Twitter icon
Facebook icon
LinkedIn icon
YouTube icon



Posts Tagged ‘kansas’

« Older Entries

Advance CTE 2024 Spring Meeting Sponsor Blog – Gold Sponsor American Student Alliance | Using CTE to Create Innovative Career Exploration Programs That Prepare All Learners for Their Futures

Thursday, April 11th, 2024

The views, opinions, services and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products or services not mentioned.

In recent years, middle school career exploration has gained traction as a foundational element of Career Technical Education (CTE). As many State CTE Directors and leaders know, the Carl D. Perkins Career and Technical Education Act (Perkins V), signed into law in July 2018, for the first time permitted Perkins funding to be used on career exploration programming as early as fifth grade. Here are four strategic actions that states can take to expand and enhance career exploration programs that prepare learners for postsecondary education and career success, based on a recent nationwide study of middle school career exploration programs, commissioned by American Student Assistance® (ASA).

Clearly define middle school career exploration and ensure a unified definition is adopted across relevant agencies and partners, including K-12, postsecondary, workforce, and relevant community-based organizations. A quality definition clearly defines middle school career exploration as a strategy that will help learners build their understanding of career interests and expand awareness and understanding of career opportunities, including through hands-on, applied experiences. 

Once a clear definition is established, coordinate related and supporting efforts across state leadership, including departments driving academics and instruction, school counseling, CTE, and workforce training. Establish routines for collaboration between programmatic leaders who should be working together to support an overall vision for learner success with elements from each of their programs.

Integrate career exploration into your accountability and data collection systems. The last two years of high school are insufficient for dramatically increasing learners’ readiness for postsecondary and career opportunities. States can leverage program quality indicators in Perkins V and the Every Student Succeeds Act (ESSA) state plans to formally set measurable goals for middle school career exploration, integrating them into existing college and career readiness (CCR) targets. States can also utilize their data collection systems to not only identify middle school career exploration participants and determine their positive placement within high school CTE programs, but also to ensure the quality of programming through evaluations or learner-based software platforms.

The report also highlights seven states that have distinguished themselves by instituting formal accountability mechanisms to influence district and school focus on meaningful career exploration. Although federal changes made through the reauthorization of ESSA allowed states to exercise flexibility in the indicators used to assess districts and schools, only two states—Pennsylvania and Georgia—have used this flexibility to include career exploration as a component in their federal accountability systems. Five additional states—Missouri, Kansas, Utah, South Carolina, and Michigan—have incorporated middle school career exploration into their state accountability mechanisms to assess the quality of delivery of career advisement services or activities.

Assess and address state policies that have the potential to limit learners’ ability to access different career exploration opportunities, including restricting CTE course enrollment by grade level or grade point average minimums. 

It’s important to provide innovative and comprehensive career exploration that includes CTE. Only 33 states facilitate exploration via a course or set of courses that can serve as an on-ramp to a CTE pathway, according to ASA’s report. In contrast, the study highlights Utah’s College & Career Awareness Program, which requires a course that enables learners in grades 7-8 to explore high school, college, and career options based on individual interests, abilities, and skills. A team of CTE teachers, school counselors, and work-based learning coordinators teach the course and provide instruction in career development. 

This well-rounded, effective approach equips all learners with the information they’ll need to understand their options and make informed, confident decisions about their futures.

Julie Lammers is Senior Vice President of Advocacy and Corporate Social Responsibility at American Student Assistance® (ASA), a national nonprofit changing the way kids learn about careers and prepare for their futures. Julie leads ASA’s philanthropic strategy as well as ASA’s advocacy efforts on both the federal and state level. Julie has been at ASA since March 2010.

By Layla Alagic in Advance CTE Spring Meeting
Tags: , , , , , , , , , , , , , , ,

Funding Career Technical Education: Incorporating Elements Into Funding Models to Address CTE Access, Completion and Program Quality

Wednesday, January 24th, 2024

Advance CTE released the 2023 State of CTE: An Analysis of State Secondary CTE Funding Models to highlight how states and the District of Columbia provide high-quality Career Technical Education (CTE) through various secondary CTE funding models and approaches. This blog, the third in a series, describes ways states have incorporated elements into their funding models to address CTE access, completion and program quality. 

Overview

Advance CTE’s vision for the future of CTE calls on states to design equitable funding models that direct funding to where it is needed most. Funding is not just about budget sheets but about investing in and fostering an environment where every learner’s potential is unleashed. A state’s commitment to CTE is reflected in their financial decisions, and states are making changes to secondary CTE funding models to better serve and offer opportunities for all learners.

Background

Advance CTE conducted a survey with State CTE Directors in summer 2022 to better understand the extent to which states are currently incorporating elements into funding models to address CTE access, completion and program quality. Forty-six state leaders responded to the survey, and Advance CTE followed up with select state leaders in interviews to gather additional information about dimensions of equity.

Some of the most salient findings from the survey of State CTE Directors include:

65 percent reported state funds supported access to secondary CTE programs for all learners, 56 percent reported state funds supported completion of secondary CTE programs of study for all learners, 54 percent reported state funds supported access to equipment and resources in CTE classrooms, 47 percent reported state funds supported access to college and career advisement, and 44 percent reported state funds supported attainment of CTE certifications while in high school.

There remains room for innovation in states’ secondary funding models as almost half of states are not supporting funding in one or several of the dimensions of equity. Additionally, almost a fifth of State CTE Directors indicated their state funding does not reflect any of the dimensions of equity. States should continue to evaluate and incorporate changes to secondary CTE funding models to ensure all learners have access and success through CTE.  

Highlighted Practices

States such as Kansas, Michigan, New Mexico and Texas are linking state funding to state-approved CTE programs meeting quality standards. This move ensures access for learners regardless of their geographical location. 

Other states, including Delaware, Florida, Georgia, Idaho, Indiana, Ohio, Tennessee and Texas, are incentivizing learner enrollment and success in certain CTE courses or programs aligned with state labor market needs. These states use varying weights (i.e., multipliers) based on program types or course levels, aligning educational goals with workforce demands. For example, Indiana allocates amounts based on the number of CTE credit hours generated by districts and the enrollment in apprenticeship programs or work-based learning.1

Recent shifts in foundational education formulas or bonus structures have also resulted in positive change. Massachusetts, for instance, introduced incremental funding to its formula for Chapter 70 (i.e., the major program of state aid to public elementary and secondary schools) under the Student Opportunity Act, benefitting English language learners and learners experiencing low income, including those in CTE programs.2 You can learn more about Massachusetts in the state case study accompanying this release.

In Texas, local education agencies (LEAs) can earn outcomes bonuses for learners meeting the state’s college, career or military readiness measures. This bonus is weighted for learners who are considered economically disadvantaged or who are enrolled in special populations thereby tailoring additional funds to cater to learner needs, especially within CTE programs.3 You can learn more about Texas in the state case study and read about additional examples in the Research Report accompanying this release.

Recommendations

State leaders should consider the following recommendations if they plan to leverage funding incentives and/or prioritize geographies, learner or program characteristics and/or program areas:

Funding structures must continually evolve to bridge resource gaps among different learners. State CTE Directors can help shape funding conversations so learners thrive in an ever-evolving CTE landscape.

Additional Resources

Be sure to read the other blogs in this series: Funding Career Technical Education: Secondary CTE Funding Basics and Funding Career technical Education: Using the 2023 State of CTE Funding Report Resources. In the next blog in this series, we will explore how states also make contributions to CTE programs through non-categorical programmatic appropriations to support unique elements of CTE.

Please visit Advance CTE’s Learning that Works Resource Center for additional resources about CTE funding. 

Dr. Laura Maldonado, Senior Research Associate

By Layla Alagic in CTE Without Limits, Research
Tags: , , , , , , , , , , , , , , , , ,

College in High School Series: a Look at CHSA’s State Policy Roadmap

Wednesday, June 14th, 2023

Advance CTE serves as a steering member of the College in the High School Alliance,a coalition of national, state, and local organizations collaborating to enable high school students to enroll in authentic, affordable college pathways toward postsecondary degrees and credentials offered with appropriate support. This blog, the second in a series, highlights the CHSA’s Unlocking Potential guide that elevates findings and work states are doing to design and deliver high-quality college in the high school programs. 

Resource Overview

College in High School Alliance (CHSA)’s Unlocking Potential: A State Policy Roadmap for Equity & Quality in College in High School Programs provides a comprehensive set of policy recommendations for states looking to expand equitable access to college and high school programs. This guide provides policy recommendations as well as actionable items for state and local administrators and concludes with other examples of state tools and resources.

Background:

College in High School Alliance defines college in high school programs as dual enrollment, concurrent enrollment, and early college high school. These programs are formed via partnerships between school districts and accredited institutions of higher education to provide high school-age students postsecondary experiences that lead to college credentials or degrees. 

The number of students participating in College in High School Programs has increased to provide opportunities to more than 5.5 million secondary learners, with Career Technical Education (CTE) courses making up one-third of enrollments (1). While these programs have proven popular and in high demand, enrollment demographics do not reflect the full diversity of the learner population. Significant opportunity exists for reducing barriers to accessing College in High School Programs for all learners, especially those in low-income communities, learners of color, learners from rural communities and first-generation college-goers.

Unlocking Potential provides recommendations and highlights work for state policies that advance the goals of equity and quality for college in high school programs in six categories:

The numbers in the image represent page numbers from the resource guide, per each category.

The policy recommendations are presented along a continuum: foundational, advanced, and exceptional policies. Foundational policies are those that every state must have to best support its learners.

For example, under the Equity Goal and Public Reporting, Every Student Succeeds Act (ESSA) data reporting requirements would be considered a foundational policy. On the other end of the spectrum, states can enhance these same data reporting requirements by creating tool kits and providing technical assistance to empower local use of data to remove barriers for learners and create more equitable programs. 

To learn more about how CTE early postsecondary opportunities (EPSO) such as dual enrollment serve learners, check out Advance CTE’s report on The State of CTE: Early Postsecondary Opportunities. This 50-state report, provided in partnership with College in the High School Alliance reveals key findings on how EPSOs serve CTE learners and provides recommendations for state leaders to leverage state infrastructure and collaboration to advance equity in these experiences.

  1. The State of CTE: Early Postsecondary Opportunities
  2. Unlocking Potential

 

Suela Cela, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Research Round-up: The Impact of the High School CTE Education Teacher Pathway Initiative Grant

Wednesday, May 31st, 2023

Advance CTE’s “Research Round-Up” blog series features summaries of relevant research reports and studies to elevate evidence-backed Career Technical Educational (CTE) policies and practices and topics related to college and career readiness. This month’s blog highlights a study produced by the U.S.  Department of Education’s Office of Career, Technical and Adult Education (OCTAE) on the impact of the High School CTE Education Teacher Pathway Initiative Grant. These findings align with Advance CTE’s vision for the future of CTE where each learner is supported by and has the means to succeed in the career preparation ecosystem.  

In 2017, the U.S. Department of Education’s Office of Career, Technical and Adult Education (OCTAE) launched the High School Career and Technical Education (CTE) Teacher Pathway Initiative (also referred to as CTE TPI). Last year, OCTAE published The Impact of the High School CTE Education Teacher Pathway Initiative Grant, a report on the outcomes of these three-year grants and the specific activities that the five grantees implemented to increase the pipeline capacity of high-school CTE teachers. These findings can inform state leaders on best practices for recruitment and retaining high-quality CTE instructors.

The study, conducted by the American Institutes for Research (AIR), focused on the following questions to examine the challenges and potential solutions encountered during grant implementation and to summarize grantee activities: 

  1. What do grantees see as the major factors contributing to shortages of secondary CTE teachers in their state or community?
  2. How have grantees used CTE TPI funding to alleviate CTE teacher shortages? 
  3. What challenges have grantees experienced in implementing their CTE TPI activities, and what strategies are they using to overcome those challenges? 
  4. Are there early indicators of success in alleviating CTE teacher shortages?

 

Grants were awarded to two state departments of education, a regional education service center, a community college system and a school district: 

Grantee Findings and Activities 

In the first collection of data in 2019, grantees were surveyed about what they saw as the major factors influencing the shortages of secondary teachers in their state or community. The five major issues identified were:

  1. Disparities in compensation and work-life balance between in-demand industry positions and teaching
  2. Lack of higher education programs to train potential CTE educators
  3. Challenges navigating the CTE teacher licensure process and requirements
  4. The differentiated education and experience required to teach different CTE content areas
  5. Exams in teaching skills or content areas

 

The table above shows the activities pursued by each grantee with the following outcomes: 

Promising Practices for States

Chronic teacher shortages were only exacerbated by the COVID-19 pandemic and without taking immediate action, these gaps may continue to grow. The findings from this study speak to the variety of strategies that state and local CTE leaders can employ to increase the number of CTE instructors:

For additional learning, visit Advance CTE’s Learning that Works Resource Center to access reports on how states can leverage Perkins V to Support Teacher Recruitment and Retention and State of the States 2022: Teacher Compensation Strategies.

Amy Hodge, Policy Associate

By Jodi Langellotti in Research
Tags: , , , , , , ,

Why CTE Without Borders?

Monday, May 22nd, 2023

Advance CTE’s new resource, the CTE Without Borders Policy Playbook, calls on leaders to truly meet the needs of learners by removing the geographic barriers that limit access and opportunities, particularly for learners in rural communities. This work is essential to ensure that each learner can access CTE without borders — one of the five principles of Advance CTE’s Without Limits: A Shared Vision for the Future of Career Technical Education. Policies and programs should enable, not limit, mobility and access. States should come together to develop and expand new models of collaboration by investing in expanded-access systems that allow access both within and across states.

The first release in the CTE Without Borders series highlights the importance of expanded access and introduces two of the six focus areas critical to expanding access to high-quality CTE and work-based learning: Aligning Partners, Values and Vision and Driving Decisions With Data.

State CTE leaders can learn how expanded access to high-quality CTE and work-based learning opportunities benefits learners, industry, institutions and state labor market demands; consider how to assess current CTE systems to actualize CTE without borders; and prepare their state for expanded access within and across states. 

This first release features promising state and local practices from across the country including California, Kansas, Tennessee, Utah and more; strategies to actualize each focus area; and resources to support state and local leaders in providing expanded access within and across states.

Visit the Learning that Works Resource Center to read the first two releases in the series and for additional resources to support CTE Without Borders.

Haley Wing, Senior Policy Associate

By Jodi Langellotti in Publications
Tags: , , , , , , , ,

Spotlight on CTE Month: Celebrating the creative ways states engaged with stakeholders

Tuesday, March 7th, 2023

February’s Career Technical Education (CTE) Month celebrations illustrated CTE’s continued spotlight in both federal and state communications and policymaking. This post recaps some of the inspiring activities from across the nation elevating both the value of CTE and the learners it serves.

Spotlight on CTE in the Nation’s Capital

CTE Month started strong this year with a major policy speech by U.S. Secretary of Education Miguel Cardona, during which he highlighted the importance of Career Technical Education (CTE): “We must challenge our myopic view that emphasizing the importance of career pathways is about limiting students, or the view that its four-year-college or bust. Advancing career pathways in high schools is about more options for students, not less. What it does is prepare them for the careers of today with options, and in some cases, their employer will pay for their future education. If we do this well, our graduates will be able to compete on a global stage. It’s my intention to Raise the Bar so we can lead the world in advanced career and technical education.” 

Just two weeks later, First Lady Jill Biden’s guests for the State of the Union (SOTU) address included Kate Foley– a 10th-grade computer-integrated manufacturing student who the First Lady had met last year during a visit to CTE programs in Rolling Meadows High School. In addition, Rep. Glusenkamp Perez (D-WA) brought Cory Toppa, a construction, engineering design, and manufacturing teacher at Kalama High School and the director of CTE for the Kalama school district. 

During the SOTU, President Biden highlighted how the intersection of education and workforce development is integral to America’s ability to compete within the wider global economy. The President mentioned career-focused education saying, in part, “Let’s finish the job, and connect students to career opportunities starting in high school, provide access to two years of community college, the best career training in America, in addition to being a pathway to a four-year degree. Let’s offer every American a path to a good career, whether they go to college or not.” 

Finally, support for CTE  extended to Capitol Hill, with both the House and Senate passing resolutions supporting CTE that achieved a high water mark for the number of co-sponsors.

Spotlight on CTE in State Capitols and Beyond

Outside of the U.S. House, 25 states and at least 1 U.S. Territory had proclamations designating February as CTE Month, and many state capitols hosted CTE students for showcases and meet and greets.

 

Spotlight on engaging with CTE stakeholders

Many states used CTE Month as an opportunity to connect with learners, families, employers and other stakeholders.

Louisiana hosted a roundtable discussion featuring panelists from K-12, postsecondary and industry professionals at their annual conference. Michigan hosted a Value of CTE virtual conference for employers and Missouri launched their CTE Perceptions Survey to learners, families, educators and business leaders.

 

States used a variety of marketing channels to share stories and promote CTE. Wyoming released a CTEZine published in local newspapers. South Carolina created My CTE Story videos featuring learner stories. North Dakota shared tips for maximizing messaging during CTE Month in their monthly newsletter. Oklahoma created a week’s worth of suggested activities that fostered pride in and self-promotion of local programs during #ILuvOKCTE week.

Through social media posts, many states shared information on the power and purpose of CTE as well as success stories and celebrations of CTE learners.

 

 

While CTE Month is a great opportunity to promote and educate those not familiar with the opportunities within and successes of CTE, our advocacy and education efforts should continue year-round. For information on how you can more effectively communicate CTE, check out the following resources in our Resource Center:

Communicating Career Technical Education: Learner-centered Messages for Effective Program Recruitment

Beyond the Numbers: A Toolkit for Communicating CTE Data

Making a Winning Case for CTE: How Local Leaders Can Communicate the Value of CTE

Jodi Langellotti, Communications Associate

By Jodi Langellotti in Uncategorized
Tags: , , , , , , , , , , , , , , , , ,

Top Recommendations from Coalition for Career Development Center’s Inaugural Report to Improve State Career Readiness

Thursday, August 11th, 2022

In May, the Coalition for Career Development Center released the first annual The Condition of Career Readiness in the United States. The 129-page report evaluates key states’ career readiness policies, investments and outcomes across all 50 states, including personalized career and academic plans (PCAP), funding, curriculums, accountability, and Career Technical Education (CTE) program outcomes. Accompanying the report is an interactive national map that links available PCAP resources, work-based learning (WBL) toolkits, Perkins V plans, social-emotional learning (SEL) toolkits and ESSA plans for each state to allow state leaders to assess and enhance their career readiness systems 

The report finds that  “[to] become a Career Ready Nation we all have work to do. And, cost-effective solutions and strategies used by many states or regions within states offer a way forward.” As a 50-state landscape of key components of career readiness, this report gives state Career Technical Education (CTE) leaders valuable findings and guidance to better align and interconnect career readiness systems that are responsive to the needs of each learner across their entire career journey. 

Here are several recommendations and state highlights that state CTE leaders can consider to make that alignment possible;

Recommendation 1: Expand Post-School Outcome Data 

Recommendation 2: Identify Engagement Strategies for Learners Ages 16 to 19

Recommendation 3: Invest in PCAP

Recommendation 4: Increase Access to Work-based Learning Opportunities

Recommendation 5: Invest in Career Advising

The extensive report includes sources cited from several publications in Advance CTE’s Learning that Works Resource Center (specific references can be found starting on page 119.) 

Brice Thomas, Policy Associate 

 

By Stacy Whitehouse in Resources
Tags: , , , , , , , , ,

State Policies Impacting Funding

Wednesday, March 9th, 2022

State education agencies, legislators and educators faced significant challenges from the coronavirus pandemic, including adapting to remote and hybrid delivery of hands-on learning, and responding to local and national skilled labor shortages. The number of state-level CTE policies enacted that affect Career Technical Education (CTE) fell to the lowest number in 2020 since Advance CTE and the Association for Career and Technical Education (ACTE) began publishing these annual Year in Review reports.

However, with a new commitment to upskilling and reskilling American learners and a CTE without limits, 41 states enacted 138 policies impacting CTE and career readiness in 2021. Advance CTE and ACTE have witnessed the return of pre-pandemic numbers in state policy actions in 2021 with policies affecting the secondary, postsecondary, adult and/or workforce systems, and including legislation, executive orders, and budget provisions that significantly changed funding.

Each year, Advance CTE and ACTE publish a yearly state policy tracker and categorize each state policy action by topic. In 2021, the top five topics that state policy most frequently addressed were:

Funding
Policies that address significant changes in CTE funding, such as increasing or decreasing allocations, creating a scholarship or grant program, or investing in a pilot program have been categorized by this topic. Twenty-four states enacted 51 policies in 2021 that affected CTE funding, making funding the most common policy category for the ninth year in a row. Below are a few state policy actions from this category: 

State Policies Impacting CTE: 2021 Year in Review marks the ninth annual review of CTE and career readiness policies from across the United States conducted by Advance CTE and ACTE. This report does not describe every policy enacted within each state but instead focuses on national policy trends. 

View the full report and 2021 state policy tracker here. 

Dan Hinderliter, Senior Policy Associate

By admin in Resources
Tags: , , , ,

This Week in CTE

Saturday, October 3rd, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

CAREERS IN CONSTRUCTION MONTH

This week we have kicked off Careers in Construction Month. Take the pledge to engage with students about the opportunities in the construction industry this October. 

MANUFACTURING DAY 2020

 

AWARD RECIPIENT OF THE WEEK

During the recent AlabamaWorks! Virtual Conference, recipients of the first AlabamaWorks! Innovator Awards were recognized. These awards recognize individuals in the state of Alabama that are innovatively advancing workforce and career opportunities.

Adopted from AlabamaWorks!

Tiger Mochas is a collaborative effort between special education students, FCCLA (Family, Career and Community Leaders of America) members and peer volunteers at Auburn High School. This student-led organization is serving up a lot more than hot cups of coffee to their peers because through their work, students are provided meaningful, hands-on work experience that teaches important functional, social and daily living skills. Graduates of the program leave with not only work and employability skills, but in-demand soft skills that will help them succeed in life and work.

More on each award recipient can be found here. 

CHALLENGE OF THE WEEK

The U.S. Department of Education’s Office of Career, Technical, and Adult Education (OCTAE) announced the Rethink Adult Ed Challenge to advance pre-apprenticeships. Eligible AEFLA-funded organizations are now invited to submit preliminary designs of a program that is innovative, aligned to industry demand and provides support to program participants as they move into apprenticeships and the workforce. For more information, register for the virtual information session held October 15, 2020. 

LEGISLATIVE UPDATE OF THE WEEK

On October 1, the president signed a stopgap funding bill, avoiding a government shutdown since federal funding expired on September 30, 2020. The Senate passed this continuing resolution (CR) on Wednesday in a bipartisan vote of 84-10, following the House vote on the CR last week. This bill (H.R. 8337) extends federal funding at the currently enacted levels through December 11, 2020 for all 12 appropriations bills, including Labor, Health and Human Services, Education and Related Agencies (Labor-HHS-Ed). All education programs will continue at the currently enacted funding levels through the duration of the CR. 

Follow the CR and more legislative updates here. 

RESOURCE OF THE WEEK

Kansas designed the Excel in CTE initiative to help more learners enter high-wage, high-demand careers by providing funding for industry-recognized credentials and allowing secondary students to access CTE dual enrollment opportunities. Since the program was launched in 2012, Kansas has seen dramatic increases in the number of high school students earning industry-recognized credentials and postsecondary CTE credit.

View the full policy profile in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By admin in COVID-19 and CTE
Tags: , ,

This Week in CTE

Friday, July 24th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

DAY OF ACTION OF THE WEEK

Many took to social media to advocate for the next COVID-19 (coronavirus) relief package to include funding for the E-rate program. You can take action, today, by emailing your members of Congress addressing the need for the inclusion of the Emergency Educational Connections Act (S. 3690/H.R. 6563). 

APPRENTICESHIP PROGRAM OF THE WEEK

Earlier this year, one Florida college was awarded the opportunity to expand their current apprenticeship program into new territories. College of the Florida Keys (CFK) will now offer Construction Technologies, Plumbing and Carpentry, Electrical and HVAC and Electrical and Carpentry as new apprenticeship programs at varying locations beginning this fall. Learn more about the opportunity awarded to CFK and the benefits of apprenticeship by reading this article published by Keys Weekly. 

CHALLENGE OF THE WEEK

The U.S. Department of Education invites high schools and local educational agencies to propose technology education programs that use competency-based distance learning. Finalists will be chosen to develop, implement and evaluate their programs. A panelist of judges will convene to select an overall competition winner and award an additional $100,000. Submit your program proposal today! The Rural Tech Project is open to any publicly funded school or local educational agency that delivers education to a rural community and to students in grades 9-12. 

STATE COMPARISON TOOL OF THE WEEK

The Education Commission of the States released a new 50-state comparison tool for states to leverage when considering how state policies approach funding for postsecondary institutions. Alongside the comparison tool are individual state pages where you can find a detailed view of one state’s policy. Click here to view the comparison tool and individual state pages. 

RESOURCE OF THE WEEK

One of the core components of a high-quality CTE program is that it culminates in a credential of value. But with more than 4,000 credentialing organizations in the United States today, states are grappling with the challenge of narrowing down the field. Credentials of Value: State Strategies for Identifying and Endorsing Industry-Recognized Credentials highlights promising practices from Florida, Kansas and Louisiana, which have each made considerable progress developing a system for students and employers to navigate the tangled universe of credentials. View the policy brief in our Learning that Works Resource Center. 

Brittany Cannady, Digital Media Associate

By admin in Resources
Tags: , , ,

« Older Entries

 

Series

Archives

1