New Higher Education Experimental Sites Initiatives Announced and College Scorecard Expanded

May 22nd, 2019

The big policy news related to Career Technical Education (CTE) in Washington, D.C. this week focused on postsecondary education. The importance of CTE was also recognized with the announcement of the U.S. Presidential CTE Scholars and a Senate CTE Caucus event. Read below to learn more about each of these updates.

Secretary DeVos Announces Higher Education Experimental Sites

This week, U.S. Secretary of Education Betsy DeVos shared details about new and updated higher education  Experimental Sites Initiatives. The Experimental Sites Initiatives is authorized under the Higher Education Act to pilot and evaluate proposed changes in policy. Through each initiative, the Education Department waives the statutory or regulatory federal student aid requirements relative to that initiative for a limited number of institutions in order to test the effectiveness of that new program.

First, Secretary DeVos announced a Federal Work-Study Experiment that would give selected colleges new flexibilities for students to participate in private-sector work-based learning opportunities, including:

  • No limits on the amount of Federal Work-Study funding that institutions can provide to private-sector employers;
  • Increased funding for Job Location and Development, which institutions can use to establish apprenticeship intermediaries; and
  • A reduced wage share for certain private-sector employers (e.g., small businesses) involved with institutions that are part of the experiment.

Second, Secretary DeVos announced the expansion of the Second Chance Pell program, which allows incarcerated individuals to access Pell Grants, by providing an opportunity for additional institutions to apply for inclusion. The Second Chance Pell pilot program was created under the Obama administration in 2015, and renewed in February 2019.

Expanded College Scorecard Released by Secretary DeVos

Secretary DeVos announced changes to the College Scorecard, an online interactive tool that allows users to gather information on the cost and certain outcomes (e.g., median earnings, median loan debt, and loan default and repayment rates) of higher education institutions. New information can now be accessed through the College Scorecard, such as:

  • Data on 2,100 non-degree granting institutions;
  • Graduation rates and transfer information for non-first-time and non-full-time students;
  • Up-to-date metrics from the National Center for Education Statistics Integrated Postsecondary Education Data System; and
  • Preliminary student loan debt data by field of study.

2019 U.S. Presidential CTE Scholars Selected 

Every year, the U.S. Department of Education recognizes the top high school seniors across the country through the U.S. Presidential Scholars Program, including students who excel in CTE. A U.S. Presidential Scholar in CTE must be nominated by their Chief State School Officer. All candidates then complete an application and are evaluated for academic achievement, character, and leadership by a review committee of secondary and postsecondary education leaders. The review committee selects the semifinalists from this group, and the Commission on Presidential Scholars, a group of independent individuals appointed by the President from across the country and spanning a range of professional backgrounds, asses the remaining pool to choose the finalists. The Commission selects only 60 CTE semifinalists and up to 20 CTE finalists.

The 2019 final U.S. Presidential CTE Scholars have been selected, and include students from Arizona, California, Delaware, Florida, Georgia, Hawai’i, Illinois, Iowa, Massachusetts, Mississippi, Nevada, New Jersey, New York, South Carolina, Washington and Wisconsin.

Senate CTE Caucus Event Shines a Light on CTE Data

On May 21, Advance CTE’s Senior Policy Associate, Austin Estes, participated in a Senate CTE Caucus briefing on CTE data. The panel event also featured Catherine Imperatore from the Association for Career and Technical Education (ACTE), Dr. Bryan Wilson from the Workforce Data Quality Campaign (an initiative of the National Skills Coalition), and Dr. Nicassia Belton from the Maryland State Department of Education. The panelists discussed the value of data to promoting equity and quality in CTE, and the challenges states face in improving the accessibility, quality, and use of their data as they prepare to meet new reporting and accountability requirements in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). Advance CTE shared findings from this year’s State of CTE report, highlighting the need for cross-sector data sharing and partnership across the states.

Austin Estes, Senior Policy Associate & Meredith Hills, Policy Associate

State Leaders Are Prioritizing Workforce Readiness but the Data to Get There Is Missing

May 22nd, 2019

Workforce readiness takes center stage in most education policy conversations these days. With last year’s reauthorization of the Carl D. Perkins Career and Technical Education Act of 2006 (now known as the Strengthening Career and Technical Education for the 21st Century Act or Perkins V), state leaders are increasingly focused on how they can improve and increase access to high-quality career technical education (CTE) programs. With more attention being paid to this important work, state leaders must be transparent about which kinds of CTE programs are being offered, who is accessing them, and how participants fare once they’re finished. To do this, states need to collect data that is meaningful and share it in ways that people can access and use to make informed decisions. Unfortunately, CTE data currently available leaves most students and families in the dark.

According to a recent report from Advance CTE in collaboration with partners including Data Quality Campaign (DQC), less than half of State CTE Directors say their CTE data systems provide the information needed to assist in making decisions about program quality and initiatives at both the secondary and postsecondary levels. The majority of states report being able to collect learner-level data on a variety of career readiness measures at the secondary level, but for a variety of reasons this information isn’t found on states’ most public-facing resource about school quality, their school report card.

In January 2019, DQC reviewed every state’s report card and found that only 21 states included the number or percentage of students who completed a CTE program or earned an industry credential. Almost no state reported a separate graduation rate for CTE concentrators. How states chose to report this information also varied greatly, making it difficult at times to understand and interpret the data. Some states reported CTE certification rates as a standalone indicator, while others rolled it into a broader college and career readiness (CCR) indicator. Combined CCR indicators are simple (in theory) but often contain a variety of very different data points (such as CTE certifications earned, dual enrollment, and AP course completion rates) and that summary indicator is rarely broken out to give readers a clear picture of the outcomes for each of the included, and very different, measures.

Two states, South Carolina and Pennsylvania, stood out for the variety of data each include about students’ pathways, which DQC highlighted as bright spots. South Carolina reports detailed CTE data, including course enrollment and completion, credential attainment, and the types of industry credentials earned by Career Cluster® (e.g., Business Management & Administration, Finance, etc.). Pennsylvania includes data about postsecondary pathways more broadly, such as military enlistment and postsecondary enrollment rates disaggregated by student group, as well as the percentage of students who have completed a work-based learning experience.

It’s certainly a positive step forward to see almost half of states beginning to include CTE data on their report cards, but more state leaders need to follow suit. By including CTE and career readiness data side-by-side with college-going rates, state leaders can help students and families see the value of CTE pathways. As states invest significant resources into further developing CTE programming, it is critical that they be transparent about program participation and student outcomes. In order for students to utilize these programs as paths to better outcomes, they must be equipped with the data needed to guide them there.

This is a guest blog post from Elizabeth Dabney, Director of Research and Policy Analysis at the Data Quality Campaign. The post was originally published here

Updated Advance CTE Recommendations for HEA Reauthorization

May 21st, 2019

As Congress consider reauthorization of the Higher Education Act (HEA), Advance CTE reviewed our HEA recommendations. Last month, we added a recommendation to lift the ban on Pell Grants for incarcerated individuals.

From 1972 to 1994, all those incarcerated in state or federal prisons were eligible to receive Pell Grants. However, in 1994 President Bill Clinton’s Violent Crime Control Act banned access to Pell Grants for all incarcerated individuals. In 2015, President Barack Obama announced the Second Chance Pell Experimental Sites Initiative– which allowed for those incarcerated to access Pell at experimental sites for the first time since 1994. In February the U.S. Department of Education approved renewal of this pilot program. There are now 67 participating colleges and universities and over 100 federal and state prisons included in this program- leading 12,000 incarcerated individuals to utilize Pell funding. While this has been positive progress, there are over 1.5 million people incarcerated- and only a small portion of those who are otherwise eligible for Pell are able to access it.

A recent report by the Vera Institute of Justice and Georgetown Law School’s Center on Poverty and Inequality found that in state prisons- which hold the majority of prisoners in this country- about 463,000 people are eligible for Pell Grants. Currently, only 50 percent of those previously incarcerated find formal work in their first year after release from prison. The report found that if 50 percent of state prisoners who are Pell eligible are able to enroll in a postsecondary program, the rate of employment for formerly incarcerated individuals in their first year after release from prison would increase by 2.1 percent.

Support for expanding Pell access has been voiced across both parties. For example, Senate Health, Education, Labor, and Pensions (HELP) Committee Chairman Lamar Alexander (R-TN), HELP Committee Ranking Member Patty Murray (D-WA) and House Committee on Education & Labor Chairman Bobby Scott (D-VA) have all stated support. U.S. Department of Education Secretary Betsy DeVos has also mentioned an interest in lifting this ban.

Eliminating the ban on Pell in all prisons would give hundreds of thousands access to postsecondary education, and allow these learners to pursue meaningful employment after incarceration. Advance CTE recommends reinstating Pell Grants in prisons to allow all learners the opportunity for postsecondary attainment, and set them up for career success.

Advance CTE’s full recommendations for HEA reauthorization can be found here.

Meredith Hills, Policy Associate

Tennessee, New Jersey Focus on Expanding Access to CTE Opportunities; Montana Expands Funding to CTSOs

May 20th, 2019

As the legislative session moves forward, states have passed laws to increase awareness of and expand access to Career Technical Education (CTE) opportunities for each learner.

With the reauthorization of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), which allows states to use Perkins funding as early as the fifth grade, many states are expanding CTE opportunities to the middle grades, including Tennessee. On May 5, Tennessee Governor Bill Lee signed SB0063 into law to expand CTE programs in the state to middle grades. Under the law, CTE programs must be accessible to all middle school learners in grades six through eight and serve at least 50 percent of this population. Additionally, the law requires the Board of Career and Technical Education to plan facilities for CTE training for middle school learners.

In New Jersey the legislature passed S372, which was signed into law on May 10, to help expand access to apprenticeships for learners in the state. The law requires the Commissioner of Education, in consultation with the Commision of Labor and Workforce Development, to develop publicly available guidelines for high school counselors to use to coordinate services with the New Jersey State Building and Construction Trades Council with the intent of encouraging student participation in and awareness of apprenticeship opportunities.

Meanwhile, in Montana, on May 8 Governor Steve Bullock signed HB0662 into law. The law permits the Superintendent of Public Instruction to distribute secondary CTE funds to Career Technical Education Student Organizations (CTSOs) for grants.

Brianna McCain, Policy Associate


May 17th, 2019


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In 2014, the first year of the Excellence in Action Awards, the Innovation Academy for Engineering, Environmental, and Marine Science at Foy H. Moody High School in Corpus Christi, Texas won in the Science, Technology, Engineering & Mathematics Career Cluster®.  

The program serves a diverse student body with learners being selected for the program after expressing their interest and being chosen based on a lottery system that isn’t tied to academic achievement. Once enrolled, learners have opportunities to participate in hands-on learning, advanced placement, and dual enrollment courses.

Hear from learners and the principal of Moody High School in this recent news segment celebrating their high enrollment numbers with nearly 300 learners accepted into their academy programs.

Watch the video here.

Learn more about the Innovation Academy for Engineering, Environmental, and Marine Science here.


Career Technical Education (CTE) was once known as vocational education and viewed as an alternative educational option for learners who were considered non-college bound. Now, there are high-quality CTE programs available to educate learners. A new report, The Evolution of Career and Technical Education: 1982–2013 from the American Enterprise Institute shares how courses and learners enrolled in CTE programs of study have changed over the past few decades. Included in the research is a look at the success outcomes according to the concentrator. The terms used in this report to categorize concentrators were “new-era” and “traditional vocational”.

The report recommends that policymakers take a closer look at the data to ensure programs are being promoted to the learners who need these opportunities the most. Key findings include the following:

  • Over the past several decades, CTE has progressed away from the stigma and stereotype of “voc-ed” as an academic dead end. However, the transformation from vocational education to CTE may have hidden, rather than solved, the durable challenges of vocational education.
  • Over 30 years, the percentage of graduates concentrating in “Traditional Vocational” occupational areas—such as manufacturing or agriculture—has fallen, while the percentage concentrating in “New Era” areas—such as computer science and health care—has grown dramatically.
  • Across many measures, including school engagement, academic performance, and college attendance, New Era CTE concentrators consistently show no measurable differences from average graduates, while Traditional Vocational CTE concentrators consistently fall below average.
  • New Era concentrators’ growth and relatively higher outcomes have had an outsized influence on CTE concentrators’ average outcomes, suggesting average improvements may be driven by compositional rather than programmatic effects.
  • For CTE to be successful, leaders (especially those currently developing state plans) must ask themselves not just whether CTE programs are producing adequate outcomes, but also whether CTE systems target the students who need them the most.

For a quick overview check out this video:

Read the full report here.

You can also read our full blog on this report here.

Excellence in Action Spotlighting: Dauphin County Technical School, Building Construction Technology

May 15th, 2019

In order for learners to make empowered career decisions, they need to explore their interests and be exposed to a variety of career options. Work-based learning is one way to open the door of possibilities to learners who may not have previous knowledge of the numerous careers available in a field. One example of a program doing using work-based learning as a career exploration tool, in addition to allowing learners to build valuable skills,  is the Building Construction Technology program of study in Pennsylvania; a 2018 Excellence in Action Award winner in the Architecture & Construction Career Cluster®.

In this program, learners gain numerous work-based learning experiences through local and out-of-state community service projects exposing them to various areas within a career in construction such as zoning, permits, customer service, quality control and contracts. Each learner is also encouraged to participate in a capstone project with a local business to further hone his or her skills. One business that has offered tremendous support, including serving as a capstone site and participating in curriculum development, is Dauphin Enterprises, LLC, a company owned by a former Building Construction Technology student.

Additionally, learners participate in the Building Construction Cares organization created by the program instructor to help with recovery efforts after Hurricane Katrina. “Learning is most notable when it is used to benefit others,” said Robert Brightbill, Building Construction Technology Instructor, Dauphin County Technical School. Learners have traveled to Georgia, Maryland, Mississippi, New Jersey, North Carolina and West Virginia. During these trips, learners have completed demolition; installed flooring, roofing and windows; and built decks, railings, ramps, sheds and playgrounds to help communities get back on their feet. Trips are planned yearly, and learners help raise the funding through pancake breakfast events and dodgeball tournaments.

A seamless transition is needed not only to career but also to postsecondary education. In this program, learners may also earn up to nine college credits per semester in the following courses: Introduction to Masonry, Carpentry Fundamentals, and Construction Print Reading. In the 2016-17 school year, 83 percent of learners earned postsecondary credit.

Here are a few quotes from learners in the program:

“The best part of my day was when I saw the smile of the homeowner when we finished her roof and the floors in her home. It was satisfying to see what a bunch of teenagers can accomplish in only two days.” – a student from the Fall 2018 cohort

“People just kept showing up, bringing us tools, offering help, expressing their gratitude. Work is more meaningful when we know the people we are trying to help are so supportive and appreciative.” a student form the Fall 2017 cohort

Even though it might have been easy work for most of the guys there, insulation was new to me.  It was great learning something new and feeling confident enough to do it on our own.” Fall 2015

Learn more about the Building Construction Technology at Dauphin County Technical School and our 2018 Excellence in Action Award winners.

Nicole Howard, Communications Associate 

House Appropriations Committee Marks Up Spending Bill for Education, Labor Programs

May 10th, 2019

This week the House Committee on Appropriations marked up the Labor, Health and Human Services, Education, and Related Agencies spending bill for Fiscal Year 2020 and released a report on the bill. Read below to learn more about the markup, congressional intent for the bill and what the federal investment in education means for CTE programs.

House Appropriations Committee Marks Up Spending Bill for Education, Labor Programs

On Wednesday, May 8, the House Committee on Appropriations marked up the Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-Education) appropriations bill for Fiscal Year 2020 (FY20), which begins October 1, 2019. The bill moved ahead on a 30-23 party line vote.
The Committee accepted an amendment by Chairwoman of the Labor-HHS-Education Appropriations Subcommittee, Rep. DeLauro (D-CT). The amendment adds $103 million to the overall spending amount for the bill. Advance CTE was pleased to see that this allowed for an additional $10 million to be allocated to 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 this markup is an early step in the process to determine the amount of funding Congress will allocate to the U.S. Departments of Education and Labor for FY20. The Senate Appropriations Committee has not yet released their FY20 funding bill for Labor, Health and Human Services, Education, and Related Agencies. In addition, Congress must agree on the overall levels of spending for defense and non-defense discretionary spending before determining final allocations for the FY20 appropriations bills and associated programs. Advance CTE will continue to provide updates as additional information becomes available.
House Appropriations Committee Releases Report on Spending Bill for Education, Labor Programs
On Tuesday, May 7, the House Committee on Appropriations released its report on the Labor-HHS-Education FY20 appropriations bill, which provides additional information about congressional intent. The report reinforces the role of Perkins Basic State Grants in creating opportunities for secondary, postsecondary and adult learners. The report also highlighted:
  • Student Support and Academic Enrichment Grants (authorized under Title IV-A of the Every Student Succeeds Act) and the opportunity to use them to support  engineering and computer science education;
  • National Programs and support from the Committee for continued collection and dissemination of research in CTE while keeping funding level;
  • Cybersecurity and the need to better equip those who work in industries that regularly face cybersecurity threats, and how CTE programs can incorporate cybersecurity into the curricula related to critical infrastructure sectors;
  • Second Chance Pell and the need for research on the impact of Second Chance Pell in order to expand opportunities for incarcerated individuals to be eligible for Pell grants;
  • Federal Work-Study programs and how they can include community-based organizations and community service opportunities, but many students don’t know that these exist. The report pushes institutions of higher education to better communicate with students so that their Federal-Work Study experience can be connected to their career pathways of interest; and
  • High School Youth Apprenticeship programs and a  requirement for the U.S. Department of Education to submit a publicly available report on how apprenticeship funds are leveraged, including how the Department will expand high school youth apprenticeship programs.

Committee for Education Funding Highlights New Skills for Youth in Kentucky

The Committee for Education Funding (CEF) released its analysis of the President’s FY20 budget, and hosted a panel on Education Matters: Investing in America’s FutureAdvance CTE was excited to include Leslie Slaughter, Kentucky State Coordinator for the New Skills for Youth (NSFY) Initiative, as one of the panelists to speak about the impact NSFY has had in expanding CTE opportunities for learners, and what continued work is possible with an increased federal investment. Leslie shared that “despite the growing need, federal support for CTE has fallen short of what is necessary to prepare a 21st century workforce. With greater support for CTE, apprenticeships, and other workforce development programs, students across the country would have greater access to accelerated career pathways and work-based learning that is coordinated to the needs of their regional communities.”
The full panel included:
  • Dr. Rick Carter, Principal, Athens High School, Athens, AL
  • Dr. Herman Felton Jr., President, Wiley College, Marshall, TX
  • Kathryn Roots Lewis, Director of Libraries and Instructional Technology, Norman Public Schools, Norman, OK
  • Leslie Slaughter, State Coordinator, New Skills for Youth Initiative, Frankfort, KY
  • David Young, Superintendent, South Burlington School District, Burlington, VT
There was a collective call for an increased federal investment in education, and a push for every person to reach out to their representatives and express why this is so important.


May 10th, 2019

Happy Teacher Appreciation and National Nurses Week!



House Appropriations Committee Marks Up Spending Bill for Education, Labor Programs

On Wednesday, May 8, the House Committee on Appropriations marked up the Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-Education) appropriations bill for Fiscal Year 2020 (FY20), which begins October 1, 2019. The bill moved ahead on a 30-23 party line vote.

The Committee accepted an amendment by Chairwoman of the Labor-HHS-Education Appropriations Subcommittee, Rep. DeLauro (D-CT). The amendment adds $103 million to the overall spending amount for the bill. Advance CTE was pleased to see that this allowed for an additional $10 million to be allocated to 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 this markup is an early step in the process to determine the amount of funding Congress will allocate to the U.S. Departments of Education and Labor for FY20. The Senate Appropriations Committee has not yet released their FY20 funding bill for Labor, Health and Human Services, Education, and Related Agencies. In addition, Congress must agree on the overall levels of spending for defense and non-defense discretionary spending before determining final allocations for the FY20 appropriations bills and associated programs. Advance CTE will continue to provide updates as additional information becomes available.

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


The healthcare industry is one of the tops fields with the hardest-to-fill jobs! As we celebrate nurses week, consider the importance of high-quality Career Technical Education (CTE) programs focused on the healthcare field that are providing opportunities for learners to gain real-world skills while in high school. This foundation is helpful for learners desiring to further their education after high school or to go directly into the workforce.

Watch this video from the Idaho Career & Technical Education featuring Brian Whitlock, CEO/President of Idaho Hospital Association, and Brittney Guinn, a nursing student at Idaho State University as they discuss the labor market demand for nurses and healthcare professionals in Idaho. Expanding these programs that create opportunities for learners to gain the technical skills needed in this industry can help fill the current gap.

Watch the video here:


As the conversation about jobs of the future continues to gain media attention it’s a good time to discuss career exploration with younger learners. The earlier they begin to explore and learn about these career options the more likely they will be able to make informed decisions about a meaningful career in the future. A good place to start is with the new Scholastic lessons and interactive activities geared toward helping middle school learners build awareness about careers and apprenticeships. The resources provided can be used by educators or parents.

Download the materials here.

Report Examines Differences between “Traditional” and “New Era” CTE

May 10th, 2019

Last week, the American Enterprise Institute (AEI) released a report examining course taking and learner outcomes in CTE. The author used data pulled from the School Courses for the Exchange of Data (SCED), and looked specifically at CTE credits taken across 12 occupational areas from 1985 through 2013. The occupational areas were largely divided into two categories: “traditional,” which includes manufacturing, human services, transportation, construction, agriculture and public service; and “new era,” which includes engineering, computer science, communications, health care and hospitality.

The report found that while course taking in the “traditional” areas have either remained stable or declined over time, course taking for “new era” programs increased by 238 percent. The author also pointed to data that show while CTE students on average have outcomes on par with non-CTE students, that overall average masks differences in outcomes between students in “traditional” and “new era” programs, where those in the former are generally not experiencing the same positive outcomes and experiences as those in the latter.

The author recommends that policymakers address these gaps when developing CTE-related policies, and work to ensure that as CTE becomes more popular with more students, students who need higher-quality programs and more supports are not forgotten in a data system that still shows overall gains.

While this report contains a lot of valuable and interesting discussion, there are a few additional points to consider. What the report calls “new era” CTE are the program areas that represent growing industry sectors across the country, so the increase in course taking is an incredibly positive data point, worth celebrating. That finding validates that the field has been and continues to evolve to better meet the needs of the full economy. The occupational areas deemed “traditional” are still incredibly robust and vital fields but do not occupy the same share of the economy as they once did. For example, over 18 million jobs in 1980 were in the manufacturing sector, and that number declined to 12 million by 2013. The work is still rigorous and important, but increasing course taking in an area with declining job opportunities would not serve students or the economy well. CTE should encompass the entire world of work, not just a few limited fields.

An extremely important aspect of the report centers around data. State leaders continue to grapple with finding a better understanding of who is being served by the CTE system, and importantly, who is being served well. To date, states and locals have not been required under federal accountability systems to examine performance data by both student population and Career Cluster or program level to understand where programs are and are not having positive impacts. The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) presents important opportunities to address this knowledge gap with intention, and states should take advantage.

Ashleigh McFadden, State Policy Manager

Perkins V: How can states strengthen the career development continuum?

May 9th, 2019

One of the significant changes in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was the removal of a restriction in Perkins IV that prohibited funding from supporting Career Technical Education (CTE) programs for students below the seventh grade. In Perkins V, this prohibition is replaced with a prohibition on funding below the “middle grades” (as defined in the Every Student Succeeds Act, which includes grades five through eight). Given this, states now have the flexibility to decide if and how Perkins V funds should be leveraged for CTE in the middle grades. Importantly, CTE in the middle grades can be an avenue for the improvement of the beginning of the career development continuum: career awareness. And with a stronger focus on career guidance and advisement throughout Perkins V through both planning and spending at the state and local levels, Perkins V also provides an opportunity to examine and improve efforts from career awareness all the way to career training. How can states strengthen the full career development continuum? Check out the reports and profiles below to learn more.

REPORT: Expanding Middle School CTE to Promote Lifelong Learner Success: To help states unpack the potential approaches to expanding and ensuring high-quality middle school CTE options, this report from Advance CTE examines state approaches to middle school CTE. The report concludes with major considerations for states when implementing or expanding middle school CTE.

REPORT: The State of Career Technical Education: Career Advising and Development: This report (and related infographic and webinar) features the findings from research that Advance CTE conducted in partnership with the American School Counselor Association about what’s working, and what isn’t, at the state and local levels in regard to career advising and development. Policy recommendations based on these findings are also included in the report.

FACT SHEET: CTE and Student Success Initiatives: This fact sheet from Advance CTE provides an explanation of why and how CTE and student success initiatives should be integrated to make both more successful.


  • Arkansas: College and Career Coaches: The Arkansas College and Career Coach program provides career counseling, financial guidance, and college and career supports to 7th-12th grade students in the state. The program reaches three out of every four students and has contributed to an increase in college-going rates.
  • Ohio: 2014 Education Reform Bill (HB487): Ohio’s HB487 is an expansive education reform bill, addressing a wide array of topics including career guidance, expanding CTE in the middle grades, graduation requirements and industry-recognized credentials.
  • Texas: San Jacinto College Pathways Project: San Jacinto College implemented a guided pathways model in 2015. This involved categorizing its 144 total degree and certificate programs into eight meta-majors that align with the 16 Career Clusters ®, as well as the Texas Legislature’s five endorsed career areas.

Looking for additional resources? Please be sure to check out the Learning that Works Resource Center.