Posts Tagged ‘tennessee’

Funding Career Technical Education: Incorporating Elements Into Funding Models to Address CTE Access, Completion and Program Quality

Wednesday, January 24th, 2024

Advance CTE released the 2023 State of CTE: An Analysis of State Secondary CTE Funding Models to highlight how states and the District of Columbia provide high-quality Career Technical Education (CTE) through various secondary CTE funding models and approaches. This blog, the third in a series, describes ways states have incorporated elements into their funding models to address CTE access, completion and program quality. 

Overview

Advance CTE’s vision for the future of CTE calls on states to design equitable funding models that direct funding to where it is needed most. Funding is not just about budget sheets but about investing in and fostering an environment where every learner’s potential is unleashed. A state’s commitment to CTE is reflected in their financial decisions, and states are making changes to secondary CTE funding models to better serve and offer opportunities for all learners.

Background

Advance CTE conducted a survey with State CTE Directors in summer 2022 to better understand the extent to which states are currently incorporating elements into funding models to address CTE access, completion and program quality. Forty-six state leaders responded to the survey, and Advance CTE followed up with select state leaders in interviews to gather additional information about dimensions of equity.

Some of the most salient findings from the survey of State CTE Directors include:

65 percent reported state funds supported access to secondary CTE programs for all learners, 56 percent reported state funds supported completion of secondary CTE programs of study for all learners, 54 percent reported state funds supported access to equipment and resources in CTE classrooms, 47 percent reported state funds supported access to college and career advisement, and 44 percent reported state funds supported attainment of CTE certifications while in high school.

There remains room for innovation in states’ secondary funding models as almost half of states are not supporting funding in one or several of the dimensions of equity. Additionally, almost a fifth of State CTE Directors indicated their state funding does not reflect any of the dimensions of equity. States should continue to evaluate and incorporate changes to secondary CTE funding models to ensure all learners have access and success through CTE.  

Highlighted Practices

States such as Kansas, Michigan, New Mexico and Texas are linking state funding to state-approved CTE programs meeting quality standards. This move ensures access for learners regardless of their geographical location. 

Other states, including Delaware, Florida, Georgia, Idaho, Indiana, Ohio, Tennessee and Texas, are incentivizing learner enrollment and success in certain CTE courses or programs aligned with state labor market needs. These states use varying weights (i.e., multipliers) based on program types or course levels, aligning educational goals with workforce demands. For example, Indiana allocates amounts based on the number of CTE credit hours generated by districts and the enrollment in apprenticeship programs or work-based learning.1

Recent shifts in foundational education formulas or bonus structures have also resulted in positive change. Massachusetts, for instance, introduced incremental funding to its formula for Chapter 70 (i.e., the major program of state aid to public elementary and secondary schools) under the Student Opportunity Act, benefitting English language learners and learners experiencing low income, including those in CTE programs.2 You can learn more about Massachusetts in the state case study accompanying this release.

In Texas, local education agencies (LEAs) can earn outcomes bonuses for learners meeting the state’s college, career or military readiness measures. This bonus is weighted for learners who are considered economically disadvantaged or who are enrolled in special populations thereby tailoring additional funds to cater to learner needs, especially within CTE programs.3 You can learn more about Texas in the state case study and read about additional examples in the Research Report accompanying this release.

Recommendations

State leaders should consider the following recommendations if they plan to leverage funding incentives and/or prioritize geographies, learner or program characteristics and/or program areas:

Funding structures must continually evolve to bridge resource gaps among different learners. State CTE Directors can help shape funding conversations so learners thrive in an ever-evolving CTE landscape.

Additional Resources

Be sure to read the other blogs in this series: Funding Career Technical Education: Secondary CTE Funding Basics and Funding Career technical Education: Using the 2023 State of CTE Funding Report Resources. In the next blog in this series, we will explore how states also make contributions to CTE programs through non-categorical programmatic appropriations to support unique elements of CTE.

Please visit Advance CTE’s Learning that Works Resource Center for additional resources about CTE funding. 

Dr. Laura Maldonado, Senior Research Associate

By Layla Alagic in CTE Without Limits, Research
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Welcome Candi Collier as the New State Director of Career Technical Education for Tennessee!

Friday, January 5th, 2024

Earlier this year, the Tennessee Department of Education named Candi Collier the Senior Director of Career and Technical Education and Special Projects. 

A former Business and Marketing teacher Candi Collier has been in the world of Career Technical Education (CTE) for 22 years. After serving six years at the Tennessee Department of Education, Candi went back to the field to serve as the CTE Director of Milan Special School District in Milan, Tennessee. 

“I wanted to put my money where my mouth is and see if what we talked about [at the state level] really worked,” Candi shared. A resident of Paris, Tennessee, Candi jokes that she got to “travel from Paris to Milan every day.” This extra time in the field, before becoming the State Director, provided Candi with a better perspective of the challenges and barriers the districts face as well as the vision from the state.

When looking at the year ahead, Candi shared that she wants to ensure that Tennessee CTE is forward-thinking about not just the tools learners should have for today’s labor market, but also how to align programs to future labor market needs. With significant support from Tennessee Governor Bill Lee, the department has been allocated $500 million to disperse to high school and middle school CTE programs through the Innovative Grants process.

In addition to capitalizing on the grants, Candi plans to develop process plans for all current and future work and complete revisions to the state’s Carl. D. Perkins Career and Technical Education Act (Perkins V) plan. Candi also wants to focus on assisting the CTE directors across the state in developing the best programs possible to meet the needs of all learners.

Outside of the office, Candi enjoys hiking and has visited 11 National Parks with plans to visit all 63. Please join us in welcoming Candi to Advance CTE!

By Layla Alagic in Advance CTE State Director
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Research Round-up: Micro-credentials as a Lever for Social Mobility in Rural Postsecondary Communities

Monday, August 28th, 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 highlights the impact that micro-credentials have had on different populations of learners in rural postsecondary institutions. Ensuring that each learner’s skills are counted, valued, and portable supports Advance CTE’s vision for the future of CTE where each learner has access to the means to succeed in the career of their choice.

In their 2022 report, Micro-Credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report, Digital Promise explored the impact of earning micro-credential attainment on individuals’ transitions into the workforce, promotions, and economic outcomes (e.g., salary increase, prioritizing learners impacted by poverty). Micro-credentials are digital certifications that verify an individual’s competence with a skill or set of skills. They can be earned asynchronously and stacked together to demonstrate readiness for in-demand jobs. Micro-credentialing is growing in popularity as state CTE leaders consider expanding their credential spectrum to include micro-credentials as a cost-effective option to connect learners with certifications for their skills. 

While common themes emerged across the four rural micro-credentialing initiatives evaluated in the report, overall impressions were that micro-credentials can — and in some cases, do — lead to job promotions, higher wages, and an increase in self-confidence for rural learners.

Research Objectives

To better understand their impact, researchers selected four rural micro-credentialing initiatives that are being used to create career pathways for rural learners. The report focused specifically on outcomes for Black, Latinx, and indigenous populations, as well as women. 

A primary objective of this project was to identify existing and emerging instances of micro-credentials in rural industry, education, and training initiatives to inform the field about the value and use of micro-credentials as a tool for equitable economic recovery. Additionally, this research sought to understand how micro-credentials are being leveraged to reduce systemic biases, signal worker readiness to employers and promote social mobility in rural communities.

The four communities featured in this work include:

This report features both qualitative and quantitative data collected through focus groups and individual interviews, program enrollment, retention, credential attainment, and salary outcomes.

Learner Perceptions of Micro-credentials

 

Overall, micro-credential earners interviewed for this study perceived their experiences favorably and believed that efforts to earn such credentials would result in economic mobility through higher education and income levels. Earners indicated that micro-credentials allowed for more timely feedback and that each credential motivated earners to continue their progression. While stakeholders remain optimistic about the value of micro-credentials, many earners are still unsure of how earning micro-credentials may or may not impact their long-term employment trajectories.

 

Program Design Considerations

As a result of their analysis, five themes emerged across the micro-credential sites:

  1. Partnerships
    • All initiatives emphasize a need for developing regional, sustainable partnerships across sectors and increasing efforts to engage communities of color. Successful initiatives included universities, adult education, prison education, and reentry programs and employers. 
    • State-level example: In Tennessee, several organizations and networks are working to promote online learning and micro-credentialing for early childhood education professionals across the state.
  2. Employer Recognition
    • Program administrators and learners want to ensure that prospective employers recognize and value skills demonstrated through micro-credentials. 
    • State-level example: In Georgia, the way that program leaders build relationships with employers ensures a quick transition into the workforce for those completing the 8-week program to earn their micro-credentials.
  3. Program Sustainability
    • As the three university-based pilots are in the process of scaling up into more robust statewide programs, efforts to maintain programming were thought to depend on several factors:
      • A desire for more robust data collection methods and data interoperability across multiple institutions. 
      • Administrators also recognized the need to improve messaging to potential learners, employers, and funders about the value of micro-credentials.
  4. Program Appeal/ Feasibility
    • Across all initiatives, program appeal was influenced by affiliations with the respective educational institutions. Perceived use and value of micro-credentials were the most important reasons for motivation for program developers and earners. 
    • State-level example: In Kentucky, some teachers earning micro-credentials were able to increase their rank and wages.
  5. Potential for Learner/ Higher Education Attainment
    • An ability to earn new skills, obtain credit for prior knowledge, and access varied content were significant factors of the perceived value of micro-credentials among rural learners. Earners perceive micro-credentials as beneficial to include on resumes given that they may set them apart from other candidates. 
    • State-level example: In Maine, earners, which included women in state correctional facilities, sought to ensure that micro-credentials were readily transferable to college credit.

Additional Resources

To learn more about stackable credentials, visit the Learning that Works Resource Center.

Amy Hodge, Policy Associate 

By Layla Alagic in Research
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Enhanced Collaboration Towards Implementation of High-Quality Career Pathways in Year Three of the New Skills ready network

Tuesday, July 11th, 2023

Advance CTE and Education Strategy Group (ESG) recently released an annual report and site snapshots for year three of the New Skills ready network initiative. The five-year initiative, part of JPMorgan Chase’s $350 million global New Skills at Work program and $30 billion commitment to advance racial equity, aims to improve student completion of high-quality, equitable career pathways to gain skills needed for the future of work, particularly among learners of color and other historically marginalized learners. 

As a partner in the New Skills ready network initiative, Advance CTE elevates the successes and lessons learned across the six sites as they work towards the implementation of high-quality, equitable career pathways. Over the course of the three years of the initiative, sites have made significant progress in the development and implementation of career pathways from defining the core elements of high-quality career pathways to improving the access and equity of high-quality career pathways. The policy and programmatic changes adopted across the six sites in the initiative are promising approaches and strategies that can be leveraged in other states and areas to enhance the design, delivery and implementation of high-quality, equitable career pathways.

Throughout year three of the New Skills ready network initiative, several key priorities emerged as trends for the six sites:

Across each key priority area, sites have leveraged cross-sector networks and partnerships to deploy promising practices that support their sites with the successful development and implementation of high-quality career pathways that meet the needs of learners and industry. Examples of achievement across the sites include the Columbus, Ohio, site leveraging an employer toolkit, created by the Ohio Department of Education, to help industry partners better understand the opportunities and challenges associated with work-based learning. 

The Indianapolis, Indiana, site expanded learner access to college and career advising by developing resources and supports for learners and finalizing frameworks that align career advising practices. For example, postsecondary partners published program maps for learners participating in agreements between Indiana University-Purdue University Indianapolis and Ivy Tech Community College. 

The Nashville, Tennessee, team has supported increased access to career pathways in HVAC and IT by engaging postsecondary partners like the Tennessee College of Applied Technology – Nashville (TCAT-Nashville). The engagement with TCAT-Nashville has increased learner participation and interest in dual enrollment, and the site now has more than 300 learners enrolled in these opportunities.

Sites like Boston, Massachusetts, and Dallas, Texas, are expanding access to career exploration, advising and high-quality career pathways opportunities to middle grades learners. In year three, the Boston, Massachusetts, team expanded the rollout of their My Career and Academic Plan to middle grades learners to better prepare learners for career pathways, dual enrollment and early college experiences. The Dallas, Texas, team is currently designing a cybersecurity career pathway that will connect all partner institutions with learners and provide lab experiences at the University of North Texas – Dallas. Learners in Dallas, Texas, will be exposed to this high-wage, high-demand career pathway as early as middle school with opportunities to earn credentials. 

Project team partners in Denver, Colorado, are improving the learner experience when transitioning from secondary to postsecondary institutions. In year three, the site lead, The Attainment Network, supported secondary and postsecondary institutions with solutions to longstanding challenges in learner transitions including lack of data sharing, erroneous dual enrollment rosters and incorrect schedules for learners. The institutions are now leveraging IT automation to ensure each institution has access to timely information on learners’ schedules, enrollments and more. 

In addition to diving more into the aforementioned exciting developments, the site snapshots and year three annual report preview the work for year four in the New Skills ready network initiative. Each site has ambitious goals for year four including exploring new pathways sectors, engaging families and learners in the design and implementation of career pathways, sustaining and scaling career pathways as sites near year five of the initiative and more. 

Visit Advance CTE’s New Skills ready network series page to read the full annual report and a snapshot of each site’s innovative partnerships and early accomplishments across the four project priorities. Our New Skills ready network collection page provides additional resources for strengthening career pathways.

Haley Wing, Senior Policy Associate

By Layla Alagic in Publications
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College in High School Series: a Look at CHSA’s State Policy Roadmap

Wednesday, June 14th, 2023

Advance CTE serves as a steering member of the College in the High School Alliance,a coalition of national, state, and local organizations collaborating to enable high school students to enroll in authentic, affordable college pathways toward postsecondary degrees and credentials offered with appropriate support. This blog, the second in a series, highlights the CHSA’s Unlocking Potential guide that elevates findings and work states are doing to design and deliver high-quality college in the high school programs. 

Resource Overview

College in High School Alliance (CHSA)’s Unlocking Potential: A State Policy Roadmap for Equity & Quality in College in High School Programs provides a comprehensive set of policy recommendations for states looking to expand equitable access to college and high school programs. This guide provides policy recommendations as well as actionable items for state and local administrators and concludes with other examples of state tools and resources.

Background:

College in High School Alliance defines college in high school programs as dual enrollment, concurrent enrollment, and early college high school. These programs are formed via partnerships between school districts and accredited institutions of higher education to provide high school-age students postsecondary experiences that lead to college credentials or degrees. 

The number of students participating in College in High School Programs has increased to provide opportunities to more than 5.5 million secondary learners, with Career Technical Education (CTE) courses making up one-third of enrollments (1). While these programs have proven popular and in high demand, enrollment demographics do not reflect the full diversity of the learner population. Significant opportunity exists for reducing barriers to accessing College in High School Programs for all learners, especially those in low-income communities, learners of color, learners from rural communities and first-generation college-goers.

Unlocking Potential provides recommendations and highlights work for state policies that advance the goals of equity and quality for college in high school programs in six categories:

The numbers in the image represent page numbers from the resource guide, per each category.

The policy recommendations are presented along a continuum: foundational, advanced, and exceptional policies. Foundational policies are those that every state must have to best support its learners.

For example, under the Equity Goal and Public Reporting, Every Student Succeeds Act (ESSA) data reporting requirements would be considered a foundational policy. On the other end of the spectrum, states can enhance these same data reporting requirements by creating tool kits and providing technical assistance to empower local use of data to remove barriers for learners and create more equitable programs. 

To learn more about how CTE early postsecondary opportunities (EPSO) such as dual enrollment serve learners, check out Advance CTE’s report on The State of CTE: Early Postsecondary Opportunities. This 50-state report, provided in partnership with College in the High School Alliance reveals key findings on how EPSOs serve CTE learners and provides recommendations for state leaders to leverage state infrastructure and collaboration to advance equity in these experiences.

  1. The State of CTE: Early Postsecondary Opportunities
  2. Unlocking Potential

 

Suela Cela, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
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New Skills ready network highlight: Interview with JPMorgan Chase Vice President Deshaun Mars

Wednesday, June 7th, 2023

The New Skills ready network is part of JPMorgan Chase’s (JPMC) substantial portfolio in support of an inclusive economy and workforce. This five year commitment is part of the New Skills at Work initiative to prepare people for the future of work and their $30 billion commitment to advance racial equity. With dedication to building equitable career pathways, the New Skills ready network connects six sites —  Boston, Massachusetts; Columbus, Ohio; Dallas, Texas; Denver, Colorado; Indianapolis, Indiana; and Nashville, Tennessee — with local partners with the intentionality necessary to build a strong workforce ecosystem for all learners. 

As part of ongoing blog topics providing updates on this initiative, Deshaun Mars, Vice President, Global Philanthropy (Job Skills,) and Brice Thomas, Policy Associate engaged in a discussion to highlight JPMC’s view of the initiative and how this work advances JPMC’s philanthropic portfolio and ultimately building high-quality local and state career pathway systems. 

How does the work being done in the initiative support the rest of JPMC’s Global Ready Initiative (GCRI) job, skills, and philanthropy portfolio? 

As a firm, we are focused on creating a more equitable labor market, and we support policy solutions, organizations and initiatives that help upskill and train the workforce of today for future jobs.

More specifically, our Global Career Readiness Initiative prepares young people, particularly those from historically underserved backgrounds, to build skills and enter the labor force through quality jobs.  

This investment highlights the importance of intentional engagement between the education (K-12/higher ed) and business/employer communities to support students and arm them with the resources, skills and access to meaningful career pathways to help power the economy and workforce of the future.  

How do you see JPMC leveraging the work being developed through the initiative? 

Businesses are grappling with a challenging labor market – there are more job openings than qualified people to fill the roles. This investment helps fill that gap by increasing access to skills, training and resources for young people so they are better prepared to enter the labor force with the skills employers need most.  

We are learning how deep cross-sector relationships and partnerships can support young people, communities, and business outcomes. Within our own workforce, we are applying these same principles to transform how we prepare people to compete for well-paying jobs and successful careers.  

With multiple sites across the world, we’re able to share best practices and lessons learned to bolster engagement and strengthen the investment.  

How does JPMC plan to continue supporting the sites? 

Intentional collaboration and partnerships are key to the ongoing support of these sites. We are connecting our local market leaders and the firm’s work across other bodies of work to these partners to help them scale, build capacity and think long-term.  

Since we are past the midpoint of this initiative, what do you hope to see from the participating sites? 

Continue investing in building out the long-term infrastructure of career pathways so this work is not dependent on one funder.

As sites progress on implementation and sustainability, what encouragement would you share in their continued progress? 

We understand how difficult this work is. That is why we made a longer-term investment so our sites have the time to put the infrastructure in place to support and build the local economies of the future. 

The New Skills ready network has also supported the creation of several publications and resources designed to engage and support the field. Advance CTE’s Learning that Works Resource Center houses hundreds of reports, briefs and toolkits designed to advance high-quality CTE for our members. The State Work-Based Learning Innovation Tracker, for instance, compiles the work-based learning toolkits from all 50 states to serve as up-to-date models of best practices. Our latest resource from this initiative, the Credit for Prior Learning Messaging Toolkit, provides effective messages targeted to key audiences and strategies for dissemination to increase participation in Credit for Prior Learning among adult learners. 

JPMC, New Skills ready network, and Advance CTE remain committed to helping all learners have access to high-quality career pathways. 

Brice Thomas, Policy Associate

By Layla Alagic in Achieving Equitable and Inclusive CTE
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Research Round-up: The Impact of the High School CTE Education Teacher Pathway Initiative Grant

Wednesday, May 31st, 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 highlights a study produced by the U.S.  Department of Education’s Office of Career, Technical and Adult Education (OCTAE) on the impact of the High School CTE Education Teacher Pathway Initiative Grant. These findings align with Advance CTE’s vision for the future of CTE where each learner is supported by and has the means to succeed in the career preparation ecosystem.  

In 2017, the U.S. Department of Education’s Office of Career, Technical and Adult Education (OCTAE) launched the High School Career and Technical Education (CTE) Teacher Pathway Initiative (also referred to as CTE TPI). Last year, OCTAE published The Impact of the High School CTE Education Teacher Pathway Initiative Grant, a report on the outcomes of these three-year grants and the specific activities that the five grantees implemented to increase the pipeline capacity of high-school CTE teachers. These findings can inform state leaders on best practices for recruitment and retaining high-quality CTE instructors.

The study, conducted by the American Institutes for Research (AIR), focused on the following questions to examine the challenges and potential solutions encountered during grant implementation and to summarize grantee activities: 

  1. What do grantees see as the major factors contributing to shortages of secondary CTE teachers in their state or community?
  2. How have grantees used CTE TPI funding to alleviate CTE teacher shortages? 
  3. What challenges have grantees experienced in implementing their CTE TPI activities, and what strategies are they using to overcome those challenges? 
  4. Are there early indicators of success in alleviating CTE teacher shortages?

 

Grants were awarded to two state departments of education, a regional education service center, a community college system and a school district: 

Grantee Findings and Activities 

In the first collection of data in 2019, grantees were surveyed about what they saw as the major factors influencing the shortages of secondary teachers in their state or community. The five major issues identified were:

  1. Disparities in compensation and work-life balance between in-demand industry positions and teaching
  2. Lack of higher education programs to train potential CTE educators
  3. Challenges navigating the CTE teacher licensure process and requirements
  4. The differentiated education and experience required to teach different CTE content areas
  5. Exams in teaching skills or content areas

 

The table above shows the activities pursued by each grantee with the following outcomes: 

Promising Practices for States

Chronic teacher shortages were only exacerbated by the COVID-19 pandemic and without taking immediate action, these gaps may continue to grow. The findings from this study speak to the variety of strategies that state and local CTE leaders can employ to increase the number of CTE instructors:

For additional learning, visit Advance CTE’s Learning that Works Resource Center to access reports on how states can leverage Perkins V to Support Teacher Recruitment and Retention and State of the States 2022: Teacher Compensation Strategies.

Amy Hodge, Policy Associate

By Jodi Langellotti in Research
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Why CTE Without Borders?

Monday, May 22nd, 2023

Advance CTE’s new resource, the CTE Without Borders Policy Playbook, calls on leaders to truly meet the needs of learners by removing the geographic barriers that limit access and opportunities, particularly for learners in rural communities. This work is essential to ensure that each learner can access CTE without borders — one of the five principles of Advance CTE’s Without Limits: A Shared Vision for the Future of Career Technical Education. Policies and programs should enable, not limit, mobility and access. States should come together to develop and expand new models of collaboration by investing in expanded-access systems that allow access both within and across states.

The first release in the CTE Without Borders series highlights the importance of expanded access and introduces two of the six focus areas critical to expanding access to high-quality CTE and work-based learning: Aligning Partners, Values and Vision and Driving Decisions With Data.

State CTE leaders can learn how expanded access to high-quality CTE and work-based learning opportunities benefits learners, industry, institutions and state labor market demands; consider how to assess current CTE systems to actualize CTE without borders; and prepare their state for expanded access within and across states. 

This first release features promising state and local practices from across the country including California, Kansas, Tennessee, Utah and more; strategies to actualize each focus area; and resources to support state and local leaders in providing expanded access within and across states.

Visit the Learning that Works Resource Center to read the first two releases in the series and for additional resources to support CTE Without Borders.

Haley Wing, Senior Policy Associate

By Jodi Langellotti in Publications
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Research Round-Up: CTE Concentration Stays Strong Against the Challenges Posed by the COVID-19 Pandemic

Wednesday, March 1st, 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 examines how the COVID-19 pandemic impacted CTE concentration rates. The findings align with Advance CTE’s vision for the future of CTE where each learner has the means to succeed in the career preparation ecosystem.

Due to the specific hands-on delivery and instruction requirements of career and technical education (CTE) courses, the coronavirus pandemic and the resulting online instruction posed new challenges for CTE programs and concentrators. The study, A Multi-State Analysis of Trends in Career and Technical Education, explored the level of impact of the coronavirus pandemic on CTE concentration rates using administrative data across five states: Massachusetts, Michigan, Montana, Tennessee, and Washington.

Methodology

 

The analysis sample for each state was defined as first-time ninth graders observed consistently over their four years in high school. The population of learners, CTE concentrators, was selected for observation because the definition of a concentrator is more similar across states than the definition for CTE participation. Another reason that the authors chose to observe rates of CTE concentrators rather than completers was that indicators for program completion were not readily available across the state populations.

The following tables share the concentrator definitions used as well as a breakdown by race/ethnicity and geography of the learners observed to aid state CTE leaders in aligning the findings with their own learner populations. 

The study was conducted by researchers Carly Urban, Celeste K. Carruthers, Shaun Dougherty, Thomas Goldring, Daniel Kreisman, and Roddy Theobald and examined the following questions:

  1. Did CTE concentration rates change at the start of the coronavirus pandemic? 
  2. Did gaps in concentration rates change by student race, ethnicity, gender or identified disability status?
  3. What are the differences in concentration rates across rural and urban areas and have these gaps changed over time?
  4. Were CTE concentrators more likely to graduate from high school and did this change at the start of the pandemic? 
  5. Which career clusters have seen the largest changes in participation? 

 

Findings

  1. CTE concentration rates changed minimally in the featured states at the start of the pandemic, with the exception being Tennessee, where the class of 2020 was significantly more likely to concentrate in CTE than the previous cohorts.
  2. The gaps in CTE concentration by gender, race and ethnicity largely did not widen at the start of the pandemic.
  3. The gaps in CTE concentration by identified disability status did not widen in any state for the first cohort impacted by the pandemic (SY16-17). However, one year into the pandemic, concentration rates for students with an identified disability in two states fell compared to students without an identified disability.
  4. In Michigan, Montana, and Tennessee, students in rural areas appeared more likely to concentrate in CTE than students in urban areas post-pandemic. In Massachusetts, CTE concentration was higher in urban than rural areas. While the two groups have virtually no difference in concentration rates in Washington. 
  5. CTE concentrators are more likely to graduate from high school than non-concentrators in all five states both before and after the pandemic.
  6. Changes in CTE clusters were relatively small when comparing the cohorts who were on track to graduate just before and after the pandemic. The fields with the largest positive and negative changes to concentrator rates varied by state.

 

Recommendations for Members

While these findings are descriptive and suggest that CTE concentration rates did not drop at the onset of the pandemic, the researchers have recommendations for state leaders to continue to support the successful coordination of CTE programs.

To learn more about how states can approach continuing to develop effective and accessible CTE data reporting tools to advance this report’s final recommendation, check out Advance CTE’s Beyond the Numbers: Design Principles for CTE Data Reporting. This guide provides state and local leaders with the necessary tools to inform early design and development of CTE data reporting tools or as a checklist to ensure their final reports align with best practices for access and usability.

To read more of Advance CTE’s “Research Round-Up” blog series featuring summaries of relevant research reports and studies click here.

By Jodi Langellotti in Research
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New Skills ready network Site Highlight Blog: Nashville Pilot Projects

Monday, February 13th, 2023

This post is part of a blog series highlighting promising practices from the New Skills ready network (NSrn), an initiative of JPMorgan Chase & Co. For more information about the initiative, please see the bottom of this post.

The Nashville, Tennessee site of the New Skills ready network (NSrn) is focused on implementing best practices to strengthen implementation of the funding across the initiative. Advance CTE State Policy Manager Dr. Tunisha Hobson interviewed Daryl Curry, Nashville Area Chamber of Commerce Director of Education and Workforce Partnerships, and Jennifer McFerron, Vice President of Education and Talent Development, about their pilot project initiative. This initiative was pursued to ensure learners have transparent secondary and postsecondary pathways that align to one another and high-demand, high-wage careers that meet labor market needs; enhance learning by defining and implementing best practice work-based learning models and student experiences in secondary and postsecondary; and, increasing the number of historically underrepresented students who successfully enroll and persist in postsecondary education. 

Overview of the Pilot Projects 

The guiding team of the Nashville site led a Design Sprint process with the support of a consulting firm to develop a strategy for distributing funding across the initiative, with the foundation of the four priorities of the New Skills ready network serving as a guiding light, particularly bolstering access to high-quality career pathways for learners of marginalized communities. Out of that process emerged a proposal that would distribute up to $10,000 to individual pilot projects that engage both Metro Nashville Public Schools and  two-year and/or four-year postsecondary partners. The collaborative approach to the pilot project process allows an opportunity to continuously refine norms while providing greater depth to the initiative. 

The eight pilot projects are led by a variety of stakeholders in the Nashville site team with implementation support from  College and Career Readiness Coaches employed by the city in year two of this work who bolster existing career advising and transition supports. Additionally, an increased partnership between the guiding team and Middle Tennessee State University as the four-year partner was a critical component of success. 

Jennifer McFerron stated, “the pilots are an area where our guiding team drove the strategy and implementation plan for these projects. They indicated that what our partners really needed was time and space for deep collaboration and support to identify what they need and to succeed in getting there.”

Pilot Project Highlights 

The projects were designed to meet partner needs for effective collaboration and implementation vital to the success of the NSrn initiative. Of the eight pilot projects, there are four that have significantly expanded the success of the initiative: Healthcare Futures, IT Apprenticeships, Work-Based Learning Family Career Launch and You Choose/Tú Escoges. These projects direct resources in various ways to support learner development in career pathways and their families. 

From Pilot Projects to Sustainability 

Darryl Curry stated, “The Design Sprint was great in that it not only provided additional resources, but also gave our partners an opportunity to dream of the possibilities together. With the successes that we have seen within the pilot projects, the challenge going forward will be sustaining and strengthening those relationships, all the while building on and embedding these offerings and opportunities into how we support both our students and families.”

The relationships developed among the Nashville site guiding team since 2021 allowed for the pilot projects to be both strategic and sustainable beyond the duration of the NSrn initiative. Although the projects are different in scope, the intentional design cultivated employer partnerships, family engagement and support of actualizing durable skills for learners. In order to sustain multiple pilot projects, three actionable steps should be taken: continue to refine norms and processes, value support given by convenors and facilitators experienced in providing guidance on design sprints such as these pilot projects, and inviting the perspectives of employer and community partners. 

Learn more about Nashville’s progress in the New Skills ready network initiative in their 2021-2022 site snapshot.  

Dr. Tunisha Hobson, State Policy Manager 

By Jodi Langellotti in Public Policy
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