BROUGHT TO YOU BY
National Association of State Directors of Career
Technical Education Consortium (NASDCTEc)

Posts Tagged ‘Apprenticeships’

CTE Research Review

Friday, September 26th, 2014

Research Image_6.2013Spotlighting effective apprenticeships

Apprenticeships are increasingly gaining attention from policymakers and employers as an effective tool to fight the skills gap and provide workers with higher wages and employment outcomes. Through a recent series of white papers, Center for American Progress (CAP) is adding its voice to those calling for more and better apprenticeships in the United States.

The DC-based think tank recently spotlighted five innovative apprenticeships including programs in Vermont, South Carolina, Washington and Michigan.

In Washington, apprenticeships have proven to be a smart public investment. For every $1 the state invests in apprenticeships, taxpayers receive $23 in benefits, according to one state study.

Although there is clearly more than one way to structure a program that engages multiple employers, CAP offers a few lessons learned from these five successful examples:

NACTE final report released

The U.S. Department of Education has released the long-awaited final report of the National Assessment of Career and Technical Education (NACTE).

The report focuses on the new features of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). Although the NACTE is charged with evaluating the implementation and outcomes of Perkins IV, the actual report stops short of providing insight into the effectiveness of the new law. The evaluation period covered only the early years of Perkins IV and as such can only shed light on the new law’s early implementation. Also much of the outside data used in the report comes from before the new law was passed.

The NACTE spotlighted four major areas:

Programs of study: As a new feature in the 2006 law, the NACTE found that programs of study (POS) have been implemented in widely varying ways both within and across states. Also, states played a larger role in POS development on the secondary level, whereas higher education institutions tended to take the lead when developing postsecondary POS.

Funding: Despite sustaining a total funding loss of 24 percent between fiscal years 2007 and 2014, states continued to become creative with the funding levers available to them. For example, states increasingly began using the reserve option to facilitate further funding to rural areas or those serving large numbers of CTE students. Also, in fiscal year 2010, states divided their Perkins money to secondary and postsecondary grantees by a split of 64 percent and 36 percent, respectively. Of the funds allocated to postsecondary CTE, three-fourths of that money went to community colleges.

Accountability:  Though at least three-fourths of states met 90 percent of their performance targets in 2011-12 for secondary and postsecondary CTE, researchers said the flexibility in the Perkins accountability system makes it difficult to draw valid cross-state comparisons. They also raised questions about the validity of some student outcome data.

CTE programs and participation: The NACTE found that nearly all public high school students attended a high school that offered CTE instruction and 85 percent of graduates had completed one or more CTE courses. While the number of high school students taking three or more CTE credits in the same field was much smaller (19 percent), the most common subject areas were business, communications and design and computer and information sciences. At the postsecondary level, more than 8 million students sought a CTE degree or certificate in 2011-12. The most popular fields were health sciences and business.

In addition to mandating the NACTE report, Perkins IV also required an independent advisory panel be formed. The panel prepared its own report with findings and recommendations to Congress. The panel recommended:

Calling CTE a part of America’s long-term solution to economic recovery and sustained prominence, the panel said CTE must continue to reposition itself as a pathway into postsecondary programs that links degrees and credentials to occupations.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
Tags: , , , , , , ,

CTE Research Review

Thursday, August 14th, 2014

Research Image_6.2013Although apprenticeships make up just 0.2 percent of the U.S. labor force, they are garnering more attention this summer thanks to recent reports, including from the White House’s Ready to Work initiative and a set of policy recommendations from The Brookings Institution’s Hamilton Project.

American University economics professor Robert I. Lerman posited that investing, expanding and re-branding U.S. apprenticeships has “the potential to reduce youth unemployment, improve the transition from school to career, upgrade skills, raise wages of young adults, strengthen a young worker’s identity, increase U.S. productivity, achieve positive returns for employers and workers and use limited federal resources more effectively.”

Despite such findings, the size of the U.S. apprenticeship system stands in stark contrast to other major developed countries such as Canada (2.2 percent), Britain (2.7 percent) and Australia and Germany (both 3.7 percent). In Britain, apprenticeships are coming back into favor after years of decline, much like the United States’ system. Recent surveys show that students and the wider public have a “growing appetite” for apprenticeships.

Federal investments would be one part of the approach to expanding the U.S. apprenticeship program. According to Lerman, the United States spends less than $30 million annually, whereas Britain spends about £1 billion (or $1.7 billion). If British spending on apprenticeships were adjusted to match the U.S. population, Lerman estimates that figure would be $8.5 billion.

Calling the expansion of apprenticeships a “potential game-changer”, Lerman offers recommendations for federal and state governments as well as examples of successful youth apprenticeship programs in Georgia and Wisconsin

Be sure to check out additional apprenticeship-related recommendations from the Center for American Progress, through their series of issue papers as well.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
Tags: , , , , ,

Legislative Update: House Appropriators Question Administration’s FY15 Priorities, New Proposals on Perkins Emerge

Friday, April 11th, 2014

CapitolOn Tuesday, Secretary of Education Arne Duncan testified before the House Labor, Health and Human Services and Education Appropriations Subcommittee regarding the Obama Administration’s FY 2015 budget request for education.  As we shared previously, the Administration requested $1.117 billion for the Carl D. Perkins Career and Technical Education Act’s (Perkins) basic state grant program— a figure that would maintain the same level of funding as in FY 2014, but would keep the program below pre-sequestration levels. The request also proposed to use a portion of these funds for a competitive “innovation fund” similar to what the Administration has previously proposed in its 2012 Blueprint for Career Technical Education (CTE).

During the subcommittee hearing, members from both parties strongly questioned these aspects of the budget request, asked why additional funds were not requested for the Perkins Act and voiced strong opposition to the Administration’s other proposals for new competitively funded programs.

“The concern is that these proposals would be made at the expense of meeting our current obligations,” Rep. Lucille Roybal-Allard (D-CA) said. The ranking Democrat on the subcommittee, Rep. Rosa DeLauro (D-CT), echoed these sentiments and emphasized the importance of the overall federal investment in education. The full hearing and testimony transcripts can be found here.

Rep. Martha Roby (R-AL) questioned the Secretary further on these issues asking, “Why does the Administration continue to propose competitive grants that only benefit a few students rather than investing in proven programs like CTE that help to further the goal of career readiness for all students?”

Secretary Duncan did point out that 89 percent of the funds from his department actually go to formula programs and that the Administration on the whole has invested heavily in CTE via alternative funding streams such as the Youth CareerConnect program.

However, there was genuine skepticism from many of the members present for how these proposals would negatively impact the ability of students to equitably access CTE programs throughout the country. As Rep. Roby pointed out, “We have yet to fulfill our commitment to fully fund existing formula-driven programs.”

To that end, members of Congress on and off the subcommittee have been hard at work over the past several weeks to push for additional investments for the Perkins Act ahead of the Congressional FY 2015 appropriations process. Two Dear Colleague letters, one in the House and the other in the Senate, were supported on a bipartisan basis by 93 Representatives and 25 Senators respectively, calling for a restoration of the Perkins Act basic state grant program to pre-sequester levels.

NASDCTEc encourages its members and those in the CTE community to reach out to all of the lawmakers who supported these efforts and thank them for their strong support for the Perkins Act and CTE. Special recognition must go to Sens. Blumenthal (D-CT), Kaine (D-VA), Baldwin (D-WI) and also Reps. Thompson (R-PA) and Langevin (D-RI) who lead these efforts in both Chambers.

Don’t know how to get in touch with Congress? Find out here!

Perkins Amendment Introduced in the House

Earlier this week Reps. Joe Kennedy III (D-MA), Adam Kinzinger (R-IL), Rodney Davis (R-IL) and Jared Polis (D-CO) introduced the “Perkins Modernization Act of 2014,” which seeks to more closely align CTE programs with labor market needs. Specifically it would substitute all references to “high skill, high wage, or high demand occupations in current or emerging professions,” currently found in the Perkins Act and substitute them with “employment in current or emerging in-demand industry sectors or occupations.” A definition for an “in-demand industry sector or occupation” is also proposed, which would be informed to a greater extent by labor market information culled from various sources at the local, state and national levels.

As the House Committee on Education and the Workforce (HEW) along with the Senate Committee on Health, Education, Labor and Pensions (HELP) continue to work to reauthorize the Perkins Act, it is important to note that the above proposal is not a comprehensive reauthorization bill. Instead the Perkins Modernization Act introduces into the reauthorization discussion an issue important to these members of Congress.  NASDCTEc appreciates Reps. Kennedy, Kinzinger, Davis, and Polis’ recognition that CTE programs are crucial components to the nation’s economic competitiveness and agrees that a greater availability and use of labor market information is needed to ensure that CTE programs prepare students for success in the workforce.

NASDCTEc looks forward to working constructively with Congress to thoughtfully reauthorize the Perkins Act and to ensure that programs are empowering students with the necessary skills and knowledge demanded by today’s employers and affording graduates the opportunity to secure family-sustaining wages.

House Education and the Workforce Committee Moves on ESRA

The House Education and the Workforce Committee (HEW) moved forward on the Strengthening Education through Research Act (H.R. 4366). This bill, introduced by Representatives Todd Rokita (R-IN) and Carolyn McCarthy (D-NY), reauthorizes the Education Sciences Reform Act (ESRA). Currently, ESRA supports educational research programs such as the National Center for Education Statistics (NCES), NAEP exams, and state longitudinal data systems. “Quality education research is critical to successful schools,” Rep. Rokita said upon the Committee’s approval of the bill by voice vote.

A particularly promising aspect of the bill would amend the authorization for state longitudinal data system grants to encourage the alignment of data across K-12, postsecondary and workforce programs. This would greatly support efforts to report on post-program employment outcomes for CTE graduates. Moreover, H.R. 4366 emphasizes the importance of using data effectively and lays out a more thoughtful approach to its use. The Workforce Data Quality Campaign, of which NASDCTEc is a national partner, supported this bill. The text of the bill, fact sheets, and other useful information can be found here.

Senators Introduce Bipartisan Apprenticeship Bill

On Wednesday Sens. Cory Booker (D-NJ) and Tim Scott (R-SC) introduced the Leveraging and Energizing America’s Apprenticeship Programs (LEAP) Act, a bill that incentivizes employers to increase the number of apprenticeships available to young people. Specifically the LEAP Act would grant companies a $1,500 tax credit for hiring new registered apprentices under the age of 25. A $1,000 tax credit would also be offered to employers hiring apprentices older than 25 years of age. The bill would also incent the expansion of existing apprenticeship programs

The Workforce Investment Act

Both Chambers of Congress have continued discussions on the Workforce Investment Act (WIA) this week. According to recent reports, the Chairman of the Senate HELP Committee, Tom Harkin (D-IA) and Chairman of the House HEW Committee, John Kline (R-MN), have publicly stated that they have “resolved nearly all differences” and hope to complete the legislation when Congress returns from recess in late April.

“The likelihood is that the staff will be able to hammer out what is left while we are gone,” Chairman Kline said. “Hopefully, by the time we come back, we’ll have it all put together,” Chairman Harkin was reported as saying.

There has also been speculation that the reauthorization of WIA could possibly be attached to Congress’ consideration of extending unemployment insurance benefits. NASDCTEc will monitor this process as it evolves and will continue to work with policymakers to ensure that a thoughtful reauthorization of the law emerges from these negotiations.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Legislation, News, Public Policy
Tags: , , , ,

 

Series

Archives

1