Posts Tagged ‘Connecticut’

New Research Shows Positive Employment Outcomes for CTE Learners

Tuesday, March 10th, 2020

One of the most important considerations for learners choosing to enroll in secondary and postsecondary Career and Technical Education (CTE) programs is whether that pathway will lead to a successful career and a good salary. The new Strengthening Career and Technical Education for the 21st Century Act (Perkins V) requires states and local recipients to set goals around post-program outcomes for CTE concentrators. Several recent studies suggest that learners are finding gainful employment and increased salaries after completing CTE programs. 

A study in the Community College Journal of Research and Practice analyzed data from the California Community Colleges CTE Outcomes Survey. Using three years of survey data from over 46,000 former CTE participants, the researchers found that these learners reported positive employment outcomes and obtained greater increases in wages than they were earning before beginning their program.

Another study using administrative data on a cohort of high school CTE concentrators from Washington State found that CTE learners who go on to college, compared to non-CTE learners, are significantly more likely to enroll in and complete vocational programs. They are also more likely to earn postsecondary credentials such as associate degrees and industry certifications, especially in the applied Science, Technology, Engineering and Mathematics (STEM) and public safety fields. Additionally, secondary CTE learners who do not go on to college are also more likely to obtain full-time employment within the first three years after graduation compared to non-CTE learners. 

Lastly, a study of admissions and learner outcomes within Connecticut’s system of 16 stand-alone CTE high schools found that males who attend a technical high school are 10 percentage points more likely to graduate than comparable males who attend a traditional high school. Male learners attending technical high schools in Connecticut also have approximately 31 percent greater post-graduation quarterly earnings, higher 9th grade attendance rates and higher 10th grade testing scores than comparable males. There was no evidence that female learners had significantly different outcomes based on the type of school attended. 

As CTE month comes to a close and states finalize their Perkins V plans and invest substantial resources in CTE programs, the findings in these three studies highlight the value that CTE programs have in positive academic and employment outcomes for learners. Additionally, these findings reaffirm the value CTE programs have in preparing learners for the real world and the many postsecondary paths they can pursue. The Washington State and Connecticut studies found that CTE concentrators were slightly less likely to go on to college than comparable learners but still more likely to earn vocational credentials, obtain full-time employment with higher earnings, and have better attendance and test scores than comparable learners. State leaders are encouraged to continue investing in these programs proving to work for learners in their states. 

Other Notable Research 

A report on Idaho’s education and earnings gap revealed that those with bachelor’s degrees earn substantially more in income than those with less education. Among its recommendations, the report suggests the state adopt explicit policies encouraging school districts to develop secondary CTE course sequences or certified programs focusing on two to three specific career pathways that play to their local strengths. 

Brian Robinson, Policy Associate

By Brian Robinson in Uncategorized
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States Passed At Least 208 Policies to Support CTE in 2019

Wednesday, January 29th, 2020

On the federal and state levels, 2019 was an important year for Career Technical Education (CTE). In addition to creating their four-year state plans for the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), at least 45 states and Palau enacted at least 208 policy actions related to CTE and career readiness.

Today, Advance CTE, the Association for Career and Technical Education (ACTE) and the Education Commission of the States released the seventh annual State Policies Impacting CTE: Year in Review report, examining 2019 legislative activity, including legislation, execution orders, board of education actions and budget provisions. To develop the report Advance CTE, ACTE and Education Commission of the States reviewed state activity, cataloged all finalized state action and coded activity based on the policy area of focus. In 2019, states most frequently addressed the following topics:

In total at least 41 states enacted policies that affected CTE, making funding the most common policy category for the seventh year in a row. Illinois increased funding for CTE programming by $5 million, while Massachusetts and Delaware both invested in work-based learning programs. For the second year in a row, industry partnerships and work-based learning was the second most common policy category with at least 35 states taking action in this area. In Connecticut, the legislature passed a law to require the Connecticut Department of Labor and the Board of Regents for Higher Education to jointly establish nontraditional pathways to earning a bachelor’s degree through apprenticeships, while Colorado enacted a law to launch a statewide resource directory for apprenticeships.

Most states have taken action relevant to CTE since the Year in Review report was launched and in total more than 60 policies passed in 2019 than 2018. This indicates a continued commitment from state leaders to advance CTE. To view previous years’ Year in Review reports, click here. Advance CTE, ACTE and Education Commission of the States will be joined by Texas to discuss these policies in more depth on February 18 from 3-4 p.m. EST- to register for the webinar, click here.

Brianna McCain, Policy Associate

By Brianna McCain in Advance CTE Resources, Public Policy, Publications, Webinars
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Partnering with Researchers Can Help State Leaders Build the Case for CTE

Tuesday, November 12th, 2019

In Massachusetts, Career/Vocational Technical Education Schools (CVTE) are renowned for offering rigorous, high-quality programs of study across a variety of disciplines. While CVTE graduates have always experienced high rates of success academically and in their careers, state leaders in Massachusetts wanted to know whether these outcomes directly result from the CVTE model. In 2017, the Massachusetts Department of Elementary and Secondary Education partnered with Shaun Dougherty (at the time, a researcher at the University of Connecticut), and learned that CVTE students are significantly more likely to graduate from high school and earn an industry-recognized credential than similar students who were not admitted.

Demand for rigorous research on Career Technical Education (CTE) has increased as more policymakers ask questions about the impact on college and career readiness. State CTE Directors may be interested in similar questions as researchers (such as “Does CTE improve educational and career outcomes? Do different programs help different students? What types of programs offer students the highest economic returns?”) but may not think to seek out and collaborate with them or know how to prioritize among the many research requests they receive.

This blog series, a partnership between Advance CTE and the Institute for Education Sciences (IES) seeks to break down the barriers between State CTE Directors and researchers to encourage partnerships that can benefit both.

What Can Research with State Data Tell Us?

Research can be a powerful tool to help State CTE Directors understand what’s working, what isn’t working, and what needs to change. The findings described below provide examples of how strong partnerships between researchers and state policymakers can result in actionable research.

How Can States Use CTE Research to Improve Policy and Practice?

Here are a few things states can do today to start building a CTE research base:

Over the next several months, Advance CTE and IES will publish a series of Q&A blog posts with researchers and state CTE leaders talking about how their partnerships developed and what states can do to advance CTE research.

This blog series was co-authored by Corinne Alfeld at IES (corinne.alfeld@ed.gov) and Austin Estes from Advance CTE (aestes@careertech.org), with thanks to Steve Klein of Education Northwest for editorial suggestions. IES began funding research grants in CTE in 2017 and established a CTE Research Network in 2018. IES hopes to encourage more research on CTE in the coming years in order to increase the evidence base and guide program and policy decisions. At the same time, Advance CTE has been providing resources to help states improve their CTE data quality and use data more effectively to improve CTE program quality and equity.

By Austin Estes in Research
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States Support Alternative Methods to Earn College Credit and Degrees

Thursday, August 8th, 2019

The majority of 2019 legislative sessions have come to a close. During these legislative sessions, states enacted legislation to support alternative methods to obtain college credit and degrees.

Awarding College Credit Through Apprenticeships

Some states are exploring how to leverage apprenticeships to award college credit to learners. For instance, the Colorado legislature passed HB19-1294 in May to require the chief administrative officer of the Colorado Community College System to convene a working group to determine the best way to transfer construction industry registered apprenticeship program credit to college credit. If possible, the working group must have representatives from community colleges, area technical schools, local district colleges, relevant four-year institutions and applicable labor organizations. The working group must consider the possibility of apprenticeship program coursework culminating in significant progress towards a degree, among other considerations.

In June, the Connecticut legislature passed SB607, which requires the Labor Department and the Board of Regents for Higher Education to jointly establish nontraditional pathways to earning a bachelor’s degree through the inclusion of credits earned through apprenticeships.

Expanding Access to Credit for Prior Learning Opportunities

The Utah legislature passed HB45 in April. HB45 directs the State Board of Regents to establish policies that award learners credit for prior learning. The established policies must provide standards for accepted forms of prior learning assessments and the transferability of prior learning assessment credits between institutions, among other standards. To learn more about promising practices to advance credit for prior learning opportunities for each learner, read Advance CTE’s Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner report.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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Numerous Governors Celebrate and Commit to Advancing CTE in 2019

Monday, February 4th, 2019

As is tradition at the beginning of the legislative sessions, numerous governors have presented their policy agendas in their annual addresses to their state legislatures. These addresses provide an opportunity for the 20 new governors to highlight their legislative priorities. Many of the State of the State Addresses highlighted successes related to Career Technical Education (CTE) and governors’ commitments to advance CTE in 2019.

Many governors celebrated successes of previous and existing initiatives in their speeches. In Arizona, Governor Doug Ducey celebrated the 99 percent high school graduation rate for students in Arizona CTE programs. In Connecticut, Governor Ned Lamont proposed increasing access to vocational technical schools and apprenticeships and celebrated the successes of students at a new Career Academy in Waterbury, CT. Meanwhile, in New Jersey, Governor Phil Murphy celebrated the creation of more than 100 new apprenticeship programs in the past year.

Governors also emphasized the importance of advancing equity in their states. In Iowa, Governor Kim Reynolds proposed creating a new program called “Computer Science in Elementary,” which will integrate computer coding into class lessons at six high-poverty elementary schools. In Delaware, Governor John Carney proposed a statewide commission comprised of community leaders who will recommend steps to help disadvantaged students succeed.

Other governors set goals for the year and called for additional funding for CTE. In Indiana, Governor Eric Holcomb set a goal for 60 percent of Hoosier adults to have a high-value credential beyond high school. In Nebraska, Governor Pete Ricketts celebrated that the Developing Youth Talent Initiative, which connects middle school students to work-based learning opportunities in the manufacturing and IT sectors, has impacted 7,000 students to date and called on the state to increase funding for the initiative by $1.25 million. In Washington, Governor Jay Inslee proposed a budget that would allow 100,000 students to participate in paid internships and apprenticeships over the next 10 years.

In total, more than 12 governors have celebrated or made commitments to foster CTE in their states during their State of the State Addresses. Advance CTE will continue to monitor the State of the State Addresses as they happen for their relevance to CTE.

To learn about CTE related policies that governors prioritized in 2018, join Advance CTE, ACTE and a state leader to discuss 2018 CTE related policies in more depth on February 14 – to register for the webinar click here.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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States Pave Way for More Flexible, Integrated Pathways to Graduation

Friday, July 21st, 2017

Putting Learner Success First: A Shared Vision for the Future of CTE reinforces the principle that all learning should be personalized and flexible. Education should meet learners where they’re at, allowing them to pursue pathways and experiences aligned to their career interests. To that end, a number of states this summer have taken steps to expand flexible pathways to graduation by amending graduation requirements and exploring opportunities to enhance career advisement and integrate workforce skills throughout the K-12 curriculum.

In Connecticut, for example, Governor Dannel Malloy signed SB1026, amending graduation requirements set to take effect this year. Those requirements were adopted in 2010 in an effort to raise expectations, but were too prescriptive in terms of which courses learners would need to take to graduate. Specifically, the requirements increased the minimum number of credits needed to graduate from 20 to 25 and specified that students would need to earn eight credits in Science, Technology, Engineering and Math (STEM), nine credits in humanities, three in career and life skills, and three and a half in other areas, including a senior demonstration project.

The new law makes some changes to the required number of credits but ultimately provides school districts and learners more flexibility on the path to graduation. For one, students will now be required to earn nine, not eight, credits in STEM, but local school boards have the liberty to choose which courses qualify. Additionally, the law gives students the option to receive credit by demonstrating subject matter competency through alternative means, such as work-based learning, Career Technical Education (CTE), virtual learning and more. And instead of the senior demonstration project, learners must complete a mastery-based diploma assessment.

Washington Takes Credit Equivalencies Statewide

Over on the west coast, Washington State’s budget for the 2017-19 biennium includes provisions to accelerate the state’s ongoing credit equivalency work. Under the enacted budget, the Superintendent of Public Instruction is directed to help expand and support the implementation of course equivalency credits statewide. This builds upon an ongoing state effort to streamline graduation pathways and allow students to earn math and science credit by demonstrating competency through technical coursework. Since 2015, the State Board of Education has established course equivalency frameworks for 32 courses, including the Core Plus curriculum, a model developed in partnership with the Boeing company to help students develop knowledge and skills in manufacturing.

Additionally, the budget provides for a competitive grant fund to help school districts implement the course equivalency frameworks, such as by developing rigorous assessments, raising awareness and providing professional development for educators.

Rethinking Education and Workforce Development in Idaho, Michigan and California

Meanwhile, efforts are underway in Idaho, Michigan and California to align K-12 education with workforce development priorities. In Idaho, Governor Butch Otter’s Workforce Development Task Force, launched by executive order in January, released its findings and recommendations from a five-month study into the state’s workforce development needs. Among the task force’s recommendations are strategies to connect K-12 education to career pathways, strengthen career advisement in the state, expand CTE programs and apprenticeships, and incentivize schools to integrate workforce skills into secondary curricula.

In Michigan, the Career Pathways Alliance —  a Governor-led, cross-sector effort — released a series of 16 recommendations to dramatically strengthen career preparation at the secondary level. Proposals range from continuing a statewide communications campaign to enhancing career counseling efforts and introducing more flexibility into the Michigan graduation standards, an effort currently making its way through the state legislature. While many of the Alliance’s recommendations require legislative approval, State Superintendent Brian Whiston issued a directive immediately after the recommendations were released to begin implementing some of the strategies.  

Meanwhile, California is taking steps to develop and integrate computer science standards into K-12 curricula. The state’s budget directs the superintendent to convene a Computer Science Strategic Implementation Advisory Panel to provide recommendations for implementing K-12 computer science standards. Specifically, the panel’s recommendations, which are due to the superintendent by July 2019, will address professional development for teachers, define principles for meeting the needs of K-12 students, and identify strategies to expand access to computer science education.

Austin Estes, Policy Associate

By Austin Estes in Public Policy
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And They’re Off! Early ESSA Plans Signal Enthusiasm for Career Readiness

Thursday, April 6th, 2017

The Every Student Succeeds Act (ESSA), reauthorized in 2015 under President Obama, affords states great opportunity to promote career readiness by updating state accountability systems, providing supports for teachers and leaders, and ensuring students can access a “well-rounded education,” including opportunities such as Career Technical Education (CTE). With the first submission window for ESSA plans now officially open, several states have stepped up to the plate, signaling a new era of career readiness.

Amid Transitions in Washington, States Move Forward as Planned

This week’s submission window comes after recent changes to the ESSA plan submission process threatened to derail the timeline. After Congress exercised its rarely-used Congressional Review Act authority earlier this year to revoke certain ESSA regulations, Education Secretary Betsy DeVos urged states to stay the course and continue their implementation efforts as planned. Earlier in March, Sec. DeVos released an updated template reorganizing the structure of the state plan and eliminating a few requirements from the Obama administration’s version, providing additional flexibility to states. While this reduced the turnaround time for states to prepare their final plans, states are permitted to submit plans as late as May 3 to provide the governor 30 days to review the final version, as required by statute.

States took these changes in stride, though some are reconsidering their approach to public data reporting. The accountability regulations repealed by Congress earlier this year encouraged the use of a “summative rating” to differentiate school performance. Now that the rule no longer applies, many states are rolling back A-F school report cards in favor of multi-measure dashboards. These changes are largely a response to criticism from local superintendents and other stakeholders who claim that summative reporting is overly simplistic and fails to provide a nuanced picture of school quality.

At Least Ten of First Eighteen States to Count Career Readiness in their Accountability Systems

Eighteen states have signaled they will submit ESSA plans during the initial review window, which opened on April 3. Of those, nine have already submitted plans to the U.S. Department of Education. While Montana and Ohio originally opted to submit by the April 3 deadline, they have since delayed their plans to allow more time for stakeholder engagement. They, along with the remaining states, will submit in September.

A review of draft public-comment plans reveals some promising strategies to strengthen CTE and career preparation opportunities. Of the 18 states submitting plans this week, at least ten plan to use some form of career readiness indicator in their accountability systems. These include:

Other states such as Colorado plan to adopt additional indicators a later date once better systems have been developed to reliably collect and report data. Colorado plans to convene its accountability workgroup again this spring and will explore possible measures of career readiness, including completion of advanced coursework, students graduating with college credit or an industry credential, and post-graduation employment. 

Additional career readiness strategies are present throughout state draft plans. In North Dakota, state policymakers singled out ESSA’s “well-rounded education” requirements to promote CTE, competency-based learning, personalized learning and Science, Technology, Engineering, Art and Math (STEAM) programs. The state plans to use ESSA’s Student Support and Academic Achievement Grants (authorized under Title IV Part A) to strengthen well-rounded education opportunities and prepare students for postsecondary success.

And in Maine, the Department of Education plans to continue its ongoing Intersections Workshops, which bring together academic and CTE teachers to identify intersections across different content standards. This work was originally started after the state adopted a competency-based education system in 2012.

The first round of state ESSA plans indicates enthusiasm and willingness to leverage federal policy to support career readiness. And even states that do not currently have the technical capacity to do so are taking steps to adopt such measures. With months remaining until the second submission deadline in September, we encourage states to examine ESSA’s increased flexibility and seize the opportunity to strengthen career readiness systems statewide.

Austin Estes, Policy Associate

By Austin Estes 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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Catching Up With … State Legislatures (Part 3)

Thursday, June 26th, 2014

Editor’s Note: This is part of a series that will highlight some of this year’s major state legislative Catching Up Seriesactivity as it relates to Career Technical Education (CTE). Further explanation of the series can be found here and the previous installments here and here. For a comprehensive look-back at the 2013 legislative sessions, check out the “2013 CTE Year in Review,” which was published jointly by NASDCTEc and the Association for Career and Technical Education in March.

Workforce development received a lot of attention from state legislatures this spring as lawmakers across the country created new apprenticeship programs, and called on state workforce boards, businesses and education entities to collaborate in order better address local labor market needs and skills gaps.

Apprenticeships, Career Pathways and Tax Credits

Several states created or expanded their apprenticeship programs in an effort to create a stronger pipeline of skilled talent in specific fields. Both Indiana and Connecticut seized on tax credits as a means to encourage businesses to offer qualified apprenticeships.

In Indiana, school districts and charter schools can now receive grants to support career pathways for high-wage, high-demand jobs that require an industry-recognized credential and includes a cooperative agreement with a business. Also, an employer that hires a student who has completed such program is eligible for a tax credit. Indiana also set aside an additional $5 million for its Pathways for Academic Career and Employment, a program first started in 2013 to provide partnerships between community colleges, industry and nonprofits.

Iowa Governor Terry Branstad’s proposed apprenticeship program also passed the legislature, committing about $6 million for the Apprenticeship Training Program Fund and a job training program.

Sector Partnerships, Alignment and Coordination

Several state legislatures directed their workforce investment boards and other entities to determine local and regional workforce needs and to better align their work with counterparts in education and commerce.

In Alabama, the state’s workforce board was allocated $4.3 million for regions to determine local skill needs, develop seamless educational pathways and align funding with identified local workforce needs. The law also sets aside $600,000 for career coaches and an additional $200,000 for regional leadership planning efforts. In a separate bill, the state also created a workforce council to promote industry-focused coordination between businesses and its P-12 and higher education systems.

Kentucky lawmakers required the state’s Office of Education and Workforce Statistics to gather and disseminate employment and earnings data of public, postsecondary graduates. Meanwhile Oregonian lawmakers passed a bill to define “a robust and effective workforce system” by promoting coordination and collaboration of the state’s employment, economic development, job training services and education sectors – in particular community colleges and public and private universities.

Connecticut’s manufacturing industry received a boost from the state legislature through the new Manufacturing Innovation Fund, which can be used to support public and private education and training programs.

States also called upon their workforce boards, education systems and businesses to create sector partnerships in order to better provide industry-driven career pathways and address local and regional skills gaps.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Legislation, Public Policy
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CTE Month Special: What Do the State of the States Mean for CTE? (Part II)

Thursday, February 13th, 2014

mapYesterday, we released a summary of several state of the state addresses, focusing on their implications for CTE in the year ahead. Below is the second installment in this CTE Month special series, highlighting more governors who took time out of their state of the state address to endorse programs for high-quality CTE in their state.

During the State of the State Address in Connecticut, Governor Dannel Malloy embraced “hands-on learning,” committing his administration to working with private-sector partners and educators to provide for early college and dual enrollment initiatives. He also commended the P-Tech program, a collaboration between IBM and a number of New York City high schools that guides students through high school and provides for an additional two years of instruction. Graduating students complete the P-Tech program with advanced credentials and Governor Malloy expressed his desire to emulate this in Connecticut by offering a comprehensive, skill-centered pathway for students to credentials above and beyond a high school diploma.

Georgia Governor Nathan Deal touted the state’s High Demand Career Initiative, designed to bring together leaders of the University System of Georgia, technical colleges and schools, and state industry leaders to understand labor market needs, as well as a $10M loan program for students attending technical colleges.

In Indiana, Governor Mike Pence outlined his desire to make CTE an option for every Hoosier student. He encouraged not only the development of programs to allow secondary students an easier path into postsecondary CTE programs, but also for adult education that would allow professionals to seek retraining to improve their skills and competencies making them more competitive in today’s labor market.

Governor Terry Branstad of Iowa promoted his Iowa Apprenticeship and Job Training Act, entailing a number of initiatives to increase student access to apprenticeships by tripling funding for apprenticeships under the state’s 260F worker training program.  He also cited his state’s recent success expanding STEM education, anticipating 60,000 or more students will have access to STEM programs in the state as a result of the efforts of the STEM Advisory Council, an initiative led by Vermeer CEO Mary Andringa and Lieutenant Governor Kim Reynolds.

Governor Sam Brownback of Kansas touted a 75 percent increase in enrollment in CTE since the state launched its Career Technical Education Initiative. The sweeping plan from 2012 included $8.75 million for CTE programs, covering tuition for students taking postsecondary CTE courses, $1.5 million to high schools that encourage students to earn industry recognized credentials and allotting funds to spread the word about job opportunities for CTE graduates.

In Maryland, Governor Martin O’Malley announced his desire for every high school student in Maryland to graduate with a modern technical skill and a year of college credit already earned.

Governor of New Hampshire Maggie Hassan embraced developing STEM education in the Granite State as a response to the needs of the state’s high-tech industry. Governor Hassan cited restoring previously cut funds to New Hampshire higher education as a strategy to entice business to the state, and indicated that a well-trained and career-ready workforce was key to economic development in the granite state.

In the Oklahoma State of the State Address, Governor Mary Fallin called education beyond high school “the new minimum” for Oklahomans entering the workforce, and expressed her desire to increase the number of graduates seeking qualifications beyond a high school diploma “…either by attending college or a career technology center.” She also cited increasing numbers of Oklahomans seeking degrees or certificates as a result of collaboration with CareerTech in the Complete College America initiative.

In South Dakota, Governor Dennis Daugaard focused heavily on CTE, which he labeled “…the intersection of education and economic development.” In a series of proposals to enhance CTE and draw more students into technical fields the governor advocated for $5 million in Governor’s Grants for CTE to improve collaboration between secondary schools offering CTE courses, along with $3.8 million in Future Fund grants to technical institutes for workplace priority areas and extra funds for scholarships for students in high need fields.  He also touted Building South Dakota, the economic development fund that incorporates infrastructure, housing, and development funds along with CTE funding.

Continuing with his year-old Drive to 55 initiative, (a program to ensuring 55 percent of his state’s citizens possess credentials above a high school diploma by 2022), Governor Bill Haslam of Tennessee voiced his support for expanded CTE and career readiness programs. Adding onto Drive to 55’s expanded dual enrollment, workforce readiness and curriculum alignment initiatives, Governor Haslam announced the “Tennessee Promise” program. Tennessee Promise will provide Tennessee secondary graduates with the opportunity to go to two years of community college or college of applied technology education free of charge. Continuing his push for expanded educational opportunity, Governor Haslam included in his address further funding for college expansion and renovation across the state, including $65 million for expanding two of the largest community colleges in Tennessee.

Evan Williamson, Communications Associate

By Evan Williamson in Legislation, News
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