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Posts Tagged ‘Area Technical Centers’

FY24 Funding Progress Slows, U.S. Department of Education Announces Career-Connected Grants | Legislative Update

Friday, January 26th, 2024

This week lawmakers struggled to make progress on federal appropriations for the current fiscal year while the U.S. Department of Education (ED) announced new career-connected high school grants. Elsewhere, federal agencies formally unveiled a significant new regulatory proposal related to apprenticeships. 

Congress Extends FY24 Funding for Another Month

As shared last week, Congress passed an additional short-term extension of federal funding, known as a continuing resolution, which extends FY23 funding levels for federal programs through March 1 and March 8 later this year. The “laddered” CR is intended to provide lawmakers more time to negotiate full-year appropriations for federal fiscal year 2024 (FY24) which began last October. Of note for the Career Technical Education (CTE) community, funding for the Carl D. Perkins Career and Technical Education Act (Perkins V), which is included in the Labor-HHS-ED appropriations bill, is set to expire on the latter of these two dates in March. 

While this development is an encouraging step in the wider FY24 process, appropriations leaders must still establish individual allocations for each of the dozen bills that compose the federal budget. Known as 302(b) allocations, lawmakers have continued to struggle this week to successfully negotiate these funding levels including for the Labor-HHS-ED appropriations bill. Until 302(b)s are determined, lawmakers cannot move forward with negotiations on program-level funding, including for Perkins V’s basic state grant program and other important investments in education and workforce development. It remains unclear how lawmakers will come to a resolution on this important issue with current reports indicating that little progress has been made this week. As these efforts continue to take shape, Advance CTE will continue to advocate for robust funding for the foundational federal investment made by Perkins V. 

U.S. Department of Education Announces Career-Connected High School Grants

Yesterday, U.S. Secretary of Education Miguel Cardona visited the Advanced Technical Center—an area career technical school located in Washington, DC and recently featured in the Washington Post for its impact on chronic student absenteeism in DC. During the visit, Secretary Cardona announced a slate of new grants as part of his agency’s career-connected high school initiative. 

Advance CTE has previously highlighted that the activities authorized under this new discretionary grant program can already be funded using resources from Perkins V’s basic state grant program. In announcing 19 grant awards in total as part of this effort, which will benefit 17 states, the agency indicated that it received 160 applications for this funding totaling nearly $850 million. These applications for funding demonstrate significant unfilled demand for CTE programming which can only be addressed through a strengthened systemic investment via Perkins V’s state grant program. “The Biden-Harris Administration is going to keep on fighting to provide every student in every community with career-connected learning,” Cardona said as part of the announcement. More information on these grants can be found here. 

DOL Moves Forward With Apprenticeship Regulations Impacting CTE

The U.S. Department of Labor (DOL) formally published a notice of proposed rulemaking (NPRM) last week which is intended to significantly update and overhaul the existing regulatory framework for registered apprenticeship programs. As shared previously, this NPRM also includes a new “CTE Apprenticeship” component with implications for state CTE agencies and systems. Yesterday, DOL hosted a webinar providing a high-level overview of this proposal. An archived webcast, including related presentation materials, can be accessed here. Comments on the NPRM are due March 18 and can be submitted through this comment portal.

Steve Voytek, Policy Advisor

By Layla Alagic in Public Policy
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Funding Career Technical Education: Secondary CTE Funding Basics

Monday, August 21st, 2023

Providing high-quality Career Technical Education (CTE) requires robust, sustained funding designed to be responsive to the evolving and diverse needs of industry and learners. State leaders make decisions every day on how to direct funding where it is needed most and having knowledge about how other states are funding secondary CTE will help with decision making. Adequate and equitable funding allows learners to engage in a cohesive, flexible and responsive career preparation system as described in Without Limits: A Shared Vision for the Future of Career Technical Eduction (CTE Without Limits). This blog provides a background on CTE funding and describes various models and approaches states use to fund secondary CTE.

States rely on a mix of federal, state and local policies to provide funding sources for secondary CTE.1 The Carl D. Perkins Career and Technical Education Act (Perkins V*) is the primary federal investment in secondary and postsecondary CTE. A state’s share of funding is determined by a statutory formula based on the age distribution of the state’s population and its per-capita income. The remaining 15 percent of allocations are used to support state leadership and administration activities.2 States have flexibility in determining how funds are allocated between secondary and postsecondary CTE, with an average of 62 percent of funding going to secondary programs and 38 percent supporting postsecondary programs for fiscal year 2022 (FY22).3

CTE programs can be costly to run because of the need for specialized equipment/facilities, smaller class sizes and additional staffing.4 Federal funding through Perkins V alone cannot meet those costs, so many states make a financial commitment to support CTE. Local and philanthropic partners also support CTE at the district level. Funding at the state level for secondary CTE is varied and complex.

However, there are distinct processes that can be organized into several state models. To categorize state funding models for FY22, Advance CTE used the definitions of foundational and categorical funding and the respective approaches found in State Strategies for Financing Career and Technical Education5; additionally, a new definition of hybrid funding was developed.

Foundational funding finances programs out of general state aid formulas. Local administrators must decide how funds should be distributed across educational priorities (which may or may not include CTE).6

Categorical funding is dedicated funding for CTE programs that is distributed to Local Education Agencies (LEAs) to support CTE. These approaches — which may include cost-based, student-based and/or unit-based formulas — typically target state funding for the use of CTE programming.7 There are three approaches to how LEAs receive this funding: 

Hybrid funding is a new funding model formulated by Advance CTE that reflects states that implement components of multiple categorical funding approaches. 

States may also direct funding specifically for area technical centers (ATCs) to deliver CTE programming. This funding is often in addition to one of the previously stated models, which fund secondary CTE programs more broadly across a state. More information about ATCs can be found in Advance CTE’s website: A 50-State Analysis of Area Technical Centers.11

Advance CTE recognizes that state leaders desire more in-depth information about secondary state CTE funding to maximize current models or to pursue reforms towards more effective and equitable funding models. To meet this need, stay tuned for the release of our 2023 State of CTE: An Analysis of State Secondary CTE Funding Models in late August! The research report and accompanying website provide insights into current national trends in state secondary CTE funding and recommendations to enhance equity in the design and delivery of funding. 

*As amended by the Strengthening Career and Technical Education for the 21st Century Act 

Dr. Laura Maldonado, Senior Research Associate

By Layla Alagic in CTE Without Limits
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Legislative Update: New CTE Innovation Grants Announced As Congress Remains On Recess

Friday, August 18th, 2023

Congress remains on its annual August recess this week while the U.S. Department of Education (ED) announces new innovation funding and the Biden Administration seeks to prioritize cybersecurity for the education community. 

FY24 Funding Likely to Top the Congressional Agenda Next Month

Lawmakers remained in home states and districts this week as part of Congress’ annual August recess. Congress is expected to return in the early part of September where it is widely expected that federal fiscal year 2024 (FY24) funding for the federal government will be the top priority. Recently, Democratic and Republican leaders have indicated the likely need to pass a short-term stopgap spending legislation, known as a continuing resolution (CR), to provide more time to negotiate full-year FY24 appropriations legislation for programs like the Carl D. Perkins Career and Technical Education Act (Perkins V*) and other related education and workforce development programs. In recent weeks, Advance CTE and the Association for Career and Technical Education (ACTE) sent a letter to Congressional appropriators urging them to enact funding legislation recently advanced by the Senate which would provide a $40 million increase for Perkins V’s basic state grant program. 

We encourage the wider CTE community to reach out to their lawmakers during this recess period to urge them to support this legislation as Congress continues to negotiate full-year FY24 funding. As these efforts continue to take shape, Advance CTE will continue to advocate for robust funding for the CTE community as part of the ongoing FY24 budget and appropriations process.

ED Solicits Applications for Career Connected High Schools

Late last week, the U.S. Department of Education (ED) finalized priorities and selection criteria for the Perkins V Innovation and Modernization grant program. These definitions, selection criteria, and requirements will be used by a panel of peer reviewers in the coming months to select approximately 10-20 projects and award approximately $1-1.5 million in funding over a 12 month period. Applicants that are eligible to apply for this funding include consortia of a wide range of entities including local education agencies, area technical centers, institutions of higher education and state education agencies among many others. Grant funding is required to be used for four main strategies, which ED identifies as “keys” to its wider Career-Connected High School initiative, which include career and postsecondary advisement, dual or concurrent enrollment, industry-recognized credentials and work-based learning. 

Interested applicants are encouraged to notify ED of their interest to apply for grant funding by September 13 with applications due by October 13, 2023. More information regarding the program, including how to apply, can be found here. 

First Lady Jill Biden Hosts K-12 Cybersecurity Summit

Last week, First Lady Jill Biden joined U.S. Secretary of Education Miguel Cardona, Secretary of Homeland Security Alejandro Mayorkas, school administrators, educators, and education technology providers from across the country for the Back to School Safely: Cybersecurity Summit for K-12 Schools. As part of the event, the Biden Administration released three infrastructure briefs authored by the Office of Educational Technology. The briefs are part of a nationwide effort to create more secure and resilient digital ecosystems. Read the full White House press release here. Together these efforts, along with a Back to School Safely: Cybersecurity Summit for K-12 Schools at the White House, are intended to unite leaders from the Biden Administration, education, industry, and advocacy groups to make advancements on the crucial issue in fortifying cybersecurity resilience throughout the educational continuum. The archived event can be found here.

*As amended by the Strengthening Career and Technical Education for the 21st Century Act

Steve Voytek, Policy Advisor 

By Layla Alagic in Public Policy
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Legislative Update: Congress Set to Return Next Week to a Busy Agenda

Friday, April 14th, 2023

Over the last two weeks both chambers of Congress have remained on spring recess and are expected to return next week. Meanwhile, leaders in the Senate are seeking input regarding the Education Sciences Reform Act (ESRA) while the Biden Administration announces new grant opportunities and regulatory proposals. 

Secretary Cardona Set to Testify Next Week

The House and the Senate are expected to return next week following a two-week recess. When lawmakers return to Capitol Hill, they will likely turn their attention to the fiscal year (FY24) budget and appropriations process among several other priority areas, including the need to raise the nation’s borrowing authority.

As part of this process, U.S. Secretary of Education Miguel Cardona is scheduled to testify before the House Appropriations Committee next Tuesday, April 18. The hearing will focus on the Biden Administration’s recent FY24 budget request to Congress and will provide an opportunity for committee members to examine the proposals contained in the request. This hearing will be the first of several committee discussions on this topic expected to take place over the coming weeks and months as Congress deliberates about the FY24 budget.  

ED Seeks Peer Reviewers

The U.S. Department of Education (ED) recently published a request for peer reviewers for a slew of upcoming competitive grant programs administered by the agency. These efforts include upcoming grant competitions authorized by the Carl D. Perkins Career and Technical Education Act’s (Perkins V) Innovation and Modernization (I&M) grant program– a competitive grant initiative overseen by ED’s Office of Career, Technical, and Adult Education (OCTAE).  Peer reviewers serve a critical function of objectively reviewing grant applications for various discretionary grants that ED oversees each year, including these forthcoming I&M grants. Those interested in applying to serve as a peer reviewer can do so here.

First Lady Highlights Career Pathway Efforts in Vermont

Last week, First Lady Jill Biden visited an electric aerospace company based in Vermont to highlight the company’s ongoing work in the clean energy sector and its efforts to provide career pathways for local students. The First Lady was joined by U.S. Secretary of Education Miguel Cardona, Vermont Governor Phil Scott, and other federal, state, and local officials. In particular the visit highlighted North Country Career Center, an area technical center serving K-12 students and adult learners in the area, and provides a number of Career Technical Education (CTE) pathways to growing, in-demand sectors of the state’s economy. “What you are doing in this community is the future of our workforce and how we grow our economy from the bottom up and the middle out. These aren’t red ideas or blue ideas. They’re American ideas,” said Biden during the visit. Additional coverage can be found here.

DOL Announces $80 Million in New Grant Funding for Infrastructure Jobs 

Last week the U.S. Department of Labor (DOL) announced $80 million in new funding for the Building Pathways to Infrastructure Jobs grant program– an initiative intended to support recent Congressional investments in the nation’s infrastructure, advanced manufacturing, and clean energy sectors. Postsecondary institutions, state and local governments, and other related stakeholders are eligible to apply for grants ranging from $500,000 to $5 million to develop career pathways programs that lead to jobs in these critical sectors of the American economy. More information regarding the funding opportunity announcement can be found here. 

Senate HELP Committee Seeks Input on ESRA

Senate Health, Education, Labor, and Pensions (HELP) Committee Chair Bernie Sanders (I-VT) and Ranking Member Bill Cassidy (R-LA) recently issued a request for information (RFI) regarding the Education Sciences Reform Act (ESRA), Educational Technical Assistance Act, and the National Assessment of Education Progress Authorization Act. In particular, the HELP Committee is seeking input from the public and stakeholders on a range of issues that should be addressed in a potential reauthorization of these laws. Among other aspects, these pieces of legislation authorize a wide range of education-related research, technical assistance, and statistical collections. Feedback in response to this request is due by close of business on April 19. A letter outlining a series of questions related to the RFI can be found here. 

ED Proposes New Title IX Rule

The U.S. Department of Education (ED) proposed a new rule regarding student athletic eligibility under Title IX—a longstanding federal civil rights law that is intended to prevent sex-based discrimination. The proposal specifically seeks to address the issue of transgender athletes’ eligibility to play on sports teams in accordance with their gender identity. The proposed rule would prevent schools and institutions from adopting or implementing policies that broadly ban transgender students from athletics participation but leaves additional flexibility for schools and institutions to make further determinations based on their unique circumstances. The proposal comes as House Republicans continue to advance legislation (H.R. 734) that would broadly restrict transgender students from participating in school sports. The full proposed rule can be found here and will be open for public comment for 30 days.

Steve Voytek, Policy Advisor 

By Stacy Whitehouse in Public Policy
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Alignment and Intentional Equity: Two Priorities for District of Columbia’s First Area Technical Center

Wednesday, November 9th, 2022

For this blog, Senior Policy Associate Dan Hinderliter and Communications Manager Stacy Whitehouse interviewed Washington DC’s State CTE Director Richard Kincaid. 

The 2022 school year heralded the start of another new initiative for the District of Columbia’s Office of the State Superintendent of Education (OSSE)- the Advanced Technical Center (ATC), the first DC area technical center to serve secondary students from public and public charter schools across the District. This development was inspired by Advance CTE’s 2021 50 state report on structure and outcomes in the nation’s area technical centers 

The planning process began in July 2021 when OSSE received an influx of coronavirus relief funds after Mayor Muriel Bowser directed funds from the American Recovery Plan Act (ARPA) to Career Technical Education (CTE)  and work-based learning plans. While OSSE is still working to secure long-term funding for the ATC, ARPA funds will keep the school open for at least five years. The ATC initially opened with three programs of study — General Nursing, Cybersecurity and Health Information Technology — on the campus of Trinity Washington University, but will move to a new building shortly after renovations are complete. During the design process, DC CTE Director Richard Kincaid noted two areas vital to the success of the ATC: systems alignment and partnership and an intentional focus on equity, both foundational commitments of Without Limits: A Shared Vision for the Future of Career Technical Education.

Systems Alignment and Partnership

When planning the future of the ATC, systems alignment and partnership was a must-have, especially considering the vast and complicated educational landscape in the District of Columbia. Kincaid and his team convened four initial stakeholder meetings, involving partners from the Deputy Mayor for Education’s office, administrators from DC Public Schools (DCPS) and DC Public Charter Schools (DCPCS), and potential employer partners. These stakeholders helped to calibrate on what the core purpose of the ATC is, who it should serve and how to limit duplication with other area programs. Kincaid shared that working from a partnership perspective instead of from a compliance angle served initial work well, especially where there were already places area principals needed to coordinate services on, such as scheduling or transportation. Given the complex dynamic across agencies in DC, this stakeholder group was vital to ensuring buy-in from and alignment to sending institutions. The group also coordinated an initial list of potential programs, leveraging labor market information and opportunity gap analyses. After a series of community input sessions, the group ultimately narrowed the list to the three programs currently offered. 

This lens of partnership also contributed to early programmatic successes. Significant conversations with local postsecondary institutions led to memorandums of understanding (MOUs) allowing learners to receive dual credit for all courses (five credits for every semester a learner is enrolled at the ATC). These courses are applied to aligned credit in the learner’s program of study, not just general education requirements. Postsecondary institutions also share instructors with the ATC to teach advanced coursework. Employer partners also support the program through site visits and career exploration conversations with learners; proximity to federal agencies means federal partners like the White House’s National Cybersecurity Initiative have visited the ATC. Future years will see employers supporting on- and off-site work-based learning initiatives, and Kincaid hopes to one day see an employer co-located with the ATC to provide daily hands-on training.

Intentional Focus on Equity

Kincaid also stressed that the main intent behind the ATC was to close equity gaps, in particular for learners from wards historically underserved by DC’s educational programs. He and his team intentionally designed the ATC’s supporting infrastructure to limit barriers to access for learners. For example, OSSE contracted with a local cab company to provide transportation to learners to and from the ATC, to limit unsafe walks or undue travel burdens for learners. While he noted this was a logistical hurdle, Kincaid noted this was a permanent focus of the ATC to always ensure learners could access the ATC’s programs. Programming for the ATC is also open-access, limiting cost or grade barriers for learners. There are no entrance exams- to earn the aforementioned dual credit, learners must simply achieve a C or higher in each to receive college credit above a final grade. Finally, future plans will continue to center equity initiatives, including paid internship opportunities and the development of future programs that advance historically marginalized learners, particularly learners of color, in historically underrepresented fields.

What’s Next for DC’s ATC

Within the next two years, the Advanced Technical Center looks to make big strides by moving into a permanent home and expanding the student population served. In 2022, approximately 130 learners were enrolled; by 2025, Kincaid hopes to have 600 learners regularly attend. The hope is also for learners regardless of age and program to participate in school-time, paid year-round internships, including some with industry partners co-located with the ATC. Through the changes, equity and partnership will remain at the heart of the ATC’s focus. 

Dan Hinderliter, Senior Policy Associate

By Stacy Whitehouse in Public Policy
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Welcome Jon Wickert as the New State CTE Director in Delaware! 

Monday, September 19th, 2022

The Delaware Department of Education recently named Jon Wickert as its new Director, Career and Technical Education (CTE) and Science, Technology, Engineering, and Mathematics  (STEM) Initiatives. His path to state CTE leadership reflects the power of career exploration and social capital that will sustain ‘The First State’s’ strong record of innovation and transformation of CTE systems. 

Jon’s wide-ranging career began working with justice-connected youth in outdoor programs for the Maryland Forest Service. After a year in procurement in the nuclear power industry, he pursued his passion for ecotourism and water-based recreation by launching and operating a kayaking  business. However, Jon missed working with learners and returned to the classroom as a high school social studies teacher. This led to his introduction to CTE through his support of Career Technical Student Organization (CTSO) competitions, volunteerism with Junior Achievement of Delaware, and supporting professional learning communities that allowed him to reconnect with his knowledge of natural systems and entrepreneurship. 

Jon’s desire to expand his impact led him to the Delaware State Park System, where he led public and private programs, nature centers and exhibits, the visitor and customer experiences. strategy. During this time, he remained connected to CTE through curriculum review and STEM program development. He joined the Delaware CTE team three years ago where he led postsecondary system development, work-based learning, and registered apprenticeship initiatives. 

Jon has been a very active member of Advance CTE prior to his promotion to State Director, participating in the Postsecondary Data Initiative, contributing to Advance CTE’s research on area technical centers and developing an environmental literacy framework through the Bay Watershed Education Training (BWET) initiative. He emphasized the immense value of Advance CTE’s support in helping him to “connect the dots” in his work and connect to leaders in other states. 

Jon is most enthusiastic about continuing current work to equitably update the statewide programs of study, which will focus on centering program requirements with labor market information and wage data, identifying metrics for credential recognition and alignment course mapping with Advanced Placement, dual enrollment courses, and other early postsecondary opportunities. Not surprisingly, Jon’s list of other priorities was quite extensive – internal role realignment, middle grade CTE standard development and a statewide framework for Credit for Prior Learning, among others- , and his enthusiasm for all of them is apparent. Jon is committed to ensuring each Delawean has access to high quality education that centers individual identity within a recession-resistant career, is efficient and affordable, and results in a wealth-generating wage.

Jon encourages fellow new State Directors to be patient with themselves, especially with new work, and use it as an opportunity to facilitate collaboration: “You don’t need to have the answer right now. Start slowly so you can go faster later — this is an opportunity for more voices to be heard.” 

Jon earned a Doctorate of Education in curriculum, instruction and assessment from Walden University. He earned both a master’s degree in education and a bachelor’s degree in social science and secondary education from Frostburg University. Jon and his wife, Sinead, have a 10 year old son named Sean.  They love hiking, camping, kayaking, and enjoying the outdoors as much as possible.  Please join us in welcoming Jon to Advance CTE!

Stacy Whitehouse, Senior Associate Communications and State Engagement 

By Stacy Whitehouse in Advance CTE State Director
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Legislative Update: House Passes BBBA and New Guidance from ED

Tuesday, November 23rd, 2021

Democratic lawmakers in Congress have made progress on a domestic spending package aimed at investing in the nation’s human capital infrastructure, including Career Technical Education (CTE). Meanwhile, a House subcommittee recently examined how states and school districts are making use of education-related pandemic aid while the U.S. Department of Education (ED) issued new nonregulatory guidance, announced changes to civil rights data collections and more.  

House Passes Build Back Better Act (BBBA)

After months of intense debate and negotiations, House Democrats successfully passed the Build Back Better Act (H.R. 5376) on November 19. The passage of this legislation is an important next step in Congressional Democrats’ ongoing efforts to pass a wide-ranging domestic spending package to complement the recently passed and enacted Infrastructure Investment and Jobs Act (IIJA). While the IIJA was passed via the regular legislative process, Congressional Democrats are making use of the budget reconciliation process which allows certain legislation, like the BBBA,  to be passed by simple majorities in both Chambers of Congress (thereby avoiding a likely Republican filibuster of the legislation). 

In the lead up to the BBBA’s passage in the House, the Congressional Budget Office released an official “scoring” of the legislation, including for the bill’s education and workforce development provisions. This was a key point of contention for some House Democrats who wanted this score prior to a formal vote. Following the release of this score, the BBBA was passed narrowly along party lines by a margin of 220-213. The BBBA now heads to the Senate where the lawmakers in the upper chamber are widely expected to make additional changes to the legislation in the coming weeks ahead. 

As shared previously, this version of the BBBA would provide $600 million for the Strengthening Career and Technical Education for the 21st Century Act’s (Perkins V) basic state grant formula program and $100 million for the law’s Innovation and Modernization competitive grant program. If enacted, the legislation would address a host of Advance CTE’s policy priorities and would also provide $5 billion for Community College and Industry Partnership grants while also ensuring that certain Area Technical Centers are eligible to apply for this funding. As the BBBA works its way further through the legislative process, Advance CTE will continue to advocate for these important investments as part of a final package which is widely expected to be complete by the end of the year. 

House Subcommittee Examine Pandemic Aid Spending

On November 17 the House Education and Labor’s Subcommittee on Early Childhood, Elementary, and Secondary Education and its Subcommittee on Higher Education and Workforce Investment Subcommittee held a joint hearing titled “Examining the Implementation of COVID-19 Education Funds.” ED’s second highest ranking official, Deputy Secretary Cindy Marten, along with James Kvaal, ED’s top official for postsecondary education, provided testimony and answered questions as part of this hearing. The purpose of the hearing was to scrutinize state, district and institutions’ use of over $160 billion in collective pandemic-related funding provided since March 2020 to help the nation’s educational systems respond to and recover from the public health crisis. 

The nearly four hour hearing explored a wide range of topics including ED’s ongoing efforts to monitor and oversee how these funds are being used by states, school districts and postsecondary institutions. In addition, lawmakers expressed a strong desire to ensure that this monitoring and oversight process ensures these funds are being spent in ways Congress intended. Relatedly, lawmakers also discussed efforts to develop reliable measures of student performance to more accurately assess the impact of programs and initiatives being funded with these pandemic relief resources. An archived webcast of the hearing, including witness testimony, can be found here. 

ED Issues New Guidance Related to Student Transportation 

This month, ED published new guidance related to the use of pandemic aid dollars for student transportation. The guidance, in the form of a Frequently Asked Questions (FAQ), provides answers to several questions related to the use of Elementary and Secondary School Emergency Relief (ESSER) and the Governor’s Emergency Education Relief (GEER) funding to provide transportation services to eligible students. Of note for the CTE community, this guidance affirms that school districts are permitted to use these funds, in certain circumstances, to provide transportation for students participating in after-school learning and enrichment programs. The full guidance can be found here. 

MOU Signed to Expand Apprenticeship Programs 

U.S. Secretary of Education Miguel Cardona, U.S. Secretary of Labor Marty Walsh, Deputy Secretary of Commerce Don Graves and Switzerland’s President Guy Parmelin signed a memorandum of understanding (MOU) as part of a series of events and announcements marking the nation’s 7th annual National Apprenticeship Week (NAW). The MOU will expand and make wider use of apprenticeships among Swiss companies operating in the United States. More information on the announcement can be found here. 

ED Soliciting Feedback Regarding Civil Rights Data Collection 

On November 18, ED’s Office for Civil Rights (OCR) announced that it has submitted to the Federal Register for public comment a proposed Civil Rights Data Collection (CRDC) Information Collection Request package for the 2021–22 school year. OCR plans to introduce new data categories by proposing the following data which were informed by listening sessions with stakeholders:

Comments regarding these proposed changes to the CRDC information collection are due by January 18, 2022. The full announcement, including the portal to submit input, can be found here. 

Odds & Ends 

Steve Voytek, Policy Advisor

By admin in COVID-19 and CTE, Uncategorized
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