Posts Tagged ‘dual credit’

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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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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Measuring Career Readiness in State Accountability Systems: Where to Start

Thursday, March 23rd, 2017

The Every Student Succeeds Act (ESSA) affords states the chance to strengthen their accountability systems by adopting multiple measures of school success rather than relying on an antiquated test-based system. Buoyed by this flexibility, state agencies across the country are exploring strategies to integrate career readiness indicators into their accountability systems. While some states have made considerable progress in this arena, others are left wondering where do we start?

To help states navigate this new territory, Education Strategy Group and the Council of Chief State School Officers convened a workgroup of accountability experts and tasked them with identifying and recommending robust metrics to measure career readiness. Their recommendations, released earlier this month in a brief titled Destination Known: Valuing College AND Career Readiness in State Accountability Systems, detail four possible measures of student career readiness:

The brief further outlines strategies for measuring and valuing each of these measures, demonstrating how states can implement and gradually increase the sophistication of their measurement indicators. Lessons are also drawn from states such as Ohio, Kentucky and California that have made headway toward adopting and implementing career-focused accountability indicators in recent years.

Moving forward, JPMorgan Chase & Co. aims to support state efforts to adopt these recommendations and enhance their career-focused accountability through New Skills for Youth, a cross-state initiative to dramatically increase the number of students who graduate from high school prepared for careers.

Expanding Access to Postsecondary Learning

Separately, students who earned dual credit in Oregon schools were more likely than their peers to graduate from high school, enroll in college and persist through their first year. That’s according to new research from the Research Education Lab at Education Northwest examining dual credit participation between 2005 and 2013. While the study reveals a correlation between dual credit attainment and positive outcomes, the authors note equity gaps in participation across student subgroups. Dual credit earners in the study were more often white, female and not on the federal free and reduced lunch program.

Equitable access to higher education is not a new issue, but it can often be exacerbated by performance-based funding formulas. Without careful design, such formulas can encourage two-year and four-year colleges to be more selective with who they admit into their programs. According to the Center for Legal and Social Policy (CLASP), states should adjust their postsecondary formula weights to counteract selectivity and encourage more open access to postsecondary education.

Odds and Ends

Austin Estes, Policy Associate

By Austin Estes in Research, Resources
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Interest in State CTE Policy Growing Across the Country

Thursday, February 5th, 2015

spr1For the second consecutive year, a significant number of states have developed and implemented new policies and programs to advance Career Technical Education (CTE) at the secondary and postsecondary levels.

In a new publication, “State Policies Impacting CTE: 2014 Year in Review,” legislative and regulatory bodies in 46 states and the District of Columbia approved roughly 150 policies relevant to CTE. The paper was jointly authored by NASDCTEc and the Association for Career and Technical Education.

This continued interest shows a growing awareness in using CTE as a means to increase postsecondary credential attainment, provide students with real-world experience and prepare a workforce with the knowledge and skills necessary to maintain the nation’s competitive edge, the paper argues.

The paper is the second installment in the “Year in Review” series. The inaugural paper from 2013 can be viewed here. The legislation and policies collected in these papers does not imply an endorsement by NADSCTEc, ACTE or state CTE leaders. Rather, the hope is that by collecting these policies into one document, NASDCTEc and ACTE can continue to inform the community and in turn lead to the adoption of positive CTE policies across the 50 states.

While funding activity grabbed the top spot for the second year in a row, industry partnerships and work-based learning emerged as a newly popular category, with 28 states passing legislation or approving policies designed to accelerate employer engagement with CTE and offer real-work experiences for students.

Policymakers maintained their interest related to high school students earning college credit as well as how credit transfers across institutions. States such as Nevada approved a new policy in 2014 to develop statewide articulation agreements for all CTE programs of study to ensure that earned credit in an approved program has total transferability.

While several of the policy areas that were active in 2013 were also prominent in 2014, there were a few exceptions, notably governance. Fewer states made changes to CTE governance structures or clarified regulatory authority in 2014 than in the year prior.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Advance CTE Resources, Public Policy, Publications, Research, Resources
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CTE in Spotlight During Governors’ State of State Speeches

Thursday, January 29th, 2015

There are a lot of issues competing for attention in a governor’s State of the State address from pensions to health care to infrastructure to education. So it’s notable of the 31 speeches given this month, Career Technical Education (CTE) has found its way into roughly 40 percent of them, particularly because governors use this speech as a way to outline their priorities for the year and highlight successes.

In some instances, CTE was only mentioned in passing such as in Alaska, where the governor called for increasing educational opportunities for CTE. However, states such as in Indiana, California, and Nevada among others, governors proposed major investments in CTE as a means to prepare a skilled workforce to compete for tomorrow’s jobs and position the state for economic prosperity.

Here is a quick recap of the highlights as of January 26. We’ll continue tracking the remaining speeches and budget proposals, and bring you an update in the coming weeks.

California

Although CTE didn’t make it into Gov. Jerry Brown’s speech in California, it received a major boost in the governor’s proposed budget, which was released shortly after. Brown proposed the CTE Incentive Fund, which calls for $750 million over three years in one-time funding. The grant program would require a dollar-for-dollar match by the participating K-12 schools and encourages collaboration with other local agencies to form regional partnerships.

The budget also proposes nearly $30 million to grow and expand apprenticeships.

Indiana

Declaring his budget the “education budget,” Gov. Mike Pence proposed increasing CTE funding by $20 million a year. The money would be directed through the state’s Indiana Works Councils.

“By providing $20 million a year to create more career and vocational opportunities and improving the way we fund those courses, we will dramatically increase the number of students who graduate career-ready, and increase—by fivefold—the number of students who graduate with an industry-recognized credential by 2020,” Pence said.

Kentucky

Gov. Steve Beshear praised the state’s CTE system in his State of the Commonwealth.

“Recognizing that the four-year university path isn’t the best route for everyone, we’ve made our career and technical programs more rigorous and applicable to real-life jobs that demand high-level technical knowledge. These aren’t the so-called ‘shop classes’ of yesterday but modern training with a touch academic foundation,” Beshear said.

Beshear also called on the state to implement the recommendations of the Dual Credit Task Force to improve the quality of these courses and help students cut the time and cost of their postsecondary education.

Nevada

Gov. Brian Sandoval used his speech as a bully pulpit for increased education spending. Citing Nevada’s worst-in-the-nation high school graduation rate as “our most troubling education statistic,” Sandoval called for $1.1 billion in additional funds for education. Specific to CTE, Sandoval proposed new grant programs to ensure students are college- and career-ready, including an expansion of CTE, Jobs for America’s Graduates and STEM education.

West Virginia

Unlike his fellow governors who focused more on funding and programs, Gov. Ray Tomblin highlighted the state’s need for high-quality teachers. Tomblin said he plans to introduce legislation that expands opportunities for career professionals to enter the teaching field. He called on lawmaker to streamline the teacher certification process to “encourage those who have a passion to teacher so they can share their knowledge with our kids.”

“We must give local school systems better flexibility to train and hire subject-matter experts to fill long-term vacancies in critical subject areas.

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For more CTE and workforce coverage, check out proposals and praise from Delaware, Idaho, Michigan, Missouri, Nebraska, South Dakota, and Vermont.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Legislation, News, Public Policy
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