Posts Tagged ‘Title IV’

How States Are Leveraging ESSA to Advance Career Readiness

Monday, April 1st, 2019

By now the consensus in the education community is clear: in addition to a strong academic foundation, students should be able to access other experiences in high school — physical education, the arts, Career Technical Education (CTE) — that provide added value to their education and increase the likelihood of postsecondary success.

The notion that high schools should provide a “well-rounded education” was codified in the Every Student Succeeds Act (ESSA) in 2015. The law, which Congress passed with bipartisan support, provides several opportunities for integrating CTE and other well-rounded learning opportunities into the traditional high school experience, which Advance CTE has covered extensively on this blog and in our publications. More than four years after the law was passed, some states have begun to leverage these opportunities to advance career readiness  in high school.

Expanding Opportunities for Each Child in Ohio

One often overlooked opportunity in ESSA is the Direct Student Services (DSS) provision. DSS allows states to set aside up to 3 percent of their basic Title I grants to help local education agencies expand access to advanced coursework and CTE. Only two states — Louisiana and New Mexico — opted to use the allowance in their submitted ESSA plans. But they were soon joined by Ohio, which decided in 2018 to leverage the DSS allowance to launch a new grant program called Expanding Opportunities for Each Child.

The program has two primary objectives: developing and expanding access to career pathways that culminate in high-value credentials and promoting access and success in advanced coursework such as Advanced Placement (AP) and International Baccalaureate (IB). These objectives are aligned with Ohio’s strategic priorities for secondary education, which emphasize postsecondary readiness and preparation for college and career. Ohio’s decision to use the DSS allowance was based on the idea that freeing up additional resources would help local education agencies better support student achievement and transitions to post-high school pathways.

In July 2018, Ohio awarded more than $7.2 million in three-year grants to 17 recipients. Fourteen will be conducting career pathways development and three will be expanding access to AP and IB courses. A second round of applications is expected to be issued later in the 2018-19 school year.  

Building Capacity for STEM Learning in Georgia

Though the Title IV Student Support and Academic Enrichment grant program, Congress authorized funding to the tune of $1.6 billion to enhance well-rounded education, school safety and the effective use of technology in schools. While the program has not been fully funded by Congress, it still provides significant resources to help schools deliver a well-rounded education, including CTE and Science, Technology, Engineering and Mathematics (STEM) education.

While most states have left the determination of how to spend Title IV funds up to local leaders, some have issued guidance or put together trainings to help schools leverage their resources in service of statewide priorities for career readiness.

Georgia is one such example. In its ESSA plan, the state committed to using Title IV funds to strengthen school counseling, computer science and STEM. Since then, Georgia has used Title IV funds to hire two full-time STEM coordinators, one in the southwest region and one in the southeast region. The coordinators are working to build STEM learning opportunities for schools and strengthen STEM pipelines in their areas. Additionally, Georgia has allocated Title IV funds to develop an online STEM incubator learning pathway to help district and school leaders navigate the process for certifying STEM schools.

Curating CTE Open Educational Resources in Nebraska

Another state that is using Title IV funds to boost career readiness is Nebraska. Leaders in the state are using Title IV funds to recruit CTE teachers to curate and develop educational resources aligned with college and career content area standards. This is a key feature of the state’s new Open Educational Resources (OER) Hub, which was launched in February 2019 and provides open access resources aligned with Nebraska’s college and career ready standards.

The work is still in the early stages, but Nebraska hopes to build out the CTE resources in the OER Hub later this summer by engaging CTE teachers to share, curate and develop rigorous digital resources that can be adopted and modified in the classroom. The state will provide stipends and cover travel expenses for participating CTE teachers. While this work is starting with three career areas — business, marketing, and management; communication and information systems; and human sciences and education — Nebraska plans to expand the resources to the remaining three state-identified career areas soon.

States made bold commitments in their ESSA plans to expand access to advanced coursework and career pathways. This is best demonstrated by the fact that 40 states are now measuring career readiness in their state and federal accountability systems. But few states are going the extra mile to align ESSA implementation with their plans for career readiness. Ohio, Georgia and Nebraska demonstrate three different approaches states can take to advance career readiness through ESSA.

Austin Estes, Senior Policy Associate

By Austin Estes in Public Policy
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NASDCTEc Legislative Update: Congress Aims to Move Past No Child Left Behind as Funding Deadline Edges Closer Once More

Tuesday, November 24th, 2015

United States CapitalCongressional negotiators have announced an agreement on the long overdue reauthorization of the Elementary and Secondary Education Act (ESEA)— the law formerly known as No Child Left Behind (NCLB). Due for reauthorization since 2007, lawmakers have struggled to find consensus for how to address NCLB’s most readily apparent flaws while honoring its long legislative legacy rooted in the civil rights movement.

As we shared earlier this summer, both the House  and the Senate passed respective bills to reauthorize ESEA. Since that time both Chambers have been working on a bipartisan and bicameral basis to develop a framework agreement that would serve as the basis for a compromise between the two proposals. Last week that framework was announced along with the creation of a formal conference committee— a move that has been exceptionally rare over the past decade.

ESEA conferees were announced last week and met twice before approving this framework (along with a few amendments) last Thursday by a margin of 39-1. A summary of this framework agreement— now known as the “Every Child Succeeds Act” or ESSA— can be found here.

It is important to note that this agreed upon framework must now be turned into a final bill and Congressional staff are now busy translating the aspects of this agreement into formal legislative text. That text must then be approved by both Chambers of Congress and signed into law by the President. The conference report and final text of ESSA is expected to be available on November 30th. The House is expected to consider the legislation shortly after this followed by the Senate. Lawmakers are aiming for final passage before the end of this December.

While the official legislative text has not been finalized, ESSA seeks to significantly roll-back the federal role in K-12 education by providing states broad authority (and flexibility) for how to implement the law. A broad overview of the agreement’s main contours can be found here.

NASDCTEc will provide a detailed analysis of ESSA’s CTE-related provisions of interest once it has been finalized and will continue to keep the CTE community abreast of this ongoing reauthorization effort.

Congress Passes Budget Agreement Providing Temporary Relief from Sequester Caps

As we shared previously, Congress passed and the President signed into law the “Bipartisan Budget Act of 2015” (BBA) which provides $80 billion in sequester relief over the next two fiscal years by temporarily raising current limits on federal spending (known as sequester caps) through FY 2017 for both defense and non-defense discretionary programs.

The deal also suspends, but does not raise the nation’s “debt ceiling” through March 15, 2017 putting the twin issues of federal spending and the nation’s debt limit off until after the upcoming 2016 presidential election.

Currently the federal government is operating on a “continuing appropriations resolution” (CR) which temporarily extended FY 2015 funding levels into the current 2016 federal fiscal year which began on October 1st of this year. This CR expires on December 11th, 2015 and Congress must act before that time to pass funding legislation to avert another government shutdown.

Although the BBA agreement provides an overall increase for how much funding is available to Congressional appropriators for federal Fiscal Years 2016 and 2017, those same lawmakers must still pass separate legislation designating specific dollar amounts for individual agencies and departments which administer federal programs such as the Carl D. Perkins Act (Perkins).

That process is currently underway and ahead of it NASDCTEc and the Association for Career and Technical Education (ACTE) sent a letter to the Chairmen and Ranking Members of the House and Senate Appropriations committees urging them to restore Perkins funding to at least pre-sequestration levels or $1.123 billion for the law’s basic state grant program.

As a reminder Perkins derives its funding from the Labor-HHS-ED appropriations bill whose subcommittee has been given an overall allocation of $161.69 billion—a $5 billion increase over the FY 2015 level. That extra $5 billion in the FY 2016 Labor-HHS-ED 302(b) allocation must now be divided up among many programs, including Perkins, that are all competing for a portion of these newly available funds.

In an effort to ensure that Perkins funding is restored through this process, please be sure to contact your member of Congress to remind them about the importance of investing in CTE.  As the federal appropriations process continues and the December 11th deadline draws closer, be sure to check back here for more updates on Perkins funding.

Postsecondary CTE Bills Introduced in the House

Earlier this month two separate proposals to boost federal financial aid support for postsecondary CTE programs were introduced in the House.

The first of these, known as the Jumpstarting our Businesses by Supporting Students (JOBS) Act, was introduced by Reps. Cedric Richmond (D-LA) and Brenda Lawrence (D-MI). The JOBS Act is a companion bill to an earlier Senate proposal sponsored by Sens. Tim Kaine (D-VA) and Kelly Ayotte (R-NH). The legislation aims to change current program edibility requirements for the federal Pell grant program to serve more students who are enrolled in qualifying shorter-term postsecondary CTE programs.

The CTE Opportunity Act, another companion bill to an earlier Senate proposal, was recently introduced by Reps. Tammy Duckworth (D-IL) and Ryan Costello (R-PA). House CTE Caucus co-Chairs Reps. Glenn “GT” Thompson (R-PA) and Jim Langevin (D-RI) also cosponsored this bill which would increase access to federal financial aid available under Title IV of the Higher Education Act for qualifying shorter-term postsecondary CTE programs. Read more about the legislation here.

NASDCTEc supported both of these proposals and looks forward to the reauthorization of the Higher Education Act where this policy recommendation and many more can be fully realized.

Odds & Ends

Steve Voytek, Government Relations Manager 

By Steve Voytek in Legislation, News, Public Policy
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NASDCTEc Legislative Update: Focus Shifts to Higher Ed as ESEA Work Continues Amid Duncan Retirement

Friday, October 16th, 2015

United States CapitalA lot has happened over the past few weeks on Capitol Hill, particularly with regards to Congressional efforts to reauthorize key pieces of legislation for K-12 and postsecondary education. With fall in full swing, we wanted to take a moment to re-cap all of the activity over the past few weeks as we look ahead for what the rest of the year has in store for the Career Technical Education (CTE) community. Below is Part II in a two-part series of autumnal legislative updates.

Senate CTE Caucus Highlights Importance of CTE within HEA

Late last month, the Senate Career Technical Education (CTE) Caucus hosted a briefing for congressional staff titled “Postsecondary Pathways to Success: Strengthening Career and Technical Education in the Higher Education Act.” John Cech, Deputy Commissioner for Academic and Student Affairs for the Montana University System who is also a NASDCTEc member and State CTE Director for Montana, participated in this briefing.

John’s remarks grounded the panel’s discussion with a sense of relevancy and urgency saying, in part, “. . . the basic infrastructure of our society depends largely on our nation’s ability to produce new graduates at the two-year college level, in addition to the university degrees that are the traditional focus of the national postsecondary dialogue.”

The panel had four overarching recommendations for the reauthorization of the Higher Education Act (HEA) which would infuse the law with a much-needed focus on CTE:

Duncan Makes for the Exit as ESEA Work Continues

Earlier this month, U.S. Secretary of Education Arne Duncan announced that he will resign from his post at the end of the year. Duncan is the longest serving cabinet member in the Obama Administration and came into the position after serving as CEO of Chicago Public Schools for seven years.

John B. King Jr., who has been Deputy Secretary of Education since January of this year, will replace Duncan as the next Secretary of Education pending Senate approval.

Duncan’s tenure as the head of the U.S. Department of Education (ED), particularly the ESEA flexibility system granting waivers to states from many provisions contained in No Child Left Behind (NCLB), has been one of the main motivations behind Congressional activity to reauthorize the Elementary and Secondary Education Act (ESEA) this year.

As we have shared previously, both Chambers of Congress were successful in passing rewrites of the law earlier this summer. Currently, lawmakers from the Senate and House Education Committees have been engaged in conference negotiations to reconcile the differences between the two bills. These discussions are still ongoing.

More recently, Democratic Senators Murphy (D-CT), Warren (D-MA), and Booker (D-NJ) hosted a roundtable discussion with Secretary Duncan and Deputy Secretary King focused on accountability issues within ESEA reauthorization. Holding states and local communities accountable for student achievement has been one of the most polarizing issues during the reauthorization process for ESEA and many Congressional Democrats, along with the White House, hope to strengthen such accountability provisions in a final bill when conference negotiations wrap-up.

Despite the progress being made in ESEA conference negotiations, a pathway forward for a bill containing stronger accountability requirements than what is currently in either the Senate or the House rewrites— something the Obama Administration and many Democrats would like to see— remains an uphill battle. As with much of the Congressional agenda this fall, the outcome of the race to replace Speaker Boehner will likely have a significant impact on ESEA’s chances of passage in the 114th Congress. As the Thomas B. Fordham Institute points out, ESEA’s chances are a hard “maybe” at this point.

Obama Administration Pushes Forward on a Number of Higher Ed Initiatives

Congressional efforts to reauthorize HEA are still ongoing and in lieu of a comprehensive proposal from Congress, the Obama Administration has continued to prioritize higher education issues. For instance the Office of Management and Budget, recently released the Admisntration’s final set of ‘Agency Priority Goals’ which outlines ED’s objective to increase the percentage of adults aged 25-34 who have an associate’s degree or higher to nearly 50 percent by 2017.

Late in September, ED also released much anticipated guidance for experimental sites who are pursuing innovative models of awarding federal financial aid for competency-based education (CBE) programs. These sites were first announced in 2014 as part of the experimental sites initiative authorized under HEA. The new “CBE Experiment Reference Guide” can be used both for the institutions and accrediting bodies participating in the initiative, as well as for institutions who might like to pursue CBE programs in the future. More information on the guidance can be found here. U.S. Undersecretary of Education Ted Mitchell has also announced that ED intends to expand this initiative by the end of the year.

Another round the experimental sites initiative was announced earlier this week. Named the “Educational Quality through Innovative Partnerships” (EQUIP) experiment, ED is currently soliciting applications to support partnerships between colleges and universities and “non-traditional” providers of education, such as shorter-term job training programs or Massive Open Online Courses (MOOCs). Eligible programs would need to lead to a degree or certificate, articulate to academic credit, and be aligned to high-demand, high-growth economic sectors. More information on the announcement here.

Earlier this summer, the White House celebrated innovation within CTE and First Lady Michelle Obama announced that ED and her office’s “Reach Higher Initiative” would work together to launch a mobile app development challenge to create a user friendly tool for students to learn more about career pathways and other educational opportunities available to them. This month the First Lady officially launched the competition, making available $225,000. Applications are due no later than December 6, 2015—more information on the challenge can be found here and here.

Odds & Ends

Steve Voytek, Government Relations Manager

By Steve Voytek in Legislation, News, Public Policy
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