Posts Tagged ‘career readiness’

High School Graduates Reassessing Postsecondary Plans During COVID-19, Prioritizing Real-World Skills and Alternate Career Pathways

Tuesday, November 2nd, 2021

Postsecondary enrollment has seen dramatic declines during the COVID-19 (coronavirus) pandemic, particularly for learners with low incomes and learners of color. A report recently published by the Strada Education Network sheds light on the experiences of high school graduates who have delayed their postsecondary education plans in 2020 and 2021. The report builds on survey data of 1,000 recent graduates previously covered by Advance CTE, as well as 17 in-depth interviews with learners. Strada finds that while these high school graduates remain committed to continuing their education, pandemic-related disruptions have caused them to reassess their initial plans and explore alternate pathways to career success. 

Learners across the board have experienced heightened uncertainty about college affordability and traditional career pathways as the labor market destabilized as a result of the coronavirus. Some learners said they were hesitant to enroll in coursework that would likely be conducted online, and concerns about taking care of family members amidst the health risks associated with the pandemic were also prevalent reasons for delaying enrollment, particularly among Black and Latinx learners. The report highlights three major priorities of high school graduates when considering when and how to re-engage with higher education: 

These priority areas shed light on effective supports that state Career Technical Education (CTE) leaders and educational institutions can implement to promote the success of aspiring postsecondary learners disrupted by the pandemic. Financial assistance, mentoring relationships and personalized advising supports are especially powerful tools for closing the opportunity gaps that hinder the success of learners with low incomes, learners of color and first-generation college students. Despite the uncertainties of today’s labor market, recent high school graduates still believe that postsecondary educational opportunities are essential for both personal and professional development, as well as preparing for and transitioning to meaningful careers. Recognizing the future-focused resilience of these recent graduates and addressing their central areas of concern are important first steps for re-engagement in postsecondary education and career pathways.

Allie Pearce, Graduate Fellow

By Brittany Cannady in Research, Resources
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Improving CTE Data Quality: Information is Used Effectively to Promote Quality and Equity in Career Pathways

Monday, May 17th, 2021

By admin in Uncategorized
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Improving CTE Data Quality: Information is Relevant, Timely and Disaggregated

Thursday, May 6th, 2021

Career Technical Education (CTE) stakeholders — including families, employers and local practitioners at the secondary and postsecondary levels — need access to relevant and timely data to make informed decisions when it matters. For all the data CTE leaders collect, processing, cleaning and sharing relevant information can take a year or more, making it far less useful for practitioners on the ground. State leaders should ensure that information is relevant, timely and disaggregated so that stakeholders can understand and act on the data. This requires states to provide a comprehensive view of their career readiness system; differentiate reports by user; make data available when it matters; and disaggregate data by population, program and institution.

To improve the relevance and timeliness of CTE data, North Dakota created a statewide longitudinal data system (SLDS) that feeds data into public and internal data dashboards on a daily basis through PowerSchool, a data management system that all public school districts use to collect data on attendance, grades and other metrics. North Dakota’s postsecondary institutions also upload their data to the state’s SLDS, allowing for linkages between the K-12 and postsecondary sectors. These data dashboards provide stakeholders with timely information that they can use to make important education, career and policy decisions. 

The SLDS currently includes data on K-12 student demographics, attendance and enrollment, assessment performance, CTE participation, graduation and dropout rates, historical grades, and college and career readiness. The SLDS also includes postsecondary data on student enrollment, courses, performance, demographics and graduation rates. Workforce data such as wage and employment information are fed into the SLDS by Job Service North Dakota, the state’s workforce development agency. North Dakota’s SLDS also collects data on CTE participation, concentration and completion rates along with credential attainment. Soon, the SLDS will include data on work-based learning completion.

Through a public dashboard tool called Insights, policymakers, agencies, researchers and the general public can access data on preparation and outcomes for education and workforce training programs and use that data to make informed decisions. The reports generated on Insights are user friendly and easily accessible to the general public. Examples of reports and data that users can explore on Insights include the demand for a particular occupation, the average salary of that occupation, the CTE program of study that could lead to a career in that occupation, and which institutions offer that program.

The SLDS also provides data to the North Dakota Education Portal, a set of dashboards available to public school teachers and administrators that provide information on metrics such as predicted learner outcomes, high school and college readiness and historical learner data. The North Dakota Department of Education and its public postsecondary institutions have access to internal data on the North Dakota Education Portal, with levels of access differentiated by user. Additionally, the portal provides learners and families direct services such as access to transcripts and the ability to send transcripts to any postsecondary institution in the state or participating in the National Student Clearinghouse, thereby making applying to those institutions easier. High school students are also able to apply to North Dakota postsecondary institutions for dual credit enrollment and complete some first-year applications online through the student portal.

North Dakota’s SLDS and data dashboards equip stakeholders, including local CTE practitioners, to make data-informed decisions when it matters by providing data in a way that is timely, relevant and actionable.

Read the Advance CTE Case Study North Dakota: Data Dashboards to learn more about how North Dakota’s data dashboards have helped to foster a data- and information-rich culture throughout the state. For additional resources on improving the quality and use of career readiness data, check out the Career Readiness Data Quality microsite

This is the fifth edition in a series of Advance CTE data quality blogs to accompany Advance CTE’s latest releases, Career Readiness Data Quality and Use Policy Benchmark Tool and Data Quality Case Studies. For more resources on data and accountability in CTE, please visit the Learning that Works Resource Center.

Brian Robinson, Policy Associate

By admin in Uncategorized
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ESSA Marks A Watershed Moment for Career Readiness, But States Leave Many Opportunities On the Table

Thursday, December 14th, 2017

This year marked a pivotal moment for K-12 education. With the passage of the Every Student Succeeds Act (ESSA) in 2015, state leaders have spent the last two years reexamining and strategizing they way they deliver K-12 education. Now that the last ESSA plans have been written and submitted, we finally have a national picture of state priorities for education, including how K-12 education systems will support and reinforce career preparation opportunities.

One of the key priorities for ESSA is alignment and conformity across different federal and state systems. ESSA gives states the flexibility to hold schools accountable, measure student outcomes, and provide supports and technical assistance in a way that is aligned with their own priorities. States are encouraged to streamline services across Career Technical Education (CTE), workforce development and higher education and truly support learners to achieve career success.

Today Advance CTE and Education Strategy Group released an update to Career Readiness & the Every Student Succeeds Act: Mapping Career Readiness in State ESSA Plans. The report examines state plans in all 50 states and the District of Columbia to see how states are taking advantage of key opportunities to support career readiness. Overall, two key takeaways rise to the surface:

Kentucky’s plan, for example, draws on economic priorities to undergird accountability and supports across each of the different titles in the law. The plan describes the five key industry sectors in the commonwealth of Kentucky and clearly articulates the role that CTE and K-12 education play in preparing learners for success in the modern workforce. Kentucky’s accountability system reinforces this priority by measuring and holding schools accountable for key career readiness metrics, including industry-recognized credential attainment, CTE dual credit completion, apprenticeships and more.

The report also profiles state plans for Title II, Part A funding, which supports the development of teachers and school administrators, and Title IV, which provides critical funding to expand access to opportunities for a “well-rounded education.”

State leaders have completed the tremendous work of engaging stakeholders, identifying priorities and developing strategic action plans to drive education in their states. Now they are tasked with implementing those plans. Given the growing profile of CTE and the elevated role of career readiness in state ESSA plans, the path ahead is promising. But now is the critical time to act, and states should ensure that they fully leverage all of ESSA’s opportunities and follow through on the commitments they made in their plans.  

In addition to the report, a supplemental appendix profiling specific state strategies and an infographic of key takeaways are available to download.

Austin Estes, Policy Associate

By admin in Public Policy, Publications, Research
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New PDK Poll Shows that Americans Overwhelmingly Support Career Preparation in High School

Tuesday, September 5th, 2017

The 49th annual PDK Poll of the Public’s Attitudes Toward the Public Schools was released recently, and once again showed the importance of career preparation in K-12 for American students. Respondents overwhelmingly supported the idea that students need classes devoted to preparing them for the real world, including training for specific careers and training on employability and interpersonal skills. Over 80 percent indicated that they would prefer career and jobs preparation courses even if it meant students spending less time in academic courses.

Fewer than half of public school parents (47 percent) expect their child to enroll in a four-year college full time. Other parents expected their child to enroll in two-year colleges or vocational programs, while others expect their students will enroll in postsecondary training part-time while also working. These findings indicate that parents are thinking deliberately and strategically about their students’ futures in the real world.

New Research Highlights Number of Jobs Available for Those without Bachelor’s Degree

A new report from the Georgetown University Center on Education and the Workforce, in collaboration with JPMorgan Chase & Co. details the 30 million “good” jobs available in the US for workers without Bachelor’s degrees. These jobs pay a median wage of $55,000 annually, and are largely found in the manufacturing and skilled-services industries.

The research also points out that even though there is a wide public perception that there are no jobs available for those without Bachelor’s degrees, workers without them still comprise 64 percent of all workers. However, this does not mean that workers do not require any postsecondary training. Increasingly, jobs are requiring Associate’s degrees or other postsecondary credentials, so future job seekers should still plan on attaining some level of postsecondary experience.

Odds and Ends

The Education Commission of the States recently put together a comprehensive summary of state policy actions taken related to high-quality computer science education. These actions include adopting statewide computer science standards and creating banks of high quality resources for educators to use.

The Georgetown University Center on Education and the Workforce also recently released a report detailing the effects of the current healthcare debate on the nursing profession. The report finds that a college education is increasingly important to be successful in nursing, and also finds that lack of diversity remains a challenge for the field.

Ashleigh McFadden, State Policy Manager

By admin in Uncategorized
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In Round 2 ESSA States, A Clear Vision for Career Readiness Helps Anchor Implementation Strategies

Tuesday, August 8th, 2017

The Every Student Succeeds Act (ESSA) requires states to articulate long-term goals for student academic achievement, graduation rates and English language proficiency. Yet some states have opted to go beyond federal requirements to describe a comprehensive vision for the future of K-12 education. In some cases, this helps anchor the plan and provides opportunities for cohesion across different title programs.

As the remaining 34 states prepare for next month’s submission deadline, several — including Pennsylvania and South Dakota — are taking the opportunity to refine their statewide vision. These states are leveraging the ESSA stakeholder engagement and planning process to chart out a new, aspirational future for education, one that puts career readiness front and center.

Pennsylvania Aims to Increase CTE Enrollment to Prepare All Learners for Postsecondary and Workforce Success

The Pennsylvania Department of Education (PDE), for example, describes its mission as preparing all learners for “meaningful engagement in postsecondary education, in workforce training, in career pathways, and as responsible, involved citizens.” PDE goes on to elevate the importance of career ready pathways for student success. This framing sets the tone for the rest of the state’s proposed ESSA plan, and is echoed through the state’s accountability, technical assistance and grant administration strategies.

Under accountability, Pennsylvania calls for a career readiness indicator to measure the implementation and completion of career exploration activities in elementary, middle and high school. Additionally, the state proposes a new public-facing report card called the Future Ready PA Index that will monitor and report out a variety of career readiness metrics. Metrics identified through stakeholder engagement include participation in advanced coursework (Advanced Placement, International Baccalaureate and dual enrollment), and the number of students earning industry-recognized credentials.  The inclusion of these metrics in Pennsylvania’s public reporting and accountability system demonstrates the state’s commitment to career preparation at all levels of education.

The plan also identifies funding sources through different ESSA title programs and outlines strategies to braid funds and promote certain career preparation activities. These strategies are organized around four guiding priorities, one of which is to ensure well-rounded, rigorous and personalized learning for all students. Specifically, the plan proposes to increase participation in advanced coursework, promote access to Science, Technology, Engineering and Math education (STEM), and support meaningful career pathways, aiming to increase enrollment in state-approved CTE programs by five percent annually. With this clearly articulated vision, PDE urges local education agencies to braid funds through Title I, Title II and Title IV to support related efforts. Specific encouraged activities include hiring and training qualified career and college counselors to help learners make informed decisions about their career paths.

South Dakota Plans to Expand High-Quality CTE Pathways

Similarly, preparing all graduating high school student for postsecondary education and the workforce is one of four K-12 milestones identified in South Dakota’s ESSA plan. The importance of CTE and career preparation is not lost. In fact, South Dakota commits to providing learners with multiple pathways to demonstrate readiness for college, career and life after high school.

Like Pennsylvania, South Dakota plans to use its accountability system to achieve this vision. The state aims to refine it college and career readiness indicator, originally adopted in the 2012-13 school year, to value learners who graduate ready for both college and careers. The indicator includes two metrics — assessment of readiness and progress toward a post high school credential  that count students completing advanced coursework such as CTE, AP and dual credit as well as those earning passing scores on college entrance examinations.

What is notable about South Dakota’s ESSA plan is that CTE is drawn out as a strategy throughout different parts of the plan, illustrating the extent to which CTE is core to South Dakota’s vision. For one, South Dakota plans to provide technical assistance to schools identified for comprehensive or targeted support and improvement to help them develop and expand high-quality CTE pathways. The justification for this strategy is that CTE students have higher graduation rates. Additionally, South Dakota aims to launch pilot schools that provide work-based learning experience, early postsecondary opportunities and robust career guidance and supports for students. And, under Title IV, Part A (the new Student Support and Academic Enrichment Grants), South Dakota plans to set aside state funds to help local education agencies expand high-quality CTE pathways.

ESSA gives states a clear opening to reorganize their priorities and vision for K-12 education. Newfound flexibility under the law allows for state-appropriate strategies that reflect stakeholder input and are aligned with other statewide initiatives. However, ESSA plans will only be as effective as states make them. By setting clear goals and connecting efforts and strategies, states can organize their ESSA implementation efforts to support career readiness and success.

Austin Estes, Policy Associate

By admin in Public Policy
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Top Findings from Reviews of State ESSA Plans

Tuesday, July 25th, 2017

How long does it take to read through and analyze 17 state plans under the Every Student Succeeds Act (ESSA)? Two months seems to be the sweet spot for many of the nation’s education thought leaders. Since the first submission window closed this spring, a number of groups, Advance CTE among them, have released their takes on the first round of state plans.

Federal education policy inevitably draws opinions, advice and criticism from all corners of the country, and states’ planning around ESSA implementation has been no exception. Below we round up some of the latest takes and summarize conclusions from the first round of submitted plans.

ESSA: Early Observations on State Changes to Accountability Systems (Government Accountability Office)

Purpose: The GAO was requested by Congress to study and report on states’ progress and approaches toward amending accountability under ESSA. To conduct the report, GAO policy researchers interviewed national stakeholders and met with education officials in California and Ohio, two states that were identified as taking different approaches to accountability.

Key Findings: The report finds that states are taking advantage of increased flexibility under ESSA, though the degree of change ranges by state. The authors classify ESSA accountability development by four dimensions: 1) determining long-term goals, 2) developing performance indicators, 3) differentiating schools and 4) identifying and assisting low-performers.  

ESSA Equity Dashboards (Alliance for Excellent Education)

Purpose: To highlight strengths and draw attention to growth areas in ESSA plans, the Alliance for Excellent Education is developing ESSA Equity Dashboards that rate key components of state plans. Dashboards are available for five of the first 17 plans, with the remaining expected in August. The dashboards examine long-term goals, support and intervention, and accountability.

Key Findings: The Alliance for Excellent Education highlights Louisiana’s plan for its focus on academic outcomes and the design of the state’s “Strength of Diploma Indicator.” Reviewers flagged Colorado’s long-term goals for math and reading performance.

ESSA Leverage Points: 64 Promising Practices from States for using Evidence to Improve Student Outcomes (Results for America)

Purpose: This analysis from Results for America examines the first 17 submitted ESSA plans and evaluates the degree to which states aim to use evidence-based practices in certain parts of their plan. The analysis is based on 13 key ESSA leverage points identified by Results for America and the Council of Chief State School Officers. Leverage points include monitoring local education agency implementation, allocating school improvement funds, monitoring and evaluating school improvement, and more.

Key Findings: The reviewers found that:

An Independent Review of ESSA State Plans (Bellwether Education Partners and the Collaborative for Student Success)

Purpose: To supplement the Department of Education’s peer review process, Bellwether Education Partners and the Collaborative for Student Success convened a peer review team of their own, drawing together more than 30 local, state and national experts to review and rate state plans. Their analysis focused on nine key elements.

Key Findings: The results of the peer review are broken down by state at https://checkstateplans.org/. Overall, the reviewers found that:

Leveraging ESSA to Promote Science and STEM Education in States (Achieve)

Purpose: This analysis from Achieve examines 17 round 1 state ESSA plans through the lens of Science, Technology, Engineering and Mathematics (STEM) education, pinpointing how states are leveraging assessments, graduation requirements and other goals to promote science and STEM.

Key Findings: Achieve’s analysis finds that, among the 17 round 1 state plans:

Making the Most of ESSA: Opportunities to Advance STEM Education (Education First)

Purpose: Education First, with support from the Overdeck Family Foundation, examined 25 state plans (including 17 submitted plans and an additional eight draft plans) to identify leverage points for STEM education and review whether and how states are taking advantage of these opportunities. Their review focused on four key dimensions of state plans: inclusion of state science assessments in accountability systems; including of Career Technical Education (CTE) indicators in accountability systems; inclusion of Advanced Placement (AP) and International Baccalaureate indicators in accountability systems; and STEM elements in 21st Century Community Learning Centers.

Key Findings: The reviewers found that:

Reflections on State ESSA Plans (American Institutes for Research)

Purpose: Researchers at the American Institutes for Research reviewed 17 submitted plans and three additional draft plans to get a broad perspective on how states are prioritizing certain strategies. Their analysis covered plans for accountability, STEM, school improvement, technology and more.

Key Findings: Notably, the researchers at AIR found that, among the 20 plans reviewed:

Overall, reviewers seem impressed with states’ efforts to include more comprehensive indicators of student success in their accountability system. However, states were light on details about how their plans will be implemented and how schools will be supported to improve student performance. The remaining two-thirds of states planning to submit plans in September can draw on these findings, along with Advance CTE’s report on career readiness and ESSA, to ensure their plans are robust and sufficiently leverage all that ESSA has to offer.

Austin Estes, Policy Associate

 

By admin in Public Policy, Research, Resources
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Despite Federal Budget Constraints, States Forge Ahead with ESSA Planning

Monday, June 5th, 2017

Earlier this year, 16 states and the District of Columbia submitted plans for implementing the Every Student Succeeds Act (ESSA) to the Department of Education, detailing strategies to strengthen standards, accountability, teacher effectiveness and student supports. Since then, the remaining 34 states have continued work drafting their own plans. Despite uncertainty from Washington, DC, states such as New York and California are taking advantage of ESSA’s increased flexibility to promote career readiness, specifically through new accountability systems.

Despite lawmakers’ intentions to expand local flexibility, state planning has been somewhat constrained by the federal budget process. In May, Congress approved a budget for Fiscal Year 2017 that fell short of the authorized funding for certain ESSA programs. Specifically, the Title IV-A Student Support and Academic Enrichment (SSAE) grant program — which consolidated a basket of categorically-funded initiatives in order to expand state flexibility — was funded at only $400 million for the year, far short of the authorized $1.6 billion (the program is eliminated entirely under the President’s proposed FY18 budget). As such, lawmakers decided to give states the option to distribute grants competitively rather than through a formula, as is prescribed in the law. It is not year clear if states will take this opportunity, though switching to a competition may discourage smaller districts from applying.

Under ESSA, at least 95 percent of SSAE funds are to be awarded to local education agencies for one of three priorities: supporting a well-rounded education, fostering a safe and healthy school climate and providing for the effective use of technology. These funds can be used to strengthen or enhance local Career Technical Education (CTE) programs, which are covered under the statutory definition of “well-rounded education.” Although funds go primarily to the local level, states have leeway to signal how they should be used. They can also expend state set-aside funds under Title IV-A to administer technical assistance in certain priority areas. While SSAE grants provide a clear leverage point to promote CTE statewide, many states are approaching the opportunity with caution, leaving it up to local education agencies to determine how such funds will be spent.

In the Wake of April’s Submission Window, Five States — Including New York and California — Release Draft Plans

In addition to the 16 states and D.C. that submitted plans during the first window, another 20 states have released draft plans or guidelines as of June 2017. The newest states to release draft plans include Arkansas, California, Nebraska, New Hampshire, New York, Rhode Island and Wisconsin. Below we examine different approaches that New York and California are taking to leverage ESSA in support of statewide career readiness.

New York’s Plan Envisions Success in College, Careers and Citizenship

Building on the state’sgraduation pathways work, one of the key threads throughout New York’s first ESSA state plan draft is ensuring all students graduate “prepared for success in postsecondary education, careers, and citizenship.” The plan envisions a K-12 system that provides rigorous instruction, positive learning environments, and appropriate opportunities and supports so that all students can succeed.

One area in the plan where this priority is reflected is the state’s accountability system, which adopts a measure of College, Career and Civic Readiness as one of two School Quality and Student Success indicators at the high school level. ESSA requires states to adopt at least five accountability indicators, four that are loosely prescribed and a fifth measure of school quality that is up to a state’s choosing. As we’ve reported in the past, many states are seizing the opportunity to measure not only college preparedness but career readiness as well.

In New York’s case, the proposed College, Career and Civic Readiness Index encourages both college and career preparation and awards bonus points for students who surpass the minimum Regents or Local Diploma requirements. Under the proposal, schools will receive full points for students who earn a standard diploma, an additional half point for students who enroll in Advanced Placement (AP), International Baccalaureate (IB) or dual credit courses, and a full two points for students earning a CTE endorsement, an industry-recognized credential or a passing score on an AP or IB exam (among other options).

Furthermore, the plan explicitly encourages local education agencies to use SSAE grants to offer multiple pathways to graduation and career readiness. The state plans to use up to 4 percent of its permitted set-aside funds to support local education agencies to implement this, and other, priorities. And while the plan is light on details, the state promises to support student access to extra-curricular opportunities, including “community-based internships and … sports and arts.” New York’s state plan is still in the public comment stage and subject to change prior to the September submission deadline.

In California, Local Control Accountability Plans Will Drive ESSA Implementation

California meanwhile is approaching ESSA’s increased flexibility as an opportunity to supplement ongoing state efforts. In 2013, the Golden State transformed the way it funds education using a Local Control Funding Formula (LCFF) to consolidate state education funding and empower local education agencies to create and implement their own strategic priorities. Under the policy, local districts are required to create Local Control Accountability Plans (LCAP) to set goals and plan their delivery strategies. Additionally, California last year adopted a new multi-measure accountability system aligned to the LCFF to hold local districts accountable for using state education funds effectively. Just this year the state Department of Education released a school accountability dashboard that illustrates student performance on a variety of different measures.

California’s state plan proposes to use LCFF as a vehicle to implement ESSA. The plan, appropriately titled “The California Way,” proposes to map local ESSA planning efforts against the current LCAP to create a “single, coherent system that avoids the complexities of having separate state and federal accountability structures.” Local education agencies will submit an LCAP addendum as a supplement to address additional requirements under ESSA.

So how will California’s ESSA plan support career readiness? For one, the current accountability system includes a career and college readiness index. Interestingly, and unlike most other state proposals thus far, the index will count toward the state’s academic success indicator, along with student performance and growth on assessments. While the State Board of Education has blessed the indicator, it has yet to determine how it will be measured. Current considerations include dual enrollment, AP exam performance, IB exam performance and CTE pathway completion. Additionally, California’s plan points to other recent initiatives — such as the state’s three-year, $900 million CTE Incentive Grant Program — that are designed to enhance and expand regional CTE pathways in the state.

What New York’s and California’s ESSA state plans tell us is that states are taking full advantage of newfound flexibility to align federal initiatives with their own efforts. In the case of California and New York, both states have undergone work in recent years to revise graduation and accountability policy to better promote career readiness in high school. Others should consider how to align opportunities under ESSA to support their own state and local initiatives.

Austin Estes, Policy Associate

By admin in News, Public Policy
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Effective Stakeholder Engagement Requires More Than a Broad Communications Plan

Thursday, March 30th, 2017

March 30, 2017

Sustainable and successful transformation of state career readiness systems, including but not limited to Career Technical Education (CTE), requires engagement with a variety of stakeholders who are deliberately working to share ownership. Lead agencies must engage those from industry, who may be new to policy-making, not only to generate buy-in but also to reach state goals for transformation.

To help with this work, Advance CTE created a tool based off of two tools created by CCSSO in June and November 2016. This tool, developed through the New Skills for Youth initiative and generously funded by JPMorgan Chase & Co., guides users through nine steps in planning effective interactions with specific stakeholders:

Each of these steps is designed to guide users through the entire process of building interactions with stakeholders that will explain their efforts thoroughly and present requests for stakeholder assistance clearly and convincingly.

While this tool should not replace broader communications and stakeholder engagement plans, it enhances their effectiveness by allowing for coordination in focusing and formalizing messages and interactions. The tool also helps with prioritization of stakeholder engagement efforts through the use of a stakeholder map that measures the level of support and the level of influence of each stakeholder. By completing this worksheet and keeping all information on stakeholder engagement in this one place, users will be better prepared to implement communications related to CTE and career readiness reforms.

Ashleigh McFadden, State Policy Manager

By admin in Publications, Resources
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Measuring Career Readiness in State Accountability Systems: Where to Start

Thursday, March 23rd, 2017

The Every Student Succeeds Act (ESSA) affords states the chance to strengthen their accountability systems by adopting multiple measures of school success rather than relying on an antiquated test-based system. Buoyed by this flexibility, state agencies across the country are exploring strategies to integrate career readiness indicators into their accountability systems. While some states have made considerable progress in this arena, others are left wondering where do we start?

To help states navigate this new territory, Education Strategy Group and the Council of Chief State School Officers convened a workgroup of accountability experts and tasked them with identifying and recommending robust metrics to measure career readiness. Their recommendations, released earlier this month in a brief titled Destination Known: Valuing College AND Career Readiness in State Accountability Systems, detail four possible measures of student career readiness:

The brief further outlines strategies for measuring and valuing each of these measures, demonstrating how states can implement and gradually increase the sophistication of their measurement indicators. Lessons are also drawn from states such as Ohio, Kentucky and California that have made headway toward adopting and implementing career-focused accountability indicators in recent years.

Moving forward, JPMorgan Chase & Co. aims to support state efforts to adopt these recommendations and enhance their career-focused accountability through New Skills for Youth, a cross-state initiative to dramatically increase the number of students who graduate from high school prepared for careers.

Expanding Access to Postsecondary Learning

Separately, students who earned dual credit in Oregon schools were more likely than their peers to graduate from high school, enroll in college and persist through their first year. That’s according to new research from the Research Education Lab at Education Northwest examining dual credit participation between 2005 and 2013. While the study reveals a correlation between dual credit attainment and positive outcomes, the authors note equity gaps in participation across student subgroups. Dual credit earners in the study were more often white, female and not on the federal free and reduced lunch program.

Equitable access to higher education is not a new issue, but it can often be exacerbated by performance-based funding formulas. Without careful design, such formulas can encourage two-year and four-year colleges to be more selective with who they admit into their programs. According to the Center for Legal and Social Policy (CLASP), states should adjust their postsecondary formula weights to counteract selectivity and encourage more open access to postsecondary education.

Odds and Ends

Austin Estes, Policy Associate

By admin in Research, Resources
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