Posts Tagged ‘Career Counseling’

NASDCTEc Legislative Update: House Education Committee Holds Perkins Reauthorization Hearing

Wednesday, October 28th, 2015

United States CapitalYesterday morning, the House Education and the Workforce (HEW) Subcommittee on Early Childhood, Elementary, and Secondary Education hosted the chamber’s first hearing related to the reauthorization of the Carl D. Perkins Career and Technical Education Act (Perkins) in the 114th Congress. This hearing is part of the HEW Committee’s larger efforts to reauthorize the law which has been due for renewal for several years.

The hearing titled, “Improving Career and Technical Education to Help Students Succeed in the Workforce” gave a platform to four expert witnesses to provide insights and perspectives on a number of important issues related to the CTE enterprise:

On the whole, the hearing focused primarily on specific efforts, initiatives, and programs in the CTE space that could be looked to as models for renewing aspects of the Perkins Act. Subcommittee Chairman, Todd Rokita (R-IN) framed the day’s discussion by talking about Congress’ bipartisan effort to pass the Workforce Innovation and Opportunity Act (WIOA) last year and the need to align Perkins to portions of that law in order to address the nation’s skills gap.

Dr. Huftalin kicked the day’s panel off by talking about SLCC’s innovative partnership with the Boeing Company—a relationship that evolved into the impressive Utah Aerospace Pathways program which strongly aligns secondary and postsecondary CTE coursework with the needs of the state’s aviation industry. As Dr. Huftalin pointed out in her remarks that, “Perkins funding was crucial for SLCC’s ability to maintain and grow key CTE programs for our students at a time when our enrollment was rapidly increasing.”

Former ACTE President and current leader of Meridian Technology Center in Stillwater, Oklahoma, Dr. Major followed by highlighting the critical importance of career exploration to his center’s success and called for the next iteration of Perkins to increase flexibility in supporting career awareness and guidance activities.

Dr. Ricks focused her comments on the need for Perkins to more seamlessly connect with state and local efforts to develop career pathways. She also emphasized CTE’s significant impact on student graduation rates, noting that minority student populations who have higher rates of high school non-completion would stand to benefit immensely from strong support for CTE programs via the Perkins Act.

Rounding off the opening statements was Mr. Johnson of NCCER who focused his remarks on the need for CTE programs to partner closely with members of the local business community. He also touched on the need to strengthen the CTE teacher pipeline in future legislation succinctly noting in part that, “. . . it’s easier to turn a pipefitter into a teacher than it is to turn a teacher into a pipefitter.”

Following these opening statements, the hearing was opened up to questions from committee members. HEW Chairman Kline (R-MN) questioned the witnesses on the extent to which they have partnered or engaged with the Workforce Development Boards authorized under WIOA. HEW Ranking Member Scott (D-VA) pursued a line of questioning focused on the need to ensure that CTE and core academics were appropriately integrated.

A large part of the discussion centered on the need to adequately fund CTE and the Perkins Act with House CTE-Caucus co-chair Rep. Langevin (D-RI) and Subcommittee Ranking Member Fudge (D-OH) each noting the negative impact that sequestration has had on the Perkins Act basic state grant program and the ability of CTE programs to meet increasing demand. Rep. Carter (R-GA) questioned whether moving Perkins to a competitive funding structure would address these concerns—all four witnesses strongly rejected this idea as it would undermine Perkins’ foundational support for CTE programs throughout the country.

Rep. Fudge, along with Reps. Clark (D-MA) and Bishop (R-MI) each had questions on how to effectively harness labor market information to ensure CTE programs relate to the needs of the economy. Another important dynamic of these discussions focused on how to appropriately balance the short-term job training needs of employers with the longer-term educational needs of students.

While much of the day’s conversation revolved around Perkins and CTE’s role in workforce development efforts, Rep. Bonamici (D-OR) reminded her colleagues that “the ‘E’ part in CTE stands for education, so we’re not trying to convert education into job training. This is about educating students to be prepared for whatever path they choose” as a way to bring the conversation back to how to most effectively support students for lifelong career success.

House CTE-Caucus co-chair and long-time champion of CTE in Congress, Rep. Thompson (R-PA) expanded on Dr. Major’s earlier point on the need for greater federal support for career counseling and advisement. He also emphasized the importance of engaging parents and families as a way to overcome lingering stigmas related to CTE.

Subcommittee Chairman Rokita ended the hearing with a simple question to the witnesses—‘what needs to be fixed in the Perkins Act?’

Dr. Huftalin focused her answer on future legislation more effectively aligning current Perkins accountability metrics to other federal programs and Dr. Ricks spoke about the need to better engage minority serving institutions at the secondary and postsecondary levels. Significantly, Dr. Major recommended to lawmakers that the next Perkins Act should focus on quality and called for future legislation to fund programs that are meeting minimum thresholds of excellence to ensure that students and employers alike benefit from high-quality CTE.

Watch the archived video of the hearing here. More information on everything else, included written testimony, can be found here.

Steve Voytek, Government Relations Manager

By Steve Voytek in News, Public Policy
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Legislative Update: Congress Continues Consideration of ESEA as a Busy CTE Month Comes to a Close

Monday, March 2nd, 2015

CapitolReauthorizing the Elementary and Secondary Education Act (ESEA) has been at the top of lawmaker’s to-do lists since the 114th Congress began in January. Both the House Education and the Workforce (HEW) Committee and the Senate Health, Education, Labor, and Pensions (HELP) Committee have prioritized a complete overhaul of the law still known as No Child Left Behind (NCLB).  However, recent developments have slowed the process down and thrown ESEA’s reauthorization prospects into question.

In the House, HEW Chairman John Kline (R-MN) reintroduced the Student Success Act (H.R. 5)— legislation that was passed by the House in 2013. With a few modifications and small changes, H.R. 5 cleared the HEW Committee earlier this month on a strict party line vote and is now under full consideration by the House. Overall the bill would significantly roll back the federal role in K-12 education and would make a number of substantial changes to NCLB’s current structure (more information on the bill can be found here).

Late last week, the House considered 44 amendments to the legislation focused on a wide range of issues. One of the most significant amendments adopted came from Rep. Bob Goodlattee (R-VA) which would allow local school districts to develop and use their own assessments in lieu of state tests. In total a dozen amendments were adopted, including one from Rep. Langevin (D-RI) and Rep. Thompson (R-PA) that would afford states additional flexibility to use Title I funding for work-based learning opportunities—a measure that NASDCTEc has been supportive of.

Despite several veto threats from the Obama Administration and vehement opposition from House Democrats, H.R. 5 seemed to be moving along to final passage late Friday afternoon. However in a surprise move, conservative groups began opposing the legislation for not going far enough to limit the federal role in K-12 education.  With no Democratic support for the bill to count on, House Republican leaders were forced to delay consideration of the legislation for a yet-to-be determined period of time. The longer this delay lasts, the more unlikely passage of H.R. 5 becomes. As some have already pointed out, failure to pass a rewrite of ESEA will only perpetuate the U.S. Department of Education’s current waiver framework— an increasingly unpopular (at least among members of Congress) series of state waivers  from certain elements of NCLB.

In the Senate, Chairman Lamar Alexander (R-TN) released a discussion draft for the reauthorization of ESEA and opened up the draft for public input last month. Like H.R. 5, this proposal would also significantly limit the federal role in K-12 education and seeks to increase flexibility for state and local decision making. Titled the “Every Child Ready for College or Career Act of 2015,” the bill would eliminate the Adequate Yearly Progress and Highly Qualified Teacher provisions of NCLB— a proposal NASDCTEc has long championed for throughout the reauthorization process. However, the draft would eliminate the Elementary and Secondary School Counseling program and has little to say regarding the importance of career readiness for the nation’s students— two issues that still need to be addressed as the bill continues to take shape.

The draft served as the basis for several HELP committee hearings on ESEA reauthorization over the past few months and received lots of attention following its release despite its lack of Senate Democrats’ input. More recently, HELP Committee Chairman Alexander and Ranking Member Patty Murray (D-WA) announced their intent to negotiate a bipartisan bill to reauthorize the law— a process that is still underway between the two. Nevertheless, the Committee remains optimistic that they will begin mark-up of a bipartisan bill sometime by the second week in March. As this process and more unfolds over the coming weeks and months, stay tuned here for updates and impacts as they relate to the CTE community.

Senators Introduce the Career Ready Act of 2015

Earlier this month Senators Tim Kaine (D-VA), Tammy Baldwin (D-WI) and Rob Portman (R-OH) and co-chairs of the bipartisan Senate Career Technical Education (CTE) Caucus introduced the Career Ready Act of 2015 (CRA), a bill that seeks to promote career readiness in secondary school and helps to better align the Elementary and Secondary Education Act (ESEA) with the Carl D. Perkins CTE Act (Perkins).

Specifically the bill would encourage states to incorporate multiple indicators of career readiness within their accountability systems and make this information available for public use and consumption. As NASDCTEc and Achieve’s 2014 report pointed out last year, nearly half of states already have such indicators within their systems. The bill would also align career exploration course offerings and counseling to the needs of the local and regional economy and would encourage greater collaboration between ESEA, Perkins, and the recently passed Workforce Innovation and Opportunity Act (WIOA).

Additionally, CRA would strengthen the existing Elementary and Secondary School Counseling grant program— an existing program under ESEA— by encouraging a stronger focus on career counseling, providing relevant professional development opportunities for counselors to use labor market information, and to build collaborative partnerships between community stakeholder groups such as schools, businesses, and local workforce investment boards.

While the bill amends current law, the sponsors of the bill hope to incorporate aspects of this legislation into the wider ESEA reauthorization process. NASDCTEc proudly endorses this legislation and remains hopeful that Career Ready Act of 2015 will be used to infuse a newly reauthorized ESEA with stronger career readiness components. Late last week, NASDCTEc moderated a Senate CTE Caucus discussion panel exploring these issues at great length and looked for ways to support collaborative alignment between the Perkins Act and ESEA. The text of the bill can be accessed here.

A Busy CTE Month in Congress Comes to a Close

February typically ushers in some of the coldest months of winter, but it also marks CTE month— an entire month dedicated to lifting up and celebrating Career Technical Education around the nation. Congressional CTE champions in both the House and the Senate have been busy these past few weeks vocalizing their support and formally introducing resolutions acknowledging the occasion.

At the beginning of the month Project Lead the Way (PLTW) co-hosted a CTE and STEM Reception on Capitol Hill in conjunction with the Senate CTE Caucus and the Association of Career and Technical Education (ACTE). Senators and their staff had the opportunity to see first-hand some of the wonderful work on display by PLTW students from Maryland, Virginia, and DC.

Further into the month, the House CTE Caucus hosted a briefing titled “CTE 101: The Nuts & Bolts of Establishing a Qualified Workforce” which was co-hosted by Caucus co-chairs Reps. Jim Langevin (D-RI) and Glenn “GT” Thompson (R-PA). Kicking off the event, Congressman Thompson spoke at length about the value of CTE to every Congressional district and the need to strengthen and renew the Perkins Act. NASDCTEc Executive Director Kimberly Green participated in this panel and provided an overview of CTE’s evolution over the past decade as well as priorities for Perkins reauthorization. The co-Chairs also took to the House floor in support of CTE and CTE month— their statements can be found here and here.

Odds & Ends

Steve Voytek, Government Relations Manager 

By Steve Voytek in Legislation, News, Public Policy
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