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CTE Research Review

Thursday, August 14th, 2014

Research Image_6.2013Although apprenticeships make up just 0.2 percent of the U.S. labor force, they are garnering more attention this summer thanks to recent reports, including from the White House’s Ready to Work initiative and a set of policy recommendations from The Brookings Institution’s Hamilton Project.

American University economics professor Robert I. Lerman posited that investing, expanding and re-branding U.S. apprenticeships has “the potential to reduce youth unemployment, improve the transition from school to career, upgrade skills, raise wages of young adults, strengthen a young worker’s identity, increase U.S. productivity, achieve positive returns for employers and workers and use limited federal resources more effectively.”

Despite such findings, the size of the U.S. apprenticeship system stands in stark contrast to other major developed countries such as Canada (2.2 percent), Britain (2.7 percent) and Australia and Germany (both 3.7 percent). In Britain, apprenticeships are coming back into favor after years of decline, much like the United States’ system. Recent surveys show that students and the wider public have a “growing appetite” for apprenticeships.

Federal investments would be one part of the approach to expanding the U.S. apprenticeship program. According to Lerman, the United States spends less than $30 million annually, whereas Britain spends about £1 billion (or $1.7 billion). If British spending on apprenticeships were adjusted to match the U.S. population, Lerman estimates that figure would be $8.5 billion.

Calling the expansion of apprenticeships a “potential game-changer”, Lerman offers recommendations for federal and state governments as well as examples of successful youth apprenticeship programs in Georgia and Wisconsin

Be sure to check out additional apprenticeship-related recommendations from the Center for American Progress, through their series of issue papers as well.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
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Catching Up With … State Legislatures (Part 6)

Friday, August 8th, 2014

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

Within K-12, state legislatures were very active this year, making several changes to programs and high school graduation requirements, to name a few.

Programmatic Changes

Georgia lawmakers amended the state’s Youth Apprenticeship Program through the “Work Based Learning Act,” to increase the number of students and employers participating in such programs in order to produce a “successful twenty-first century workforce,” according to the bill’s text.

Florida also expanded its collegiate high school system by requiring each Florida College System institution to work with the district school board in its designated service area to establish one or more of these programs beginning in the 2015-2016 school year. Additionally, the programs must include an option for students in grades 11 or 12 to earn a CAPE industry certification and to successfully complete 30 credit hours through dual enrollment toward their first year of college.

In Mississippi, lawmakers approved a new pilot program for middle school dropout prevention and recovery. School districts that receive a “D” or “F” rating are eligible to participate if selected by the state Board of Education. The pilot’s purpose is to reengage students and increase the state’s graduation rates through an educational program that provides vocational technology and other instructional models that are self-paced and mastery-based, provide flexible scheduling and a blended learning environment with individualized graduation plans.

Graduation Requirements

Washington lawmakers directed the state’s Office of the Superintendent of Public Instruction to develop curriculum frameworks for a selected list of Career Technical Education courses with content in science, technology, engineering and mathematics that is considered equivalent to high school graduation requirements in science or math. The law also requires that course content must be aligned with industry standards and the state’s academic standards in math and science. Increasing CTE course equivalencies has been a priority of Washington Governor Jay Inslee. The frameworks are to be submitted to the state Board of Education for approval and implementation for the 2015-16 academic year.

Much like Florida’s change to its graduation requirements in math, Arizona school districts are now allowed to approve a rigorous computer science course to fulfill a mathematics credit for graduation.

As part of its “Alaska Education Opportunity Act” and Governor Sean Parnell’s priorities for this year’s legislative session, lawmakers repealed the state’s high school exit exam and replaced it with a college or career ready assessment such as the ACT, SAT or WorkKeys.

As districts look to implement these new requirements, a new report from ACT may bear some useful insight. In 2005, Illinois lawmakers changed the states’ graduation requirements to a minimum of three years of math and two years of science. ACT found that these new requirements had no significant impact on college-readiness test scores in math and science, though there was a slight improvement in college enrollment. ACT says that these findings suggest that advanced coursework alone isn’t enough to improve student learning.

Next time in the “Catching Up With…” series

This will be the last post for legislatures that wrapped their sessions by May 9. In the weeks to come, we’ll take a closer look at major CTE-related bills from the remaining 25 state legislatures. Stay tuned to learn more!

Andrea Zimmermann, State Policy Associate

 

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

Thursday, February 13th, 2014

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

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

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

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

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

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

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

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

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

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

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

Evan Williamson, Communications Associate

By Evan Williamson in CTE: Learning that works for America, Legislation, News
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CTE in the News: Georgia Lt. Gov. Urges Business, Industry, Education Leaders to Address Skills Gap

Friday, November 16th, 2012

Education that prepares students to compete for jobs in the global economy must be a top priority for business, industry and education leaders, Georgia Lt. Gov. Casey Cagle warned a crowd of nearly 200 at the College and Career Academy Summit this week, according to the Rome News-Tribune.

“Each of us has the chance to shape what this economy and what this future for all of us is going to look like,” Cagle said Thursday. “It’s a huge responsibility… Quite honestly I don’t think there is anything, as a public policy maker, that is more important today than the education system in this state.”

The three-day event featured the theme “Business and Education Partnerships: Success in Action” and was hosted by Floyd County College and Career Academy and Georgia Northwestern Technical College. Leaders were scheduled to address workforce skills gaps in health care, technology, manufacturing and energy amidst a growing regional interest in the career academy movement.

According to Rome News-Tribune, Cagle said that significant economic opportunities have been rising in the U.S. because of events occurring in Asia and Europe, companies such as the manufacturing giant Caterpillar Inc. and Baxter, a pharmaceutical company, are bringing work opportunities to Georgia.

“What is interesting about those industries is that they are all located where there was a college and career academy,” Cagle said. “We’re leading the nation in workforce development because of … what we’re doing with our college and career academies.”

Floyd County Schools College and Career Academy have experienced a “powerful transformation” that has encouraged partnerships between secondary and postsecondary education, and the business community, according to a Floyd County Schools news release. On Friday, discussions were designed to focus on the enhancement and expansion of career academy development.

Erin Uy, Communications and Marketing Manager

By Erin in Uncategorized
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NASDCTEc Releases New Issue Brief on Progressive State CTE Legislation

Thursday, June 30th, 2011

The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) released today the fourth in a series of five issue briefs that address the five principles of the new vision for CTE.

The issue brief, Building Comprehensive Programs of Study through Progressive State Career Technical Education Legislation, addresses the fourth principle statement in the vision: “CTE is delivered through comprehensive programs of study aligned to the National Career Clusters Framework.” The brief highlights efforts in Arizona and Georgia to craft state policy and practice to implement effective programs of study aligned to the National Career Clusters Framework.

Please join us this afternoon at 3:00 p.m. ET for a webinar that corresponds with this brief.

By Kara in NASDCTEc Resources, Publications
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