Posts Tagged ‘career pathways’

New Resources: Designing Meaningful Career-Ready Indicators (Part 1)

Thursday, July 5th, 2018

Over the past four years, Advance CTE has been tracking how states value career readiness within their federal and state accountability systems, shared in our bi-annual report, Making Career Readiness Count (released in 2014 and 2016), in partnership with Achieve. The passage of the Every Student Succeeds Act (ESSA) in 2016 led a significant increase in states valuing measures of career and college readiness in their accountability systems, which has the power to truly transform districts and schools across the country.

With nearly every state’s ESSA plan approved by the U.S. Department of Education, states are in the process of actually designing their new or revised accountability systems, including developing business rules and guidance to locals on data collection and designing report cards.

To help states design and implement the most meaningful career-focused indicators at this key moment in time, Advance CTE, Education Strategy Group (ESG) and the Council of Chief State School Officers (CCSSO) are developing a series of career-focused indicator profiles organized around the four types of measures recommended in Destination Known: Valuing College AND Career Readiness in State Accountability Systems.

Today, we are releasing two on Progress toward Post-High School Credential and Assessment of Readiness. These profiles explore how leading states, including Delaware, Ohio, Tennessee and West Virginia, are designing their indicators to ensure they are based on quality, validated data, are inclusive of all students, and are aligned with meaningful outcomes. They should serve as a resource and inspiration for states working on similar indicators.

In the next few weeks, Advance CTE will be releasing two additional profiles on the other categories defined in Destination Known: Co-curricular Learning and Leadership Experiences and Transitions Beyond High School. And, in the coming months, we will release our third edition of Making Career Readiness Count in partnership with Achieve, ESG and CCSSO. Stay tuned for more!

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Resources, Resources
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How New Skills for Youth States are Defining Criteria for High-quality Career Pathways

Thursday, May 10th, 2018

What defines a high-quality career pathway? Is it alignment to labor market needs and career opportunities? The quality and qualifications of teachers and faculty? Access to meaningful, aligned work-based learning experiences? Perhaps all of the above?

Defining the the components of high-quality career pathways is a critical priority of the 10 states participating in New Skills for Youth (NSFY), an initiative to transform career pathways and student success by expanding options for high school students. NSFY is a partnership of the Council of Chief State School Officers, Education Strategy Group and Advance CTE, generously funded by JP Morgan Chase & Co.

Today, Advance CTE released a series of snapshots highlighting promising practices and achievements of the 10 NSFY states, including the different approaches each state is taking to define and promote high-quality career pathways.

In Massachusetts, a cross-sector committee developed criteria for high-quality college and career pathways (HQCCP), part of an effort to improve career-readiness opportunities for students in the commonwealth. Massachusetts plans to identify, designate and support two types of high-quality secondary pathways: early college pathways, which enable students to earn up to 12 college credits in high school, and innovation pathways, which are aligned with high-demand industries. The joint committee set a high bar to designate each type of pathway. To officially be recognized as a HQCCP, pathways must:

In 2017, Massachusetts began accepting applications to designate HQCCPs, and plans to announce designated sites shortly. These sites will receive support, and in some cases, funding, from the state, and will work together as a community to strengthen meaningful career pathways that are aligned to the joint committee’s HQCCP criteria.

Other NSFY states chose different approaches to defining quality career pathways. Ohio designed a framework for local program administrators to evaluate program quality and make informed decisions about which programs to scale up and which to phase out. The framework is designed using four dimensions: learning environment and culture, business and community engagement, educator collaboration, and pathway design.

Wisconsin took a regional approach through its Pathways Wisconsin pilot. Through the project, which has been rolled out in four regions across the state, regional Pathways Wisconsin directors are working with key stakeholders in their community to identify and recognize different career pathways within priority industry areas.

Defining criteria for high-quality career pathways was a common priority across the NSFY states. Other priorities include:

To learn more about the pursuits of the NSFY cohort, read the 2017 NSFY Snapshot Executive Summary or download individual state snapshots.

Austin Estes, Senior Policy Associate

By Austin Estes in Publications, Resources
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New Advance CTE Report Highlights States that Are Raising the Bar through Career Pathways Approval

Wednesday, April 26th, 2017

Next week, Advance CTE will recognize the winners of 2017’s Excellence in Action awards — an annual competition to elevate and celebrate high-quality programs of study. This year’s slate of competitors is stronger than ever, demonstrating how well-designed programs that integrate academic and technical instruction, span secondary and postsecondary education, and equip learners with relevant work-based learning experiences can prepare learners for academic achievement and career success.

Examples of strong programs of study — and career pathways, more broadly — exist in every state. Yet all too often these career pathways are islands of excellence, setting the bar for quality, but requiring further state action to ensure all students can benefit from strong career pathways. While the approach to developing career pathways varies across the nation, state leaders can play a role in promoting quality by leveraging policy, programs and resources to ensure all career pathways meet minimum standards.

Today Advance CTE released its newest report, Raising the Bar: State Strategies for Developing and Approving High-Quality Career Pathways. The report examines successes in Tennessee, New Jersey and Delaware to demonstrate how states can use the career pathways approval process to raise the level of quality.

All states have processes in place to review and approve career pathways, but not all use them to promote and uphold quality standards. This report describes a few approaches states can take — such as defining quality criteria, using fiscal and accountability policy to incentivize adoption, and providing regional supports — to promote quality through the pathways approval process.

This report was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy group, generously funded by JPMorgan Chase & Co.

Austin Estes, Policy Associate

By Austin Estes in Publications, Resources
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Election 2016: Where the National Parties Stand on CTE

Monday, 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

 

By Austin Estes in News, Public Policy
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Advance CTE Legislative Update: House Education Committee Holds Perkins Hearing while Senate CTE Caucus Hosts Career Pathways Briefing

Thursday, 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:

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

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

By Steve Voytek in News, Public Policy
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CTE Research Review: The Workforce Edition

Thursday, October 29th, 2015

Transforming Workforce Development Policies

A new book from the Kansas City Federal Reserve calls for a comprehensive restructuring of the nation’s workforce development policies and programs to better meet the human capital demands of employers. This compilation of submissions from some of the most prominent thought leaders in workforce development policy today, the Federal Reserve is wading into a relatively new area of research but one where it plans to continue being actively involved.

“Transforming U.S. Workforce Development Policies for the 21st Century,” provides thoughtful perspectives on the system itself as well as how to redesign these strategies and evidence-based policies and practices.

The Role of CTERoleCTE

What and who has the greatest impact on students and their career choices? This is the central question of a new report, “Attracting the Next
Generation Workforce: The Role of Career and Technical Education,” from The Manufacturing Institute, SkillsUSA and Educational Research Center of America. The study, which surveyed more than 20,000 high school students enrolled in CTE programs of study, also aims to provide insight into students’ perceptions of the value of CTE preparation.

Overwhelmingly (64 percent), students cited their own interests and experiences as the greatest influence on their future careers. The second and third greatest influences were a student’s father (22 percent) and mother (19 percent). Perhaps surprisingly, guidance counselors accounted for 3 percent –the least important influence on a student’s career choice.

So how did students perceive the value of CTE preparation for the future careers? While 47 percent of all CTE students surveyed said that CTE has helped make their career choices clearer, that number rises significantly for CTE students who also participate in a CTSO or are members of SkillsUSA. Also, those students engaged in CTSOs are nearly 50 percent more likely to pursue a technical career in the field they are studying, according to the survey.

Check out the report to learn about how students are exposed to future employers as well as educators’ perceptions of CTE.

Also new from The Manufacturing Institute is a tool that can help educators make the case for work-based learning and employer partnerships. The tool – a return on investment calculator – is designed to help manufacturers calculate the cost of open positions within a company by factoring in costs across several categories including training, recruiting, human resources and operations.

Also Worth the Read:

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
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CTE Research Review: Jobs, Jobs and More Jobs

Thursday, August 27th, 2015

In the past few weeks, a number of studies have been released focusing on jobs and careers. Below is a quick rundown of some of the most salient reports.

The U.S. Departments of Education, Labor and Transportation: Strengthening Skills Training and Career Pathways across the Transportation Industry
This joint report, building on the collaboration across these agencies to better align career pathways initiatives and efforts, details the potential employment opportunities throughout the transportation industry, broken down by subsectors, occupations, career areas and geography. A core finding is that transportation industry employers are expected to hire and train roughly 4.6 million workers, an equivalent of 1.2 times the current workforce, to meet the needs of growth, retirement and turnover in the next decade.

Jobs for the Future: Promising Practices in Young Adult Employment
Jobs for the Future has released a series of three briefs to support ways in which education, employers and workforce development can better collaborate to combat the chronic high unemployment of our youngest adults. They released case studies on an EMT Career Pathway program in New Jersey; automotive and manufacturing Career Pathways in Wisconsin and Virginia; and a multi-disciplinary career exploration program in Milwaukee, Wisconsin, each of which detail the specific actions taken by employers and workforce development leaders.

Center on Education and the Workforce: Good Jobs Are Back: College Graduates Are First in Line
The latest report from Georgetown’s Center for Education and the Workforce focuses on how many of the jobs created since the Great Recession are “good jobs,” which according to the Center:

CEW Good JobsThe report finds that 2.9 million of the 6.6 million jobs added over the Recovery are “good jobs,” most of which require at least a bachelor’s degree. Consistent with many of the Center’s other reports, “Good Jobs Are Back” finds that individuals with a high school diploma or less as the most likely to suffer during and beyond the Recession and Recovery.

Young Invicibles: Best Jobs for Millennials
Focusing on careers that will provide millennials with the greatest opportunities, Young Invincibles analyzed Bureau of Labor Statistics data using three criteria: projected occupation growth by 2022, median wage and “Millennial share,” or the percentage of the total jobs in that occupation held by young adults aged 18-34. Based on the criteria and a ranking system, the report found that physician assistants, actuaries, statisticians, biomedical engineers and computer and information research scientists were the five best jobs out there for young adults. Across the list of the 25 best jobs identified, over half are “STEM” and nearly all require some education and training beyond high school, a number of which require less than a four-year degree.

Kate Blosveren, Associate Executive Director

By Kate Blosveren Kreamer in Research, Uncategorized
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State Policy Update: Workforce Development, Job-driven Training and More

Thursday, July 30th, 2015

This week, the National Skills Coalition released its roundup of this year’s major state legislative actions aiming to close the middle-skills gap across the country. Be sure to check out the full paper and related webinar, which includes deep dives on new workforce development efforts in Virginia and Minnesota, to learn more.

Here are some of the workforce-related highlights from this year’s legislative sessions:

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Public Policy
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NASDCTEc Legislative Update: Spring Wrap-Up Edition (Part II)

Tuesday, May 5th, 2015

cherry-blossoms-at-jefferson-150x150A lot has happened this season on Capitol Hill, particularly with regards to the implementation of the Workforce Innovation and Opportunity Act (WIOA), new CTE-related legislation and various announcements from the Obama Administration. As summer draws closer, we wanted to take a moment and re-cap all of the exciting activity going on in Washington D.C. as we look ahead to what the rest of the year has in store for the Career Technical Education (CTE) community. Below is Part II in a two part series of springtime legislative updates. 

Implementing the Workforce Innovation and Opportunity Act

On April 16th, the U.S. Departments of Labor, Education and Health and Human Services (DOL, ED, HHS) formally published a long overdue series of Notices of Proposed Rulemaking (NPRM). These NPRM’s are a proposed set of rules developed by the Obama Administration that would govern the implementation of the Workforce Innovation and Opportunity Act (WIOA). They were released in five parts:

  1. Unified and combined plans, performance accountability and the one-stop system (DOL/ED)
  2. DOL-administered activities (DOL only)
  3. Title II adult education and family literacy activities (ED only)
  4. Miscellaneous program changes (ED only)
  5. State vocational rehabilitation services program, state-supported employment service programs and limitations on the use of subminimum wage (ED only)

 

The National Skills Coalition recently released a helpful summary and webinar overviewing the main elements of this proposal. Moreover, DOL recently released a Training and Employment Guidance Letter (TEGL) that outlines the governance-related activities that States must complete by July 1st of this year. As a reminder, all of WIOA’s required implementation dates can be found here.

While the five NPRM’s cover the full spectrum of WIOA implementation, the most relevant proposal for the CTE community is the first NPRM listed above, jointly developed and released by both DOL and ED. This NPRM seeks to provide additional guidance to states as they choose to pursue the unified or combined planning options available under WIOA, a clearer articulation of two of WIOA’s common performance metrics— “indicators of effectively serving employers” along with “measurable skills gains”— and attempts to provide clarity regarding the sharing of infrastructures costs for WIOA’s One-Stop system of which postsecondary CTE is a required partner.

Published in the Federal Register on April 16th, the Obama Administration has opened up these NPRMs for public consumption and comment. Responses to the department are due no later than June 16, 2015 and can be submitted here by following the on-screen instructions.

NASDCTEc and its partners plan to provide formal comments on the issues outlined above in the coming weeks and will continue to monitor and engage with the federal rulemaking process as it continues throughout the rest of this year.

CTE Legislation Round-Up

In March Senators Tammy Baldwin (D-WI) and Tim Kaine (D-VA), co-chairs of the Senate CTE Caucus, introduced the Next Generation High Schools Act (NGHS), a bill that would create a $300 million competitive high school redesign program to increase the number of students who graduate college-and-career ready by connecting schools with comprehensive, evidence-based reform models similar to those found in CTE.

Specifically, the bill would support applied learning instructional approaches and rigorous CTE curriculum to overhaul high schools in an effort to boost graduation rates and increase student achievement. NASDCTEc supported the introduction of this bill and has fully endorsed the proposal. A press release on the legislation can be found here and more information is located here. In a recent op-ed article, Senator Baldwin reiterated her intent to introduce additional CTE-related legislation further on this year.

Last week Senators Rob Portman (R-OH) and Mark Warner (D-VA) introduced the Go to High School, Go to College Act which seeks to increase student access to postsecondary education. The bill would incentive early college and dual / concurrent enrollment models offered at the high school level by expanding federal Pell Grant program eligibility to qualifying students to pursue these opportunities.

A companion bill sponsored by Representatives Marcia Fudge (D-OH) and Chris Gibson (R-NY) has also been introduced in the House. NASDCTEc has fully supported and endorsed this legislation and applauds these lawmakers’ commitment to providing a quality postsecondary education to all students. More information on the bill can be found here and a press release from Senator Portman’s office is located here.

Updates from the Obama Administration

Last week, ED’s Office of Career, Technical, and Adult Education (OCTAE) released a fourth round of non-regulatory guidance for issues surrounding the implementation of the Carl D. Perkins Act (Perkins). Common questions regarding the law’s implementation and corresponding answers, along with the three previous versions of this Q&A, can be viewed on OCTAE’s newly renovated Perkins Collaborative Resource Network.

OCTAE has also recently released a summary report of the responses ED, DOL, and HHS received from last year’s request for information (RFI) on quality career pathway development and implementation. NASDCTEc, along with 140 other stakeholder groups, provided comment during this solicitation. View the full report here.

In March, the Obama Administration announced the launch of their “TechHire” initiative which will provide $100 million in competitive grant funding through DOL to create partnerships between employers, eligible training institutions, and local governments.  Funded by DOL’s H1-B visa fees, the initiative seeks to invest in innovative, data-driven programs that provide participants specific occupational training. More information on available grants is expected later this year, but an overview of the effort can be found here.

Last week, U.S. Secretary of Commerce Penny Pritzker and the Aspen Institute announced the launch of “Communities that Work Partnership”, a new joint effort that seeks to promote industry-led training and workforce development programs. Supported by a $500,000 grant from the U.S. Commerce Department’s (Commerce) Economic Development Administration, the announcement is part of Commerce’s ongoing “Skills for Business” initiative that is aimed at preparing workings for job opportunities in in-demand occupations and industry sectors. More information on the announcement, how to engage with this work, and relevant deadlines can be found here.

Sector partnerships are one of the new points of emphasis under WIOA. In an effort to support the creation and expansion of these partnerships, DOL’s Employment and Training Administration (ETA) has announced in a recent TEGL the availability of $150 million in grant funding for state agencies responsible for administering Title I programs and activities under WIOA. Funds may be used for the planning of individual sector strategies, related program services, and administration. More information is available from the National Skills Coalition’s blog.

Last week, the White House hosted its first-ever “Upskilling Summit” to bring together the employer and education communities. The event also marked the unveiling of a new report on how the Administration plans to promote a series of public-private partnerships aimed at supporting workers of all ages and background’s as they seek to secure high-skill, high-wage jobs. Read the report here.

Steve Voytek, Government Relations Manager

By Steve Voytek in Legislation, News, Public Policy
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CTE Research Review

Thursday, April 30th, 2015

teachersToday in CTE research … a scan of career pathway models, a peek into employers’ views on competency-based education, recommendations to strengthen the teacher pipeline, and research into the labor market’s return on investment for higher education.

First up – MDRC’s new research, “New Pathways to Careers and College: Examples, Evidence, and Prospects”

Over the years, the high school reform debate has evolved to view CTE as a means to prepare all students for success in college and careers, and CTE programs are changing along with it. More programs are emerging that blend CTE, rigorous academic coursework and opportunities for career exploration. With that in mind, MDRC researchers took a first-ever scan of the most prominent career pathway models and their underlying principles, the localities where they are most popular, and some evidence of success.

At least one career pathway model can be found in high schools in virtually every state and most large cities, the researchers argue, and yet still only a small percentage of students are enrolled in pathways that include the key elements of success. Much work remains to scale programs that are anchored by infrastructure that ensures high-quality implementation, sustainability and continuous improvement.

NASDCTEc Executive Director Kimberly Green and Oklahoma State CTE Director Marcie Mack were among the national experts interviewed for this report.

The Pipeline of Teachers

ACT and the National Center for Education Statistics (NCES) have published new research that takes a closer look at the pipeline of future
teachers as well as how they fare during their first five years in the classroom.

In “The Condition of Future Educators 2014,” ACT examines which students are expressing interest an education career from administration to classroom teachers, and found that the number of students interested in becoming educators continues to drop significantly – just five percent of all ACT-tested graduates. There continues to be a lack of men and diversity among those who expressed interest in the profession. The study was based on the 57 percent, or 27,000 students, of the U.S. graduation class who took the ACT test in 2014.

Among the findings, just one percent, or 224 students, planned to make CTE teaching a focus of their postsecondary pursuits.

The report offered three recommendations to help drive more high-achieving and diverse students into the teacher pipeline:

At NCES, researchers provided a first look at the results of a nationally representative study of 2,000 teachers who entered the profession in 2007-08. After five years in the field, 17 percent of the teachers were no longer teaching, the study found. Salary was one of the greatest reasons why teachers remained in the profession. Education level had little impact. Those teachers who started with a $40,000 salary were more likely to still be teaching a year later.

Competency-based Education

Competency-based education (CBE) is gaining traction in communities across the country, particularly within higher education. But what do we know about how employers see it?

The American Enterprise Institute recently published a first-of-its-kind survey of 500 hiring managers to better understand how employers view CBE. The study found:

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research, Uncategorized
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