Posts Tagged ‘Utah’

Exploring Area Technical Centers: Elevating ATCs in a National Economic Recovery

Wednesday, March 10th, 2021

The transformative workforce changes resulting from the COVID-19 (coronavirus) pandemic have made it more urgent than ever for states to have a comprehensive strategy for reskilling and upskilling that unites stakeholders across education, workforce development and economic development. Advance CTE has been vocal that investment in secondary and postsecondary Career Technical Education (CTE) is critical to a national recovery strategy. 

ATC Positioning in the Workforce Development System 

The COVID-19 pandemic has disrupted many things in our way of life, including the education or training path most Americans will pursue to return to work. A typical economic recovery would have millions of Americans flocking to traditional higher education programs but instead, in this post-pandemic economic recovery, the majority of Americans say they will seek non-degree and skill-based education and training programs to reskill or upskill their way back to a good job.

Area technical centers (ATCs) should be part of this solution – helping more Americans secure non-degree credentials of value. Our national analysis found that in the states where ATCs serve an adult population, these institutions provide short-term credentials and programs below the level of an associate’s degree, and  are uniquely positioned to be nimble and responsive to changing workforce needs. Further, these institutions are accessible, by design serving a region, and low-cost, with few or no barriers to admission for adult learners and affordable tuition rates as low as $2.00 per seat hour. ATCs can and should be better leveraged to serve those who have been disproportionately impacted by job losses associated with the pandemic, particularly Black and Latinx workers, workers with a high school education or less, and female workers.  

Leveraging Federal Funding 

Funding matters, and in states that have leveraged federal funds, we see ATCs being key players in meeting the state’s short- and long-term workforce priorities.  

For example, all of Ohio’s Ohio technical colleges (OTCs) and selected programs in Delaware’s ATCs are eligible training providers under the Workforce Innovation and Opportunity Act. Many ATCs are eligible for federal financial aid under Title IV of the Higher Education Act, including institutions in Florida, Ohio and Utah most commonly accredited by the Council on Occupational Education.

Some states have utilized 2020 federal stimulus funding to reinforce their ATCs as valuable institutions in an economic recovery. Delaware leveraged $10 million of its federal Coronavirus Aid, Relief, and Economic Security (CARES) Act economic relief funding to support its Forward Delaware initiative, a set of rapid training and credentialing programs focused on in-demand occupations and skills in the state. Florida’s governor designated Governor’s Emergency Education Relief Fund (GEER) funds provided through the CARES Act to award grants to its ATCs, known as technical colleges, to establish or enhance rapid credentialing programs that lead to a short-term certificate or industry-recognized certification as part of its statewide Get There campaign. 

Utilizing ATCs in Statewide Workforce Training Programs 

ATCs have strong connections to their local communities and employers by design and often offer customized training programs to meet those needs. 

To recover from the devastation of the coronavirus will require persistence, creativity and leveraging all public assets to ensure a full and equitable economic recovery. States should be learning from one another – what worked and what didn’t  – and leveraging their public assets, including ATCs to every learner with the opportunity to access a career pathway that leads to sustained, living-wage employment in an in-demand field. 

To find the ATCs in your state and to access the full report and additional resources, please visit www.areatechnicalcenters.org . To read other posts in this series, please check out our Medium post that breaks down the major findings, and our blog post on leveraging ATCs to advance state postsecondary attainment goals. 

By Stacy Whitehouse in COVID-19 and CTE
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Exploring Area Technical Centers: Best Practices for Aligning ATCs to Advance Postsecondary Attainment Goals

Tuesday, February 23rd, 2021

Advance CTE’s recent report on area technical centers (ATCs), Building Better Futures for Learners: A 50-State Analysis of Area Technical Centers, revealed that ATCs have a notable footprint in credential and non-degree programs for postsecondary learners and an active role in contributing to state postsecondary attainment goals. However, the extent of their impact varies across states and territories and is strongly influenced by policymaker awareness and systems alignment.  

At the time of our report, forty-five states had set a goal to increase postsecondary attainment. This trend is largely inspired by the work of Lumina Foundation, a national leader in advancing access and outcomes in postsecondary education that set a national goal of equipping at least 60 percent of the working age population with a postsecondary degree or credential by 2025. Expanding access to and providing seamless transitions for learners in their journey to postsecondary attainment is critical to an equitable national economic recovery. 

This post will focus on highlighting several states that offer best practices to elevate the role of ATCs in postsecondary attainment through state oversight, the role of ATCS in statewide postsecondary attainment plans, and statewide systems alignment.

For a broader breakdown of topline messages from this report and implications for states, please read our most recent post on Medium

State Oversight 

One of the report’s key policy recommendations is for states to improve the awareness, accountability, and alignment of ATCs through the restoration or enhancement of state oversight of these institutions. 

Utah and Oklahoma provide strong examples of the benefits of robust state oversight and positioning of ATCs. Utah’s area technical centers, known as technical colleges, were recently elevated and designated as eight of the state’s 16 postsecondary institutions under the Utah System of Higher Education. This positioning was a solution to years of legislative changes that had created two systems of higher education, leading to legal and learner navigation difficulties that limited the potential of ATCs. This new position for ATCs enhances learner equity by providing well-aligned pathways from ATCs to four-year postsecondary institutions and uniform credit transfer policies. 

Oklahoma has a separate state agency, known as CareerTech, that oversees all aspects of their CTE delivery system, including 29 ATCs known as technology centers. In addition to serving as the fiscal agent for the state’s robust allotment of CTE funding, the agency also provides oversight of program quality. CareerTech partners with other state agencies to ensure that the needs of underserved populations, including the Indian Education Board and Tribal Reintegration Program and the Department of Veteran Affairs are met. 

The Role of ATCs in State Postsecondary Attainment Plans

While most states reported that ATCs were not specifically mentioned in postsecondary attainment plans, the vast majority strongly agreed or agreed that their ATCs were active contributors to postsecondary attainment goals. 

Delaware’s ATCs have a significant role in supporting the state’s postsecondary attainment goal through the administration of the state Registered Apprenticeship program. This program constitutes almost 70 percent of the state’s vocational/technical school district postsecondary and adult population and allows ATCs to be strongly connected and responsive to state workforce needs despite predominantly local oversight. 

Florida’s ATCs, known as technical colleges, are strongly tied to the state’s attainment goals. Because Florida’s ATCs are accredited by the Council on Occupational Education, they must maintain a 60 percent learner completion rate and 70 percent licensure exam pass rate, effectively exceeding the state’s postsecondary attainment goal. Technical colleges are the focal point of a statewide Get There campaign that combines program grants colleges with a public relations campaign to promote postsecondary attainment through a short-term credential of value. 

High-quality and timely state-level data collection is key to accurate measurement and evaluation of the impact of ATCs on postsecondary attainment. In Oklahoma, the state’s technology centers contributed over 19,000 industry-recognized credentials with an 88 percent adult learner program completion rate in FY2018. Florida reported over 9,000 earned industry certifications and over 14,400 full program completers through its technical colleges for the 2019-2020 academic year. 

Statewide Systems Alignment

While 27 states reported providing some level of programming at ATCs to postsecondary learners, their responses also indicated that ATCs are often disconnected from the larger postsecondary system. A few states stand out as exemplars in intentional alignment between ATCs and higher education systems. 

Ohio includes its ATCs, known as Ohio technical centers (OTCs), in a statewide articulation and transfer agreement established in 2007 known as Career-Technical Credit Transfer. When combined with Career-Technical Assurance Guides that advise learners through the transfer process, these tools give learners and their credits seamless and equitable pathways from OTCs to other postsecondary institutions. Numerous OTCs have also partnered with regional community colleges to design coursework sequences that span both institutions for improved program quality and alignment. 

Florida’s technical colleges are required to achieve seamless articulation and transfer agreements under state law. Technical and state colleges must create regional career pathway articulation agreements that align a technical college program with a degree program at a state college. Clock hours must also be transferable to the aligned state college degree program. 

Effective alignment practices also extend to the relationship between ATCs and workforce development systems. In Delaware, ATCs are members of a statewide CTE alliance that includes representatives from vocational/technical school districts, the technical and community college system, and other state agencies and workforce partners. Collaborative efforts from this alliance expanded the state’s Registered Apprenticeship programs to include pre-apprenticeship and secondary learners, and more career pathways that span multiple institutions. 

We hope these examples provide valuable insight on potential reforms for states to leverage and elevate ATCs. Visit our microsite to access full state profiles for the five states mentioned in this post. A future post will explore the potential use of ATC in economic recovery plans and highlight innovative partnerships in states. 

Stacy Whitehouse, Senior Associate Communications and State Engagement 

By Stacy Whitehouse in Advance CTE Resources, Publications
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Middle Grades CTE: Data and Measurement

Tuesday, June 23rd, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this seventh entry in the blog series, we will examine the core programmatic element of data and measurement.

As states and districts are working to expand their middle grades CTE programs, it is critical that they are able to measure the effectiveness of those programs to ensure continuous program improvement process and that resources invested are having the desired impact on student achievement. Yet, there are few policies and mechanisms in place to date to collect meaningful middle grades CTE data. As more attention and resources are focused on middle grades CTE, state and local leaders should dedicate time and attention to identifying effective strategies for measuring whether students have achieved established standards, gained skills and other key outcomes as a result of middle grades CTE courses and activities.

As part of its teacher evaluation system – DPAS II – Delaware requires all teachers to bi-annually develop goals for instruction based on the state’s framework for teaching. The state has created specific guidance and tools for middle grades CTE teachers on how they can establish clear, measurable goals that are aligned with their schools’ focus and priorities and CTE performance data. The system intentionally is linked to the state’s high school college- and career-ready accountability framework, and requires middle grades teachers to focus on goals around Perkins indicators and employability skills. Middle grades CTE teachers must also identify which populations of students will be impacted, which standards and skills will be taught and attained, and how they will assess student growth. The state provides the framework, but teachers work directly with their building administrators to identify and finalize those goals that will support their own professional growth, as well as the growth of their students.

As a way of monitoring and collecting critical information on instruction and skills development, Utah requires each local education agency to submit an End of Year Summary. This reporting mechanism requires local districts to describe how the College and Career Awareness requirement was delivered, how it was integrated with other subjects, what teachers were involved, how the required workplace skills were addressed and demonstrated by students, which Career Technical Student Organizations were explored and how, what work-based learning experiences were offered, and how teachers and counselors collaborated to advance middle grades students’ college and career awareness. Starting in 2021, districts will be required to upload artifacts to provide more evidence.

In terms of reporting and accountability, North Dakota includes participation data for both grades 9-12 and grades 6-8, disaggregated by the 16 Career Clusters, on its annual CTE fact sheet.  And, Georgia is one of the few states that includes some indicator of career readiness in its statewide accountability system, with the percentage of students earning a passing score in a career exploratory course at middle school level as one of the “beyond the core” readiness indicators for middle schools.

Key reflection questions for state and local leaders as they build or evaluate this element of middle grades CTE programs include:

For additional resources relevant to CTE educators in the middle grades, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

By Kate Blosveren Kreamer in Middle Grades CTE
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This Week in CTE

Friday, June 19th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

WEBINAR OF THE WEEK

Advance CTE hosted a webinar with the U.S. Chamber of Commerce Foundation and industry leaders who have built long-lasting and meaningful two-way partnerships to improve both learner outcomes and industry’s talent needs. New resources from The U.S. Chamber of Commerce Foundation, developed with support from Advance CTE, were shared and discussed to strengthen employer-CTE relationships using the Talent Pipeline Management(R) process.

View the recording here, and sign up for our next webinar, CTE Forward: How to Attract and Recruit Diverse Students at the Postsecondary Level: Lessons from Aspen Institute on July 9! 

TWEET OF THE WEEK

Many school districts have developed innovative ways to honor graduating seniors in ceremonies in light of social distancing orders. Take a look at how seniors from one high school in the state of Virginia raced to the finish line. Read more here

PRIZE COMPETITION OF THE WEEK

The Evergreen National Education Prize identifies and scales programs that best help low-income youth access and complete college or CTE degrees. Learn more about what the prize consists of, past prize winners, eligibility criteria and more. Applications are now being accepted and must be completed in full by 5 p.m. ET on July 3, 2020.  Email info@evergreenprize.org with any questions.

LEGISLATIVE UPDATE OF THE WEEK

The U.S. Department of Education approved six more state plans under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The newly approved plans are from Colorado, Florida, Kentucky, New York, South Carolina and Utah. As of now, 31 state plans have been approved in total. You can check out which states’ plans are approved, as well as the final materials on our website

RESOURCE OF THE WEEK 

Advance CTE examined research and best practices in Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner. This report features data on the benefits of Credit for Prior Learning (CPL) for learners, as well as best practices in Colorado, Kansas, Louisiana, Minnesota, Tennessee and Virginia across topics such as CPL for military service members, portability of credits and how to communicate about CPL opportunities. View the report here.

Brittany Cannady, Digital Media Associate

By Brittany Cannady in COVID-19 and CTE
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Middle Grades CTE: Work-based Learning

Tuesday, June 2nd, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this fourth entry in the blog series, we will examine the core programmatic element of experiential learning, which includes work-based learning (WBL).

To reach students at their developmental level, middle grades CTE must be based in experiential experiences that engage students and get them excited to learn about careers. One common approach is offering early experiences on the WBL continuum (e.g., career fairs, guest speakers and job shadowing). These WBL experiences provide students with opportunities to engage directly with employers and gain skills and knowledge about careers and about themselves, as they seek to develop an occupational identity.

A number of states, districts and schools have demonstrated a commitment to delivering WBL in the middle grades. West Virginia is piloting middle school empowerment academies at several middle schools in the state. These academies are experimenting with flexible, innovative models for career exploration, project-based learning and workplace environments in the middle grades. For instance, at Peterstown Middle School, students have organized a lunch for local business leaders, met with employers in various craft industries and created promotional materials for the local Chamber of Commerce. At Westwood Middle School, students have conducted phone interviews with police officers and others who serve in the community, visited the local news station and welcomed a radio station to broadcast from the school. These academies also serve as incubators for the Simulated Workplace model that is expanding across the state. Through Simulated Workplace, students transform their classrooms into business to create an authentic workplace environment; industry partners assist in development and act as company inspectors.

In Utah, middle school students must take the College and Career Awareness course, which requires a minimum of six WBL experiences across multiple career fields, including career fairs, field studies, guest speakers and job shadows. These experiences emphasize career awareness and exploration, help students understand how what they’re learning applies to careers, and teach and reinforce positive work habits. Work-based learning coordinators in each district can help facilitate these experiences.

On the local level, Denver Public Schools CareerConnect provides opportunities for K-8 learners to begin exploring their interests and passions, and how these connect to the world of work. One option, Spark Industry Introduction, enables students in grades 6-8 to visit workplaces, where they meet industry professionals and engage in hands-on projects. Spark aspires to motivate students to pursue high-demand, high-wage careers they may never have considered before.

INSPIRE Sheboygan County, a nonprofit education-industry collaborative in Wisconsin, is one example of a local provider that has pivoted to offering virtual WBL — in this case, virtual job shadows for middle and high school students — during the pandemic. Almost 1,000 viewers participated in the first set of virtual job shadows offered in April.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

For additional resources relevant to WBL in the middle grades, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

By Kate Blosveren Kreamer in Middle Grades CTE
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Middle Grades CTE: Course/Activity Structure and Scheduling

Tuesday, May 19th, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this second entry in the blog series, we will examine the core programmatic element of course/activity structure and scheduling.

Inclusivity and flexibility are at the core of state and local decision-making about middle grades CTE structure and scheduling. Whether middle grades CTE is integrated across the curriculum or offered through individual courses or course units, specific and regular time should be dedicated to CTE in the middle grades so that all learners can benefit. In particular, careful attention must be paid to ensure that learners who need additional academic supports are not kept from experiencing CTE due to scheduling constraints. Decisions about middle grades CTE delivery may affect master schedules, the availability and qualifications of educators, and even graduation requirements.

States and local districts are implementing a variety of delivery options for middle grades CTE. Utah’s one-credit College and Career Awareness course is required for all students in grade 7 or 8 and uses project-based learning to help students explore high school, postsecondary and career options; investigate programs of study relevant to the Utah labor market; and develop workplace skills.

Delaware also uses a course model to deliver middle grades CTE, but courses are developed on the local level. Local education agencies complete an application that identifies course skill standards and curriculum as well as end-of-course assessments, affiliated career and technical student organizations, teacher qualifications and aligned CTE programs of study at the high school level.

In response to 2017 legislation expanding CTE into the middle grades, Maine is in the process of developing standards for middle school CTE and awarding grant funding to pilot a range of middle grades CTE delivery models. These pilot projects are developed in partnership among career and technical centers, CTE regions and area middle schools. The aim is to provide multiple, standards-based avenues and opportunities for middle grade students to explore CTE.

Many pilot sites are trying out a variety of CTE experiences and exposures. For instance, Lewiston Regional Technical Center is piloting week-long exploration camps, multi-week summer camps and guidance sessions. This work is supported by two dedicated staff members, a CTE exploration instructor and a CTE exploration coordinator/counselor. Mid-Maine Technical Center is matching middle school students with high school mentors to work together on applied learning projects, among other activities, while one of Biddeford Regional Center of Technology’s projects connects middle school students with local employers in the manufacturing sector through guest speakers and industry tours. Oxford Hills Technical School operates the Viking Voyages program, through which area middle school students take part in week-long, project-based learning experiences during the school year with the technical school, secondary students and community members.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

For additional resources relevant to middle grades CTE course/activity structure and scheduling, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

By Kate Blosveren Kreamer in Middle Grades CTE
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States Support Alternative Methods to Earn College Credit and Degrees

Thursday, August 8th, 2019

The majority of 2019 legislative sessions have come to a close. During these legislative sessions, states enacted legislation to support alternative methods to obtain college credit and degrees.

Awarding College Credit Through Apprenticeships

Some states are exploring how to leverage apprenticeships to award college credit to learners. For instance, the Colorado legislature passed HB19-1294 in May to require the chief administrative officer of the Colorado Community College System to convene a working group to determine the best way to transfer construction industry registered apprenticeship program credit to college credit. If possible, the working group must have representatives from community colleges, area technical schools, local district colleges, relevant four-year institutions and applicable labor organizations. The working group must consider the possibility of apprenticeship program coursework culminating in significant progress towards a degree, among other considerations.

In June, the Connecticut legislature passed SB607, which requires the Labor Department and the Board of Regents for Higher Education to jointly establish nontraditional pathways to earning a bachelor’s degree through the inclusion of credits earned through apprenticeships.

Expanding Access to Credit for Prior Learning Opportunities

The Utah legislature passed HB45 in April. HB45 directs the State Board of Regents to establish policies that award learners credit for prior learning. The established policies must provide standards for accepted forms of prior learning assessments and the transferability of prior learning assessment credits between institutions, among other standards. To learn more about promising practices to advance credit for prior learning opportunities for each learner, read Advance CTE’s Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner report.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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In Ohio, Policymakers Modify Graduation Requirements, Expand Credential Options

Tuesday, August 29th, 2017

When Ohio state legislators passed HB487 in 2014, their intention was to increase flexibility, strengthen the rigor of high school examinations and provide more opportunities for learners to graduate ready for careers. Among other reforms, the bill formalized three pathways to graduation that would go into effect for the graduating class of 2018 (those students starting grade 12 this fall). These pathways include earning a remediation-free score on a college entrance examination, earning a cumulative passing score on seven end-of-course exams, or earning certain state-approved industry-recognized credentials.

But when local superintendents raised concerns about the policy earlier this year, state policymakers made critical last-minute changes and adopted additional graduation options. The concern was largely rooted in the idea that new end-of-course examinations were more difficult than previous versions and that many students would fall short of the full points needed to earn a diploma. Local leaders worried that the state graduation rate would fall by as much as a third under the new requirements.

In responses to this concern, Superintendent Paolo DeMaria and the State Board of Education identified a temporary solution that would provide additional flexibility and delay full implementation for a year. That modification was officially adopted and authorized by the legislature in the fiscal year 2018-19 operating budget, passed in June. Under the policy change, students in the class of 2018 will have two additional opportunities to earn a high school diploma. Under one pathway, students will still have to earn 20 course credits and take end-of-course exams, but they can also graduate by meeting at least two of the following:

An additional pathway allows students to earn a diploma by completing end-of-course examinations, finishing at least four courses in a state approved CTE program of study, and either earning a proficient score on technical skill assessments, earning an industry-recognized credential or completing 250 hours of work-based learning. While these changes only apply to the graduation class of 2018, the state hopes to develop a long-term solution soon.

Ohio Students Now Have More Options to Earn Industry-Recognized Credentials

Meanwhile, the Ohio Department of Education expanded options for students on the credential graduation pathway by adopting 49 new industry-recognized credentials. The current list spans 13 career fields ranging from health to hospitality and tourism. To be added to the list, credentials must either be aligned with in-demand occupations in Ohio or be submitted for consideration by members of the public.

To help learners take full advantage of the industry-recognized credential pathway and cross the finish line with credentials in hand, Ohio is also implementing a senior only credential program. The program is designed to help high school seniors who have met most of their graduation requirements round out their senior year and graduate career ready. Participating students can choose from several credentials — such as the National Association of Veterinary Technicians in America Approved Veterinary Assistant credential or the American Medical Certification Association Phlebotomy Technician Certification — that can be earned within a year or less. The senior year credential program is a key piece of Ohio’s career readiness strategy under the New Skills for Youth initiative.

Elsewhere, States Authorize New Grants, Modify Course Requirements and Finalize ESSA Plans

Austin Estes, Policy Associate

By Austin Estes in Public Policy
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State Policy Update: California’s Budget Calls for New Initiative to Strengthen CTE Programs in Community Colleges

Monday, July 18th, 2016

CA BudgetWith students now on summer vacation, policymakers have been hard at work preparing for the upcoming school year – and Career Technical Education (CTE) has been front and center in several states. Last month, California approved a massive budget, including funds for the CTE Pathways Program and the new Strong Workforce Program. Meanwhile, some states are exploring strategies to address teacher shortages.

The Strong Workforce Program: California’s Investment in Community Colleges

Late last month, California Governor Jerry Brown approved the state’s budget for FY2016-17. Education – and CTE in particular – fared well. Continuing California’s past investments in CTE, the 2016-17 budget authorized $200 million for the Strong Workforce Program, an initiative to expand access to CTE courses and to implement a regional accountability structure.

The Strong Workforce Program was authorized through Assembly Bill 1602 and is based on recommendations from the Task Force on Workforce, Job Creation, and a Strong Economy. The program includes a noncompetitive grant that community colleges can receive by joining regional cross-sector partnerships with education and workforce leaders. The grant, which is awarded based on unemployment rates and CTE enrollment in the community, is designed to:

The budget includes other notable investments in CTE. The CTE Pathways Program, which supports local linkages between education and workforce development from middle school through community college, received a one-time increase of $48 million. The new budget also saw a 2.6 percent adjustment to the Local Control Funding Formula base grant to support the cost of operating high school CTE programs (check out a primer on the Local Control Funding Formula here).

What the California Budget Means for Teachers

The budget also includes measures to support teacher recruitment and certification, such as:

Speaking of Teacher Recruitment…

Other states are exploring innovative strategies to draw more industry professionals into the classroom. In New York, the Board of Regents issued an updated rule that provides three additional pathways for individuals with industry experience to obtain a teaching certificate. Similarly, Utah adopted a new rule allowing districts to hire industry professionals without teaching experience. Under this rule, applicants must have a bachelor’s degree or higher, pass a Board-approved content knowledge assessment, and be assigned a master teacher mentor to qualify for a teaching license.

Back to California

Separately, the California State Board of Education last week approved an early version of its College and Career Readiness Indicator, which is designed to measure how prepared students are for life after high school. If the measure is approved, students would qualify as “Well Prepared” if they complete a CTE pathway with a “C” or better; score “Ready” on the 11th-grade math and English Smarter Balanced Assessment; earn a three or higher on at least three AP exams; complete three or more years of dual/concurrent enrollment in community college courses; or earn an International Baccalaureate diploma. While the Board plans to continue discussion, this early draft previews California’s vision for the Indicator.

Odds and Ends from Other States

In an effort to create a more seamless K-16 education system, the Louisiana state legislature directed the superintendent of education to study and provide recommendations on increasing participation in dual enrollment programs and aligning secondary and postsecondary systems to encourage postsecondary credit attainment in high school. The superintendent is required to report back to the legislature in early 2017, so we will keep an eye out for the final recommendations and report back.

And in South Carolina, Act 252 established the Coordinating Council of Workforce Development, a cross-sector council charged with assessing workforce needs in the Palmetto State and providing recommendations to increase access to workforce training programs. Governor Nikki Haley said the legislation would bring together businesses and technical colleges to help students gain necessary skills to fill the 60,000 job openings in the state. 


Austin Estes, Policy Associate

By Austin Estes in Uncategorized
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Governors call on Congress to Act on Perkins, ESEA

Wednesday, January 7th, 2015

As the 114th Congress officially starts this week, the nation’s governors called on lawmakers to reauthorize long overdue federal education laws, IMG_0771including the Carl D. Perkins Career and Technical Education Act, Elementary and Secondary Education Act and Higher Education Act.

The National Governors Association (NGA) held its third annual State of the States address on Tuesday in Washington, DC. NGA Chair and Colorado Gov. John Hickenlooper used the speech as a platform elevate important state issues regarding education, veterans, workforce development and more.

“Forty-three states are operating under waivers from No Child Left Behind,” said Utah Gov. Gary Herbert, who serves as NGA’s vice chair. “… government by waiver is a sign that underlying laws do not work and are in need of reform.”

Education was a focus of remarks from both Herbert and Hickenlooper as they both recognized that the key to a better skilled workforce starts with better education.

Read the full remarks from both governors here.

2015 State Legislative Sessions Get Under Way

Just as Congress gets back to work, so are many state legislatures across the country. By the week’s end, nearly 20 state legislatures will have reconvened to tackle pressing issues affecting education, workforce development, and more.

With much turnover at all levels following the November elections and many states still funding K-12 and higher education below pre-recession levels, NASDCTEc will be tracking CTE-related legislation across the country and keep you informed as it develops.

Later this month, NASDCTEc and the Association for Career and Technical Education will publish our second annual “State CTE Policy Review”, covering major state CTE activity from 2014. Be sure to check out our Feb. 5 webinar – register now! In case you missed our 2013 brief, you can get caught up here.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in News, Webinars
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