In Kentucky and Arkansas, Lawmakers Authorize New ESSA Accountability Plans

April 13th, 2017

Education Week last month reported that “as state legislative sessions forge ahead, you’ll start to see states’ Every Student Succeeds Act (ESSA) accountability plans vetted by lawmakers as the new law requires.” This is partly a result of statutory requirements in the law that mandate consultation with the governor and members of the state legislature. But it is also due to the fact that many state ESSA plans promise changes to assessments, accountability and standards that must be made by the legislature or state board of education.

With the first submission window for ESSA state plans now officially open, implementation of the new federal law has been top of mind for many states. As they finalize their ESSA plans, state policymakers have been working in parallel to implement core strategies within their education systems.

Kentucky Plans to Measure Industry Credential Attainment

In Kentucky, for example, Governor Matt Bevin signed a revised state accountability system into law. While Kentucky has been recognized as a leader in career readiness accountability — the state’s Unbridled Learning system uses a weighted point system that values college and career achievement equally — SB1 applies a fresh coat of paint, aligning the system with ESSA requirements and recalibrating the weighted point system to better incentivize relevant career learning experiences. Namely, the law:

  • Adopts a “Postsecondary Readiness” indicator measuring apprenticeship participation and achievement of industry-recognized credentials in addition to college credit, performance on college admissions exams and concurrent enrollment.
  • Directs the Kentucky Workforce Innovation Board and the Department of Education to annually produce a list of industry-recognized credentials eligible for credit under the accountability system. Credentials are to be identified by local workforce investment boards and weighted according to industry demand.
  • Eliminates inclusion of the WorkKeys career readiness assessment in the accountability system.

Arkansas Provides Accountability Guidelines for Department of Education

Meanwhile, Arkansas lawmakers passed — and Governor Asa Hutchinson signed — a law authorizing the Department of Education to develop a state accountability system and providing certain guidelines. The law largely mirrors the requirements set forth in ESSA, which requires state to report indicators related to academic performance, growth, graduation rates and English Learner progress. But lawmakers also provided nine suggested indicators for the Department of Education to consider, including one measure of the percent of students earning Advanced Placement credit, concurrent credit, International Baccalaureate credit or industry-recognized credentials.

If the Arkansas Department of Education chooses to pursue this route, it will join several other states that are considering career readiness indicators in their statewide accountability systems. As we shared last week, about half of states planning to submit ESSA plans during the first review window are considering career readiness indicators, including measures of industry credential attainment.

Other CTE-Related Legislation Hitting Governors’ Desks this Session

ESSA-related legislation is inching along in other state houses nationwide. In the meantime, state lawmakers have kept themselves busy, continuing a years-long trend to strengthen and scale relevant career pathways. Though this list is not exhaustive, here is a snapshot of what states have passed so far in the 2017 legislative session:

  • Idaho and Utah saw increases in state-appropriated funding for CTE.
  • Two bills passed in Virginia will allow school districts to waive certain CTE teacher licensure requirements and require community colleges to accept credit for state-approved apprenticeships.
  • Arkansas’ new Future Grant program repurposes $8.2 million to cover two years of tuition and fees for Arkansas students to study at a state technical or community college, provided that their course of study is in a high-demand field and they elect to work in the state for three years after graduating.
  • South Dakota voted to reorganize the state technical college system under the authority of a new Board of Technical Education, following through on a ballot mandate approved by voters in November.

Austin Estes, Policy Associate

And They’re Off! Early ESSA Plans Signal Enthusiasm for Career Readiness

April 6th, 2017

The Every Student Succeeds Act (ESSA), reauthorized in 2015 under President Obama, affords states great opportunity to promote career readiness by updating state accountability systems, providing supports for teachers and leaders, and ensuring students can access a “well-rounded education,” including opportunities such as Career Technical Education (CTE). With the first submission window for ESSA plans now officially open, several states have stepped up to the plate, signaling a new era of career readiness.

Amid Transitions in Washington, States Move Forward as Planned

This week’s submission window comes after recent changes to the ESSA plan submission process threatened to derail the timeline. After Congress exercised its rarely-used Congressional Review Act authority earlier this year to revoke certain ESSA regulations, Education Secretary Betsy DeVos urged states to stay the course and continue their implementation efforts as planned. Earlier in March, Sec. DeVos released an updated template reorganizing the structure of the state plan and eliminating a few requirements from the Obama administration’s version, providing additional flexibility to states. While this reduced the turnaround time for states to prepare their final plans, states are permitted to submit plans as late as May 3 to provide the governor 30 days to review the final version, as required by statute.

States took these changes in stride, though some are reconsidering their approach to public data reporting. The accountability regulations repealed by Congress earlier this year encouraged the use of a “summative rating” to differentiate school performance. Now that the rule no longer applies, many states are rolling back A-F school report cards in favor of multi-measure dashboards. These changes are largely a response to criticism from local superintendents and other stakeholders who claim that summative reporting is overly simplistic and fails to provide a nuanced picture of school quality.

At Least Ten of First Eighteen States to Count Career Readiness in their Accountability Systems

Eighteen states have signaled they will submit ESSA plans during the initial review window, which opened on April 3. Of those, nine have already submitted plans to the U.S. Department of Education. While Montana and Ohio originally opted to submit by the April 3 deadline, they have since delayed their plans to allow more time for stakeholder engagement. They, along with the remaining states, will submit in September.

A review of draft public-comment plans reveals some promising strategies to strengthen CTE and career preparation opportunities. Of the 18 states submitting plans this week, at least ten plan to use some form of career readiness indicator in their accountability systems. These include:

  • Connecticut, which plans to adopt three measures of college and career readiness, including preparation for coursework, preparation for exams and postsecondary entry. These measures examine preparation for two-and four-year colleges as well as participation and success in CTE courses and workforce experiences.
  • Michigan, where policymakers exceeded federal requirements and identified a total of seven different indicators (ESSA requires five). Under the state’s plan, the accountability system will measure “Advanced Coursework,” to include successful completion of dual enrollment, middle early college, CTE, Advanced Placement or International Baccalaureate coursework. The Advanced Coursework indicator, along with other non-academic indicators, will together be weighted at 14 percent of the total score.
  • Nevada, which aims to adopt a “College and Career Readiness” indicator measuring ACT assessment scores, completion of college credit bearing coursework (AP, IB and dual enrollment) and industry-recognized credential attainment. That indicator will make up 25 percent of the state’s overall accountability score.

Other states such as Colorado plan to adopt additional indicators a later date once better systems have been developed to reliably collect and report data. Colorado plans to convene its accountability workgroup again this spring and will explore possible measures of career readiness, including completion of advanced coursework, students graduating with college credit or an industry credential, and post-graduation employment. 

Additional career readiness strategies are present throughout state draft plans. In North Dakota, state policymakers singled out ESSA’s “well-rounded education” requirements to promote CTE, competency-based learning, personalized learning and Science, Technology, Engineering, Art and Math (STEAM) programs. The state plans to use ESSA’s Student Support and Academic Achievement Grants (authorized under Title IV Part A) to strengthen well-rounded education opportunities and prepare students for postsecondary success.

And in Maine, the Department of Education plans to continue its ongoing Intersections Workshops, which bring together academic and CTE teachers to identify intersections across different content standards. This work was originally started after the state adopted a competency-based education system in 2012.

The first round of state ESSA plans indicates enthusiasm and willingness to leverage federal policy to support career readiness. And even states that do not currently have the technical capacity to do so are taking steps to adopt such measures. With months remaining until the second submission deadline in September, we encourage states to examine ESSA’s increased flexibility and seize the opportunity to strengthen career readiness systems statewide.

Austin Estes, Policy Associate

Increased State Investments in CTE Highlighted by Governors

February 7th, 2017

The beginning of the new year means governors are giving their annual state of the state addresses, celebrating accomplishments and outlining priorities in their states for the coming year. Speeches are scheduled to continue over the next few months, but some governors have already made bold statements to advance CTE.

Indiana’s Governor Eric J. Holcomb vowed to re-configure and align existing workforce development programs with new initiatives in order to develop a skilled and ready 21st century workforce. This includes a promise to invest $2 million in a regional “Jobs Ready Grants” program to help current workers complete credentials in high-demand, high-wage fields. Additionally the governor plans to invest $1 million each year to better coordinate STEM education across the state.

In South Dakota, Governor Dennis Daugaard applauded his state’s recent efforts related to CTE and dual enrollment. In 2016 the state awarded workforce education grants to help transform high school CTE programs, which resulted in new auto mechanic, precision agriculture and nursing programs. The state’s postsecondary Build Dakota program provided full-ride scholarships to approximately 300 students for a second year. Students in the program attend a technical institute in a high-need program and promise to work in that field in South Dakota upon graduation. Governor Daugaard celebrated the fact that while enrollment in two-year institutions is down nationally by 17 percent, enrollment in Build Dakota programs has increased by 10 percent.

Wisconsin Governor Scott Walker discussed multiple workforce development initiatives his state has undertaken in recent years, including investments in the Wisconsin Fast Forward program, a grant program supporting employer-led programs for training workers. The state has also doubled enrollment in the Youth Apprenticeship program. Another investment has been Project SEARCH, which provides students with disabilities with targeted classroom support and internships. There are currently 18 Project SEARCH sites, and the state aims to increase that number to 27 by the next school year. Additionally the state has increased investment in the Wisconsin Technical College System, opening 5,000 more slots for students in high-demand areas. At the secondary level, the state has focused in the last year on investing more in college and career readiness planning and increasing access to dual enrollment options.

Governor Sam Brownback of Kansas made quite a few statements regarding education in his address. Among more general promises to continue to build high-quality CTE programs and improving the state accountability system, he also encouraged the state’s postsecondary institutions to provide bachelor’s degree options for $15,000 or less. Additionally he announced plans to reform the state teacher certification and salary systems to attract more teachers to the state.

In Colorado, Governor John Hickenlooper celebrated programs like Skillful and CareerWise Colorado, which help students develop new skills for new careers and have received over $15 million in grant funding over the last 18 months. He also held up the state’s work specifically in cybersecurity training, and the growing demand for more skills-based training. The state is facing a $170 million drop in education funding from property taxes this summer, which Governor Hickenlooper vowed to address.

Tennessee Promise and Tennessee Reconnect were major features in Governor Bill Haslam’s address. Through Tennessee Promise, students attend community and technical colleges tuition free, and Tennessee Reconnect offers that same opportunity for adults already in the workforce. The governor also addressed plans to fully fund the Basic Education Program, which would provide an additional $15 million for CTE equipment.

Ashleigh McFadden, State Policy Manager

CTE Remained a Priority for State Policymakers in 2016

January 25th, 2017

Advance CTE and the Association for Career and Technical Education (ACTE) Release Annual State Policies Impacting CTE: Year in Review, Highlighting State Policy Trends from 2016

Supporting and strengthening high-quality Career Technical Education (CTE) remains a priority for state policymakers, according to a new report from Advance CTE and ACTE. The report, State Policies Impacting CTE: 2016 Year in Review, is the fourth annual policy scan highlighting state activity. Below are some key takeaways from the report.

More States Passed CTE-Related Policies in 2016 than the Year Before

In recent years, both state and national policymakers have demonstrated a growing interest in strengthening career readiness systems through legislation, executive orders, rulemaking, budget provisions and ballot initiatives. In 2016, states continued that trend, completing a total of 139 policy actions across 42 states. This is a slight increase over 2015, when 39 states passed a total of 125 policies.

This activity reflects that states are increasingly buying into the notion that alternative pathways such as two-year degrees, apprenticeships and industry-recognized credentials can lead to high-wage, high-demand careers. This is fueled in part by national initiatives such as the New Skills for Youth initiative, Pathways to Prosperity and the National Governors Association’s Talent Pipeline Policy academy, which each aim to catalyze the transformation of career preparation in states.

Funding Remains the Most Popular Policy Category for the Fourth Year

Funding was the leading category of policies passed in 2016, consistent with the past four years. Related policies this year include new grant initiatives such as the Strong Workforce Grant in California, which provides $200 million in noncompetitive funding to strengthen workforce development programs in California community colleges, and Massachusetts’ Workforce Skills Capital Grant Program. Last year also saw the restoration of funding for the Arizona Joint Technical Education Districts after a $29 million cut in 2015.

Other extant trends from the past year include policies related to industry partnerships and work-based learning; dual and concurrent enrollment, articulation and early college; and industry-recognized credentials.

States Are Gearing up for ESSA Implementation

The Every Student Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act, was signed into law in December, 2015 and includes numerous opportunities for states to accelerate work around CTE and career readiness. While most states spent 2016 engaging various stakeholder groups and developing draft plans to implement the law, some states took initial steps to pass policies in support of implementation. West Virginia and Oklahoma, for example, each adopted accountability systems that recognize and value career preparation. West Virginia’s accountability system includes an indicator that recognizes the percentage of 12th grade CTE concentrators, while Oklahoma adopted a “Postsecondary Opportunity” indicator that includes dual credit coursework, internships, apprenticeships and industry certifications.

Successful Ballot Initiatives Demonstrate Voter Support for CTE

Several states saw and passed initiatives related to CTE on the November ballot. In Oregon, voters approved Measure 98, which establishes the College and Career Readiness Fund and directs the legislature to allocate $800 per pupil to establish and expand new programs, including CTE. Meanwhile, Arkansas voted to legalize medical marijuana and subject sale of the drug to state and local sales tax. Under the approved amendment, 60 percent of the revenue generated through the sale of medical marijuana will go to support skills development and training. South Dakota voters also approved a measure that directs the legislature to restructure the way the state technical colleges are governed and remove authority from the Board of Regents.

2016 saw growing momentum in support of CTE at the state level, and this year’s activity tees 2017 up to be an important year for CTE and career readiness in the U.S. We anticipate states will continue the work started in 2016 by picking up legislation introduced in 2016, adopting new strategies to implement federal legislation and beginning the work of implementing policies passed in 2016.

Austin Estes, Policy Associate

States Continue to Make Progress on ESSA Implementation

December 6th, 2016

Last week we provided an update on new federal regulations clarifying the implementation timeline and requirements for the federal Every Student Succeeds Act (ESSA). Of note was the decision to delay the submission deadline for state plans to afford state agencies more time to meaningfully engage and gather input from stakeholders. This has been a priority activity for many states over the past several months. As state agencies have worked to draft and finalize their ESSA plans, many have made use of surveys, focus groups and listening tours to gather feedback from students, parents, educators and other relevant stakeholders.

To date, draft ESSA state plans are available for public comment in 10 states (though several others have released draft components): Arizona, Delaware, Idaho, Illinois, Louisiana, Montana, North Carolina, South Carolina, Oklahoma and Washington. At this point, several states have proposed strategies to leverage ESSA’s accountability requirements to encourage and expand quality career pathways through a College and Career Readiness indicator (CCR). California is a notable example, having adopted a such a system in September, though other states are considering this as well.

Based on feedback from stakeholders, Delaware proposed a “College and Career Preparation” indicator that includes the percent of students demonstrating postsecondary preparation through CTE pathway completion, dual enrollment, and other academic indicators such as Advanced Placement, International Baccalaureate and SAT exam scores. Additionally, Oklahoma’s state plan proposes using industry credential attainment, along with AP/IB, as one measure of student access to postsecondary opportunity. And in South Carolina, the Department of Education designed its ESSA plan around a 90 percent college and and career readiness goal for graduating students by 2030. As an interim measure of progress towards this goal, the plan proposes adopting a “Prepared for Success” indicator that measures high school students’ scores on WorkKeys assessments, participation in Youth Apprenticeships, completion of state-approved CTE pathways and industry credential attainment. This list is by no means exhaustive, but nonetheless provides a snapshot of how some states are approaching this opportunity.

Other states have found opportunities to prioritize career readiness strategies throughout the ESSA planning process. For example:TN ESSA

  • In response to its cross-state listening tour, Tennessee released an update on its ESSA plan development, reporting that one of the priority themes from the listening tour was creating a bridge to postsecondary. As such, Tennessee aims to leverage its ESSA planning to encourage and expand access to early postsecondary opportunities, including industry credentials and postsecondary credit attainment.
  • In compliance with ESSA’s requirement of challenging state standards and assessments, the Montana State Board of Education in November approved an updated standards review schedule to ensure that standards in specific program areas are regularly reviewed and revised. The first cycle of review, beginning in 2016, will examine standards for CTE, Digital Literacy, and Computer Science.
  • Washington State’s plan proposes utilizing the state’s High School and Beyond Plan as a strategy to support student learning and achievement. Students develop their High School and Beyond Plans in middle school with support from family members and school based counselors. The Plan identifies the student’s interests and abilities and defines a plan that is linked to his or her career goals.

With ESSA state plans due to be submitted in 2017, many states have yet to formalize their strategies under the new K-12 education law. Advance CTE  will monitor state plans and proposals as they are released to share emerging strategies and opportunities to leverage the law to advance career readiness and CTE as ESSA continues to be implemented over the coming years.

Austin Estes, Policy Associate

As States Complete Listening Tours, Early ESSA Plans Show Opportunities to Expand CTE

September 28th, 2016

LA MeetingsIn the nine months since President Obama signed the Every Student Succeeds Act (ESSA) into law last December, states and policymakers have been hard at work digging through the legislation and deciding how to structure their new plans. ESSA, which reauthorized the Elementary and Secondary Education Act, presents a number of opportunities to expand access to high-quality Career Technical Education (CTE). As states prepare to implement the law next year, we will provide periodic updates on their progress and share strategies for leveraging ESSA to support CTE at the state level.

Early Drafts and Proposals from the States

Most states this summer have been gathering input from stakeholders on their ESSA implementation plans as required by the new law. While many are still completing their listening tours (you can find an overview here), a few states have released draft proposals:

  • Illinois recently released a draft of its state plan, which State Superintendent of Education Tony Smith offered as a “work in progress.” The plan describes how Illinois’ secondary CTE system, which is supported, in part, with funds from the Carl D. Parkins Act, aligns with ESSA’s new focus on a ‘well-rounded education’ — a key concept in the new law includes CTE as part of the statutory definition. The state Board of Education also adopted a framework for a college and career readiness indicator, including such components as industry credential attainment, work-based learning participation, and postsecondary credit attainment. It is yet to be determined if the framework will be included in the state’s broader, multi-indicator system of accountability. Illinois plans to conduct 14 listening sessions in September and October, after which time the state will revise and publish an updated state plan later this fall.
  • After much deliberation, the California Board of Education approved a new accountability system earlier this month, adopting an indicator for college and career readiness. The indicator allows schools to count students completing a CTE pathway, although the overall score will not differentiate these students from those meeting other college and career readiness indicators such as earning a passing score on an Advanced Placement exam. The accountability system lacks criteria to measure students who are “well-prepared” for college and careers. Meanwhile, Governor Brown vetoed a bill that would have revised the accountability system to place more weight on test scores.
  • Louisiana released a summary report from its listening tour this summer, providing parents, educators and other education stakeholders an overview of progress towards a new state plan. Suggestions under consideration include incentivizing and rewarding schools for students earning industry-recognized credentials, partnering with business and industry to recruit teachers with industry experience, and providing students more opportunities to enroll in postsecondary education and training during their senior year. It is important to note that Louisiana is still considering these recommendations for the purposes of their forthcoming final plan.
  • Finally, Arizona released a draft state plan for residents of the state to review. While the draft is preliminary, Superintendent Diane Douglas promises the final version will align with the state’s AZ Kids Can’t Wait! Plan, which is currently undergoing updates. The state is receiving feedback through both public meetings and the Department of Education’s website, and plans to release an updated version in mid-October.

Department of Education Releases Guidance on “Evidence-Based” Strategies

ESSA provides states more flexibility to select a turnaround strategy for struggling schools, as long as the intervention is evidence-based. In keeping up with this requirement, the U.S. Department of Education released non-regulatory guidance to help state and local leaders identify and implement evidence-based turnaround strategies. Advance CTE and the Association for Career and Technical Education (ACTE) highlighted the potential for CTE to be included in this part of ESSA implementation in formal comments to ED this summer.

Meanwhile, the Institute of Education Sciences updated the What Works Clearinghouse to allow users to search for evidence-based strategies by school characteristics, grade span, demographics and more.

Tackling Accountability: Helpful Resources for Selecting a College and Career Readiness Indicator

college ready plusA new paper from the U.S. Chamber of Commerce Foundation offers a framework for a  “College Ready Plus” indicator that evaluates students’ postsecondary preparation using measures such as work-based learning and attainment of an industry-recognized credential. The paper describes the role that employers can play in helping states adopt and implement a career readiness indicator.

The American Institutes of Research developed a policy framework to help states align their visions for college and career readiness with requirements and opportunities under ESSA. The brief focuses on the law’s three most salient policy components related to college and career readiness: well-rounded education, multiple-measure accountability systems and purposeful assessments.

Also helpful: a policy paper from the Learning Policy Institute that takes advantage of the ESSA policy window to propose a new model for accountability. The paper offers three potential career readiness indicators — CTE pathway completion, work-based learning and industry-recognized credentials — and discusses strategies for collecting and presenting data in a way that supports continuous improvement.

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

Report Explores State Requirements for Dual Credit Teachers

August 9th, 2016

In Missouri and Other States, Experience Counts

ECS dual creditMany states allow students to earn credits in high school that can be applied towards a postsecondary degree or credential — a strategy known as dual, or concurrent, enrollment. While dual enrollment makes it easier and more affordable to obtain a postsecondary credential, states must pass policies to ensure students are receiving this advanced instruction from qualified teachers.

To further explore this challenge, the Education Commission of the States last month released a 50-state report exploring the requirements that states are using to approve dual enrollment faculty. The report finds that most states (35 in total) require dual enrollment instructors to meet the same qualifications as faculty at postsecondary institutions. Other states only require a combination of graduate credits or work experience related to their subject of instruction.

Interestingly, some states, such as Missouri, permit Career Technical Education (CTE) instructors to teach dual credit courses without meeting postsecondary faculty qualifications as long as they demonstrate experience through “working in the field, industry certification and years of experience.” In addition to detailing faculty qualification policies, the report highlights strategies that states are using to train their existing teacher workforce to teach dual enrollment courses. Such strategies are critical for providing students with seamless pathways to postsecondary credentials and future jobs.

From the States: Investments in CTE, Workforce Training Programs

In other policy news, three states are taking steps to invest in CTE and workforce training programs. In Massachusetts the legislature passed a comprehensive economic development bill that includes $45.9 million to establish, upgrade and expand CTE and training programs that are aligned to workforce development priorities.

Meanwhile, Kentucky is now accepting applications for the $100 million Work Ready Skills Initiative, a bond-funded grant program to galvanize regional cross-sector partnerships and bring CTE facilities up to industry standards. The initiative was authorized in a recent budget bill and requires a 10 percent match from local partners.

Virginia residents can now earn a high-demand credential at a third of the cost under the New Economy Workforce Credential Grant program. The grant, which was passed in March, is designed to increase access to noncredit workforce training programs in high-demand fields. Under the program, the state Board of Workforce Development is required to publish a list of noncredit workforce training programs related to high-demand fields each year, which it has already done here for 2016.

As the new school year approaches, so do new opportunities to expand high-quality CTE across the states. Keep an eye on this feed for more updates.

Austin Estes, Policy Associate

 

State Policy Update: California’s Budget Calls for New Initiative to Strengthen CTE Programs in Community Colleges

July 18th, 2016

CA BudgetWith students now on summer vacation, policymakers have been hard at work preparing for the upcoming school year – and Career Technical Education (CTE) has been front and center in several states. Last month, California approved a massive budget, including funds for the CTE Pathways Program and the new Strong Workforce Program. Meanwhile, some states are exploring strategies to address teacher shortages.

The Strong Workforce Program: California’s Investment in Community Colleges

Late last month, California Governor Jerry Brown approved the state’s budget for FY2016-17. Education – and CTE in particular – fared well. Continuing California’s past investments in CTE, the 2016-17 budget authorized $200 million for the Strong Workforce Program, an initiative to expand access to CTE courses and to implement a regional accountability structure.

The Strong Workforce Program was authorized through Assembly Bill 1602 and is based on recommendations from the Task Force on Workforce, Job Creation, and a Strong Economy. The program includes a noncompetitive grant that community colleges can receive by joining regional cross-sector partnerships with education and workforce leaders. The grant, which is awarded based on unemployment rates and CTE enrollment in the community, is designed to:

  • Ensure that CTE and workforce development programs in community colleges are responsive to employer and worker needs;
  • Encourage cross-sector collaboration; and
  • Engage employer and labor leaders in developing and aligning programs to workforce needs.

The budget includes other notable investments in CTE. The CTE Pathways Program, which supports local linkages between education and workforce development from middle school through community college, received a one-time increase of $48 million. The new budget also saw a 2.6 percent adjustment to the Local Control Funding Formula base grant to support the cost of operating high school CTE programs (check out a primer on the Local Control Funding Formula here).

What the California Budget Means for Teachers

The budget also includes measures to support teacher recruitment and certification, such as:

  • A $10 million grant program for postsecondary institutions to develop integrated teacher preparation programs;
  • $20 million to establish the California Classified School Employees Credentialing program; and
  • $5 million to establish the California Center on Teaching Careers, which would actively recruit teachers into the classroom.

Speaking of Teacher Recruitment…

Other states are exploring innovative strategies to draw more industry professionals into the classroom. In New York, the Board of Regents issued an updated rule that provides three additional pathways for individuals with industry experience to obtain a teaching certificate. Similarly, Utah adopted a new rule allowing districts to hire industry professionals without teaching experience. Under this rule, applicants must have a bachelor’s degree or higher, pass a Board-approved content knowledge assessment, and be assigned a master teacher mentor to qualify for a teaching license.

Back to California

Separately, the California State Board of Education last week approved an early version of its College and Career Readiness Indicator, which is designed to measure how prepared students are for life after high school. If the measure is approved, students would qualify as “Well Prepared” if they complete a CTE pathway with a “C” or better; score “Ready” on the 11th-grade math and English Smarter Balanced Assessment; earn a three or higher on at least three AP exams; complete three or more years of dual/concurrent enrollment in community college courses; or earn an International Baccalaureate diploma. While the Board plans to continue discussion, this early draft previews California’s vision for the Indicator.

Odds and Ends from Other States

In an effort to create a more seamless K-16 education system, the Louisiana state legislature directed the superintendent of education to study and provide recommendations on increasing participation in dual enrollment programs and aligning secondary and postsecondary systems to encourage postsecondary credit attainment in high school. The superintendent is required to report back to the legislature in early 2017, so we will keep an eye out for the final recommendations and report back.

And in South Carolina, Act 252 established the Coordinating Council of Workforce Development, a cross-sector council charged with assessing workforce needs in the Palmetto State and providing recommendations to increase access to workforce training programs. Governor Nikki Haley said the legislation would bring together businesses and technical colleges to help students gain necessary skills to fill the 60,000 job openings in the state. 


Austin Estes, Policy Associate

Check out the new Learning that Works Resource Center!

June 21st, 2016

resource centerAdvance CTE is excited to announce the launch of the Learning that Works Resource Center! This directory is your destination for high-quality materials focused on Career Technical Education (CTE) and career readiness. In this Resource Center, you’ll find the reports, guides, tools and analyses of state policies you need to support the development and implementation of high-quality CTE and career readiness programs and policies across and within states.

The Resource Center was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co. Tools and case studies developed by the partners and other organizations will be added to the Resource Center regularly.

The Resource Center lets your search in a variety of ways. If you’re interested in a specific issue, like data and accountability, you can find all relevant materials sorted topically. If you’re looking for resources to help you roll up your sleeves and focus on implementation, check out the guides and tools.  You can also find tools created specifically for New Skills for Youth. Finally, the Resource Center can help you learn about some promising policies from across the country, like Tennessee’s recent standards revision process.

The materials in the Resource Center have been carefully curated by Advance CTE staff to ensure that remains high quality and useful for you. For a resource to be included, it must:

Learn more about the Resource Center. Have a resource that should be included? Submit it here.

 

 

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