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 

Scalable Solutions for Today’s Manufacturing Frontline-Workforce Education | 2024 Fall Meeting Diamond Sponsor: MSSC

October 18th, 2024

Dear State Career Technical Education (CTE) Leaders and Partners,

The Manufacturing Skill Standards Council (MSSC) is committed to shaping tomorrow’s manufacturing workforce by providing high-quality training solutions that empower state leaders to scale and replicate impactful programs statewide.

Manufacturing and supply chain logistics are the backbone of America’s economy, driving innovation, job creation, and economic growth across industries. To remain competitive in the global market, it is critical that we equip learners with the necessary skills to thrive in these high-skill, high-wage, and in-demand sectors.

MSSC’s industry-recognized certifications, particularly in Certified Production Technician (CPT), Certified Logistics Technician (CLT), and Certified Technician – Supply Chain Automation (CT-SCA) provide learners with the technical knowledge essential for advanced manufacturing and supply chain logistics roles. These certifications not only help your state meet the demand for a qualified workforce but also create pathways for learners to enter and advance in these vital industries, significantly enhancing their career mobility.

How MSSC Supports Statewide CTE Efforts

State CTE leaders can utilize MSSC’s comprehensive programs to:

  • Strengthen Workforce Readiness: MSSC training and certifications prepare learners for a range of advanced technical roles in both manufacturing and logistics, addressing critical skill gaps in sectors that power our nation’s economy.
  • Drive Innovation in Manufacturing and Logistics: By ensuring that learners are trained in cutting-edge practices and technologies, MSSC programs help your state stay ahead in fields like automation, robotics, AI, and supply chain management.
  • Enhance Equity in Career Pathways: MSSC programs are designed with accessibility and scalability in mind, ensuring that all learners, regardless of background, can participate in and benefit from high-quality CTE training.
  • Increase Career Mobility: By integrating MSSC certifications into your statewide CTE strategy, you can provide learners with clear pathways to advance their careers in manufacturing and supply chain logistics. These certifications serve as a stepping stone for further education and professional development, empowering learners to achieve their career goals and contribute to your state’s economic growth and sustainability.
  • Scalable Solutions for Statewide Impact: MSSC’s programs are designed for scalability, allowing states to implement them across various educational institutions and workforce development initiatives. By leveraging a common framework and standardized curricula, states can ensure consistent training quality and outcomes, making it easier to replicate successful models and expand access to high-quality CTE training for more learners.

What’s Next?

We invite you to learn more about how MSSC can support your state’s efforts to lead in CTE. Contact us to discuss how we can tailor solutions to meet your state’s unique needs.

Thank you for your continued dedication to advancing CTE for all learners.

Neil Reddy, CEO, Manufacturing Skill Standards Council (MSSC)
[email protected]

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

2024 Fall Meeting Diamond Sponsor: Certiport

October 18th, 2024

In a world where competition for jobs, pay increases, and academic success continues to increase, certifications offer hope because they are a credible, third-party assessment of a candidate’s skill and knowledge for a given subject. To empower learners with these credentials to succeed, school districts across Illinois partnered with Certiport, helping bring industry-recognized certifications to schools and learners in their communities. Discover how this impacted students and employers in their respective areas.

Why certification?

Illinois’ Career Technical Education (CTE) programs are focused on preparing learners for careers in high-wage, high-skill, and in-demand occupations. Certiport’s certification programs are preparing students for prosperous careers across the state, from rural areas such as Flora, to urban destinations like Chicago.

“In Chicago Public Schools, we are placing high emphasis on teaching in the classroom that have high quality post-secondary outcomes,” said Chandler Meyer-Brown, Director of Career and Technical Education for Chicago Public Schools. “We know that teaching and certifying students has a long-term impact on student success.”

To set learners up for success, districts across Illinois leverage several certifications from the Certiport portfolio, including:

By selecting a diverse portfolio of certifications, Illinois educators are preparing students to enter the workforce, with doors open to multiple industries. “For many years now we’ve known that students need a variety of credentials when they want to prepare for going into the workforce. Certainly, industry certifications have become an increasingly important building block for our students’ success,” said Anne Cothran, Director of Education for Employment System of the Moraine Area Career System.

How were Certiport’s certifications implemented?

Illinois schools and career centers customized the delivery of the certifications based on their learners’ needs, leveraging Certiport’s “full pathway” resources. This means that schools not only have certifications for their learners but also curriculum and practice tests to make sure all learners are prepared for testing. Each district, school, and educator can decide which resources work best for them and their learners.

Community High School District 218 decided on a pilot program, where educators first tested the curriculum and certifications before offering them to their learners. Each teacher then offered the certification to a handful of learners. “All nine students in the pilot program got certified,” said Frank Lamantia, Curriculum Director for CTE in Community High School District 218. “Seeing that 100% pass rate in the pilot was all the evidence we needed to move forward.”

Illinois educators and district representatives like Frank selected learning products and practice tests to prepare students for their actual certifications. “Certiport provides various resources, like CertPREP and other online teaching resources, that are so helpful for students. We want to make sure they understand what to expect on the certification exams,” said Mohammed Ikramullah, IT teacher at Mather High School.

What was the impact?

Integrating certification in Illinois schools has significantly impacted learners and communities. “Certifications allow my students to leave with something tangible that they can take into the workforce,” commented Robert Lee, a teacher in Chicago Public Schools. Learners across Illinois also shared the impact their certifications have had on their education and job opportunities.

Illinois schools are shaping futures and preparing learners with industry-recognized skills for success — using certifications to open doors and unlock possibilities that were previously unattainable.

Start empowering learners through Certiport certifications. Certiport offers an array of programs that can benefit IT, business, design, hospitality and culinary arts, health sciences, and agriscience educators. Get started today by visiting Certiport.com.

By Hannah Crepeau, Content Manager at Certiport, a Pearson VUE Business. Email questions to [email protected].

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

Partnership Powers Progress | 2024 Fall Meeting Diamond Sponsor: NCAE, CEWD

October 18th, 2024

The National Council for Agricultural Education (NCAE) and the Center for Energy Workforce Development (CEWD) have been working together to prepare for the new Energy and Natural Resources Career Cluster and the modernized Agriculture Career Cluster. Both clusters are part of the proposed Cultivating Resources Cluster Grouping that will be released this month.

Here’s what we have learned: 

In partnerships there is strength.

This lesson has remained constant in our collaboration. We have focused on the power of what will be created from two Clusters and how our industries can partner to benefit learners, educators, and each industry. We don’t look at the new Cluster structures as an either/or, but rather an opportunity for powerful integration of careers and workforce development NCAE and CEWD are exploring how they can collaborate beyond the clusters so that “one plus one equals the power of three” for two industries essential to our country. 

What’s old is old again, until it’s new.

NCAE has shared learnings from “energy and natural resources” sitting historically within the agricultural cluster, preparing CEWD to take the baton for the new stand-alone cluster. CEWD, in turn, is using those lessons to make adjacent recommendations for the new Cluster, creating a Framework that will be familiar to instructors and learners. Meanwhile, NCAE is focusing on supporting state and local leaders, as well as agriculture educators with essential resources. While both groups are allowing history (the old) to guide the future, this watershed moment will infuse fresh and modernized teachings (the new) into what will soon be two clusters. A national Framework for the new Energy and Natural Resources Cluster for high school classrooms is expected to be available by the end of 2024 or early in 2025. The Framework for post-secondary and K-8 classrooms will follow shortly thereafter.

Similarities are more significant than differences.

Differences between agriculture and energy are obvious on a broad level. The similarities between the two are less apparent, but notable in comparison.

  • Both industries focus on inputs to drive outputs, on the technology side of the house, but also on the importance of investments into people to drive innovation and progress.
  • A commitment to service drives professionals in both spaces – service to community, service to country, and service to their professions.
  • The public relies on professionals in both career paths but doesn’t really understand – or fully appreciate – the complexities and technical prowess required of those who do the work in these fields. The modernized framework will hopefully help change that, allowing classroom lessons to be both deeper and wider.
  • Both industries steward our natural resources to produce food, fiber, fuel, and energy. The land and its long-term productivity are central to both industries.
  • Agriculture and energy center on efficiency. In agriculture, growers and farmers strive to improve efficiency through technological innovations. The same is true in the energy sector.

NCAE and CEWD are proud of the lessons we are learning and the impact that will be felt as we collaboratively build skilled diverse talent pipelines for the future.

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

Aptitude-enabled learning: Unlocking potential for career and life success | 2024 Fall Meeting Diamond Sponsor: YouScience

October 17th, 2024

Learners today face immense pressure to find the right path for success after high school. In fact, 75% feel unprepared for life beyond graduation. Traditionally, learners relied on advice from parents and friends to shape their future plans. Aptitude-enabled learning offers a better solution, providing data-driven insights that help learners make more informed career decisions.

What is aptitude-enabled learning?

Aptitudes are inherent abilities that show how someone processes information and solves problems. Unlike interests, which change over time, aptitudes are stable and reveal long-term strengths. Aptitude-enabled learning uses assessments to measure cognitive skills such as numerical reasoning, spatial visualization, and problem-solving. These insights help learners discover career paths that align with their strengths.

Why aptitudes matter more than interests alone

Interests can change with experience, but aptitudes provide a constant guide. For example, a learner interested in art may have a natural aptitude for spatial reasoning, which could also lead to success in architecture or engineering. By combining aptitudes with interests, learners get a complete picture, ensuring they pursue careers that fit both their passions and skills.

The danger of fake aptitude tests

Many tests only identify interests, offering shallow results that don’t guide learners toward careers suited to their abilities. Real aptitude tests are backed by science, measuring cognitive skills through validated exercises. Look for tests that use performance-based measures, are scientifically validated, and are unbiased, ensuring fair treatment for all learners.

Benefits of aptitude-enabled learning in K-12 education

Aptitude-enabled learning offers significant benefits for students:

  1. Personalized learning paths: Assessments guide students toward careers that match their strengths.
  2. Increased engagement: Knowing how abilities connect to careers motivates students to invest in their education.
  3. Informed decision-making: Students make better choices about courses, extracurriculars, and post-graduation plans.
  4. Bridging the skills gap: Match learners with careers in high-demand fields, addressing industry talent shortages.

How CTE leaders can use YouScience® on a state level

Career Technical Education (CTE) leaders can implement YouScience at the state level to enhance career readiness. By leveraging YouScience’s aptitude assessment, states can provide students with personalized insights that align their education with future workforce needs. CTE leaders can use statewide programs to bridge the gap between education and industry, helping students discover careers they might not have considered and providing employers with skilled, aptitude-aligned talent. This approach supports long-term workforce development by connecting students’ strengths with in-demand careers in key industries.

The future of career readiness with aptitude-enabled learning

Aptitude-enabled learning helps learners make informed decisions about their futures, improving both engagement and readiness for careers. Tools like YouScience Aptitude & Career Discovery offer research-backed assessments that guide learners toward careers where they will excel. As more schools adopt aptitude-based approaches, learners are better equipped to navigate the future and achieve long-term success.

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

Three Top Reasons to Consider a CTE-Specific Data Management Solution | 2024 Fall Meeting Diamond Sponsor: iCEV

October 17th, 2024

Tracking and analyzing data are key to any successful Career Technical Education (CTE) program. CTE leaders use everything from pen and paper to full-scale data management systems to record this essential information. 

Yet even if you already have a system in place to track program performance, you should consider a solution designed specifically for CTE programs. 

Below, we’ll take a closer look at three types of data tracked by a CTE-specific data management solution.

1) Industry Certifications 

Industry certifications help prove the success of a CTE program. Certification earners prove they have industry-specific knowledge and skills needed to succeed in the workforce.  

CTE programs look to demonstrate success through certifications and align courses to a specific credential to certify as many learners as possible.  

It can be difficult to keep track of pass rates, demographics, and other crucial certification metrics. A CTE-specific solution tracks all this information so programs can make informed decisions about future certification goals. 

2) Career and Technical Student Organizations 

Career and Technical Student Organizations (CTSOs) offer learners opportunities to showcase skills, connect with peers, and pursue professional opportunities. Being part of a local chapter often leads to future success, but most data solutions don’t easily track these valuable experiences.  

With a CTE-specific solution, you can track CTSO involvement and see how it correlates with higher completer rates and enhanced student engagement. 

3) Work-Based Learning 

Traditional data management solutions rarely account for work-based learning (WBL) opportunities such as internships and field experiences. Because these opportunities are numerous and varied, it’s often difficult for programs to track WBL experiences.  

However, a comprehensive data management system will track each student’s WBL hours, skills, and experiences. Collecting this information shows the value of industry partnerships and can lead to increased funding. 

Discover CTE-Specific Data Management and Reporting  

Tracking and reporting essential data helps CTE leaders follow regulations, access valuable funding, and prove the success of their programs.  

Without a CTE-specific data management system, it can be difficult to demonstrate the full picture of what your program accomplishes. But with Eduthings, you get a custom solution to accurately track all your data, making reporting and analysis simple. 

Visit the iCEV booth during the Advance CTE Fall Conference to learn how Eduthings can be your CTE command center to shape tomorrow’s CTE. 

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

Driving Change to Build a Better Workforce | 2024 Fall Meeting Diamond Sponsor: SkillsUSA

October 16th, 2024

As the leading workforce development organization for learners, SkillsUSA is proud to be leading the way to help America’s future workforce. Approaching our 65th anniversary in 2030, we continue to focus on preparing learners for careers in trade, technical, and skilled service occupations. With the support of over 850 national partners, SkillsUSA is committed to addressing our nation’s workforce challenges with bold solutions and steadfast dedication. 

Five Tenets to Drive Access to CTE

The SkillsUSA Drive to 65 Campaign reflects our commitment to expanding programs that empower CTE learners and connect them to career paths, employers, and jobs. The five tenets of our new strategic plan are to:

  • Build an integrated digital ecosystem where learners control their career journey as they connect with chapters and partners.
  • Serve one million learners and teachers across all CTE levels, focusing on underrepresented communities.
  • Reimagine programming to engage more middle school, high school, and postsecondary learners in work-based learning.
  • Transform our national conference into a CTE hotspot where learners, teachers, and instructors connect with workforce development opportunities and training.
  • Increase fundraising to $25 million annually through partnerships and grants to support more programming and more learner success.

Bridging the Gap Between Education and Industry

Bridging the gap between education and industry is crucial as SkillsUSA is committed to aligning learners’ careers with their skills and job opportunities. We provide essential support for teachers and instructors, connecting them with industry for program support, employability training, and mentorship.

Workplace Learning for More Learners

Creating workplace learning experiences (WPLE) that encompass work-based learning (WBL) equips learners with essential skills. These experiences grow in complexity as learners advance, incorporating quality non-degree credentials aligned with the SkillsUSA Championships Technical Standards and our Championships competition program.

This year, SkillsUSA has launched new workplace learning experiences for middle school, high school, and postsecondary learners. Our resources are designed for easy classroom implementation, serving as gateways to industry experiences. Participation in WBL significantly increases personal income and career satisfaction, especially for disadvantaged youth. SkillsUSA is committed to advancing the needs of marginalized learners, providing positive relationships with adults, exposure to new environments, and opportunities to develop social capital.

Realizing Our Incredible Potential

Building a talent pipeline for America has always been our focus — and this focus has never been more vital. SkillsUSA aligns with Advance CTE’s vision where each learner engages in a cohesive, flexible, and responsive career preparation ecosystem. 

Join us in our national movement to boost learner outcomes. Together, we can lift up learners and build thriving communities. Align with us, get involved in our work-based learning initiatives, and join us at the local, state, or national levels to grow the talent pipeline. Connect with our team to receive updates on our progress on the SkillsUSA Drive to 65.

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

 

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