Posts Tagged ‘COVID-19’

New Resource: Prioritizing CTE Through and Beyond COVID-19

Thursday, July 30th, 2020

Advance CTE released a new tool focused on supporting state Career Technical Education (CTE) leaders in prioritizing CTE learners and the delivery of high-quality programs as states prepare to reopen schools and campuses – be it in-person, remote or hybrid instruction – this upcoming academic year.

Earlier this summer, Advance CTE released, COVID-19’s Impact on CTE: Defining the Challenge and the Opportunity to identify the challenges that impact the design, delivery and assessment of CTE programs across the country. Now, as the next school year draws near, it is time to develop key action steps in preparing for and implementing strategies to provide quality, equitable CTE during the coronavirus and beyond.

State CTE leaders can leverage this tool when planning for short- and long-term priorities. The resource asks state CTE leaders to reflect on the past and future impact of the coronavirus on CTE learners and programs, consider how to use data and engage the field to make informed decisions, and identify key action steps to assist the state in preparing for and implementing strategies to provide quality, equitable CTE this coming year. 

Prioritizing CTE Through and Beyond COVID-19 is organized around the following key topics that must be addressed for learners to access high-quality CTE experiences: 

The final section of this tool includes an optional action plan template to help organize the various short- and longer-term priorities and lay out an implementation plan. 

Download Prioritizing CTE Through and Beyond COVID-19 here (Word, PDF).

Kate Kreamer, Deputy Executive Director

By Brittany Cannady in Publications, Resources
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State Reentry Plans Prioritize Equity

Thursday, June 25th, 2020

Many states are in the process of planning for learners to physically reenter school and college in the fall. However, the possibility of a “second peak” or “second wave” of COVID-19 (coronavirus) means that states are also preparing to provide high-quality Career Technical Education (CTE) to learners at a distance. States are preparing for an “accordion effect,” in which learners may spend some time in the classroom and some time engaging in distance learning. To help institutions prepare for different scenarios, state agencies have released guidance and plans for reentry. Specifically, many of the reentry plans call attention to the importance of advancing equity during the pandemic and ensuring that each learner has access to the supports needed to succeed.

In June, Arizona released a “Roadmap for Reopening Schools” that provides strategies and considerations for local education agencies as they prepare for reentry and periods of campus closures. Core to the guide is taking a learner centered approach through leveraging strategies related to leadership and instruction, such as strategies related to trauma-sensitive teaching and social emotional learning. The state recognizes that supporting learners during this time requires a community effort. To that end, the roadmap includes critical questions for institutions to consider as they build out their plans, such as “what partnerships are necessary to implement the plan (i.e., Tribal Nations, youth and community organizations, etc.)?” and “what can we do now to reduce the disparities in access to learning that will exist for vulnerable student populations if schools are forced to close?”  

Similarly, Kentucky released considerations for reopening schools. The resource includes key questions institutions should consider as they develop their plans, such as “how will schools and districts ensure students participate in and fulfill work-based learning placements?” and “how will schools and districts ensure the equity of instruction for students who are still choosing to learn from home or must remain at home due to safety restrictions?” State CTE leaders can leverage the key questions that are featured in states’ reentry plans to help inform what it means to provide high-quality work-based learning opportunities, access to industry-recognized credentials and access to other CTE opportunities during periods of remote learning.

In addition to questions for consideration, state reentry plans include strategies to advance equity during the pandemic. Virginia released “Recover, Redesign, Restart 2020,” which emphasizes the state’s commitment to ensuring equity and includes considerations, key steps and strategies to advance equity during coronavirus. Some key strategies include establishing processes and accountability levers to ensure that the implementation of reentry plans do not lead to disparate impacts and consequences and investing in equity. Specifically, the guide encourages institutions to prioritize funds, such as federal stimulus funding, to meet the needs of Enlgish language learners, students with disabilities, undocumented students and students living in proverty.

This is the first blog in a series that will examine state guidance and plans for reentry. To learn more about Advance CTE’s commitment to advancing equity in CTE, click here. To access resources related to equity and the coronavirus, click here.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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State Roles to Support Remote Learning: Part Two

Wednesday, June 24th, 2020

This is the second of a two-part blog series. Check last week’s post for additional information!

The COVID-19 (coronavirus) pandemic has forced K-12 and postsecondary education to move to the distance education space. State and local Career Technical Education (CTE) leaders are grappling with how to deliver high-quality programs remotely. While districts and colleges have taken significant steps to adjust their curricula, state leaders play an important role in strategizing as well by gathering local information, gauging what strategies should be elevated and scaled statewide and communicating these practices across the state. Check out last week’s blog post here

Coordinating Full Supports Required for Success

While there are many instructional resources that are needed immediately, there are learner supports that cannot be forgotten — and state CTE leaders can coordinate with other state-level partners to compile coordinate these resources. With remote learning largely taking place virtually, access to reliable broadband internet and computers or devices such as smartphones and tablets is a major concern for secondary and postsecondary learners. States are taking varying approaches, from equipping buses with Wi-Fi and parking them in rural areas to enabling free Internet in the surrounding areas of a school or college so that students can log on from inside of their cars. Access to the Internet and computers is pivotal for distance learning, and a state-coordinated effort to monitor gaps and respond to them is critical.

The Wisconsin Technical College System has been working to rapidly provide full supports that learners need. In addition to providing Wi-Fi, colleges have been ensuring that campus services are still offered even while campuses are closed. This includes college and career advising and providing online options for enrollment and financial aid.

Facilitating Collaboration Between Secondary and Postsecondary Education

Many postsecondary institutions already had some kind of remote learning system in place prior to the pandemic. Though the scale changed following the pandemic, the existing foundation proved helpful in many states. Right now, collaboration and shared strategies for success between secondary and postsecondary levels is extremely important — and state CTE leaders should create opportunities for engagement. Connecting instructors across Career Clusters® is one way to promote sharing best practices.

Developing a System to Ensure Students Are Learning

In order to provide high-quality remote education, state leaders must have an understanding of what is and is not working. This requires using data to evaluate success. State leaders should use the data they have access to, combined with the information they learn from identifying learner and instructor needs, to determine a standard of success. This should look different than a typical assessment and grade structure, and factors such as learner engagement should be considered. A statewide system for evaluating how and whether students are learning will allow for state leaders to course correct where needed and plan for uncertainty ahead.

Meredith Hills, Policy Associate 

By Brittany Cannady in COVID-19 and CTE
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A Learner-Centered Approach to Early Postsecondary Opportunities Amid COVID-19

Monday, June 22nd, 2020

Now that the spring 2020 semester has come to a close, schools, colleges and learners across the country are left with the uncomfortable question: what happens next? Amid the COVID-19 (Coronavirus) pandemic, the U.S. has faced widespread school closures and an unprecedented – albeit clunky – transition to remote learning. Even as states begin to lift restrictions, the path ahead is still uncertain.

Last week the National Alliance of Concurrent Enrollment Partnerships (NACEP) and Advance CTE explored some of the ways the Coronavirus has impacted – and will continue to impact – Career Technical Education (CTE) and Early Postsecondary Opportunities (EPSO), which include dual enrollment, dual credit, concurrent enrollment and other related opportunities. There is no silver bullet solution to these challenges, but state leaders and postsecondary institutions are already thinking of ways to minimize the impact on learners and, to the extent possible, to support continuity of learning through the summer and into the fall.

Hold Learners Harmless

One principle states and educational institutions should commit to is to hold learners harmless from the impacts of the Coronavirus, particularly the financial and academic burdens. States like Ohio have already taken steps to protect learners, issuing guidance that prohibits school districts from seeking reimbursement from students who withdraw from a postsecondary course due to Coronavirus-related disruptions.

Further, states are honoring students’ commitment to learning by giving them opportunities to earn credit for the work they have completed. In North Carolina, graduating high school seniors who are enrolled in EPSO courses will be given a passing grade – coded “PC19” to indicate the unusual circumstances of the pandemic – to ensure they can still meet graduation requirements. States like Georgia and Louisiana are giving learners additional time to complete course requirements over the summer.

Commit to Transparency

As states, higher education systems and local institutions adjust grading policies amid Coronavirus-related shutdowns, they must commit to transparency and provide clarity about how credit transfer will be supported. There are questions about binary grades and their impact on the transferability of EPSO courses to two-year and four-year institutions. States with guaranteed transfer acceptance and institutions with transparent policies for addressing binary credit offer students their best option. Some states have begun to release guidance on EPSOs including CTE dual credit opportunities, which NACEP has compiled here.

Don’t be Afraid to Innovate

States and institutions have adapted remarkably well to social distancing on a very short timeframe, but the hands-on, practical learning experiences that make CTE unique and compelling are often not easy to simulate in a remote or online format. That said, necessity is the mother of invention. Instructors and administrators have started finding creative solutions to maintain continuity of learning, from manufacturing products out of household supplies to distributing at-home lab kits. In Illinois, the Community College Board, Board of Higher Education and Illinois Articulation Initiative are allowing the transfer of credits for lab science course offerings that are delivered through nontraditional formats such as simulations, online labs or at-home science kits. In some cases, campuses are exploring ways to safely facilitate hands-on learning over the summer by cutting class sizes or offering intensive summer bootcamps – all while adhering to social distancing guidelines – to help learners make up missed hours.

Keep Equity Front and Center in Funding

As states face declining revenue and anticipate budget cuts in education and elsewhere, they must consider the critical role these programs play in their societal and economic recovery after the pandemic. Funding to decrease the cost of postsecondary education is an important equity lever to help ensure that the talent pipeline into high-skill, high-wage and in-demand occupations includes the entirety of their diverse communities. But a blanket approach to budget reduction, where all learners receive the same benefit, may imperil this approach.

States should analyze their EPSO funding with an equity lens and, when needed, make cuts that don’t disproportionately impact learners traditionally underrepresented in higher education. Increases in cost to the learner, driven by budget cuts, disproportionately impact learners from economically disadvantaged families who cannot absorb a change in cost like an affluent student can. As states assess the impact of this pandemic on education budgets, they should consider strategic changes to help under-resourced school districts, to address affordability for those students that are most price sensitive, and to look thoughtfully about ways to build access to those underrepresented in higher education. Focusing on equity will be critical to ensure budget cuts don’t exacerbate equity gaps in higher education and ultimately the workforce.

Recognize the Role in Recovery

As state and the national economy recovers and reconfigures, states will be looking to ensure they have a strong, robust talent pipeline to address their current, evolving and future workforce needs. There is a lot of uncertainty in forecasting what the labor market and economy will look like in the next three to five years, but it is certain that revitalizing state economies will depend on access to a skilled, educated workforce. States that have invested in career pathways approaches tied to workforce needs, have strong business and industry engagement in CTE, and strong connections between secondary and postsecondary education and industry already understand the value of these programs in driving the state economy. These relationships and a willingness to partner will yield dividends as states emerge from this crisis.

It is too early to measure the true impact of the Coronavirus on postsecondary readiness and credit attainment, but states and institutions can already anticipate some of the barriers that will come and take steps to address them. The time to act is now. States can and should clarify their policies on CTE EPSOs and ensure that the weight of school closures and learning disruption does not unnecessarily harm learners, particularly those who have the most to benefit from these opportunities.

This blog post is the second in a two-part series about the impacts of the Coronavirus on CTE dual enrollment. It was written by Amy Williams, Executive Director of NACEP, and Austin Estes, Manager of Data & Research for Advance CTE.

By Austin Estes in COVID-19 and CTE
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State Roles to Support Remote Learning: Part One

Wednesday, June 17th, 2020

This is the first of a two-part blog series examining the state’s role in remote learning. Check back next week for additional information!

The COVID-19 (coronavirus) pandemic has forced K-12 and postsecondary education to move quickly, and without a ton of preparation, to the distance education space. State and local Career Technical Education (CTE) leaders have grappled with how to deliver high-quality programs remotely over the past few months while looking towards potentially delivering programs virtually in the fall. While districts and colleges have taken significant steps to adjust their curricula, state leaders play an important role in strategizing as well by gathering local information, gauging what strategies should be elevated and scaled statewide and communicating these practices across the state.

Identifying Learners’ and Educators’ Needs 

In this time of uncertainty, it is important for state leaders to have an accurate understanding of what learners and educators need to be successful so they can target resources and make changes to policy to ensure continuity of learning. With the access that they have to learners and instructors statewide, state CTE leaders are uniquely positioned to gather information on the supports needed. One way to do this is by administering a needs assessment survey, as has been done in California. The results were informative and showed that 82 percent of respondents were unsure how to continue with classes online and wanted help developing lesson plans. From there, state leaders updated the existing website, cteonline.org, to include a repository for lesson plans that had already been created, organized by sector.

Such a survey can provide a view into the biggest areas of concern and allow state leaders to directly address what local leaders need. Additionally, state leaders can use the results of their needs assessment survey to identify promising practices and match districts or colleges that are struggling in an area to others that have been more successful, taking the burden off of individuals and removing duplication of efforts. In Phoenix, Arizona, local leaders made the commitment to call learners each week. By putting in place a system for regularly checking in on learner and teacher needs, state leaders can scale their response to the crisis and better target resources to those most in need.

Creating Forums to Share Out Curriculum and Instructional Resources

The quick change to remote learning and unanticipated length of time meant that states did not have time to prepare for what this time of education delivery would entail. One way that state leaders can accelerate the adoption of evidence-based practices and distance learning innovations is by creating a forum for instructors to collaborate, share resources and learn from one another. Many states such as Michigan and Rhode Island developed online statewide websites for instructors to share curriculum and instructional supports. Easily accessible resources take some of the burden off of instructors. In addition, with thoughtful curation by state CTE leaders, such forums can allow for quality additions and some consistency across the state.

Meredith Hills, Policy Associate

By Brittany Cannady in COVID-19 and CTE
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COVID-19 Will Disrupt Early Postsecondary CTE Credit Attainment: Don’t Make Learners Bear the Burden

Monday, June 15th, 2020

The last weeks of March were a test of adaptability for the nation’s education institutions. Over the span of weeks, school districts, community/technical colleges and area technical centers had to amend remote learning policies amid unprecedented school closures. The rapid pace at which systems and institutions have adapted to the COVID-19 (Coronavirus) pandemic has been likened to turning a battleship at the pace of a speedboat.

Early Postsecondary Opportunities (EPSO) – which include dual enrollment, dual credit, concurrent enrollment and other related opportunities – play an important role in facilitating successful transitions between secondary and postsecondary education. According to the National Center for Education Statistics, approximately one-third of high school graduates take courses for postsecondary credit at some point during their educational careers. The integration of EPSO courses in Career Technical Education (CTE) pathways is creating options-rich, intuitive linkages between high school, college and career. This approach yields benefits to students, their families and their communities: earning postsecondary CTE credit in high school can lead to higher rates of college enrollment, persistence and success. But as schools, districts and colleges adapt to a new Coronavirus reality and a pervasive shift to online learning, where does that leave learners who are enrolled in CTE EPSO courses?

Coronavirus-related shutdowns put pressure on CTE EPSO courses in a number of ways:

The field has been quick to recognize these challenges, but given the decentralized nature of higher education – in most cases, articulation agreements for CTE credit are negotiated at the local level between individual districts and partner colleges – the response has been inconsistent and incomplete. This situation creates both challenges and opportunities.

So how can states respond to some of these challenges? Next week the National Alliance of Concurrent Enrollment Partnerships (NACEP) and Advance CTE will explore some strategies to minimize the burden on students and honor their commitment to learning.

This blog post is the first in a two-part series about the impacts of the Coronavirus on CTE dual enrollment. It was written by Amy Williams, Executive Director of NACEP, and Austin Estes, Manager of Data & Research for Advance CTE.

By Austin Estes in COVID-19 and CTE
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COVID-19’s Impact on CTE Defining the Challenge and the Opportunity

Wednesday, June 10th, 2020

Today, Advance CTE released COVID-19’s Impact on CTE: Defining the Challenge and the Opportunity to identify the challenges that impact the design, delivery and assessment of Career Technical Education (CTE) programs across the country during COVID-19 (Coronavirus) and beyond. 

What makes CTE unique, like the ability to participate in hands-on, work-based learning experiences in the workplace, earn meaningful industry recognized credentials and connect directly with employers, present specific and complex challenges when being delivered virtually. Within these challenges lies opportunity, and the pandemic can and should serve as a catalyst for change in the way states consider offering CTE programs to ensure that each learner – no matter their race, ethnicity, age, gender or zip code – is afforded access to and equitable delivery of high-quality CTE in their communities.

This paper focuses on: 

Advance CTE’s work continues to provide members and the entire CTE community with the tools, resources and supports needed during this time, which too is outlined in the paper. 

Help us share:
Tweet– What sets #CTE apart is also what presents unique challenges in the #COVID19 era. View @CTEWorks latest paper outlining the challenges and

By Brittany Cannady in COVID-19 and CTE
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Navigating CTE During COVID-19: What Are Credential Providers Doing to Respond to COVID-19?

Thursday, June 4th, 2020

Even as unemployment numbers climb steadily upwards and the stock market continues its volatile roller coaster ride, it is far too soon to measure the full effect of the COVID-19 (Coronavirus) pandemic and its impact on Career Technical Education (CTE) and industry-recognized credential attainment in particular. High schools, community colleges, area technical centers and places of business have shut their doors to protect learners and to comply with state orders. It is fair to predict that, based on the challenges states have encountered in maintaining industry-recognized credentialing opportunities during this time, credential attainment among secondary, postsecondary and adult learners will fall precipitously during the second quarter of 2020.

The slowdown in industry-recognized credential attainment will have a twofold impact on our current crisis. For one, industry-recognized credentials – which verify that an individual is ready for work in a given occupation – can act as barriers to entry in essential industries when education and assessment opportunities are not widely available. This threatens to weaken the workforce pipeline in sectors such as healthcare where access to talent is urgently needed.

Second, as states and businesses start planning for the economic recovery, industry-recognized credentials will help to get millions of recently unemployed Americans retrained and back to work. But without efforts to sustain credentialing opportunities now, there is the possibility of a critical bottleneck as soon as states reopen.

As we covered in an earlier blog post, states have been swift to address industry-recognized credentialing amid the Coronavirus. But what are the credential providers themselves doing to adapt to the crisis? How are they extending flexibility to states and learners without compromising the rigor and validity of their credentials?

Scaling Up Remote Proctoring

Advance CTE examined nearly 20 common credential providers to understand how they are addressing the Coronavirus. These providers were identified using ExcelinEd’s Credentials Matter database and were corroborated using secondary and postsecondary credential lists in three states.

One major takeaway from this research is that many credential providers are making the shift from in-person to remote proctoring, albeit at an additional fee. There are three common approaches to remote proctoring, each of which requires a computer and access to high-speed internet:

Virtual proctoring is the best way that credential providers have been able to meet the sustained demand for industry-recognized credentials amid the pandemic. However, the strategy is not easily scalable and requires significant investment of funds as well as human capital. Not to mention, the reliance on computers and high-speed internet exacerbates the digital divide. States and credential providers should take an equity lens as they work to scale up these opportunities.

Extending Flexibility to Learners and Workers

Aside from virtual proctoring, credential providers have extended flexibility and resources to learners, educators and test takers. To encourage continuity of learning, many providers have made curriculum, resources and other supports and materials available online for free amid COVID-19. The CTE Coalition, a growing partnership of industry associations, non-profits and credential providers, is one example.

Many are also extending eligibility windows for testing, either for learners who have recently applied or met pre-qualifications, or veteran workers whose certifications are up for renewal. This added flexibility takes the pressure off of learners and workers and ensures they can wait to complete their assessments until it is safe to do so.

Additionally, some testing centers have been offering in-person credential examinations on a very limited basis, and only for credentials in essential occupations. In these rare cases, the testing centers have committed to enforcing social distancing and upholding a strict cleaning regimen.

Amid the uncertainty with the Coronavirus, one thing is clear: a qualified and credentialed workforce will be an essential building block for the forthcoming economic recovery. It will take a coordinated effort within and across states, and in partnership with credential providers, to ensure a robust, talented workforce is ready as soon as the doors are open once more. The actions that states and credential providers take today will facilitate a swift recovery once things return to normal.

Austin Estes, Manager of Data & Research

By Austin Estes in COVID-19 and CTE
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Navigating CTE During COVID-19: How Are States Addressing Industry-recognized Credential Attainment?

Thursday, May 14th, 2020

Industry-recognized credentials are an essential component of any high-quality Career Technical Education (CTE) program. They indicate the entry-level competencies learners need in a given career field and signal to employers that an individual is prepared for work. But in the midst of a global pandemic, with nearly every state issuing, to varying degrees, stay at home orders that have resulted in school closures and limited access to testing facilities, how can learners continue to earn industry-recognized credentials? 

Over the last decade, there has been a groundswell around industry-recognized credentials. Driven by the Lumina Foundation’s campaign to ensure that 60 percent of U.S. adults hold a credential beyond high school by 2025, nearly every state has set its own postsecondary credential attainment goal. What’s more, many states are also counting industry-recognized credential attainment in their high school accountability systems or are promoting credential attainment through programs such as Virginia’s New Economy Workforce Credential Grant Program. 

Challenges for Industry-recognized Credential Attainment

COVID-19 (Coronavirus) threatens to stall many of these policies and initiatives. The requirements for earning an industry-recognized credential vary by type and by provider, but are hard to deliver remotely. Industry-recognized credentials commonly require one or a combination of the following:  

As states have shut down one by one, credentialing opportunities have slowed to a trickle. School districts, institutions of higher education and training providers have been challenged to offer the learning and practical experiences learners need to be eligible for credential exams. Further, testing providers have had to shut their doors or limit access in order to comply with stay at home orders. 

The State Policy Response

The implications of this credentialing slowdown are myriad. For one, many states have baked credential attainment into high school graduation requirements, accountability systems and postsecondary performance-based funding structures. These requirements will need to be waived or loosened in a way that limits harm to learners. In Ohio, the Department of Education has already amended high school graduation requirements for learners pursuing industry-recognized credentials and is allowing learners to earn credentials as soon as it is safe to do so – even if they already have been awarded a diploma. 

Other states are exploring remote proctoring so learners can sit for an industry-recognized credential exam at home. Florida issued guidance for at-home testing for industry certifications, which will allow learners to access exams for credentials on the state-approved Career and Professional Education Act (CAPE) list as long as the credential providers meet certain conditions. However, while a number of credential providers are now offering online proctoring opportunities that are secure and monitored, the technology is expensive to scale and requires the learner to have access to a computer and reliable internet at home. 

The second implication is that credentialing is slowing down at a time when states hit hardest by the coronavirus are experiencing a critical shortage of licensed healthcare workers. In response, governors are issuing emergency licensing waivers in order to permit nursing and medical students as well as retired professionals or those with expired licenses to support the relief effort. In California, for example, the state Board of Registered Nursing has developed guidance on different roles nursing students can play in the field based on competencies developed through prior course taking. 

Finally, with economists already predicting a severe economic downturn as a result of the coronavirus, states will need to accelerate credentialing opportunities for learners transitioning back to work. Even as schools and testing facilities remain closed, states can start thinking now about their economic recovery plan and how to bolster industry-recognized credential attainment in the months and years ahead. 

Austin Estes, Manager of Data & Research

By Austin Estes in COVID-19 and CTE
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TAACCCT Legacy for Healthcare Programs

Monday, May 4th, 2020

The Trade Associated Assistance Community College and Career Training (TAACCCT) grant program, originally created in 2010, was at the time the largest-ever federal investment in community colleges. TAACCCT awarded grants for community college programs that enhance job-driven skills through innovative workforce development programs, with a focus on creating or updating programs of study to improve the ability of community colleges to provide workers with the education and skills to succeed in high-wage, high-skill occupations.

Between 2011 and 2018, The U.S. Department of Labor made 256 awards through four rounds of competitive grants. Of the 729 postsecondary institutions funded, 630 (85 percent) were community colleges. Of all community colleges in the U.S., approximately two-thirds secured TAACCCT funding to engage in reforms to build capacity to deliver integrated education and workforce training.

Although the grants have run their course, the legacy remains. The programmatic infrastructure created through the TAACCCT program continues today in addressing the education and workforce needs of these local programs. Additionally, new legislation introduced builds on the success of this program for future economic recovery. The Relaunching America’s Workforce Act was introduced in the House of Representatives last Friday and includes proposing $2 billion to restart the TAACCCT grant program.

As communities nationwide are responding to COVID-19 (Coronavirus), the need for training a robust health care workforce has become even more urgent, and healthcare industry programs created as part of TAACCCT can help to offer guidance for future programs. 

On April 16, New America hosted a webinar that explored the role and legacy of TAACCCT created programs and the impact these programs have in continuing to innovate and support building a strong healthcare workforce. 

One of the highlighted TAACCCT grantees includes a consortium program in Missouri called MoHealthWINs. MoHealthWINs created programs that included creating scalable, online and virtual learning platforms to expand access to learners that weren’t previously available. Additionally, enhanced advising helped to ensure learners remained on-track along their career pathway to achieve their goals. One of the most successful components of MoHealthWINs focused on the creation and maintenance of strong relationships with local employers, which helped learners to be prepared with the skills needed in their local community. The success of the program included over 88 percent of attempted credit hours completed, and 75 percent of completers who started as unemployed were able to find employment upon completion.

As the national focus shifts from immediate pandemic response to economic recovery, our nation needs a program like TAACCCT to help to ensure that postsecondary institutions have the resources to create nimble programs that can respond to changing labor needs and equip learners with the skills they need to succeed.

Advance CTE promotes including a TAACCCT-like program as a priority in any next round of stimulus legislation and in our recommendations for the reauthorization of the Higher Education Act.

Samuel Dunietz, Senior Associate for Federal Policy

By Samuel Dunietz in COVID-19 and CTE, Public Policy, Uncategorized
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