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Posts Tagged ‘New York’

State CTE Policy Updates

Monday, August 26th, 2013

State MapOregon closes out its legislative session with a number of Career Technical Education (CTE) related bills and Ohio make a decision on a measure of students’ early college and career readiness.

Oregon’s Career and Technical Education Advisory Committee & CTSO Grant Program
Oregon passed HB 2912 requiring representatives from the Department of Education, the Department of Community Colleges and Workforce Development, and the Bureau of Labor and Industries to meet at least four times each year to promote collaboration between the agencies on issues related to career technical education. The Advisory Committee is tasked with making sure CTE programs are available in public schools; developing regional centers that create partnerships between K-12, community colleges, public universities, and business/unions; encouraging the establishment of local advisory committees; and addressing barriers to CTE students transitioning to postsecondary education and the workforce.  This bill also establishes the Career and Technical Student Organization (CTSO) Grant Program within the Department of Education, allotted at $500,000 over two years, to encourage student participation in CTSOs.

Oregon’s Accelerated College Credit Programs
Oregon also established an Accelerated Learning Committee, comprised of the Chief Education Officer and appointees selected by the Governor, President of the Senate, and Speaker of the House, and charged with examining methods to encourage and enable students to earn more college credit while enrolled in high school. The focus will be on the alignment of funding, assessments and policies between high schools and institutions of higher education. SB 222 also requires every community college district to implement and make available at least one two-plus-two, dual credit and/or another accelerated college credit program to every K-12 district within their community college district by 2015.

Oregon’s STEM Investment Council and Grant Program|
Lastly, Oregon created a STEM Investment Council via HB 2600 to help develop and oversee a long-term, statewide science, technology, engineering and mathematics (STEM) strategy. The council will consist of nine members from the private sector to be appointed by the Chief Education Officer to aid and advise the Superintendent of Public Instruction, the Commissioner for Community College System and the Chancellor of the Oregon University System on policies and programs, including the STEM Investment Grant Program. This new grant program will provide funds to districts, community college districts, public universities, relevant state agencies and any combination of these eligible recipients to support STEM education inside and outside of the classroom. The legislation notes that a STEM Investment Grant Account will be established in the State Treasury, separate and distinct from the General Fund, but no amount is noted or appropriated in this bill.

Specifically, the Council and grant program are focused on helping the state meet these two goals by 2024-25:

Ohio Requires the PSAT for All Students
The Ohio Department of Education, in partnership with the Ohio Board of Regents, has officially selected the PSAT as the statewide “college-career readiness assessment.” Beginning in October 2014, all sophomores will be required to take the PSAT. The goal of this policy is to provide information to students earlier about their readiness for postsecondary-level coursework so they can adjust accordingly while still in high school.

New Research/Resources
Jobs for the Future released What It Takes to Complete High School: A Shifting Terrain of Course and Diploma Requirements, a policy brief describing trends in states’ graduation policies (which NASDCTEc has begun tracking here, here, and here).

The New York State Association for Career and Technical Education issued a position paper in July entitled Recommendations for Developing College and Career Ready Students that offered the following six recommendations:

  1. Adopt a unified definition of College and Career Ready (that fully includes academic, employability and technical skills);
  2. Affirm the Common Core State Standards, Career Development and Occupational Studies and Next Generation Assessments to converge career and academic content and instructional practices;
  3.  Avoid imposing additional math and science course requirements;
  4. Link learner levels by restructuring existing middle-level and early high school CTE;
  5. Set goals for increasing the number of students who have Technical Endorsements to their diplomas; and
  6. Enact policies that assist all students to develop knowledge of career pathways leading to specific occupations and to have a personal career plan with flexible career goals.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in Legislation, Public Policy
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CTE in the News: NY Education Commission Calls for Expansion of CTE

Friday, January 11th, 2013

The New NY Education Reform Commission recently released recommendations for an initial Action Plan to improve student achievement in the state. Among the nine preliminary recommendations included in the report was a proposal to expand Career Technical Education (CTE) in order to bridge the gap from high school to college.

“New York should leverage existing resources and public-private support to establish high tech Career  and Technical Education programs in every region.,” according to the report, which was written by the 25-member commission. New York business owners reported to the commission on the significant gap in workforce preparation in schools and on their own readiness to collaborate with the schools to better prepare and serve students.

“Expanded, high quality Career and Technical Education programs will improve graduation rates, better prepare students for successful careers, and strengthen the State’s economy by supplying New York businesses with the highly-skilled workers they need for current and future job opportunities by providing students with meaningful internships and apprenticeships to develop their professional skills and interests.”

The commission is expected to convene in the fall to expand on the recommendations.

Erin Uy, Communications and Marketing Manager

By Erin in News
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Highly Qualifed & CTE: Tough Economic Times Creating New Options

Saturday, June 20th, 2009

As I have traveled the country, one of the most common questions I get is about how NCLB highly qualified teacher (HQT) requirements impact CTE. NCLB statute and regulations do not require CTE teachers to meet the same requirements as academic teachers, in large part because so many CTE teachers come from industry and through alternative routes. States some latitude to define what highly qualifed means for CTE.  However, the HQT regulations related to academic teachers have had the unintendend consequence of limiting states’ ability to allow CTE courses to garner academic credit because if academic credit is awarded then the teacher teaching that class must meet academic HQT requirements.  Several states have developed innovative approaches to this challenge. Idaho invested in funding to CTE teachers certified in academic areas. New York negotiated a waiver to allow academic and CTE team teaching (strictly regulated) to meet the requirements. California is the latest state to offer up another option given challenges districts are facing due to tough economic times.

Below is a recently published article that summarizes the California option quite nicely.  This article was written by Allen Young of The Cabinet Report, a subscribers-only daily news source published by School Innovations & Advocacy . 

“LEAs have options on tech instructors meeting NCLB qualifications
By Allen Young

With districts looking for creative ways to address staffing needs, the California Department of Education issued advice this week reminding local educational agencies that a career technical education instructor can qualify as a ‘highly qualified teacher’ with authorization from the school board.

The issue has been raised repeatedly by districts that are struggling under the current budget crisis to match diminishing instructional resources with ever growing student needs and still meet federal goals under the No Child Left Behind Act.

 

“Amid massive layoffs throughout the state, people are trying to save their jobs and find out what they are credentialed for,” said Lynda Nichols, NCLB coordinator at CDE. “When a district decides to have one of these classes and the board approves it as a graduation requirement, it throws the non-NCLB course into NCLB [requirements].”  The California Commission on Teacher Credentialing said that if a school is granting graduation credit for a CTE class, then the instructor need only carry a CTE credential.

To qualify as a “highly qualified teacher,” the instructor must have a four-year college degree and hold a proper credential in their CTE subject area.

There are many examples of crossover classes that provide alternate forms of graduation credit. The CDE has clarified on their website the sections in law that describe the classes and credentials needed for career tech teachers to provide graduation credit and fulfill UC admission requirements.   

Here is a summary

The CDE guidance for CTE instructors satisfying NCLB is available here:

http://www.cde.ca.gov/nclb/sr/tq/documents/ctenclbhqtprvision.doc

The CTE Frequently Asked Questions are available here:

http://www.cde.ca.gov/nclb/sr/tq/faqctenclbhqt.asp.”

 

 

By Kimberly in Public Policy
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