Preparing Learners for Careers through Work-based Learning and Career Advisement: A Roundup of Recent Research

September 14th, 2016

Three Approaches to Connecting CTE Programs and Registered ApprenticeshipsNC

Work-based learning, an educational strategy that provides students with technical skills and knowledge in an authentic work setting, is often delivered through a Career Technical Education (CTE) or Registered Apprenticeship (RA) program. Both have overlapping structures and content, including experiential learning and career exploration coursework, which has led many states to build more deliberate linkages between the two. Earlier this summer, the National Center for Innovation in CTE released a report profiling six states — North Carolina, Connecticut, Florida, Kentucky, Washington and Rhode Island — that are working to align secondary CTE and RA programs. The report identifies three approaches that these states have taken:

  • Registered Apprenticeship: High school students participate directly in an apprenticeship, applying CTE coursework to the RA requirements and applying RA work experience towards a high school diploma.
  • Pre-apprenticeships: High school students participate in programs that prepare them for an apprenticeship, often applying credit towards RA program requirements. Participation on a pre-apprenticeship often allows the student to get preferred entry into an RA program.
  • Registered CTE Curriculum: Students earn credits toward RA completion by enrolling in and completing CTE coursework aligned to RA programs in high-demand industries.

No matter the approach, states frequently face the same challenges with aligning CTE and RA programs, including lack of resources, misperceptions about pre-apprenticeship and RA programs, and difficulty engaging employers. The report further describes strategies that these states have taken to address these challenges.

A Customer Service Approach to Career Advisement

On a related note, the U.S. Chamber of Commerce Foundation recently released the third installment in its youth employment series, outlining the role that the employer community can play in building career knowledge and competency through career advisement. The brief encourages employers not to reinvent the wheel, but rather to adapt their existing business practices to support career advisement through a “customer service” approach. Key activities through this approach would include: representing the business community within schools, serving as subject matter experts, matching students with employers, validating skills acquired during work-based learning experiences, and organizing talent sourcing networks. By playing a larger role in career advisement, employers can do well by doing good: helping students gain clarity about their career choices while simultaneously strengthening the talent pipeline.

Odds and Ends

Executive Advice: Noting the limited discussion of education issues this election cycle, Bellwether Education Partners took it upon themselves to publish 16 education policy ideas for the next president to consider. Among the recommendations? Connecting secondary CTE to postsecondary opportunity by integrating academic, socio-emotional and technical learning; creating pools of federal grants to launch new models of youth preparation; expanding allowable uses of federal aid; and accelerating investments in technology to support personalized career pathways. Read more here.

Career Readiness: Last month, ACT released its 2016 report on the condition of college and career readiness. The report finds that at least 68 percent of test takers are making progress towards career readiness, a new indicator based on the ACT’s National Career Readiness Certificate. A record 64 percent of U.S. high school graduates took the test this year.

A World-class Education: After conducting an 18-month study of international education systems, the National Conference of State Legislatures released a report that identifies “a highly effective, intellectually rigorous system of career and technical education” as one of four elements of a world-class education system.

CTE Dual Enrollment: In a new blog post, the Education Commission of the States updated its policy components for dual enrollment to reflect opportunities for CTE. While the framework is still in draft form, it provides guidance related to access, finance and quality of CTE dual enrollment.

Americans Prefer CTE: “By a broad 68 percent to 21 percent, Americans say having their local public schools focus more on career-technical or skills-based classes is better than focusing on more honors or advanced academic classes.” That’s according to PDK’s 2016 poll of attitudes toward public education, which was released earlier this month.

Free College: Hillary Clinton’s free college plan, which aims to eliminate tuition for in-state students whose families make less than $125,000, has been getting a lot of buzz this election cycle. New research from the Georgetown Center on Education and the Workforce projects a 9 to 22 percent increase in enrollment at public 2- and 4-year colleges and universities if her plan is seen to fruition.

Remedial Coursework: The National Center for Education Statistics conducted a descriptive analysis of students taking remedial coursework at public 2- and 4-year institutions. The report finds that students who completed remedial courses saw positive postsecondary outcomes (including persistence, transfer to a 4-year institution, credit completion and credential attainment) compared to students who partially completed or did not complete a remedial course. It is also worth noting that students in the sample who attended 2-year institutions took remedial courses at much higher rates (68 percent) than students at 4-year institutions (40 percent).

Austin Estes, Policy Associate

Education, Business and Workforce Groups Call on the House to Pass Perkins Reauthorization

September 12th, 2016

Congress is back in session, and chatter on Capitol Hill returns to reauthorization of the Carl D. Perkins Act (Perkins), with a chamber-wide vote on comprehensive reauthorization legislation scheduled for tomorrow in the House. The bill, H.R. 5587, would reauthorize Perkins for six years and make a number of changes within the existing structure of the law, encouraging alignment with other federal legislation and streamlining the law’s requirements. You can read our analysis of the bill here.

Before lawmakers in the House vote on H.R. 5587, it is worth revisiting statements of support from members of the education, workforce development and business communities. By and large, there is cross-sector, bipartisan support for Perkins reauthorization. Yet as the 114th Congress heads into its final months, many organizations – Advance CTE included – have urged Congress to complete their work on Perkins this year. Here is a sample of statements of support from a cross-section of organizations and businesses, primarily related to the House Perkins bill as well as the reauthorization effort more generally.

Words of Support from the Education Community

“The Strengthening Career and Technical Education for the 21st Century Act builds on current law by emphasizing the importance of CTE programs of study, while maintaining the flexibility of states and local recipients to develop and implement program models that best suit their needs and available resources.” – Advance CTE and the Association for Career and Technical Education

“As states work to align education programs with current workforce needs, this legislation to update the Carl D. Perkins Career and Technical Education Act will provide critical supports to state and local educators preparing students to succeed in 21st century careers.” – Council of Chief State School Officers

“H.R. 5587 reflects many of our recommendations for reauthorization. It incorporates a commitment to meaningful professional development for educators, encourages supportive partnerships that link school districts and teachers with industry partners, and promotes industry-recognized credentials and certificates for specific occupational areas.” – American Federation of Teachers

“There is much to like in the Strengthening Career and Technical Education for the 21st Act… The House bill addresses the paperwork burden by allowing districts to fill out a simple, easy-to-complete local application.” – AASA, The School Superintendents Association

“We are pleased that H.R. 5587 [supports programs closely aligned with the needs of business and industry] by encouraging states and local recipients to better coordinate activities supported by the Perkins Act with the Workforce Innovation and Opportunity Act (WIOA) and by requiring needs assessments to guide the expenditure of Perkins funding at the local level.” – American Association of Community Colleges and Association of Community College Trustees

“H.R. 5587 recognizes and includes educators in CTE planning and decision-making. This approach strengthens collaboration among the education, business, labor, employment, and economic sectors; improves program effectiveness; and helps ensure that the needs of both students and employers are met.” – National Education Association

Business and Industry Leaders Weigh in on Perkins Reauthorization

“H.R. 5587 would be an improvement over current law. In particular, the Chamber supports the provisions of this bill that would … authorize innovation grants to improve CTE and align workforce skills with labor market needs … integrate industry-recognized credentials; and increase support for work-based learning activities through innovation grants and state leadership activities.” – The U.S. Chamber of Commerce

“There is no issue more connected to U.S. competitiveness than equipping our nation’s youth with the academic and workplace skills needed for 21st century jobs. By updating and reauthorizing the Carl D. Perkins Career and Technical Education Act, Congress has an opportunity to ensure our students achieve strong academic and career preparation in the nation’s fastest growing industries.” – IBM

“We know more can be done to help educational institutions better prepare young people for today’s jobs. A modernized career and technical education (CTE) system, designed with input from employers and responsive to the needs identified by labor market data, is central to accomplishing that test.” – Toyota

“By reauthorizing the Perkins Act and reinforcing CTE programs, educators and their partners in the business community can improve student outcomes and provide the skills required to be successful in the workforce … We urge the House to swiftly pass H.R. 5587 and for the Senate to consider companion legislation in the near future with the goal of sending a Perkins Act reauthorization bill to the president’s desk in 2016.” – Associated Equipment Distributors

“[H.R. 5587] would provide agriculture education programs the funding assistance needed to create a well-rounded practical approach to learning through classroom education.” – American Farm Bureau Federation

“Among the provisions we believe will be particularly effective in driving improvements in career education: the incentives for CTE programs to incorporate work-based learning and recognition of the value of industry-driven occupational certifications. Both work-based learning and industry credentials are indispensable elements of effective career and technical education.” – Opportunity America

Workforce Development Organizations Consider the Value of New Bill

“The bill makes substantial improvements in the federal CTE law: encouraging the development of high quality programs of study; emphasizing the importance of work-based learning; encouraging the expansion of dual enrollment, concurrent enrollment, and early college high school opportunities; requiring that CTE programs are aligned with the skill needs of employers in in-demand industries and occupations; and better aligning CTE with innovations and programming established in the newly implemented Workforce Innovation and Opportunity Act (WIOA).” – Jobs for the Future

Op-Eds on Perkins

“The revised Perkins bill now must pass the full House and Senate. Passage of the legislation will be critical to the future of American education and our economic competitiveness. We are hopeful that the House committee’s unanimous, bipartisan approval signals that Republicans and Democrats, supported by business and labor, educators, community leaders, parents and students who are united behind common-sense solutions will result in an update of our education system, leading to a stronger economy and more opportunities for our young people.” – Stanley Litow

“The proposed reauthorization will strengthen connections between CTE programs and business and industry. Doing so will help more precisely identify the career fields, along with the skills and credentials, needed regionally.” – Mark MacCarthy

“If passed, the new Perkins Act would be a small but important step toward making sure that students get on the pathway to prosperity that’s right for them.” – Charles Sahm

“[H.R. 5587] stressed educational partnerships that align secondary and postsecondary institutions, employers, and career and technical education programs to meet local and regional labor needs now and in the future, meaning students can pursue a career path equipped with the knowledge of where job opportunities exist in their local community.” – Jim Postl

Austin Estes, Policy Associate

This Week in CTE: Tell Congress to Make Perkins a Priority

September 9th, 2016



Earlier this week, Advance CTE and the Association for Career and Technical Education (ACTE) released a statement of support urging both Chambers of Congress to move forward with its efforts to renew Perkins before the end of the year.


As the remaining days in the 114th Congress dwindle, it’s important to let your member(s) of Congress and know how important Perkins reauthorization is to your community, your state, and our country.

Find your member of congress and visit ACTE’s CTE Action Center to contact your Senators and Representative directly to let them know you want Perkins reauthorization to be a priority. Weigh in on Twitter with some sample tweets we’ve provided here.

Katie Fitzgerald, Communications Associate 

Ask Your Members of Congress to Support Perkins Reauthorization!

September 8th, 2016

United States CapitalOn Tuesday, Congress returned from its annual summer recess to begin the final stretch of the 114th Congress. Lawmakers have been out of session since mid-July, but that doesn’t mean everyone s has been away from the Capitol. In fact, work has continued in both the House and the Senate to reauthorize the Carl D. Perkins Act (Perkins).

As we shared earlier this summer, the House Education and the Workforce Committee unanimously approved the Strengthening Career and Technical Education for the 21st Century Act—the first comprehensive Perkins reauthorization legislation to be considered by Congress since the current law’s passage in 2006. This month the House chamber has the opportunity to build on this strong showing of bipartisan support by voting on this bill.

Ahead of further consideration of Perkins in the House, Advance CTE and the Association for Career and Technical Education (ACTE) released a statement of support urging both Chambers of Congress to move forward with its efforts to renew Perkins before the end of the year.

In order to make sure this legislation gets across the finish line, we need your help! Please take a few minutes to contact your member(s) of Congress and let them know how important Perkins reauthorization is to your community, your state, and our country.

You can find your member of Congress by visiting here. By visiting ACTE’s CTE Action Center you can contact your Senators and Representative directly to express your support for moving the Perkins reauthorization process forward. We also encourage you to take to social media to make the case for Perkins and CTE. Sample tweets are available here.

As Perkins reauthorization continues, be sure to check back here for more updates and analysis.

Steve Voytek, Government Relations Manager

Bipartisan Interest in Perkins Grows with Pending Legislation on the Hill

August 31st, 2016

As we shared earlier this summer, the House Education and the Workforce Committee approved a bill to reauthorize the Carl D. Perkins Act last month with a 37-0 vote. Prior to and after the introduction of this reauthorization proposal, members from both houses of Congress have continued to introduce legislation to make their priorities for Career Technical Education (CTE) known. Three bills of interest — two in the Senate and one in the House — aim to expand dual credit opportunities for CTE students, increase representation of nontraditional genders in high-wage career pathways, and equip students with the skills they need to be successful in the workforce. While these bills have little chance of advancing further on their own, they do represent areas of interest for members as Perkins reauthorization continues to take shape in Congress.

The Workforce Advance Act (S. 3271)

Senators Michael Bennet (D-CO) and Orrin Hatch (R-UT) in July introduced the Workforce Advance Act, which aims to expand dual and concurrent enrollment opportunities for CTE students across the country. According to Sen. Bennet, dual and concurrent enrollment strategies have “helped more [Colorado students] enroll and do well in college.” The bill would amend the permissible uses of Perkins funds at the state and local levels to include tuition, books, fees and transportation costs for students completing dual or concurrent enrollment courses. The bill would also allow Perkins funds to be used for professional development costs for teachers seeking to obtain credentials needed to teach these courses. At the national level, the Workforce Advance Act would allow the Department of Education to use CTE national activities to research strategies for expanding dual or concurrent enrollment programs in high schools.

The Patsy T. Mink Gender Equity in Education Act of 2016 (S. 3417)

Citing gender disparity in high-wage career pathways, the Patsy T. Mink Gender Equity in Education Act aims to help schools fully implement Title IX, a federal law that prevents sex discrimination in education. The bill, introduced by Senator Mazie Hirono (D-HI), would create an Office for Gender Equity under the Department of Education that would be responsible for helping educational entities in their implementation of Title IX. The Office would provide technical assistance, share best practices, administer a new competitive grant program and more. Under the bill, the Office would also be responsible for training Title IX coordinators annually.

The Four C’s for Careers Act (H.R. 5663)

And in the House, Representative Ryan Costello (R-PA) introduced legislation to promote what he calls the “four C’s CTE providers should promote in their curriculum: critical thinking, communications, collaboration, and creativity.” According to Rep. Costello, these are the skills that industry leaders say will best prepare students for success in the workforce. The bill, a bipartisan piece of legislation co-sponsored by Rep. Dave Loebsack (D-IA), would amend Perkins to promote these four skills through a number of educational strategies, including blended learning, public-private partnerships, and data-driven career counseling. The bill would also encourage participation with local industry leaders by allowing states to use Perkins funds for a needs assessment to identify the strategies, tools and resources needed to promote greater engagement with industry partners.

While Advance CTE has not endorsed these proposals, we will continue to work with these offices to ensure that some of these key concepts find their way into future Perkins legislation. Stay tuned for future updates on all things Perkins as the 114th Congress heads into its final stretch.

Austin Estes, Policy Associate

Early Bird Registration Closes Wednesday!

August 29th, 2016

A lot has changed in Career Technical Education (CTE) this year. With renewed interest from policymakers, attention from the media, fallmeetingand major investments by the philanthropic and private sectors, it’s an exciting time for CTE. Join us October 17-19, in Baltimore, Maryland, to tackle some of today’s most important CTE issues through informative breakout sessions, facilitated small-group discussions and expert-led panels.

Session Highlight:

Leveraging Opportunities to Drive Change within Your State
With career readiness and CTE a top priority for many states and national organizations, there are many new and exciting opportunities to strengthen, support and better position CTE in our education and workforce landscape. As a result, states may need to coordinate multiple initiatives, take advantage of unexpected opportunities, and lay the foundation for future reforms. Learn about how states are leveraging national and state-driven policies and initiatives to drive and implement sustainable change to support learners at all levels.

We’ll also dive into additional topics including:

  • Preview the State of CTE: Industry Experts in the Classroom
  • Learn how states are implementing Putting Learner Success First: A Shared Vision for the Future of CTE

Register Today!

Katie Fitzgerald, Communications Associate 

This Week in CTE: Let Us Know How You Get Industry Experts in the Classroom

August 26th, 2016



Kansas released a new tool to help users find high-demand, high-wage occupations in their communities, along with what education and training it takes to work in those occupations.


Winners of the Reach Higher Career App Challenge were announced by First Lady Michelle Obama this week. The challenge, which called on students, educators and the public to develop mobile applications that helped middle and high school students navigate career pathways was won by ThinkZone Games, who will receive $100,000.


We released a new brief this week as part of our Connecting the Classroom to Careers series exploring work-based learning. The latest installment highlights examples from three states that demonstrate either a systems-level or student-level approach to measuring work-based learning activities.


One of the five principles of Advance CTE’s Shared Vision for CTE is that all learning should be facilitated by knowledgeable experts. Within that principle is a call to action to build and support a pool of experts to supplement learning, including bringing experts in as full-time, part-time or adjunct instructors through alternative and dual certification, along with other strategies.

To advance this principle, we are surveying state and local leaders across the country to understand how they are approaching this issue. In particular, we are hoping to discover what local innovations are happening in this area. The information from this report will be analyzed and released in a report later this year.

Katie Fitzgerald, Communications Associate

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

August 25th, 2016

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

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

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

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

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

Austin Estes, Policy Associate

Election 2016: From Governor’s Mansions to the Senate, the Democratic Ticket Boasts Years of CTE Experience

August 24th, 2016

This is the second part of a series exploring the 2016 presidential candidates’ positions, records and statements about Career Technical Education (CTE). This post examines the Democratic ticket. A previous post covering the Republican ticket is accessible here.

Democratic U.S. presidential candidate Hillary Clinton and U.S. Senator Tim Kaine (D-VA) wave to the crowd during a campaign rally at Ernst Community Cultural Center in AnnandaleAn Advocate for Children and Families, Clinton Sees Opportunity in Free College

With decades in the public eye, Democratic Nominee Hillary Clinton has had ample opportunity to define and hone her position on education, which she says “should be the great door-opener.” Her campaign aims to knock down barriers to the middle class through apprenticeships, career technical education (CTE) and debt-free college.

Clinton’s work in public education dates back to 1983 when, in her role as First Lady of Arkansas, she led an initiative to develop more rigorous standards for public schools in the state. Years later, as New York’s junior Senator, she went on to serve on the Senate Health, Education, Labor and Pensions (HELP) Committee. There, she worked on two foundational pieces of education legislation: the No Child Left Behind Act and the Carl D. Perkins Career and Technical Education Act (Perkins).

Clinton’s education policy platform for the 2016 election aims to expand access to the middle class by removing barriers to higher education. She has proposed a plan to make community colleges free and to cover the cost of tuition at in-state four-year public colleges and universities for families making less than $125,000. These proposals are loosely based on similar efforts in Tennessee and other states that have seen increased enrollment and higher retention rates at community and technical colleges.

As crucial as college is, Clinton asserted in her Democratic National Convention speech in July that, “a four-year degree should not be the only path to a good job.” She went on to say “we’re going to help more people learn a skill or practice a trade and make a good living doing it.” To do this, her campaign has proposed a tax credit of up to $1,500 for businesses hosting apprentices and is considering “options to incentivize CTE programs and help provide grants to train workers for the 21st century economy.”

Tim Kaine’s Support for CTE Dates Back to His Work as a Teacher in Honduras

Perhaps the the lengthiest CTE résumé this cycle goes to Democratic Vice Presidential Candidate Tim Kaine. His education record — which includes broad initiatives as Virginia Governor and tireless support for CTE in the Senate — dates all the way back to his childhood.

The son of a welder, Kaine briefly helped manage a technical school in Honduras before returning to complete his law degree at Harvard University. Kaine’s interest in CTE followed him to the Virginia Governor’s mansion where, in 2008, he announced an initiative to create six Career and Technical Academies across the state. The initiative, which was launched with a grant from the National Governor’s Association, aimed to align K-12 instruction in STEM fields with workforce and postsecondary expectations, while equipping more students with marketable skills that lead to high-demand, high-wage careers.

In Virginia, Kaine also launched the Governor’s CTE Exemplary Standards Awards Program, which recognizes CTE programs that align with industry standards, effectively engage local partners, provide relevant and integrated academic and technical instruction, and more.

In the Senate, Kaine co-founded the bipartisan CTE Caucus along with Senator Rob Portman (R-OH) in 2014, stating that “career and technical programs … can strengthen the links between the classroom and the workplace, helping students acquire the education and skills that will help them find employment and enjoy productive, successful lives after graduation.” His work with this caucus has led to the introduction of a number of CTE-related legislation, including the Educating Tomorrow’s Workforce Act, which would establish a formal definition for CTE programs of study within the Perkins Act.

His persistent advocacy for high-quality CTE in the Senate led to a number of legislative victories, most recently in the Every Student Succeeds Act of 2015 (ESSA). With Kaine’s support, ESSA now includes provisions to fund career counseling programs, help teachers integrate academic and technical instruction, add CTE to the definition of a “well-rounded education,” encourage states to use career readiness indicators in their accountability systems, and fund professional development for CTE teachers.

CTE has long benefited from bipartisan support, and the 2016 election is no exception. With mere months until the election, we look forward to the candidates continuing to elevate high-quality CTE as an effective educational strategy in their platforms, in their speeches and in the debates later this fall.

Austin Estes, Policy Associate


Illinois Tackles Career Readiness with New Education Bill; Meanwhile North Carolina Creates Credential Incentive Program

August 23rd, 2016

With Half of Illinois Community College Students Required to Take Remedial Courses, New Law Aims to Improve College and Career Readiness in the State

IL Graduation RatesLast month Governor Bruce Rauner of Illinois signed the Postsecondary and Workforce Readiness Act into law, cementing a cross-sector effort to transform the educational system in Illinois and better prepare students for college and careers. According to Advance Illinois, an education nonprofit, half of high school students enrolling in community colleges in Illinois are required to take remedial education during their first year. The law aims to reduce the remedial education rates in the state and prepare students for future careers through four major strategies:

  • Defining Postsecondary and Career Expectations: The law calls on a joint committee (including the State Board of Education, the Board of Higher Education, the Community College Board and the Student Assistance Commission) to define specific, grade-level expectations for career and postsecondary exploration. These expectations, which cover grades 8 through 12, are to be published by July 2017.
  • Piloting a Competency-Based High School Graduation Requirements Program: A new pilot program established under the law will permit selected school districts to replace current graduation requirements with competency-based learning systems. One challenge with competency-based education is evaluating student learning in a way that is recognized by colleges or employers. As such, the law requires participating school districts to create a plan to assess student mastery and to partner with two-year and four-year higher education institutions to ensure that a competency-based system can still provide colleges the information they need to admit incoming students.
  • Establishing a College and Career Pathway Endorsement Program: The endorsement program is designed to recognize student learning and incentivize entry into high-need career pathways. To be eligible for an endorsement, students must develop and maintain an individualized college and career plan, complete at least two years of coursework on a career pathway that leads to a degree or certificate with labor-market value, complete career exploration activities, and demonstrate readiness for non-remedial coursework.
  • Providing Transitional Instruction in Math and Reading: Finally, the law calls on community colleges and K-12 school districts to reduce remedial education in college by creating transitional math and reading opportunities in 12th grade. These classes will help prepare students for credit-bearing college courses and, as such, will be recognized by colleges across the state. In developing competencies for instructional coursework, the law also requires the state to draw on expertise from private sector employers.

The law will be implemented over the course of several years. The competency-based education pilot program will be launched during the 2018-19 school year;  the pathways endorsement program will be launched in the 2019-20 school year; and transitional mathematics courses will also be available statewide by 2019-20. 

North Carolina to Offer Teacher Bonuses for Industry-Recognized Credentials in New Pilot Program

When North Carolina passed its budget for fiscal year 2016-17 last month, it launched a new pilot program to encourage student learning in high-demand industries. The program — which will start immediately, using data from the 2015-16 school year — will reward Career Technical Education (CTE) teachers with up to $50 for each student who goes on to obtain an industry-recognized credential.

The size of the reward will depend on the academic rigor and employment value of the earned credential. Academic rigor will be evaluated based on the instructional hours, work experience and postsecondary credit that are associated with the credential. The second value criteria, employment value, will consider the entry wage, growth rate and job opportunities for the occupational category.

Before the pilot program sunsets in June 2018, the State Board will report back to the legislature on the amount of awards provided, the number of industry credentials earned, and the effects of the program on teacher performance and retention.

Austin Estes, Policy Associate