Posts Tagged ‘dual enrollment’

Getting to Know Advance CTE and Early Postsecondary Opportunities

Thursday, June 17th, 2021

The “Getting to Know” blog series will feature the work of State CTE Directors, state and federal policies, innovative programs and new initiatives from the Advance CTE staff. Learn more about each one of these topics and the unique contributions to advancing Career Technical Education (CTE) that Advance CTE’s members work on every day.

Meet Christina Koch! Christina serves in the role of Policy Associate for Advance CTE. Christina works on projects related to state policy, including the New Skills ready network, initiatives related to Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) and supports Advance CTE’s equity initiatives, which currently includes the CTE Learner Voice Shared Solutions Workgroup.

Q: This month, we are sharing resources and best practices for states engaging in Early Postsecondary Opportunities (EPSOs) for learners. How do you define EPSOs? 

A: EPSOs include dual enrollment, dual credit, concurrent enrollment and other related opportunities. I would define them as opportunities designed to give each learner a head start on college courses while still in high school to make postsecondary credential and degree attainment easier and more affordable.

Q: How does the shared vision for CTE call for states to create opportunities for each learner to have access to equitable EPSOs?

A: Many aspects of CTE Without Limits focus on removing barriers for learners to reach success in the career of their choice. For example, Principle 2: Each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem, calls for all learners to have equitable access to opportunities so that they can be successful in their career pathways. Increasing equitable access to EPSOs could include making postsecondary credit free to learners and removing grade point average requirements. On the local level, it also means doing targeted outreach to learners from special populations to ensure they are made aware of these opportunities and understand the potential benefits of getting a head start on college courses.

Principle 4 of CTE Without Limits: Each learner’s skills are counted, valued and portable also touches on an important part of ideal ESPOs, in that the credit earned by learners is portable and counted toward their chosen career pathway. It is important that states ensure there are EPSOs available for learners within every career pathway and that credit is easily transferable among public postsecondary institutions. 

Q: How are sites that make up the New Skills ready network leading in providing EPSOs? 

A: Ensuring that EPSOs are available within every career pathway is definitely a topic of interest among the New Skills ready network sites and some already have really strong initiatives in their states. For example, Nashville, Tennessee is one of the sites in the New Skills ready network and has been expanding their EPSO program for nearly a decade. The state identified EPSOs as one of the most significant ways in which high schools across the state could help prepare learners for postsecondary success and began developing a portfolio of EPSOs. As part of the portfolio approach, all high schools must offer two or more types of EPSOs to ensure that the opportunities are accessible to all high school learners. 

Q: Are learners interested in EPSOs? How can states communicate the benefits of EPSOs to increase learner interest? 

A: Recent communications research revealed that more than 80 percent of families involved in CTE were satisfied with opportunities to earn college credit and take advanced classes compared to 60 percent or less of families not involved in CTE. 

Learners are interested in EPSOs but the challenge is that many do not know that these opportunities are available to them or how to navigate the process of earning postsecondary credit that would be useful to them in their education and career pathway. 

New tools and messaging resources are available to help states and local CTE leaders communicate the benefits of EPSOs for secondary learners and recruit families.

 

Brittany Cannady, Senior Associate Digital Media 

By Brittany Cannady in Advance CTE Resources, CTE Without Limits, Publications, Research, Resources
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Strategies for Scaling Early Postsecondary Opportunities in Career Pathways

Thursday, May 13th, 2021

Two hallmarks of a high-quality career pathway are seamless transitions across secondary and postsecondary education and offering learners the opportunity and means to participate in early postsecondary opportunities (EPSOs) – which include dual enrollment, dual credit, concurrent enrollment and other related opportunities. It is critical that these opportunities seamlessly result in articulated postsecondary credit for learners in a degree program that will help them progress on their chosen career pathway with no hidden barriers.

The opportunity for learners to get a head start on college courses while still in high school makes postsecondary credential and degree attainment easier and more affordable. Research consistently shows when learners are able to participate in 

EPSOs, they are more likely to graduate high school, complete college programs and be successful in their careers. For students of color, low-income learners and first-generation college students, the positive effects of degree attainment are even stronger.

While EPSOs are increasingly available for learners within career pathways, without strong policies and systems in place, too often learners engage in “random acts of dual enrollment” rather than earn credits that transfer seamlessly into their selected postsecondary institution and count toward degree program requirements. Advance CTE’s latest publication, Intentional Acts of Dual Enrollment elevates long-standing programs from Tennessee, Ohio and Utah and how these policies were implemented and scaled at the local level to provide consistent, statewide opportunities for learners. Although each state has unique strengths and challenges, some common attributes among these long-standing programs emerge:

Credits consistently articulate into postsecondary pathways across the state

To prevent “random acts of dual enrollment,” both general education and technical EPSO credits should be consistently transferred into pathways at any state public postsecondary institution to shorten time to degree for learners and ensure credits are not lost in the transition from secondary to postsecondary. Tennessee has ensured there are EPSO offerings within each secondary CTE program of study and all institutions within the University of Tennessee system and under the Tennessee Board of Regents accept EPSO credits. 

Institutionalized partnerships align systems and enable buy in and trust

Having these opportunities available on a statewide level and transferable between all public institutions takes long-standing partnerships with continued dedication to systems alignment. This requires effective and institutionalized partnerships between state agencies, with support and input from local institutions and districts. 

Robust, but streamlined, state policy to build EPSOs into career pathways

Having strong state policy in place that ensures EPSOs are consistently embedded within career pathways can provide accountability mechanisms and incentivize positive outcomes, but it is also necessary to build coherence across state and federal plans. Tennessee, Ohio and Utah all built EPSOs into their Perkins V plans. Tennessee and Utah both built EPSOs into both their ESSA and Perkins V accountability systems through the Ready Graduate indicator and Readiness Coursework indicator, respectively.

Incentives from the state level to fund EPSOs help remove financial barriers for learners

Continued financial investments from the state are critical for all stakeholders, especially to prevent major costs from falling to learners and to secure postsecondary buy-in so that providing EPSOs is not viewed as losing potential tuition for the institution.


The continued need to prioritize equity

It is imperative that barriers to access these opportunities, such as GPA requirements, administrative paperwork, cost of credit or tests and transportation, be removed to ensure equity. Ohio removed the need for learners to handle paperwork through their Career-Technical Assurance Guides (CTAG) system, which ensures learners’ earned technical credit information is automatically communicated to public postsecondary institutions in the state. In Utah, tuition is capped at $5 per credit hour for concurrent enrollment courses to make the opportunities affordable.

Additional resources on dual enrollment, articulation and transfer can be found on the Advance CTE resource center.

By Brittany Cannady in Advance CTE Resources, Publications
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Research Review: Promising Practices for Reducing Racial Disparities in Academic Outcomes

Wednesday, May 12th, 2021

Gaps in academic outcomes between learners of color and their White peers is a challenge that continues to perplex education leaders. Two new studies highlight promising practices for how states can begin to narrow racial disparities in academic outcomes and better prepare learners for the transition to postsecondary education through strong academic support and quality career and academic advising. 

Removing Barriers to Gateway Courses 

Academic and technical proficiency are both essential for career readiness. Career Technical Education (CTE) secondary learners who pursue postsecondary education are required to demonstrate academic proficiency while completing technical coursework. However, traditional postsecondary placement models can be a barrier to learners, extending both the time and costs of completing a program of study, and ultimately serve as a deterrent for learners pursuing a postsecondary degree. 

In a recent study, researchers at Florida State University examined how Florida reformed its introductory college-level course placement policies and the impact the reform had on learners of color. Prior to 2013, Florida postsecondary students scoring below college-ready on a statewide placement test were required to take at least one developmental education course. Nearly 70 percent of first-time-in-college learners were required to take these developmental education courses based on their placement test scores, with Black and Latinx learners being overrepresented compared to White learners. Learners had to pay tuition to enroll in these courses without  receiving credits, and the courses did not count towards degree requirements. Furthermore, learners were required to successfully complete developmental education courses before they were allowed to enroll in for-credit gateway courses such as English and math. 

After the Florida legislature passed Senate Bill 1720 (SB 1720) in 2013, learners who entered a Florida public high school in the 2003-2004 school year or later and graduated with a standard high school diploma were presumed to be college-ready, were exempt from college placement testing and developmental coursework, and could enroll directly into gateway English and math courses. The passage of SB 1720 also reformed developmental education courses overall by requiring colleges to design them in a way that better meets the needs of learners in the following ways:

These reforms allowed learners who choose to enroll in developmental courses the opportunity to complete them faster, only enroll in the courses they needed, and complete their education on-time. Additionally, under SB 1720 colleges were required to reform their advising services, which increased learner awareness of developmental course options along with other academic services such as tutoring.  

Comparing three cohorts of learners who had enrolled in a Florida postsecondary institution prior to SB 1720 (Fall 2011 – Fall 2013) and three cohorts of learners after SB 1720 (Fall 2014 – Fall 2016), researchers found that after the passage of SB 1720, the percentage of first-time college students enrolled in gateway math and English courses increased overall for learners; however, gains were most significant for learners of color and outpaced the growth of White enrollment by 15 percentage points. 

Similarly, the percentage of learners who passed the introductory college-level courses increased across the board; however, the gains were much more pronounced for learners of color when compared to their White peers. 

The findings from this study indicate that traditional postsecondary placement models may be underestimating the ability of learners to be successful in college-level courses, particularly learners of color who are overrepresented in developmental education.

STEM Dual Enrollment Leading to College Persistence

Another study by the Community College Research Center (CCRC) illustrates the importance of dual enrollment courses in reducing racial/ethnic gaps in Science, Technology, Engineering and Mathematics (STEM) program outcomes. About one-third of CTE high school concentrators pursue a program of study in the STEM Career Cluster, reaffirming that high-quality CTE programs can provide a strong foundation for and serve as a delivery system of STEM competencies for a broader range of learners. 

CCRC found that when Florida high school learners enrolled in college-level algebra courses through dual enrollment, they were more likely to pursue and persist in STEM programs in their first year of college compared to learners who did not participate in dual enrollment. When disaggregated by race/ethnicity, the study found that, even though dual enrollment algebra learners were much more likely to be White, Black and Latinx learners who enrolled in dual enrollment courses were much more likely than White learners to enroll and persist in STEM programs in college. 

Conclusion

Taken together, these studies suggest promising practices that can narrow racial/ethnic academic achievement and opportunity gaps and prepare learners for success along their career pathway. The research demonstrates how increased access to introductory college-level courses, strong academic supports, quality career and academic advising, and access to college in high school programs can have significant access and equity implications and begin reducing disparities in outcomes for Black and Latinx learners. 

For more information on advising and dual enrollment, please visit the Learning that Works Resource Center. 

Brian Robinson, Policy Associate

By Brian Robinson in Uncategorized
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State Policies Impacting CTE: 2020 Year in Review

Friday, February 26th, 2021

On the state and federal level, COVID-19 (coronavirus) fundamentally changed the conversation about education, significantly disrupting and refocusing state legislatures. Despite this, Career Technical Education (CTE) adapted to the challenges brought about by the coronavirus, continuing to deliver high-quality programming nationwide across all learner levels despite significant disruptions to education delivery. Because the pandemic was on the forefront of federal, state and local governments’ agendas, fewer policies and budget provisions for CTE were enacted than in previous years; in calendar year 2020, 31 states enacted or passed 67 policy actions related to CTE and career readiness.

Today, Advance CTE and the Association for Career and Technical Education (ACTE) released the eighth annual State Policies Impacting CTE: Year in Review report, examining 2020 legislation, executive orders and budget provisions that significantly changed funding. With research support from the Education Commission of the States, Advance CTE and ACTE reviewed state activity, cataloged all finalized state policy actions and coded activity based on the policy areas of focus. In 2020, states most frequently addressed the following topics: 

The policy areas that states focused on in 2020 were similar to previous years. In 2019, funding, industry partnerships and work-based learning and access and equity were also in the top five key policy trends; however, in 2020, dual/concurrent enrollment, articulation and early college and data, reporting and/or accountability replaced industry-recognized credentials and governance in the top five key policy trends. Many CTE relevant bills and budgets, including those that increased state funding for CTE, were passed before the pandemic. However, due to unforeseen spending cuts, many state budgets (or supplemental budgets) enacted this year decreased state CTE funding for FY2021. This trend is expected to continue and even worsen as economic challenges continue for many states. 

States have found creative ways to keep support for CTE at the forefront of their legislative agenda. Some states, like Louisiana, have already appropriated state funding for rapid response training to assist employers with training and reskilling that will result in quickly acquired industry-recognized credentials. Arizona, Delaware, Mississippi, and Ohio have all also enacted legislation creating programs to bolster work-based learning and workforce development programs strengthening learners, workers, and employers alike. Finally, states like Tennessee have relaxed requirements or sponsored wrap-around supports to strengthen CTE and dual enrollment programs. 

Because of the critical importance CTE plays in workforce and economic development, it is expected that more CTE-related policies will be enacted in the coming years to support up-skilling and reskilling efforts during economic recovery. This indicates a continued commitment from state leaders to advance CTE. To view previous years’ Year in Review reports, click here

Advance CTE and ACTE will be joined by state leaders on March 2 from 3:00-4:00 PM to discuss policy actions for 2020 and potential trends for 2021. Register today

Dan Hinderliter, Policy Associate

By Brittany Cannady in Uncategorized
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State of CTE: Dual Enrollment in Perkins V State Plans

Tuesday, February 2nd, 2021

In October 2020, Advance CTE released “The State of Career Technical Education: An Analysis of States’ Perkins V Priorities,” which examines how states have leveraged the development of the Strengthening Career Technical Education for the 21st Century Act (Perkins V) state plans to expand quality and increase equity within their Career Technical Education (CTE) systems. 

Perkins V is an important federal education statute that charges states to develop high-quality programs of study that build coherent, options-rich connections between middle, high school, college and careers. A high-quality program of study should offer on and off-ramps for learners along their pathways and create seamless transitions between K-12, postsecondary institutions and the workforce. One key aspect of quality that is a priority within states’ plans is the expansion of dual/concurrent enrollment. These early postsecondary opportunities are critical because they help CTE learners understand their post-high school options and earn degrees or credentials faster, saving them time and money and prioritizing their individual needs.  

Approximately one-third of high school graduates take courses for postsecondary credit at some point during their educational careers. Historically, about a third of all dual credits earned have been in CTE courses. Participating in these opportunities can lead to higher rates of college enrollment and success, as they demonstrate to learners that they are prepared for college-level work and enable them to get a head start on their credential or degree. Ensuring there is equitable access to these programs is an important part of building educational cultures where each learner, especially learners of color, can see college as a viable option.

One foundational way that Perkins V elevates the focus on dual/concurrent enrollment is through the introduction of a new secondary program quality indicator. States can choose from three options — work-based learning, recognized postsecondary credentials (credentials of value) and postsecondary credit attainment (dual/concurrent enrollment and articulation). 

Advance CTE’s analysis of state Perkins V plans found that states largely took up the mantle of supporting and expanding early postsecondary opportunities. Generally, many of these state decisions represent a continuation of prior commitments to programs of study and ensuring seamless transitions between secondary and postsecondary. 

State Strategies to Advance Dual/Concurrent Enrollment and Articulation

 

 

 

 

 

 

 

 

Key Innovations

The Work Ahead

Most states’ focus within their Perkins V plans was around providing secondary learners early postsecondary credit opportunities. While these efforts are critical to help learners transition from secondary to postsecondary education, more can still be done to facilitate transitions at the postsecondary level. States should continue efforts to develop additional pathways to help postsecondary and adult learners translate experiences in non-credit programs to pathways that provide credit, through efforts such as credit for prior learning. 

Similarly, state Perkins V plans rarely included efforts to support transitions from two-year institutions to four-year institutions. One of the best ways to achieve this goal is through statewide articulation agreements to ensure full transferability of any credits that are earned by learners. Yet only a third of states are prioritizing the creation of statewide articulation agreements in their Perkins plans, including some states that previously had such agreements in place.  

Finally, states need to continue to ensure that dual/concurrent and articulation opportunities are meaningful, equitable and fully aligned to a learner’s program of study. For instance, only about half of states that are using postsecondary credit attainment as their secondary CTE program quality measure explicitly require that these credits be related to a learner’s CTE program of study or wider career pathway, which is required by the law. States need to make intentional decisions about which courses count and how many credits are earned and collect and use the data on which credits are actually articulated, by which learners, across institutions.

Resources

Christina Koch, Policy Associate
Amy Williams, Executive Director, National Alliance of Concurrent Enrollment Partnerships

By Christina Koch in Public Policy, Research, Uncategorized
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A Learner-Centered Approach to Early Postsecondary Opportunities Amid COVID-19

Monday, June 22nd, 2020

Now that the spring 2020 semester has come to a close, schools, colleges and learners across the country are left with the uncomfortable question: what happens next? Amid the COVID-19 (Coronavirus) pandemic, the U.S. has faced widespread school closures and an unprecedented – albeit clunky – transition to remote learning. Even as states begin to lift restrictions, the path ahead is still uncertain.

Last week the National Alliance of Concurrent Enrollment Partnerships (NACEP) and Advance CTE explored some of the ways the Coronavirus has impacted – and will continue to impact – Career Technical Education (CTE) and Early Postsecondary Opportunities (EPSO), which include dual enrollment, dual credit, concurrent enrollment and other related opportunities. There is no silver bullet solution to these challenges, but state leaders and postsecondary institutions are already thinking of ways to minimize the impact on learners and, to the extent possible, to support continuity of learning through the summer and into the fall.

Hold Learners Harmless

One principle states and educational institutions should commit to is to hold learners harmless from the impacts of the Coronavirus, particularly the financial and academic burdens. States like Ohio have already taken steps to protect learners, issuing guidance that prohibits school districts from seeking reimbursement from students who withdraw from a postsecondary course due to Coronavirus-related disruptions.

Further, states are honoring students’ commitment to learning by giving them opportunities to earn credit for the work they have completed. In North Carolina, graduating high school seniors who are enrolled in EPSO courses will be given a passing grade – coded “PC19” to indicate the unusual circumstances of the pandemic – to ensure they can still meet graduation requirements. States like Georgia and Louisiana are giving learners additional time to complete course requirements over the summer.

Commit to Transparency

As states, higher education systems and local institutions adjust grading policies amid Coronavirus-related shutdowns, they must commit to transparency and provide clarity about how credit transfer will be supported. There are questions about binary grades and their impact on the transferability of EPSO courses to two-year and four-year institutions. States with guaranteed transfer acceptance and institutions with transparent policies for addressing binary credit offer students their best option. Some states have begun to release guidance on EPSOs including CTE dual credit opportunities, which NACEP has compiled here.

Don’t be Afraid to Innovate

States and institutions have adapted remarkably well to social distancing on a very short timeframe, but the hands-on, practical learning experiences that make CTE unique and compelling are often not easy to simulate in a remote or online format. That said, necessity is the mother of invention. Instructors and administrators have started finding creative solutions to maintain continuity of learning, from manufacturing products out of household supplies to distributing at-home lab kits. In Illinois, the Community College Board, Board of Higher Education and Illinois Articulation Initiative are allowing the transfer of credits for lab science course offerings that are delivered through nontraditional formats such as simulations, online labs or at-home science kits. In some cases, campuses are exploring ways to safely facilitate hands-on learning over the summer by cutting class sizes or offering intensive summer bootcamps – all while adhering to social distancing guidelines – to help learners make up missed hours.

Keep Equity Front and Center in Funding

As states face declining revenue and anticipate budget cuts in education and elsewhere, they must consider the critical role these programs play in their societal and economic recovery after the pandemic. Funding to decrease the cost of postsecondary education is an important equity lever to help ensure that the talent pipeline into high-skill, high-wage and in-demand occupations includes the entirety of their diverse communities. But a blanket approach to budget reduction, where all learners receive the same benefit, may imperil this approach.

States should analyze their EPSO funding with an equity lens and, when needed, make cuts that don’t disproportionately impact learners traditionally underrepresented in higher education. Increases in cost to the learner, driven by budget cuts, disproportionately impact learners from economically disadvantaged families who cannot absorb a change in cost like an affluent student can. As states assess the impact of this pandemic on education budgets, they should consider strategic changes to help under-resourced school districts, to address affordability for those students that are most price sensitive, and to look thoughtfully about ways to build access to those underrepresented in higher education. Focusing on equity will be critical to ensure budget cuts don’t exacerbate equity gaps in higher education and ultimately the workforce.

Recognize the Role in Recovery

As state and the national economy recovers and reconfigures, states will be looking to ensure they have a strong, robust talent pipeline to address their current, evolving and future workforce needs. There is a lot of uncertainty in forecasting what the labor market and economy will look like in the next three to five years, but it is certain that revitalizing state economies will depend on access to a skilled, educated workforce. States that have invested in career pathways approaches tied to workforce needs, have strong business and industry engagement in CTE, and strong connections between secondary and postsecondary education and industry already understand the value of these programs in driving the state economy. These relationships and a willingness to partner will yield dividends as states emerge from this crisis.

It is too early to measure the true impact of the Coronavirus on postsecondary readiness and credit attainment, but states and institutions can already anticipate some of the barriers that will come and take steps to address them. The time to act is now. States can and should clarify their policies on CTE EPSOs and ensure that the weight of school closures and learning disruption does not unnecessarily harm learners, particularly those who have the most to benefit from these opportunities.

This blog post is the second in a two-part series about the impacts of the Coronavirus on CTE dual enrollment. It was written by Amy Williams, Executive Director of NACEP, and Austin Estes, Manager of Data & Research for Advance CTE.

By Austin Estes in COVID-19 and CTE
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COVID-19 Will Disrupt Early Postsecondary CTE Credit Attainment: Don’t Make Learners Bear the Burden

Monday, June 15th, 2020

The last weeks of March were a test of adaptability for the nation’s education institutions. Over the span of weeks, school districts, community/technical colleges and area technical centers had to amend remote learning policies amid unprecedented school closures. The rapid pace at which systems and institutions have adapted to the COVID-19 (Coronavirus) pandemic has been likened to turning a battleship at the pace of a speedboat.

Early Postsecondary Opportunities (EPSO) – which include dual enrollment, dual credit, concurrent enrollment and other related opportunities – play an important role in facilitating successful transitions between secondary and postsecondary education. According to the National Center for Education Statistics, approximately one-third of high school graduates take courses for postsecondary credit at some point during their educational careers. The integration of EPSO courses in Career Technical Education (CTE) pathways is creating options-rich, intuitive linkages between high school, college and career. This approach yields benefits to students, their families and their communities: earning postsecondary CTE credit in high school can lead to higher rates of college enrollment, persistence and success. But as schools, districts and colleges adapt to a new Coronavirus reality and a pervasive shift to online learning, where does that leave learners who are enrolled in CTE EPSO courses?

Coronavirus-related shutdowns put pressure on CTE EPSO courses in a number of ways:

The field has been quick to recognize these challenges, but given the decentralized nature of higher education – in most cases, articulation agreements for CTE credit are negotiated at the local level between individual districts and partner colleges – the response has been inconsistent and incomplete. This situation creates both challenges and opportunities.

So how can states respond to some of these challenges? Next week the National Alliance of Concurrent Enrollment Partnerships (NACEP) and Advance CTE will explore some strategies to minimize the burden on students and honor their commitment to learning.

This blog post is the first in a two-part series about the impacts of the Coronavirus on CTE dual enrollment. It was written by Amy Williams, Executive Director of NACEP, and Austin Estes, Manager of Data & Research for Advance CTE.

By Austin Estes in COVID-19 and CTE
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Approaches and Considerations for Measuring Secondary CTE Program Quality in Perkins V

Wednesday, July 24th, 2019

It is common practice in the private sector to use big data to improve efficiency, strengthen product quality and better target services to customers. Can data also be used to improve the quality of public education, specifically Career Technical Education (CTE)?

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) gives states the opportunity to use data more strategically to improve quality and equity in CTE. While states have been collecting data for years on student performance in CTE programs, Perkins V pushes them to make more informed decisions about program approval and alignment, equity and access, and program improvement. In particular, states can drive program improvement through the new secondary CTE program quality indicator, a state-selected measure that will be included in each state’s accountability system starting in the 2020-21 program year.

To help states select and define a robust measure of secondary CTE program quality, Advance CTE – in partnership with the Data Quality Campaign; the Workforce Data Quality Campaign, a project of the National Skills Coalition; Education Strategy Group; and the Council of Chief State School Officers – developed a series of short briefs highlighting each of the three indicator options:

Each brief examines the pros and cons of each indicator, describes different state approaches, and offers meaningful considerations for implementation. The reports also draw on survey data from one of Advance CTE’s latest report, The State of Career Technical Education: Improving Data Quality and Effectiveness to describe common approaches to collecting and validating program quality data.

Choosing a secondary CTE program quality indicator is a decision state leaders should not take lightly. This choice will send a clear signal to the field about state priorities for CTE and create an incentive structure that will be in place for years to come. To make an informed and thoughtful decision, state leaders should consider:

The Measuring Secondary CTE Program Quality briefs are available in the Learning that Works Resource Center at this link. Advance CTE is also available to provide input and expertise to states as they select and define their Perkins V accountability measures.

Austin Estes, Senior Policy Associate

By Austin Estes in Advance CTE Resources, Publications, Resources
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States Passed 146 Policies to Support CTE in 2018

Tuesday, January 29th, 2019

2018 was a significant year for Career Technical Education (CTE) at the federal and state levels. On July 31, 2018, the President signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law, which reauthorized the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). The reauthorization of Perkins signaled a federal commitment to and a recognition of the promise and value of high-quality CTE. Additionally, at the state level 42 states and Washington, D.C., passed a total of 146 policy actions related to CTE and career readiness, reflecting a commitment from state leaders to advance CTE.

Today, Advance CTE and Association for Career and Technical Education (ACTE) released the sixth annual Year in Review: State Policies Impacting CTE report, examining 2018 state legislative activity, including legislation, executive orders, board of education actions, budget provisions and ballot initiatives. To develop the report, Advance CTE and ACTE reviewed state activity, catalogued all finalized state action and coded activity based on the policy area of focus. For 2018, the top policy areas of focus include:

In total, 30 states enacted policy in 2018 that impacted CTE funding, making funding the most popular policy category for the sixth year in a row. A number of states directed funding toward the needs of underrepresented, low-income or otherwise disadvantaged populations, including California, Iowa, Maryland, Michigan, Missouri, New Jersey and North Carolina. Washington established a scholarship program to support foster and homeless youth entering postsecondary education or pursuing an apprenticeship, among other policies that supported access and equity, and New York is funding 15 early college high school programs aligned with in-demand industries in communities with low rates of graduation or postsecondary transition.

While roughly one hundred fewer policies were passed in 2018 than in 2017, this past year’s policies still reflect a commitment from state leaders to advance CTE. A decrease in the number of CTE policies passed compared to previous years should not be misinterpreted as an indication that CTE is not a priority for states. In fact, at least 16 governors identified modernizing CTE as a priority for their states during their 2018 State of State Addresses.

As states continue to pass CTE related policies, it is important to focus on the quality of the implementation of the policies and not only the quantity. To view the previous years’ Year in Review reports click here. Advance CTE and ACTE will be joined by a state leader to discuss these policies in more depth on February 14 at 2 p.m. EST – to register for the webinar click here.

Brianna McCain, Policy Associate

By Brianna McCain in Advance CTE Resources, Publications, Resources
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This Week in CTE

Friday, December 14th, 2018

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

Trump Administration Releases Strategy to Bolster STEM Education in the U.S.

On December 4, the Committee on STEM Education of the National Science and Technology Council released Charting a Course for Success: America’s Strategy for STEM Education. This report that outlines the Trump administration’s five-year strategy to increase access to high-quality Science, Technology, Engineering and Mathematics (STEM) education and to ensure the United States is a global leader in STEM literacy, innovation and employment. Read more legislative updates on our blog here.

VIDEO OF THE WEEK

What is Dual Enrollment?

Watch this video for a brief overview of what makes a high-quality dual enrollment program. You will learn how participation in these programs has grown over time and the present challenge to close access gaps.

Watch the video here. https://youtu.be/-3bXnkHeddg

RESOURCE OF THE WEEK

What Happens to Students Who Take Community College “Dual Enrollment” Courses in High School?

In the fall of 2010, the 15 percent of learners enrolled in community college were high school dual enrollment learners. In a new report, the Community College Research Center-Teachers College, at Columbia University in New York, examines who enrolls in community college dual enrollment courses and what happens to them after high school. The research findings are based on longitudinal data of more than 200,000 high school learners who first took a community college course in fall 2010 for six years, through to the summer of 2016.

Findings:

Read the full report here: https://ccrc.tc.columbia.edu/media/k2/attachments/what-happens-community-college-dual-enrollment-students.pdf

By Nicole Howard in Uncategorized
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