Posts Tagged ‘competency-based education’

State Policy Update: Virginia, Idaho pass major CTE legislation

Wednesday, April 27th, 2016

Back in January, we shared highlights from this year’s State of the State addresses, particularly in Virginia and Idaho where the states’ governors made Career Technical Education (CTE) a key part of their 2016 legislative agendas. Three months later, some of those proposals have made their way through the legislative process to be signed into law earlier this month.

Virginia

In his State of the Commonwealth address earlier this year, Virginia Gov. Terry McAuliffe outlined a new vision for the state’s education and workforce development systems to equip students with the skills needed to be successful in today’s labor market, and called for increased collaboration among government, business and education. To do this, McAuliffe pointed to industry-recognized credentials and competency-based education, saying, “you cannot build an economy for 2050 with a 1950s approach to education.”

Since then, Mcauliffe has signed a host of education and workforce bills, which will strengthen articulation agreements and establish a grant fund to help students cover two-thirds of the cost for a noncredit workforce training program. Of particular relevance is SB336, which intends to restructure the high school experience for Virginia students starting in the 2018-19 school year to be based on mastery rather than seat-time and includes work-based learning opportunities for all students, regardless of their graduation pathway. The final plan will be determined by the State Board of Education, but broadly, the bill instructs the state board to:

Idaho

For its part, Idaho has also been hard at work to expand CTE since Gov. Butch Otter made CTE a priority in his State of the State address in January. Among other things, Otter proposed to increase funding for technical colleges, career counseling and STEM education.

Since then, the Idaho legislature passed SCR134, which supported Lt. Gov. Brad Little’s postsecondary attainment goal for 60 percent of residents age 25-34 to have a postsecondary degree or certificate by 2020. The resolution also urged public and private sectors to collaborate on programs to support postsecondary pathways for young Idahoans. Separately, the legislature also allocated $3.8 million to expand capacity for CTE programs at Idaho’s six technical colleges and graduate more students into high-demand fields such as health care, information technology, mechatronics and transportation.

Other highlights from Idaho (we know, there are a lot!) include:

While the Virginia and Idaho legislatures have both adjourned for the year, 25 states remain in session. We will continue to keep a close eye on these remaining states in the coming months and share major CTE policy changes as they happen. Stay tuned.

Austin Estes, Policy Associate

 

By Austin Estes in Legislation, News, Uncategorized
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Major New Research Highlights Value of CTE (Part I)

Thursday, April 7th, 2016

This week, two leading education organizations – the Thomas B. Fordham Institute and Education Trust – have published new research that illustrates how K-12 CTE can and should be used to create meaningful education experiences that prepares students for future success in college and careers. First up, an analysis of high school transcripts to pull back the curtain on college and career readiness.

Meandering toward Graduation: Transcript Outcomes of High School Graduates

In “Meandering toward Graduation: Transcript Outcomes of High School Graduates,” Ed Trust finds that while students may graduate high school, too many are leaving with no clear path forward.

For nearly a decade, college and career-readiness for all students has been the foundational rhetoric of U.S. education, but high school transcripts show that this rhetoric didn’t bear out in reality for most graduates in 2013. In fact, fewer than one in 10 recent graduates had taken a foundational set of courses necessary to be both college- and career-ready. Additionally, the data shows that 47 percent of graduates completed neither a college- nor career-ready course of study. The study defined college- and career-courses of study as the standard 15-course sequence required for entry at many public colleges, as well as three or more credits in a career-focused area such as health science or business.

Of those who had completed a course of study, only eight percent in those graduates completed a full college- and career-prep curriculum. Further, less than one-third of graduates completed a college-ready course of study and just 13 percent finished a career-ready course sequence. Because seat-time is not a sufficient indicator of readiness, the report also looks at who in the college- and career-ready cohort, particularly students of color or disadvantaged backgrounds, had also demonstrated mastery of the curriculum. When looking at mastery, an additional 14 percent of graduates fail to meet this benchmark.

Rather than aligning high school coursework with students’ future goals, the report found that high schools are continuing to prioritize credit accrual, which reinforces the idea that high school graduate is the end goal in a student’s educational journey. The report identifies state-, district-, and school-level levers including transcript analysis, master schedule, credit policies and graduation requirements.

To truly prepare students, school structures, culture and instruction must shift to prepare students for postsecondary studies aligned to their career interests, and this can be done without risk of recreating a system of tracking students into prescribed pathways.

Andrea Zimmermann, State Policy Associate

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By Andrea Zimmermann in Research, Uncategorized
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CTE Research Review Part II

Friday, March 11th, 2016

If you missed yesterday’s post, you can catch it here. And now a quick look at new papers exploring competency-based education, the value of credentials, and many others!

Competency-based Education

Competency-based education continues to garner the attention of policymakers, educators and the research community. Here are a few new pieces on competency-based education in both K-12 and higher education.

In Case You Missed It:

By Andrea Zimmermann in Research
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NASDCTEc Legislative Update: Focus Shifts to Higher Ed as ESEA Work Continues Amid Duncan Retirement

Friday, October 16th, 2015

United States CapitalA lot has happened over the past few weeks on Capitol Hill, particularly with regards to Congressional efforts to reauthorize key pieces of legislation for K-12 and postsecondary education. With fall in full swing, we wanted to take a moment to re-cap all of the activity over the past few weeks as we look ahead for 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 autumnal legislative updates.

Senate CTE Caucus Highlights Importance of CTE within HEA

Late last month, the Senate Career Technical Education (CTE) Caucus hosted a briefing for congressional staff titled “Postsecondary Pathways to Success: Strengthening Career and Technical Education in the Higher Education Act.” John Cech, Deputy Commissioner for Academic and Student Affairs for the Montana University System who is also a NASDCTEc member and State CTE Director for Montana, participated in this briefing.

John’s remarks grounded the panel’s discussion with a sense of relevancy and urgency saying, in part, “. . . the basic infrastructure of our society depends largely on our nation’s ability to produce new graduates at the two-year college level, in addition to the university degrees that are the traditional focus of the national postsecondary dialogue.”

The panel had four overarching recommendations for the reauthorization of the Higher Education Act (HEA) which would infuse the law with a much-needed focus on CTE:

Duncan Makes for the Exit as ESEA Work Continues

Earlier this month, U.S. Secretary of Education Arne Duncan announced that he will resign from his post at the end of the year. Duncan is the longest serving cabinet member in the Obama Administration and came into the position after serving as CEO of Chicago Public Schools for seven years.

John B. King Jr., who has been Deputy Secretary of Education since January of this year, will replace Duncan as the next Secretary of Education pending Senate approval.

Duncan’s tenure as the head of the U.S. Department of Education (ED), particularly the ESEA flexibility system granting waivers to states from many provisions contained in No Child Left Behind (NCLB), has been one of the main motivations behind Congressional activity to reauthorize the Elementary and Secondary Education Act (ESEA) this year.

As we have shared previously, both Chambers of Congress were successful in passing rewrites of the law earlier this summer. Currently, lawmakers from the Senate and House Education Committees have been engaged in conference negotiations to reconcile the differences between the two bills. These discussions are still ongoing.

More recently, Democratic Senators Murphy (D-CT), Warren (D-MA), and Booker (D-NJ) hosted a roundtable discussion with Secretary Duncan and Deputy Secretary King focused on accountability issues within ESEA reauthorization. Holding states and local communities accountable for student achievement has been one of the most polarizing issues during the reauthorization process for ESEA and many Congressional Democrats, along with the White House, hope to strengthen such accountability provisions in a final bill when conference negotiations wrap-up.

Despite the progress being made in ESEA conference negotiations, a pathway forward for a bill containing stronger accountability requirements than what is currently in either the Senate or the House rewrites— something the Obama Administration and many Democrats would like to see— remains an uphill battle. As with much of the Congressional agenda this fall, the outcome of the race to replace Speaker Boehner will likely have a significant impact on ESEA’s chances of passage in the 114th Congress. As the Thomas B. Fordham Institute points out, ESEA’s chances are a hard “maybe” at this point.

Obama Administration Pushes Forward on a Number of Higher Ed Initiatives

Congressional efforts to reauthorize HEA are still ongoing and in lieu of a comprehensive proposal from Congress, the Obama Administration has continued to prioritize higher education issues. For instance the Office of Management and Budget, recently released the Admisntration’s final set of ‘Agency Priority Goals’ which outlines ED’s objective to increase the percentage of adults aged 25-34 who have an associate’s degree or higher to nearly 50 percent by 2017.

Late in September, ED also released much anticipated guidance for experimental sites who are pursuing innovative models of awarding federal financial aid for competency-based education (CBE) programs. These sites were first announced in 2014 as part of the experimental sites initiative authorized under HEA. The new “CBE Experiment Reference Guide” can be used both for the institutions and accrediting bodies participating in the initiative, as well as for institutions who might like to pursue CBE programs in the future. More information on the guidance can be found here. U.S. Undersecretary of Education Ted Mitchell has also announced that ED intends to expand this initiative by the end of the year.

Another round the experimental sites initiative was announced earlier this week. Named the “Educational Quality through Innovative Partnerships” (EQUIP) experiment, ED is currently soliciting applications to support partnerships between colleges and universities and “non-traditional” providers of education, such as shorter-term job training programs or Massive Open Online Courses (MOOCs). Eligible programs would need to lead to a degree or certificate, articulate to academic credit, and be aligned to high-demand, high-growth economic sectors. More information on the announcement here.

Earlier this summer, the White House celebrated innovation within CTE and First Lady Michelle Obama announced that ED and her office’s “Reach Higher Initiative” would work together to launch a mobile app development challenge to create a user friendly tool for students to learn more about career pathways and other educational opportunities available to them. This month the First Lady officially launched the competition, making available $225,000. Applications are due no later than December 6, 2015—more information on the challenge 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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CTE Research Review: Leveraging CTE within Competency-Based Education

Thursday, August 20th, 2015

CBPA new brief from Achieve and NASDCTEc argues that states can and should leverage CTE when considering how to move K-12 education toward a system marked by mastery, not time. The paper, “Building a Strong Relationship between Competency-Based Pathways and Career Technical Education,” identifies the opportunities for collaboration and strengthened relationships as well the challenges of creating an integrated system.

Competency-based pathways (CBP) have the potential to open new opportunities for students to learn and demonstrate their learning in meaningful ways. To do this, students should be able to access engaging learning opportunities that are grounded in application and relevant to their career goals – a central focus of CTE. This is why state leaders should consider how to ensure that CBP and CTE systems are aligned and mutually reinforcing.

In fact, states that intentionally include CTE in their vision for CBP can use its inherently competency-based elements to help break down the classroom walls that separate academics from CTE, and by doing so, can value learning where it happens and create opportunities for teachers to collaborate and innovate.

Leverage points can include:

The brief also offers key points of consideration for states moving toward an integrated CBP system:

The brief includes state examples from Colorado, Connecticut, Illinois, Kentucky, Maine, Michigan, New Hampshire, Ohio, Oregon, Rhode Island, and Vermont. Read more about how states are implementing CBP here.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
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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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CTE Research Review

Wednesday, December 17th, 2014

GAO Study on State Funding of Public Collegeschart

In a report for the Senate’s Committee on Health, Education, Labor and Pensions, the Government Accountability Office (GAO) issued a new study examining how state funding and policies have affected college affordability.

Between 2003 and 2012, the report found that state funding across all public colleges decreased by 12 percent, citing the recession’s impact on state budgets as a likely reason. At the same time, median tuition rose 55 percent, and as of fiscal year 2012, became a greater source of revenue for public colleges than state funding.

The GAO provided recommendations in particular about how the federal government could incentivize state action from Federal Student Aid changes, new federal grant programs, and providing consumer information on college affordability.

iNACOL State Policy Framework for Competency-based Education

The International Association for K-12 Online Learning (iNACOL), which advocates and supports quality blended, online and competency-based learning opportunities, has released a five-point state policy framework to support competency-based education.

According to the report, 36 states have adopted policies to enable competency based education such as allowing for proficiency-based diplomas, waiving seat time requirements or creating credit flexibility. As the impetus behind its policy framework, iNACOL predicts that the move toward mastery and competency will only increase moving forward.

To reach sustainable systemic change, iNACOL recommends the following:

Nanodegrees and Stackable Credentials

On Tuesday, the Center for American Progress convened a discussion about reimagining the path to the workforce through nanodegrees and stackable credentials. The panel featured Eugene Giovannini of Maricopa Corporate College, Clarissa Shen of Udacity, and Anne Wintroub of AT&T. The event also focused on the think tank’s 2013 report, “A Path Forward.”

You can watch the discussion here.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
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Reminder: Webinar next Tuesday on Open Badging!

Friday, October 3rd, 2014

Next Tuesday October 7 @ 1 pm ET, NASDCTEc and NOCTI will be hosting a webinar on  Badging 101: The What, The Why & The How. This webinar will explore what badges are, why they are emerging as a major innovation in education (both in and outside the classroom) and how they are being implemented in a variety of settings, including through a recent multi-site pilot. There will be a wealth of knowledge shared so this webinar is not to be missed!

Speakers include:

Register here today!

By Kate Blosveren Kreamer in Advance CTE Announcements, Webinars
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Upcoming Webinar: Badging 101

Monday, August 25th, 2014

badge1Sometimes called “the next disrupter” in education, open badges offer an innovative platform for recognizing and displaying a students’ competency demonstrated either inside or outside the traditional classroom. Yet questions remain about how badges work at the institution and state level, how they can be folded into existing education systems, and what it takes to ensure their quality, reliability and validity.

On Tuesday October 7 @ 1 pm ET, join NASDCTEc and NOCTI for Badging 101: The What, The Why & The How, which will dig into some of these tough questions and explore open badges from national, state and local perspectives.

Speakers include:

Register here today!

Kate Blosveren, Associate Executive Director

By Kate Blosveren Kreamer in Advance CTE Announcements, Webinars
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CTE Research Review

Thursday, December 19th, 2013

Research Image_6.2013

Welcome to the final CTE Research Review of 2013! Below are some new and notable reports on issues impacting Career Technical Education.

The Education Commission of States (ECS) launched a 50-state database of dual/concurrent enrollment policies, including state reports, comparable data and links to specific legislation and regulations. The database includes information on access, finance, quality assurance and transferability. With about a third of all dual/concurrent credits earned by high school students in CTE disciplines, this is a key issue for CTE leaders and students.

The Afterschool Alliance released a new brief, Computing and Engineering in Afterschool, which explores why and how afterschool programs can help equip students with the skills they need to pursue engineering and computer science education and careers – and help fill gaps in traditional K-12 education. For more on STEM and the Afterschool Alliance, check out their STEM Impact Awards.

The Center for American Progress (CAP) has released two briefs in the last two months focusing on reforms in the higher education space: Meeting Students Where They Are: Profiles of Students in Competency-Based Degree Programs” and “A Path Forward: Game-Changing Reforms in Higher Education and the Implications for Business and Financing Models.” The first report explores various competency-based education models at the postsecondary level. In addition to laying out these models – from direct assessment to hybrid degrees – the brief also captures students’ perspectives and experiences earning degrees at their own pace and leveraging knowledge already gained in school and the workplace. It’s a compelling read and was discussed at a recent CAP event, which can be watched here.

The latter report focuses on some identified “game changers” for postsecondary education, notably stackable credentials, competency-based education and the Guided Pathways to Success model, laying out the benefits and the barriers that need to be removed to ensure more Americans have access to high-quality postsecondary learning, aligned with the demands of industry.

Finally, this week the National Center for Education Statistics released the annual Trial Urban District Assessment results, which was designed to explore how feasible it is to use the National Assessment of Educational Progress (NAEP) at the district level. For the 2013 administration, 21 districts participated. While a number of districts posted gains over previous years’ assessments, the results are by and large still very low across these urban districts, particularly for minority students. For a good (and honest) analysis of these results, check out Education Next.

Kate Blosveren, Associate Executive Director

By Kate Blosveren Kreamer in Research, Uncategorized
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