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

December 6th, 2024

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

Congress Returns for Lame Duck Session

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

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

WIOA Agreement Under Consideration 

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

Comment Period Continues for ED’s Perkins Regulatory Proposal

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

ED Releases Non-Regulatory Guidance Resources

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

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

DOL Withdraws Apprenticeship Rule 

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

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor

Welcome Brenna Bartlett to Advance CTE!

December 3rd, 2024

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

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

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

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

Brenna Bartlett, director of technical assistance

Renee Blackshear’s Fellowship Journey: Working Toward Workforce Transformation

November 26th, 2024

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

This blog is a part of the Fellow Feature series, highlighting the journeys and insights of leaders in the Fellowship. In this blog, Senior Policy Associate Vania Iscandari interviewed Fellow Renee Blackshear, senior instructional technologist/ workforce trainer and esteemed professor at Texas State Technical College.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

President-Elect Announces New Leader for ED | Legislative Update

November 22nd, 2024

This week, President-Elect Donald Trump announced that he will nominate former Small Business Administration leader Linda McMahon to lead the U.S. Department of Education (ED) as part of the incoming Trump-Vance administration. Meanwhile, lawmakers in Congress have continued to make important decisions regarding leadership, stakeholders celebrate National Apprenticeship Week, and ED releases new guidance related to artificial intelligence (AI).  

Linda McMahon Nominated to Lead ED

Earlier this week, President-Elect Donald Trump announced his intention to formally nominate Linda McMahon to lead the U.S. Department of Education as part of the incoming Trump-Vance administration. McMahon led the Small Business Administration (SBA) in the previous Trump administration. Prior to her time in the first Trump administration, McMahon served briefly on the Connecticut State Board of Education before resigning to run for the Senate in 2010. She is also well known for her and her husband – Vince McMahon – roles as executive leaders for World Wrestling Entertainment (WWE). 

Most recently, McMahon co-chaired President-Elect Donald Trump’s transition team and has been the board chair for the America First Policy Institute. McMahon has previously expressed support for increasing access to Career Technical Education (CTE) and urged Congress to expand federal Pell grant eligibility for shorter-term, high-quality CTE programs. 

Congress Continues to Take Shape

This week, Democrats reelected current Minority Leader Hakeem Jeffries (D-NY) to retain this role along with much of the party’s existing leadership team in the House, including Minority Whip Katherine Clark (D-MA), Democratic Caucus Chair Pete Aguilar (D-CA), and Democratic Policy and Communications Committee Chair Debbie Dingell (D-MI). As Advance CTE shared last week, House Republicans similarly reelected most of their current leadership for the coming year. 

In the Senate, current Ranking Member Bill Cassidy (R-LA) announced that he plans to serve as the leader of the Senate Health, Education, Labor, and Pensions (HELP) Committee next Congress. Clarity regarding committee assignments and other key leadership positions for the next Congress remains to be determined.

In the weeks ahead, lawmakers are still determining what issues will be addressed in the remaining weeks of the current 118th Congress. These agenda items include federal funding for the current 2025 federal fiscal year (FY25), which began on October 1 of this year. Legislation extending current funding levels is set to expire on December 20. Congress will need to determine a pathway forward on this issue in the coming weeks. As these efforts and more continue to take shape, Advance CTE will continue to advocate for a strengthened federal investment in CTE. 

National Apprenticeship Week

The U.S. Department of Labor (DOL) celebrated the 10th annual National Apprenticeship Week (NAW) this week – an annual celebration highlighting the value of apprenticeship programs as a pathway to quality careers. Proclamations were signed, and events took place nationwide to showcase the benefits of apprenticeship, often connected to Career Technical Education (CTE) programs and related pathways. In states across the nation, this week was a great opportunity to connect learners to CTE and apprenticeship pathways that reflect the needs of industry and align to educational outcomes along pathways to careers. Read more about this week’s celebration here.

Federal Agencies Release Skills-First Hiring Starter Kit  

Last week at the “Classroom to Career” Summit, a Skills-First Hiring Starter Kit was released by the U.S. Departments of Labor and Commerce. The Kit is a guide that helps employers prioritize skills over degrees when hiring and aims to increase economic opportunity for skilled workers. This initiative is one of many from the Biden-Harris administration that supports workforce development and access to high-quality jobs across the workforce continuum. As Advance CTE reported last week, the “Classroom to Career” Summit highlighted progress in creating job opportunities and expanding the non-degree career pathways

OCR Publishes Artificial Intelligence Anti-Discrimination Guidance

This week, the U.S. Department of Education’s (ED) Office of Civil Rights (OCR) published new guidance related to artificial intelligence (AI) and how to appropriately leverage this new and emerging technology in nondiscriminatory ways. The resource is intended for use by K-12 schools and postsecondary institutions to ensure that the use of this technology is aligned with federal civil rights laws and related requirements, providing illustrative examples of how AI can be thoughtfully and meaningfully used to improve student learning and achievement. Read the full guidance document here. This comes as part of a larger series of guidance related to AI from ED, as previously reported by Advance CTE.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor

Implementing the Modernized Career Clusters Framework: Lessons in Change Management

November 21st, 2024

At the 2024 Fall Meeting in sunny Phoenix, AZ, Advance CTE unveiled the long-anticipated modernized National Career Clusters Framework® (the Framework), which provides structural alignment and a common language to bridge education and work, empowering each learner to explore, decide, and prepare for dynamic and evolving careers. 

In anticipation of the multi-year implementation process for Career Technical Education (CTE) leaders and state teams, we invited Thomas DeWire, Founder and Principal Consultant of EdScale, LLC, to discuss change management and effective implementation. For over two decades, Thomas has worked with states, districts, schools, and education-focused organizations to get better results through a relentless focus on effective implementation. 

Prioritize Your Goals

During the Managing Change plenary session, Thomas shared promising implementation practices from his book How to Implement (just about) Anything, which provides succinct steps for proactive planning and controlled execution. Beginning with his first lesson, Thomas advised participants to consider the scope of their implementation plans.

Thomas states, “I have experienced the dense state/district/school improvement plans. The kitchen sink approach to school improvement. That doesn’t work. Instead, what are a couple of things that are changing that we will implement systematically?”

Key considerations:

  • Select three to seven priorities for implementation planning 
  • Avoid “fat plans” that tend to scope creep and dilute the focus or result in partially achieved goals
  • Ground your priorities in reality 

Build Strong Guiding Coalitions and Teams

Thomas emphasized the importance of making these prioritization decisions with their guiding coalition and implementation team—the team members and advocates who will move this work forward—in mind. 

“The guiding coalition will advocate, support, guide, and give you valuable feedback…Then, you need an implementation team. Who are the people doing the work?” Thomas asks. 

He provides a grid to gauge external partners’ ability to influence outcomes and identify who should be at the table for initial strategy planning through the execution (Figure 1). 

Figure 1. Prioritize external partners by mapping their ability to influence outcomes and current interests

Start Early and Create Capacity

After establishing who the folks in the guiding coalition and implementation team are, Thomas advised to start routines early and create capacity to avoid building the plane while it’s flying. This looks like building feedback loops to drive improvement and proof points to highlight quick wins. 

“We get feedback, correct it, and then celebrate! We spend more time on the things that are broken than the things that are working. If we flip that, we’d see outsized and incredible results.” 

Stay Consistent and Plan for Solutions

Small and consistent victories compound over time. Thomas shared a model (Figure 2) of how teams can envision an aligned, coherent, lightweight, and effective implementation infrastructure to achieve project priorities.  

Figure 2. Effective implementation infrastructure

 

 

With a now full toolkit to implement the Framework, Thomas cautioned us about obstacles our teams may encounter when putting plans in motion. These include complacency, weak leadership coalitions, insufficient communication, and failure to create short-term wins. However, incorporating the learnings from the session has equipped leaders to stay focused on prioritized goals, build strong guiding coalitions, create feedback loops for continuous improvement, and celebrate small victories to maintain momentum and drive successful implementation.

Thomas ends with the following: 

“You’re the only people in your state who can create alignment and coherence around the Modernized Career Clusters. Creating a short-term lens and thinking about what might be possible builds momentum, bringing other people along with you. It’s not that we don’t know how; it’s not that we don’t have the talent to do it; it’s that it’s really hard to scale it… The goal, the challenge, is to actively facilitate change–to create clarity, alignment, and coherence to get better results for students.” 


Advance CTE will continue to have opportunities for states to engage in Career Clusters Framework Adoption & Implementation. Our Resources webpage will continue to be updated with materials for implementation at state and local levels, crosswalks, and communication tools to help leaders at every level assess, adopt, and implement the Framework at their pace and capacity.

Please reach out through our Contact Us form or via email at [email protected]

Marie Falcone, policy associate

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

November 19th, 2024

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

Introducing the Framework

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

Watch Introducing the Modernized National Career Clusters® Framework:

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

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

The Modernized National Career Clusters Framework Guidebook

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

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

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

Emerging Themes in Initial Reactions

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

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

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

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

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

Looking Ahead

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

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

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

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

Rob Young, Communications & Advocacy Associate 

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

November 19th, 2024

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Congress Returns to Capitol Hill | Legislative Update

November 15th, 2024

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

Lame Duck Session Begins as Lawmakers Look to Next Year

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

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

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

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

Advance CTE and Partners Submit First ICR Comments 

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

White House Hosts Career Summit 

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

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

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor 

Strong Employer Partnerships That Are Shaping Tomorrow’s CTE

November 15th, 2024

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

Building Bridges Between Education and Industry 

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

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

When Should Employer Engagement Start? 

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

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

Durable Skills Are Essential

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

Real-World Skills, Real-World Partners 

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

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

Navigating Liability and Legal Barriers in Work-Based Learning

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

The Big Takeaway: Collaboration is Everything

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

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

Vania Iscandari, senior policy associate

Opportunity Gap Analysis State Catch-Ups: Kansas

November 14th, 2024

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

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

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

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

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

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

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

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

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

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

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

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

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

Secondary local-level grant teams were asked to: 

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

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

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

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

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

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

Next Steps 

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

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

Jessi Maddox, senior policy associate

 

Series

Archives

1