Unveiling of the Modernized Career Clusters Framework: Community Perspectives on the Possibilities

November 19th, 2024

Last month, Advance CTE unveiled the newly modernized Career Clusters Framework at its 2024 Fall Meeting held in Phoenix, AZ, after two years of development and validation. This post is a recap of the unveiling of the new Framework and the reaction panel that followed during the Fall Meeting plenary session, a look at the path ahead, and resources to support awareness and implementation. 

Introducing the Framework

Advance CTE’s 2024 Fall Meeting kicked off with the unveiling of the modernized National Career Clusters Framework, the primary organizing tool central building block to achieving consistently designed and high-quality Career Technical Education (CTE) programs and used in some form in the majority of states and territories across the United States. 

Watch Introducing the Modernized National Career Clusters® Framework:

The original Career Clusters Framework, released in 2002, was designed to provide a more consistent design of CTE programs and more organized, sequenced paths to a career choice. The newly modernized Framework addresses concerns from the CTE community that the original Framework no longer represented the full world of work or the interdisciplinary careers and skills needed in the modern workforce. The modernized Framework is different but familiar, serving as a tool to bridge gaps between education and the workforce by setting a new standard for career exploration and preparation amid an evolving landscape. The modernized Framework has a next-level purpose: inclusive of all living-wage careers and areas of work, learner-centric to support exploration that leads to agency for learners deciding what career to embark on and learn skills for, and industry-responsive by using labor market information and industry language that can continue to be refreshed into the future of work. 

The modernized Career Clusters Framework wheel graphic (pictured right) visually represents the 14 Clusters and 72 Sub-Clusters that represent the world of work reorganized in the modernized framework. Three Cluster positions on the gray outer ring are identified as Cross-Cutting Clusters and can be standalone Clusters or be combined with other Clusters.

The Modernized National Career Clusters Framework Guidebook

The development of the Framework utilized input from over 4,000 members of the CTE community. Several of those perspectives were represented on a reaction panel following the introduction of the Framework by Advance CTE President Thalea Longhurst and Advance CTE. The following are reflections on the modernized Framework from education, career development, and industry representatives. 

This is a picture from the 2024 Advance CTE Fall Meeting Plenary panel about the Modernized Career Clusters Framework. It features, from left to right, Dr. Katie Graham (NE State CTE Director), Eva Mitchell (CEO, Coalition for Career Development), Trey Michael (NC State CTE Director), and Melissa Rekeweg (Managing Director, National Council for Agricultural Education; Associate Director, National FFA).

Pictured (left to right): Dr. Katie Graham (NE State CTE Director), Eva Mitchell (CEO, Coalition for Career Development), Trey Michael (NC State CTE Director), and Melissa Rekeweg (Managing Director, National Council for Agricultural Education; Associate Director, National FFA).

Emerging Themes in Initial Reactions

Eva Mitchell, CEO of the Coalition for Career Development Center, highlighted a consistent theme about how the design of the new Framework encourages New Mindsets for Connecting Conversations and Systems. She attested to the Framework’s value in drawing connections for learners and educators to the societal workforce, activating relevant, career-driven decisions and relevant instruction: “On a practical level, this Framework is like the missing piece of a puzzle that unites educators that support the building of career-ready skills that are technical and non-technical. I kind of see this as a Rosetta Stone document that can unite the conversations and practices between CTE educators, nontechnical skills, industry, and city spaces.” 

Eva reflected on her work with career advisors, noting the difficult job of connecting high schoolers close to graduation to career pathways to long-term careers compared the Framework’s potential to support early-grade career advising: “This will really help the career advising and development work to potentially drill down in more places even down to the kindergarten level. Sometimes, educators only understand the pathways they’ve been exposed to, which aren’t in this range of 72 different modern career fields. It’ll give [learners] a big enough picture to understand how expansive  the world [of work] is.”

Speakers also elevated the use of Cross-Cutting Clusters, purpose-driven Cluster Groupings, and flexible design of the Framework as a Reimagining of CTE Design and Delivery, empowering learners to take control of their learning and future careers. It also encourages state and local practitioners to imagine more interdisciplinary CTE programs across multiple Career Clusters. Melissa Rekeweg, the Managing Director of the National Council for Agricultural Education and Associate Director with the National FFA, remarked on the new learning opportunity: “[The new Framework] speaks to what students can do and their choices. This Cluster model is really allowing students to focus on what they want to do, allowing us the power to make that happen, and that flexibility is not just for the student but also for us to continue to mold it five, ten, fifteen years from now.”

The flexibility of the new Framework opens new doors for learners, CTE instructors, and educators. Trey Michael, North Carolina’s State CTE Director, reflected on the needs in his state and how the new Framework will expand access as instructors can become credentialed in more than one Career Cluster. He shared, “I started out in business, so when I came into education, I saw a bunch of silos. In the business world, you learn holistically; it’s less of a sequence of one thing at a time and more of ‘here’s a problem, let’s solve that problem.’ We have great specialized teachers in CTE, but how do we get them out of the silo?”. 

As for Opportunities for Innovation, each panelist remarked on the modern nature of the Cross-Cutting Clusters and envisioned learners accessing skills that support continuous learning and career development after completing a program of study. As Trey put it, the opportunities for innovation and implementation could be tricky. Still, they will yield tremendous results if state leaders connect with local education and industry leaders to bring intention to implement the modernized Framework. He remarked, “I’m interested in the pain points, not just the large ones but the smaller ones that could be considered minor but have a longer timeline for thought and change.”

Looking Ahead

Advance CTE will continue to have opportunities for states to engage in Career Clusters Framework Adoption & Implementation. The new Framework becomes an important tool in the conversation to strengthen the education system at secondary and postsecondary institutions and the nation’s workforce and economy. This is no small task; we look forward to doing it together.

View the recording of Advance CTE’s October 30 webinar introducing the final modernized Framework.

Our Resources webpage will continue to be updated with materials for implementation at state and local levels, crosswalks, and communication tools to help leaders at every level assess, adopt, and implement the Framework at their pace and capacity. 

Please reach out through our contact us form or via email at [email protected]

Rob Young, Communications & Advocacy Associate 

Cory Ortiz’s Fellowship Journey: Championing Equity in Career Technical Education

November 19th, 2024

In September 2024, Advance CTE and ECMC Foundation announced the third cohort of The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation (Fellowship). The Advance CTE — ECMCF Fellows include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This blog is part of the Fellow Feature series, highlighting the journeys and insights of leaders in the Fellowship. In this blog, Senior Policy Associate Vania Iscandari interviewed Fellow Cory Ortiz, Dean of the School of Career Education at the University of Alaska Southeast and incoming Division Director of Alaska Vocational Technical Center (AVTEC).

Q: Cory, you’ve had quite a remarkable journey in the field of CTE. Can you walk us through your story and how you ended up in this role as Dean of the School of Career Education?

A: Absolutely. I come from a family that always emphasized the importance of education—my parents were determined that my brother and I would pursue higher education to secure better career opportunities. Originally, I thought engineering was my path, but as I progressed, I realized I had a passion for education. I shifted my focus and began teaching in high-poverty schools in Ogden, Utah, where I worked closely with Hispanic students. My goal was always to help them break the cycle of poverty and secure meaningful, well-paying jobs. That experience was pivotal—it shaped my belief in the power of education to change lives.

From there, I pursued advanced degrees, encouraged by a former advisor who saw potential in me. With each step, I gained a deeper understanding of the challenges and opportunities within the education system, particularly for students from diverse backgrounds. It’s been a journey of learning and growing, and now I have the privilege of leading a school that is focused on providing equitable access to career education.

Now, as a Fellow, I’m excited to connect with others in the field and continue to grow through collaboration, networking, and learning from the collective experience of my peers. The Fellowship has provided invaluable opportunities to reflect on how we can improve CTE at a systemic level, and it’s helping me sharpen my vision for the future.

Q: You’ve spoken before about your commitment to supporting marginalized learners. Can you share how this commitment has shaped your leadership and actions as a Dean?

A: One of the most significant moments in my career was when I made the decision not to accept funding for a wealthier school unless a comparable amount was allocated to a less resourced school in our district. It wasn’t an easy decision, but it was an important one. I have always believed that equity isn’t just about equal treatment—it’s about giving each student the resources and opportunities they need to succeed.

As a Dean, my focus is on ensuring that every student, especially those from underserved communities, has access to quality career and technical education. This includes working with Native and indigenous populations in Alaska, where I’m actively involved in shaping programs that are more culturally relevant and accessible. I’ve also learned that true equity requires listening to the community, engaging in dialogue, and being open to new ideas and approaches.

Through my work with the Fellowship, I’ve gained deeper insights into the challenges of advancing equity across the country and the ways we can collaborate to make meaningful changes.

Q: Speaking of Alaska, what do you see as the future of CTE in the state, and what challenges do you think need to be addressed?

A: The landscape of CTE in Alaska is evolving, but there’s still a lot of work to be done. One of the biggest challenges we face is the perception of CTE. Many still view it as a less academic path, which couldn’t be further from the truth. CTE programs are highly rigorous and offer students the skills they need to thrive in the workforce. But this perception needs to change—not just among students, but also among educators and school counselors. I’m working hard to ensure that CTE is recognized for its academic value and its relevance in preparing students for high-demand jobs.

Another issue is the lack of dual credit opportunities for students, which would allow them to earn both high school and college credits for CTE courses. This would significantly enhance their post-secondary education opportunities. And when it comes to Native students, we need a system that recognizes their unique cultural needs while providing equitable access to training programs.

We’re also considering conducting an equity audit to better understand the demographics of our programs and ensure they reflect the diversity of the students we serve. We’re at a point where we need to push for more equitable access, and that’s something I’m passionate about.

Q: There’s often a divide between “white-collar” professions and jobs in the skilled trades, especially when it comes to the guidance learners receive from school counselors. How do you address this misconception in CTE?

A: That’s a big issue, particularly in Alaska, where trade jobs—like construction management—are in high demand, and yet students are often steered toward what are seen as “cleaner” or “easier” white-collar jobs. The reality is that many trades, especially in fields like construction management, offer excellent compensation and career stability. These roles are highly technical and require significant education, which is why CTE programs are so crucial in providing the skills needed for these jobs.

Part of the challenge is getting students—and their parents—to understand that a career in the trades can be just as rewarding and prestigious as a white-collar job. We also need to give students early career guidance so they can make informed decisions. It’s about changing the narrative and showing students that the path to success isn’t one-size-fits-all.

Q: You’ve shared that your own background and heritage have played a role in shaping who you are today. Can you talk about how your heritage influences your work in CTE?

A: My parents came from modest backgrounds; they pushed my brother and me to pursue higher education so we could have better lives. While I initially pursued engineering, my journey eventually led me to education, and I’ve come to realize how much my upbringing shaped my values and commitment to supporting marginalized communities.

In terms of CTE, my experiences—both personal and professional—have given me a unique perspective. I understand the importance of community, of finding ways to bridge gaps in access, and the role that cultural relevance plays in education. It’s one of the reasons I’m so passionate about developing programs that work for diverse populations, particularly for Native students in Alaska. 

Q: As you continue to lead in CTE, what role do you see mentorship playing in shaping the future of this field, especially for aspiring leaders and students from marginalized backgrounds?

A: Mentorship is everything. I wouldn’t be where I am today without the guidance of mentors who challenged me, encouraged me, and helped me grow. For students, mentorship helps them understand the realities of their chosen profession. It’s also critical for aspiring leaders, who need feedback and reflection to develop their leadership styles.

I’m a strong advocate for giving back to the community through mentorship. It’s essential for leaders to help foster the next generation of talent, particularly in fields like CTE, where students often come from marginalized backgrounds. By providing support, advice, and opportunities for hands-on learning, we can ensure that future leaders are equipped to continue driving change in this field.

Q: Cory, congratulations on your appointment as the Division Director of Alaska Vocational Technical Center (AVTEC)! Can you share more about AVTEC and what excites you most about this new role?

A: Thank you! AVTEC is Alaska’s premier technical training center, offering clock-hour-based programs in fields like maritime studies, industrial electronics, and construction. As Division Director, I have the privilege of serving as the head of the school, guiding it into its next chapter while ensuring it continues to meet the needs of students across the state.

What excites me most about this role is AVTEC’s statewide reach and its ability to create life-changing opportunities for Alaskans. From high-demand trades to specialized technical fields, AVTEC equips students with the skills to secure meaningful careers. I’m particularly eager to use this platform to address systemic barriers to access for students in Alaska’s remote villages. Through my fellowship project, I plan to assess those barriers and explore innovative solutions to ensure AVTEC is accessible to all Alaskans, regardless of geography.

It’s an incredible opportunity to combine my passion for education with AVTEC’s mission, and I’m looking forward to collaborating with the community to build on its legacy of success.

As Cory’s journey illustrates, the path to leadership in CTE is one shaped by a commitment to equity, empowerment, and community. His insights are just one example of the incredible work being done by the Fellows of the Fellowship. To learn more about Cory and other inspiring leaders in the Fellowship, visit the Advance CTE website, where you can discover how these changemakers are shaping the future of CTE across the nation.

Congress Returns to Capitol Hill | Legislative Update

November 15th, 2024

This week, lawmakers returned to Capitol Hill for a brief work period ahead of the Thanksgiving holiday later this month. Following electoral victories in both chambers, Congressional Republicans held leadership elections while the White House and U.S. Department of Education (ED) celebrated efforts to connect education and careers.

Lame Duck Session Begins as Lawmakers Look to Next Year

While results from last week’s general elections continue to be counted, the partisan balance of the 119th Congress has been formally determined. Republicans will retain control of the House, although the party’s margin of control—which may change further as President-Elect Trump continues to nominate individuals for key posts in his Administration—is still being determined. In the Senate, Republicans have at least a two-seat majority pending final Senate election results in Pennsylvania. These developments will have significant implications for federal Career Technical Education (CTE) policy and related funding in the coming years, which will come into sharper focus in the weeks and months ahead. 

Lawmakers returned to Washington, D.C., this week to begin a short work period ahead of the Thanksgiving holiday later this month. Republican leadership in both Congressional chambers set about electing new leadership for the coming 119th Congress. In the House, Republicans unanimously elected current Speaker Mike Johnson (R-LA) to formally run for the position at the beginning of the 119th Congress next January. Current Majority Leader Steve Scalise (R-LA) and Majority Whip Tom Emmer (R-MN) were also elected to retain these leadership roles. Rep. Lisa McClain (R-MI) has also been elected as Republican Conference Chair, replacing outgoing Chair Elise Stefanik (R-NY), who was recently nominated to become the U.S. Ambassador to the United Nations.

In the Senate, Republicans elected Sen. John Thune (R-SD) to serve as the next Majority Leader. Thune will replace longtime Leader Mitch McConnell, who announced his plans to step down from leadership earlier this year. Sen. John Barrasso (R-WY) was elected as the next Senate Majority Whip, while Sen. Cotton (R-AR) was elected as Senate Republican Conference Chair.

Congressional Democrats are expected to hold similar leadership elections in the coming weeks. As these efforts and more continue to take shape, Advance CTE will continue to monitor and share these developments with the wider CTE community. 

Advance CTE and Partners Submit First ICR Comments 

As previously shared, the U.S. Department of Education (ED) recently issued a significant regulatory proposal that would, if enacted, impact the implementation of the Carl D. Perkins Career and Technical Education Act (Perkins V). Advance CTE and the Association for Career and Technical Education (ACTE) have continued to voice significant concerns regarding this proposal and submitted a formal response to the proposal’s changes to Perkins V’s state plan guide earlier this week. Additional feedback related to proposed changes impacting the law’s Consolidated Annual Report (CAR) requirements is due on November 26. 

White House Hosts Career Summit 

On Wednesday, the White House and the U.S. Department of Education (ED) hosted a “Classroom to Careers” summit to bring together education and workforce leaders to celebrate the successes of the Biden-Harris Administration’s wider Investing in America agenda. The Summit highlighted progress in creating job opportunities and expanding the non-degree career pathways into critical sectors of the economy, including infrastructure, clean energy, advanced manufacturing, and more. The event culminated efforts from the Biden administration’s investments to bridge the gap between education and industry through high-quality career training programs and partnerships between educational institutions and employers. First Lady Dr. Jill Biden, in particular, highlighted that 34 states in recent years have advanced policies making the first two years of postsecondary education more affordable or free, among many other promising approaches to provide greater opportunities for learners. 

Click here to read the White House factsheet on the event and wider Administration efforts on these topics.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

Strong Employer Partnerships That Are Shaping Tomorrow’s CTE

November 15th, 2024

Advance CTE recently held a panel on engaging employers at this year’s Fall Meeting, bringing together experts from education, industry, and workforce development to discuss how we can better align education and industry needs, create impactful partnerships, and prepare learners for the careers of tomorrow. The bottom line? Employers are essential partners in shaping Career Technical Education (CTE).

Building Bridges Between Education and Industry 

We need to bring education and industry closer than ever. As Kevin Imes, Arizona State CTE Director, emphasized, “Employers and educators need to be at the table together—at these conferences and beyond these walls.” The panelists highlighted the need for more proactive efforts to align curriculum with the actual skills and competencies that employers are looking for.

From a state perspective, Kevin Imes shared how Arizona is working to bridge this gap through its Education Economic Commission, which is renewing and reinventing career pathways to better align with industry needs. This effort includes facilitating more direct communication between industry and education to ensure that career pathways are not only relevant but also responsive to the dynamic labor market.

When Should Employer Engagement Start? 

According to our panelists, the earlier, the better —ideally during the Career Awareness and Career Exploration stages, well before learners enter the workforce.

Dr. Joy Rich, Manager of Workforce Development and Community Relationships at Nissan North America, shared how Nissan is taking proactive steps to engage learners through their Nissan Technician Training Academy (NTTA). Through this program, learners gain hands-on experience in automotive diagnosis and repair, preparing them for careers as factory-trained technicians at Nissan and Infiniti dealerships. These types of training programs provide learners with a clear pathway to well-paying, in-demand, and stable careers right out of high school, showing how early employer engagement can make a big difference.

Durable Skills Are Essential

A major theme from the session was the increasing importance of durable skills in today’s workforce. Employers like Patti Taylor, Director of Student Health Careers at Banner Health, discussed how competencies like critical thinking, problem-solving, and the ability to adapt to emerging technologies such as AI are becoming just as essential as technical skills. In fields like healthcare and IT, where new technology is constantly evolving, employers are looking for workers who can perform technical tasks and think critically and adjust to new challenges. This insight is invaluable for educators who are preparing learners for the realities of the workplace.

Real-World Skills, Real-World Partners 

A standout example of how employers can create strong partnerships with education institutions came from Nissan’s Center of Excellence, which is deeply involved with initiatives like SkillsUSA and Nissan University. These collaborations help learners gain industry-specific certifications and participate in apprenticeship programs, all while building strong relationships between education providers and employers. Dr. Rich emphasized that “being skills-based over degree-based removes those barriers to entry,” making it easier for students to find success in fields that align with their interests and abilities.

Employers also play a crucial role in identifying skill gaps in CTE spaces. As Patti Taylor pointed out, employers should take a hands-on approach to shaping curricula, working directly with educators to ensure that the learners’ skills match the job requirements they will face in the real world. For example, industry day visits to schools—where employers showcase lesser-known career opportunities in fields like IT and finance within healthcare—help learners better understand the breadth of career options available to them.

Navigating Liability and Legal Barriers in Work-Based Learning

Dr. Rich shared valuable advice on how employers and education leaders can work together to overcome the barrier of liability in work-based learning, suggesting that schools and employers bring labor law expertise into the conversation early on. According to a 2023 report from the National Apprenticeship Training Foundation, over 40% of employers cite concerns about liability as a barrier to offering internships or apprenticeships. Legal ambiguities related to worker classification and wage laws often contribute to this hesitation. Understanding the legalities of internships and apprenticeships ensures learners can gain valuable experience without risking exposure to unnecessary liability issues.

The Big Takeaway: Collaboration is Everything

The big takeaway for state CTE leaders and educators? Keep building strong, ongoing relationships between industry and education. As Dr. Rich said, “Be that aggregator, be that branch because industry partners want to work with you, but the barriers need to be removed.” When asked what one word they’d leave the audience with, all the panelists agreed—collaboration.

In workforce development, education and industry partnerships help to align curriculum with industry needs, provide opportunities for real-world experience, and focus on skills over degrees to ensure that learners are not only ready for the workforce but are equipped to thrive in it.

Vania Iscandari, senior policy associate

Opportunity Gap Analysis State Catch-Ups: Kansas

November 14th, 2024

Since the fall of 2021, Advance CTE’s Opportunity Gap Analysis (OGA) workshop has provided training, resources, and support to help state leaders identify and address gaps in access to high-quality Career Technical Education (CTE). To date, Advance CTE has led in-depth gap analysis training with 39 state teams from across the country. These teams have further disseminated the gap analysis process within their state CTE systems, resulting in changes in policies and practices that bring identifying and addressing gaps to the forefront of their CTE programs. This is the third post in a blog series where Senior Policy Associate, Jessi Maddox, interviews previous participants of the OGA workshop to share the impact and the lessons learned from implementing the training in their state. 

As we approach the end of 2024, the current cohort of OGA workshop state teams from Connecticut, New Hampshire, New Jersey, New York, North Carolina, and Pennsylvania are coming to the end of their six months of collaborative peer learning opportunities. As Advance CTE closes out this latest cohort, we wanted to continue to connect with prior participants and ask about the impact the gap analysis training has had on equal access to CTE programs within their state. This month we are spotlighting the Career, Standards and Assessment Services Team with the Kansas State Department of Education (KSDE) and the Workforce Development Unit with the Kansas Board of Regents, and the work their combined team has done since the culmination of their cohort in Winter 2023. 

When did your state participate in the Opportunity Gap Analysis Workshop, and what in-state training(s) has your team facilitated using the workshop model and/or related resources?

Kansas participated in the initial Opportunity Gap Analysis Workshop in June of 2023 with a team that consisted of the Director of Workforce Development, the Secondary and Postsecondary Associate Directors of CTE, and other assistant directors and programs consultants from each level. This cross-sector team participated in the subsequent Communities of Practice learning space offered by Advance CTE through December 2023. 

Several training opportunities were held throughout the state following our participation in this opportunity. At the secondary level, the Kansas State Department of Education provided an overview of OGA during our annual Secondary Improvement Application training. We also incorporated Advance CTE resources within the Comprehensive Local Needs Application (CLNA) to help Local Education Agencies (LEAs) create action plans and strategies for any identified gaps in enrollment and performance.

At the postsecondary level, the Kansas Board of Regents held a gap analysis workshop with representatives from each Perkins V funding recipient on August 1, 2024. Especially well received were the root cause and strategies materials provided. We now also include OGA in many faculty and staff trainings at postsecondary institutions.

Describe how your team’s participation in the Opportunity Gap Analysis training impacted CTE in general within your state:

At the secondary CTE level, the Opportunity Gap Analysis training helped create renewed focus on resource allocations for gap areas. This included application changes for secondary program Improvement grants. Clearer expectations and Advance CTE resources resulted in improved action plans and budgets to support strategies for gaps. A reserve grant to increase equitable access to CTE was also offered. 

At the postsecondary level, focusing on analyzing gaps opens the opportunity for conversations that are not happening on campuses. With the help of OGA methodology and materials, CTE issues are put into context and issues can be seen instead of hidden. The grouping of root causes into themes was very helpful to the sub-recipient to see that programs may experience similar challenges regardless of content.

Describe how the Opportunity Gap Analysis training specifically led to changes in your state’s data policies and procedures:

No state policy or procedure changes have been made to date, but the two state offices are asking for different kinds of reports now, and we also make sure that all institutions collect data from all students so that CTE student data is not evaluated in a vacuum. 

Please describe any steps that have been taken to improve access for CTE learners after going through the CTE opportunity gap analysis process:

At the secondary level, a Perkins reserve grant was offered in the spring of 2024 to increase equitable access to CTE. Grant recipients were asked to form a team to include a middle school principal, middle school counselor, middle school special education staff, high school principal, high school CTE coordinator, high school counselor, and high school special education staff. 

Secondary local-level grant teams were asked to: 

1) Introduce all students, families and educators to career clusters and pathways. 

2) Collaborate with KSDE specialists in the special population areas that align with the special populations served in the district. 

3) Collaboration of CTE and special education staff to increase special population enrollment in CTE courses.

Grant teams are diligently working to expand equitable access in their LEAs, and will be building upon the OGA process to realize those goals going into 2025. 

2024-2025 monthly CTE & Perkins webinars will incorporate guest speakers to review and provide strategies for core indicators and special population groups. 

Postsecondary – OGA methodology is now included in the CLNA, with grant recipients updating the performance gap analysis section on their local applications each fiscal year. The state incorporated OGA as the model for the analysis section due to the system’s in-depth and cyclical nature. 

Next Steps 

If your organization is interested in learning more about what it takes to conduct a gap analysis in your state, or other opportunities to engage with Advance CTE’s suite of resources addressing methods to close access gaps, fill out the Technical Assistance Interest Form for personalized options that can help both staff and learners succeed.

The next cohort of the Opportunity Gap Analysis workshops will launch in the Spring of 2025. In this six-month cohort Advance CTE is providing training, resources and support to help state leaders identify and address gaps in access to high-quality work-based learning programs. Keep an eye out for upcoming information sessions and the cohort application on the Opportunity Gap Analysis page of the Advance CTE website. 

Jessi Maddox, senior policy associate

2024 General Election Results | Legislative Update

November 8th, 2024

This week, the national elections took place putting Republicans in charge of the White House and Senate next year. These results are likely to have significant implications for federal education and workforce development policy. Elsewhere, members of Congress are set to return for a lame duck session of Congress next week.

General Elections Usher in Significant Change 

The hotly contested and long-anticipated general elections deciding control of the White House and balance of power in Congress took place this past Tuesday. Donald Trump has once again been elected as the next President of the United States. Transition activities for the incoming Trump administration have only just gotten underway with the recent selection of Susie Wiles to serve as the White House’s Chief of Staff— the first woman to hold this critical position. As details continue to emerge, Advance CTE will continue to monitor potential implications for education and workforce development and looks forward to engaging with the new administration. 

Elsewhere, Republicans have regained control of the Senate in the 119th Congress, but as a few states still tally votes, the margin of control has yet to be determined. Party control of the House of Representatives is still unclear but appears to be trending towards Republicans as well. As of this morning, there are still around 25 outstanding races yet to be called.

Advance CTE is continuing to analyze these developments and will be communicating the election’s potential impact on the Career Technical Education (CTE) community as the election results and the priorities from the administration become clearer in the coming weeks and months ahead.

Congress Comes Back For Lame-Duck Session Next Week

The 118th Congress’ lame-duck session is scheduled to begin next week as lawmakers return to Washington, D.C., following the elections. Advance CTE expects Congressional leadership elections to be prioritized as the new Congress starts to organize to determine leadership posts and other committee assignments. It is widely expected that lawmakers will need to address the issue of funding for federal fiscal year 2025 (or through another Continuing Resolution to extend present funding levels into next year), supplemental appropriations for hurricane-impacted communities, the National Defense Authorization Act, and more. Advance CTE will continue to advocate for a strengthened investment in CTE, made via the Carl D. Perkins Career and Technical Education Act (Perkins V) and other critical federal funding streams, throughout the wider FY25 process.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

Opportunity Gap Analysis State Catchups: Louisiana

November 6th, 2024

Since the fall of 2021, Advance CTE’s Opportunity Gap Analysis (OGA) workshop has provided training, resources, and support to help state leaders identify and address gaps in access to high-quality Career Technical Education (CTE). Since 2021, Advance CTE has led in-depth gap analysis training with 39 state teams from across the country. These teams have further disseminated the gap analysis process within their state CTE systems, resulting in changes in policies and practices that bring identifying and addressing gaps to the forefront of their CTE programs. In this second blog of the series, Senior Policy Associate Jessi Maddox talks with the Louisiana CTE state team to share the impact and lessons learned from implementing OGA in their state.

Over 168,000 learners participate in CTE programs in the Bayou State. Louisiana Community & Technical College System (LCTCS)’s Division of CTE participated in Advance CTE’s Opportunity Gap Analysis workshop in 2021 to explore how to both expand equal access to CTE programs and fully support learners in these programs. After participating in workshops and a community of practice, Louisiana extended its learning across state and local CTE systems. 

Tell us about yourself and your CTE background:

LCTCS has an unwavering commitment to ensure that all students—regardless of race, color, national origin, sex, or disability—have equal access to succeed in CTE programs. To this end, we are developing and managing a robust framework that fosters an ethical culture and ensures legal compliance. This includes establishing mechanisms to identify, prioritize, and effectively manage compliance risks associated with federal program subrecipients while also overseeing systems to prevent and detect violations.

We are dedicated to fostering collaboration among educational institutions, workforce entities, and community partners to align CTE programs with regional and local workforce needs. This commitment ensures that a seamless educational pathway from K-12 through university to sustainable employment in CTE fields is promoted, with clear transitions from education to career. To support this, we ensure that blended professional development is available for all educational instructors and leaders, offering access to relevant education, workplace training, and credentialing.

When did your state participate in the Opportunity Gap Analysis Workshop, and what in-state training(s) has your team facilitated using the workshop model and/or related resources?

LCTCS participated in the Opportunity Gap Analysis workshop in September 2021 with a team represented by the State Director for Career and Technical Education and Assistant Director for Career and Technical Education. 

Since participating in the workshops the LCTCS team has launched the in-state Opportunity Gap Analysis at our Annual Conference in November 2021 with four virtual sessions, open to all attendees, to spark interest of CTE educators and administrators in the project throughout the system. Four additional workshops followed in 2022 and 2023 targeting implementation of the gap analysis by Postsecondary (PS) CTE and Perkins Coordinators. LCTCS has also implemented communities of practice and participated in cross-state calls to support the work of local administrators. 

The graphic below illustrates the expectation that OGA is embedded in narratives of funding applications and integrated into data-driven activities, including the Comprehensive Local Needs Assessment (CLNA), programs of study, and Annual Performance Reports. While the CLNA, funding applications, programs of study, and Annual Performance Reports are part of Federal and State Requirements, OGA amplifies their connections and strengthens the impact of those requirements on learner outcomes.

 

Describe how your team’s participation in the Opportunity Gap Analysis training impacted CTE in general within your state:

Participating in the Opportunity Gap Analysis has significantly enhanced our team’s data awareness and utilization. This has allowed state agencies to review data using the same parameters when addressing access for all learners. This experience has transformed our approach to data, leading to improved effectiveness in addressing and identifying the needs of all CTE learners.

Describe how the Opportunity Gap Analysis training specifically led to changes in your state’s data policies and procedures:

The Opportunity Gap Analysis training has prompted significant revisions to Louisiana’s Perkins V program practices and procedures, particularly regarding the CLNA and the postsecondary risk assessment. Subrecipients are now expected to use root cause analysis to align their improvement strategies directly with identified needs. For instance, if CTE students are facing difficulties with course enrollment, retention, or completion, subrecipients use OGA resources to identify barriers to access and success. This data provides the justification for additional resources, such as a wireless headset kit to support learners in an Electrical Construction class. 

Furthermore, changes to the basic and leadership application reviews mandate that subrecipients provide more precise SMART goals and specify evidence-based strategies or activities. OGA has amplified the inclusion of data. Below is a graphic with an embedded video that illustrates OGA in action, energizing outreach, impacting enrollment, changing the landscape, and empowering learners. 

Please describe any steps that have been taken to improve access for CTE learners after going through the CTE opportunity gap analysis process:

Our team has implemented several measures to enhance equal access for all CTE learners. For the 2024-2025 fiscal year, we incorporated the OGA methodology and the Logic Model into the State CLNA Quick Guide. We emphasized the use of evidence-based practices in the review of local application plans (LAP). Specifically, the LAP includes questions that focus on disparities in access and requires detailed information on identified gaps and the strategies to address them. Local grant recipients must identify access gaps found in their CTE programs and use evidence-based action planning to specify the methods used to mitigate said gaps. Furthermore, all subrecipients are expected to employ evidence-based strategies in their improvement plans and performance evaluations, specifying whether the strategy contributed or did not contribute to results. In the example mentioned previously, data was used to justify the purchase of wireless headsets for an Electrical Construction class, which in turn has supported increased enrollments, and more importantly, has contributed to participants continuing and completing the program.

What lessons learned, or outcomes, from your workshop and facilitation experiences would you most like to share with states considering participating in an Opportunity Gap Analysis cohort?

Throughout this process, our team has gained several valuable insights. If we were to share lessons learned with other states, the foremost recommendation would be to revisit the OGA workshop materials frequently and incorporate it as often as possible. Given the frequent staff changes, the need for refresher training for growing understanding and maintaining familiarity with the work is crucial. To address this, we have integrated various activities into grant operations, the grant application process, and most data-related activities.

If your organization is interested in learning more about what it takes to conduct a gap analysis in your state, or other opportunities to engage with Advance CTE’s suite of resources addressing methods to close access gaps, fill out the Technical Assistance Interest Form for personalized options that can help both staff and learners succeed.

If you missed the first installation in this series, you can catch up with Iowa’s Bureau of Community Colleges and Postsecondary Readiness, and how they have integrated the Opportunity Gap Analysis training into their state policies and practices here

November Elections Next Week | Legislative Update

November 1st, 2024

Capitol Hill remained quiet this week as lawmakers continue to campaign in home states and districts ahead of elections scheduled for next week. Elsewhere, a key deadline for feedback on a regulatory proposal impacting the Carl D. Perkins Career and Technical Education Act (Perkins V) approaches later this month. In addition, a Department of Education Challenge, Department of Labor Ambassadors, and a toolkit for AI integration in education technology.

Elections to Determine 2025 Agenda

Next week’s general elections set to take place across the country will determine control of the White House and the balance of power between the parties in the 119th Congress. The election results will also likely define the remainder of Congress’ agenda in the coming weeks ahead as the 118th Congress begins to wind down. Election results in several key races are widely expected to potentially take additional time beyond Election Day to sort out. Nonetheless, lawmakers are scheduled to return to Capitol Hill the week of November 12. When Congress returns for this lame-duck session, lawmakers are likely to consider legislation to move forward with or further postponing federal fiscal year 2025 (FY25) funding for the federal government, including investments like those made by Perkins V. As these and other efforts get underway, Advance CTE will continue to advocate for policies in support of high-quality Career Technical Education (CTE) and strengthened investments in CTE. 

State Plan ICR Comment Deadline Approaching

As Advance CTE shared previously, the U.S. Department of Education has recently published a regulatory proposal with significant implications for the implementation of Perkins V. The Information Collection Request (ICR) would, if advanced, amend Perkins V’s State Plan Guide and Consolidated Annual Report (CAR) requirements. Advance CTE and partners have continued to express significant concern regarding this proposal and plan to provide formal feedback to the proposed State Plan Guide regulation by the deadline of November 12. As a reminder, feedback related to proposed changes for Perkins V’s CAR is now due November 26, 2024. We encourage states and other impacted stakeholders to submit comments in response to these proposals ahead of these deadlines. 

Department of Education’s “Power Your Future” CTE Challenge

Earlier this fall, the ED launched the CTE Momentum “Power Your Future” Challenge to engage with high school learners considering careers in the clean energy sector. Interested applicants must submit “innovative action plans” that connect with a wide range of stakeholders and outline the use of clean energy in their schools and communities by November 19, 2024. A webinar providing additional information about the challenge is available online. Read more about the effort here.

Department of Labor Welcomes Apprenticeship Ambassadors

Last week, the White House welcomed the latest cohort of Apprenticeship Ambassadors and celebrated the current participants for working to further diversify and improve apprenticeship opportunities across the country. Since its inception in 2022, the ambassador initiative has welcomed more than 440 members representing organizations in emerging and high-growth industries that support apprenticeship programs in local communities and contribute to national initiatives like the upcoming National Apprenticeship Week. Read more about the celebration here.

Office of Educational Technology Publishes Toolkit on AI Integration

The U.S. Department of Education’s Office of Educational Technology (OET) published a toolkit last week titled Empowering Education Leaders: A Toolkit for Safe, Equitable, and Ethical AI Integration. The toolkit was developed in response to the Biden-administration’s Executive Order on the Safe, Secure, and Trustworthy Development and Use of Artificial Intelligence from last year, which charged the Secretary of Education, along with other Administration officials, to create guidance for education leaders and their learning communities on the potential impact of artificial intelligence in the classroom and how best to make use of this emerging technology. It was developed with input from educators, technology leaders, and other stakeholders to address AI’s dynamic challenges in federal policy and educational issues, like privacy, civil rights, and digital equity. Access the full toolkit here.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

Shaping Tomorrow’s CTE: State Policies Paving the Way

October 31st, 2024

As we look to the future of Career Technical Education (CTE), Advance CTE continues to support high-quality CTE programs created through legislation that addresses key challenges and opens new opportunities for learners and educators alike. In this blog, Policy Associate Velie Sando highlights recent state policies that can play a crucial role in shaping a more dynamic, accessible, and industry-aligned landscape.

Breaking Down Barriers

Apprenticeships offer intensive, high-quality programs, but are often limited in availability and accessibility. South Carolina’s S.B. 557 tackles this issue by offering substantial tax credits to employers who hire apprentices. This incentive, which can amount to up to $4,000 per apprentice for four taxable years, encourages businesses to invest in on-the-job training and education. By making apprenticeships more financially viable for employers, South Carolina is expanding opportunities for learners to gain valuable work experience and industry-recognized credentials.

Empowering Educators

Addressing the shortage of qualified CTE educators and instructors in many states is crucial to expanding program quality and accessibility. Delaware’s S.B. 188 addresses this by enhancing educator mobility across state lines. By allowing CTE educators with valid licenses to obtain equivalent authorization in other member states, this legislation removes geographical barriers and expands the pool of qualified instructors. This not only benefits those looking for new opportunities but also ensures that learners have access to experienced educators with diverse backgrounds.

Hawai’i’s S.B. 2257 takes a different approach to the same problem by broadening the qualifications for CTE instructors. By considering candidates with associate’s degrees or even high school diplomas combined with relevant experience, Hawai’i is opening doors for industry professionals to bring their expertise directly into the classroom. This policy elevates skills-based hiring practices in CTE by recognizing that practical skills and real-world knowledge are invaluable.

Data-Driven Decision Making

Colorado’s H.B. 1364 demonstrates a commitment to understanding and improving CTE outcomes through comprehensive data analysis. The law establishes the Colorado state longitudinal data system governing board to support the development and implementation of the data system, which is created to improve data connectivity and analysis concerning education and workforce readiness statewide. The law also authorizes a cost analysis of postsecondary and workforce programs and credentials to local education providers. By commissioning a financial study on the costs and benefits of college credit opportunities, industry credentials, and work-based learning experiences, Colorado is laying the groundwork for evidence-based policy decisions. 

Tomorrow’s CTE Puts Learners in the Driver’s Seat

By expanding apprenticeship opportunities, ensuring access to qualified teachers, and gathering data on program effectiveness, states are creating an environment where learners can make informed decisions about their educational and career paths. Simultaneously, the emphasis on industry credentials and work-based learning experiences ensures that CTE programs are closely aligned with the needs of today’s employers, preparing learners for success in the future workforce.

To access our state policy tracker and explore other innovative CTE-connected policies, visit Advance CTE’s State Policy Resources page. 

Velie Sando, policy associate

House Education Committee Leaders Respond to Perkins ICR | Legislative Update

October 18th, 2024

This week, House Education and the Workforce Committee leaders sharply rebuked the U.S. Department of Education’s (ED) recent regulatory proposal impacting the implementation of the Carl D. Perkins Career and Technical Education Act (Perkins V). Elsewhere, the Biden-Harris administration announced a new grant competition focused on leveraging Career Technical Education (CTE) for the semiconductor industry, while ED announced several new efforts to support postsecondary success and language acquisition.  

House Education Committee Questions ED’s CTE Regulatory Proposal

This week, leaders of the House Education and the Workforce Committee issued a formal response to the U.S. Department of Education’s (ED) recent regulatory proposal impacting state and local implementation of Perkins V. As shared previously, ED’s proposal would change Perkins V’s state plan requirements and related annual data collections and would result in every state and territory having to submit a new or amended Perkins V plan by 2026—a process that was just completed earlier this year. The Committee’s letter formally requests ED rescind these proposals and make use of other tools at the agency’s disposal to ensure compliance with the legislation. Read the full letter here

Advance CTE and partners have continued to express significant concern regarding this proposal and plan to provide formal feedback next month in response. As a reminder, feedback related to proposed changes contained in ED’s Perkins V’s State Plan Guide is due November 12, 2024, while comments responsive to the law’s CAR Guide are now due November 26, 2024.

ED Announces CTE CHIPS Challenge 

The U.S. Department of Education (ED) is launching the Career Technical Education (CTE) CHIPS Challenge – a new grant program that will award funding to CTE programs aligned with the CHIPS and Science Act. The effort is scheduled to last through 2028. Applicants should submit action plans for expanding student recruitment, training, and career placement in semiconductor fabrication and manufacturing pathways programs. ED will host a series of three information sessions for prospective applicants interested in applying for funding under this competition. The first informational session will occur on October 29th, 2024. For more details, visit CTE CHIPS Challenge.

ED Releases New Special Populations Resource 

Last week, ED published the most recent installment in their learner playbook series, the English Learner Playbook: Unlocking Career Success for Special Populations. The playbook compiles resources for local leaders and includes recommendations for leveraging funds specifically for this population of learners. The resource also suggests strategies for how best to incorporate families and households to support career-connected learning. As part of ED’s wider “Raise the Bar” initiative, the Department has shared a series of playbooks related to certain special populations identified by the Carl D. Perkins Career and Technical Education Act (Perkins V).

Postsecondary Success Recognition Program Takes Shape 

Earlier this month, the U.S. Department of Education (ED) opened applications for the Postsecondary Success Recognition Program – a new initiative that seeks to recognize postsecondary institutions that are setting a standard of excellence in supporting student postsecondary attainment and achievement as measured through efforts such as learner transfer, retention, completion, and career success. ED has identified a list of postsecondary institutions that will be eligible to apply for recognition. Applications are due to the Department by November 1, 2024, by 5 pm EST; review the materials here.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

 

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