Advance CTE Legislative Update: Senate Efforts on Perkins Reauthorization Stall

September 21st, 2016

United States CapitalLast week, the U.S. House of Representatives voted overwhelmingly (405-5) in favor of the Strengthening Career and Technical Education for the 21st Century Act (H.R. 5587)— comprehensive legislation that would reauthorize the Carl D. Perkins Career and Technical Education Act (Perkins).

Upon last week’s passage, Advance CTE and the Association for Career and Technical Education (ACTE) applauded the vast showing of bipartisan support in the House, while still noting that the legislation’s proposed definition for a secondary CTE concentrator must still be fixed as the process moved forward.

With attention turning to the Senate, the leaders of the Health, Education, Labor, and Pensions (HELP) Committee scheduled a markup of their forthcoming Perkins reauthorization bill for September 21st. Unfortunately as committee members worked towards a final draft, bipartisan negotiations stalled and the markup was postponed.

The main reason cited for this delay was attributed to continued disagreements over “secretarial authority” and proposed prohibitions language that would limit the U.S. Secretary of Education’s oversight of Perkins.

This week HELP Committee Chairman Lamar Alexander (R-TN) issued a statement saying, in part, that he believes “Congress should be able to finish its work on Perkins this year,” while reiterating his concerns related to secretarial authority. A spokesperson for Ranking Member Patty Murray (D-WA) released a similar statement saying that, “Senator Murray has been working with Democrats and Republicans toward a bipartisan bill to reauthorize Perkins CTE, and she is hopeful that this can continue and get done as quickly as possible.”

Yesterday, Advance CTE and ACTE issued a statement of their own encouraging the Senate to move forward with Perkins reauthorization in a bipartisan manner. As Congressional consideration of Perkins continues, Advance CTE will continue to work with staff on the Hill to ensure the best possible bill is produced from this process.

Be sure to check back here for more updates and analysis.

Steve Voytek, Government Relations Manager

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

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

Advance CTE Legislative Update: Summer Round-Up

August 2nd, 2016

United States CapitalPerkins Reauthorization Wrap-Up

With Congress adjourned for an extended summer recess, it’s important to take stock of what’s been happening on Capitol Hill these past few months, particularly with regards to Career Technical Education (CTE). Before their break, Congress took formal steps to reauthorize the Carl D. Perkins Act (Perkins), continued to oversee ESSA implementation, and has made efforts to advance funding legislation for the coming federal fiscal year (FY).

On June 28th, the House Education and the Workforce Committee released a much anticipated bill to reauthorize Perkins—the Strengthening Career and Technical Education for the 21st Century Act (H.R. 5587). Sponsored by Reps. Glenn “GT” Thompson (R-PA) and Katherine Clark (D-MA), the bipartisan legislation was marked up by the full committee on July 7th and subsequently approved by a margin of 37-0.

“We are encouraged by this important step towards reauthorizing Perkins,” said Kimberly Green, Advance CTE Executive Director, at the time the bill was introduced. “We appreciate the bipartisan efforts that went into drafting this bill and look forward to working to ensure the reauthorized bill helps increase access to and success in high-quality CTE programs.”

The bill seeks to align Perkins to other federal legislation such as ESSA and WIOA while streamlining the requirements of the law to more effectively support high-quality CTE. Many elements of Advance CTE’s Perkins priorities can be found in H.R. 5587 and the organization supported the advancement of this legislation through committee. Advance CTE’s letter of support for H.R. 5587 can be found here.

We expect the full House to consider this legislation when Congress reconvenes later this autumn. In the meantime, Advance CTE and the Association for Career Technical Education (ACTE) have developed a comprehensive summary and analysis of H.R. 5587 which can be accessed here.

Many additional resources including the archived webcast of committee markup, members’ written statements, and considered amendments can be found here.

While this bipartisan effort in the House to reauthorize Perkins is encouraging, there is still much that must be done for the legislation to make its way across the finish line before the end of the 114th Congress. The Senate Health, Education, Labor, and Pensions (HELP) Committee has continued behind-the-scenes discussions on its own Perkins legislation. It is therefore still possible to see additional Perkins-related activity later this year, but with a limited number of legislative days left on the calendar full Perkins reauthorization will still require a concerted effort from lawmakers in both chambers. As these efforts continue to take shape be sure to check back here for more updates and analysis.

Congressional Appropriations Committees Approve FY 2017 Spending Bills

Lawmakers overseeing federal funding bills have also been working on legislation to fund federal programs, including the Perkins Act. In June the Senate Appropriations Committee approved its FY 2017 Labor, Health and Human Services, and Education (LHHSED) appropriations bill on a party-line vote. The legislation would level-fund the Perkins basic state grant program at $1.118 billion. However, this result for Perkins is important to keep in context—this year saw the return of budget caps mandated by the Budget Control Act of 2011 (BCA). These tight caps resulted in $220 million in cuts to education programs in the LHHSED bill making the maintenance of existing Perkins funding an important achievement for the CTE community. Notably, the bill would also restore year-round Pell grants which is a key Advance CTE postsecondary priority.

Following suit, the House Appropriations committee approved its own LHHSED FY 2017 funding bill. This legislation would also provide level funding for Perkins’ basic state grant program. However, much like with the Senate, the committee’s decision to maintain Perkins funding is best understood in context— other education programs under this bill were cut by even more than in the House proposal. Unlike with the Senate, the House bill does not restore year-round Pell grants although it would increase the maximum Pell award to $5,935 annually (a move that is also mirrored in the Senate proposal).

Despite these efforts, it is unlikely that either of these LHHSED bills will be advanced individually any further prior to the start of 2017 federal fiscal year set to begin on September 30th. It is therefore highly likely that Congress, as it has done for the past several years, will pass a “continuing resolution” (CR) which would temporarily extend current funding levels into the next fiscal year. Be sure to check back as efforts to fund federal programs, including Perkins, continue to firm up.

ESSA Implementation

As we have shared previously, the U.S. Department of Education (USDE) has been developing rules and regulations to govern the implementation of the Every Student Succeeds Act (ESSA). In the spring, the law’s mandated negotiated rulemaking committee met to determine how to regulate ESSA’s “supplement, not supplant” and assessment provisions. These efforts brought about a great degree of disagreement between USDE, which ultimately made a series of proposals on these issues, and Congressional Republicans, who viewed these proposals as being outside the allowable scope of ESSA.

Disagreements over how to appropriately implement ESSA’s provisions have continued to chew away at the bipartisan consensus that helped move ESSA across the finish line late last year. This has become even more apparent in a series of congressional hearings where Republican lawmakers and U.S. Secretary of Education John King have increasingly been at odds over these issues (more on that here, here, and here).

In June, USDE released additional draft regulations—known as a Notice of Proposed Rulemaking (NPRM)—on the law’s accountability, public reporting, and state plan provisions. Of particular note are how the draft rules address ESSA’s newly required state accountability indicators of “school quality and student success” which allow states the opportunity to measure and value indicators of student postsecondary and career readiness. Advance CTE and ACTE provided comments to USDE on these aspects of the regulations which can be viewed here.

USDE has continued to update its own resource page with helpful materials to support the law’s ongoing implementation process. Recently the department circulated a Dear Colleague letter highlighting ways in which states and communities can support a “well-rounded education”—a key concept of the new law that now includes CTE. Additionally, the Council of Chief State School Officers has produced an extremely useful guide for engaging stakeholders during ESSA plan development and the Collaborative for Student Success, a new website, collects state-specific information on states’ efforts to implement the new K-12 law.

Odds & Ends

  • After a six month delay, the U.S. Departments of Labor, Education, and Health and Human Services released final regulations for the implementation of the Workforce Innovation and Opportunity Act (WIOA). The most consequential set of rules for the CTE community can be found here which addresses state WIOA state planning, the performance accountability system, the one-stop system, and the sharing of one-stop center infrastructure costs.
  • USDE released a Dear Colleague letter providing guidance and clarification on gender equity within CTE. The letter focuses on requirements found in the Perkins Act as well as Title IX of the Education Amendments of 1972 prohibiting discrimination on the basis of sex in federally funded programs, including Perkins. Read the letter here.

Steve Voytek, Government Relations Manager

Election 2016: Where the National Parties Stand on CTE

August 1st, 2016

With the Democratic National Convention now over, both major parties have officially selected their nominees for the 2016 election. Coinciding with the nomination festivities, each party voted on and approved a party platform that outlines its priorities for the coming years. Once again, both Republicans and Democrats have affirmed commitments to Career Technical Education (CTE) through their respective platforms, demonstrating that CTE remains a solidly bipartisan issue.

Republican Party Platform Promotes CTE, Work-based Learning

The GOP’s position on education echoes much of what we’ve been hearing in Congress with regards to local-control over matters of education. Nevertheless, the platform promotes CTE as one of “the policies and methods that have actually made a difference in student advancement.” The platform further urges “school districts to make use of teaching talent in the business community, STEM fields, and the military,” to leverage non-traditional expertise in support of student learning. The party also promotes technical colleges and work-based learning, and advocates for public policies that “recognize that a four-year degree from a brick-and-mortar institution is not the only path toward a prosperous and fulfilling career.”

Democrats Aim to Expand Access to Middle Class Jobs

In the Democratic camp, the party approved a progressive platform calling for increased access to high-quality education and more pathways to the middle class for students of all backgrounds. The platform targets high costs and “predatory for-profit schools” as barriers to achieving this vision. It proposes to “make community college free” and crack down on for-profit schools that don’t “enable students to complete their degrees and prepare them for work.” The party also commits to investing in “high-quality STEAM classes [and] computer science education” as well as expanding “linked learning models and career pathways” across the country.

Austin Estes, Policy Associate

 

National CTE Organizations Weigh In on House Perkins Reauthorization Efforts

June 29th, 2016

The Association for Career and Technical Education (ACTE) and Advance CTE today commended the House Education and the Workforce Committee’s release of the “Strengthening Career and Technical Education for the 21st Century Act,” a bipartisan bill to reauthorize the Carl D. Perkins Career and Technical Education Act.

“We applaud our partners in Congress for their work to begin the Perkins reauthorization process in releasing this bill, as well as the spirit of bipartisanship that has made that work possible,” said ACTE Executive Director LeAnn Wilson. “We can now turn our attentions to carefully examining the legislative language to ensure that the priorities of CTE students and professionals will be supported throughout the new law. We look forward to continuing to work with committee leaders as the reauthorization process unfolds, as America’s students, workforce and economy deserve nothing less than a thoughtful new bill.”

“We are encouraged by this important step towards reauthorizing Perkins,” said Kimberly Green, Advance CTE Executive Director. “Helping all learners successfully navigate pathways to post secondary education and careers is a national priority shared by state leaders, educators, employers and Congress and Perkins has a critical role in achieving this goal. We appreciate the bipartisan efforts that went into drafting this bill and look forward to working to ensure the reauthorized bill helps increase access to and success in high-quality CTE programs.”

Both organizations remain committed to working with the House Education and the Workforce Committee, as well as their partners in the U.S. Senate, to find a path forward for Perkins.

Katie Fitzgerald, Communications Associate 

Advance CTE Legislative Update: Senate Appropriations Committee Approves FY 2017 Perkins Funding Bill as Stakeholders Review Newly Proposed ESSA Regulations

June 10th, 2016

United States CapitalYesterday, the full Senate Appropriations Committee approved a $161.9 billion funding measure for federal programs falling under the jurisdictions of the U.S. Departments of Labor (Labor), Health and Human Services (HHS), and Education (ED) in Fiscal Year (FY) 2017. The overall allocation of funding made available for this bill, known as a 302(b) allocation, was $270 million below FY 2016 levels. This meant that programs falling under this part of the budget all faced reductions in order to stay within the new FY 2017 cap even before individual funding decisions were made by the committee this week.

The legislation, as passed yesterday, would provide level funding for state formula grants under the Carl D. Perkins Act (Perkins)— approximately $1.117 billion overall for law’s Title I program or the same amount the program has received since FY 2014.

The bipartisan bill, the culmination of negotiations between Senators Roy Blunt (R-MO) and Patty Murray (D-WA) is the first time Labor-HHS-ED funding legislation has passed the full Senate Appropriations Committee since 2009.

Overall the bill reduces ED’s budget by $220 million from the previous fiscal year although this figure does not take into account changes that would be made to the department’s largest program—federal Pell grants. A key piece to understanding the committee’s decision-making on this legislation date back to March when, at that time, the Congressional Budget Office (CBO) projected a $7.8 billion surplus for Pell grants in the coming fiscal year.

In light of these additional funds, Senate appropriators have proposed to use a portion of this year’s Pell surplus to reinstitute “year-round Pell”— a provision the Obama Administration scrapped in 2011 as a cost savings measure which allows students to use their Pell awards during the summer months and accelerate their postsecondary studies. The bill also increases the maximum Pell award for the 2017-18 academic year to $5,935 although year-round recipients are capped at 150% of that maximum.

The Senate Appropriations Committee however took another chunk out of this surplus by also proposing to use a significant portion of it to fund other non-student-aid items in the budget, including a $2 billion proposed funding increase for the National Institutes of Health (NIH). Many higher education organizations, as well as the Congressional Tri-Caucus, voiced strong opposition to this proposal saying, in part, “Students cannot afford to continue subsidizing other areas of the budget.”

Advance CTE agrees with these concerns and believes that any additional funding freed up as a result of a Pell surplus should be used exclusively for education. However, such a move by lawmakers further underscores the importance of increasing or dissolving current “budget caps” that have been in place for several years as a result of the Budget Control Act of 2011, legislation that constrains the amount of resources available for important investments in our nation’s education system among other vital national priorities.

In addition to these provisions, the recently passed bill also proposes to cut Workforce Innovation and Opportunity Act (WIOA) state formula programs by 3% or $73.8 million while providing a 10% increase for USDOL’s apprenticeship grant program to $100 million overall.

With the Senate’s work on a Labor-HHS-ED bill complete for the time being, attention turns to the House of Representatives where the appropriations committee in that chamber is widely expected to consider their version of the bill before recessing in mid-July. Although the deadline for all FY 2017 funding legislation is September 30th, the limited amount of legislative days left on the Congressional calendar will likely necessitate a temporary stop-gap funding measure—known as a continuing resolution— to put difficult (and final) federal budget decisions for FY 2017 until after the Presidential election this November.

Nevertheless, these appropriations bills will likely be used as a starting point for future negotiations on federal spending later this year. They are important mileposts for what the CTE community should expect with regards to education and workforce development funding for the coming fiscal year, but it is important to keep in mind that this legislation has not been enacted.

Be sure to check back here for more updates and analysis on the federal appropriations process as events continue to unfold.

U.S. Department of Education Releases Proposed ESSA Rules

As part of the ongoing implementation of the Every Student Succeeds Act (ESSA), legislation that reauthorizes the Elementary and Secondary Education Act (ESEA), the U.S. Department of Education (USDE) released a draft version of rules outlining proposed requirements for state plans, accountability systems, and reporting responsibilities.

This new batch of proposed regulations— known as a Notice of Proposed Rulemaking (NPRM)— is open for public input and comment until August 1, 2016. Overall the NPRM hews closely to the newly passed law, providing substantial new flexibility to states and locals with regards to implementation. By comparison, another departmental proposal on so-called “supplement-not-supplant” regulations was met with far more concern earlier this month as we shared previously.

Interested stakeholders are encouraged to provide feedback to the department for how to improve upon this proposal by the above deadline. A summary of the rules can be found here, the full proposal is over this way, and comments can be submitted via this portal.

Odds & Ends

  • Earlier this week, Speaker Paul Ryan unveiled a new legislative agenda aimed at tackling poverty and ensuring economic opportunity for more Americans. The report offers four broad recommendations for the reauthorization of the Perkins Act. Read more here starting on page 27.
  • Senator Ron Wyden (D-OR) spoke at length on the Senate floor this week about a high-quality CTE program in his state and encouraged his colleagues to continue their efforts to reauthorize the Perkins Act. Watch his remarks here.
  • Last month USDE announced the 44 postsecondary institutions selected as part of its “experimental sites” initiative for Pell grants. The efforts will, on a limited and piloted basis, allow an estimated 10,000 students to use $20 million in Pell Grants to take dual and concurrent enrollment courses. Read the list of institutions here and more information on the effort can be found here.
  • USDE has announced another delay in the ongoing implementation of its “gainful employment” rule which aims to hold certain postsecondary institutions accountable for their students’ debt-to-earnings ratios. The hold-up relates to USDE’s release of “completers lists”— data that is necessary to determine these ratios. This interim step was originally slated for release last winter and has now been delayed until “later in June”. More on the delay from the department is available here.

Steve Voytek, Government Relations Manager 

Advance CTE Legislative Update: House Education Committee Holds Perkins Hearing while Senate CTE Caucus Hosts Career Pathways Briefing

May 19th, 2016

United States CapitalOn Tuesday, the House Education and the Workforce Committee held a hearing to discuss ways to improve and modernize the Carl D. Perkins Career and Technical Education Act (Perkins). Due for reauthorization since 2013, the law has been in the early stages of consideration by the committee since an earlier subcommittee hearing last October.

The hearing gave a platform to four witnesses to provide perspectives on how Perkins could be strengthened through future legislation:

  • Senator Tim Kaine (D-VA)
  • Paul Tse, Project Manager, Shapiro & Duncan Inc.
  • Jason Bates, Manager, Toyota— Bodine Aluminum Inc.
  • Monty Sullivan, President, Louisiana Community and Technical College System

Chairman John Kline (R-MN) started the hearing off by emphasizing the bipartisan nature of Perkins and Career Technical Education (CTE), outlining a set of priorities he sees as important to a Perkins reauthorization effort.

During his written testimony, Senator Tim Kaine (D-VA) spoke at length about his passion for CTE and centered his remarks around several pieces of legislation he has introduced in the Senate to strengthen Perkins and bolster support for CTE. In particular, Sen. Kaine stressed the importance of defining and supporting high-quality CTE programs of study in the next Perkins Act, as he and his colleagues have proposed to do in the Educating Tomorrow’s Workforce Act (ETWA). He also emphasized the significance of appropriately aligning Perkins to the recently passed Every Student Succeeds Act (ESSA) and the Workforce Innovation and Opportunity Act (WIOA)— a key theme throughout the day.

Another topic that was repeatedly touched upon on Tuesday related to the need to strengthen other federal programs, such as federal financial aid programs in Title IV of the Higher Education Act, to more effectively support postsecondary CTE programs. While outside the direct scope of Perkins reauthorization, several witnesses as well as members of the committee highlighted this issue as something that would further strengthen postsecondary CTE.

This last point was underscored in particular by Rep. Marcia Fudge (D-OH) who pointed out that Perkins funding has depreciated by 24 percent since 1998. Other members of the committee echoed the need for additional funding for Perkins, while others argued that improvements should be made to Perkins to more efficiently make use of the federal investment in CTE. Dr. Sullivan for instance made a compelling argument that future Perkins legislation should focus on incentivizing program and student outcomes, rather than measuring program inputs for the purposes of accountability.

Witnesses also touched upon the importance of strengthening relationships between employers and programs. Jason Bodine of Toyota for instance highlighted his company’s participation in the Advanced Maintenance Technician (AMT) program— a partnership between Jackson State Community College and a consortium of area employers.

Other subjects that came up in the hearing included strengthening supports for career guidance and advisement and the need to increase awareness of CTE opportunities at earlier stages in a student’s life. At the hearing’s conclusion Chairman Kline expressed optimism about the prospects for Perkins reauthorization in this Congress and underlined the need for bipartisan cooperation as discussions continue to take shape on the committee.

All witness testimony and the chairman’s opening remarks can be found here. To watch the archived video of the hearing, click here.

Career Pathways: Exploring the Partnership Pipeline

Last week the Senate CTE Caucus, in conjunction with the Alliance for Excellent Education, hosted a briefing dedicated to exploring partnership opportunities to develop and expand career pathways. Senator Rob Portman (R-OH), who opened the panel with brief remarks, framed the nature of the problem with a jarring statistic: with 300,000 individuals out of work in Ohio and 160,000 jobs unfilled, closing the skills gap is “incredibly important work right now.”

And just how do we go about equipping young people with the skills to fill these high-demand positions? Dr. Scott Ralls, President of Northern Virginia Community College (NOVA), described how career pathways could fan out from a 2-year degree program, enabling students to either pursue additional postsecondary education or enter the workforce after obtaining a certificate in a high-demand field like cybersecurity.

Over on the West Coast, Superintendent John Snavely described Porterville Unified School District’s (PUSD) Linked Learning approach. This model combines rigorous academics, career-based classroom learning, work-based learning, and integrated student supports to propel students through relevant career pathways. With support from third-party intermediaries like Innovate Tulare-Kings, which engages regional business partners in Central California to connect students with experiential learning opportunities, PUSD has been able to continue the learning experience outside of the classroom.

The panel discussion can be viewed in its entirety here (beginning 22 minutes in).

Odds & Ends

  • The U.S. Department of Education (USDE) released a useful FAQ resource for states as they make the transition to ESSA over the coming year.
  • USDE, along with 11 other federal agencies, re-released a letter of support for career pathways systems development. The letter has been updated to reflect WIOA’s statutory definition for a career pathway, reiterates the six key elements of a career pathway system, and provides a useful toolkit for implementation. More here.

Steve Voytek, Government Relations Manager and Austin Estes, Policy Associate 

Advance CTE Legislative Update: CTE Presidential Scholars Announced as ESSA Implementation Continues and Obama Administration Makes Skills Announcements

May 5th, 2016

United States CapitalYesterday the U.S. Department of Education (USDE) announced the 52nd class of U.S. Presidential Scholars that, for the first time since the program’s inception, now counts Career Technical Education (CTE) students among the nation’s highest achievers.

“We’ve added 20 more slots to honor our highest achieving students in career and technical education, reflecting the Department’s belief that a quality education must be a well-rounded education that prepares students for college, careers and any other civic service,” USDE Secretary John King said in a statement yesterday.

As we have shared previously, President Obama signed Executive Order 11155 last June— a move that expanded the existing Presidential Scholars program to include up to 20 CTE students as part of the program. Created in 1964 by President Lyndon Johnson, the U.S. Presidential Scholars program identifies the nation’s highest-achieving students and honors them at an annual award ceremony in D.C. Advance CTE applauded the CTE expansion of this program and will continue to urge policymakers to raise the profile of CTE through efforts and initiatives such as this.

More info can be found here and a full list of Presidential scholars can be found here.

ESSA Implementation Continues

Since the passage of the Every Student Succeeds Act (ESSA)— a law that replaced No Child Left Behind and reauthorized the Elementary and Secondary Education Act— states, districts, USDE, and other stakeholders have been busy figuring out the best way forward for implementing the new law.

While the defining theme of ESSA has been a devolution of policymaking authority from the federal level to the jurisdictions of states and local districts, USDE is still responsible for facilitating the development of a limited set of regulations to assist in the law’s ongoing roll-out. Known as “negotiated rulemaking”, this is a collaborative process by which a panel of stakeholders and USDE negotiate the terms of specific regulations required for ESSA implementation.

The panel was tasked with coming to consensus on issues affecting student assessments and the law’s “supplement, not supplant” requirement— a provision that requires that federal funds from ESSA not take the place of existing state and local spending, but rather supplement those efforts.

The panel was able to reach consensus on the issues related to assessment, but unfortunately not on supplement, not supplant rules. As a result, USDE will now write its own regulations on this issue setting up a likely fight with Congressional Republicans who have been vocally opposed to USDE’s proposals for the rule to date. Before publishing these rules for public comment, ESSA requires a fifteen day Congressional review period where these disagreements will likely be highlighted further.

Separate from the formal rulemaking process, USDE is also planning to develop non-regulatory guidance to further assist states, districts, and other stakeholders in implementing the new law. Although ESSA makes clear that such guidance cannot be “legally binding”, USDE hopes that this guidance can help the public understand the law better, provide a window into how the department interprets ESSA, and to provide examples of best practices to support implementation. The department is asking for input from the field on what topics this guidance should cover and recommendations can be submitted to essa.guidance@ed.gov. Comments must be submitted by May 25, 2016.

Advance CTE will continue to monitor and engage with implementation of ESSA in the coming year. A helpful timeline for that process can be found here.

White House Announces $100 Million in Free Community College Grants

On April 25, Vice President Joe Biden announced a plan to expand upon their America’s College Promise initiative with a $100 million competitive grant. The effort, which President Obama first proposed during his 2015 State of the Union address, aims to provide two years of free community college to eligible students — an ambition that has already spurred some 27 free community college programs across 15 states. Details about the timing and process for awarding grants are forthcoming, though the White House did release a fact sheet with information about its investments in postsecondary education and its wider skills agenda.

Department of Labor Launches $90 Million ApprenticeshipUSA Program

Separately, the U.S. Department of Labor (USDOL) announced that it is now accepting applications for ApprenticeshipUSA, a $90 million grant competition to increase “job-driven” apprenticeships in the U.S. The first competition, which closes on May 15, makes available $9.5 million for State Accelerator Grants — state-level grants to expand access to and diversify participation in Registered Apprenticeships. States wishing to apply for an Accelerator Grant can find information such as the timeline and process for awarding grants here. USDOL plans to make an additional $50 million available to states later this spring and will invest the remaining $30 million to help employers launch and grow apprenticeship programs.

Odds & Ends

  • Recently, USDE circulated a “Dear Colleague” letter outlining various available funding streams that can be leveraged to support STEM education. The letter was sent to states, districts, schools, and other stakeholders and references the several permissible used of funds within the Carl D. Perkins Act (Perkins) that can be used to support STEM education.
  • USDE also released a guidance letter that further clarifies its position on higher education accreditation following an executive action by President Obama last November that sought to improve upon current accreditation practices. The letter encourages accreditors to use standards that are based on student outcomes such as graduation, retention, and employment rates.
  • USDE announced the second round of its “Performance Pilot Partnerships” (P3), an initiative that waives certain requirements for some federal programs, such as the Perkins Act, to allow entities to braid funding and test innovative strategies targeted at disconnected youth. State and local governments, along with other stakeholders, are encouraged to express their intent to apply by May 26, 2016 and applications are due June 27, 2016. The full application announcement can be found here and USDE plans an informational webinar May 9th.
  • In partnership with the U.S. Department of Justice, USDE announced $5.7 million in new grants aimed at providing CTE programs, reentry services, and training opportunities for students involved in the criminal justice system. USDE has also released a new toolkit for educators to support successful reentry of these students.

 Steve Voytek, Government Relations Manager and Austin Estes, Policy Associate 

 

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