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Posts Tagged ‘career pathways’

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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Recapping the National Dialogue on Career Pathways

Friday, September 26th, 2014

On September 23, 2014 the U.S. Departments of Education, Labor and Health and Human Services brought together a diverse array of stakeholders, including NASDCTEc President Scott Stump, for a day of discussion around the future of the career pathways movement.

Looking to build on the momentum surrounding the recent passage and ongoing implementation of the Workforce Innovation and Opportunity Act (WIOA), the day presented a diverse array of stakeholders with the opportunity to describe the promise of career pathways, as well as the challenges inherent in implementing a system that touches education, workforce development and social services. It was a day full of constructive dialogue reinforcing the notion that people at all levels of the process are ready to work together to make sure students are both college and career ready upon graduation.

The event began by highlighting how pathways fit into the Obama Administration’s goal to construct “ladders of opportunity,” and ensure that graduates are coming out of school with the skills that they need to thrive in the modern economy, noting the repeated references to career pathways in the Vice President’s report Ready to Work: Job Driven Training and American Opportunity. Citing their ongoing work in encouraging state-level career pathways systems, representatives from each of the three hosting departments (as well as meeting attendees) voiced enthusiasm about the prospect of deeper collaboration at the federal level while agreeing that industry, communities and the public must also take part in the process.

NASDCTEc President Scott Stump, State Director of CTE in Colorado, sat on the panel “Advancing Career Pathways Systems.” Representing a postsecondary-led career pathways system, President Stump described Colorado’s evolution toward career pathways approach as the product of close collaboration between secondary and postsecondary leaders, as well as key leaders from business and industry. President Stump was joined on the panel by Judy Montrude of the Minnesota Department of Employment and Economic Development, Zoe G. Thompson of the Kansas Department of Commerce and Kansas Board of Regents, CharlotteWorks’ Steve Partridge and Nancy Dischinat from the Lehigh Valley Workforce Investment Board, each of whom echoed his sentiments that a career pathways system cannot be built unilaterally, but must be built in consultation with stakeholders from every phase of the career pathway process. They also echoed his sentiment that, while worth it, that process can be hard work!

“Yesterday was really enjoyable,” President Stump said. “It presented a great chance for our community to once again remind those involved in pathways that Career Technical Education is the critical core to any career pathway system, because it’s about more than one course or one diploma. Career pathways are about providing people with a sequence of learning and an arsenal of skills that they can carry with them into the workforce and continue to tap throughout their careers.”

For a Twitter recap of the event, check out our Storify. The livestream will be available here, by next week and complete your recap by checking out the agenda and official watch party instructions.

Evan Williamson, Communications Associate

By Evan Williamson in CTE: Learning that works for America, Meetings and Events
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American RadioWorks Profiles CTE in Documentary Series

Wednesday, September 17th, 2014

Evidence is mounting that the public is waking up to CTE’s power to engage students and put them on a path to success (87 percent want more CTE in high schools, according to Gallup’s Poll of the Public’s Attitudes Toward the Public Schools). Through the years, a number of stories have attempted to document the shift in both the practice and perception of CTE, but often reveal only a fraction of CTE’s long and important story.

In their one hour documentary Ready to Work, American RadioWorks takes a look at the transition from vocational education to CTE, the transformative effect modern CTE has had locally in districts like Metro Nashville Public Schools and the power of CTE to engage individual students like those at Minuteman Regional High School in Lexington, MA. In breadth, depth and understanding, Ready to Work exceeds most prior treatment of the subject, and is a must-listen for anyone concerned with the future of public education.

Get the whole story on American RadioWorks’ website here.

Evan Williamson, Communications Associate

By Evan Williamson in CTE: Learning that works for America
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CTE Research Review

Thursday, July 3rd, 2014

Research Image_6.2013This week, Jobs for the Future and the Harvard Graduate School of Education released a two-year progress report on its Pathways to Prosperity Network. The network, which consists of 10 states, focuses on creating career pathways for students spanning high schools and community or technical colleges. Along with statewide and regional examples, the report provides lessons from the field and policy recommendations.

The network’s mission grew out of a 2011 report from the Harvard Graduate School of Education which argued the current U.S. education system focused too narrowly on preparing all students for a four-year college degree, and by doing so ignored other postsecondary options that could better suit many students. The project’s long-term objective is “to create statewide strategies that ensure that all middle and high school students are provided with systematic, sustained exposure to the world of work and careers, and that students in their upper high school years have access to educational options that integrate academic and technical skills and lead to a postsecondary credential with value in the labor market.”

While the report found “gold standard” work-based learning opportunities in some schools and a philosophical commitment to these practices in many instances, none of the models could be found across whole districts or even entire high schools. These opportunities are not more readily available because, “employers in the United States do not take the long view about the value of investing in talent early.” The report shared the burden, however, with schools, saying that even if employers were more inclined to collaborate, teachers and administrators “do not have the time or capacity to develop the number of internships needed while attending to their other responsibilities.” The authors also pointed to other factors such as already tight class schedules and a lack of government youth employment policies.

The authors called on state agencies to better coordinate resources to scale up Pathways programs; increase dual enrollment opportunities; further integrate CTE with academic programs, particularly those with a STEM focus; and develop policies to incentivize business involvement.

Be sure to check out examples of how Pathways states are increasing work-based learning opportunities, leveraging public funds, and a state-by-state report that looks at progress through a statewide and regional lens.

By Andrea Zimmermann in Research
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Webinar Recording is now available for Sustaining Career Pathways: Funding, Policy, & Professional Development

Friday, February 21st, 2014

This webinar is the fourth in the Youth and Adult Pathways (YAP) series, Sustaining Career Pathways: Funding, Policy, & Professional Development, focused on sustaining your career pathways programs through funding, policy and professional development.  Subject matter expert lead was Debbie Mills. Event themes included:
·         Overview of Funding-public, private, and profit
·         Career Pathway Funding Team
·         Constructing a Plan for Career Pathway Success and Sustainability
·         Policy Implications
·         Professional Development in a Career Pathways System

The webinar recording is now available at http://youtu.be/sRP-0Vd7BqA

All materials will be available for download at:  https://community.lincs.ed.gov/group/career-pathways

More about the YAP Event Series

The YAP Event Series is designed to bring together professionals with a shared interest in connecting youth and adult learners with career pathways.  Presenters are experts in their fields, and events are designed to enhance your knowledge and give you usable information in each area.  While the live webinar is the central event, each topic is presented as a month-long “microgroup” within the Career Pathways community on the LINCS site and will include ongoing engagement and discussion before and after the live events.  

Ramona Schescke, Member Services Manager

By Ramona in Webinars
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Connecting Youth and Adult Learners: Youth and Adult Career Pathways Event Series

Thursday, December 5th, 2013

Continuation of the Youth and Adult Career Pathways Event Series

The U.S. Department of Education is pleased to announce the continuation of its Youth and Adult Pathways (YAP) Event Series, a new microgroup series within the Career Pathways community on the LINCS Platform.  The YAP Event Series is designed to bring together professionals with a shared interest in connecting youth and adult learners with career pathways.  Presenters are experts in their fields, and events are designed to enhance your knowledge and give you usable information in each area.  Centered around a live webinar with an established expert, each topic in the series is presented as a month-long “microgroup” within the LINCS Career Pathways community and will include ongoing engagement and discussion before and after the live events.  If you miss one of the live webinars, all materials and webinar recordings will be available for download.

Upcoming events include:

The full schedule of events in the YAP Event Series is as follows:

To join the YAP Event Series, log on to:

https://community.lincs.ed.gov/group/youth-and-adult-pathways-yap-series 

To receive regular updates on the series, sign up for our email list at:

http://bit.ly/1k1l2p4 

For further information, please contact

[email protected]

Ramona Schescke, Member Services Manager

By Ramona in News, Resources
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Resource Update: New Toolkits Now Available

Tuesday, November 26th, 2013

This past week, two new toolkits became available to assist in the implementation of Career Technical Education planning efforts.

1. A new Planning for Students’ Successful Transition to Postsecondary Education and Employment Toolkit has been developed by members of the Career Pathways and Technical Education Task Force of the Minnesota Department of Education.

This  tool contains the following transition elements with accompanying strategies, example resources for implementations, and partnerships.

2. The Department of Health & Human Services’ (HHS) Office of Family Assistance recently released Career Pathways: Catalog of Toolkits, an online compendium of free resources available for use in planning a Career Pathways initiative. In an effort to better coordinate efforts by the Departments of Education, Labor, and HHS, the catalog seeks to serve as a directory for model Career Pathways programs and details strategies for implementation. Users are able to browse toolkits and filter results based on the indented audience, target population, career pathway element, industry, and publisher.

Ramona Schescke, Member Services Manager

By Ramona in Resources
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New Tool Available for State Higher Education Leaders: Structured Pathways and Completion Policy Self-Assessment

Wednesday, November 6th, 2013

The Postsecondary State Policy Network, led by Jobs for the Future (JFF), has released a new tool to find out how well your state is implementing evidence-based policies to build structured pathways and encourage community college completion.
 
State higher education leaders can assess their state’s existing policies and compare them to those advocated by state and national reform leaders with the Structured Pathways and Completion Policy Self-Assessment Tool.

Since 2004, JFF and policy partners across 15 states have developed and codified policies that empower college leaders, enable useful data gathering and analysis, provide students with financial aid access and other non-academic supports, and reward institutions for student outcomes. This tool aims to help higher education leaders facilitate college completion discussions, prioritize needed policy changes, and track policy changes over time.

The Postsecondary State Policy Network is a multistate collaboration committed to advancing state policies that accelerate community college student success and completion.  Also available: you can also sign up to receive Achieving Success, the Network’s newsletter on postsecondary state policy.

For more information about the Structured Pathways and Completion Policy Self-Assessment Tool, please contact Lindsay Devilbiss, Project Associate, Jobs for the Future at [email protected].

Ramona Schescke, Member Services Manager

By Ramona in News, Research, Resources
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Fall Meeting Recap: State Policy Update

Thursday, October 24th, 2013

Earlier this week, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) held its annual Fall Meeting, which had a strong focus on state policy. To lay out some of the major trends being led by legislatures, state agencies and state boards across the country impacting Career Technical Education (CTE), Amy Loyd, from the Pathways to Prosperity Network at Jobs for the Future, Jennifer Dounay Zinth, from the Education Commission of States, and Robin Utz, from the Office of Vocational and Adult Education (OVAE) at the U.S. Department of Education participated in the State Policy Update session.

Dale Winkler, Associate Commissioner, Kentucky Office of Career and Technical Education, moderated the panel and opened by describing three major pieces of legislation passed over the last few years in Kentucky impacting CTE, strengthening the state’s CTE standards and accountability, pathways and governance. Jennifer Dounay Zinth provided an overview of cross-state legislation and governors’ agendas citing five overarching trends: career-ready performance indicators, governance structures to facilitate better CTE and industry alignment, finance through accountability and incentives, CTE pathways or industry-based credentials being embedded into high school graduation requirements, and greater coordination between K-12, postsecondary and workforce development/industry.

Amy Loyd shared some highlights from the eight states working within the Pathways to Prosperity Network to better connect their education and workforce development systems to support more seamless student transitions. An early takeaway from that work is the importance of cross-agency efforts. The most successful states are those that bring together the major state agencies – such as state departments of education, higher education commissions, workforce development boards, governors’ offices, and economic development commissions – to develop common language, common goals and metrics, and even common funding as possible.

Finally, Robin Utz discussed some of the work OVAE is supporting in states and trends emerging around career pathways and programs of study. Specifically, she mentioned performance-based funding, graduation requirements recognizing or even requiring programs of study, legislative support for Career Technical Student Organizations, and dual and concurrent enrollment as some of the major levers being pulled across states in support of CTE. She, along with the other panelists, all agreed that this widespread interest in CTE and improving career pathways is the result of the economic uncertainly and persistent skills gap, along with the broader support for the college- and career-ready agenda, which has led to CTE being “invited to the adults’ table.”

Among the common themes that emerged as policy areas that still need more attention were dual/concurrent enrollment, credit transfer and articulation agreements, career guidance and counseling, and structures and incentives for more work-based learning experiences.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in NASDCTEc Fall Meeting
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