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Posts Tagged ‘kansas’

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This Week in CTE

Friday, June 19th, 2020

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

WEBINAR OF THE WEEK

Advance CTE hosted a webinar with the U.S. Chamber of Commerce Foundation and industry leaders who have built long-lasting and meaningful two-way partnerships to improve both learner outcomes and industry’s talent needs. New resources from The U.S. Chamber of Commerce Foundation, developed with support from Advance CTE, were shared and discussed to strengthen employer-CTE relationships using the Talent Pipeline Management(R) process.

View the recording here, and sign up for our next webinar, CTE Forward: How to Attract and Recruit Diverse Students at the Postsecondary Level: Lessons from Aspen Institute on July 9! 

TWEET OF THE WEEK

Many school districts have developed innovative ways to honor graduating seniors in ceremonies in light of social distancing orders. Take a look at how seniors from one high school in the state of Virginia raced to the finish line. Read more here. 

PRIZE COMPETITION OF THE WEEK

The Evergreen National Education Prize identifies and scales programs that best help low-income youth access and complete college or CTE degrees. Learn more about what the prize consists of, past prize winners, eligibility criteria and more. Applications are now being accepted and must be completed in full by 5 p.m. ET on July 3, 2020.  Email info@evergreenprize.org with any questions.

LEGISLATIVE UPDATE OF THE WEEK

The U.S. Department of Education approved six more state plans under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The newly approved plans are from Colorado, Florida, Kentucky, New York, South Carolina and Utah. As of now, 31 state plans have been approved in total. You can check out which states’ plans are approved, as well as the final materials on our website. 

RESOURCE OF THE WEEK 

Advance CTE examined research and best practices in Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner. This report features data on the benefits of Credit for Prior Learning (CPL) for learners, as well as best practices in Colorado, Kansas, Louisiana, Minnesota, Tennessee and Virginia across topics such as CPL for military service members, portability of credits and how to communicate about CPL opportunities. View the report here.

Brittany Cannady, Digital Media Associate

By admin in COVID-19 and CTE
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Report Examines State Strategies to Increase Qualified High School Teachers for Dual Enrollment Programs

Tuesday, July 3rd, 2018

Dual enrollment programs can ease students’ transitions from high school to postsecondary institutions as they continue along their desired programs of study, while also decreasing the cost of postsecondary education by allowing students to earn college credits while in high school. For the college credit earned through dual enrollment programs to be recognized, high school teachers must be qualified to teach college-level courses. As the availability of dual enrollment programs continue to increase, so have concerns about the qualifications of high school dual enrollment program teachers.

To understand the current landscape of policies impacting the quality of dual enrollment instructors, the Midwestern Higher Education Compact and the Education Commission the States released a report that summarizes state policies for dual enrollment instructors, regional accreditation organizations’ faculty policies and state strategies to increase the supply of qualified high school teachers for dual enrollment programs.

The report found that criteria for qualifying Career Technical Education (CTE) instructors are mentioned in state-level policies in eight states (Colorado, Illinois, Kansas, Maine, Missouri, Mississippi, Ohio, Virginia). Dual enrollment teacher qualification policies are generally related to education attainment level, but exemptions are sometimes made for CTE dual enrollment instructors. In some of these cases, states allow exemption from qualification rules when instructors can demonstrate proficiency in the field they will teach and consider industry recognized credentials and years of experience working in the field when determining teacher qualifications.

These exemptions and considerations are necessary to provide a pipeline of quality CTE dual enrollment instructors that can provide real-world perspectives and industry expert knowledge to students to equip them with the skills to be successful in an ever evolving workforce. Flexible requirements that still ensure that teachers have the relevant qualifications are necessary to address the shortage of qualified CTE instructors.

The report outlined seven strategies, such as offering financial aid for high school instructors to complete graduate credits, states are using to increase the supply of high school instructors qualified to teach in dual enrollment programs. These strategies are meant to incentivise professional development, coordinate and promote credentialing efforts and increase awareness of graduate program options.

These strategies, partnered with those outlined in Advance CTE’s brief about strengthening the rural CTE teacher pipeline and report about increasing access to industry experts in high school, provide policymakers and stakeholders with actions to address the CTE dual enrollment teacher shortage while also ensuring quality instruction for learners.

Advance CTE will continue to monitor policies that impact the pipeline of quality CTE dual enrollment instructors.

Brianna McCain, Policy Associate

By admin in Uncategorized
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Getting to Know… Kansas

Tuesday, November 21st, 2017

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: Kansas

State CTE Director: Connie Beene, Senior Director, Adult & Career Technical Education, Kansas Board of Regents

About Kansas: The Kansas State Board of Regents (KBOR) is the state fiscal agent under the Carl D. Perkins Career and Technical Education Act (Perkins), though Perkins funds are split 50/50 between secondary and postsecondary. Interestingly, many rural districts in Kansas are too small to qualify for the minimum grant award under Perkins, so many partner with regional education service centers to apply as a consortium. This not only allows small districts to qualify for funds, but also fosters greater regional collaboration, with many education service centers providing professional development, resources and networking opportunities for the schools they serve.

Additionally, Kansas is home to a network of 26 community and technical colleges that deliver CTE to college students, adults and dual enrolled high school students.

Programs of Study: At the postsecondary level, CTE programs go through a program alignment process to validate standards, generate employer input and anchor programs in a nationally-recognized industry certification.

Under program alignment, KBOR convenes a business and industry committee specific to each field of study. The committee reviews the program’s standards and credentials and offers recommendations for alignment. Recommendations are reviewed by curriculum experts, approved by institution presidents, and, once approved, put into place across the entire community and technical college network. Programs are updated every five years.

A total of 25 programs have been reviewed, validated and modified through program alignment and are available to students statewide at Kansas community and technical colleges.

At the secondary level, Kansas recognizes the 16 national Career ClustersⓇ. In the 2015-16 academic year, CTE students concentrated in all Clusters but one: Government and Public Administration. Although secondary CTE programs do not go through the same rigorous program alignment process as postsecondary programs, state leaders in the Department of Education are working to better align programs with business and industry needs.

Notable in Kansas – Excel in CTE: One of the biggest successes for Kansas CTE is the Excel in CTE program. Launched in 2012, the program was designed to expand opportunities for CTE students to earn industry-recognized credentials and postsecondary credit in high school. The program includes four components:

  1. An incentive fund to compensate school districts for the cost of credential examinations
  2. Free tuition for high school students enrolled in technical courses
  3. A state-identified list of credentials in high-demand occupations, published annually by the Department of Labor
  4. A statewide articulation agreement to facilitate concurrent enrollment in Kansas community and technical colleges

 

In the 2015-16 school year alone, 10,023 students participated in Excel in CTE, earning a total of 79,488 college credit hours and 1,228 credentials.

Notable in Kansas – Adult Education: This year has seen a renewed focus on integrating adult education and skills training in Kansas. In 2012, Kansas joined the Accelerating Opportunity initiative in partnership with Jobs for the Future to help adult learners earn both high school equivalency diplomas and industry-recognized credentials. According to a program impact evaluation, the likelihood of earning a credential increased by 19 percent for students in the program.

After the success of Accelerating Opportunity, Kansas is working to sustain integrated career and basic education services through a combination of federal (through Perkins and the Workforce Innovation and Opportunity Act (WIOA)) and state funds. Kansas also organized an inaugural conference this year to bring together CTE and adult education teachers from around the state to discuss and share promising practices.

Austin Estes, Policy Associate

By admin in Uncategorized
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How Do States Identify and Endorse Industry-Recognized Credentials?

Friday, October 7th, 2016

Credentials_of_Value_2016Latest Advance CTE Brief Explores Promising Strategies

One of the core components of a high-quality Career Technical Education (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.

Advance CTE today released a policy brief to help states get started in this work. The paper, titled “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. The brief further describes how each state tackles the challenge in a different way, building a system that suits their local economy and context, and highlights a few common strategies.

For one, these states engage business and industry leaders early on in the process to verify that credentials are recognized and accepted in the labor market. This helps ensure that students are only pursuing — and states are only incentivizing — those credentials that have value. One example that the brief explores is in Louisiana, where regional teams are required to submit letters of endorsement from businesses in the state whenever they propose a new credential for the statewide list.

From there, the process of vetting high-quality credentials often involves a concerted effort from a variety of different institutions. The brief describes how, in Florida, the state-approved credential list at the secondary level is developed with input from the Department of Economic Opportunity, the Agency for Workforce Innovation, the state’s workforce development board (an independent non-profit called CareerSource Florida) and the Department of Education. This ensures that the state can leverage the expertise of each agency to approve only those credentials that are valuable to students and to the economy.

Another challenge the brief explores is that credentials available on the market today range in value, quality and the effort required to earn them. Thus, states have begun to recognize this difference and classify credentials based on their rigor and utility in the labor market. Kansas, for example, is examining a framework that categorizes credentials into three tiers: those required by law or regulation, those mandated by industry, and those preferred by industry.

Even then, states should be prepared to adapt to fluctuations in the labor market or unforeseen problems with the credential review process. Take Florida’s Career and Professional Education Act (CAPE) for example. CAPE provided additional funding for teachers and school districts whose students earn state-approved credentials, but the state soon realized that the program was not structured appropriately to eliminate some gaming of the funding incentive. Over the years, Florida has gradually adjusted the funding formula to address these concerns and align incentives to encourage more students to earn high-quality credentials.

With two-thirds of all new jobs projected to require some postsecondary education and training by 2020, there is a growing need for states to play a larger role in identifying and endorsing credentials of value.

Austin Estes, Policy Associate

By admin in Public Policy, Publications, Resources
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CTE Research Review: The Value of Rigorous High School Programs

Wednesday, August 3rd, 2016

New Research Highlights the Value of “And” in College And Career

Path Least TakenCollege is often considered a safe bet, but new research from the Center for Public Education (CPE) finds that comparable opportunity can be found in rigorous high school programs that result in a professional certification. In the third installment of its “Path Least Taken” series, CPE compares social and economic outcomes between students with a four-year college degree and “high-credentialed” students with no degree (the paper defines “high-credentialed” students as those who demonstrated success in high school academic and technical courses and obtained a professional certification).

The study finds that “high-credentialed” students with no degree were just as likely to be employed full-time, be satisfied with their jobs and to vote in a recent election by age 26 as students with four-year degrees. The study also finds that, among students who pursued but did not complete a postsecondary degree, those who graduated from a rigorous high school program had more positive social and economic outcomes overall. This demonstrates that rigorous college and career preparation in high school can serve as a powerful economic safety net along the path to a higher degree.

Evaluation Finds Opportunity in Accelerating Opportunity Program

In other news, Urban Institute and the Aspen Institute released an evaluation of Accelerating Opportunity (AO), a program designed to help adults with low basic skills earn occupational credentials and obtain well-paying jobs. One innovation that AO uses is to change the delivery of adult education by pairing basic skill instruction and technical education so that students can earn Career Technical Education (CTE) credits and a high school credential concurrently, placing adults without a high school degree on a path towards a high-wage, high-skill job.

The evaluation finds interesting outcomes from the first three years of the program. Of the more than 8 thousand students enrolled in evaluated states (Illinois, Kansas, Kentucky and Louisiana), one-third engaged in work-based learning and 30 percent found a job related to the occupational area of their pathway within the first three years. The report highlights further opportunities for states to align adult education and CTE in community colleges.

Diving Into Postsecondary Data Systems

Without labor market outcomes and participation data for students in CTE programs, it is difficult for policymakers to identify challenges or scale successes. That’s why a strong state-level data system is core to an effective CTE strategy. At the postsecondary level, linked data systems (also known as postsecondary student unit record systems or PSURSs) can improve program efficiency, advance student success and provide useful information to policymakers.

A new report from the State Higher Education Executive Officers Association (SHEEO) examines national trends across state data collection agencies. The report draws on survey data to illustrate the scope of state-level PSURSs and the strategies states are using to link their data systems with others in the education and workforce continuum. The report finds that 26 states currently enable the linking of postsecondary, workforce and K-12 data in a P20W data warehouse — up from eight in 2010. While these trends are promising, the report issues four concluding recommendations for policymakers to improve and further expand state-level PSURSs:

WDQC InfographicThe report precedes an infographic released last week from the Workforce Data Quality Campaign, the Postsecondary Data Collaborative and SHEEO. The sleek infographic maps postsecondary and workforce data systems and illuminates the most common gaps in state longitudinal data systems (SLDS). Filling these gaps is important not only to provide data to policymakers and researchers but also to increase transparency for college-going students and their parents.  

Odds and Ends

Austin Estes, Policy Associate

By admin in Research
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Welcome Rita Johnson, Kansas’ Newest State CTE Director!

Thursday, January 28th, 2016

Rita Johnson, Kansas’ newest State CTE Director, has had a lifelong career in education. She began teaching in 1973, and after a stint as an executive assistant and office manager outside of the education sector, Johnson returned and served in a variety of roles including business and computer studies coordinator, college competency-based curriculum specialist, director of admissions and student affairs, director of administrative services and as an institutional effectiveness specialist. While serving in these roles she also managed the Carl D. Perkins grants for both a large urban school district as well as the local technical college. After working on the Perkins grant for a number of years, Johnson made the leap to the Kansas Board of Regents, where she had to quickly shift focus from a local to state perspective, further expanding her growth and knowledge of Career Technical Education (CTE). Now as the Regents Vice President for Workforce Development and Perkins State Director, Johnson is witnessing a resurgence in strategies that were popular when she began her career such as work-based learning, employer engagement and apprenticeships.

While the role of employer engagement in CTE remains a priority, her major focus is strengthening the connection between secondary and postsecondary education programs throughout the state. Though students should absolutely have a broader-based education and the chance to explore a variety of careers and pathways in high school, Johnson wants to ensure there are realistic intersections to pathways where learners have a multitude of options. Pathways should enable high school graduates to continue their education or jump into the workforce with the ability to re-enter the education system at any time to gain more skills as they advance through their careers. “Students should be able to find a pathway that is within their passion and interest,” said Johnson. “As they explore a wide swath of careers, I hope we strengthen these connections so that students can see a pathway to where they want to go.” In addition to creating strong pathways, Johnson described the work to be done in educating students, parents and guidance counselors about the vast opportunities that CTE provides.

As Johnson reinforced the idea that education should be a lifelong pursuit, it was clear this concept is evident in her own life as she describe her excitement at beginning this new chapter as the State CTE Director in Kansas.

Katie Fitzgerald, Communications Associate 

By admin in Advance CTE Announcements
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Register Today for Upcoming Webinars

Monday, February 2nd, 2015

There’s still time to register for NASDCTEc’s upcoming webinars!

2014 State CTE Policy Reviewspr
February 5, 2015, 3 – 4 p.m. ET
States are increasingly looking to CTE as a means to help close the skills gap and boost the number of people with a postsecondary credential. Join us as we step through the major state policy trends affecting CTE from 2014 including new laws, executive actions and regulatory activity. This webinar will coincide with the release of the second annual “2014 State CTE Policy Review,” a joint publication from ACTE and NASDCTEc.

Speakers:

Register Today

Employer Engagement: State PerspectivesUntitled
February 10, 2015, 2 – 3 p.m. ET
Join us for an in-depth discussion as we take a closer look at how Alabama and Kansas, in concert with their employer partners, work together to inform, align and enhance their CTE systems at the secondary and postsecondary levels. This webinar is the second in a series on employer engagement. To learn more about employer engagement in CTE, check out our newest report!

Speakers:

Register Today

By admin in Advance CTE Resources, Meetings and Events, Resources, Uncategorized, Webinars
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New Report: The State of Employer Engagement in CTE

Wednesday, December 3rd, 2014

Today, the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) released a new report exploring how employers are partnering Untitledwith the CTE enterprise to help prepare students for success in careers.

The report drew from a survey of 47 State CTE Directors as well as a dozen interviews to understand how and in what ways employers were engaging with CTE across the country and to illuminate the state’s role in fostering employer engagement.

Overwhelmingly, the State Directors reported that employer engagement has increased over the past decade and they expect this growth to continue in the next five years. As the second installment in the “State of Career Technical Education” series, the report also examined the wide range of levers that states are using through state and federal policy.

At the state level, the most common tools used to foster employer engagement include interagency collaboration and pilot initiatives as well as standards development and credentials selection. Via the federal Carl D. Perkins Career and Technical Education Act, states also have the flexibility to levy additional requirements beyond what is detailed in the law for locals seeking Perkins funds. More than 40 states said they require local advisory committees, and another 10 states said they also require locals to incorporate work-based learning, employer-related professional development and/or monetary or in-kind contributions.

In addition to the report, NASDCTEc has created an extensive list of state examples that can be used as a resource. A recording and slides from today’s webinar will be posted in the coming days.

Andrea Zimmermann, State Policy Associate

 

By admin in News, Public Policy, Publications, Research, Resources, Webinars
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Study: State Strategies for Financing CTE

Thursday, November 13th, 2014

The U.S. Department of Education has released a new study that explores how states fund their Career Technical Education (CTE) systems beyond the formulas prescribed in the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins).

The study, prepared by the National Center for Innovation in Career and Technical Education, focuses primarily on how state funding, which is often used to off-set the higher cost of technical instruction, is distributed to local secondary and postsecondary programs. The report used survey data collected by the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) that asked State CTE Directors how categorical funds were distributed during academic year 2011-12, as well as the use and perception of performance-based funding for CTE.

In short, the survey found that state approaches to CTE funding varies in emphasis and complexity, and no single approach will meet the needs of every state. The study also called for more research to better understand what impact, if any, the each of the state funding approaches has on program and student outcomes.

Financing Secondary and Postsecondary CTE

State financing approaches broke down into three main categories: foundational funding only, funding for area CTE centers and categorical funding.

Foundational Funding Only – All states distribute basic state aid to finance secondary education programming using a variety of formulas. In this approach, local administrators decide how to distribute funds across instructional priorities, including CTE. Nine respondents indicated they rely exclusively on foundational funding. At community or technical colleges, 30 states reported distributing funds to postsecondary institutions through block grants and not distinguishing funding for CTE.

Funding for Area CTE Centers – Through this method, funds are dedicated to support programming at area CTE centers that deliver CTE services to part-time students. Centralizing CTE programs can be a cost-effective strategy. Seven states reported having separate state funding for these centers at the secondary level and sometimes use a categorical funding approach to distribute funds.

Categorical Funding – This approach dedicates funding to support career-related instructional services and typically targets state funding for the exclusive use of CTE programming. In fact, 37 states earmarked state funds for secondary CTE using one of the following formulas: student-based (21 states), cost-based (7 states) and/or unit-based (9 states). At the postsecondary level, seven states indicated providing categorical funding, while most opted to allocate funding through basic state aid.

Performance-based Funding

Just seven states use performance-based formulas to allocate secondary CTE funds by tying funding to performance measures such as placement of CTE students into postsecondary education or employment, attainment of industry-recognized credentials or CTE completion rates.

For federal Perkins dollars, two states (Texas and South Carolina) do this for secondary CTE. Five states (Arizona, Florida, Kansas, Missouri and West Virginia) indicated using this formula to allocate state CTE funds on the secondary level.

At the postsecondary level, four states (Arkansas, Georgia, Minnesota and North Dakota) reported using this approach with state funding, while none reported doing this with Perkins funds.

For the vast majority of states that do not use performance-based funding, the most common reason was a lack of understanding from state leaders. Almost half of states expressed an interest in adopting this approach to allocate a portion of their Perkins funds; however, training would be necessary if required by legislation.

Andrea Zimmermann, State Policy Associate

By admin in Research
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CTE Month Special: What Do the State of the States Mean for CTE? (Part II)

Thursday, February 13th, 2014

mapYesterday, we released a summary of several state of the state addresses, focusing on their implications for CTE in the year ahead. Below is the second installment in this CTE Month special series, highlighting more governors who took time out of their state of the state address to endorse programs for high-quality CTE in their state.

During the State of the State Address in Connecticut, Governor Dannel Malloy embraced “hands-on learning,” committing his administration to working with private-sector partners and educators to provide for early college and dual enrollment initiatives. He also commended the P-Tech program, a collaboration between IBM and a number of New York City high schools that guides students through high school and provides for an additional two years of instruction. Graduating students complete the P-Tech program with advanced credentials and Governor Malloy expressed his desire to emulate this in Connecticut by offering a comprehensive, skill-centered pathway for students to credentials above and beyond a high school diploma.

Georgia Governor Nathan Deal touted the state’s High Demand Career Initiative, designed to bring together leaders of the University System of Georgia, technical colleges and schools, and state industry leaders to understand labor market needs, as well as a $10M loan program for students attending technical colleges.

In Indiana, Governor Mike Pence outlined his desire to make CTE an option for every Hoosier student. He encouraged not only the development of programs to allow secondary students an easier path into postsecondary CTE programs, but also for adult education that would allow professionals to seek retraining to improve their skills and competencies making them more competitive in today’s labor market.

Governor Terry Branstad of Iowa promoted his Iowa Apprenticeship and Job Training Act, entailing a number of initiatives to increase student access to apprenticeships by tripling funding for apprenticeships under the state’s 260F worker training program.  He also cited his state’s recent success expanding STEM education, anticipating 60,000 or more students will have access to STEM programs in the state as a result of the efforts of the STEM Advisory Council, an initiative led by Vermeer CEO Mary Andringa and Lieutenant Governor Kim Reynolds.

Governor Sam Brownback of Kansas touted a 75 percent increase in enrollment in CTE since the state launched its Career Technical Education Initiative. The sweeping plan from 2012 included $8.75 million for CTE programs, covering tuition for students taking postsecondary CTE courses, $1.5 million to high schools that encourage students to earn industry recognized credentials and allotting funds to spread the word about job opportunities for CTE graduates.

In Maryland, Governor Martin O’Malley announced his desire for every high school student in Maryland to graduate with a modern technical skill and a year of college credit already earned.

Governor of New Hampshire Maggie Hassan embraced developing STEM education in the Granite State as a response to the needs of the state’s high-tech industry. Governor Hassan cited restoring previously cut funds to New Hampshire higher education as a strategy to entice business to the state, and indicated that a well-trained and career-ready workforce was key to economic development in the granite state.

In the Oklahoma State of the State Address, Governor Mary Fallin called education beyond high school “the new minimum” for Oklahomans entering the workforce, and expressed her desire to increase the number of graduates seeking qualifications beyond a high school diploma “…either by attending college or a career technology center.” She also cited increasing numbers of Oklahomans seeking degrees or certificates as a result of collaboration with CareerTech in the Complete College America initiative.

In South Dakota, Governor Dennis Daugaard focused heavily on CTE, which he labeled “…the intersection of education and economic development.” In a series of proposals to enhance CTE and draw more students into technical fields the governor advocated for $5 million in Governor’s Grants for CTE to improve collaboration between secondary schools offering CTE courses, along with $3.8 million in Future Fund grants to technical institutes for workplace priority areas and extra funds for scholarships for students in high need fields.  He also touted Building South Dakota, the economic development fund that incorporates infrastructure, housing, and development funds along with CTE funding.

Continuing with his year-old Drive to 55 initiative, (a program to ensuring 55 percent of his state’s citizens possess credentials above a high school diploma by 2022), Governor Bill Haslam of Tennessee voiced his support for expanded CTE and career readiness programs. Adding onto Drive to 55’s expanded dual enrollment, workforce readiness and curriculum alignment initiatives, Governor Haslam announced the “Tennessee Promise” program. Tennessee Promise will provide Tennessee secondary graduates with the opportunity to go to two years of community college or college of applied technology education free of charge. Continuing his push for expanded educational opportunity, Governor Haslam included in his address further funding for college expansion and renovation across the state, including $65 million for expanding two of the largest community colleges in Tennessee.

Evan Williamson, Communications Associate

By admin in Legislation, News
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