Enhancing CTE Program Access and Credential Access in Arizona

September 27th, 2024

In this blog, Policy Associate Velie Sando highlights policies enacted by Arizona in 2024 that facilitate access to Career Technical Education (CTE) for adult learners and foster care youth, and that expand industry-recognized credentials for learners who complete apprenticeship programs.

Arizona’s CTE landscape saw multiple legislative developments in 2024, with several key policies enacted to enhance opportunities for learners and strengthen workforce development initiatives.

These policy changes align with Arizona’s broader goals for CTE, which include engaging learners in relevant experiences leading to purposeful and economically viable careers. The state’s commitment to CTE is evident in its extensive program offerings, ranging from Accounting and AgriScience to Welding Technologies. With 14 Career and Technical Education Districts formed throughout the state and 101 school districts participating, Arizona has created a robust infrastructure for delivering quality CTE programs.

One of the changes came with the passage of H.B. 2906, which expanded the capabilities of Career Technical Education Districts (CTEDs) across the state. This legislation empowered CTEDs to construct, maintain, and provide housing facilities for those in foster care or classified as unaccompanied youth. This move recognizes the barriers faced by such learners and aims to provide them with stable living environments conducive to their educational goals.

H.B. 2090 introduced a streamlined process for recognizing completed apprenticeship programs. Individuals who successfully finish a U.S. Department of Labor-approved or Arizona Department of Economic Security-approved apprenticeship program in construction trades can now file their certificates of completion directly. This change not only simplifies the documentation process but also ensures that apprentices’ achievements are properly recognized and recorded, potentially enhancing their employment prospects.

The year also saw modifications to the evaluation of adult education programs through S.B. 1113. This bill amended existing legislation on performance measures for adult education and workforce development programs. Notably, it prohibited the Arizona Department of Education from assigning letter grades to adult education and workforce development program schools established on or before July 1, 2024. This change reflects an innovative approach to assessing these programs, acknowledging their unique nature and the diverse needs of adult learners.

As Arizona continues to evolve its CTE landscape, these policies demonstrate a commitment to addressing the needs of diverse learner populations, streamlining professional recognition processes, and refining evaluation methods for adult education. These changes are likely to contribute to the state’s efforts in reaching its Achieve 60AZ goal of having 60% of Arizona adults hold a degree, high-demand workforce certification, or other high-value credential by 2030.

For more policies enacted in 2024, check out Advance CTE and ACTE’s Mid-Year in Review Webinar

Velie Sando, policy associate

Perkins V ICR Comment Extension Requested as Congress Passes FY25 Funding Measure | Legislative Update

September 27th, 2024

This week, Advance CTE and partners formally requested an extension of the comment period for a recent U.S. Department of Education (ED) proposal impacting state and local Career Technical Education (CTE) systems. In addition, Congress passed a highly-anticipated extension of federal funding ahead of an important deadline while the House and Senate examined issues related to Artificial Intelligence and teacher preparation.

Advance CTE Requests ICR Comment Extension

As Advance CTE has shared previously, the U.S. Department of Education (ED) has recently proposed significant changes impacting planning and reporting requirements stemming from the Carl D. Perkins Career and Technical Education Act (Perkins V). As states and the CTE community have continued to review these proposals, a supporting document related to the Consolidated Annual Report (CAR) was recently updated by ED, reflecting substantial new changes proposed as part of this new Information Collection Request (ICR). Given ED is seeking thoughtful and meaningful feedback from the CTE community, Advance CTE and the Association for Career and Technical Education (ACTE) have formally requested a 30-day extension of the underlying comment period. We encourage other stakeholders to emphasize to ED directly the importance of providing adequate time through this comment period for the CTE field to review these substantial changes to Perkins V implementation.

Congress Passes Continuing Resolution and Adjourns Until Mid-November

Late Wednesday evening, Congress passed a three-month extension of fiscal year 2024 federal funding—just a few days before the formal start of the 2025 federal fiscal year (FY25) was set to begin on October 1. The extension, known as a continuing resolution (CR), provides lawmakers additional time to focus on campaigning for the fast-approaching November elections. The expiration of the CR on December 20, near the end of Congress’ upcoming “lame duck” session, also provides more time for lawmakers to negotiate a compromise on a full-year FY25 funding bill during this last stretch of the 118th Congress.

In the meantime, education and workforce development programs like Perkins V’s state grant program will be supported at the same FY24 funding levels for this period. Shortly after the passage of the CR, which cleared both chambers on a wide bipartisan basis, Congress formally recessed, with lawmakers expected to return on November 15. Advance CTE will continue to advocate for a strengthened investment in CTE made via Perkins V as this process moves forward later this year.

Senate HELP Subcommittee Discusses AI and Workforce

This week, the Senate Health, Education, Labor, and Pensions (HELP) Committee’s Subcommittee on Employment and Workplace Safety, led by Sens. Hickenlooper (D-CO) and Braun (R-IN), convened a hearing to discuss the implications of Artificial Intelligence (AI) for workers and efforts to prepare them for the future. The panel questioned an array of witnesses about AI’s growth and the workforce’s changing nature. Panel members, AI industry leaders, an economist from LinkedIn, and a human resources director spoke about the importance of thoughtful guard rails and regulatory frameworks needed for industry leaders to support responsible AI development. 

Witnesses highlighted the need for a changing workforce to be highly-skilled in an emerging field and how community and technical colleges, in particular, can help equip learners with the skills needed for future success in the emerging era of AI. Sen. Kaine (D-VA) specifically highlighted the importance of expanding federal Pell Grant eligibility for shorter-term CTE programs as a key strategy to help support workers and learners in the future as AI technologies continue to evolve and impact many facets of daily life. 

More on the hearing, including witness testimony and an archived webcast

House Examines Teacher Preparation Efforts

On Wednesday, the House Education and the Workforce Committee’s Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing titled “Innovative Teacher Preparation: Properly Equipping America’s Educators.” The subcommittee hearing, led by Chair Bean (R-FL) and Ranking Member Bonamici (D-OR), focused on persistent teacher shortages facing schools and communities across the nation and examined ways to prepare teachers for entry into the workforce more effectively. In particular, Rep. Bonamici highlighted the important role that CTE programs can play in these efforts, while witnesses discussed how teacher preparation efforts should also be sure to incorporate CTE educators. Opening statements, witness testimony, and more related to the hearing can be found here.

Advance CTE has continued to focus on these efforts, and more to prepare the CTE educator workforce needed for today and tomorrow:

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

FY25 Federal Funding Deadline Looms | Legislative Update

September 20th, 2024

This week, leaders in the House struggled to make progress on time-sensitive funding legislation for the federal government while the U.S. Department of Education (ED) has announced it is delaying an upcoming deadline for new regulations impacting postsecondary institutions. Elsewhere new legislation related to learner mental health has been introduced in the House, while a new nominee has been announced to lead ED’s research and evaluation efforts as the agency shares new resources to support civil rights implementation. 

House Continuing Resolution Vote Fails

This week, House Speaker Mike Johnson (R-LA) pressed ahead with a vote on a six-month extension of current federal funding through the early part of 2025. The measure, known as a continuing resolution (CR), has been strongly opposed by congressional Democrats and the White House. This opposition has centered on the inclusion of additional controversial provisions related to elections and a preference for a shorter-term CR lasting through December of this year. Despite this opposition, the CR was brought up for a vote on Wednesday, and lawmakers rejected the legislation with a narrow 220-202 margin. All House Democrats and 14 Republicans opposed the measure.

With the upcoming 2025 federal fiscal year (FY25) set to begin on October 1 in just a few short weeks, lawmakers must now determine a new path forward on funding for the federal government, including the Carl D. Perkins Career and Technical Education (CTE) Act (Perkins V), before this fast-approaching deadline. Most recently, House leaders have indicated their intent to release a new CR proposal early next week. As these efforts and more continue to get underway, Advance CTE will be working to advocate for a strengthened investment in CTE made possible by Perkins V’s state grant program. 

Gainful Employment Reporting Pushed Further Back 

Late last week, the U.S. Department of Education (ED) announced that it was further delaying reporting deadlines for recently finalized postsecondary rules related to Gainful Employment (GE) and Financial Value Transparency (FVT). Previously reporting requirements, which had been delayed earlier this summer, were set to come into effect on October 1, 2024. Postsecondary institutions impacted by GE and FVT will now be required to begin related reporting for these rules by January 15, 2025. Read more about the announcement here

Bipartisan CTE Student Mental Health and Wellness Act Introduced

This week, Rep. Nick Langworthy (R-NY) and the co-chairs of the CTE Caucus, Reps. GT Thompson (R-PA) and Suzanne Bonamici (D-OR) introduced the CTE Student Mental Health and Wellness Act. Coinciding with National Suicide Prevention Month, this legislation expands the campus suicide prevention program to include area technical centers within this existing grant program. “This legislation would ensure that Area Career and Technical Centers are included as a covered institution under the Campus Suicide Prevention program–a critical recognition that learners’ mental health and wellbeing must be prioritized throughout our nation’s postsecondary system, including at institutions specializing in CTE,” said Advance CTE Executive Director Kate Kreamer. Read the press release for the legislation here.

ED Shares New Title IX Resources 

In recent weeks, the U.S. Department of Education (ED) shared two new resources to assist schools in complying with recent changes that went into effect on August 1 regarding the implementation of Title IX—civil rights legislation intended to prevent discrimination in educational settings on the basis of one’s gender. These new resources clarify Title IX coordinators’ duties, a position requiring each recipient of funds to employ, and regulations related to nondiscrimination based on pregnancy, related conditions, parental, family, or marital status. As Advance CTE previously shared, more than half of states’ Attorneys General have sued to block these new changes, resulting in a widespread difference in whether and how these new rules are currently being implemented in certain states. These new resources can be accessed here

Institute of Education Services Director Nominated

Late last week, President Biden announced that he was nominating Adam Gamoran to serve as the new Director of the Institute of Education Services (IES)—the U.S. Department of Education’s primary research and evaluation office. Gamoran previously served as the President of the William T. Grant Foundation, a philanthropic organization focused on funding research in the social sciences. The role of IES Director must be confirmed by the Senate—a position that until recently was held by Mark Schneider  who left ED earlier this spring. IES also serves critical functions in the implementation of the Education Sciences Reform Act (ESRA), legislation that Advance CTE has previously engaged on, this Congress. 

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

Getting to Know the 2024-2025 Advance CTE – ECMCF Fellows (Part 4)

September 20th, 2024

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

Over the last few days, this blog series has introduced 15 of the 20 Fellows participating in the third cohort of emerging leaders from across 16 states and one U.S. territory. The remaining five Fellows will be introduced in this final blog of this series.

Willie Thompson is a South Carolina native born in Sumter SC. Willie is married with two young boys. He has a Bachelor of Science in Electronic Communications Engineering Technology. Willie has eight years of industry experience. Willie’s previous roles were quality technician field service engineer, and quality engineer. Willie has been at Greenville Technical College for six years and has been academic program director of mechatronics for the last three years. Willie is a member of the American Society of Mechanical Engineers (ASME) Greenville Section. Willie also teaches the Creative Inquiry course where select students help solve real world advanced manufacturing projects in the THINKER Program alongside Clemson Automotive Engineering Grad students. Willie serves as a mentor for the African American Males Scholars Initiative (AAMSI) program. Willie loves supporting the students and helping students achieve their goals to become successful.  

Dr. Brittani Williams is the director of advocacy policy & research at Generation Hope, a national nonprofit dedicated to ensuring student parents succeed, achieve economic mobility, and build wealth. She recently earned her doctorate. in educational leadership policy from Texas Tech University, with a dissertation focusing on Black women navigating four-year degree programs. With over 10 years of experience in higher education administration, policy, and research at the institutional, state, and federal levels, Dr. Williams is deeply committed to advancing high-quality and equitable CTE. Her work emphasizes the importance of CTE in supporting state leadership to develop policies, programs, and pathways that ensure career and college success for parenting learners.

Kellise Williamson is an experienced higher education professional, born and raised in Baltimore City. Her vision is to support high school students and adult learners in accessing postsecondary and career opportunities. Kellise currently serves as the postsecondary credit and P-TECH coordinator with the Maryland State Department of Education (MSDE) within the Office of College and Career Pathways. Her role includes serving as the statewide dual enrollment liaison, P-TECH program manager, and articulation agreement coordinator.   Her experience includes providing leadership, management, and supervision to local education agencies and postsecondary institutions in support of dual enrollment and CTE programs.  Kellise’s work supports practitioners by providing guidance with implementing dual enrollment programs under the Blueprint for Maryland’s Future. She earned her Master of Science in Higher Education Administration and Organizational Management from Drexel University and her Bachelor of Arts degree in journalism from Pennsylvania State University.    

Mike Woods, an influencer in CTE, has dedicated his career to enhancing educational opportunities for all students, including those with disabilities and non-traditional backgrounds. After teaching agricultural science and advising FFA programs in Pennsylvania, he joined the Association for Career and Technical Education® (ACTE) as the state association liaison for region one. This role helped him build a vast network of CTE partners in the Northeast and connect with the CTE Technical Assistance Center (CTE TAC) of New York and Successful Practices Network. Currently, as the director of the CTE TAC of New York, Mike and his team focus on providing high-quality professional learning opportunities for CTE administrators, faculty, and staff across New York State. A firm believer that representation matters, his efforts emphasize diversity, equity, and inclusion (DEI), aiming to empower educators and improve CTE for all students in secondary and postsecondary career pathways. 

Kelly Zinck is the education team research analyst at the Oregon Higher Education Coordinating Commission (HECC), Office of Community Colleges and Workforce Development (CCWD). In this role, she manages data for both the Workforce Innovation and Opportunity Act (WIOA) Title II and CTE Perkins programs, ensuring accurate, timely, and transparent federal reports and administering the Title II performance-based funding model. Kelly is committed to empowering collaborative partners by providing the tools and knowledge necessary to enhance program effectiveness and promote equitable opportunities. She provides technical assistance and professional development responsive to program needs, tailored to individual expertise, and aligned with statewide objectives. Kelly’s approach to data is guided by her dedication to data equity and literacy. She strives to translate complex data into meaningful and actionable insights, fostering a culture of data-driven decision-making among colleagues and collaborative partners. Kelly holds a master’s degree in public policy. 

To learn more about the Fellowship, the Fellows of Cohort 3, and the alumni of the Fellowship, please visit https://careertech.org/what-we-do/initiatives/postsecondary-state-cte-leaders-fellowship/

Getting to Know the 2024-2025 Advance CTE – ECMCF Fellows (Part 3)

September 19th, 2024

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

Over the next few days, this blog series will introduce each Fellow participating in the third cohort of emerging leaders from across 16 states and one U.S. territory.

Dr. Cory Ortiz is the dean of the School of Career Education at the University of Alaska Southeast. In his current role, Dr. Ortiz is responsible for serving as the chief academic officer, overseeing Career Education faculty and staff, and providing guidance to the technical education programs in Juneau. His commitment extends beyond his campus, as he collaborates with campus directors in Ketchikan and Sitka to implement academic and workforce development programs. Before joining the University of Alaska Southeast, Dr. Ortiz served as an assistant professor of practice at Utah State University. His professional journey also includes K-12 work, where he served as a science, technology, engineering, and math (STEM) specialist, work-based learning coordinator, and engineering teacher. Dr. Ortiz’s qualifications include a Doctor of Philosophy (Ph.D.) with a major in Career and Technical Education, a Master of Science (MS), and a Bachelor of Science (BS), all from Utah State University.

Brian Rick has been interested in the trades and the CTE field since an early age. He has worked in several high schools as well as local community colleges in both teaching and CTE administrator roles. Brian originally worked in the architecture and construction industry before coaching high school students which allowed him to find his passion and enter the education field. Brian is currently working for the CTE Projects Team at Northern Illinois University which develops new trainings, resources, and materials for CTE Teachers across the state in collaboration with the Illinois State Board of Education.  Brian is passionate about helping new teachers coming from industry to education as well as work-based learning.  Brian was also an Association for Career and Technical Education (ACTE) NextLevel leadership fellow (Cohort 3).  When he is not working, he enjoys spending time traveling and at home with his wife and two kids who are five and eight years old.

Dr. Sara Shaw is currently a lecturer in the Career and Workforce Program at the University of Central Florida. She teaches, conducts research, and actively engages in service within the university and the field. Her research interests encompass female leadership in postsecondary education, current issues in career and technical education, and workforce equity.  Dr. Shaw earned her doctorate in curriculum and instruction with a focus on career, technical, and postsecondary education from the University of Nevada, Las Vegas. In 2019, she was named an NC State Postsecondary Research Fellow, sponsored by the ECMC Foundation, to advance postsecondary CTE research. Additionally, she has been a recipient of ECMC’s mini-grants.    

Dr. Shelanda Simmons serves as an educator within the Business Department at Tennessee College of Applied Technology, where she specializes in instructing administrative office technology. Her academic background includes the attainment of a BBA and MBA from Belhaven University, as well as the successful completion of a doctorate degree in education leadership with a concentration in policy from the University of Memphis.

 

 

 

Yingfah Thao has over 20 years of experience in higher education in a variety of roles focused on access and opportunity for low-income, marginalized communities.She is currently the director of professional development for career and technical education for Minnesota State Colleges and Universities, the third largest system of colleges and universities in the United States. She earned a bachelor’s degree in international relations with a minor in ethnic studies from Minnesota State University, Mankato, a master’s degree in technical communication, and a graduate certification in user experience (UX) design from Metropolitan State University.

To learn more about the Fellowship, the Fellows of Cohort 3, and the alumni of the Fellowship, please visit https://careertech.org/what-we-do/initiatives/postsecondary-state-cte-leaders-fellowship/

Getting to Know the 2024-2025 Advance CTE – ECMCF Fellows (Part 1)

September 17th, 2024

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

Over the next few days, this blog series will introduce each Fellow participating in the third cohort of emerging leaders from across 16 states and one U.S. territory.

Dr. Kisha Aites serves as the interim department chair/associate professor of engineering technology education in the College of Education at Savannah State University. She holds degrees in technology education from North Carolina A&T State University and a doctorate degree in workforce education from Penn State. Dr. Aites was part of the 2022–2023 USG Executive Leadership Institute and served as Vice Chair of Faculty Senate from 2019-2021. In 2015, she served as editor for the publication Introduction to Critical Issues in Education and was honored by the Georgia Association for Engineering & Technology Education in 2015 and 2016. She has traveled globally, including to Ghana (Fulbright-Hays Fellow) in 2016 and China (GA Education Delegation) in 2017, to explore and promote educational and cultural exchanges. Dr. Aites is dedicated to addressing equity issues in engineering technology, workforce development, and critical issues in education.

NiñaFe Awong is an experienced CTE professional with over 19 years of experience in workforce development, educational leadership, and project management.  NiñaFe’s primary mission has been to align CTE programs with industry needs. She has developed and implemented robust statewide initiatives, policies, and programs that drive student achievement and prepare learners for high-wage, high-skill, and in-demand careers.  NiñaFe has also effectively managed federal and state funding, while successfully navigating complex legislative and regulatory landscapes, ensuring compliance and delivering measurable outcomes. NiñaFe has helped to refocus organizational lenses to recognize and reprioritize CTE at local and state levels. As a product of CTE education, she strongly advocates student-centered learning, supports instructor development, and believes in forging strategic partnerships that enrich educational experiences.  NiñaFe is passionate about removing barriers and creating opportunities for learners to thrive and excel in their chosen careers.

Terryn Batiste leadership of administration and daily operations of third-party accreditations, along with industry-recognized credentials.  Her career includes working in the areas of public policy, enrollment management, accreditation, and compliance.  Batiste holds two degrees from Southern University and A&M College — a Bachelor of Arts degree with honors in mass communications and a Master of  Public Administration from the Nelson Mandela  School of Public Policy. She holds a project management professional (PMP) certification from the Project Management Institute and a Developing a Curriculum (DACUM) certification from The Ohio State University.  She is married with two children (boy/girl twins).  

Renee Blackshear is an esteemed professor specializing in computer networking at Texas State Technical College. With degrees in networking, e-commerce and security, her research focuses on the security and scalability of network infrastructures, addressing critical issues in data transmission and internet protocols. Ms. Blackshear’s career spans over 15 years, during which she has continuously helped develop curriculum for emerging technology and has presented at a number of national conferences. Her passion for teaching extends beyond the classroom, where she mentors students and collaborates with industry experts to innovate network technologies. Recognized for her expertise in network design and optimization, she actively contributes to shaping the next generation of networking professionals. Ms. Blackshear’s commitment to bridging theory with practical application has earned her accolades for fostering a dynamic learning environment and preparing students for the evolving challenges of the digital age.

Ignacio Chaparro is a Pre K-16 equity-focused educational professional with a robust background in leadership, systems building, and strategic policy development and implementation. He is currently pursuing his doctorate in educational leadership and policy studies at Boston University. Ignacio also holds a Master of Public Administration from Northeastern University, and a Bachelor of Arts in Political Science from the University of Massachusetts Boston.  As the College and Career Readiness & Pathways Liaison at the Massachusetts Department of Elementary and Secondary Education (DESE), Ignacio provides direct support to districts across the state with implementation of high-quality college and career pathways. His previous roles include serving as the director of equity and accountability at Boston Public Schools, and as project specialist for the Massachusetts Department of Higher Education. 

To learn more about the Fellowship, the Fellows of Cohort 3, and the alumni of the Fellowship, please visit https://careertech.org/what-we-do/initiatives/postsecondary-state-cte-leaders-fellowship/

ED Proposes Significant Changes to Perkins V Implementation | Legislative Update

September 13th, 2024

This week, the U.S. Department of Education (ED) proposed significant changes to state Perkins V plans and related reporting requirements, which have significant implications for the law’s ongoing implementation. Elsewhere, Congress continues to grapple with the need to fund the federal government beyond an important upcoming deadline and more.

ED Proposes Changes to Perkins V State Plans and Reporting

This week, the U.S. Department of Education’s (ED) Office of Career, Technical, and Adult Education (OCTAE) published two new proposals that would significantly impact state and local implementation of the Carl D. Perkins Career and Technical Education (CTE) Act (Perkins V). These new changes to Perkins V state plan requirements and related annual data collections seek to standardize the way in which states and local Perkins V recipients collect and report information related to CTE student performance. Separately, these proposals would increase the broader information gathered by ED via state Perkins V state plans. 

As noted in the related proposals, these changes will require every state and territory to submit new or substantially amended four-year Perkins V plans by 2026—an effort and wider process states and territories just completed this year. Comments on these proposals are due back to ED no later than November 12, 2024. Advance CTE is continuing to analyze these proposals and plans to formally provide feedback to the Department as part of this comment period.

Progress on Stopgap Funding Legislation Stalls

This week both chambers of Congress returned to Capitol Hill following its annual August recess period. As Advance CTE shared last week, Republican leaders had been intending to introduce legislation, known as a continuing resolution (CR), to temporarily extend current funding levels for all federal programs, including Perkins V’s basic state grant program, through the early part of 2025. This six-month funding extension is strongly opposed by the Biden administration and the Senate, who prefer a shorter-term CR lasting through mid-December—timing that would coincide with the lame-duck session of the current 118th Congress. 

Despite this opposition, House Republican leadership attempted to move forward with this six-month CR, which also contained controversial provisions related to upcoming elections. However, support for this proposal remained uncertain within the House Republican conference, with several GOP lawmakers indicating opposition to this approach. This opposition caused Speaker Mike Johnson (R-LA) to pause further consideration of this CR, at least for the time being. With the start of the 2025 federal fiscal year (FY25) set to begin on October 1, it remains unclear how lawmakers plan to move forward with federal funding for the government beyond this date. As these efforts continue to take shape, Advance CTE will continue to advocate for a strengthened investment in state CTE systems made via Perkins V. 

Advance CTE Signs Onto Letter Endorsing Workforce Pell Grant Passage

This week, Advance CTE joined other national and state-based organizations in sending a letter to congressional leadership supporting expanding the federal Pell Grant program to include learners enrolled in high-quality, shorter-term CTE programs. Such legislation has been a longstanding federal policy priority for Advance CTE as a key strategy to provide more learners with quality postsecondary pathways that lead to careers in growing sectors of the economy. The letter also notes these efforts’ critical role in supporting ongoing federal investments in the nation’s infrastructure, advanced manufacturing, and green energy sectors. 

HELP Republicans Hold K-12 Education Roundtable

On Tuesday, Senator Bill Cassidy (R-LA) hosted a roundtable to discuss ways to innovate within K-12 education systems to improve learner success. Sen. Cassidy, the ranking member of the Senate Health, Education, Labor, and Pensions (HELP) Committee, was joined by Senators Katie Britt (R-AL), Tommy Tuberville (R-AL), and Joni Ernst (R-IA). Invited panelists discussed innovations in virtual reality, artificial intelligence, work-based learning, and micro-schools throughout their opening remarks and in response to the Senators’ questions.

Ruben Morris, the founder of Alabama Aerospace and Aviation High School, spoke about the need for education to reflect local workforce needs built on public-private partnerships. When Sen. Cassidy asked about available funding through Alabama’s Perkins V investment, Ruben shared that he uses Perkins V funding to support further program growth. He also shared ways in which his community leverages this critical federal investment in CTE, including supporting the development of programming for learners that enables their entry into the aviation economy in the state. 

Biden Administration Announces Grants to Recruit Diverse Workforce

Last week, the U.S. Department of Education (ED) announced over $28 million in newly awarded funds through the Teacher Quality Partnership (TQP) program. This latest grant round aims to recruit, prepare, develop, and retain a diverse educator workforce nationwide. The TQP program funds teacher preparation programs in high-need communities for learners at colleges and universities and in teacher residency programs and aims to encourage more people to pursue careers in teaching through Grow Your Own programs. ED announced the list of award recipients alongside new data on Public Service Loan Forgiveness approvals in each state.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor

Opportunity Gap Analysis State Catch-Ups: Iowa

September 12th, 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). While high-quality CTE programs of study across the country are providing opportunities for learners to follow their passion, achieve career goals, and ensure future economic success, the reality is that not all learners have access to these programs. In this blog series, Senior Policy Associate Jessi Maddox interviews previous participants of the OGA workshop to share the impact and the lessons learned from implementing the training in their state.

The reauthorization of the Carl D. Perkins Career and Technical Education Act (Perkins V) on July 31, 2018, elevated the importance of equal access to CTE programs and connected experiences for all learners and has challenged states and local recipients to prioritize this work to address identified gaps. Over the past three years, Advance CTE has led in-depth gap analysis training with 39 state teams. 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. 

With the launch of the newest cohort of the Opportunity Gap Analysis workshop this past May (2024), we wanted to connect with prior participants and ask about the impact the gap analysis training has had on equal access to CTE programs within their state. This month we are spotlighting the Bureau of Community Colleges and Postsecondary Readiness with the Iowa Department of Education and the work their team has done since the culmination of their cohort in Fall 2022. 

Iowa’s participation in the workshop has increased collaboration of CTE professionals at the state and local level, created more connected data systems within the state, and facilitated a data-oriented approach to closing access gaps in their CTE programs. 

Tell us about yourself and your CTE background.

The Iowa Department of Education CTE Education Program Consultants collaborate in the areas of access, equity, accountability, monitoring, and compliance to administer Perkins V at the secondary and postsecondary levels. CTE consultants, coordinators, and administrators (both internal and external stakeholders) have varying levels of experience in CTE program administration across all levels of CTE, such as secondary, postsecondary, state-level management, and local-level management.

When did your state participate in the Opportunity Gap Analysis Workshop?

In June 2022 with a team that consisted of the State CTE Director, Methods of Administration (MOA) Coordinator, data personnel, and an education consultant.

What in-state training(s) has your team facilitated using the Opportunity Gap Workshop model and/or related resources?

The state team has led six trainings (virtual and face-to-face) targeting local-level CTE faculty and administrators over the last two years. These training sessions have focused on serving students with disabilities in CTE to understand the number of local programs where a student population may be under- or over-represented.

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

The training allowed stakeholders to focus on a particular subset of students to identify access barriers to CTE programming. Utilizing a collaborative approach with multiple state agencies serving students with disabilities (SWD), we developed a process of identifying enrollment, participation, and completion patterns for SWD with the construction of data dashboards focusing on students with an Individualized Education Program (IEP). The dashboards are a work in progress with the goal to include all special population subgroups. This tool has proved invaluable for school districts to develop inclusive and targeted improvement plans.

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

At the district level, input from stakeholders including CTE teachers, administrators, and counselors regarding the low number of CTE concentrators provided insight into procedures, policies, or practice that needed change in order to address systemic barriers preventing full engagement for students. 

The data dashboards and the accompanying training resources allowed for increased collaboration with internal Department data staff and with outside agencies. For example, to better track the educational and training experiences of youth experiencing homelessness and youth in foster care, the Department entered into data-sharing agreements with other state agencies that also serve these students. This will allow for better outreach and connections with community-based organizations and workforce development to reach disconnected youth at the secondary level as well as older students and young adults aging out of the foster system. 

In addition to setting up long-term data-sharing agreements, CTE data consultants and the Iowa Department of Health and Human Services also took short-term steps to better serve learners in foster care through one-time data pulls that match foster care records with community college enrollment records.

 

 

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

Perkins applications for fiscal year 2025 reflect the use of OGA training resources in the development of recipients’ bi-annual Comprehensive Local Needs Assessment (CLNA)  plans/priorities in serving special population students in CTE. These applications reflect specific language and recommendations from the training in several areas. 

A sampling of activities mentioned in District applications included

 1) data-driven decision making; 

2) incorporating CTE engagement in the development of IEPs; 

3) career counseling and support services; 

4) increasing Career Technical Student Organization (CTSO) and work-based learning opportunities; 

5) outreach and recruitment; and 

6) supporting inclusive learning environments in CTE classrooms. 

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?

Collaboration is key in addressing inequities in CTE. Our experience from the state level is that it is necessary to work across divisions internally and to streamline quantitative and qualitative data collection and analysis processes across agencies and educational levels. This will assist in the evaluation of existing procedures and practices in CTE program delivery to facilitate a change-oriented approach in the program improvement process in our efforts to better serve all students in CTE. 

Bring the Opportunity Gap Analysis to Your State 

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.

Join us at Advance CTE’s upcoming Fall Meeting in Phoenix, AZ on October 21-23, 2024. During this three-day convening, there will be specific sessions dedicated to OGA and upcoming enhanced versions of the original workshop. These new iterations of the workshop will focus on state-requested program areas like work-based learning, apprenticeship, and credentials of value. We hope to see you in the Grand Canyon state! 

Congress Set to Return Next Week | Legislative Update

September 6th, 2024

This week, Congress remained on recess as lawmakers look to finalize funding legislation this month. Elsewhere, Advance CTE submitted formal comments on newly proposed rules for distance education while U.S. Secretary of Education Miguel Cardona continued a back-to-school bus tour throughout the nation.

Lawmakers Returning for Busy Work Period

Both chambers of Congress remained on recess this week and are expected to return for a new work period early next week. With only a few weeks until the formal start of the 2025 federal fiscal year (FY25), the need to address federal funding for the coming year is expected to be a key priority on Capitol Hill this month. 

House Speaker Mike Johnson (R-LA) is widely expected to introduce legislation that would extend current FY24 funding levels through the early part of 2025—at the start of a new Congress and Presidential Administration. However, the package is likely to contain other controversial provisions opposed by Congressional Democrats and the Biden Administration who favor a shorter-term extension of federal funding through mid-December. This week, the Biden administration also released a set of funding requests for inclusion in any temporary extension of federal funding, known as a continuing resolution (CR), which is likely to be negotiated by Congress this month. Among these funding requests, known as anomalies, the Biden administration is asking Congress for additional funding for the U.S. Department of Education, particularly for the agency’s Federal Student Aid office— the entity responsible for federal student loan servicing as well as the continued rollout of the Free Application for Federal Student Aid (FAFSA) form. 

As these efforts and more continue to unfold, Advance CTE will continue to advocate for a strengthened investment in Career Technical Education (CTE) via the Carl D. Perkins Career and Technical Education Act’s (Perkins V) state grant program.

Advance CTE Responds to Distance Education Rulemaking

Late last month, Advance CTE and the Association for Career and Technical Education (ACTE) formally commented on a recent U.S. Department of Education rulemaking regarding the federal definition for distance education and several other issues related to postsecondary education more broadly. The definition of distance education was last updated in 2020 amid the pandemic, and important improvements were made to the concept of remote learning, including allowing for asynchronous instruction. This allowed postsecondary institutions, including area technical centers (ATCs), to continue to innovate while flexibly supporting the needs of learners. ED’s proposed change would considerably narrow this existing definition, largely disallowing asynchronous instruction, which will limit access to opportunities at these institutions for many learners. Advance CTE and ACTE are calling on ED to reverse course and retain these important flexibilities in the federal regulatory definition of distance education moving forward.

Secretary Cardona Begins Back to School Bus Tour

This week, U.S. Secretary of Education Miguel Cardona kicked off his agency’s 2024 “Back to School” bus tour– an effort intended to showcase how schools are leveraging federal education investments and supporting student achievement. The road trip continued this week with stops in Wisconsin, Illinois, Indiana, Michigan, and Pennsylvania to highlight how school communities are using the Biden-Harris administration’s investment in public education to support learners. Events along the route are intended to emphasize the importance of expanding access to local community colleges, highlight the Department’s teacher recruitment and retention programs, and uplift the Department’s role in supporting youth mental health through school communities.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

Welcome Ada Ejiogu to Advance CTE!

September 6th, 2024

My name is Ada Ejiogu, and I am delighted to be joining Advance CTE as the senior director of operations. I will be leading the organization’s operations and financial strategies, ensuring they are efficient, effective, and grounded in principles of equity, inclusion, and compliance. 

Over the past two decades I have worked in various roles in several organizations focused on global health and international development. I am committed to impacting lives positively and empowering people to maximize their potential. While most of my previous work has focused on international development, most of my functional experience has focused on developing clear strategies, efficient operations, and effective project management. I believe that the rich and extensive experiences I bring will be beneficial to Advance CTE, its members, and its work.  

Prior to joining Advance CTE, I was a director of operations at the Population Council, leading a large complex global research project consortium, and had overseen large portfolios of funding and research activities ensuring timely completion on budget. When I worked with the Elizabeth Glaser Pediatric AIDS Foundation, I led unique partnership development and management to build innovative partnerships and creative collaborations. At Columbia University’s ICAP, I managed the largest award with USG funding, designed and implemented project activities and operational systems, set up and expanded project offices, hired and trained staff, engaged with donors and partners, managed risk, and monitored compliance. Before that, I had worked at the Ford Foundation, managing a large portfolio with grantees across West Africa.  

I am very passionate about education and providing access to opportunities for people to thrive and excel in their chosen careers. My mother was an educationist, and my parents instilled the importance of education and continuous learning. I took it to heart by getting a law degree, then a master’s in business administration, and subsequently, I returned to school to get a master’s in public administration and a master’s in public health from Columbia University, New York. While I was at Columbia University, as a graduate student leader, I initiated and led the implementation of the first two annual African Economic Forum bringing world leaders and experts to speak at Columbia University on how to improve various sectors including public health, education, and business. This annual forum has been successfully held at Columbia University for almost two decades now and continues to allow for effective education, access to career opportunities, and collaboration with leadership on important subjects.    

I live in the DMV area and I love to travel and volunteer. I volunteered in building community leadership programs that helped professionals and learners from various walks of life acquire different skills that enable them to thrive in their career of choice. I also volunteered with Toastmasters International and successfully led a division of almost 40 clubs to excel in providing opportunities for learners to build communication and leadership skills. 

Ada Ejiogu, senior director of operations

 

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