while closing the skills gap for employers across the country. #CTE #CTEWorks

Katie Fitzgerald, Communications Manager 

Welcome Trey Michael, North Carolina’s New State CTE Director!

May 15th, 2018

Trey Michael has a philosophy that he takes with him wherever he goes – to help the people around him grow.

As the new State CTE Director for North Carolina, Michael is charged with leading the state’s Career Technical Education (CTE) system, and he plans to use that philosophy to help grow the state’s future workforce.

“I want every student to be as prepared as possible to make intelligent and guided decisions about a career path for their life as soon as possible, and then support them with tools and resources to help them begin to go down that path,” Michael said.

The philosophy is one that he stumbled upon early in his career while in the financial services industry in the mid-90s, where there was no structured training program for new staff. He began informally trying to help build the knowledge and skills of the new associates, and unknowingly, set himself on a path that would soon lead him to return to graduate school and pursue a degree in marketing education at North Carolina State University.

After graduating, he took a job teaching middle school business and marketing classes and soon took on additional responsibilities coaching soccer and track. For Michael, coaching was also another opportunity to recruit students into his CTE classes. As he says, once a marketer, always a marketer.

Michael’s energy and passion helped him then move on to help open a new high school outside of Raleigh, and then to the state Department of Public Instruction in 2001 to help strengthen curriculum, instruction and standards for marketing education across the state. Over the 15 years that followed, Michael managed myriad responsibilities within the department, serving most recently as a section chief.

In his new role, Michael said he is looking forward to strengthening middle and high school CTE programming with a focus on key industries in the state including computer science, health care, construction trades, and information technology.

“We have a skills gap and have fallen behind as a country competitively, and the only way we fix that is by thinking really hard about how we prepare elementary, middle and high school students to be more competitive in the workforce,” Michael said.

Andrea Zimmermann, Senior Associate, Member Engagement and Leadership Development

High School Senior, Danielle Rothchild’s FCCLA Experience Lead to Creating a Non-Profit

May 14th, 2018

Danielle Rothchild is a senior at Carmel High School (CHS) in Indiana and will be pursuing her postsecondary education at Purdue University with a $10,000 scholarship. She attributes her growth as a leader to her experience in Career Technical Education (CTE) classes and the Family, Career and Community Leaders of America (FCCLA) program.

At CHS the family and consumer science courses count towards the Career-Technical program sequence. Five out of seven of her classes this semester are family and consumer sciences (FCS). Family and consumer sciences courses provide learners with skills to impact society in areas such as work and family, health care, child and elder care, hospitality, global economics and education. CHS provides an array of FCS course offerings in the following career pathways: education and training, hospitality and human services, architecture and construction, business marketing, and health science.

During her freshman year, she learned about FCCLA and was interested in participating in the Students Taking Action with Recognition (STAR) events. STAR events are competitions in which members are recognized for proficiency and achievement in projects, leadership skills, and career preparation. Danielle got involved with FCCLA to engage her competitive spirit and is now the chapter president.

For three years she competed in the Recycle and Redesign event where learners use their recycling and redesign skills from the family and consumer sciences courses. Participants select a used item to recycle into a new product. Her first year she created a dress out of shower loofahs, the next year she used cupcake liners and her junior year is when everything changed.

She decided to create a dress out of bread tags. Danielle used 5,000 tags for her project and had 40,000 bread tags left over. She decided to research how others are using bread tags and discovered a foundation in South Africa called Bread Tags for Wheelchairs that collects and sells bread tags for money to buy wheelchairs for people in need. She reached out to the organizer to learn more.

In the spring of 2017, Danielle brought this idea to life. She started a nonprofit organization called Danielle Cares for Chairs. She recycles bread tags and uses the money to buy mobility chairs for those in need. Her collection stands at nearly two million.

The process she uses for this project is to take bread tags to a recycling plant and use the proceeds to buy others mobility products. Danielle understands that any vision cannot be brought to life on its own. She has continued to raise awareness about her organization and gaining support leading to the creation of collection points in twenty-four states and Canada. She also has several colleges contributing to her efforts.

To date, Danielle’s collection of two million has enabled her to purchase five mobility cars and/or wheelchairs. She recently organized an event to create the world’s longest bread tag chain and was featured in the Scholastic Choice Magazine as one of three planet heroes making a difference. Danielle has continued to create community events and received attention from media and grant funding from organizations such as Disney. Watch as Danielle delivers these items to children here.

As she is quickly approaching graduation her vision for the future is to continue managing the non-profit throughout her college experience. Danielle will be attending Purdue University and wants to focus on learning about business.

Her advice for other students considering taking CTE classes is, “Even though it’s Family and Consumer Sciences you don’t have to be amazing at sewing or cooking. It’s really teaching you how to be a well-rounded adult.”

Danielle believes she has gained the skills needed to be successful – from managing her finances to presentation skills – because of CTE courses. She recently traveled to Washington, DC for an FCCLA event to lead a session on community service and will head to Nationals in Atlanta, Georgia.

“I feel like with every Career Technical Student Organization (CTSO) is there to teach you how to be successful and how to be a leader. I’m really bad at sewing and I’ve made three dresses. I found a passion with helping people out, helping the community, that’s what FCCLA taught me, it showed me what I love.”

Nicole Howard, Communications Associate 

Presidential Scholars Named, Hearing on the Skills Gap, Apprenticeship Task Force Completes Report

May 11th, 2018

Career Technical Education (CTE) was in the spotlight this week with the announcement of the 2018 Presidential Scholars and a congressional hearing on closing the skills gap. Read below to learn more about these items and an update on the Task Force on Apprenticeship Expansion.

2018 CTE Presidential Scholars Announced

On May 8, 161 U.S. Presidential Scholars were named by U.S. Secretary of Education, Betsy DeVos. This includes 20 students who are U.S. Presidential Scholars in CTE. On June 24these students will be recognized at a ceremony, during which they will receive their Presidential Scholar Medallions. Check out this blog post to learn more about the U.S. Presidential Scholars Program.

House Education and the Workforce Subcommittee Holds Hearing on Closing the Skills Gap

On May 9, the U.S. House Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Development held a hearing, “Closing the Skills Gap: Private sector solutions for America’s workforce.” The witnesses who provided testimony during the hearing were Ryan Costella, Director of Strategic Initiatives at Click Bond, Inc., Tamar Jacoby, President of Opportunity America, Steve Partridge, Vice President of Workforce and Economic Development at Northern Virginia Community College and Traci Tapani, Co-President and Owner of Wyoming Machine, Inc. Members of the Subcommittee focused their questions on a variety of factors that influence the skills gap and how programs and partnerships between business and education can work together to overcome it. Witnesses discussed the role CTE can play in connecting education to business and industry and examples of programs that have seen promising results. In addition, they discussed the importance of investing in the Carl D. Perkins Career and Technical Education Act (Perkins) and the Workforce Innovation and Opportunity Act (WIOA). Additional topics were also discussed, including the need to both strengthen career guidance and advisement and change the perception of CTE.

Task Force on Apprenticeship Expansion Completes Final Report

The Task Force on Apprenticeship Expansion, which was called for by President Trump’s June 2017 Executive Order on Expanding Apprenticeships in America held its final meeting on May 10. The Task Force was chaired by Secretary of Labor R. Alexander Acosta and vice-chaired by Secretary of Commerce Wilbur Ross and Secretary of Education Betsy DeVos and comprised of 20 members representing business and industry, education, state and local government and more. As part of the Executive Order, the Task Force was “charged with the mission of identifying strategies and proposals to promote apprenticeships, especially in sectors where apprenticeship programs are insufficient” and submit a final report to the President with their findings. The final report includes 26 recommendations from the Task Force’s four subcommittees: the Subcommittee on Education and Credentialing, the Subcommittee on Attracting Business to Apprenticeship, the Subcommittee on Expanding Access, Equity, and Career Awareness and the Subcommittee on Administrative and Regulatory Strategies to Expand Apprenticeship. You can find the final report along with materials from the Task Force’s previous meetings on the U.S. Department of Labor’s Task Force on Apprenticeship Expansion webpage.

Kathryn Zekus, Senior Associate, Federal Policy

This Week in CTE

May 11th, 2018



Despite CTE’s many benefits to learners and the nation’s economy, there are still major barriers to ensuring that CTE exists in every community in the US. According to data from National Center for Education Statistics (NCES), districts reported large or very large barriers to offering CTE programs to high school students. Barriers include lack of funding, finding or keeping teachers for in-demand industries and occupations, and facilities or space limitations.


Happy National Teacher Appreciation Week and National Nurses Week! Check out two of our fantastic Excellence in Action award winners, which are preparing future teachers and nurses:

Traverse Bay Area Intermediate School District Career-Tech Center, Teacher Academy (Michigan)
In 2001, a statewide decline in the number of practicing educators in Michigan led college instructors, teachers and district administrators to develop a Career Technical Education program of study to encourage learners to consider teaching as a career pathway and grow their own teacher pipeline. The Teacher Academy at the Traverse Bay Area Intermediate School District Career-Tech Center in Traverse City, Michigan, brings together juniors and seniors from 26 high schools across five rural counties to experience all aspects of the teaching profession. The Teacher Academy blends academic, technical and real-world knowledge and skills. Throughout the two-year program of study, Teacher Academy learners work directly with students in a variety of classroom settings and earn more than 400 hours of field experience. Academy students can receive up to four industry certifications and earn credit toward local two- and four-year colleges.

Indian Capital Technology Center, Nursing Transition (Oklahoma)
Students in the Nursing Transition program of study at the Indian Capital Technology Center in Muskogee, Oklahoma engage in a rigorous curriculum paired with relevant clinical instruction in a variety of settings. Indian Capital Technology Center serves 51 area high schools, and was designed to help increase the number of practical nurses in the workforce. Established in August of 2011 due to a shortage of nurses and allied health professionals – especially in rural areas of Oklahoma– the program has created an accelerated pathway to become a licensed practical nurse. High school seniors who have successfully completed one year of the Health Careers Certification can enroll in the program and complete the program within six months following high school graduation.

Katie Fitzgerald, Communications Manager 

How New Skills for Youth States are Defining Criteria for High-quality Career Pathways

May 10th, 2018

What defines a high-quality career pathway? Is it alignment to labor market needs and career opportunities? The quality and qualifications of teachers and faculty? Access to meaningful, aligned work-based learning experiences? Perhaps all of the above?

Defining the the components of high-quality career pathways is a critical priority of the 10 states participating in New Skills for Youth (NSFY), an initiative to transform career pathways and student success by expanding options for high school students. NSFY is a partnership of the Council of Chief State School Officers, Education Strategy Group and Advance CTE, generously funded by JP Morgan Chase & Co.

Today, Advance CTE released a series of snapshots highlighting promising practices and achievements of the 10 NSFY states, including the different approaches each state is taking to define and promote high-quality career pathways.

In Massachusetts, a cross-sector committee developed criteria for high-quality college and career pathways (HQCCP), part of an effort to improve career-readiness opportunities for students in the commonwealth. Massachusetts plans to identify, designate and support two types of high-quality secondary pathways: early college pathways, which enable students to earn up to 12 college credits in high school, and innovation pathways, which are aligned with high-demand industries. The joint committee set a high bar to designate each type of pathway. To officially be recognized as a HQCCP, pathways must:

  • Provide equitable access;
  • Be structured around guided academic pathways;
  • Incorporate enhanced student supports;
  • Expose students to different career options; and
  • Be supported by partnerships between at least one institution of higher education, a secondary district or school, and employer partners.

In 2017, Massachusetts began accepting applications to designate HQCCPs, and plans to announce designated sites shortly. These sites will receive support, and in some cases, funding, from the state, and will work together as a community to strengthen meaningful career pathways that are aligned to the joint committee’s HQCCP criteria.

Other NSFY states chose different approaches to defining quality career pathways. Ohio designed a framework for local program administrators to evaluate program quality and make informed decisions about which programs to scale up and which to phase out. The framework is designed using four dimensions: learning environment and culture, business and community engagement, educator collaboration, and pathway design.

Wisconsin took a regional approach through its Pathways Wisconsin pilot. Through the project, which has been rolled out in four regions across the state, regional Pathways Wisconsin directors are working with key stakeholders in their community to identify and recognize different career pathways within priority industry areas.

Defining criteria for high-quality career pathways was a common priority across the NSFY states. Other priorities include:

  • Expanding meaningful work-based learning opportunities and career advising supports: Rhode Island engaged state business leaders to define and develop learning standards for work-based learning that could be implemented at the high school level. Oklahoma and Wisconsin are implementing new academic and career planning policies.
  • Engaging employers to help design and validate relevant career experiences and related credentials: With the help of industry partners, Ohio developed a graduation endorsement called the OhioMeansJobs-Readiness Seal, which recognizes students who demonstrate employability skills upon graduation. In Louisiana, state leaders leveraged existing employer networks to establish education subcommittees on regional workforce development boards.
  • Expanding accountability systems to include a focus on career readiness: As states worked to develop and finalize their ESSA plans, accountability was a priority for NSFY states in 2017. Oklahoma adopted a postsecondary opportunities measure that looks at AP, IB and dual enrollment as well as industry certification and work-based learning. Separately, Kentucky is leveraging the Kentucky Center for Education and Workforce Statistics to identify and validate industry-recognized credentials, which will be valued in its accountability system.
  • Beginning the work of aligning systems to lay the foundation for sustainability: Tennessee is working to integrate NSFY efforts into Governor Bill Haslam’s Drive to 55 initiative, a widely popular initiative to improve postsecondary access and success. Nevada codified the governor’s Office of Workforce Innovation into state law. Meanwhile, Delaware is working to strengthen Delaware Pathways, a statewide initiative to enhance and expand high-quality career pathways.

To learn more about the pursuits of the NSFY cohort, read the 2017 NSFY Snapshot Executive Summary or download individual state snapshots.

Austin Estes, Senior Policy Associate

Advance CTE Begins a Critical Conversation about Equity at the 2018 Spring Meeting (Part 2)

May 9th, 2018

In alignment with Advance CTE’s work to empower state leaders to advance high-quality CTE policies and programs for each learner, Advance CTE held long overdue equity discussions at the 2018 Spring Meeting to begin an important conversation about how CTE can be leveraged to help promote equitable outcomes for various learner populations.

After a panel discussion on equity in CTE, attendees of the Spring Meeting went to breakout sessions facilitated by partner organizations that focus on equity challenges and allowed for an open and honest dialogue to take place about equity in CTE.

From these breakout sessions, major themes emerged about challenges to achieving equity in CTE, as well as states’ efforts and ideas to address these barriers.

Discussion Theme: Data on CTE and Equitable Outcomes

The inability to connect existing CTE data across systems to measure the outcomes for specific populations makes it difficult to communicate to students, parents, school boards and stakeholders the effectiveness of CTE as a tool for equitable outcomes. Members in multiple sessions mentioned that it is difficult to disaggregate CTE data by race, disability or income level. For many states, data cannot be connected across systems or disaggregated to make claims regarding equitable access or outcomes, which hinders their ability to make informed decisions to ensure equity in CTE.

However, states should not use the lack of data as an excuse; they should be using existing data as a first step in examining equity gaps and strategizing ways to close those gaps.

Discussion Theme: “Vocational Education” Stigma

A common theme from all the sessions was the stigma still surrounding CTE as a result of the history of “vocational education,” which in many situations included the tracking of low-income students and students of color into vocational education programs. State leaders identified the messaging around CTE as a challenge, as they work to rebuild trust in communities where the “tracking” of students was common, and emphasized the importance of communicating that high-quality CTE programs can result in high-wage, high-skill, high-demand jobs.

Some states have made efforts to address the stigma and messaging around CTE. Maryland, Indiana, Washington and New Jersey are participating in the Siemens Foundation initiative with Advance CTE, which involves incorporating nationally tested messages about CTE in a variety of in-person events and virtual campaigns to improve the perception of CTE. Additionally, in the “Serving Students of Color” breakout session, participants suggested that states elevate efforts to build relationships with leaders within communities to spread awareness about the effectiveness of high-quality CTE programs.

Discussion Theme: Lack of Resources for Special Populations

Many sessions recognized that basic necessities such as food and transportation need to be satisfied for special populations to participate and succeed in CTE programs. Attention was drawn to the need for daycare, transportation, food, flexible schedules and financial aid to accommodate diverse populations at the secondary and postsecondary level.

Discussion Theme: Lack of Representation and Cultural Competency within Secondary and Postsecondary Institutions

Participants recognized that instructors often are not representative of their students in regard to income, race, gender and ability status. This, coupled with the general difficulty that institutions face when recruiting and retaining CTE instructors, makes it difficult for programs to recruit teachers that are representative of the population they are educating.

State participants recognize that this lack of representation may hinder certain populations from participating in CTE programs and negatively impact their experience within programs due to feeling isolated or receiving biased treatment. Participants recognized the need for targeted professional development opportunities for instructors to address any potential implicit bias and to promote cultural competency at the institutional level.

These breakout sessions represent the beginning of Advance CTE’s ongoing commitment to promoting equity in CTE. As part of our equity initiative, throughout 2018, Advance CTE will be releasing a series of briefs about equity in CTE.

Brianna McCain, Policy Associate

Advance CTE Begins a Critical Conversation about Equity at the 2018 Spring Meeting

May 3rd, 2018

As part of Advance CTE’s vision, Putting Learner Success First, our organization has challenged the Career Technical Education (CTE) community to continue on the path of fierce dedication to quality and equity so that each learner is empowered to choose a meaningful education and career. Advance CTE recognizes that if we’re going to ask our community to commit to equity in CTE, then we must lead the way.

Our first step was to create the space at our 2018 Spring Meeting to begin this long overdue conversation with our membership about how we define and can achieve equity in CTE.

The conversation began with a panel discussion that featured experts in education and equity from the National Alliance for Partnerships in Equity, the  Leadership Conference on Civil and Human Rights, the Center for Law and Social Policy and United Way of Delaware.The panelists took a critical look at equity in CTE and examined the history of CTE and tracking students, the stigma around CTE and how equity should be defined within CTE. From this discussion, major themes about equity in CTE emerged:

  • While CTE provides students with a variety of college and career options, institutions need to recognize that their “all are welcome” policies aren’t enough to engage diverse populations.
  • Many institutions are operating with a “compliance mindset” by only focusing on gender equity (largely because of the Carl D. Perkins Career and Technical Education Act). To truly address equity concerns in CTE, institutions must move from a “compliance mindset” to an “improvement mindset.”
  • Equity in CTE cannot only be about achieving proportionate representation in CTE courses. Student outcomes across populations must also be examined.
  • State leaders have control over mechanisms (policy “levers”, program “levers”, funding, partnerships with organizations) that they can use to ensure equity in CTE.

Notably, Kisha Bird from the Center for Law and Social Policy  recognized that while equity is a complex issue in that it is influenced by numerous social, economic and political factors, it is ultimately a simple problem that can be addressed by continually asking the following of any action: Am I creating or breaking down barriers?

The conversation held at the equity panel represents the beginning of Advance CTE’s ongoing commitment to promoting equity in CTE. As part of our equity initiative, throughout 2018, Advance CTE will be releasing a series of briefs about equity in CTE. This post is the first of two blogs that will highlight the equity discussions from the 2018 Spring Meeting.

Brianna McCain, Policy Associate

Washington State Offers Recommendations for CTE and Workforce Alignment

April 30th, 2018

In 2015 Washington carried out the State Auditor’s review of Washington’s workforce development system. This report was published as part of a series that focuses on audit results in relation to CTE. The audit brought to light that the current CTE classes in Washington’s public schools have the potential to be more closely connected with the state’s labor market.

The following four areas of improvement are discussed, with the guiding goal of closing the skills gap and expanding educational experiences for students:

  • Improve career guidance given to students, and provide it in a classroom setting beginning in the 7th or 8th grade;
  • Strengthen employer engagement to better align CTE programs and courses with high-wage industry-needed skills;
  • Update the list of high-demand programs, strengthen the review of local labor demand data and clarify laws to help reduce the skills gap and
  • Expand the number of CTE dual-credit opportunities to increase the number of pathways from high school to college.

Four state agencies in Washington administer CTE programs, and this report highlights the importance of inter-agency coordination in order to deliver the best outcomes for students and the business community.

Leveraging the Every Student Succeeds Act to Improve Educational Services in Juvenile Justice Facilities

A report by the American Youth Policy Forum details the ways in which the Every Student Succeeds Act (ESSA) provides an opportunity for states to implement accountability measures that ensure incarcerated youth in long-term juvenile justice facilities can pursue education pathways that lead to positive workforce outcomes. Instances of successful accountability measures in Indiana, Florida and Massachusetts are highlighted.

The following three priorities for states are addressed:

  • Data collection and information sharing between state and local education and juvenile justice agencies;
  • An Accountability system that includes educational services within long-term juvenile justice facilities and
  • Measures to hold these educational programs and schools accountable.

States have the chance to utilize ESSA in a way that will better the educational and workforce projections for those in long-term juvenile justice facilities. CTE opportunities have gained attention from juvenile justice facilities as an avenue for youth to successful educational and workforce outcomes. Policymakers and educators can work together to implement an accountability system that emphasizes such educational programs.

Odds and Ends

The Education Commission of the States released three Policy Snapshots in response to the persistent challenge of teacher shortages. These Snapshots cover the following strategies to strengthen the teacher pipeline:

The American Youth Policy Forum shared
a brief on opportunities for alignment with ESSA and the Individuals with Disabilities Education Act that would promote college and career readiness for all students.

The Center for American Progress explored the relationship between college, career and life readiness and high school graduation requirements. Their report analyzes the following questions:

  • Are high school graduation requirements for a standard, nonadvanced diploma aligned with requirements for admission to the state’s public university system?
  • Are high school graduation requirements aligned with college and career readiness benchmarks and indicators of a “well-rounded” education – one that includes coursework and other educational experiences in, among other topics, computer science, engineering, health, music and technology?