Posts Tagged ‘dual enrollment’

Approaches and Considerations for Measuring Secondary CTE Program Quality in Perkins V

Wednesday, July 24th, 2019

It is common practice in the private sector to use big data to improve efficiency, strengthen product quality and better target services to customers. Can data also be used to improve the quality of public education, specifically Career Technical Education (CTE)?

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) gives states the opportunity to use data more strategically to improve quality and equity in CTE. While states have been collecting data for years on student performance in CTE programs, Perkins V pushes them to make more informed decisions about program approval and alignment, equity and access, and program improvement. In particular, states can drive program improvement through the new secondary CTE program quality indicator, a state-selected measure that will be included in each state’s accountability system starting in the 2020-21 program year.

To help states select and define a robust measure of secondary CTE program quality, Advance CTE – in partnership with the Data Quality Campaign; the Workforce Data Quality Campaign, a project of the National Skills Coalition; Education Strategy Group; and the Council of Chief State School Officers – developed a series of short briefs highlighting each of the three indicator options:

Each brief examines the pros and cons of each indicator, describes different state approaches, and offers meaningful considerations for implementation. The reports also draw on survey data from one of Advance CTE’s latest report, The State of Career Technical Education: Improving Data Quality and Effectiveness to describe common approaches to collecting and validating program quality data.

Choosing a secondary CTE program quality indicator is a decision state leaders should not take lightly. This choice will send a clear signal to the field about state priorities for CTE and create an incentive structure that will be in place for years to come. To make an informed and thoughtful decision, state leaders should consider:

The Measuring Secondary CTE Program Quality briefs are available in the Learning that Works Resource Center at this link. Advance CTE is also available to provide input and expertise to states as they select and define their Perkins V accountability measures.

Austin Estes, Senior Policy Associate

By Austin Estes in Advance CTE Resources, Publications, Resources
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States Passed 146 Policies to Support CTE in 2018

Tuesday, January 29th, 2019

2018 was a significant year for Career Technical Education (CTE) at the federal and state levels. On July 31, 2018, the President signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law, which reauthorized the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). The reauthorization of Perkins signaled a federal commitment to and a recognition of the promise and value of high-quality CTE. Additionally, at the state level 42 states and Washington, D.C., passed a total of 146 policy actions related to CTE and career readiness, reflecting a commitment from state leaders to advance CTE.

Today, Advance CTE and Association for Career and Technical Education (ACTE) released the sixth annual Year in Review: State Policies Impacting CTE report, examining 2018 state legislative activity, including legislation, executive orders, board of education actions, budget provisions and ballot initiatives. To develop the report, Advance CTE and ACTE reviewed state activity, catalogued all finalized state action and coded activity based on the policy area of focus. For 2018, the top policy areas of focus include:

In total, 30 states enacted policy in 2018 that impacted CTE funding, making funding the most popular policy category for the sixth year in a row. A number of states directed funding toward the needs of underrepresented, low-income or otherwise disadvantaged populations, including California, Iowa, Maryland, Michigan, Missouri, New Jersey and North Carolina. Washington established a scholarship program to support foster and homeless youth entering postsecondary education or pursuing an apprenticeship, among other policies that supported access and equity, and New York is funding 15 early college high school programs aligned with in-demand industries in communities with low rates of graduation or postsecondary transition.

While roughly one hundred fewer policies were passed in 2018 than in 2017, this past year’s policies still reflect a commitment from state leaders to advance CTE. A decrease in the number of CTE policies passed compared to previous years should not be misinterpreted as an indication that CTE is not a priority for states. In fact, at least 16 governors identified modernizing CTE as a priority for their states during their 2018 State of State Addresses.

As states continue to pass CTE related policies, it is important to focus on the quality of the implementation of the policies and not only the quantity. To view the previous years’ Year in Review reports click here. Advance CTE and ACTE will be joined by a state leader to discuss these policies in more depth on February 14 at 2 p.m. EST – to register for the webinar click here.

Brianna McCain, Policy Associate

By Brianna McCain in Advance CTE Resources, Publications, Resources
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This Week in CTE

Friday, December 14th, 2018

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

Trump Administration Releases Strategy to Bolster STEM Education in the U.S.

On December 4, the Committee on STEM Education of the National Science and Technology Council released Charting a Course for Success: America’s Strategy for STEM Education. This report that outlines the Trump administration’s five-year strategy to increase access to high-quality Science, Technology, Engineering and Mathematics (STEM) education and to ensure the United States is a global leader in STEM literacy, innovation and employment. Read more legislative updates on our blog here.

VIDEO OF THE WEEK

What is Dual Enrollment?

Watch this video for a brief overview of what makes a high-quality dual enrollment program. You will learn how participation in these programs has grown over time and the present challenge to close access gaps.

Watch the video here. https://youtu.be/-3bXnkHeddg

RESOURCE OF THE WEEK

What Happens to Students Who Take Community College “Dual Enrollment” Courses in High School?

In the fall of 2010, the 15 percent of learners enrolled in community college were high school dual enrollment learners. In a new report, the Community College Research Center-Teachers College, at Columbia University in New York, examines who enrolls in community college dual enrollment courses and what happens to them after high school. The research findings are based on longitudinal data of more than 200,000 high school learners who first took a community college course in fall 2010 for six years, through to the summer of 2016.

Findings:

Read the full report here: https://ccrc.tc.columbia.edu/media/k2/attachments/what-happens-community-college-dual-enrollment-students.pdf

By Nicole Howard in Uncategorized
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New Research Sheds Light on the Value of Credentials, Dual Credit and Apprenticeships

Thursday, August 23rd, 2018

It is common knowledge that earning a postsecondary credential, particularly in a high-skill, high-wage, in-demand industry, can help learners land good jobs. But how do learners get there? New research sheds light on the different pathways learners take to get to a good job and the economic returns of credential attainment.

$224 million a year. That’s how much more money the most recent cohort of graduates from Tennessee public colleges and universities can expect to make every year compared to non-credential holders. That figure comes from a new report published by the Tennessee Department of Economic and Community Development in June. The report attributes much of the wage gains to the impact of community and technical colleges across Tennessee.

While a postsecondary credential pays a premium for graduates, many learners work through college. In fact, according to a new brief from the National Center for Education Statistics, 32 percent of students at public 2-year colleges worked full-time while enrolled in the 2011-12 school year. The study also finds that students were more likely to complete a degree if they worked 20 hours or less a week compared to students who worked full time or did not work at all. The study did not say whether or not these students were working in fields related to their program of study, however.

Learners can start working on their postsecondary credential even before they graduate high school. New research from the University of Texas system shows just how much of an impact dual enrollment has for Texas students. According to the study, dual credit students had higher college graduation rates and higher GPAs than their peers. And students who entered the University of Texas system with credits from both Advanced Placement and dual credit classes were five times as likely as their peers to graduate in four years.

Yet learners often do not complete their credential at their initial institution. According to the National Student Clearinghouse Research Center, 38 percent – or 1,069,243 students – in the fall 2011 cohort transferred within six years. The study also revealed this startling statistic: only 5.6 percent of transfers from two-year colleges leave with a certificate or associate degree.

Postsecondary credentials reinforce the technical and academic skills learners will exercise in their future careers. But employers often look for candidates with a more rounded skill set that can only be learned through experience. A new survey from Bloomberg Next finds that 43 percent of employers say new recruits lack the soft skills to be effective, skills like teamwork, critical thinking and adaptability.

One way to build these skills is through work-based learning experiences like internships and apprenticeships. Adults in the U.S. are increasingly recognizing the value of apprenticeships. The American Staffing Association reports that 94 percent of Americans say that apprenticeships are helpful in leading to a new career and 62 percent even think apprenticeships make people more employable than going to college.

At any rate, learners have multiple pathways to lifelong career success – be it through an apprenticeship, a two-year college or a four-year university – and should be empowered to choose the path that is right for them.

Austin Estes, Senior Policy Associate

By Austin Estes in Research
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States Passed 241 Policies to Support CTE in 2017

Thursday, January 25th, 2018

2017 was a banner year for Career Technical Education (CTE). Overall, 49 states and the District of Columbia passed a total of 241 policies related to CTE and career readiness, a marked increase from 2016. But while it is encouraging to see a groundswell of enthusiasm for CTE at the local, state and national levels, how will states leverage CTE’s momentum and ensure that state action translates to better outcomes for students?

Today, Advance CTE and the Association for Career and Technical Education (ACTE) released the fifth edition of the annual State Policies Impacting CTE report, examining activity from 2017. To develop the report, Advance CTE and ACTE reviewed state activity, cataloged all finalized state actions and coded activity based on the policy area of focus. For 2017, the top five policy areas of focus include:

Funding was at the top of the list for the fifth year in a row. Policies in this category include a $16 million one-time appropriation for CTE equipment grants in Tennessee, the development of a productivity-based funding index for Arkansas institutions of higher education and a workforce development scholarship authorized through Maryland’s More Jobs for Marylanders Act of 2017. With few exceptions, state legislatures renewed or increased appropriations for CTE programs and related activities. 

There was also a lot of activity related to data, reporting and accountability, largely due to state work around the Every Student Succeeds Act (ESSA). In 2017, 35 states identified measures of career readiness in their federal accountability systems, and many of these measures included industry-recognized credential attainment, dual-credit completion and work-based learning participation.

While 2017 set a new high-water mark for state activity, a look across the past five years of this report illustrates that states are doubling down on a few policy priorities.

With the exception of 2015—when fewer states passed policies related to Industry-recognized Credentials or Data, Reporting and Accountability—these five policy areas have been the top priorities for states every year that this report has been published. This is no surprise, given that much of the conversation in the CTE field over the past five years has centered around accountability, credentials of value, dual enrollment and work-based learning. Even compared to recent years, states were more active in 2017, and there was a spike in the number of states adopting new legislation or rules in these policy areas.

So what lessons can be drawn from this year’s state policy review? For one, the enthusiasm for CTE is real. State legislatures, governors and boards of education are coming to recognize what the CTE community has known for years: that high-quality career preparation helps learners develop academic, technical and professional skills and results in positive rates of graduation, postsecondary enrollment and completion, and ultimately career success. 

But it is also important to make a distinction between the quantity of policies passed and the quality of their implementation. 2017 was a record year for state CTE policy, but now comes the true test. State leaders should follow through on the policy commitments made in 2017 by sustaining funding for critical programs, identifying and adopting policies to ensure CTE quality, and taking time to evaluate the implementation and effectiveness of existing policies.

A copy of the report, State Policies Impacting CTE: 2017 Year in Review, is accessible in the Learning that Works Resource Center. Advance CTE and ACTE are also hosting a webinar on January 31, to unpack findings from this year’s review (registration for the webinar is at capacity, but a recording will be available following the webinar at https://careertech.org/webinars).

Austin Estes, Policy Associate

By Austin Estes in Legislation, Public Policy, Publications, Research
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Getting to Know… Kansas

Tuesday, November 21st, 2017

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: Kansas

State CTE Director: Connie Beene, Senior Director, Adult & Career Technical Education, Kansas Board of Regents

About Kansas: The Kansas State Board of Regents (KBOR) is the state fiscal agent under the Carl D. Perkins Career and Technical Education Act (Perkins), though Perkins funds are split 50/50 between secondary and postsecondary. Interestingly, many rural districts in Kansas are too small to qualify for the minimum grant award under Perkins, so many partner with regional education service centers to apply as a consortium. This not only allows small districts to qualify for funds, but also fosters greater regional collaboration, with many education service centers providing professional development, resources and networking opportunities for the schools they serve.

Additionally, Kansas is home to a network of 26 community and technical colleges that deliver CTE to college students, adults and dual enrolled high school students.

Programs of Study: At the postsecondary level, CTE programs go through a program alignment process to validate standards, generate employer input and anchor programs in a nationally-recognized industry certification.

Under program alignment, KBOR convenes a business and industry committee specific to each field of study. The committee reviews the program’s standards and credentials and offers recommendations for alignment. Recommendations are reviewed by curriculum experts, approved by institution presidents, and, once approved, put into place across the entire community and technical college network. Programs are updated every five years.

A total of 25 programs have been reviewed, validated and modified through program alignment and are available to students statewide at Kansas community and technical colleges.

At the secondary level, Kansas recognizes the 16 national Career ClustersⓇ. In the 2015-16 academic year, CTE students concentrated in all Clusters but one: Government and Public Administration. Although secondary CTE programs do not go through the same rigorous program alignment process as postsecondary programs, state leaders in the Department of Education are working to better align programs with business and industry needs.

Notable in Kansas – Excel in CTE: One of the biggest successes for Kansas CTE is the Excel in CTE program. Launched in 2012, the program was designed to expand opportunities for CTE students to earn industry-recognized credentials and postsecondary credit in high school. The program includes four components:

  1. An incentive fund to compensate school districts for the cost of credential examinations
  2. Free tuition for high school students enrolled in technical courses
  3. A state-identified list of credentials in high-demand occupations, published annually by the Department of Labor
  4. A statewide articulation agreement to facilitate concurrent enrollment in Kansas community and technical colleges

 

In the 2015-16 school year alone, 10,023 students participated in Excel in CTE, earning a total of 79,488 college credit hours and 1,228 credentials.

Notable in Kansas – Adult Education: This year has seen a renewed focus on integrating adult education and skills training in Kansas. In 2012, Kansas joined the Accelerating Opportunity initiative in partnership with Jobs for the Future to help adult learners earn both high school equivalency diplomas and industry-recognized credentials. According to a program impact evaluation, the likelihood of earning a credential increased by 19 percent for students in the program.

After the success of Accelerating Opportunity, Kansas is working to sustain integrated career and basic education services through a combination of federal (through Perkins and the Workforce Innovation and Opportunity Act (WIOA)) and state funds. Kansas also organized an inaugural conference this year to bring together CTE and adult education teachers from around the state to discuss and share promising practices.

Austin Estes, Policy Associate

By Austin Estes in Uncategorized
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Welcome to Chad Maclin, DC’s new State CTE Director!

Tuesday, August 15th, 2017

Chad Maclin grew up in Fairfax, Virginia, in a family full of educators. He knew from a young age that he also wanted to become a teacher, but it wasn’t until a high school drafting class that he realized he wanted to teach Career Technical Education (CTE).

“CTE is where I felt most comfortable in school. It was my favorite class,” Maclin said.

Maclin also recognized that it wasn’t just the drafting class that made an impact, it was the teacher.

“He made geometry make sense to me through drafting,” he said. “This course was offering me more than content. It was the through-lines to understand how these other classes mattered.”

Maclin went on to receive his CTE teaching degree from Old Dominion University, and began his teaching career in Tampa, Florida.  A few years later, he returned to his hometown of Fairfax to teach technology education courses.

“I wanted to make my class the favorite class where students could go to make sense of their core academics,” he said.

Over the next two decades, Maclin served as a CTE teacher and administrator for Fairfax County Public Schools. He earned his Master’s Degree from George Mason University and he also served as president for the Virginia Association of Career and Technical Education.

In July, he moved into a new role when he was chosen to be the State CTE Director for the District of Columbia. Maclin said he was excited about this incredible opportunity, and is looking to increase CTE dual enrollment participation, engage with local and regional business leaders to determine which industry certifications that are meaningful and recognized, and bolster student engagement and learning through Career Technical Student Organizations.

Maclin said he also wants to make sure CTE programs are promoted far and wide so students and parents can make the most informed choices.

“So many times we hear, ‘I didn’t know schools offered that,’” Maclin said. “I’ve heard it for 20 years. I want to help students and parents know those options are out there.”

Andrea Zimmermann, Senior Associate, Member Engagement and Leadership Development

By Andrea Zimmermann in Advance CTE State Director
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Two States Report Positive Dual and Concurrent Enrollment Results

Thursday, May 18th, 2017

Colorado and Washington both released reports recently citing positive numbers on participation dual and concurrent enrollment. In Colorado, 38,519 students, which equals 30 percent of all 11th and 12th graders, participated in concurrent enrollment during the 2015-16 school year. Nearly 40 percent of those students participated in Career Technical Education (CTE) concurrent enrollment courses, which allow students to apply credit towards a technical certificate or degree. Students passed 93 percent of all the credit hours attempted in any concurrent enrollment program.

In Washington, 190,000 students, or two-thirds of Washington high school students, earned dual credit in the 2015-16 school year, which is an increase of 18,000 students over the previous year. In addition to promoting Advanced Placement courses, the state provides supplemental funding for students who enroll in college-level courses at community and technical colleges. While this is an encouraging mark of progress, state officials were quick to note that work remains to be done in closing gaps between racial subgroups.

ACTE Releases Recommendations for Effective Career Counseling in Middle School

The Association of Career and Technical Education (ACTE), in partnership with Career Cruising, recently released a report and set of recommendations related to career counseling in middle schools. Research has shown that middle school is an excellent time to explore different careers and take introductory CTE courses. The report goes on to describe six recommendations, which are listed in the graphic on the right, for effective career counseling programs and dives into some of the barriers middle schools can face in providing students with quality career exploration experiences. Though many of the recommendations are focused at the local level, the authors note that state leaders have an important role to play in supporting these local innovations and practices.

Odds and Ends

A new analysis out of the California Community College system finds high salary returns for students completing an associate degree. According to the study, which draws on public earnings data through Salary Surfer, 48 percent of students graduating with an associate degree and 44 percent of students graduating with a certificate earned $56,000 or more within five years of completing their credential.

Twenty-three states and the District of Columbia allow computer science coursework to fulfill a core graduation requirement. That’s according to a new state scan from EDC and other research organizations examining state strategies for writing, adopting and implementing computer science standards. The report describes state policies related to ten policy priorities and identifies common challenges and approaches across the states.

A survey of entry-level employees, conducted by the Rockefeller Foundation and Edelman, finds that 49 percent of employees aren’t using skills they learned in college while 90 percent feel they are using skills they learned on the job. The authors suggest that screening candidates based on college degree may limit the talent pool and cut off high-quality employees who could be trained on the job.

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Research
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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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Report Explores State Requirements for Dual Credit Teachers

Tuesday, August 9th, 2016

In Missouri and Other States, Experience Counts

ECS dual creditMany states allow students to earn credits in high school that can be applied towards a postsecondary degree or credential — a strategy known as dual, or concurrent, enrollment. While dual enrollment makes it easier and more affordable to obtain a postsecondary credential, states must pass policies to ensure students are receiving this advanced instruction from qualified teachers.

To further explore this challenge, the Education Commission of the States last month released a 50-state report exploring the requirements that states are using to approve dual enrollment faculty. The report finds that most states (35 in total) require dual enrollment instructors to meet the same qualifications as faculty at postsecondary institutions. Other states only require a combination of graduate credits or work experience related to their subject of instruction.

Interestingly, some states, such as Missouri, permit Career Technical Education (CTE) instructors to teach dual credit courses without meeting postsecondary faculty qualifications as long as they demonstrate experience through “working in the field, industry certification and years of experience.” In addition to detailing faculty qualification policies, the report highlights strategies that states are using to train their existing teacher workforce to teach dual enrollment courses. Such strategies are critical for providing students with seamless pathways to postsecondary credentials and future jobs.

From the States: Investments in CTE, Workforce Training Programs

In other policy news, three states are taking steps to invest in CTE and workforce training programs. In Massachusetts the legislature passed a comprehensive economic development bill that includes $45.9 million to establish, upgrade and expand CTE and training programs that are aligned to workforce development priorities.

Meanwhile, Kentucky is now accepting applications for the $100 million Work Ready Skills Initiative, a bond-funded grant program to galvanize regional cross-sector partnerships and bring CTE facilities up to industry standards. The initiative was authorized in a recent budget bill and requires a 10 percent match from local partners.

Virginia residents can now earn a high-demand credential at a third of the cost under the New Economy Workforce Credential Grant program. The grant, which was passed in March, is designed to increase access to noncredit workforce training programs in high-demand fields. Under the program, the state Board of Workforce Development is required to publish a list of noncredit workforce training programs related to high-demand fields each year, which it has already done here for 2016.

As the new school year approaches, so do new opportunities to expand high-quality CTE across the states. Keep an eye on this feed for more updates.

Austin Estes, Policy Associate

 

By Austin Estes in News, Public Policy, Research
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