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State Policy Review: Expanding Learners’ Access to CTE Through Grants and Scholarships

December 20th, 2024

In December 2024, the Association of Career and Technical Education (ACTE) hosted its annual VISION conference in San Antonio, Texas, where Career Technical Education (CTE) administrators and practitioners gathered to network and share innovative approaches to implementing CTE nationwide. During the conference, Advance CTE and ACTE provided updates on their CTE policy-tracking efforts, highlighting 2024 CTE policy examples, trends, and popular categories. 

As of December 2024, Advance CTE and ACTE have tracked 159 policies implemented across 40 states. Making a comeback as the 3rd most popular category in 2024 after falling out of the top five in 2023, Access and Equity garnered 34 policies in 2024. This resurgence demonstrates that states are increasingly prioritizing making CTE programs more accessible and equitable for all learners. 

Enacted this year, the following policies reflect initiatives that make CTE more accessible and equitable specifically for underserved populations- 

Idaho: Increasing Postsecondary Access to Economically Disadvantaged Learners

Idaho HB 500 established the Idaho Opportunity Scholarship to incentivize economically disadvantaged learners to complete a degree or certificate by increasing their access to postsecondary education. To qualify for this scholarship, learners must apply for federal student financial assistance and meet certain criteria to be established by the state board. The state board is required to publicize rules to determine student eligibility, academic and financial eligibility, a process for eligible students to apply, amount of awards, how eligible students will be selected when the awards shall be made, and other rules necessary for the administration of the scholarship.

Oregon: Creating Funding Mechanisms to Support Underserved Learners

Oregon S.B 1532 required the state Department of Education to create and implement a statewide plan to support “plan students,” who are defined as asylum seekers, refugees, or any other immigrants, and learners who have experienced disproportionate results in education due to historical practices. The plan must provide strategies to increase the attendance and engagement of “plan students” in educational activities. The law required the Department of Education to award grants to institutions such as early learning hubs, school districts, postsecondary institutions, tribal governments, and select community-based organizations for the implementation of the plan. Funding for these grants comes from the Department of Education Statewide Education Initiatives Account.

New Mexico: Offering Stipends to Reduce Financial Burdens for Learners

New Mexico H.B. 303 created a Workforce Training Economic Support Pilot Program to identify workforce training programs in priority industries, increase access to living-wage jobs in these industries, and increase financial stability for New Mexico residents. The three-year pilot program will offer economic support in the form of monetary stipends to cover the costs associated with basic living needs including housing, food, and transportation, and the costs associated with enrolling in and attending a workforce training program. Through the approved workforce training program identified in the pilot program, participants will acquire skills that will result in a certification, license, or credential for relevant industry employment.

To see more policy trends and access our policy tracker, check out the Advance CTE State Policy Resources page.

Velie Sando, Policy Associate

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Getting to Know the 2024-2025 New York State Association of Career & Technical Education (NYSACTE) Postsecondary State Leaders Fellowship Fellows (Part 3)

December 18th, 2024

NYSACTE, Advance CTE, and ECMC Foundation are excited to introduce the Fellows of the inaugural cohort of emerging leaders from across New York State. The Fellows of the NYSACTE Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement.  This final blog in the series introduces the remaining five NYSACTE Fellows. 

Kristin Sine-Kinz, MBA, serves as the chief of staff and strategic marketing team leader for the Division of Economic & Workforce Development & Career Technical Education at Monroe Community College (MCC). Ms. Sine-Kinz has a rich background in professional services, having crafted business and marketing strategies for major brands like Motorola, Fisher Price, Kodak, and Honeywell. At MCC, Ms. Sine-Kinz reports to the division Vice President, and is deeply involved in strategic projects and initiatives, both college-wide and within her division. Her extensive 27-year career includes nearly 13 years at MCC, and a stint as the MCC Interim Vice President for Economic & Workforce Development & Career Technical Education. She holds an MBA from Western Governors University and a Bachelor of Fine Arts from the Rochester Institute of Technology.

Dr. Stacia Smith is an assistant professor in the Decision and Graphic Media Systems Department at SUNY Canton. She has been teaching computing and technology courses since 2009. Dr. Smith spent 12 years as the principal investigator for the Collegiate Science and Technology Entry Program (CSTEP), a New York State grant-funded program. In this position, Dr. Smith provided education assistance and academic enrichment services to minorities and economically disadvantaged students pursuing careers in STEM, health, or a licensed profession. She currently serves as chair of the Women in Engineering committee and is a member of the campus’s Affirmative Action committee. Dr. Smith is an experienced grant writer; she has secured over one million dollars in funding for her campus. Dr. Smith has a doctorate degree from Purdue University, a master’s degree from SUNY Potsdam, and a bachelor’s and associate degrees from SUNY Canton.

Siva Visveswaran serves as director of the Finger Lakes Workforce Development Center (FWD), which helps to drive the operations strategy and implementation of accelerated training programs and career exploration opportunities in the areas of Advanced Manufacturing, Skilled Trades, and IT. Through innovative partnerships across area employers, economic development nonprofits, community-based organizations and local colleges and schools, the FWD center aims to address critical skill gaps and labor shortages for the Finger Lakes region. 

Co-founding Topxight Labs LLC to incubate emerging businesses at the confluence of product design, commerce, machine learning, and data sciences. With a special focus in FinTech and EdTech and technology adoption in emerging markets. Responsible for defining Topxight’s thematic focus areas, its proprietary start-up incubation methodology called Survey-To-Scale, technology strategy for portfolio companies, industry and academia engagement, IP creation and authoring position papers. Companies incubated include: Alphabeta, Manoké, Cythereal, L4S, FlyBy, and GreenCoin. 

More than 25 years of experience in the IT industry as software developer, system engineer, enterprise architect and IT strategy consultant. Strengths & experience in incubating emerging technology organizations, developing business aligned IT strategies and building strong software engineering teams.

Eileen Will holds a Master of Public Administration (MPA) from Baruch College and a Bachelor of Arts (BA) from City College. She is currently in her third year as Perkins director at Hostos Community College in the South Bronx, where she is dedicated to advancing the success of students in Career and Technical Education (CTE) programs.

Eileen’s career began in social services, working with special populations, and has evolved into a strong focus on program development and community outreach. She has built a solid foundation in creating impactful initiatives that enhance access to education and resources.

Passionate about fostering pathways to success for CTE students, Eileen is committed to improving opportunities for all learners. She was honored with the Hostos Community College Manos a la Obra Award in 2023 for her outstanding management of the Perkins grant, and in 2024, she was selected for the ACTE NextLevel Postsecondary CTE Leadership Program.

Quindell Williams is currently the workforce talent and development coach for the Career and Technical Education Department, in the Syracuse City School District. Prior to this role, Quindell spent a few years teaching the PTECH Remotely Piloted Aircraft Systems (RPAS) program to high school students. Through his passion for mentorship and drone technology, Quindell has enjoyed helping students reach their potential in the classroom.

Before becoming an Educator in CTE, Quindell spent nearly 10 years in Broadcast Television at CNY Central in Syracuse, as a videographer and drone pilot. He is a proud graduate of Onondaga Community College and SUNY Oswego.

To learn more about the NYSACTE Fellowship please visit https://www.acteonline.org/nysacte/nysacte-postsecondary-fellowship/.

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Collaboration in Action: Strengthening Career Pathways Through Shared Knowledge

December 18th, 2024

Launch: Equitable & Accelerated Pathways for All is a national college and career pathways initiative representing leaders from across 14 states, including state education and workforce agencies, K-12 districts, postsecondary institutions, policymakers, and other intermediary partners. The initiative set out to harness the expertise of the five national partners and participating state and local leaders to elevate the levers that drive systems change — data, policy, funding, partnerships, and equity — and help state and local sites create equitable, sustainable systems that are built to last. 

As one of five partner organizations, Advance CTE spearheads the Visibility lane of work. The purpose of the Visibility lane is to bring national attention to the Launch Initiative and to elevate what’s happening locally at sites and with partners. In this blog, Senior Policy Associate Vania Iscandari shares key takeaways from the first two sessions of the Launch Collaboration Forum.

The Launch initiative provides a large-scale platform for 14 states to not only strengthen existing career pathways systems and their impact, but to also explore innovations for reimagining pathways design and delivery for future generations of learners. Advance CTE created the Launch Collaboration Forum as a dedicated space for states and sites to have focused engagement as well as sharing of ideas, key challenges and solutions and resources as the initiative approaches its two year anniversary.

 

The Launch Collaboration Forum was designed to support the Impact and Innovation cohorts of Launch through cross-collaborative sessions that enable Launch participants and sites to engage with peers, discuss key challenges and solutions, and share resources that will help bolster the national network of Launch.

The forum’s primary objectives are:

  • To give Launch sites more opportunities to engage with peers across the network
  • To strengthen the national network for equitable career pathways development 
  • To provide real-time input and feedback on key challenges and barriers in career pathways
  • To inform technical assistance and guide a learning agenda for continuous improvement

Advance CTE held two Launch Collaboration Forum sessions on June 28 and October 9, 2024, with a focus on career development and career navigation/advising. The following elevates key takeaways that can be applied to the Launch initiative as well as the field at large. 

Session 1: Deepening Career Pathways and Addressing Barriers in State-Specific Career Development Programs

In the first session, the Launch Collaboration Forum featured two highly engaging presenters including Kristie Van Auken, Special Advisor, Workforce Engagement at the North Carolina Department of Public Instruction, from North Carolina and Mark Baxter, Vice President at Rodel from Delaware. The session was designed as a peer-to-peer consultancy in which participants were able to offer real-time feedback and thought partnership to session presenters. In two breakouts, presenters shared their state-specific challenges using a “problems of practice” approach where a series of clarifying, followed by probing questions from peer consultants were posed to speakers. This allowed for presenters to deepen their thinking, culminating in a reflective discussion and an opportunity for the presenter to share insights gained.

North Carolina: Building Regional Ecosystems for Career Development 

North Carolina’s challenge revolved around creating and supporting regional/local ecosystems of career preparation. The state is working on aligning career development plans across multiple school districts but faces challenges in making the plans actionable and engaging for learners. The state’s focus is to ensure that career development is not just a “check-the-box” exercise, but a deep, meaningful experience for learners.

Key takeaways from the discussion are as follows: 

  • Collaborative Models: Several participants shared insights from their own states, including Rhode Island, where individualized learning plans (ILPs) are being leveraged to connect learners’ academic work to career pathways. This approach ensures that school counselors and other stakeholders have the tools to guide learners toward meaningful career choices.
  • Leveraging External Resources: Indiana has adopted an advising framework that includes asset mapping to tap into external resources like employers, community organizations, and workforce development boards.
  • Building Capacity: As North Carolina grapples with high student-to-counselor ratios (316:1), participants suggested capacity-building strategies, such as utilizing external partners (e.g., community organizations, and employers) to expand the support network for learners.

Delaware: Centralizing Career Navigation Systems

Delaware’s challenge centered around creating a centralized career navigation system that keeps career information accessible and manageable for learners and families. The team from Delaware highlighted their difficulties in keeping the system streamlined while providing easy access to vital career-related resources.

Key takeaways from the discussion are as follows: 

  • Creating a Hub for Career Information: Participants discussed the idea of building a centralized portal or platform where learners can access career exploration tools, work-based learning opportunities, and postsecondary resources. This singular platform would simplify access to career information and help learners navigate the often complex pathways to career success.
  • Engaging Stakeholders: Delaware is already working with key stakeholders, including high school counselors and community-based organizations, but feedback suggested further engagement from local workforce development boards and employers.
  • Learner-Centered Design: The group emphasized the importance of designing the portal with the student-user in mind, ensuring that the interface is user-friendly and accessible to the families and learners who will rely on them the most.

Session 2: Advancing Career Advising Practices and Strengthening State Networks

The second forum session built on these state-specific challenges and expanded the conversation into broader best practices honing in on a topic that many in the field continue to explore—-career advising.

In this session, Advance CTE leveraged two of the Launch partners,  Education Strategy Group and ExcelinEd to facilitate breakout sessions focused on taking a deeper dive into aspects of career advising including: 

  • quality access
  • credentialing
  • the role of intermediaries
  • connecting across the educational continuum, and
  • leveraging data for career advising outcomes. 

The key insights shared from participants are summarized below. 

Best Practices and Strategies for Expanding Access to Career Advising

Expanding access to high-quality career advising is a pressing concern for many states. The forum opened with a discussion on leveraging state resources and finding effective models for scaling advising services to reach more learners, especially in rural or underserved areas.

Key Insights:

  • Building a Network of Career Coaches: States like Tennessee have invested in placing career coaches in every middle and high school, recognizing the importance of having dedicated professionals who can guide learners through the myriad of career and postsecondary options available to them.
  • Leveraging Intermediaries: The discussion emphasized the role of intermediaries—community organizations, workforce boards, and nonprofits—in expanding career advising capacity. Rhode Island shared how intermediaries help bridge the gap between employers and learners by providing work-based learning opportunities and career exposure activities.
  • Statewide Coordination: A key takeaway was the need for statewide networks of career advisors and coordinators to ensure that all learners receive consistent, high-quality guidance, regardless of where they live.

Standardizing Training and Credentialing for Career Advisors

A consistent challenge across states is the need for standardized training and credentialing for career advisors. While some states have local training programs and certifications, the lack of a national standard has contributed to inconsistencies in advisors’ skill competency and quality of services provided to learners.

Key Insights:

  • Standardizing Competencies: Effective career advisor training and professional development needs to address both foundational competencies (building relationships, implicit bias) and technical skills (e.g., helping learners with FAFSA, job applications, labor market data). States like Indiana are working on creating a statewide coaching framework to ensure consistency across the state.
  • Credentialing Systems: There is currently no official national credentialing system for career advisors, but Texas and Illinois are developing local certification programs that can be scaled and adapted to other regions. There was also discussion about leveraging continuing education units (CEUs) or licensure systems to encourage professional development for career advisors although there is a Certified Career Counseling certification offered by National Career Development Association

Exploring the Role of Intermediaries in Career Pathways

The second session also addressed the role of intermediaries—organizations and entities that help coordinate career pathways and connect learners with career resources.

Key Insights:

  • Successful Intermediary Models: States like Tennessee and Rhode Island shared successful models of intermediary organizations that have bolstered career advising efforts. For instance, the Niswonger Foundation in Tennessee provides additional career coaching support in rural areas, helping to expand capacity in regions with limited resources.
  • Strengthening Partnerships: The session underscored the importance of creating collaborative partnerships between K-12 schools, postsecondary institutions, workforce development boards, and employers to enhance career pathways for all learners.

Leveraging Data to Improve Career Advising Systems

Data plays a crucial role in informing decisions about career advising programs. The breakout discussion focused on data utilization, particularly in tracking career advising touchpoints, student outcomes, and program effectiveness.

Key Insights:

  • Data-Driven Decision-Making: States like Maryland and Kentucky are already collecting data on advising practices, including the number of learners advised, the quality of advisement, and the effectiveness of various programs. Data analytics are being used to identify in-demand career sectors, helping advisors direct learners toward high-wage, high-growth occupations.
  • Overcoming Barriers to Data Integration: The session also discussed challenges in data collection, such as discrepancies in how data is tracked across districts and schools. Participants emphasized the need for data integration across systems to ensure that data is accessible and actionable for learners, families, and educators.

The Launch Collaboration Forum served as a powerful reminder of the value of coming together in the spirit of shared learning and collective problem-solving. Across both sessions, participants were able to openly share their unique challenges and inform solutions, offering a space where ideas could flow freely and where each voice was heard with care and respect. This kind of synergy is essential as we work toward creating equitable career pathways that are not only effective but also inclusive and responsive to the needs of all learners.

To learn more about the Launch Initiative please visit www.launchpathways.org. 

Vania Iscandari, senior policy associate

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Congress Unveils Funding Ahead of the Holidays | Legislative Update

December 17th, 2024

This week, Congress has begun to take up a long-awaited funding extension. New leadership has been named elsewhere for the House Education and the Workforce Committee while the Administration shares STEM and rural education resources. 

Lawmakers Propose Funding Extension

As shared previously, Congress has remained in session over the last few weeks, working to organize itself for the 119th Congress and attend to a wide array of end-of-the-year agenda items. Top on this list is determining a path forward on federal fiscal year 2025 (FY25) funding before current legislation is set to expire this Friday, December 20. Earlier today, lawmakers announced that they had reached an agreement on another three-month continuing resolution (CR), which will extend federal funding at current FY24 levels through mid-March of next year. The CR would provide lawmakers with additional time to determine full-year funding for FY25 in the next Congress when Republicans will have control of both the House and Senate. 

Notably, the CR includes a number of additional pieces of pending legislation and other assorted proposals. Advance CTE continues to analyze this legislation for other important components and will share additional details as they become available. The CR is expected to be considered on an accelerated timeline this week and is widely expected to pass ahead of the December 20 deadline.

Walberg to Chair House Committee on Education and Workforce

Last week, the House Republican Steering Committee met to determine new leadership for the House Education and the Workforce (E&W) Committee. Longtime E&W Chair Virginia Foxx (R-NC) has been term-limited in the new 119th Congress under House Republican Conference rules. Both Reps. Tim Walberg (R-MI) and Burgess Owens (R-UT) have been vying for the E&W Chair role since Foxx’s announcement earlier this year. Ultimately, the steering committee selected Rep. Walberg for this critical role overseeing education and workforce development policy. “We have a unique opportunity to make substantive reforms to empower parents, incentivize workforce training, improve government efficiency, and unburden American innovators and job creators. The American people have given us a mandate to enact meaningful change and ensure future generations will succeed,” Walberg, a longtime committee member, said after the announcement. 

White House Publishes STEM Education Strategy

Last week, the Committee on Science, Technology, Engineering, and Math (STEM) under the National Science and Technology Council shared a new resource aimed at helping to grow STEM education and talent over the next five years. The vision for the resource, the Federal Strategic Plan for Advancing STEM Education and Cultivating STEM Talent, is to inspire and cultivate a diverse STEM workforce and ensure equitable access to STEM opportunities for all Americans. The plan emphasizes multi-sector partnerships, ensuring access, opportunity, transparency and accountability. Through the outlined principle of STEM training and workforce development, the strategy references Career Technical Education (CTE) and local community colleges as a direct means of building the STEM workforce needed for the future.

ED Guidance on Rural Teaching Shortages

Last week, the U.S. Department of Education (ED) released a report as part of the initiative to support a stronger educator workforce titled “Raise the Bar: Supporting Rural Communities.” The report remarks on the vitality of rural schools to their communities that face consistent educator shortages and highlights specific state examples of practical solutions to build local talent, increase compensation, and enhance working conditions. Registered teacher apprenticeship opportunities and “Grow Your Own” programs are key ways CTE can support local candidates in filling teaching roles. ED encourages using federal funds through Title I and II, the Rural Education Achievement Program (REAP), Career and Technical Education State Grants, and other funding streams to support rural schools with essential funding to support learners. 

Labor Grants for Youth Job Training for High-Demand Careers

Last week, the Department of Labor (DOL) announced that grants were awarded to organizations across 31 states to provide training and employment services to expand access to Registered Apprenticeship Programs (RAPs). The awards are intended to prepare younger workers for quality jobs in high-demand careers through pre-apprenticeships. The YouthBuild Program, supported by the Workforce Innovation and Opportunity Act (WIOA), aims to engage young learners aged 16 to 24 who are not enrolled in school or employed in the workforce. The program divides learners’ time between classroom instruction to earn a high school diploma or equivalent degree and work-based training to prepare for careers. It also provides support services like childcare, transportation assistance, and the provision of work attire and personal protective equipment. Read more about the YouthBuild Program here.

Odds & Ends

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor

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From Data to Action: How Vermont Is Engaging Learners in Career Pathways

December 17th, 2024

Vermont’s Career Technical Education (CTE) leaders are continually advancing their efforts to ensure equity, meaningful learner engagement, and real-world readiness across the state’s career pathways. Senior Policy Associate Haley Wing led two impactful sessions at Vermont’s 2024 annual conference in Jay Peak, Vermont—a small ski town near the Canadian border that highlighted two Advance CTE resources—Using the Achieving Inclusive CTE Goal-Setting Tool and Leveraging Learner Voice to Strengthen CTE.

These sessions offered state leaders actionable insights and practical tools to take their work to the next level, showcasing how Advance CTE’s resources can help align CTE systems with learners’ needs and priorities. Throughout the conference, discussions, workshops, and panels built upon these themes, reflecting Vermont’s commitment to equity, career exploration, and fostering learner success.

This blog highlights how Vermont leaders use these tools to elevate their work, celebrates the fantastic progress across the state, and outlines promising practices for others to consider.

Session 1: Leveraging Learner Voice to Strengthen CTE

Meaningful learner engagement is critical to program improvement, equity, and inclusion across CTE programs, policies, and opportunities. Leaders across Vermont are well aware of the value of leveraging learner voice in CTE. Leaders across the conference elevated existing practices and opportunities to improve programs and learning environments and meet learners’ diverse needs using their feedback, input, and leadership. 

While the session elevated findings from Advance CTE’s Leveraging Learner Voice to Strengthen CTE technical assistance cohort built upon Advance CTE’s With Learners, Not For Learners: Learner Voice Toolkit, promising practices, and methods of meaningful learner engagement emerged from the plenary session:

  • Accounting for different dimensions of diversity is critical to meaningful learner engagement. Throughout the session, leaders recognized their geographic location and the demographics typical of their state. While racial diversity is not always enabled, other equity dimensions should be accounted for to ensure learners engage in real-world work experiences to prepare them for the workforce. 
  • Progress over perfection; the work builds over time: CTE Center Directors across the state participated in an interactive version of the Assessments for Engaging CTE Learners from the Learner Voice Toolkit (page 35 in the toolkit). Through audience examples, it became clear that many directors are already actively fostering meaningful learner engagement. Specific actions include:
    • Collaborating with learners to gather feedback on programs and make improvements;
    • Integrating learner voice into decisionmaking meetings that impact their CTE experiences;
    • Initiating discussions with CTE instructors to deepen and expand learner engagement across CTE opportunities.

Session 2: Achieving Inclusive CTE Goal-Setting Through Data

Incorporating and leveraging data is a critical component of CTE program improvement, especially with a focus on equity and inclusion. Advance CTE is committed to supporting leaders in accomplishing and actualizing the valuable practice of leveraging data and goal-setting to meet equity goals aligned with Carl D. Perkins Career and Technical Education Act (Perkins V) tools. Trainings like the Opportunity Gap Analysis Workshop and the Achieving Inclusive CTE Goal-Setting Tool are examples of resources for CTE leaders to support this work and development. 

Leaders across Vermont are expanding their use of CTE data in earnest with the Achieving Inclusive CTE Goal-Setting Tool. During this session, CTE Center Directors discussed opportunities to leverage the tool across their centers, different ways to interpret and read the tool’s analyses, and strategies to support others in leveraging it for inclusivity and equity. 

Promising Practices and Next Steps

Both sessions demonstrated that Vermont’s CTE leaders are deeply committed to fostering inclusive, equitable environments that place learners at the center. By focusing on learner voice and data-driven goal-setting, the state creates pathways for learners to succeed, regardless of background or circumstances. Leaders are actively strengthening programs and cultivating relationships that prepare learners for the workforce and future challenges.

Key Takeaways

  • Equity through Action: Both sessions underscored the importance of recognizing learners’ diversity and taking actionable steps to ensure their voices shape CTE experiences. Whether through feedback loops, targeted improvements, or inclusive decisionmaking, learners are increasingly seen as co-creators of their success.
  • Data as a Catalyst for Equity: Leveraging tools like the Achieving Inclusive CTE Goal-Setting Tool allows Vermont’s CTE leaders to transform data into impactful action. By identifying and addressing opportunity gaps, leaders can drive more equitable outcomes across all CTE programs, aligning with the state’s commitment to equity as outlined in Perkins V.

As Vermont’s CTE community prioritizes equity and learner engagement, the collective focus on continuous improvement will drive meaningful progress. By putting learners at the forefront and using data to guide their efforts, Vermont’s CTE leaders are setting a powerful example of how to build more inclusive and responsive programs that prepare all learners for success.

Get Involved

The conference was a reminder that advancing CTE and making it more inclusive is a continual process. As Vermont’s leaders continue to exchange ideas and collaborate, the future of CTE in the state looks promising. With learner voice guiding program development and data illuminating areas for growth, Vermont’s CTE programs are well-positioned to meet the evolving needs of both learners and the workforce.

To learn more about Advance CTE’s resources, supports, technical assistance and/or speaking opportunities, please see this page on the Advance CTE website.

Haley Wing, senior policy associate

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Getting to Know the 2024-2025 New York State Association of Career & Technical Education (NYSACTE) Postsecondary State Leaders Fellowship Fellows (Part 2)

December 17th, 2024

NYSACTE, Advance CTE, and ECMC Foundation are excited to introduce the Fellows of the inaugural cohort of emerging leaders from across New York State. The Fellows of the NYSACTE Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. This blog series will briefly introduce each NYSACTE Fellow. 

Asantewa K. Holley is the vice president of operations for Northland Workforce Training Center (NWTC). Ms. Holley has worked in the financial industry for eighteen years holding multiple operational management roles.  Ms. Holley holds an MBA from The University of Buffalo, B.S. in accounting from Empire State College, and is a 2020 Graduate of Leadership Buffalo, 2023 Graduate of the New York Association of Training and Employment (NYATEP) Workforce Academy, and Fellow of the Oishei Foundation’s Karen Lee Spaulding Leaders of Color. 

Ms. Holley currently serves as a board member for Housing Opportunities Made Equal (HOME), the Michigan Street Preservation Corporation – Nash House, Goodwill WNY, Leadership Buffalo, Community Advisory Board for Buffalo Toronto Public Media, and Trustee at True Bethel Baptist Church. Ms. Holley is a member of the National Black MBA Association, WNY Chapter. She has won several awards including Business First 40 Under 40, Purposeful Women of Faith Business and Finance awardee, and the Buffalo Black Achiever Award. Ms. Holley was recently appointed as a commissioner to the City of Buffalo Commission of Citizen’s Rights & Community Relations.

Dr. Kristen Klein serves as the supervisor for adult & secondary programs within the Career and Technical Education Division at Western Suffolk BOCES. In this role, she oversees the postsecondary School of Allied Health Sciences, the Office of Financial Aid, and institutional accreditation processes. Dr. Klein is also an Adjunct Assistant Professor at Hofstra University where she teaches research methodology in the Department of Counseling & Mental Health Professions.

With a Doctor of Education in Educational Leadership and Policy Studies, specializing in Higher Education, Dr. Klein is deeply committed to advancing student success. Her research explores the factors that enhance academic outcomes for chronically ill and disabled postsecondary students, reflecting a dedication to inclusivity and equity in education.

Outside of work, Dr. Klein is a passionate distance runner and powerlifter. Her approach to life mirrors her athletic pursuits, combining endurance and strength to overcome challenges and achieve goals. She finds joy and balance in her family life and in caring for her beloved sphynx cat, Rocky.

As the Director of Constituent Services and Grant Administrator for a New York State Senator in Central New York, Dr. Tatiana C. Parker helps constituents navigate challenges with state and local agencies, understand state government functions, and provides state capital grant direct technical assistance to local municipalities and non-profit organizations.

Beyond her professional work, Tatiana is a purpose-driven leader committed to building stronger, more inclusive communities. Through active involvement with local and national non-profit organizations such as Delta Sigma Theta Sorority, Inc., the National Council of Negro Women, Inc., and Lambda Kappa Mu, Inc., she equips individuals with the knowledge, resources, and networks needed to achieve upward mobility.  

A recognized leader, Tatiana was named one of Syracuse’s 40 Under 40 (2018) and received the SUNY Chancellor’s Award for Student Excellence (2019), the highest student honor within the State University of New York system. She is also an alumna of Leadership Greater Syracuse, LeadUP CNY, and Nourishing Tomorrow’s Leaders community-based programs. 

Tatiana holds an A.S. in Human Services from Onondaga Community College, a B.A. in Political Science from SUNY Oswego, an M.A. in Social and Public Policy, and a Professional Certificate in Community Advocacy from Empire State College, and an Ed.D. in Executive Leadership from St. John Fisher University. Her research focuses on social capital’s role in economic mobility, especially for historically disadvantaged populations.

Tatiana’s work bridges education, workforce development, and community, aligning with NYSACTE’s mission to prepare individuals for meaningful careers and civic engagement.

Joe Salamone is a passionate and dedicated educator with a deep commitment to fostering innovative learning experiences that prepare young people for success. Currently serving as the Assistant Director of Career Pathways Programs at Ulster BOCES, Joe is driven by a belief that all students deserve equitable access to high-quality CTE opportunities that connect their learning to real-world careers while helping them grow into good humans who are also future-ready.  Recognized as an educational innovator, Joe is skilled in developing and implementing cutting-edge programs that engage students and promote their academic and career growth. He is eager to contribute his expertise and collaborative spirit to initiatives that empower students and strengthen CTE programs across New York State. 

Dr. Randelle Sasa has two decades worth of experience in nursing practice, education, and research. He is currently an associate professor and chair of the Department of Nursing at the College of Staten Staten Island of the City University of New York (CUNY). In this role, Dr. Sasa supervises around 350 students, and 75 faculty members across associate, bachelor’s, master’s, and doctoral programs in nursing.  Dr. Sasa’s research interests include Filipino caring, health disparities among Asian American and Pacific Islanders, men in nursing, and high-impact educational practices (HIPs) in nursing. Dr. Sasa teaches Medical-Surgical Nursing, Critical Care, and Nursing Research. Dr. Sasa’s most recent professional recognitions include the 2024 Gene Tranbarger Research Award by the American Association for Men in Nursing (AAMN), and the 2023 Elsevier Educator of the Year Award by the Organization of Associate Degree Nursing (OADN).

To learn more about the NYSACTE Fellowship please visit https://www.acteonline.org/nysacte/nysacte-postsecondary-fellowship/.

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Getting to Know the 2024-2025 New York State Association of Career & Technical Education (NYSACTE) Postsecondary State Leaders Fellowship Fellows (Part 1)

December 16th, 2024

NYSACTE, Advance CTE, and ECMC Foundation are excited to introduce the Fellows of the inaugural cohort of emerging leaders from across New York State. The Fellows of the NYSACTE Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in CTE that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. This blog series will briefly introduce each NYSACTE Fellow. 

Dana Acee has been a higher education professional for 12 years and is passionate about serving students and her community. She began her career in enrollment management and has been in her current role as director of career & transfer services at Onondaga Community College (OCC) since August 2021.  During her time at OCC, Dana has developed opportunities to increase student participation in work-based learning and led the integration of dedicated career and transfer support in each of OCC’s four Schools. Dana was a member of the 2023-2024 inaugural cohort of the New York State Community College Leadership Academy. She currently serves as a member of OCC’s Diversity, Equity, Inclusion, and Belonging Council, the Onondaga County One Stop Operator Group, and the OnPoint for College Career Services Advisory Board. Dana plays flute in the Central New York Flute Choir and is a certified yoga teacher, teaching at OCC and volunteering in the community. 

Boby Akhi, a full-time faculty member in the Business Administration and Accounting department at SUNY Corning Community College, also serves as chair of the Diversity Council. She is pursuing a Doctorate in Higher Education Leadership at Maryville University and holds three master’s and two bachelor’s degrees, earning a Presidential Gold Medal for academic excellence in her first graduate program. With five years of teaching experience in the USA and Bangladesh, Boby also brings three years of corporate experience from companies like John Deere. Her academic interests include leadership, diversity and inclusion, international business law, and entrepreneurship. Originally from Bangladesh, she now resides in Horseheads, NY. Fluent in four languages, she is an active member of Junior Chamber International (JCI).

Dr. Fiorella Cabrejos is an innovative school leader serving in the Bronx, NY, for over two decades, dedicated to transforming education and empowering students through life-changing leadership.  Born in Lima, Peru, and raised in White Plains, NY, she serves as a master principal for NYC Public Schools. Her groundbreaking Focused Coaching for Transformational Change (FCTC) model stems from her success in turning around Fordham Leadership Academy in the Bronx. Dr. Cabrejos has introduced pioneering programs like Smart Schools Early College, Future Ready, and Career Readiness Modern Youth Apprenticeship, focusing on college and career preparedness. She leads her school’s Equity Committee, addressing systemic oppression through curriculum reform for real-world and career connectedness alignment and restorative justice practices. With a doctorate from Fordham University, Dr. Cabrejos continues to coach principals and design master classes, aspiring to dismantle educational inequity and create excellent learning environments for all students, especially those from marginalized communities.

Laura Carbone is a passionate advocate and educator across the P-12 educational pathway. She graduated from St. Lawrence University with a CAS in Educational Leadership, SUNY Potsdam with an MSED in Inclusive Special Education, and a BA in Early Childhood/Childhood and History Education. Her areas of certification include, School District Leadership, Special Education N-12, B-6 Childhood, and History 7-12.   She is currently the director of operations and management for the SUNY Potsdam Watertown Extension. Laura is also the coordinator for the Certificate of Advanced Studies Educational Leadership School Building /School District Leader & the Inclusive and Special Education Advanced Studies programs, and MSED Inclusive and Special Education program coordinator for SUNY Potsdam. She has been an adjunct instructor for SUNY Potsdam since 2009, teaching a variety of courses in both the special education and educational leadership program pathways. She was a former school district administrator for over 10 years in special education and academic interventions for the Indian River Central School District. Prior to that she was a teacher both in sixth grade, in an integrated co-teaching classroom, and high school global history.

Ramone Davis is the associate director of CTE pathways & partnerships at KIPP NYC. For more than a decade he has provided critical post-secondary advisement, culturally responsive counseling, and instruction in the nonprofit sector. Demonstrating great creativity and flexibility working in several schools, liaising with partnership organizations, and providing support to meet the requirements of various funders. In his current role, he establishes programming and processes for Career & Technical Education (CTE) bound high school students and alumni. During his tenure managing the Workforce Team at KIPP NYC, the scope of his team’s postsecondary work expanded from solely serving NYC alumni to supporting recent graduates interested in CTE pathways from other KIPP regions and charter networks in Connecticut, New Jersey, Philadelphia, and Rhode Island.

To learn more about the NYSACTE Fellowship please visit https://www.acteonline.org/nysacte/nysacte-postsecondary-fellowship/.

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Lawmakers Return for Final Stretch of 118th Congress | Legislative Update

December 6th, 2024

This week, Congress returned for continued work during the lame duck session while a recent workforce development agreement is considered by lawmakers. Elsewhere, the Office of Management and Budget (OMB) opened the public comment period on the Department of Education’s (ED) recently proposed information collection requests, ED issued guidance for supporting the educator workforce, and the Department of Labor (DOL) withdrew a proposed rulemaking on apprenticeships.

Congress Returns for Lame Duck Session

Following the Thanksgiving holiday recess period, lawmakers in both chambers returned to Capitol Hill this week for the final stretch of the 118th Congress. Lawmakers are widely expected to address a number of “must pass” legislative items, including and especially the pressing need to determine a pathway forward for fiscal year 2025 (FY25) appropriations before current funding expires later this month. As a reminder, current FY24 funding levels were extended earlier this fall through December 20 for all federal programs, including the Carl D. Perkins Career and Technical Education Act (Perkins V). Lawmakers are likely to pass another short-term extension, known as a continuing resolution, through the early part of next year. 

This means resolving final FY25 appropriations for federal programs, like those authorized by Perkins V and others falling under the purview of the U.S. Department of Education (ED) and Labor (DOL), will be determined by the new, Republican-controlled Congress next year. As these efforts continue to progress, Advance CTE is continuing to advocate for strengthened federal investments in Perkins V’s state grant program and other critical sources of federal support for Career Technical Education (CTE). 

WIOA Agreement Under Consideration 

Just before Thanksgiving, the leaders of the House Education and the Workforce Committee and the Senate Health, Education, Labor, and Pensions (HELP) Committee announced that they had reached a bicameral and bipartisan agreement to reauthorize the Workforce Innovation and Opportunity Act (WIOA). If enacted, the legislation would codify the Strengthening Community College Training Grant Program and the Workforce Data Quality Initiative– two key priorities for Advance CTE. In addition, the legislation would make improvements to the sharing of one-stop center infrastructure costs while also updating youth formula funding to serve learners more effectively. The legislation is currently being considered by the Senate via a “hotline” process, which requires the agreement of the full Senate. Advance CTE is monitoring these efforts closely and continuing to analyze the bill for additional areas of alignment with the organization’s board-approved WIOA recommendations. Read a summary of the bill here.

Comment Period Continues for ED’s Perkins Regulatory Proposal

At the beginning of the week, the U.S. Department of Education’s (ED) proposed information collection requests (ICRs) impacting the Perkins V state plan guide and consolidated annual report were moved for review to the Office of Management and Budget (OMB). After the first comment window, ED was responsible for reviewing comments submitted by public stakeholders and considering the impact of the ICRs on the burden on state CTE systems. Given ED’s extremely quick processing and review of comments from last month, it remains unclear if the agency has thoughtfully assessed the impact of this proposal prior to advancing it for a new 30-day review period by OMB. Submission of comments for the State Plan Guide and the Consolidated Annual Report (CAR) Guide as part of the OMB review process are due by January 2, 2025. Advance CTE encourages state leaders and other CTE leaders to communicate concerns to OMB regarding the accuracy of ED’s estimates regarding the proposal’s burden on state and local CTE systems.

ED Releases Non-Regulatory Guidance Resources

This week, the Department of Education (ED) released two non-regulatory guidance resources. The first is guidance on strategically using Title II, Part A funds under the Elementary and Secondary Education Act (ESEA) to support educator recruitment, retention, professional learning, and improved student outcomes. Otherwise known as Supporting Effective Instruction State Grants, they can be used at the discretion of state and local education agencies for any means identified to increase student achievement. The guidance references policy levers that education agencies could pull including expanding pathways into the profession and combining funds with other grants from the Individuals with Disabilities Education Act (IDEA) and Perkins V. 

The second resource is guidance from ED for state and local education agencies and institutions of higher education to support the development of a diverse educator workforce. The guidance references the importance of a diverse educator workforce in improving student outcomes, addressing teacher shortages, and fostering equity in education. In the resource, ED cites the investment in Grow Your Own programs as an important pathway into the educational workforce. Delaware’s Teacher Academy Career Pathway program is upheld as an example of engaging secondary learners in meaningful teaching training through a program of study that offers college credits and work-based learning opportunities to grow the educator workforce in their state.

DOL Withdraws Apprenticeship Rule 

Over the Thanksgiving holiday, the U.S. Department of Labor (DOL) formally withdrew a proposed rulemaking on National Apprenticeship System. Proposed nearly a year ago, the rule would have created a new apprenticeship model called “Career and Technical Education Apprenticeships,” which Advance CTE and others raised concerns about during the comment period. The withdrawal of this rule means that existing apprenticeship regulations governing Registered Apprenticeship Programs will stay in effect for the time being.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor

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Welcome Brenna Bartlett to Advance CTE!

December 3rd, 2024

Hey y’all! My name is Brenna Bartlett, and I am beyond thrilled to join the Advance CTE team as the director of technical assistance. In this reimagined role, I’ll be working closely with members, states, and organizations to design and deliver tailored technical assistance that expands access to—and drives success in—high-quality Career Technical Education (CTE). As a lifelong advocate for CTE, I couldn’t be more excited about the opportunity to collaborate with passionate leaders and learners from all across the country, working together to achieve even greater outcomes for our communities. Let’s get started!

A true Midwesterner at heart, I was born and raised in Cincinnati, Ohio, before moving to Kentucky to pursue a degree in Public Administration. Although I had always sworn to my educator mother that I had no interest in teaching, I soon realized my passion for public service stemmed from a deep desire to help others succeed, thrive, and contribute to their communities. Early in my career, I worked with nonprofit organizations focused on workforce development and education, which ultimately granted me the opportunity to lead, teach, and discover in a variety of unique and traditional school settings, engaging with learners of all ages, backgrounds, and needs.

My diverse educational experiences ultimately led to nearly seven years at the Ohio Department of Education and Workforce, where I most recently served as assistant director of the Office of Career Technical Education. In this role, I led the development and implementation of Ohio’s work-based learning framework and co-founded the Ohio Equity Labs, a statewide initiative aimed at promoting data-driven strategies to enhance learner access, engagement, and outcomes. My team also expanded and reimagined Ohio’s regional support systems to ensure the success of local CTE programs during these recent times of rapid change and growth. I’m incredibly proud of the work we did to create greater opportunities for learners and build a brighter future for Ohio. I’m excited to carry this momentum forward in my new role, partnering with you to foster continued success and positive change in your states and across the country.

I currently live in Columbus, Ohio, and when I’m not immersed in my latest work project, I love to travel and seek out unique experiences – I’m currently planning a trip to Germany for Oktoberfest next year! At home, I enjoy volunteering, appreciating the arts, and exploring the city with my husband and our two dogs.

Brenna Bartlett, director of technical assistance

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Renee Blackshear’s Fellowship Journey: Working Toward Workforce Transformation

November 26th, 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 are representative of 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 a 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 Renee Blackshear, senior instructional technologist/ workforce trainer and esteemed professor at Texas State Technical College.

Q: Let’s start with your journey into CTE. How did your background shape your path into this field?

A: Growing up, my family faced financial challenges, which made me acutely aware of the need for stable, well-paying jobs. For a while, I dreamt of becoming a journalist, but I quickly realized that CTE offered real, hands-on opportunities to build a sustainable career. What drew me to CTE wasn’t just financial stability; it was the chance to provide others, especially those from underserved communities, with the skills they need to succeed in today’s job market.

Q: You’ve also mentioned that your Native American heritage has influenced how you view success. Can you share how that shapes your perspective?

A: Absolutely. My heritage has taught me resilience. Growing up, I learned to adapt and persevere through challenges, something that’s deeply embedded in Native communities. That resilience has shaped how I approach my work in CTE, specifically in creating opportunities for people to gain the skills they need to take control of their futures. I want to help others find their strength through education and training, just as my heritage has helped me find mine.

Q: You’ve been vocal about the need to promote digital transformation, especially for underrepresented groups like Latinx females. Why do you think this is such a crucial issue?

A: The digital transformation is happening quickly, but underrepresented groups, especially Latinx women, are often left out of these opportunities. According to a research report by Accenture titled “Resetting Tech Culture,” 27% of computing roles in the U.S. market are held by women, and just 3% and 2% are held by African-American and Hispanic-American/Latina women, respectively. It’s critical that we raise awareness about these opportunities and create inclusive programs that specifically target these groups. Mentorship, access to technology, and creating pathways into tech are key steps in ensuring that more women, especially from marginalized communities, can break into these industries.

Q: You’ve talked about the importance of building relationships. How has collaboration shaped your approach to equity and workforce development?

A: Collaboration has been key in my journey. It’s not enough to know what needs to change—we have to work together to make that change happen. Building relationships between educators, employers, and community organizations is essential for creating an equitable workforce development system. For me, looking at systems through the lens of equity has been a personal growth process. I’ve learned that real change happens when we recognize and dismantle the barriers that exclude certain groups from success.

Q: You’ve also mentioned creating a “playbook” to bring more women into skilled trades. What does that idea look like?

A: Yes, I’m really excited about this concept. Skills-based work has traditionally been male-dominated, but there’s so much potential for women to thrive in these fields. According to a 2021 survey and report from the Institute for Women’s Policy and Research, women remain highly underrepresented in the trades, accounting for just 4% of all workers in construction occupations. The playbook would be a practical guide that helps organizations bring more women into the trades—through outreach, training, and retention strategies. It would provide resources, share success stories of women in trades, and offer actionable steps to create inclusive environments. The goal is to show that these industries are a viable and rewarding career path for women.

Q: There’s often a disconnect between education and industry. How can we better align the two to prepare learners for the workforce?

A: The key to better workforce preparation is collaboration. Industry professionals need to be actively involved in shaping educational curriculums so that learners are aligned with the skills employers are seeking. But it’s not just about the curriculum. It’s also about building relationships between educators and industry leaders. Also, by engaging with learners directly, employers can help guide them toward specific career paths and give them a better understanding of what skills they need to succeed.

Q: You’re clearly passionate about creating long-term change. What advice would you give to others who want to make a difference in CTE or workforce development?

A: My advice is simple: never stop pushing for change. The systems we’re working with today weren’t designed to be equitable or inclusive, but that doesn’t mean we can’t improve them. CTE has the power to transform lives, and we must continue innovating to ensure that everyone—especially underserved communities—has access to the skills and opportunities that will lead to success. Don’t be afraid to challenge the status quo. Real solutions often come from looking at problems in a new way.

Q: As a participant in Advance CTE’s national Fellowship, what do you hope to gain from this experience?

A: Being a part of the Fellowship is such an incredible opportunity. I hope to gain a deeper understanding of how to implement systemic change at both the state and national levels. The Fellowship provides a platform for collaboration, and I’m excited to connect with other leaders who share a passion for transforming CTE. I also want to learn more about how to scale the innovative practices and policies that we’re exploring in the Fellowship in order to have a broader, lasting impact. Above all, I hope to take back to my institution practical strategies and insights that will help me advocate for more inclusive and effective workforce development systems.

As Renee underscored, the urgency of transforming workforce development and education to ensure equal access to opportunities for all is of utmost importance. From increasing diversity to bridging the gap between education and industry, the path forward is clearly built on collaboration, inclusion, and continuous innovation, concepts key to shaping the future of CTE and workforce development. Discover more about Renee and the other Fellows driving transformation in the third cohort of the national Fellowship on the Advance CTE website.

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