Posts Tagged ‘apprenticeship’

New Resource: Connecting CTE Students & Apprenticeship Programs

Wednesday, June 21st, 2017

Last week was certainly a big one for apprenticeships! In the midst of White House announcement, U.S. Department of Labor memo and the introduction of legislation in the Senate was the release of a new report form Advance CTE – Opportunities for Connecting Secondary Career and Technical Education Students and Apprenticeship Programs.

This new report was commissioned by the U.S. Department of Education and prepared by Advance CTE with support from Jobs for the Future, Vivayic and RTI International to help state and local leaders begin to understand the ways in which they could expand access to apprenticeships for high school students, and bring the CTE and apprenticeship systems into better alignment.

At the center of this paper are eight case studies of aligned CTE-apprenticeship programs, which Advance CTE and its partners visited last year to see how they were providing opportunities for high school students to engage directly in pre-apprenticeships, youth apprenticeships and/or registered apprenticeships.

While the eight sites differ in structure, intensity and the state policy environment, there are common lessons learned that apply to any state and local leader looking to build such programs in their own communities.

For example, when it comes to program design, we found there is no inherently “right” or “wrong” approach to connecting CTE students to apprenticeship programs. The sites’ geographic, socioeconomic, and resource characteristics, and differing administrative or legislative policies, all impacted program structure. That being said, when considering program design, a few takeaways emerged:

Advance CTE & Apprenticeships
From Advance CTE’s perspective, aligning CTE and apprenticeship programs, policies and systems is simply common sense. It comes down to providing more pathways to college and career success for more students and for strengthening our overall talent pipeline in key industries like advanced manufacturing, IT and construction, which leveraging existing structures. But, we still see too many missed opportunities due to largely disconnected systems.

This is why, even as this project winds down, we will continue to support efforts to strengthen apprenticeships, and their connections to CTE at the secondary and postsecondary levels, through partnerships like Apprenticeship Forward and ongoing discussions with OCTAE and the U.S. Department of Education Office of Apprenticeship.

Related Resources
In addition to the report, OCTAE also commissioned supportive resources to help state and local leaders turn this research into action, including two recently-released videos on Expanding Opportunities: Aligning CTE and Apprenticeship and Elements of CTE and Apprenticeship Alignment. Later this summer, OCTAE will be releasing a planning guide, templates and mini-guides to bring all the key partners to the table.

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Resources, Public Policy, Publications, Research, Resources
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In Kentucky and Arkansas, Lawmakers Authorize New ESSA Accountability Plans

Thursday, 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:

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:

Austin Estes, Policy Associate

By Austin Estes in Legislation, Public Policy
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Exploring Work-Based Learning across the Globe…and throughout Baltimore

Thursday, August 4th, 2016

Last week, I had the opportunity to participate in the Strengthening Work-based Learning in Education and Transition to Careers Workshop in Baltimore, Maryland.  This workshop was co-hosted by the U.S. Department of Education, Office of Career, Adult and Technical Education (OCTAE) and the Organisation for Economic Co-operation and Development (OECD). Advance CTE, along with other federal agencies, non-profit organizations and philanthropies served on the event’s steering committee.IMG_3585

Over the course of two days, the workshop featured a series of sessions exploring work-based learning (WBL) and apprenticeship systems in a range of countries – from Germany and Switzerland to the U.K. and Denmark – as well as the impact of such programs and policies on the key stakeholders, notably students and employers. Established research on the major components of a WBL systems, such as WestEd’s well-regarded WBL continuum, was shared, along with brand new international analyses on the intersection of apprenticeship participation and youth engagement, basic skills and equity.

The workshop also highlighted local “trailblazing” programs and a session on the state role in supporting WBL, which I had the opportunity to participate along with leaders from the National Governors Association, The Siemens Foundation, Colorado and Tennessee.

image1Probably the most fun part of the event was the afternoon dedicated to visiting WBL in action at programs throughout Baltimore. I had the chance to visit Plumbers & Steamfitters Local No. 486 and FreshStart-Living Classrooms, two very different programs supporting individuals through rigorous technical instruction and on-the-job training.

This workshop is part of OECD’s research and technical assistance project, entitled “Work-based Learning in Vocational Education and Training,” which is being implemented and funded jointly by Australia, Canada, the European Commission, Germany, Norway, Scotland, Switzerland, the United Kingdom and the United States. We’ll be sure to share the research as it is released!

Kate Blosveren Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Research
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Advance CTE Legislative Update: Senate Appropriations Committee Approves FY 2017 Perkins Funding Bill as Stakeholders Review Newly Proposed ESSA Regulations

Friday, 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

Steve Voytek, Government Relations Manager 

By Steve Voytek in Legislation, News, Public Policy
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Democrats Support Career Academies and Technical Training in Party Platform

Tuesday, September 4th, 2012

This week in Charlotte, the Democrats released their party’s platform which outlines how their policies will help America out-education, out-innovate and out-build the rest of the world. As we reported last week, the Republican party’s platform included their support for CTE at the secondary and postsecondary levels. The Democrats also voiced their support for secondary CTE, saying that they would “continue to strengthen all our schools and work to expand public school options for low-income youth, including magnet schools, charter schools, teacher-led schools, and career academies.”

At the postsecondary level, Democrats called for greater access to higher education and technical training. To that end, the party supports the following proposals that would improve the skills of students and adult workers:

Nancy Conneely, Public Policy Manager

By Nancy in Public Policy
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Legislative Update: ESEA, Bills Introduced

Friday, October 21st, 2011

Senate Marks Up ESEA

The Senate Health, Education, Labor and Pensions Committee met on Wednesday to begin markup the draft Elementary and Secondary Education Reauthorization bill introduced by Senator Tom Harkin (IA) last week. The markup was threatened with delays when Senator Rand Paul (KY) objected to the Committee meeting longer than two hours after the Senate convened on Wednesday. This is a procedural rule, rarely employed in the Senate, that is almost always waived. Senator Paul was concerned that no hearing had been held on the bill this session (10 were held last session) and he felt there was not enough time to review the bill before the markup. On Thursday, Senators Harkin and Enzi (WY) reached an agreement with Senator Paul that in exchange for dropping his objection, the Committee will hold a hearing on the bill on November 8.

The Committee reported the bill last night by a vote of 15-7. Three Republicans, Senators Enzi, Lamar Alexander (TN) and Mark Kirk (IL), joined all Democrats in voting for the bill. Senator Harkin hopes to bring the bill to the floor for debate and a vote before Thanksgiving.

During the markup, Senator Richard Blumenthal (CT) introduced an amendment to expand internships and apprenticeships, with the goal of alleviating dropouts and providing skills training. Because the amendment would require locals to use the money for this purpose, several Senators opposed it, but said they would support it if it were an allowable use of funds. Blumenthal agreed to withdraw the amendment and change the language, but wants to be sure that there are strong incentives for locals to use funding for internships and apprenticeships.

Bills Introduced

Teachers and First Responders Back to Work Act

This week Senators Menendez (NJ), Reid (NV), Harkin (IA), Stabenow (MI) and Casey (PA) introduced S. 1723, Teachers and First Responders Back to Work Act.  The bill contains the provision of the American Jobs Act that provides $35 billion to create or protect education jobs, as well as jobs for police officers and firefighters.  The jobs supported in this bill are not just teachers, but any public school K12 employee.

However, last night the Senate failed to invoke cloture on the bill by a vote of 50-50. All Republicans voted against it, as did Senators Lieberman (CT), Nelson (NE) and Pryor (AR). As result, the bill will not be voted on.

Preparing Students for Success in the Global Economy Act

Senators Jeff Merkley (OR), Al Franken (MN), Mark Begich (AK), and Kirsten Gillibrand (NY) introduced S. 1675, Preparing Students for Success in the Global Economy Act. This bill aims to increase student access to courses in STEM subjects and provide additional resources to recruit, train, and support STEM teachers.

Grantees must include in their applications a description of how their activities will be coordinated with other programs and activities, including Perkins-funded CTE programs. Local subgrantees must also describe in their applications how grant funds will be coordinated with programs and activities, including Perkins-funded CTE programs.

“If we don’t train our children for the jobs of the future, we won’t be able to compete in the future,” Merkley said. “Whenever I talk to companies like Intel back in Oregon, they tell me that STEM education is key, and in far too many schools, the resources aren’t there to prepare our students for careers in engineering and science. This legislation will help address this deficit.”

 

Nancy Conneely, Public Policy Manager

By Nancy in Legislation
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Community College 2.0

Monday, May 10th, 2010

Last week, the Center for American Progress (CAP) released Community College 2.0, a brief that calls on the federal government to help community colleges reach their goals of improving student success and helping train our workforce for the future. According to CAP, new funding is needed for the Departments of Education and Labor to be directed toward community colleges, and used to foster innovation in three key areas:

  1. Faculty and staff professional development to help ensure that these school leaders are prepared to teach integrated developmental, occupational, and academic courses and provide career advising
  2. Data systems that help community colleges better understand student learning and provide students with information to better plan their education
  3. New associate’s degree education models built on a foundation of apprenticeship and career pathways

By Nancy in Public Policy
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