work-based learning « Advance CTE Blog

Top Recommendations from Coalition for Career Development Center’s Inaugural Report to Improve State Career Readiness

Thursday, August 11th, 2022

In May, the Coalition for Career Development Center released the first annual The Condition of Career Readiness in the United States. The 129-page report evaluates key states’ career readiness policies, investments and outcomes across all 50 states, including personalized career and academic plans (PCAP), funding, curriculums, accountability, and Career Technical Education (CTE) program outcomes. Accompanying the report is an interactive national map that links available PCAP resources, work-based learning (WBL) toolkits, Perkins V plans, social-emotional learning (SEL) toolkits and ESSA plans for each state to allow state leaders to assess and enhance their career readiness systems

The report finds that “[to] become a Career Ready Nation we all have work to do. And, cost-effective solutions and strategies used by many states or regions within states offer a way forward.” As a 50-state landscape of key components of career readiness, this report gives state Career Technical Education (CTE) leaders valuable findings and guidance to better align and interconnect career readiness systems that are responsive to the needs of each learner across their entire career journey.

Here are several recommendations and state highlights that state CTE leaders can consider to make that alignment possible;

Recommendation 1: Expand Post-School Outcome Data

For postsecondary CTE concentrators, the report finds that 40 states are placing 70 percent or more of secondary learners into postsecondary training and education, military or employment after high school graduation. Only three states, however, are placing 70 percent or more of all high school graduates into either a two-year or four-year postsecondary training or education program. The report recommends expanding post-school data points as well as counting military service and employment as post-school outcomes for learners.
Kansas, in addition to assessing advanced social-emotional learning (SEL) skills that serve as high-demand employability skills, creates an annual report that provides high schools with information on the average percentage of students that complete career interest surveys; write postsecondary goals and post-secondary plan; and complete portfolio tracking for internship records, dual course credit; certifications and applications to postsecondary education.

Recommendation 2: Identify Engagement Strategies for Learners Ages 16 to 19

47 states were found to be connecting more than 90 percent of their youth population aged 16 to 19 to education, training programs, or employment. However, only five states reported that more than 90% of their young adults aged 20 to 24 are connected to education, training programs, or employment. The report recommended that longitudinal data systems be designed to determine whether and when young adults become disconnected.
The 16+ DataHub, managed by Scotland’s Careers Services, integrates data from a range of sources including education, workforce, and health and human services. Once identified, Careers Services deploys a career counselor to reconnect them to education, training, and employment opportunities.

Recommendation 3: Invest in PCAP

While 30 states offer high-quality career readiness policies, referred to as personalized career and academic plans (PCAP), the report highlights the need to improve alignment through cross-sector teams. Specifically, the report recommends leveraging federal and state funds to support the adoption and quality implementation of PCAPs or other career planning processes by schools, youth-serving organizations and higher education institutions. Additionally, cross-sector teams should focus on aligning PCAP with the state’s education, workforce development, wellness, and career readiness policies, resources and initiatives.
The Delaware Pathways initiative is a cross-sector-created team of diverse stakeholders who established a common vision and language for linking their PCAP (referred to as Student Success Planning) with CTE, SEL, and work-based learning initiatives in a manner that seeks to increase access for all learners. Advance CTE featured Delaware Pathways in a recent brief on braiding funding in career pathways design.

Recommendation 4: Increase Access to Work-based Learning Opportunities

Wage and employment opportunities increase when youth have career conversations and experiences. The report finds that 29 states identified work-based learning as an important element in their Perkins V plans. However, fewer than ten states name specific plans to enact or expand key work-based policy areas. The report recommends providing statewide infrastructure to support implementation; using state and federal funding incentives to encourage industry/business participation and communication systems that enable stakeholders to access and participate in work-based learning and leveraging intermediaries to provide capacity for state-wide work-based learning implementation infrastructure is an effective solution.
Iowa established a network of 15 regional intermediaries through its community college system which connects industry partners and the education system to offer relevant, work-based learning activities to learners. This work was highlighted in an Advance CTE webinar earlier this year.

Recommendation 5: Invest in Career Advising

High schools in just 28 states are meeting the American School Counseling Association’s recommended school counselor to student ratio of 250:1. To further this progress, the report calls for more investment in career readiness for elementary and middle school learners and emphasizes exposure can make a difference in aiding learners to select the best career pathway.
PBS Kids has created programs for learners ages three to six to give them the opportunity to see themselves reflected in various careers regardless of race, disability, or gender. Cajon Valley Union School District’s World of Work Initiative focuses on supporting children from lower income and racially diverse communities to build confidence through mentorship and career exposure.

The extensive report includes sources cited from several publications in Advance CTE’s Learning that Works Resource Center (specific references can be found starting on page 119.)

Brice Thomas, Policy Associate

By Stacy Whitehouse in Resources
Tags: Career Advisement, career readiness, Delaware, ICAP, Intermediaries, Iowa, kansas, Learner Engagement, student outcomes, work-based learning

Early innovations and lessons emerge in Year Two New Skills ready network Annual Report and Site Snapshots

Wednesday, June 22nd, 2022

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

The New Skills ready network focuses on six domestic sites as illustrated in the graphic below. As a partner in this initiative, Advance CTE strives to elevate the role of state capacity and resources in advancing project priorities. Additionally, we have gained a unique perspective on promising practices to strengthen state-local partnerships across the country.

Looking across each of the snapshots, key priorities emerged as trends for the six sites.

First, many sites continued or finalized the mapping and analysis of career pathways to determine alignment and quality across learner levels. Indianapolis, Indiana, for example, completed their process that was started in year one of evaluating their career pathways against a criteria review tool, which examined access for non-traditional populations, credential attainment, course sequencing, and connection to labor market information, among other criteria. The review also aligned the pathways with the state’s Next Level Programs of Study (NLPS), statewide course sequences which aim to improve consistency, quality, and intentionality of CTE instruction throughout Indiana.

Career advising initiatives were also a major theme for sites in year two, as sites considered how to expand support for learners through a career journey. The Nashville, Tennessee, team prioritized aligned career advising from middle school through postsecondary, with the goal of expanding individualized support. This work, built upon a college and career advising framework developed in year one, was implemented by College and Career Readiness Coaches embedded in select Metro Nashville Public Schools.

Boston, Massachusetts, set expansion of work-based learning as a key focus for year two, as multiple sites discussed how to align work-based learning efforts across learner levels and open more apprenticeship and virtual learning opportunities. The Boston Private Industry Council, the Workforce Investment Board and Boston Public Schools collaborated to ensure a shared commitment to work-based learning and strengthen data collection efforts surrounding participation in work-based learning. Other sites established common definitions of work-based learning to ensure that all partners were consistent in discussions about access.

The snapshots also previewed work for year three of the initiative, as each site recently participated in action planning processes that informed future work. Each site has ambitious goals for year three, largely informed by lessons learned in preceding years. Some sites, like Columbus, Ohio, are continuing communications and messaging work supported by learner-tested messages that seek to inform learners about available career pathways supports and opportunities. Other sites, like Denver, Colorado, are continuing data collection and analysis efforts, finalizing data frameworks, and aligning data systems across institutions. Finally, some sites such as Dallas, Texas, are aligning their efforts with other initiatives in their cities and ensuring that all partners can equitably support learners citywide.

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

Dan Hinderliter, Senior Policy Associate

By Stacy Whitehouse in Advance CTE Resources
Tags: Access and Equity, business and industry partnerships, career advising, career pathways, Colorado, Indiana, Massachusetts, New Skills ready network, Ohio, Program Alignment, systems alignment, tennessee, texas, work-based learning

“The Trail Shouldn’t End”: Top Moments from Advance CTE June Meeting Series Day Two!

Tuesday, June 21st, 2022

On June 15, Advance CTE held the second of three events in our Virtual June Meeting Series. The series offers three opportunities to equip Career Technical Education (CTE) leaders with the latest research and innovations, empower them to succeed, and elevate their work to raise awareness of the value of CTE.

The week’s sessions centered around the theme EMPOWER: Strengthening Our Capacity to Realize CTE Without Limits. Attendees delved into processes to build better state systems with a keynote presentation from Rhode Island Department of Education Chief Innovation Officer Spencer Sherman, followed by content-rich breakouts and discussions to build connections and knowledge. Each breakout session was aligned to one of the five foundational commitments of CTE Without Limits: A Shared Vision for the Future of Career Technical Education.

Keep reading for top quotes and resources from the day!

Keynote: Innovating by Working Together: Strategic Impact through Systems Alignment

“When a student graduates high school, the trail shouldn’t end. Right now you have to cut down trees and jump over a rock to get to the next trail [to college and career]. We need to [design systems] so that students don’t get lost along the way.” – Spencer Sherman

The keynote opened with a welcome message from Rhode Island Commissioner of Elementary and Secondary Education Angelica Infante-Green, who shared her personal story and commitment to serving learners of all abilities and how the nation’s smallest state is expanding access to CTE for differently-abled learners.

Rhode Island’s Chief Innovation Officer, Spencer Sherman, then shared a deep dive on the state’s approach to systems alignment through the PrepareRI initiative and how it improved outcomes for learners including a tripled increase in the number of graduates with college credit or industry-recognized credentials. Sherman shared organization models that acknowledge the current top-down approach of many states while also illustrating how collaboration and communication can be created across both systems and leadership levels.

Sherman emphasized the importance of engaging middle-level managers and staff and designing processes for community organizations to align initiatives with one other in addition to engaging with government. Throughout the presentation, he reminded attendees that these improvements should be designed to last beyond any one person. He also centered these improvements around the pursuit of improving learner outcomes and creating seamless transitions to postsecondary and career paths, as illustrated in the quote above. Additional resources on Rhode Island’s governing structures can be found in Advance CTE’s Learning that Works Resource Center.

Data Breakout: Building a Culture of Data

Two states participating in the Postsecondary Data Initiative led by Advance CTE and ECMC Foundation were highlighted in a breakout focused on how to leverage human and infrastructure capital to create data-informed and data-driven systems.

Peter Plourde, Associate Professor and Director of Faculty Development for the Office of Academic Affairs at the University of the District Columbia Community College and Kelly Zinck, Education Team Research Analyst, Oregon Higher Education Coordinating Commission emphasized the importance of creating a welcoming environment where state CTE staff can get comfortable understanding small amounts of data and building up, as well as feel comfortable asking questions to build knowledge. Attendees were provided three strategies of “Identify,” “Educate” and “Build Trust” to open the black box of data.

Equity: Maximizing the Potential of Equity-centered CTE Programs

“I want to applaud you for your efforts and affirm the work you’re doing. I want to remind you to work hard and take things one bite at a time. Do not lose faith and know that what you are doing is going to make a difference, even if you don’t see a return on investment right away” – Dr. China Wilson

CAST Research Scientist Dr. Amanda Bastoni and Maryland Equity and Civil Rights Specialist Dr. China Wilson teamed up to provide impactful insights on how to leverage data through public-facing resources and policy via Universal Design Learning to maximize equity in CTE programs. Dr. Wilson shared how Maryland’s state staff empowers local CTE leaders and families to understand and use data through their Maryland CTE Data platform and Equity Professional Learning Series. Dr. Bastoni used the example of a ramp at the back of a school to emphasize that state leaders should proactive design programs and supports with equity and accessibility at the forefront, not as a retrofit.

Dr. Wilson affirmed the tough but important journey state CTE leaders are taking in tackling this work, and reminded attendees that each step no matter how small is progress.

Public-Private Partnerships Breakout: Developing Effective Partnerships with the Private Sector for Work-based Learning

Attendees received rich insights on how local and state systems can work in tandem to empower employers and educators to develop effective work-based learning partnerships with a focus on rural communities. Advance CTE-ECMCF Postsecondary CTE Fellow Rich Crosby focused on utilizing existing collaborative spaces and partnerships as well as creating regional consortiums to connect employers and better understand learner needs, particularly in rural areas where employers are less concentrated.

Montana State CTE Director Jacque Treaster shared a variety of delivery models for work-based learning that strive to expand access to these experiences, particularly for rural learners, including a hub-and-spoke model and distance learning for concurrent and dual enrollment programs.

The session included a rich attendee discussion on models in other states, including Hawaii’s hub and spoke model and Nevada embedding work-based learning into Career Technical Student Organizations (CTSOs) award programs.

Quality Breakout: Promising Tools, Strategies and Research Findings to Improve the Quality of CTE Programs

MDRC Senior Associate Dr. Rachel Rosen shared insights on the models and research structures that allow for ethical and impactful CTE research. She noted that significant strides have been made to improve research quality, and that recent studies show significant value of CTE for male learners and learners with disabilities. ExcelInEd’s Adriana Harrington walked attendees through their Pathways Matter website that consolidates state case studies, best policy practices, and sample learner stories of pathway navigation to enhance quality and alignment of career pathways.

Indiana State CTE Director Anthony Harl shared his state’s dedicated program quality initiative, Next Level Program of Study that allows high school students to earn up to 30-hours of college credit (a technical certificate) while in high school in 65 programs of study. Course design in this initiative focuses on more intentional sequencing of skillbuilding and a longer runway for early postsecondary opportunities paired with work-based learning.

Systems Alignment Breakout: Linking Workforce to Education through Strategic Goal Alignment

“Our role is to connect the fire hose to the garden hose.” – Joy Hermsen

Washington State’s State CTE Director Eleni Papadakis, whose Perkins designated agency is the Washington State Workforce Training and Education Coordinating Board, provided details on how the state’s workforce agency leveraged a strategic plan and data to improve learner outcomes, including energized local youth council and work-based learning that is more responsive to local needs due to partnerships led primarily by employers rather than led by government.

Futuro Health DIrector of Innovative Partnerships Joy Hermsen provided a national perspective on efforts to connect health employers to talent pipelines. She shared how the organization is bridging the gap between education leader and employers through resources that map responsive career lattices and ladders and customized data reports to help learners successfully connect to health careers.

What’s Ahead

The final event of the June Meeting Series is scheduled for June 22 from 2 to 5 p.m. ET, respectively. This session will center around the theme ELEVATE: Building Awareness of and Support for High-Quality and Equitable CTE. Visit the June Meeting Series event webpage to view the event agenda and to register.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in Advance CTE Spring Meeting
Tags: CTE Research, data quality, employer partnership, Equity and Access, Indiana, June Meeting Series, Maryland, Montana, Oregon, Program Alignment, rhode island, systems alignment, Washington DC, Washington State, work-based learning

New Tracker Reveals Diverse State Approaches to Work-Based Learning Design

Monday, June 20th, 2022

Advance CTE’s newly released State Work-Based Learning Toolkit Innovation Tracker links publicly accessible WBL toolkits from across all 50 states and U.S. territories. Well-crafted WBL toolkits allow school districts and industry partners to work together to create a pipeline of career pathways and empower state leaders to ensure that learners have equitable access to programs offering real-world work experience.

The tracker highlights each toolkit’s content across the following categories:

The State Work-Based Learning Toolkit Tracker Analysis provides additional insight into the tracker by highlighting six-state innovations for addressing key program quality components such as equity, data collection, and employer accountability. Below is an example of the kind of analyses featured in the report:

Maryland

Definition: Work-based learning is defined as “…an instructional strategy that enhances classroom learning by connecting it to the workplace” (U.S. Department of Education, 2017). Work-based learning experiences and programs are traditionally exemplified by job shadowing, internships, and student-based enterprises, and can include an even broader range of related experiences. Work-based learning experiences allow students to “…explore a variety of career options [and] connect the classrooms to the skills needed to be successful in the workplace… [The experiences] are supported by consistent mentoring.”
Innovative Practice: In addition to emphasizing examples of best practices in designing a work-based learning program through attention-grabbing graphics, such as interest surveys, Maryland has an extensive list of work-based learning-related resources available. This allows CTE administrators, teachers, and employers to build a working knowledge of the science behind work-based learning, internalize the benefits, and better understand how to optimize the experiences for learners. An intentionally designed program means learners will be able to gain the skills they need to successfully navigate their program and enter the workforce fully prepared to contribute.

Through the analysis of 41 publicly available toolkits, several data points emerged regarding the breadth of components found across states:

State toolkits were organized across multiple approaches, including dedicated websites, comprehensive manual documents, and an online training course in Nebraska.
Twenty-two state toolkits provided a sample State Learning Plan to guide employers and educators to fully count knowledge and skills gained through the work-based learning experience. Minnesota provided course sequence recommendations to align career seminar courses with work-based learning.
Twenty-three state toolkits provided employer resources, including sample forms, training documents, liability guidance, and sample evaluations. Alaska, Georgia and Ohio provided extensive resources on labor laws and liability guidance.

One area for improvement that emerged through the analysis was regarding specific support to achieve equitable access to work-based learning for each learner. Very few had toolkits, or linked resources, in multiple languages. Additionally, not all toolkits addressed learners with disabilities. Tracking these toolkits allows Advance CTE to identify additional areas to support, creating equitable frameworks of work-based learning programs for their districts. Last year, Advance CTE released a framework to guide states in building infrastructure that advances access to and completion of equitable work-based learning.

Updates to the tracker will be made quarterly. The analysis and tracker are available for viewing in the Resource Center.

Brice Thomas, Policy Associate

By Stacy Whitehouse in Publications
Tags: Alaska, Equity and Access, Georgia, Maryland, Minnesota, Nebraska, New Skills ready network, Ohio, Program Quality, work-based learning

State Policies Impacting Industry Partnerships and Work-based Learning

Thursday, February 10th, 2022

State education agencies, legislators and educators faced significant challenges from the coronavirus pandemic, including adapting to remote and hybrid delivery of hands-on learning, and responding to local and national skilled labor shortages. The number of state-level CTE policies enacted that affect Career Technical Education (CTE) fell to the lowest number in 2020 since Advance CTE and the Association for Career and Technical Education (ACTE) began publishing these annual Year in Review reports.

However, with a new commitment to upskilling and reskilling American learners and a CTE without limits, 41 states enacted 138 policies impacting CTE and career readiness in 2021. Advance CTE and ACTE have witnessed the return of pre-pandemic numbers in state policy actions in 2021 with policies affecting the secondary, postsecondary, adult and/or workforce systems, and including legislation, executive orders, and budget provisions that significantly changed funding.

Each year, Advance CTE and ACTE publish a yearly state policy tracker and categorize each state policy action by topic. In 2021, the top five topics that state policy most frequently addressed were:

Funding;
Access and equity;
Data, reporting and/or accountability;
Industry partnerships and work-based learning; and
Industry-recognized credentials.

Industry Partnerships and Work-based Learning

Policies that address the engagement of industry to drive student learning through work-based learning or other means are categorized by this topic. Twenty-three states enacted 36 policies that addressed industry partnerships and work-based learning. Below are a few state policy actions aligned to industry-recognized credentials:

Indiana passed legislation establishing a course catalog for lifelong learning to document all work-based learning, pre-apprenticeship and apprenticeship opportunities statewide and directing the state Commission for Higher Education, the Department of Education and the Governor’s Workforce Cabinet to prepare model guidance for postsecondary enrollment in work-based learning experiences.
Oklahoma expanded eligibility for apprenticeships, mentorships and internships to include high school sophomores 16 and older. The law also allows school districts to obtain liability insurance for students participating in apprenticeships, mentorships and internships and enables the State Board of Education to develop rules to determine if these experiences are eligible for academic credit toward graduation requirements.
Wyoming allowed learners aged 16 to 18 who are enrolled in a school district, community college or technical school to enter into an agreement with an employer to participate in a work-based learning experience that leads to course credit and/or compensation from the employer. A student learner who enters into a student training agreement with an employer is considered an employee covered under that employer’s workers’ compensation program.

State Policies Impacting CTE: 2021 Year in Review marks the ninth annual review of CTE and career readiness policies from across the United States conducted by Advance CTE and ACTE. This report does not describe every policy enacted within each state but instead focuses on national policy trends.

View the full report and 2021 state policy tracker here.

Dan Hinderliter, Senior Policy Associate

By admin in Publications
Tags: ACTE, business and industry partnerships, Indiana, Oklahoma, state policy, work-based learning, Wyoming, Year in Review

Coronavirus Relief Funds: Challenges and Missed Opportunities in Leveraging Federal Funds for CTE

Wednesday, January 19th, 2022

This blog series examines trends in state uses of federal stimulus funding for Career Technical Education (CTE). Stimulus funds were appropriated for emergency relief related to the coronavirus pandemic through the federal Coronavirus Aid, Relief and Economic Security (CARES) Act; the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA); and the American Rescue Plan (ARP) Act. The five major stimulus funding streams for states and educational institutions include the Coronavirus Relief Fund (CRF), the Elementary and Secondary School Emergency Relief (ESSER) Fund, the Governor’s Emergency Education Relief (GEER) Fund, the Higher Education Emergency Relief Fund (HEERF), and Coronavirus State and Local Fiscal Recovery Funds.

Federal coronavirus relief funds provide a critical avenue for states to invest in equitable, high-quality CTE programs to help learners and workers recover from the economic disruption caused by the pandemic. Although many states have successfully leveraged these funds to introduce or expand initiatives related to CTE, there have also been various challenges and missed opportunities in relief spending.

Missed Opportunities

Based on Advance CTE’s analysis of spending trends, states generally placed a disproportionate emphasis on short-term postsecondary education and workforce development initiatives over long-term pipeline programs and opportunities at the secondary level. Many states did not mention CTE in their ESSER plans, which address elementary and secondary funding, and several others made only passing references to CTE and did not include specific funding commitments.

Additionally, there has been a general lack of investment in addressing the significant educator shortages that have been exacerbated by the pandemic. While many states mentioned these shortages in their funding plans, few explicitly committed to allocate federal relief funds toward systemically addressing these shortages. Indiana is one state that took a longer-term approach to strengthening educator pipelines by using ESSER funds to create grow-your-own “teacher cadet” programs targeted at attracting underrepresented candidates into the teaching profession while still in high school. By creating pathways for future educators at the secondary level, Indiana is taking a systemic approach to addressing its identified educator shortage.

Challenges

From what Advance CTE has learned in interviews with State CTE Directors, it seems that many of the problems that have arisen in directing federal funding toward CTE results from the short deadlines for submitting relief spending plans to the federal government and spending the funds states receive. Many states do not feel that they have enough time to coordinate with all relevant state agencies and solicit input from stakeholders. If the necessary infrastructure for rapid cross-system collaboration was not already in place, states found it much more difficult to share information and ideas with partners in time to meet early deadlines. While the latest round of ESSER and Coronavirus State and Local Fiscal Recovery Funds must be obligated by September 2024, GEER funds must be obligated by 2023.

Further, federal relief funds are limited and consist of a one-time infusion of dollars into education and workforce systems. Many states feel that they do not have the money in their own budgets to sustain continuous investments that may be necessary to maintain new programs and initiatives. These challenges ultimately obstruct innovative, long-term strategizing.

Looking Ahead

State Directors have highlighted various priorities in federal relief spending moving forward. First, many have identified a continual need for more intentional programming and wraparound support for learners in rural areas. These learners often lack access to high-quality CTE program options and broadband internet, both of which are more important now than ever as the pandemic re-shapes labor market demand and program delivery models.

Additionally, State Directors have identified work-based learning and career advising as two key priorities in mitigating the long-term impacts of the pandemic on learner preparation and engagement. These will be especially important from an equity perspective to address opportunity gaps and ensure that each learner has the experience and supports they need to succeed.

Looking ahead, coronavirus relief funds continue to provide states a vital opportunity to invest in CTE and career pathways. These funds can act as a springboard for addressing systemic barriers to learner and worker success by providing initial investments for longer-term pipeline initiatives. Most importantly, states can leverage funds to not only mitigate the impacts of the pandemic, but to adapt to new labor market realities, innovate, and build stronger education and workforce systems that meet the needs of every individual they serve.

To learn more about how states have spent federal relief funds on CTE, check out the Coronavirus Relief Funds blog series and visit Advance CTE’s coronavirus resource page for additional resources.

Allie Pearce, Graduate Fellow

By admin in COVID-19 and CTE, Legislation
Tags: American Rescue Plan, career advising, CARES Act, CRRSAA, Indiana, Stakeholder engagement, work-based learning

Coronavirus Relief Funds: States Leverage Federal Funds to Enhance CTE Program Quality

Wednesday, December 15th, 2021

CTE program quality is key for ensuring that learners have access to necessary skills and competencies, meaningful experiential learning opportunities and strong career pathways. Alignment across workforce development systems and both secondary and postsecondary education institutions is essential for connecting learners and employers, as well as promoting experiential and work-based learning opportunities. As states continue to adapt to the challenges posed by the coronavirus pandemic, many are focusing on program quality and investing federal relief funds to strengthen industry alignment and work-based learning initiatives.

Some states have already directed federal relief funding to align CTE programs to industry needs and high-skill, high-wage, in-demand jobs. Florida made a $35 million GEER allocation for the state Department of Education to partner with state and technical colleges to expand and improve short-term programs leading to in-demand technical certificates, career certificates and industry-recognized certifications. Through providing additional resources to these critical CTE programs, the state hopes to “reimagine its postsecondary CTE offerings as a mechanism for economic and social mobility.” Florida made an additional $2.5 million GEER investment to develop the Pathway to Job Market Dashboard, an online platform to compile and centralize data on CTE programs across the state. The dashboard will provide an accessible, comprehensive view of CTE program performance and alignment to labor market needs.

Massachusetts directed $10.4 million in CRF funding to expand workforce partnerships with employers in the state’s target sectors. The investment will create aligned training-employment pathways statewide. The state also made an additional $300,000 CRF allocation to expand a project to transform career/vocational technical high schools into Career Technical Institutes that also serve adult learners. These Institutes will run three shifts a day and train 20,000 new workers over four years in technical fields and skilled trades. The CRF funds were used to supplement the $8.4 million state investment to expand skills training and align programs to industry needs.

Other states are prioritizing expanding high-quality work-based learning opportunities that connect learners with employers and industry. Delaware invested $8.3 million in ARP state fiscal recovery funds as part of a public-private partnership to expand the Delaware Pathways program, which provides rigorous, industry-aligned career pathway opportunities for high school students. The funding will allow the program to reach over 80 percent of high school learners in the state, as well as over 6,000 new middle school learners. Support will be targeted for workforce development and “earn and learn” apprenticeship programs in high-growth, high-wage target industries such as health care, engineering, finance and information technology.

Iowa made a $10 million CRF allocation to create two Registered Apprenticeship grant opportunities. Apprenticeships follow an employer-driven, “earn and learn” model that connects classroom learning with on-the-job experience and culminates in an industry-recognized credential. One grant opportunity is available for high schools, nonprofit organizations and small businesses, while the other is open to postsecondary institutions and healthcare employers. Grants can be used to purchase equipment or instructional materials to create or expand apprenticeship programs that also provide for online learning.

As states look to education and workforce development as avenues for mitigating the effects of the pandemic, coronavirus relief funds provide a key opportunity to enhance CTE program quality. Industry-aligned programs that provide work-based learning and pathways to high-quality credentials will be essential to ensure that learners are prepared for a continually shifting labor market.

To learn more about how states have spent federal relief funds on CTE, please stay tuned for future Coronavirus Relief Funds blog posts and visit Advance CTE’s coronavirus resource page for additional resources.

Allie Pearce, Graduate Fellow

By admin in COVID-19 and CTE
Tags: American Rescue Plan, apprenticeship, CARES Act, Coronavirus, CRRSAA, Delaware, Florida, Iowa, Massachusetts, Program Quality, systems alignment, work-based learning

High School Graduates Reassessing Postsecondary Plans During COVID-19, Prioritizing Real-World Skills and Alternate Career Pathways

Tuesday, November 2nd, 2021

Postsecondary enrollment has seen dramatic declines during the COVID-19 (coronavirus) pandemic, particularly for learners with low incomes and learners of color. A report recently published by the Strada Education Network sheds light on the experiences of high school graduates who have delayed their postsecondary education plans in 2020 and 2021. The report builds on survey data of 1,000 recent graduates previously covered by Advance CTE, as well as 17 in-depth interviews with learners. Strada finds that while these high school graduates remain committed to continuing their education, pandemic-related disruptions have caused them to reassess their initial plans and explore alternate pathways to career success.

Learners across the board have experienced heightened uncertainty about college affordability and traditional career pathways as the labor market destabilized as a result of the coronavirus. Some learners said they were hesitant to enroll in coursework that would likely be conducted online, and concerns about taking care of family members amidst the health risks associated with the pandemic were also prevalent reasons for delaying enrollment, particularly among Black and Latinx learners. The report highlights three major priorities of high school graduates when considering when and how to re-engage with higher education:

Personalizing college and career guidance. This includes learner-focused academic and career counseling services, peer models, and opportunities for open-minded exploration of diverse pathways. One-on-one attention from counselors centered on meeting learners’ unique needs and validating their goals and experiences is a crucial form of support. Learners also expressed a desire to hear and learn from the perspectives of alumni and industry professionals who have taken diverse college and career pathways.
Removing financial barriers. Financial concerns became even more pressing as the pandemic introduced more uncertainties for learners’ futures. A lack of funding to pay for college was a major factor in decisions to delay enrollment, and many survey respondents were no longer certain that a college degree would meet their needs. Learners increasingly fear accumulating student loan debt, and many found it difficult to navigate the application process for scholarships that might help to cover the costs. Streamlined and accessible financial aid is key to addressing these barriers.
Connecting college and career, and making academics relevant to real-world interests. Learners want to be prepared for a shifting and unpredictable workforce, and flexibility and career relevance in educational programs are critical concerns. Many recognize that a degree does not necessarily guarantee career success and hope to build work-ready skills through immersive hands-on and work-based learning experiences such as apprenticeships. Others hope that additional credentials and certifications will give them an advantage in the labor market.

These priority areas shed light on effective supports that state Career Technical Education (CTE) leaders and educational institutions can implement to promote the success of aspiring postsecondary learners disrupted by the pandemic. Financial assistance, mentoring relationships and personalized advising supports are especially powerful tools for closing the opportunity gaps that hinder the success of learners with low incomes, learners of color and first-generation college students. Despite the uncertainties of today’s labor market, recent high school graduates still believe that postsecondary educational opportunities are essential for both personal and professional development, as well as preparing for and transitioning to meaningful careers. Recognizing the future-focused resilience of these recent graduates and addressing their central areas of concern are important first steps for re-engagement in postsecondary education and career pathways.

Allie Pearce, Graduate Fellow

By admin in Research, Resources
Tags: apprenticeship, career advising, career pathways, career readiness, carer guidance, College Affordability, COVID-19, Postsecondary Education, work-based learning

What Happened to the Men?

Friday, October 22nd, 2021

Submitted by Brett Pawlowski, NC3T, 2021 Fall Meeting Sponsor

I read an article in the Wall Street Journal that floored me – so much that I had to read it a second time. And, I still haven’t figured out how to react, or how big the impact on our society is going to be.

The article, published September 6, is titled “A Generation of American Men Give Up on College: ‘I Just Feel Lost’.” From the article:

Men are abandoning higher education in such numbers that they
now trail female college students by record levels.

At the close of the 2020-21 academic year, women made up 59.5% of college students,
an all-time high, and men 40.5%, according to enrollment data
from the National Student Clearinghouse, a nonprofit research group.
U.S. colleges and universities had 1.5 million fewer students compared with five years ago,
and men accounted for 71% of the decline.

The percentage of women undergrads is at an all-time high – not because more women are going to a two-or four-year college – but because the number of men doing so has fallen off a cliff.

Why would that be?

Men in interviews around the U.S. said they quit school or didn’t enroll because they didn’t see enough value in a college degree for all the effort and expense required to earn one. Many said they wanted to make money after high school.

Another explanation:

“Many young men are hobbled by a lack of guidance, a strain of anti-intellectualism, and a growing belief that college degrees don’t pay off,” said Ed Grocholski, a Senior Vice President at Junior Achievement USA, which works with about five million learners every year to teach about career paths, financial literacy and entrepreneurship.

I don’t know the real reasons, and I certainly don’t know the solutions. But what I do know is that historically, those with higher levels of education have had significantly better financial and life outcomes. There’s every reason to believe that’s still the case going forward. And, the fact that this topic sees so little conversation is alarming. If we don’t address these issues, and we allow so many young men to fall through the cracks, we’re in for a very tough time as a nation.

We join with Advance CTE members in promoting the value of career-connected learning as an essential strategy for engaging and preparing young men and women for their futures. NC3T stands ready to help state Career Technical Education (CTE) leaders with coaching, professional development and technical assistance around pathways development and the creation of a profile of a graduate. NC3T also helps to manage work-based learning with its Seamless WBL platform, and it supports career exploration across schools with the new CareerSmart Schools tool. Visit us at NC3T.com for more.

By admin in Advance CTE Fall Meeting, Resources
Tags: CTE Fall Meeting, NC3T, postsecondary, work-based learning

Governors Praise CTE, Workforce Development in 2021 State of the State Addresses

Thursday, February 11th, 2021

Since the beginning of the year, over 35 governors have delivered their State of the State addresses, sharing their visions for the future of their state and highlighting educational priorities. Some addresses proposed to create new Career Technical Education (CTE) initiatives or increase funding for work-based learning, while others emphasized the importance of preparing students for their careers. In all, 24 addresses implicated CTE in some capacity, especially in the areas of workforce development, work-based learning and funding.

Workforce Development

Speeches most commonly addressed workforce development at all learner levels which, considering states’ strategies for economic recovery, comes as no surprise. At the secondary level, Missouri Governor Mike Parson set a goal of 12,000 high school students with the WorkKeys Certification, calling the program an “important stepping stone for students who are not immediately college bound but have the knowledge and skills to fill high-demand jobs.” Kentucky Governor Andy Beshear announced the creation of the Better Kentucky Promise Program, a postsecondary-focused initiative to help over 6,000 Kentucky residents complete associate degrees or secure industry-recognized certificates. At the adult level, Governor Greg Gianforte of Montana announced the establishment of the Montana Trades Education Credit, which subsidizes businesses through scholarships up to 50% of the cost of upskilling or reskilling employees, and highlighted the Missouri One Start program, which has trained over 100,000 adults through 400 employer training partnerships.

Work-Based Learning

Many governors highlighted the importance of work-based learning initiatives in providing secondary students with career-ready skills. Governor Kim Reynolds of Iowa applauded efforts to integrate work-based learning into the K-12 curriculum and called on legislators to make work-based learning an expectation in all Iowa schools. Governor Brad Little similarly highlighted the role of work-based learning in Idaho, committing to further connecting students and employers for on-the-job experiences and professional skill development. Alaska Governor Mike Dunleavy also called for an expansion in this area, directing the Alaska Department of Education to create an apprenticeship program allowing secondary students to receive credit while working for local employers.

Funding and New Initiatives

Announcements of new or proposed funding also featured prominently across many speeches. South Carolina Governor Henry McMaster proposed $97 million for high-demand job skills training and workforce scholarships and grants to improve access to skills-based certificates. Governor Bill Lee of Tennessee highlighted the Governor’s Investment in Vocational Education (GIVE) Act, which consisted of $25 million in grants for 28 projects focused on CTE program expansion, and proposed a $10 million expansion for ten new sites, prioritizing economically disadvantaged communities. North Dakota Governor Doug Borgum advocated for $45 million allocated to supporting the expansion and development of successful CTE centers through matched grants, while South Dakota Governor Kristi Noem announced the Build Dakota Scholarship, a five-year, $40 million investment to match students with high-demand career opportunities. Investment in access to and expansion of CTE programming and training remains a clear priority nationwide.

Outside of CTE related areas, governors also focused heavily on equity in education, including highlighting how COVID-19 has disproportionately exacerbated achievement gaps for communities of color and allocating additional funding for expansion of broadband to students still participating in virtual learning. Advance CTE will continue to monitor the State of the State Addresses as they happen for their relevance to CTE.

Additional resources can be found in our Learning that Works Resource Center.

Dan Hinderliter, Policy Associate

By admin in Uncategorized
Tags: Alaska, Idaho, Iowa, Kentucky, Missouri, Montana, North Dakota, South Carolina, South Dakota, State of State Addresses, state policy, tennessee, work-based learning, workforce development

Posts Tagged ‘work-based learning’

Top Recommendations from Coalition for Career Development Center’s Inaugural Report to Improve State Career Readiness

Early innovations and lessons emerge in Year Two New Skills ready network Annual Report and Site Snapshots

“The Trail Shouldn’t End”: Top Moments from Advance CTE June Meeting Series Day Two!

New Tracker Reveals Diverse State Approaches to Work-Based Learning Design

State Policies Impacting Industry Partnerships and Work-based Learning

Coronavirus Relief Funds: Challenges and Missed Opportunities in Leveraging Federal Funds for CTE

Coronavirus Relief Funds: States Leverage Federal Funds to Enhance CTE Program Quality

High School Graduates Reassessing Postsecondary Plans During COVID-19, Prioritizing Real-World Skills and Alternate Career Pathways

What Happened to the Men?

Governors Praise CTE, Workforce Development in 2021 State of the State Addresses

Series

Archives