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College in High School Series: Q&A With College in High School Alliance Coordinator Alex Perry

Tuesday, June 6th, 2023

Advance CTE serves as a steering member of the College in 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 series elevates resources and work states are doing to design and deliver high-quality college in the high school programs. For the first blog in this series, Advance CTE interviewed Coordinator of the College in High School Alliance (CHSA) Alex Perry, to learn how the organization supports state CTE leaders. 

When was College in High School Alliance (CHSA) established and who were its founders? Was there a catalyst for its inception?

The College in High School Alliance (CHSA) was founded in 2017. The original five founding members of our Steering Committee – Bard College, Jobs for the Future (JFF), KnowledgeWorks, the Middle College National Consortium, and the National Alliance of Concurrent Enrollment Partnerships – had been working together informally for a couple of years prior to the formal creation of CHSA, and were very successful in working together to create new policy and funding incentives for dual enrollment through the Every Student Succeeds Act reauthorization process in 2015. 

Together, we saw the power of the collective and that collaboration on items of shared interest netted positive results for our work and the learners that we serve. CHSA was born from that promise – that we could collectively advance policy reforms to improve learner access and success to dual enrollment. Two years later, CHSA added Advance CTE and Achieving the Dream to its Steering Committee to expand the core collaboration.

What are college in high school programs, why are these programs important for a learner’s journey, and how do they intersect with Career Technical Education (CTE)?

College in high school programs are partnerships between high schools and institutions of higher education that allow high school learners to earn college credits. These programs go by many names across the country including dual enrollment, dual credit, concurrent enrollment, early college high school, Running Start, etc.

These programs have a strong intersection with Career Technical Education (CTE) as approximately one-third of dual enrollment programs have a CTE focus to them.1 Additionally, structured CTE programs like youth apprenticeship include learners taking college courses in high school as part of the apprenticeship structure. Dual enrollment in CTE is a key avenue for encouraging learners to complete postsecondary credentials and enter the workforce with appropriate skills and credentials for economic success. 

College in high school programs are quite popular currently, but there is still unequal access for learners. How does CHSA center equity in college in the high school program conversations?

Equity is at the very core of our work with policymakers. We know college in high school programs like dual enrollment can be very successful in boosting postsecondary access and success for learners – but we also know that access is unequal. Populations experiencing equity gaps are the same populations of learners who are seeing the biggest declines in postsecondary access and success, for whom an intervention like dual enrollment might be life changing. Policy, and particularly federal and state funding, should be used to provide learners who need it the most with potentially life changing opportunities.  

Based on CHSA’s work, what findings would you highlight for state CTE leaders in particular?

In March of 2022, CHSA and Advance CTE published The State of CTE: Early Postsecondary Opportunities resource, based on a nationwide survey of state CTE leaders about early postsecondary opportunities (EPSOs) like dual enrollment. The findings make clear the charge for the work ahead, which involves continuing to lean in heavily on the mission to increase equity for learners, thinking about systemwide supports for learners, better data collection and improving credit transfer.

What new questions has CHSA’s work raised that you would like to apply to future research?

With the influx of dual enrollment opportunities happening across the nation, it is really important that we continue to explore questions around outcomes for learners, assessing what the research can tell us about the number and kind of course experiences that are optimal for learners to promote their college and career success. Additionally, we must begin to look into the different designs of dual enrollment programs to better understand how program design influences learner outcomes from diverse learner populations. 

CHSA has recently worked on a resource that highlights 150 research questions specific to the field, and a forthcoming publication will be feature questions with the highest priority.

To learn more about Early Postsecondary Opportunities please visit The State of CTE: Early Postsecondary Opportunities in the Advance CTE resource center.

Suela Cela, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
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Legislative Update: Congress Reaches Deal on Debt Ceiling

Friday, June 2nd, 2023

This week, lawmakers emerged with a compromise deal to raise the nation’s statutory borrowing limit– breaking a monthslong impasse on this important issue. The bill is expected to be signed by President Biden soon. Elsewhere, a new federal agency partnership has been announced.

Lawmakers Pass Debt Ceiling Deal

Since the start of the 118th Congress, lawmakers have struggled to agree on whether and how to raise the nation’s statutory borrowing authority (known informally as the debt limit or ceiling). This borrowing cap must be raised to pay for expenses Congress has already incurred. In recent weeks, the U.S. Treasury Department has estimated that the federal government will exhaust current options to service these debt obligations by June 5. Failure to raise the debt limit would result in an unprecedented default on the United States’ debt and would have severe economic consequences for the nation’s economy. 

For the last several weeks House Republicans, led by Speaker Kevin McCarthy (R-CA), and President Biden have been intensely negotiating the contours of an agreement to raise the nation’s debt limit in exchange for spending and policy concessions. Over the Memorial Day weekend, lawmakers announced that they had reached agreement on this critical issue. The Fiscal Responsibility Act (FRA) suspends the debt limit for the next two years, through 2025, and establishes new spending caps for that same period of time. These spending caps, which will apply to the upcoming 2024 federal fiscal year (FY24) and the next (FY25), freeze current levels of federal investment in domestic programs, like those funded by the Carl D. Perkins Career and Technical Education Act as amended by the Strengthening Career and Techincal Education for the 21st Century Act (Perkins V), at roughly current FY23 levels. These spending caps will make it more difficult to increase funding for Perkins V and the Career  Technical Education (CTE) programs it supports. 

The FRA also contains a provision that incentivizes the passage of all 12 federal appropriations bills later this year. Should Congress not achieve that goal, an automatic spending reduction would be applied to the entire federal budget until full-year appropriations legislation has been passed. Further, the bill would allow for a one percent increase in funding for domestic discretionary programs in FY25. Collectively, these provisions are intended to slow federal discretionary spending, which has been a significant priority for Congressional Republicans. 

In addition, the FRA rescinds approximately $28 billion in unspent pandemic aid funding, including an estimated $391 million in unobligated Education Stabilization Funding (ESF). While the ESF includes funding streams for K-12 education, higher education and private schools, early analysis of the legislation indicates that most of this rescinded funding will come from unclaimed resources that have not been disbursed by the U.S. Department of Education (ED). This means that these rescissions are not likely to have a substantial impact on states, school districts or postsecondary institutions given most of these resources have already been spent or otherwise obligated for future use. Finally, the FRA includes several other policy concessions sought by House Republicans, including imposing new work requirements for certain social safety net programs and modest reforms to permitting for energy projects.  

Lawmakers returned to Capitol Hill this week to consider and vote on the FRA. Late Wednesday night, the full House chamber passed the legislation by a margin of 314-117, with 149 Republicans and 165 Democrats voting in favor of the proposal. The bill moved quickly over to the Senate, where lawmakers there cleared the legislation late Thursday night by a margin of 63-36. The FRA now heads to President Biden’s desk for signature and enactment ahead of the fast-approaching June 5 deadline. 

ED and NASA Sign MOU

Last week, the U.S. Department of Education (ED) and the National Aeronautics and Space Administration (NASA) signed a memorandum of understanding (MOU) to strengthen coordination between the two agencies related to increasing access to high-quality science, technology, engineering and math (STEM) and space education programming. In particular, the MOU strengthens the agencies’ efforts to increase access for historically underserved student populations. “I am excited for this partnership with NASA that will inspire and prepare young people from all backgrounds to become our next generation of leaders in STEM fields and to propel our nation and our workforce into the future,” U.S. Secretary of Education Miguel Cardona said at the MOU signing. More information on the agreement can be found here. 

Career Z Work-based Learning Challenge Deadline 

As shared earlier this spring, the U.S. Department of Education (ED) launched a new grant competition aimed at surfacing innovative approaches to expanding learner access to high-quality work-based learning opportunities. The “Career Z Challenge” will provide multiphase grants to projects and ideas that can be scaled elsewhere and nationally. Local education agencies and schools that receive federal Perkins V funding are eligible to apply and to share their ideas for how to improve and expand work-based learning. The deadline for applications is June 7 and more information can be found here. 

Steve Voytek, Policy Advisor 

 

By Jodi Langellotti in Public Policy
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The Case for State Investment in Youth Apprenticeship Programs

Thursday, March 30th, 2023

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

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

Benefits for State Investment 

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

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

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

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

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

Amy Hodge, Policy Associate

By Jodi Langellotti in Publications
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Legislative Update: President Biden Releases Congressional Budget Request

Friday, March 10th, 2023

This week President Biden released a much anticipated annual Congressional budget request for federal fiscal year 2024 (FY24).  In addition, House Republicans have made changes to appropriations legislation rules that impact CTE funding. Advance CTE asks members to encourage their representatives in  Congress to support much needed reforms to federal Pell Grants. 

President Biden Unveils FY24 Budget Request 

Earlier today, President Biden released his long-anticipated federal fiscal year 2024 (FY24) budget request to Congress. The request proposes a $43 million increase for the Carl D. Perkins Career and Technical Education Act’s (Perkins V) basic state grant program– a proposed three percent increase over FY23 enacted levels. Advance CTE and the Association for Career and Technical Education (ACTE) have been advocating for a $400 million increase for this program to close an inflationary gap in funding that has widened considerably since FY04. Advance CTE will continue to pursue this goal with partners on Capitol Hill as the wider FY24 process unfolds later this year.  

In addition, the Biden Administration has also renewed its request, first made last year, for $200 million in new funding for the creation of a new competitive grant program known as “Career Connected High Schools.” This initiative seeks to prioritize dual and concurrent enrollment, work-based learning, industry-recognized credentials and career counseling. Notably, Perkins V’s basic state grant program includes these priorities as eligible uses of funds and many states and local recipients currently use these resources to support these, and many more, opportunities for learners. Advance CTE has previously raised equity concerns regarding the Career Connected High Schools grant program–which the Administration estimated last year would only reach 32 programs in total–due to the limited scope and reach of a competitive grant program. Advance CTE and ACTE released a statement outlining these concerns following the formal publication of the budget. 

Encouragingly, the budget request proposes significant new mandatory and discretionary funding to make two years of community college tuition free, so long as students and institutions meet certain criteria. The request also proposes a $25 million increase in funding for Student Success and Academic Enrichment Grants (Title IV-A of the Every Student Succeeds Act)– another key source of federal funding that can be used in support of CTE. Regarding the U.S. Department of Labor’s (DOL) portion of the request, the Administration is proposing $50 million in additional funding for registered apprenticeship programs, $200 million for the creation of a sector-partnership grant program and $11 million for the Workforce Data Quality Initiative– nearly double the FY23 enacted level. Elsewhere in this portion of the budget, the Administration has proposed additional investments to improve labor market information and to modernize outdated IT systems to better serve workers.  

Additional details regarding the budget are expected to be available next week. The release of the budget formally begins the wider FY24 budget and appropriations process in Congress—an effort that is expected to be challenging in a divided Congress. As this process gets underway, Advance CTE will continue to work with partners on Capitol Hill to ensure the funding needs of the CTE community are reflected in final legislation. 

House Republicans Ban Education Earmarks

For the last few years, members of Congress have been able to make specific funding requests in support of projects or initiatives related to their home state or district. Known formally as “community project funding” in the House and informally as “earmarks” elsewhere, these requests totaled $290 million in last year’s (FY23) spending package for career education initiatives. Last week, House Appropriations Chair Kay Granger (R-TX) announced new guidance for the upcoming FY24 budget and appropriations process. Among other notable changes, the guidance will not allow earmarks for the Labor-HHS-Education funding bill—legislation where Perkins V derives funding—in the upcoming budget and appropriations cycle. Elsewhere, the Senate has announced that it will still allow such requests this year which will be due April 13. 

Encourage Congress to Support the Short-term Pell Grant Expansion

As shared previously, Senators Tim Kaine (D-VA) and Mike Braun (R-IN) reintroduced the Jumpstarting our Businesses by Supporting Students (JOBS) Act (S.161)– legislation that would expand federal Pell grant funding eligibility to high-quality, shorter-term CTE programs that meet certain criteria. Most recently companion legislation has been introduced in the House (H.R. 793) by Representatives Bill Johnson (R-OH), Lisa Blunt-Rochester (D-DE), Michael Turner (R-OH) and Mikie Sherrill (D-NJ). 

This legislation is a longstanding federal policy priority for Advance CTE and is an important way to expand learner access to high-quality CTE program opportunities at the postsecondary level. Along with our partners at the Association for Career and Technical Education (ACTE),  we encourage you to reach out to your members of Congress to ask them to support this vitally important legislation and to share this information with your wider networks. 

To contact Congress about the JOBS Act, click here! 

Steve Voytek, Policy Advisor

By Jodi Langellotti in Public Policy
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Advance CTE and ACTE Release 10th Annual Year in Review Report

Thursday, February 9th, 2023

This month, Advance CTE, in partnership with the Association for Career and Technical Education (ACTE,) has released the 2022 Year In Review, the tenth report of its kind. This report is a snapshot of Career Technical Education (CTE) legislation around the country, passed in 2022 through states’ respective legislatures. Designed to support state policymakers and other interested stakeholders, the Year In Review report offers the opportunity to see what solutions to common themes have been implemented and where. 

Containing 123 policies enacted in 36 states, the report elevates innovative and particularly effective legislation across common policy themes, with healthcare being particularly prevalent with policymakers. As per previous reports, the Year In Review also lists highlights from the top five policy areas from 2022 which are:

For a more in-depth look at all of the enacted policies for this year, we have provided this accompanying online tracker, which allows users to search and filter for the policies they are looking for. 

CTE leaders are encouraged to use the tracker and state highlight to consider how to apply these innovations in their states and communities to realize the CTE Without Limits vision framework. The following policies align with two principles where state leaders have expressed interest in increased action policy in both policy and practice: 

Principle 4: Each learner’s skills are counted, valued, and portable

West Virginia mandated that the State Board of Education shall establish, develop, and maintain a program where students can earn up to six elective course credits for extended learning opportunities that take place outside of the traditional classroom setting. These experiences must be approved by the State Board of Education, and all teachers are required to have a background check. Each extended learning program will be evaluated at the end of its first year; if it meets the requirements, it may be approved for an additional five years. Students may receive transfer credits for extended learning programs.

Principle 5: Each learner can access CTE without borders

Kentucky established a virtual computer science career academy, implemented by nonprofit group WeLeadCS, to prepare high school students for careers in computing, particularly in the field of data science. The program will be delivered by teachers in a virtual, synchronous manner and will provide opportunities related to dual college credit, industry certifications and work-based learning. WeLeadCS must recruit and train certified teachers; collaborate with the Kentucky Center for Statistics to define workforce needs and opportunities; partner with employers, K-12 and postsecondary educations to develop initiatives to raise awareness of the program; and advise students in the academy about postsecondary degree opportunities, among other responsibilities.

Read the report to explore 18 state policy highlights and a longitudinal view of CTE policies passed in the last ten years. To celebrate this milestone, Advance CTE will be taking a look back at some of these policies and analyzing their effect on their CTE landscapes specifically through our CTE Without Limits vision framework throughout the year.

The 2022 Year in Review can be found here. Previous Year In Review reports may be found here.

Brice Thomas, Policy Associate

By Stacy Whitehouse in Advance CTE Resources, Public Policy, Publications
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Research Round-up: New Reports on Work-Based Learning Address Impacts for Learners and Institutions

Tuesday, December 6th, 2022

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 focus supports a vision for the future of CTE where statewide systems and institutions effectively support each learner to earn credentials that are counted, valued, and portable.

Two recent reports from JFF and New America highlight the benefits of different workforce development programs; apprenticeships and work-based learning (WBL), and the opportunity to increase equitable access to these programs for every learner.

Addressing disparities in apprenticeship participation may fast-track non-traditional learners into living wage jobs.

JFF’s Center for Apprenticeship & Work-Based Learning published a report analyzing young people’s apprenticeship participation through an equity lens. The Current State of Diversity and Equity in U.S. Apprenticeships for Young People utilizes data from the U.S. Department of Labor’s Registered Apprenticeship Partners Information Database System to analyze youth apprenticeship participation from fiscal years 2010-2020. 

Average Hourly Exit Wage by Gender and Race/ Ethnicity for All Youth Participants in Apprenticeships, FY 2010-2020

 

 

 

 

 

 

Paid, postsecondary work-based learning pilot programs may be an effective tool for improving learner retention. 

New America recently published case studies of postsecondary institutions that have piloted paid work-based learning programs. This report, “What Everyone Should Know about Designing Equity-Minded Paid Work-Based Learning Opportunities for College Students” highlights the findings from case studies of emerging paid WBL program models across the country to understand the motivation, goals, and design of paid WBL opportunities available at two-year colleges. The findings include implications for state policymakers and college stakeholders in career services, academic advising, and workforce development. 

While the learner populations across these reports vary, common themes can be drawn from the key findings of these two reports: 

Additional Resources

Amy Hodge, Policy Associate 

By Stacy Whitehouse in Research
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Legislative Update: Congress Returns for a Busy Lame Duck Session

Monday, November 28th, 2022

Earlier this month Americans across the country went to the polls to decide the balance of power for the upcoming 118th Congress. Elsewhere Career Technical Education (CTE) champions highlighted the importance of career development while the U.S. Department of Education (ED) released new guidance intended to support career connected learning. 

Midterm Election Results Become Clearer

Earlier this month, the long-awaited midterm elections took place across the country. At the time of our last update, the results from these electoral contests were still coming in with control of both the House and the Senate unclear. Since that time, additional outcomes from these elections have been announced making clear that the Republican Party will take control of the House in the coming 118th Congress. Democrats will retain control of the Senate, although the size of their majority will be determined by a runoff election in Georgia set to take place on December 6.  

As these results continued to trickle in, federal lawmakers returned to Capitol Hill just before Thanksgiving for a short session to begin the process of determining party leadership for both chambers moving forward. In the House, longtime Speaker Nancy Pelosi (D-CA) and her core leadership team announced that they were stepping down. This will pave the way for a new Democratic leadership team, likely to be led by Rep. Hakeem Jeffries (D-NY). For House Republicans, longtime Minority Leader Kevin McCarthy is currently working to garner the necessary support to be the next Speaker of the House. The final composition for both party’s leadership teams remains fluid. However, in the Senate, Democrats and Republicans will likely continue to be led by current Majority Leader Chuck Schumer (D-NY) and Minority Leader Mitch McConnell (R-KY) pending final approval from their caucuses. 

In addition to these recent developments, it is also being widely reported that Senators Bernie Sanders (I-VT) and Bill Cassidy (R-LA) are likely to lead the Senate’s Health, Education, Labor, and Pensions (HELP) Committee in the next Congress. Leadership announcements for the House Education and Labor Committee are still forthcoming and hinge on the ability of current Ranking Member Virginia Foxx (R-NC) to secure a waiver from Republican leadership to serve as chair of the committee in the next Congress. Sens. Patty Murray (D-WA) and Susan Collins (R-ME) are widely expected to lead the Senate Appropriations committee which helps to determine funding for programs like Perkins V. 

As additional leadership roles and responsibilities become clearer in the coming weeks, Advance CTE will continue to update the CTE community and provide insights on  implications for federal policymaking. Congress now reconvenes this week for a jam packed “lame duck” session of the current 117th Congress where they must attend to a number of important issues, including federal fiscal year 2023 (FY23) funding for programs like the Perkins Act’s basic state grant program. Be sure to check back here for more updates! 

CTE Caucus Co-Chairs Introduce Career Development Resolution 

Longtime House CTE Caucus co-chairs Reps. Thompson (R-PA) and Langevin (D-RI) introduced a resolution earlier this month designating November as National Career Development Month. When introduced, Advance CTE’s Executive Director, Kimberly Green said, “A hallmark of high-quality CTE is career development opportunities that equitably support learners as they explore and pursue their career passion. Advance CTE is proud to support this bipartisan resolution designating November as National Career Development Month from Representatives Thompson and Langevin, which recognizes the crucial role career development contributes to a skilled workforce and learner success in education, work, and in life.” Read more about the resolution here. 

Department of Education Announces Initiative to “Unlock Career Success”

The U.S. Department of Education (ED) recently  announced the launch of a new initiative called Raise the Bar: Unlocking Career Success. This is a new Administration initiative supported in conjunction with the U.S. Departments of Commerce and Labor aimed at increasing and expanding access to high-quality college and career pathways programs to help more young Americans pursue careers in in-demand fields, and prepare for careers of the future.  The effort is intended to strengthen ties between K-12 education, postsecondary education, and workforce programs among other priorities. As part of this announcement, the Departments shared that they are also providing $5.6 million in competitive funding for a new grant initiative that aims to expand work-based learning opportunities for students. The department also plans to host regional summits with students, educators, employers and other stakeholders to learn about practices that have led to success and challenges that must be addressed.

Department of Education Publishes Guidance on ARP Funding Use for Career Pathways

The U.S. Department of Education released new guidance through a Dear Colleague letter on how unspent federal funds from the American Rescue Plan (ARP) and other pandemic aid packages can be used for career pathways. The guidance highlights how these resources can be leveraged around four main priority areas including, expanding access to dual enrollment opportunities, providing strong career and college advisement and navigation supports, expanding opportunities for high-quality work-based learning, and giving all students the option to earn industry-sought credentials. Be sure to check out Advance CTE’s resource– published last year– which also provided ideas and guidance to the CTE community regarding how these funds could be used in support of CTE. 

Senate CTE Caucus Hosts Apprenticeship Briefing

Written by Jori Houck, Media Relations and Advocacy Associate, Association for Career and Technical Education (ACTE). Original post can be found here. 

On November 15, the Senate CTE Caucus, alongside the Swiss and Austrian Embassies, held a Capitol Hill briefing on Women in Apprenticeship to highlight both National Apprenticeship Week and the Austrian and Swiss apprenticeship models. Welcoming remarks were made by Ambassador of Switzerland Jacques Pitteloud and the Austrian Chargé d’Affairs Günther Salzmann. Both expressed a desire to broaden the influence of the Swiss and Austrian apprenticeship models in the United States.

Sen. John Hickenlooper (D-CO) offered additional remarks, highlighting the connection between CTE and apprenticeships. He discussed how recent federal investments will ensure that CTE is at the forefront of preparing apprentices and all learners for good-paying, in-demand jobs. Sen. Hickenlooper also declared that he had officially joined the CTE Caucus!

A panel discussion followed and was moderated by Thomas Mayr of Austria’s Vocational Education and Training department. Apprentices and representatives from four Swiss and Austrian companies, Zurich Insurance of Illinois, Swiss Krono of South Carolina, Egger Wood Products of North Carolina and Engel Machinery of Pennsylvania, each spoke about the recruitment challenges, opportunities, supports needed and benefits of their apprenticeship programs. Each apprentice expressed that if given the chance to pursue an apprenticeship again, they would make the same decision.

Steve Voytek, Policy Advisor

By Stacy Whitehouse in Public Policy
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Interview: CAST Researcher Dr. Amanda Bastoni on Supporting Rural CTE Learners

Monday, November 21st, 2022

As part of ongoing blog topics aimed at supporting all learners in the realization of the national vision for the future of Career Technical Education (CTE), CTE Without Limits, Dr. Amanda Bastoni, Educational Research Scientist at CAST and Dr. Tunisha Hobson, State Policy Manager engaged in a discussion to highlight the importance of providing support for CTE learner success in rural areas. CAST is a nonprofit education research and development organization, and Dr. Bastoni has conducted multiple research projects on rural learner access and engagement in STEM-focused programs. [Note: this interview has been edited for length and clarity].

Considering your wealth of experience in this area, how do you think states should approach learner access to CTE in rural areas? 

State leaders should create policies that support small rural employers’ participation in CTE. A quick way for states to support rural learners is through work-based Learning.  One example, in New Hampshire (RSA 188 –E: 9-a), employers of any size can be eligible for a tax credit against business profit taxes up to 50 percent for salaries of students and supervisors participating in work-based learning experiences and up to 100 percent for supplies and equipment donated for related use to an educational program offered by the regional CTE center when they make donations of time, money and goods for CTE centers.  

Learner access can also begin with large scale remote career day programs and intentional employer engagement in the local and broader communities. There is a rural community in Arizona that is conducting school-wide career days where the whole school engages with different employers in activities and conversations about the experiences of working in that field. 

Additionally, I think there is an opportunity to engage employers and industry partners in rural areas by preparing them for filling roles with learners. Many rural employers are willing to support work-based learning experiences, but there is a need to equip them with the right tools for success.  Equipping employers with tools describing the work-based learning continuum provides an opportunity for employer engagement from small sized companies to larger corporations in understanding the experiences that can be provided to learners in rural communities. 

What are some best practices states can use to support rural learners to access equitable opportunities in CTE? 

Equip educators through professional development: Communicating the complexities of rural learner experiences is reliant upon the messenger. The most well meaning practitioner may not understand the challenges rural learners encounter, so it is important to find research based professional development that encourages engagement for rural learners. Ultimately, teachers can leverage their community relationships to connect learners to additional resources and opportunities. 

Access CTE Without Borders while considering the digital divide: Using asset-based learning approaches to meet the needs of rural learners is important. State leaders should consider innovative approaches to realizing career pathway experiences. One example, simplistically, consider designing experiences where learners can leverage cell phones rather than laptops or computers they may not have access to. Additionally, consideration for STEM through outdoor recreation related career pathways and experiences invite rural learners to engage in CTE without borders. 

Build social capital for underrepresented rural learners, particularly for careers they do not see in their community: Family engagement and inclusion of learner voice is a foundational requirement for decision making and helping learners build their social capital. Policy makers and practitioners are critical to move the work forward, but the voices of learners will drive effective change in communities. Efforts to elevate learner voice can include sharing strategies, analyzing information, and developing solutions can not only help rural learners understand how social networks are being developed but also help build positive self-identity. 

Encourage and support virtual work-based learning experiences within the classroom: Embedding virtual work-based learning experiences in CTE coursework bolsters learner exposure to careers beyond their communities. Examples like BioFab Explorer from CAST, which aims to broaden the participation of underrepresented populations in rural communities in biofabrication and biomanufacturing, embeds a components of career guidance curriculum, including work-based learning simulations and activities that teachers can use to help students explore careers and develop and demonstrate industry skills, to dual enrollment opportunities. 

What guidance can help states remove barriers with postsecondary program persistence in rural areas?

Rural learners need access to transportation, childcare, and paid work-based learning experiences to support their families and encourage persistence in a career pathway. Offering paid apprenticeships and internships related to outdoor recreation through postsecondary programs are critical in rural areas.  According to research, many rural regions are currently experiencing declines in traditional resource-extractive industries such as mining and timber harvesting.

Like many “amenity/decline” regions, New Hampshire was significantly impacted by the loss of paper mills in the 1990s followed by the 2008 recession; however, the region has also seen steady growth in outdoor recreation. In 2020, outdoor recreation represented a higher percentage of New Hampshire’s GDP (2.6 percent) than the U.S. average (1.8 percent), ranking it 11th nationally (U.S. Bureau of Economic Analysis, 2021). Similar rural states across the country are leveraging the outdoors as a significant positive asset for recreation and employment through legislation which creates opportunities in career pathways for learners. In 2021, New Hampshire joined 13 other states including Maine, Vermont, North Carolina, Oregon, Montana, Virginia, and West Virginia, in committing to establish State Offices of Outdoor Recreation Industry Development (Confluence of States, 2018).

Additional Resources 

With Learners, Not for Learners: A Toolkit for for Elevating Learner Voice in CTE

CTE on the Frontier: Rural CTE Strategy Guide

Dr. Tunisha Hobson, State Policy Manager 

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About- Dr. Amanda Bastoni

Dr. Bastoni is a former CTE teacher and Director. While currently employed as an Educational Research Scientist at CAST, some of her research projects have included: 

By Stacy Whitehouse in Public Policy
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Alignment and Intentional Equity: Two Priorities for District of Columbia’s First Area Technical Center

Wednesday, November 9th, 2022

For this blog, Senior Policy Associate Dan Hinderliter and Communications Manager Stacy Whitehouse interviewed Washington DC’s State CTE Director Richard Kincaid. 

The 2022 school year heralded the start of another new initiative for the District of Columbia’s Office of the State Superintendent of Education (OSSE)- the Advanced Technical Center (ATC), the first DC area technical center to serve secondary students from public and public charter schools across the District. This development was inspired by Advance CTE’s 2021 50 state report on structure and outcomes in the nation’s area technical centers 

The planning process began in July 2021 when OSSE received an influx of coronavirus relief funds after Mayor Muriel Bowser directed funds from the American Recovery Plan Act (ARPA) to Career Technical Education (CTE)  and work-based learning plans. While OSSE is still working to secure long-term funding for the ATC, ARPA funds will keep the school open for at least five years. The ATC initially opened with three programs of study — General Nursing, Cybersecurity and Health Information Technology — on the campus of Trinity Washington University, but will move to a new building shortly after renovations are complete. During the design process, DC CTE Director Richard Kincaid noted two areas vital to the success of the ATC: systems alignment and partnership and an intentional focus on equity, both foundational commitments of Without Limits: A Shared Vision for the Future of Career Technical Education.

Systems Alignment and Partnership

When planning the future of the ATC, systems alignment and partnership was a must-have, especially considering the vast and complicated educational landscape in the District of Columbia. Kincaid and his team convened four initial stakeholder meetings, involving partners from the Deputy Mayor for Education’s office, administrators from DC Public Schools (DCPS) and DC Public Charter Schools (DCPCS), and potential employer partners. These stakeholders helped to calibrate on what the core purpose of the ATC is, who it should serve and how to limit duplication with other area programs. Kincaid shared that working from a partnership perspective instead of from a compliance angle served initial work well, especially where there were already places area principals needed to coordinate services on, such as scheduling or transportation. Given the complex dynamic across agencies in DC, this stakeholder group was vital to ensuring buy-in from and alignment to sending institutions. The group also coordinated an initial list of potential programs, leveraging labor market information and opportunity gap analyses. After a series of community input sessions, the group ultimately narrowed the list to the three programs currently offered. 

This lens of partnership also contributed to early programmatic successes. Significant conversations with local postsecondary institutions led to memorandums of understanding (MOUs) allowing learners to receive dual credit for all courses (five credits for every semester a learner is enrolled at the ATC). These courses are applied to aligned credit in the learner’s program of study, not just general education requirements. Postsecondary institutions also share instructors with the ATC to teach advanced coursework. Employer partners also support the program through site visits and career exploration conversations with learners; proximity to federal agencies means federal partners like the White House’s National Cybersecurity Initiative have visited the ATC. Future years will see employers supporting on- and off-site work-based learning initiatives, and Kincaid hopes to one day see an employer co-located with the ATC to provide daily hands-on training.

Intentional Focus on Equity

Kincaid also stressed that the main intent behind the ATC was to close equity gaps, in particular for learners from wards historically underserved by DC’s educational programs. He and his team intentionally designed the ATC’s supporting infrastructure to limit barriers to access for learners. For example, OSSE contracted with a local cab company to provide transportation to learners to and from the ATC, to limit unsafe walks or undue travel burdens for learners. While he noted this was a logistical hurdle, Kincaid noted this was a permanent focus of the ATC to always ensure learners could access the ATC’s programs. Programming for the ATC is also open-access, limiting cost or grade barriers for learners. There are no entrance exams- to earn the aforementioned dual credit, learners must simply achieve a C or higher in each to receive college credit above a final grade. Finally, future plans will continue to center equity initiatives, including paid internship opportunities and the development of future programs that advance historically marginalized learners, particularly learners of color, in historically underrepresented fields.

What’s Next for DC’s ATC

Within the next two years, the Advanced Technical Center looks to make big strides by moving into a permanent home and expanding the student population served. In 2022, approximately 130 learners were enrolled; by 2025, Kincaid hopes to have 600 learners regularly attend. The hope is also for learners regardless of age and program to participate in school-time, paid year-round internships, including some with industry partners co-located with the ATC. Through the changes, equity and partnership will remain at the heart of the ATC’s focus. 

Dan Hinderliter, Senior Policy Associate

By Stacy Whitehouse in Public Policy
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State CTE Policy Update: Ohio’s Manufacturing Pathways

Thursday, October 27th, 2022

October 7 was National Manufacturing Day but, in Ohio, the celebration lasts the entire month. . Ohio uses this time to raise awareness of the various manufacturing pathways available to learners in the state and inspire those learners to join. Ohio already has significant investments in the manufacturing economy which generates more than $125 billion. However, knowledge of how many different skill sets and jobs are available in the industry is still not widespread. By taking advantage of Manufacturers Month, this post highlights the innovative ways Ohio is uplifting the manufacturing pathway as well as leveraging the support of The Ohio Manufacturers’ Association (OMA), which is bringing awareness to various grants and programs, some of which have been made recently available to Ohio residents. 

In August, the OMA was named one of the 32 finalists for the “Good Jobs Challenge” grant, a $500 million grant created by the U.S. Economic Development Administration. Over the next three years, around 1,000 of the OMA’s member-employers will benefit from the new funding, which is designed to support local industry partners in their efforts to coordinate, develop and promote workforce solutions in manufacturing. The OMA is currently seeking to enroll 6,000 individuals in one or more training programs that lead to a job offer or upskilling opportunity.

In addition to the work OMA is doing to promote the manufacturing pathway, Ohio offers the TechCred program, an initiative highlighted in Advance CTE’s area technical center research, which is designed to reimburse employers that pay for credentialing of their employees. This program specifically targets technology-focused credentials but has an easy-to-use website for employers to check which credentials are reimbursable and allow them to submit new tech credits for consideration. The program has been active since 2019 and has provided over 48,000 tech-focused credentials to Ohio manufacturing employees.

Ohio has also used legislation to advance manufacturing pathways beyond Manufacturer Month. Last year Senate Bill 166 was enacted that mandates that the Department of Education in partnership with JobsOhio create a program that provides funding to incentivize work-based learning programs offered to learners in a Career Technical Education (CTE) program and allows the creation of virtual and hybrid CTE programs to be offered. These work-based learning programs must be aligned with Ohio state standards but may also be offered remotely or through a hybrid modality to learners enrolled in a CTE program. This legislation is a great step towards enabling learners to access CTE without borders by ensuring that virtual opportunities are quality, equitable and meaningful.

Ohio is doing its part to create a strong manufacturing ecosystem that is accessible to its learners. All states can participate in manufacturing month by following some of their examples by:

Here are some helpful resources:

Brice Thomas, Policy Associate 

By Stacy Whitehouse in Public Policy
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