Brought to you by

Members

Posts Tagged ‘Oklahoma’

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
Tags: , , , , , , , , , , , ,

CTE in the News: Push for Career Technical Education Meets Resistance

Wednesday, July 18th, 2012

A student at Oklahoma's Ardmore High School works on an assignment for a biotechnical program, which is designed to introduce students to careers in fields like chemistry and microbiology.

This spring, parents in the San Diego Unified School District in California rose in protest when the district proposed to add CTE courses as a graduation requirement. Parents signed a petition and argued that CTE would water down the educational experience of their college-bound students. Education officials, surprised by the backlash, said the proposal was simply intended to prepare students for both college and career, according to a recent article in U.S. News on NBCnews.com.

“Career and technical education has come a long way since the days when students could be steered from academics into hairstyling, auto repairs or carpentry. But that doesn’t mean it’s easy to sell the concept of having all students take courses in CTE, as it is known,” wrote Sarah Butrymowicz of The Hechinger Report in the article.

CTE leaders have been taking on the issue of CTE’s stigma for more than a decade, said Kimberly Green, NASDCTEc Executive Director. A turning point came about 10 years ago when the CTE community transitioned program names from vocational education to CTE as a way to shed images of outdated shop classes.

“Career and technical education meant something different than vocational education,” Green said. “It’s academics plus technical instruction.”

Just over a year ago, NASDCTEc launched a re-branding initiative called CTE: Learning that works for America™ to again change minds about CTE. The campaign continues and the work continues across states.

In California, CTE programs have been elevating their status. In recent years, a growing number of CTE courses have been approved towards the University of California and California State University systems’ “a-g” entry requirements – the list of courses that students may complete in high school to be eligible for admittance to the universities. Those courses include academic core classes and electives.

Gary Hoachlander, president of ConnectEd, a California group that works with districts to create career-oriented high school and college programs for students, said there are about 10,000 CTE courses across all the state’s districts qualify for the college requirement. However, most of those courses count as electives.

CTE science classes such as environmental science or agricultural s

ience have yet to be approved for academic credit. “That’s where I think there’s still a lot of work to do,” Hoachlander said.

Erin Uy, Communications & Marketing Manager

By Erin in News
Tags: , , , ,

 

Series

Archives