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Posts Tagged ‘PAYA’

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Research Round-up: Building and Expanding Registered Apprentice Programs through Community College Partnerships

Thursday, November 30th, 2023

Advance CTE’s “Research Round-Up” blog series features summaries of relevant research reports and studies to elevate evidence-backed Career Technical Educational (CTE) policies and practices and topics related to college and career readiness. This month’s blog elevates state examples of how federal funding might be used to administer youth apprenticeship. These findings align with Advance CTE’s vision for the future of CTE where each learner’s skills are counted, valued, and portable. 

Overview

In celebration of Apprenticeship Month, we’re elevating two reports from New America that provide state CTE leaders with helpful information about opportunities to leverage (or braid) funding to support youth apprenticeship or registered apprenticeship (RA) programs.

Background

Earlier this spring, New America published a blog, “Leveraging Existing Federal Funding Streams for Youth Apprenticeship,” in response to memos from the Office of Career, Technical and Adult Education (OCTAE), the U.S. Department of Education (DoE) and the U.S. Department of Labor (DoL) outlining how the Workforce Innovation and Opportunity Act (WIOA) and the Carl D. Perkins Career and Technical Education Act (Perkins V) can be applied in more flexible and innovative ways to support youth apprenticeship. New America then published a research study in early November on the challenges and opportunities facing community colleges that want to expand apprenticeship opportunities to their students. This report, “Community Colleges and Apprenticeship: The Promise, the Challenge” expands on key blog recommendations; notably, that state CTE leaders should consider using federal funds to partner with an experienced intermediary organization to build out RA programs statewide. 

Apprenticeship Intermediaries

An apprenticeship intermediary is similar to “workforce intermediaries” in the public workforce system, which has a long history of facilitating connections between public and private services and workers. Unlike Registered Apprenticeship, which is well defined and regulated by the DOL, there is no definition of an “apprenticeship intermediary” in federal statute. In their study, New America utilizes the definition coined by the federal government, “An apprenticeship intermediary helps to build, launch, and run apprenticeship programs in collaboration with other apprenticeship partners. Just as many organizations may participate in apprenticeship partnerships—including employers, and often also labor organizations, secondary and postsecondary institutions, community-based organizations (CBOs), and industry organizations or associations—an equally wide array of organizations may perform intermediary functions.” 

Intermediaries typically support program development and delivery; stakeholder engagement; monitoring, evaluation, and support services; and strategy and field building. These responsibilities make community colleges a strong contender to serve in this role as many of these services are already built into the institution.

Findings

This study found that community colleges are uniquely positioned to support the expansion of apprentices by acting as apprenticeship intermediaries”

Recommendations

State and system policy plays a key role in supporting community colleges as apprenticeship intermediaries. State CTE leaders seeking to leverage community colleges to expand apprenticeship participation can:

For further reading

Leveraging Existing Federal Funding Streams for Youth Apprenticeship also addresses the use of federal funds for teacher preparation programs.

Please visit Advance CTE’s Learning that Works Resource Center for additional resources about the benefits of expanding apprenticeships and strategies for leveraging community college partnerships.

Amy Hodge, Membership and Policy Associate

By Layla Alagic in Research
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The Case for State Investment in Youth Apprenticeship Programs

Thursday, March 30th, 2023

Our newest brief, released in partnership with the Partnership to Advance Youth Apprenticeship (PAYA), explores the current landscape around state funding models to support youth apprenticeship (YA) programs. Equipping state and local Career Technical Education (CTE) leaders with the knowledge and tools to advance YA programs aligns with Advance CTE’s vision for each learner’s skills to be counted, valued, and portable.

YA programs are an important component of a fully developed career preparation ecosystem. High-quality YA programs allow learners to explore career pathways and develop skills that are relevant to industry needs to improve the overall health of the local economy. State Funding Models to Support Youth Apprenticeships evaluates the landscape of state YA funding models and highlights practices in Georgia, Michigan, Utah and to equip states to adopt funding strategies that enable these programs to be fully embedded in states’ career preparation ecosystems. 

Benefits for State Investment 

States are uniquely positioned to invest in and implement high-quality YA programs, and in doing so can systematically expand access to and quality of growing YA programs. These investments allow learners to access a complete spectrum of work-based learning experiences to gain in-demand skills and credentials and enter the labor market prepared for the world of work.

Additionally, investment at the state level is a strong signal to industry to initiate or expand employer participation in these programs.1 Employers in IT, healthcare, advanced manufacturing, business, finance, education, and many other industries have found that YA delivers a positive return on their investment by helping them build a pipeline of young, diverse talent and fostering a culture of learning and innovation that attracts and retains employees.2

States have the power to align CTE programs of study with YA programs to create seamless pathways for learners and in some cases earn college credit simultaneously. For example: 

In State Funding Models to Support Youth Apprenticeships, we also share findings on how states are providing funding for work-based learning programs and make recommendations for how state investment in YA programs represents a critical part of the career preparation ecosystem. 

For more information about PAYA’s work and resources for building your own YA program, visit Advance CTE’s Learning that Works Resource Center.

Amy Hodge, Policy Associate

By Jodi Langellotti in Publications
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Simple Tools to Improve Youth Apprenticeship Data Quality

Thursday, March 24th, 2022

Despite its growing popularity, youth apprenticeship remains a relatively new strategy for connecting young people to the world of work and helping them access high-quality pathways to well-paying jobs. While public data on apprenticeship participation is readily available through the U.S. Department of Labor, very little is known about the reach of youth apprenticeship. 

The limited availability of public data on youth apprenticeship is due in part to the lack of a common definition of youth apprenticeship and limitations in data capacity at the state and local levels. To address the first challenge, the Partnership to Advance Youth Apprenticeship (PAYA), a national network of intermediary organizations, public agencies, non-profit organizations and foundations, is working to build field consensus around a common definition of youth apprenticeship. In 2018, PAYA identified four core elements of a high-quality youth apprenticeship program. 

That leaves remaining challenges around data capacity. Even as youth apprenticeship programs increase their enrollment, the existing apprenticeship data infrastructure is insufficient to monitor and support these emerging programs. State and federally administered Registered Apprenticeship programs can submit data through the Registered Apprenticeship Partners Information Database System (RAPIDS), but this system cannot yet differentiate between traditional and youth apprenticeship programs. 

To help state and local intermediaries improve their youth apprenticeship data capacity, Advance CTE, through the PAYA network, developed a youth apprenticeship data toolkit. The toolkit is designed to address common challenges by compiling tools and resources that state and local intermediaries can use to improve the quality of youth apprenticeship data. It includes templates, guides and links to external resources that can be adapted and modified to suit different program needs.

The tools are organized around five key steps: 

The toolkit is meant for youth apprenticeship agencies and organizations at various levels of implementation, from early design to statewide expansion. 

To better understand the state of youth apprenticeship implementation, ensure equitable access to high-quality programs, and evaluate program impact, state and local leaders must strengthen the quality and accessibility of their youth apprenticeship data. Access Building A Youth Apprenticeship Data Ecosystem: A Starter Kit today in the Learning that Works Resource Center. 

View more resources on youth apprenticeship here.

By admin in Advance CTE Resources, Resources
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In Delaware, Building a Youth Apprenticeship Data System Means Looking to the Future

Wednesday, March 16th, 2022

This is the third blog in a series published in partnership with New America through the Partnership to Advance Youth Apprenticeship (PAYA). The blog series highlights how PAYA network sites are using data to improve youth apprenticeship quality and equity. 

In Delaware, youth apprenticeship is a critical pillar of the state’s career readiness initiatives and is a truly collaborative project. While administration of the state’s youth apprenticeship programs falls under the Delaware Department of Labor, related technical instruction is handled by the Delaware Department of Education (DDOE). This requires a significant amount of coordination and partnership across state agencies. 

In 2020, Delaware received a grant through the U.S Department of Labor to enroll 400 youth apprentices in the areas of construction, hospitality and Information Technology. This opportunity, and the expansion of youth apprenticeship in the state, enabled Delaware to focus on improving the quality and use of its youth apprenticeship data. 

Tackling Youth Apprenticeship Data Challenges 

As Delaware works to strengthen and scale youth apprenticeship, the state encountered a few challenges with accessing quality data. For one, state leaders confronted some inflexibilities with the federal Registered Apprenticeship Partners Information Database System (RAPIDS), which includes nationwide data on Registered Apprenticeship participation but does not differentiate youth and adult apprenticeships. 

Another challenge was coordinating and systematizing partnerships among agencies and organizations. Delaware first had to create and adopt shared definitions for youth apprenticeship data and then work to break down silos to enable timely inter-agency data sharing. 

And finally, state leaders wanted to make sure youth apprenticeship data could fuel program improvement, equity initiatives and storytelling, and made sure to shift from a compliance to a continuous improvement mindset. 

To tackle these challenges, DDOE assumed a coordinating role, leveraging its scale as a statewide agency to convene partners, reach consensus on important decisions, and establish data sharing agreements. In this role, DDOE was able to compile and match data, including education records, employment records and social services records, “behind the curtain” before pushing de-identified data back out to partners. 

Equipped with relevant and timely data, DDOE is now positioned to support local youth apprenticeship programs to make data-informed decisions. For example, DDOE can identify learners who would be a good fit for youth apprenticeship and provide that information to school counselors ahead of youth apprenticeship recruitment cycles. 

This data also enables DDOE to craft a story about youth apprenticeship, targeting policymakers and members of the public with stories about the impact of high-quality programs.

Lessons Learned

One important lesson from Delaware is the critical need for qualitative data from learners. Partners are developing a new case management system to ensure qualitative data is collected, considered, and utilized as part of a continuous program improvement process.  To fully understand the story behind the numbers, data must be connected to the learners’ voices and experiences. 

Delaware also learned that the goal of youth apprenticeship data systems should not be sustainability alone but rather evolution. Data systems should be flexible, always moving towards the next set of questions the state is looking to explore and answer. If states and youth apprenticeship intermediaries can anticipate the questions they will want to answer in the future, they can begin to build data systems that address those needs. 

Delaware’s advice to state and local youth apprenticeship intermediaries is to concentrate first on the initial strategy, coordination of effort, systems building and partner relationships. This will ensure there are suitable conditions for collecting and using youth apprenticeship data effectively. Partners should also establish a shared system of values that emphasize partner action and innovation and are reinforced by established data routines. 

Additional blog posts in this series can be accessed here. For additional resources on data and accountability, please visit Advance CTE’s Learning that Works Resource Center.

Kate Kreamer, Deputy Executive Director 

By admin in Uncategorized
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This Week in CTE

Saturday, May 22nd, 2021

Developed with input from nearly 200 national, state and local education and workforce development leaders and supported by 40 national organizations, Without Limits: A Shared Vision for the Future of Career Technical Education lays out five inter-connected and equally critical principles.

Only through shared commitment and shared ownership among leaders and practitioners at all levels can we realize the possibility and aspiration of a new career preparation ecosystem that provides each learner with limitless opportunity. The This Week in CTE blog series will highlight state and local examples where CTE Without Limits has been made actionable. If you would like to share how your Career Technical Education (CTE) program creates limitless opportunities for each learner in this blog series, please email Brittany Cannady, bcannady@careertech.org. 

 

This Week in CTE: May 17-21, 2021

 

Each learner engages in a cohesive, flexible and responsive career preparation ecosystem

“Tennessee is investing $30 million to encourage school districts to reimagine the possible and create innovative, high-impact high school experiences for all students by developing strategic partnerships with business and industry in their local community,” said Education Commissioner Penny Schwinn.

21 school districts in Tennessee will receive grants for the new Innovative High School Models program. The goal of this new program is to intentionally connect Tennessee public school districts, postsecondary institutions and local employers to work together and create  a career preparation ecosystem for each learner. 

This grant program is funded with federal Elementary and Secondary School Emergency Relief Fund (ESSER) stimulus funding. 

 

Each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem

Congratulations to the Partnership to Advance Youth Apprenticeship (PAYA) 2021 grant recipients! Advance CTE is proud to be a PAYA National Partner and excited to watch the grantees launch opportunities that build more inclusive local and regional economies.

Youth apprenticeships will be an extremely important strategy in ensuring each learner has the skills and supports needed to succeed in the career preparation ecosystem and the career of their choice. Not only do they provide opportunities for young people to access affordable postsecondary credentials, they also allow employers to tap into a rising generation of talent. The 17 PAYA grantees will expand their programs over the next 18 months as they develop ambitious strategies, accelerate implementation and connect with partners to expand and strengthen the field of youth apprenticeship.

Advance CTE recently published the first blog in a series in partnership with New America through the PAYA network. The blog series will highlight how the PAYA sites are using data to improve youth apprenticeship quality and equity. 

 

Each learner skillfully navigates their own career journey

Culper Technical Education Center (CTEC) in Virginia has an intentional focus on preparing each learner for their future careers through hands-on instruction and authentic workplace experiences. Learners enrolled as a CTEC student commute from their home school to participate in CTE programs, on-site, for half of their school day.

This week, we congratulate learners who have made the decision to begin the next step in their career journey at CTEC! 

 

Each learner’s skills are counted, valued, and portable

Last week, the U.S. Department of Education announced the 57th class of U.S. Presidential scholars. This week we continue to celebrate the accomplishments of those receiving this honor, particularly the 20 U.S. Presidential Scholar in Career Technical Education. 

This year, Raymond A. Slifer of Quakertown Senior High School became Pennsylvania’s first-ever CTE student to receive the award.

“I am proud of Raymond for becoming Pennsylvania’s first U.S. Presidential Scholar in Career and Technical Education since the inclusion of CTE in the Presidential Scholars program in 2015,” said PDE’s Director of the Bureau of Career and Technical Education Lee Burket. 

“Raymond demonstrated his academic accomplishments, ingenuity, and problem-solving, and is being recognized at the national level. I congratulate him for being an outstanding student who demonstrates excellence in CTE.”

 

Each learner can access CTE without borders

Four mentoring programs based in California, Iowa, Massachusetts and Minnesota have been an asset for learners amidst barriers presented by the pandemic. Regardless of social distancing guidelines and mandates, virtual mentoring opportunities still provided learners with access to networking, financial literacy, training for workplace skills and more. 

This article published by The 74  shares more about how youth across borders, particularly those from historically marginalized communities, were able to connect to adult mentors during the pandemic through the networks provided by these programs.

Brittany Cannady, Senior Associate Digital Media  

By admin in CTE Without Limits
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Challenges & Opportunities to Improving Youth Apprenticeship Data Quality: Reflections from the PAYA Data Work Group

Tuesday, November 17th, 2020

Apprenticeship in the United States is an under-utilized but promising education and employment strategy — particularly for youth whose connections to college and paid work are even more tenuous due to the COVID-19 economic crisis. In 2018, New America launched the Partnership to Advance Youth Apprenticeship (PAYA), a national network of partners (including Advance CTE), states, local intermediaries and philanthropies to define and scale up high-quality youth apprenticeships nationwide. In just a couple short years, the network has made incredible progress, sowing the seeds for future programs.

But through all of this work, data quality has emerged as a persistent challenge for states as well as local intermediaries. Improving the quality and availability of youth apprenticeship data can help PAYA network partners evaluate program quality, address gaps in equitable access and outcomes, and make the case for further investment in youth apprenticeship. But building the infrastructure to collect, validate, warehouse and analyze youth apprenticeship data can be costly and time intensive. 

To dig deeper into this challenge, Advance CTE and New America organized a practitioner workgroup on youth apprenticeship data quality in early 2020. The workgroup met several times throughout 2020 to discuss the following questions: 

The workgroup’s conclusions are summarized in a new report, Improving Youth Apprenticeship Data Quality: Challenges and Opportunities. The report addresses five challenges with improving youth apprenticeship data quality and several promising strategies to mitigate data roadblocks: 

  1. Determining what to measure: Some states have taken the guesswork out of data collection by establishing statewide business rules for collecting youth apprenticeship information. But in others, local intermediaries are left to their own devices, leading to inconsistencies in how youth apprenticeship data is collected. State and local leaders should work to develop and adopt consistent definitions and business rules for collecting for youth apprenticeship data. 
  2. Clarifying roles and responsibilities: Another challenge is clarifying who is collecting what data in the first place. Because youth apprenticeship involves partnerships across the K-12, postsecondary and workforce systems — with state agencies, intermediary organizations and employers in the mix — clarifying roles and responsibilities for collecting and sharing data early on is important. Local intermediaries can coordinate this process, ensuring all partners are aware of their responsibilities. 
  3. Building the infrastructure: Collecting and warehousing data can require costly technology. Building out an entire data system before launching a new youth apprenticeship program might not be feasible, but state and local leaders should establish systems and processes at the beginning that can be scaled easily. They can also leverage existing systems — such as student information systems housed at the school district or college — or develop new tools to minimize the data collection burden on educators and employers. 
  4. Accessing data: Privacy rules, data transfer limitations and incompatible data systems can, at times, limit access to data for youth apprenticeship participants. To ensure that all relevant partners can access the data they need, intermediary organizations should establish data sharing agreements that specify what information will be shared and in what format as well as the process and frequency for sharing this information. States can facilitate this process by developing local data sharing templates and demystifying rules and regulations for data sharing. 
  5. Scaling and sustaining: Finally, the workgroup elevated challenges with bringing data collection processes to scale as youth apprenticeship programs expand statewide. State leaders play an important role in supporting the sustainability and scale of youth apprenticeship programs by streamlining data collection processes, integrating youth apprenticeship data into existing state databases, providing sustainable funding, and offering professional development opportunities to build the capacity of frontline actors. 

 

Data is rarely among the first priorities in setting up a new youth apprenticeship program, but it should be. With reliable and valid youth apprenticeship data, states and local intermediaries can help scale quality programs that expand college and career options for high school students and meet the training needs of employers and industry.. The report Improving Youth Apprenticeship Data Quality: Challenges and Opportunities outlines the most common barriers to improving youth apprenticeship data quality and provides actionable recommendations for states and local intermediaries to strengthen the reliability, validity and use of their data. 

Austin Estes, Manager of Data & Research, Advance CTE

By admin in Publications, Resources
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New Report on The Role of Data and Accountability in Growing Youth Apprenticeship Programs

Tuesday, November 5th, 2019

Youth apprenticeship programs can give students access to valuable work-based learning experiences that provide insights into how their interest can connect to education and the workforce. Although these programs are often beneficial for participants, there is little data to show the programmatic landscape and impact. A lack of data inhibits the development and expansion of youth apprenticeship programs. 

Advance CTE’s latest report, The Role of Data and Accountability in Growing Youth Apprenticeship Programs, explores how states are collecting data on youth apprenticeship programs, and what steps can be taken to collect high-quality enrollment and outcomes data. 

There are many challenges that inhibit the ability of state and local communities to collect and use reliable data to support and improve youth apprenticeship programs. However, there are steps that state and local leaders can take to strengthen data collection and analysis, including: 

There are also qualitative methods that can be used to support findings and build a comprehensive understanding of youth apprenticeship programs. This report explores how qualitative data supports findings, and supplements gaps in data.

This report was made possible by the Partnership to Advance Youth Apprenticeship (PAYA). PAYA was created by New America and includes Advance CTE, CareerWise Colorado, Charleston Regional Youth Apprenticeships at Trident Technical College, Education Strategy Group, JFF, The National Alliance for Partnerships in Equity, the National Fund for Workforce Solutions and National Governors Association. PAYA is appreciative of the support of the Annie E. Casey Foundation, the Ballmer Group, Bloomberg Philanthropies, the Joyce Foundation, JPMorgan Chase & Co. and the Siemens Foundation.

Meredith Hills, Policy Associate

By admin in Uncategorized
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Partnership to Advance Youth Apprenticeship Network and Grantees Announced

Wednesday, May 29th, 2019

The Partnership to Advance Youth Apprenticeship (PAYA), a multi-stakeholder initiative, just announced its nine grantees under the first joint philanthropic investment to expand youth apprenticeship in the United States. These grantees –  selected from an extremely competitive pool of over 220 applicants from 49 states and Puerto Rico – will launch and expand high-quality youth apprenticeship programs in multiple cities, regions, and states, and in a range of industries. The grantee recipients are:

Grant funding will support sites’ strategy development and implementation activities over a 17-month period, beginning in May 2019. During this period, grantees will engage in cross-site learning and receive tailored technical assistance from PAYA National Partner organizations and other leading experts in the education, workforce, and policy sectors.

In addition, grantees will join the new PAYA Network – a national learning community designed to link high-potential, dynamic partnerships working to across the country to launch, expand, and improve apprenticeship opportunities for high school-aged youth. The PAYA Network was formed to recognize, support, and connect high-potential leaders identified through the PAYA Grant Initiative, and to support them as they work to build the emerging field of youth apprenticeship.

Advance CTE is thrilled to join our partners at New America, CareerWise Colorado, Charleston Regional Youth Apprenticeship, Education Strategy Group, JFF, the National Alliance for Partnerships in Equity, the National Fund for Workforce Solutions, and the National Governors Association in leading this effort. We see the incredible impact such an investment of resources and support will have on expanding high-quality youth apprenticeship in these communities across the country.

To learn more, visit newamerica.org/paya and stay connected to the initiative’s progress by following the #PAYA hashtag.

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Announcements
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PAYA National Meeting in Charleston, South Carolina

Monday, March 25th, 2019

Earlier this month, the Partnership to Advance Youth Apprenticeships (PAYA), of which Advance CTE is one of the partners, held a national meeting in Charleston, South Carolina. This convening included educators, employers, policymakers, community leaders and PAYA partners. Over the course of two days, PAYA featured sessions such as: panels on the perspectives from school districts, employers, students and national leaders; a keynote presentation from Barbara Humpton, CEO of Siemens USA and Chair of the Siemens Foundation; a discussion with Mayor Randall Woodfin of Birmingham, Alabama and a tour of the youth apprenticeship labs at Trident Technical College. Advance CTE also led a session, Seeing Connections in PAYA & Perkins, which walked through the major components of Perkins V and how Perkins V and PAYA’s principles align.

The conference began by highlighting the success of youth apprenticeships through personal examples of new opportunities and achievements.  Data demonstrating the impact of youth apprenticeships was also shared, for example for $1 the government puts into apprenticeships, there is a $23 return on investment.

A favorite part of the conference for attendees was the panel of five youth apprentices:

The impressive group spoke about what led them to their apprenticeships, what they are getting out of their programs and their plans for continuing education and employment. Most were prompted to explore apprenticeships by parents, school counselors or teachers who believed in the potential of these programs. All on the panel shared that it was difficult to make the decision to enroll in a youth apprenticeship program instead of the traditional educational path that their peers were on, and that they themselves had always planned on doing. However, there was unanimous agreement that the program is well worth it,  and that the ability to follow their passions by combining work and academic skills has been incredibly positive. To learn more about how youth apprenticeships work for students, check out this infographic from PAYA.

Attendees had the opportunity to tour the meeting location’s, Trident Technical College, culinary, nursing and industrial mechanics lab spaces where youth apprentices’ technical coursework is held. Each space was designed to provide students with the best and most realistic learning experience. For example, the nursing lab space includes replicas of hospital rooms, so that students can gain hands-on experiences in a setting that mirrors the workplace.The lab experience  includes high fidelity mannequins that can mock different scenarios that a participant can expect to encounter in a patient. The mannequins are able to make noise, change color and even produce fluids. Students are able to apply the knowledge and skills they learn on the mannequins, setting them up for success in the workplace.

For more information on the intersection of Career Technical Education (CTE) and youth apprenticeships read Advance CTE’s blog, Incorporating Youth Apprenticeships in CTE Pathways. To learn about best practices, as well as common challenges  linking CTE and apprenticeships, check out a report from Advance CTE in partnership with JFF, Vivayic and RTI International, Opportunities for Connecting Secondary CTE Students and Apprenticeships. This report was developed through a contract with the Office of Career, Technical, and Adult Education, at the U.S. Department of Education.

Meredith Hills, Policy Associate

By admin in Uncategorized
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Incorporating Youth Apprenticeships in Career Technical Education Pathways

Wednesday, December 19th, 2018

This blog was originally published as part of the Partnership to Advance Youth Apprenticeship Blog Series

By integrating classroom instruction and hands-on learning, both youth apprenticeships and Career Technical Education (CTE) can enhance a learner’s educational experience and better prepare them for future career success. Putting Learner Success First: A Shared Vision for the Future of CTE underscores the significance of coordinating high-quality youth apprenticeships and CTE, empowering learners through work-based learning and strong systems alignment anchored in learner success. Rather than isolating CTE as a separate educational strategy, an integrated approach to education and training can ensure that all learners have opportunities to succeed in a career of their choosing.

Advance CTE recently expanded our commitment to youth apprenticeship programs by joining the Partnership to Advance Youth Apprenticeship Initiative (PAYA). CTE can and should have a clear role in helping to achieve all five of the PAYA principles for high quality youth apprenticeships. In particular, the “Career-Oriented” PAYA principle that “learning is structured around knowledge, skills, and competencies that lead to careers with family-supporting wages” is supported by bringing together apprenticeship and CTE programs.

High-quality youth apprenticeships share the same core elements as CTE programs of study. For example, Advance CTE’s Policy Benchmark Tool identifies rigorous course standards and progressive, sequenced courses; secondary and postsecondary alignment and early postsecondary offerings; industry involvement; labor market demand; and high-quality instruction and experiential learning as necessary for a program to be considered high quality – all of which are reflected across the PAYA principles.

What This Looks Like in Practice

The Tech Ready Apprentices for Careers in Kentucky (TRACK) program showcases the opportunities that become available to students when instructional alignment and programmatic articulation are coordinated between CTE and youth apprenticeships. TRACK is a statewide program, overseen by the Kentucky Labor Cabinet and Department of Education’s Office of Career and Technical Education, that supports secondary students participating in registered youth apprenticeships. Employers and educators work together through TRACK to create youth pre-apprenticeships that match registered apprenticeships, as well as select a four-course CTE sequence and a coordinated industry certification.

TRACK first launched with a manufacturing pilot in thirteen high schools during the 2013 – 2014 school year. Since then the program has been scaled to include other schools and additional skilled trades. The program utilizes Kentucky’s existing CTE infrastructure to create a pipeline for students that begins in high school and culminates in an industry-recognized credential, paid work experience and, in many cases, advanced standing within a full Registered Apprenticeship.

Another example is the Apprenticeship Maryland Program (AMP), created as a new CTE program of study through a partnership with the Maryland State Department of Education and Department of Labor and Licensing Regulation. AMP students are able to participate in paid work based learning, enroll in applicable academic courses and spend time with a mentor from a relevant industry. One of the intentions of AMP is for students to understand the direct connection between their educational experience and the state’s workforce demands. Participants benefit from the chance to “earn and learn” with local businesses, while also getting credit toward high school graduation and earning a credential- underscoring the importance of combining academics and workforce skills.

Over the past two years, AMP was rolled out on a trial basis in two county public school systems. These pilot programs were so successful that AMP is now scaled in additional districts across the state. To create strong AMP sites, the state works with local businesses in addition to the local school system in order to provide students with a directly applicable learning experience.

For more examples of best practices, as well as common challenges, in linking CTE and apprenticeships, check out a report from Advance CTE in partnership with JFF, Vivayic and RTI International on Opportunities for Connecting Secondary CTE Students and Apprenticeships. This report was developed through a contract with the Office of Career, Technical, and Adult Education, at the U.S. Department of Education.

Meredith Hills, Policy Associate

By admin in Uncategorized
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