Posts Tagged ‘Mississippi’

Recapping the 2017 ACTE CareerTech VISION Conference (Part 1)

Wednesday, December 13th, 2017

Note: Once again this year, Advance CTE attended the CareerTech VISION conference hosted by our partners, the Association for Career and Technical Education. What follows are our staff’s highlights and favorite moments.

Career Clusters at CareerTech VISION

Every year, ACTE and Advance CTE join forces to provide attendees with the opportunity to engage in informative sessions featuring best practices in program and policy, lessons learned and innovations within the Career ClustersⓇ, a national framework for organizing quality CTE programs and cultivating collaboration between secondary and postsecondary CTE. This strand, which is curated by Advance CTE, included a number of sessions digging into compelling topics and providing resources that are useful to national, state and local leaders across the country.  Here are a few of our favorites:

Selling CTE to Parents and Students

In the session, “Selling CTE: Strategies to Attract Students to High-quality CTE,” staff presented the results of our research study released earlier this year in, The Value and Promise of Career Technical Education: Results from a National Survey of Parents and Students, providing an overview of the following takeaways:

The session room was packed with more than 70 teachers and administrators seeking to learn how state and local leaders are tackling the CTE perception challenge. One state example included Maryland, which recently released a social media guide to be used in districts across the state.

Sharing CTE Excellence

Additionally, we were excited to put together a session that highlighted two of the 2017 Excellence in Action award winners, hailing from Tennessee and Mississippi. The award, which recognizes innovative and impactful programs of study across the 16 Career Clusters, provides Advance CTE with the opportunity to highlight exciting programs that serve students with the academic and technical knowledge and skills they need to be successful in careers of their choosing.  

Tyra Pilgrim, CTE Coordinator for Rutherford County Schools, presented on Oakland High School’s Mechatronics program and winner in the Manufacturing Career Cluster. The Mechatronic program, in its fourth year, was developed through collaboration with the school district and employers including Bridgestone and the Manufacturing Leadership Council. Pilgrim cited partnerships with postsecondary education and industry leaders as a key component to a program that provides students with pathways to both college and careers. She backed up the program’s success with compelling data demonstrating student achievement, including all students earning postsecondary credit and graduating high school, and 94 percent enrolling in postsecondary education and earning industry recognized credentials.

Eric Williams, Assistant Director, Emergency Medical Technology, Jones County Junior College (JCJC), followed Pilgrim’s presentation with an overview of Jones County Junior College’s Emergency Medical Technology program, a winner for the Health Sciences Career Cluster. JCJC, a model for rural postsecondary education in the south, requires learners to participate in 500 hours of training under the direct guidance of an industry expert and offers seven industry recognized credentials. Williams boasted that students have a 90 percent first-time pass rate on the professional qualifying exam, which far exceeds the national average of 60 percent.

Williams similarly highlighted partnerships as a critical component, not only with industry and secondary education, but also with community organizations. Throughout the year, he attends events ranging from blood drives to Halloween parades to get the word out about JCJC and more effectively market the program. This has resulted in an increase of participation from two students when Williams took over the program, to a yearly participation rate of 25, the cap for the program of study.

Both award winning programs provided attendees with two examples of exemplary programs and insights into how to effectively build a successful program of study.

Katie Fitzgerald, Austin Estes, Kate Kreamer, Kimberly Green, and Andrea Zimmermann — Advance CTE staff

By Andrea Zimmermann in Meetings and Events, National Career Clusters Institute
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State Policy Update: How States Are Working to Increase Credential Attainment

Monday, October 30th, 2017

Strategies Include Promise Programs, Reverse Transfer and Postsecondary Credential Attainment Goals

The demand for Bachelor’s degrees may be overinflated in the labor market, but the number of jobs requiring at least some postsecondary education or training is growing. According to the Georgetown Center for Education and the Workforce, nearly all of the jobs created since the recession have gone to workers with more than a high school education. As such, many states have adopted programs and policies since the recovery to help learners obtain the knowledge, skills and credentials necessary to succeed in today’s workforce.

This month, California joined the ranks of Tennessee, Oregon, Rhode Island and New York after Governor Jerry Brown signed legislation into law establishing a California Promise program. The program is designed to reduce barriers to entry for California college-goers by providing tuition-free community college to first-time students who enroll full time and complete a FAFSA form. Under the legislation, the California Community College Chancellor’s Office would be responsible for administering the program and developing a funding formula to support the program’s objectives.

Although the California Promise program has been signed into law, the program is still subject to state appropriations. The California General Assembly estimates that the program would serve 19,000 students at a total cost of $31.1 million.

Meanwhile, Mississippi is the latest state to help Bachelor’s degree candidates obtain associate’s degrees. The program, called Complete 2 Compete, aims to increase the number of Mississippians with postsecondary credentials by identifying students who either have completed enough credits to qualify for an associate’s degree or are on the cusp of completing a degree. Many postsecondary and adult learners with their sights set on a four-year degree don’t realize that they’ve already earned enough credits for another award. Under the program, some 28,000 students already qualify to receive an associate’s degree without any further education or training.

Increasingly, states are looking to reverse transfer programs like Mississippi’s to help postsecondary and adult learners get recognition for the education they have completed. According to research from the Center for Analysis of Postsecondary Education and Employment (CAPSEE), these programs help struggling students who would not otherwise complete a four-year degree earn a postsecondary credential.

States Set Ambitious Postsecondary Attainment Goals

Separately, the number of states with ambitious goals for postsecondary credential attainment is growing. In September, the Colorado Commission on Higher Education released an update to the 2012 Master Plan, setting a postsecondary credential attainment goal of 66 percent of adults by 2025. The goal is accompanied by four strategies to increase learner success in Colorado colleges and universities:

  1. Increase credential completion
  2. Erase equity gaps
  3. Improve student success
  4. Invest in affordability and innovation

 

New Jersey and Vermont also released goals to increase postsecondary credential attainment to 65 percent and 70 percent respectively by 2025. In New Jersey, the Office of the Secretary of Higher Education, the Department of Labor and Workforce Development and the Department of Education jointly launched a new campaign to help increase the credentialed population. The campaign, titled “65 by ’25: Many Paths, One Future,” will seek to engage colleges, universities, businesses and state officials through regional summits to devise strategic plans to achieve the goal.

In Vermont, Governor Phil Scott announced the launch of a new initiative called 70x2025vt. With guidance and support from a 25-member council of employers, educators and state officials, the initiative aims to create a college-going culture, remove barriers to access for underrepresented populations, increase college preparedness, and ensure high school students enroll in and succeed in postsecondary education. To monitor progress along the way, Vermont has identified six indicators of progress, including college aspiration and postsecondary/career integration experiences (including work-based learning).

The need for skilled workers has grown in the wake of the Great Recession. Now, more than ever, postsecondary education and training is a prerequisite for a family-sustaining job. With the recovery of the national economy, these states are working overtime to help their residents gain the skills they need for career success.

Austin Estes, Policy Associate

By Austin Estes in Public Policy
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Latest Advance CTE Brief Examines Rural CTE Program Quality

Tuesday, August 22nd, 2017

When Todd County School District received a $103,000 grant in 2014 under Governor Dennis Daugaard’s South Dakota Future Fund, the rural South Dakota district put the money to use, administering a survey of local business leaders to identify the career pathways that were most in need in the community. With the information collected through the survey, Todd County School District updated and aligned Career Technical Education (CTE) curriculum to better reflect employer needs.

Targeted investments like Gov. Daugaard’s fund, which has since evolved into South Dakota’s Workforce Education Grant program, provide a catalyst for rural districts and institutions to improve CTE program quality and ensure career pathways are aligned with labor market needs and student interest.

Improving CTE quality in rural communities is an imperative for all states, yet rural CTE programs often face unique challenges that are not present in more densely populated areas. For example, decentralization, lack of resources and more limited employer relationships in rural communities can result in the preservation of legacy programs over more industry-relevant career pathways. Decisions about what programs to offer are too often driven by the availability of equipment or facilities, teacher supply and even tradition.

To help states improve the quality of rural CTE, Advance CTE today released the first in a series of briefs titled CTE on the Frontier: Catalyzing Local Efforts to Improve Program Quality. The brief explores state strategies to improve the quality of local CTE programs to ensure they meet industry needs and expand opportunities for rural learners, drawing on promising practices from the states:

These examples demonstrate different approaches state leaders can take to empower local leaders and support program improvement in rural areas. Future briefs in the CTE on the Frontier series will tackle other common challenges, including learner access to the world of work, employing strategic partnerships to increase program offerings and strengthening the rural CTE teacher pipeline.

CTE on the Frontier: Catalyzing Local Efforts to Improve Program Quality was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co.

Austin Estes, Policy Associate

 

By Austin Estes in Publications, Resources
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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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Catching Up With … State Legislatures (Part 1)

Tuesday, May 27th, 2014

Catching Up Series

Editor’s Note: This is part of a series that will highlight some of this year’s major state legislature activity as it relates to Career Technical Education (CTE). Further explanation of the series can be found here. 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.

There was significant legislative activity related to postsecondary education this spring – with a couple of landmark bills that even caught the attention of national media.

Postsecondary Funding

One of the most notable higher education bills to pass thus far hails from Tennessee, where Governor Bill Haslam recently signed into law the, “Tennessee Promise Scholarship Act.” The law, which will largely be paid for through lottery revenues, guarantees two years of free tuition at a community college or college of applied technology for all graduating high school seniors starting in 2015. Gov. Haslam first proposed in this year’s State of the State address as the cornerstone of his year-old Drive to 55 initiative to increase Tennessean higher education attainment to 55 percent by 2025.

Two other states also made forays into this arena. The Oregon state legislature directed its Higher Education Coordinating Commission to explore the possibility of a free tuition program. The commission is expected to submit its report by September 30. A similar effort in Mississippi, however, died in committee.

Colorado gave its higher education system a much-needed infusion of funds after years of budget cuts. The legislation known as the “College Affordability Act,” was signed by Governor John Hickenlooper in early May and increases higher education funding by $100 million for the 2014-2015 academic year (AY). The bill also institutes a six percent cap on tuition increases for the next two years.  Of that $100 million, 13 percent will be directed to community colleges, 40 percent to student aid and the remaining 53 percent to other higher education institutions.

Colorado’s legislature also passed a measure that would use outcome measures such as student retention and completion rates to determine an institution’s state funding. Currently, the bill has been sent to the governor for signature. Much of the proposed legislation is vague, and if signed into law, such details would be determined by the Department of Higher Education and the Colorado Commission on Higher Education.

Postsecondary Attainment Plans

Oregon lawmakers added apprenticeships to its higher education attainment plan, also known as the “40-40-20” goal. The plan, which was launched in 2011, states that by 2025 all adult Oregonians will hold a high school diploma or equivalency (the remaining 20 percent), 40 percent will have an associate’s degree or meaningful postsecondary credential, and 40 percent will hold a bachelor’s degree or advanced degree. Under this newest addition, apprenticeships registered with the State Apprenticeship and Training Council now qualify as a meaningful postsecondary credential.

Washington adopted two statewide education attainment goals as part of its 10-year higher education roadmap, which was originally unveiled in 2013. The Washington Student Achievement Council detailed these goals in a report it sent to the legislature in December and includes benchmarks necessary to reach them. The goals are for all Washington adults will have a high school diploma or equivalent and at least 70 percent of Washington adults will have a postsecondary credential.

Bachelor’s Degrees at Community Colleges

Following in the footsteps of more than 20 other states, Colorado also authorized community colleges to offer applied science bachelor’s degrees. While one more state joined a growing list, another decided to step back, momentarily.  The Florida legislature placed a one-year moratorium that prohibits the state’s community colleges from adding any new four-year degree programs. With 24 colleges offering a total of 175 degree programs and the number of such degrees awarded doubling in 2013, lawmakers became concerned that colleges were overstepping their bounds.

Did we miss something related to higher education in your state? Drop us an email!

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Legislation, Public Policy
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