BROUGHT TO YOU BY
National Association of State Directors of Career
Technical Education Consortium (NASDCTEc)

Posts Tagged ‘earnings’

Legislative Update: ESEA, Higher Education Regs, i3 Grants, Bills Introduced

Friday, March 2nd, 2012

House Passes Two ESEA Bills with CTE Elements

This week the House Education and the Workforce Committee held a markup of two recently introduced ESEA bills, H.R. 3989, the Student Success Act and H.R. 3990, the Encouraging Innovation and Effective Teachers Act. The Committee approved both pieces of legislation by party-line votes of 23 to 16.

The Student Success Act included elements of the Education for Tomorrows Jobs Act, a bill introduced by Rep. Glenn Thompson (PA) last year. The bill allows school districts to use ESEA funds to integrate academic and technical education, and encourages the creation of partnerships between school districts, institutes of higher education, business and industry, and other stakeholders.

The markup was largely partisan with Democrats opposing the bills and offering substitute bills as their only amendments. There were several Republican amendments to note. Rep. Todd Rokita’s (IN) amendment to reduce the number of U.S. Department of Education staffers was accepted along a party-line vote. However, an amendment from Rep. Thompson to change the Title I funding formula to help smaller population districts was defeated by a vote of 22-16. Such a change would have benefited rural areas, such as Mr. Thompson’s district. Ranking Member George Miller (CA) argued that a change to the formula like the one proposed would not be fair to high population districts that would lose money.

Chairman Kline (MN) intends to move the bills to the floor for a vote in the near future. We will keep you posted on the progress of these two pieces of legislation.

House Passes Bill to Repeal Two Higher Education Regulations

The House this week passed H.R. 2117, the Protecting Academic Freedom in Higher Education Act by a vote of 303 to 114. This bill would permanently repeal the credit hour and state authorization regulations (which went into effect July 1, 2011), with the goal of reducing college costs and increasing student choice. More specifically, the legislation would prohibit the Secretary of Education from promulgating or enforcing any rule that defines “credit hour,” and would ease the burden on distance education programs from meet any state requirements in the state where the student is located. The Senate has not indicated whether they will vote on similar legislation.

Next Round of i3 Grants Available

The Department of Education is now accepting pre-applications for the next round of Investing in Innovation (i3) Development grants. The i3 development grants provide up to $3 million to support “new projects or programs with high potential for success but which have been implemented previously in only limited contexts.” The deadline to submit a pre-application is April 9, 2012.

Bills Introduced

Student Right to Know Before You Go Act

Sen. Ron Wyden (OR) introduced S. 2098, the Student Right to Know Before You Go Act, which intends to give students and their families the information they need to make better informed decisions about pursuing higher education. In its simplest terms, the bill would make it easier for students to find information about how long it would take get their degree, how much debt they could expect to owe after graduation, and how much they can expect to earn in a given field.

Nancy Conneely, Public Policy Manager

By Nancy in Legislation, Public Policy
Tags: , , , , , ,

NASDCTEc Webinar Today on “Investment in CTE” – Register Now!

Tuesday, September 27th, 2011

Please join us this afternoon, Tuesday, September 27th from 2:00 to 2:45 pm ET, for a webinar: “Investment in CTE Investment in CTE: Linkages to Greater Earnings, Higher Employability, and Positive Benefit-Cost Ratio.” The webinar will accompany the release of our final vision issue brief of the same title.

Register for today’s webinar here.

NASDCTEc’s Education Policy Analyst, Kara Herbertson, will frame the conversation by highlighting state and organization examples that aim to show the value of CTE and education to the community and the economy.

We are pleased to have Kevin Hollenbeck, Vice President and Senior Economist at the W.E. Upjohn Institute for Employment Research, join us for this discussion on return on investment (ROI) and CTE.

Click here to view our new issue brief on this topic.

For more information, please contact Kara Herbertson at [email protected]

By Kara in Publications, Webinars
Tags: , ,

For Higher Earnings, Consider More than Education Level

Monday, August 8th, 2011

Back in May, a report from Georgetown University’s Center on Education and the Workforce created a buzz with new analysis on the connection between a student’s college major and future earnings potential. A new report from the Center takes a further look at how much a college degree is worth and other factors that may influence a worker’s earnings.

While some findings were not surprising – median earnings rise with education level – others were more intriguing. As the report describes, the range of earnings for each education level shows a high amount of overlap, meaning that the upper reaches of one level of education have significant earnings overlap with those in the lower reaches of another. For example, more than a quarter of individuals with an Associate’s degree earn more than the median earnings of workers with a Bachelor’s degree.

According to the researchers, this overlap is due in large part to varying earnings among occupations. Within an individual field, such as health sciences, earnings seem to rise with education attainment. However, some occupations pay more than others so across-field comparisons show that workers with less education may earn more than workers with more education in a different field. These findings link to the center’s previous report showing that a student’s college major choice can dramatically impact their future earning potential.

The report also showed earnings gaps for women and minorities, calling gender and race “wild cards that matter more than education or occupation in determining earnings.”

Career Technical Education (CTE) students begin career exploration earlier than many high school students. Secondary and postsecondary CTE programs expose students to high-wage, high-demand fields such as advanced manufacturing and health sciences, and prepare students to advance in further education or careers in these areas.

By Kara in Research, Resources
Tags: , ,

 

Series

Archives

1