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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.

Equity Goal and Public Reporting:
- Set an equitable and statewide public goal for increasing the participation and success of traditionally underserved learners in the early postsecondary groups
- Disaggregate public reporting and accountability for progress toward the goal
- Practices in Louisiana, Montana, Minnesota, and Washington are highlighted
Program Integrity and Credit Transfer:
- Support and promote high-quality early postsecondary opportunities
- Create cross-sector partnerships between secondary and postsecondary teams
- Create articulation agreements to remove barriers on student transfer opportunities
- Practices in California, Colorado, Florida, Louisiana, Minnesota and Texas are highlighted
Finance:
- Design funding mechanisms that remove financial barriers for low-income and moderate-income students who want to participate in early postsecondary opportunities
- Practices in Arkansas, Georgia, Nebraska, Utah, Vermont and Washington are highlighted
Course Access and Availability:
- Remove course access and availability barriers for all learners
- Maximize learners’ college credit attainment experiences through international pathway opportunities and by providing academic and career exploration opportunities
- Practices in Colorado, Florida, Georgia, Kentucky, Maine and Virginia are highlighted
Instructor Capacity
- Develop strategies to recruit, provide support, and diversify the pool of instructors with the appropriate qualifications to teach college in high school programs
- Create high-quality partnerships between K-12 and postsecondary partners as college in high school programs
- Scale college in the high school programs and create sustainability
- Practices in Hawaii, Kansas, Minnesota and Ohio are highlighted
Navigator Support:
- Prioritize student navigational support.
- Enhance the current advising mechanisms.
- Practices in California, Colorado, Montana, Ohio and Tennessee are highlighted

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.

Suela Cela, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
Tags: Access and Equity, Arkansas, California, College Access, college in high school, Colorado, dual credit, dual enrollment, early college high school, Early Postsecondary Opportunities, ESSA, Florida, Georgia, Hawaii, kansas, Kentucky, Louisiana, Maine, Minnesota, Montana, Nebraska, Ohio, state policy, tennessee, texas, Utah, Vermont, Virginia, Washington State

Pushing the Limits: Nebraska

Wednesday, May 3rd, 2023

Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) was released in March 2020 with the support of over 40 national organizations. In October 2021, Advance CTE launched a technical assistance opportunity called Advancing CTE Without Limits, which sought to support states in a project to coordinate systems, improve equity goals, strengthen policy, or otherwise align with a CTE Without Limits principle. The year-long Advancing CTE Without Limits project ran from March 2022 to March 2023. This blog series shares the details, outcomes and lessons learned from projects across the three Pushing the Limits state teams – Colorado, Nebraska, and South Carolina.

Project Description

Nebraska has long been a state built around collaboration for Career Technical Education (CTE), particularly in ensuring systems are working toward a common goal and limiting duplication. When reviewing the opportunity to apply for technical assistance for implementation of a CTE Without Limits principle, state leaders looked to specific special populations to help better understand where gaps existed or where collective conversation could lead to better alignment of initiatives. For this reason, Nebraska leaders focused on CTE Without Limits Principle 3: Each learner skillfully navigates their own career journey. Immediately, learners with disabilities jumped out as a population already benefiting from high-quality CTE that, with an interconnected system, could be better served by a combined focus on aligned resources, tools, trainings and supports to make their own career decisions.

Nebraska built a highly collaborative team, composed of staff from the Nebraska Department of Education’s Departments of Career, Technical & Adult Education and Special Education, Nebraska Vocational Rehabilitation and local Educational Service Units, to ensure all state level groups impacting learners with disabilities in CTE were present at the table. Nebraska State CTE Director Dr. Katie Graham echoed the value of this collaboration and importance of this project: “CTE Without Limits has helped Nebraska create a north-star relative to supporting all students in high-quality CTE programs! We’ve strengthened partnerships already in place and, leveraging the Vision, moved from sharing updates to active collaboration to ensure every student has access to CTE Without Limits!”

With the support of Advance CTE coaches, Nebraska’s team focused on five key objectives:

Develop a state-level, sustainable collaborative network that supports students with disabilities in career and technical education and future educational transitions.
Identify related and overlapping state and local policies, practices and resources to create cohesive structures and supports.
Identify extant and needed data elements (including student, program, district and financial) and process to strengthen State Education Agency and Local Education Agency data-based decision making for students with disabilities participating in CTE.
Develop and implement a communication strategy through messaging and building local capacity via professional learning.
Develop policy and funding recommendations and aligned strategies to address gaps in access and outcomes for students with disabilities in CTE.

Project Outcomes

Developing a coordinated goal: After an initial kickoff workshop, the Nebraska project team started in earnest, standing up multiple workgroups, including a data team, a policy team, and a communications team. All members of the team co-constructed a theory of action to serve as a “north star” for all project work moving forward: “All students deserve a high-quality education that prepares them for future success. To realize this vision, students with disabilities must have equitable access to the full rigor of grade-level instruction, access and enrollment in career technical education programs, and opportunity to receive pre-employment transition services in preparation for earning, learning and living.”

Determining the current state of assets: Throughout the year-long project, the Nebraska team identified an inventory of policies, initiatives, resources and tools used by all three departments to determine where awareness could be raised internally and externally about existing practice. This also helped inform where new and improved practices could be elevated to close gaps. The team examined data policy to better understand what data elements were collected across programs and to determine the feasibility of creating new CTE reports with data disaggregated by disability type or connected to Vocational Rehabilitation data to determine delivery areas most in need of attention. Because of the work of this project, these never-before-produced reports will help inform opportunity gaps and how to better support learners across the age and disability spectrums each year.

Promoting progress: The project team also focused heavily on communications efforts to ensure practice was communicated effectively statewide to both educators and families alike. Leveraging their policy and practice inventory, the team determined training and supports needed for inclusive practices and developed a repository of already existing resources that could be put in use immediately. The team is also updating promotional videos to better communicate the value of CTE to learners and families living with disability.

Training for success: Finally, the project team developed a professional development plan to help support professional learning to include key functions of this project. Supporting learners with disabilities became a focus of Nebraska’s annual CTE conference, with keynotes and breakouts revolving around ensuring all students, including and especially those with disabilities, can skillfully navigate their own career journey. The team also created consistent messaging for including CTE conversations into Individualized Educational Plan (IEP) meetings and determined various funding opportunities or incentives for continuing to support learners with disabilities in CTE programs.

Lessons Learned

After a year, the Nebraska Pushing the Limits team has both made abundant progress and learned valuable lessons that will impact the sustainability of this project long term. First, progress happened naturally; because leaders knew this project was happening, additional alignment opportunities naturally came to light, and group members were invited to other conversations in other agencies. Second, the formal collaboration helped groups take ownership of project components not normally under their purview, resulting in direct action and awareness that would have been much more difficult otherwise.

Stay posted for future updates about Nebraska’s collaborative project or for more information about other states’ Pushing the Limits projects. For more information about CTE Without Limits, visit https://cte.careertech.org/sites/default/files/CTEWithoutLimits_Vision_2021.pdf

To learn more about planning and implementing the principles of CTE Without Limits in your state, check out Pushing the Limits: A Roadmap for Advancing CTE Without Limits.

For additional information on improving access and outcomes for learners with disabilities, we suggest the following resources:

Making Good on the Promise: Improving Equity and Access to Quality CTE Programs for Students with Disabilities

Advancing Employment for Secondary Learners with Disabilities through CTE Policy and Practice

Unlocking Potential: A State Policy Roadmap for Equity and Quality in College in High School Programs for Students With Disabilities

Dan Hinderliter, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
Tags: CTE Without Limits, Equity and Access, Nebraska, students with disabilities

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:

Jodi Langellotti, Communications Associate

By Jodi Langellotti in Uncategorized
Tags: CTE Month, Iowa, kansas, Louisiana, Michigan, Minnesota, Missouri, Nebraska, New Jersey, North Dakota, Oklahoma, rhode island, SOTU, South Carolina, U.S. Secretary of Education, Washington DC, Washington State, Wyoming

Legislative Update: Bipartisan Spotlight on CTE This Week

Friday, February 10th, 2023

This week the President delivered the annual State of the Union Address to a joint session of Congress, while the House held its first hearing of the new 118th Congress. Elsewhere Career Technical Education (CTE) champions in the House introduced a resolution designating February as CTE Month while lawmakers reintroduced legislation that would greatly expand postsecondary CTE opportunities for learners across the country.

President Biden Delivers State of the Union

On Tuesday, February 7, President Joe Biden delivered the annual State of the Union address to a joint session of Congress. The speech focused on the President and Congress’ accomplishments over the last two years, including significant investments in advanced manufacturing, the nation’s infrastructure, and other domestic priorities, while also reiterating a need to “finish the job” in the 118th Congress—a recurrent theme that the President returned to throughout the evening. Ahead of the address to the joint session of Congress, First Lady Jill Biden’s guests included Kate Foley– a 10th grade computer-integrated manufacturing student who the First Lady had met last year during a visit she and other Administration officials made 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 as her guest during the speech.

During the speech, the President touched on a wide range of issues, including universal preschool for three- and four-year olds, raising teacher salaries, and calling on Congress to provide greater resources for digital connectivity. However, the President consistently highlighted the centrality of education and workforce development as part of America’s ability to compete within the wider global economy. Notably, the President touched on Career Technical Education (CTE) 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.”

Reinforcing the Biden Administration’s sincere and growing interest in CTE, U.S. Secretary of Education Miguel Cardona visited high school career academies in Omaha, Nebraska the following day to discuss students’ experiences in these programs. Advance CTE was proud to honor this program as an Excellence in Action awardee in 2015, highlighting the program’s exemplary performance which was on full display as part of the Secretary’s visit this week. As shared by the U.S. Department of Education (USED), the visit was also intended to reinforce Secretary Cardona’s recent speech outlining his Department’s priorities for the coming year, which include a focus on strengthening CTE pathways for students. A full transcript of the President’s State of the Union Address can be accessed here.

House Education Committee Hosts First Hearing

The newly renamed House Education and the Workforce Committee, Chaired by Rep. Virginia Foxx (R-NC) held its first hearing this week titled, “American Education in Crisis.” Witnesses included Virginia Gentles, Director of the Education Freedom Center at the Independent Women’s Forum, Colorado Governor Jared Polis, Scott Pulsipher, the President of Western Governors University, and Monty Sullivan, the President of the Louisiana Community and Technical College System. The wide-ranging hearing was intended to highlight aspects of the committee’s likely agenda over the next year ranging from K-12 and postsecondary education to workforce development. During the hearing several CTE topics were discussed at length, including the need to greatly expand postsecondary CTE opportunities by enacting legislation that would expand federal Pell grant eligibility for high-quality, shorter-term CTE programs.

Hearing witnesses, along with an array of committee members on both sides of the aisle, also voiced support for these much needed reforms to the nation’s postsecondary education system. “The single most important step Congress can take in helping address our nation’s skill shortage is to immediately authorize the use of Pell Grants for workforce programs. . . [I] strongly urge Congress to come to consensus on legislation that, when passed, will enable a significant increase in the number of students across the country who will have a new opportunity in how they improve their skills” Monty Sullivan shared as part of his testimony.

Beyond short-term Pell reform, the hearing also touched on the need to reauthorize the Workforce Innovation and Opportunity Act (WIOA) and the Higher Education Act (HEA), most notably by more tightly aligning these federal investments in future legislative updates. In particular, witnesses spoke about the importance of wrap-around services and developing integrated systems of education and workforce development that more effectively ensured learner and worker success. Witnesses also voiced strong support for expanding work-based learning opportunities, particularly apprenticeship programs and called for a broadening of federal support for multiple postsecondary pathways that lead to opportunity. An archived webcast of the more than three hour hearing can be found here.

House Lawmakers Reintroduce the JOBS Act

Late last week, a group of bipartisan lawmakers including Reps. Bill Johnson (R-OH), Lisa Blunt-Rochester (D-DE), Michael Turner (R-OH), and Mikie Sherrill (D-NJ), reintroduced the Jumpstarting our Businesses by Supporting Students (JOBS) Act (H.R. 793)– legislation that would expand federal Pell grant funding eligibility to high-quality, shorter-term CTE programs that meet certain criteria. The bill is the House companion to legislation also reintroduced in the Senate last week, which is currently supported by just under half of the upper chamber. Advance CTE is proud to support this legislation and encourages members to reach out to their Representatives to encourage them to co-sponsor the legislation this Congress. More on the reintroduction can be found here.

House CTE Caucus Introduces CTE Month Resolution

On Wednesday, February 8th, House CTE Caucus Co-chairs Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR) introduced a resolution recognizing and designating February as National CTE Month (H. Res. 110). The resolution was co-sponsored by a broad bipartisan coalition of 71 Representatives– a new high watermark of support for the annual resolution. Advance CTE and the Association for Career and Technical Education (ACTE) were joined by more than 50 other organizations who also supported the introduction of the resolution this week.

“We are proud to support the 2023 Career Technical Education (CTE) Month resolution as a celebration and recognition of the impact CTE has for learners as they explore and find their career passions, secure meaningful credentials of value aligned to in-demand careers and provide employers with a highly skilled workforce that is responsive to rapidly evolving industry needs,” said Advance CTE Executive Director Kimberly Green. More on the introduction can be found here.

Senate HELP Organizes

The Senate Health, Education, Labor, and Pensions (HELP) Committee– the entity with responsibility over CTE policymaking in the Senate– met for the first time this week to formally organize and adopt rules for the Congress. New HELP Committee Chair Bernie Sanders (I-VT) emphasized his desire to focus on a wide range of healthcare issues, including a focus on the workforce shortages within the sector. Chair Sanders noted that “We desperately need plumbers and carpenters and electricians and yet we don’t have the training capabilities of doing that.” He highlighted apprenticeships as a potential strategy to address these needs and emphasized that he hoped to work together with Ranking Member Bill Cassidy (R-LA) and his colleagues on these issues in the coming Congress.

During remarks, Ranking Member Bill Cassidy (R-LA) emphasized his desire to reauthorize WIOA and HEA, while also identifying reducing the costs of postsecondary education as being another potential area of bipartisan consensus he hoped to pursue over the next two years. The brief organizational meeting also featured high-level remarks from other committee members who highlighted their priorities for the coming Congress. As part of the meeting HELP members adopted rules for the committee unanimously, as well as a budget, before adjourning. An archived webcast of the meeting can be found here.

Steve Voytek, Policy Advisor

By Jodi Langellotti in Public Policy
Tags: Congressional CTE Caucus, cte funding, CTE Policy, Education and the Workforce Committee, excellence in action, HELP Committee, Illinois, JOBS Act, Louisiana, Nebraska, President Biden, SOTU, U.S. Secretary of Education, washington, Washington State, WIOA

2022 Advance Fall Meeting Recap – Forward Together: Supporting Every Learner

Friday, October 28th, 2022

Advance CTE’s 2022 Fall Meeting, held last week, included five breakout sessions that equipped state leaders to support every learner in CTE by tailoring support to meet unique and intersecting learner population needs.

Keep reading for key takeaways and resources from each session shared by state CTE leaders and our Advance CTE-ECMC Fellows!

Serving Middle Grades Learners through Career Supports

Career advising and development supports geared towards middle grades learners to improve access and achieve high-quality and equitable secondary CTE programs prove to be an early opportunity to develop an occupational identity and better build social capital. Ohio discussed the policy structures the state has put into place to support learners in CTE programs before they enter high school, including funding mechanisms and alignment of middle grades programs of study. Michigan Advance CTE-ECMC Fellow Tony Warren shared how states and regions can broaden a middle schoolers mindset by focusing on the challenge they want to solve and helping develop a pathway to achieve a goal centered on their intrinsic motivations. Fellow Donald Walker provided local examples of carrying out state policy and practice at the Detroit School of the Arts showcased how one school is putting state policy into practice and action.

Supporting CTE Learners in Rural Communities

Representatives from Montana and California shed light on the challenges and opportunities faced by CTE students who reside in rural areas of the United States. With a majority of Montana (46 out of 56 counties) being part of the frontier, the state has implemented the Hub & Spoke model for several programs. One such example is healthcare, which enabled a main campus to establish a healthcare program, complemented by satellite campuses through partnerships with local secondary and post-secondary institutions that offer limited services distributed across the other counties.

Fellow Jean Claude Mbomeda shared California’s approach for reviewing disaggregated data to identify gaps in CTE programs in rural communities colleges in California, which was discussed as a necessary first step to unearth opportunities and develop supports for learners.

Ensuring the Basic Needs of Postsecondary and Adult Learners are Met

An education consultant and a state leader from Wisconsin provided an overview of programs that support learners basic needs, while elevating that many programs still create barriers for learners to complete credentials. Immediate next steps that were shared included making integrated benefits applications for federal assistance programs available online and inviting benefits coordinators to provide services on campus. Wisconsin highlighted their steps to create affinity groups with faculty and staff, with Dr. Colleen McCabe stating “To understand the effects of poverty, you have to explore learners’ multiple identities.”

Maximizing the CTE Experience for Learners with Disabilities

Maryland and Nebraska equipped attendees with state-level strategies to leverage Perkins state plans, the Comprehensive Local Needs Assessment (CLNA) and interagency partnerships to provide sustainable support to learners with disabilities. With one in four Americans identifying as having a disability, discussions centered on viewing disability as a spectrum, both visible and hidden, and centering learners as people rather than just a population. Maryland shared practices for empowering local leaders to identify and act on opportunity gaps for learners with disabilities through and the CLNA. Nebraska emphasized the importance of developing consistent cross-agency routines, and highlighted their recent achievement of a tri-agency conference across, CTE, vocational rehabilitation and special education.

Equitably Serving CTE Learners in Correctional Education

With more than 30,000 youth being incarcerated in the United States each year in the juvenile justice system, Texas joined by Advance CTE-ECMC Fellows Richard Crosby and Janelle Washington discussed the differences in secondary and postsecondary CTE programs, as well as some of the intricacies of carceral justice-connected program designs. Texas highlighted barriers for this learner populations, including unfair placement testing that occurs days after sentencing and the availability of CTE programs that will not incentivize recidivism. The panelists shared that establishing meaningful and collaborative partnerships with correctional agencies and state CTE departments are paramount to creating better and more equitable programming opportunities for carceral students.

Here are additional resources to support every learner in CTE:

Nithya Govindasamy, Senior Advisor

By Stacy Whitehouse in Resources
Tags: Adult Learners, California, Correctional Education, CTE Fall Meeting, Maryland, Michigan, Middle Grades CTE, Montana, Nebraska, Ohio, postsecondary cte, Rural CTE, students with disabilities, texas, wisconsin

New Tracker Reveals Diverse State Approaches to Work-Based Learning Design

Monday, June 20th, 2022

Advance CTE’s newly released State Work-Based Learning Toolkit Innovation Tracker links publicly accessible WBL toolkits from across all 50 states and U.S. territories. Well-crafted WBL toolkits allow school districts and industry partners to work together to create a pipeline of career pathways and empower state leaders to ensure that learners have equitable access to programs offering real-world work experience.

The tracker highlights each toolkit’s content across the following categories:

The State Work-Based Learning Toolkit Tracker Analysis provides additional insight into the tracker by highlighting six-state innovations for addressing key program quality components such as equity, data collection, and employer accountability. Below is an example of the kind of analyses featured in the report:

Maryland

Definition: Work-based learning is defined as “…an instructional strategy that enhances classroom learning by connecting it to the workplace” (U.S. Department of Education, 2017). Work-based learning experiences and programs are traditionally exemplified by job shadowing, internships, and student-based enterprises, and can include an even broader range of related experiences. Work-based learning experiences allow students to “…explore a variety of career options [and] connect the classrooms to the skills needed to be successful in the workplace… [The experiences] are supported by consistent mentoring.”
Innovative Practice: In addition to emphasizing examples of best practices in designing a work-based learning program through attention-grabbing graphics, such as interest surveys, Maryland has an extensive list of work-based learning-related resources available. This allows CTE administrators, teachers, and employers to build a working knowledge of the science behind work-based learning, internalize the benefits, and better understand how to optimize the experiences for learners. An intentionally designed program means learners will be able to gain the skills they need to successfully navigate their program and enter the workforce fully prepared to contribute.

Through the analysis of 41 publicly available toolkits, several data points emerged regarding the breadth of components found across states:

State toolkits were organized across multiple approaches, including dedicated websites, comprehensive manual documents, and an online training course in Nebraska.
Twenty-two state toolkits provided a sample State Learning Plan to guide employers and educators to fully count knowledge and skills gained through the work-based learning experience. Minnesota provided course sequence recommendations to align career seminar courses with work-based learning.
Twenty-three state toolkits provided employer resources, including sample forms, training documents, liability guidance, and sample evaluations. Alaska, Georgia and Ohio provided extensive resources on labor laws and liability guidance.

One area for improvement that emerged through the analysis was regarding specific support to achieve equitable access to work-based learning for each learner. Very few had toolkits, or linked resources, in multiple languages. Additionally, not all toolkits addressed learners with disabilities. Tracking these toolkits allows Advance CTE to identify additional areas to support, creating equitable frameworks of work-based learning programs for their districts. Last year, Advance CTE released a framework to guide states in building infrastructure that advances access to and completion of equitable work-based learning.

Updates to the tracker will be made quarterly. The analysis and tracker are available for viewing in the Resource Center.

Brice Thomas, Policy Associate

By Stacy Whitehouse in Publications
Tags: Alaska, Equity and Access, Georgia, Maryland, Minnesota, Nebraska, New Skills ready network, Ohio, Program Quality, work-based learning

CTE Without Limits Spotlight: Panel Highlights Leadership Priorities for Vision Implementation

Wednesday, May 25th, 2022

On Friday, May 13, attendees at Advance CTE’s Spring State Leadership Retreat heard from three State CTE Directors participating in Advance CTE’s state cohort to begin implementation of Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). Moderated by Advance CTE Senior Advisor Nithya Govindasamy, panelists shared how CTE Without Limits has inspired meaningful cross-sector conversations, and key leadership lessons to build trust, center learners and sustain partnerships.

Background

The panel consisted of three state directors: Sarah Heath of Colorado, Katie Graham of Nebraska and Maria Swygert of South Carolina. At the start of the panel, each leader provided a brief overview of the focus of their initial vision implementation work.

Colorado’s focus is Principle 2: Each learner feels welcome in, is supported by, and has the means to succeed in the career preparation ecosystem to empower state and local leaders to have knowledgeable and meaningful conversations about equity gaps in data. Heath shared “we saw the work isn’t working,” that too many leaders could interpret the data but didn’t feel empowered to discuss and act on it. Through participation in the cohort, Colorado strives to build will and support for change through a statewide equity action plan with a focus on expanding equity-focused professional development opportunities for state and local CTE leaders.

Nebraska’s focus is advancing Principle 3: Each learner skillfully navigates their own career journey with a focus on learners with disabilities. State CTE staff will partner with special education and vocational rehabilitation services agencies to scale strong existing state collaboration to the local level. This includes alignment of policy, communications and professional development initiatives.

South Carolina’s focus is Principle 1: Each learner engages in a cohesive, flexible, and responsive career preparation ecosystem to achieve ‘next-level collaboration’ through more uniform processes and local support for conducting the Comprehensive Local Needs Assessment (CLNA) process. This will be accomplished through an assessment survey to each of their twelve cross-sector regional teams consisting of secondary, postsecondary and workforce leaders, as well as a state-level meeting to create an action plan based on survey results.

Building and Sustaining Meaningful Cross-Sector Partnerships

Each leader shared strategies they found to be effective in building and sustaining meaningful cross-sector partnerships. State Director Katie Graham emphasized the importance of cultivating personal relationships with leaders before you need them for project work. She shared that her choice to focus on learners with disabilities was inspired in part by her strong personal relationships with state staff connected to special education and vocational rehabilitation that simply started with conversations about their work years ago, rather than a specific request to share funding or resources.

State Director Sarah Heath elevated that building partnerships requires several steps, and should not begin with an ask for shared funding. Using a “gather, train, then share” approach, Colorado began their partnerships by finding shared goals and planning meetings and initiatives together. This was followed by providing mutual support on logistics and information, including conversations on common definitions, data collection and use, and data metrics to find common ground.

The directors also highlighted the importance of establishing intentional strategies that build trust and provide information that reinforces shared goals. State Director Maria Swygert shared that each quarter her office compiles a two-page report connecting the latest employment, graduation, placement and other key data points. This tool is shared with more than 70 partners statewide to reinforce the shared goal of improving learner and workforce outcomes. Graham shared that the growth of her partnership with those serving learners with disabilities resulted in a meeting where 19 needs assessment plans, including the CLNA, were streamlined to reduce the burden on local leaders and make connections among the data being collected.

Leadership Lessons Learned

Each leader was asked to share leadership lessons learned as a result of this work to build and sustain meaningful, learner-centered partnerships. Acknowledging and addressing capacity issues rose to the forefront. For states that may view the vision as yet another item for their to-do list, Heath emphasized that CTE Without Limits should not be seen as a separate approach, but rather a ‘value-add’ that takes the intent and goals of existing strategic plans, state vision statements, and other planning document to the next level and keeps learner needs at the center of all conversations.

Heath also shared that vision implementation work made her more comfortable with learning to let go of work, even though it may be important, that did not specifically advance learner needs or their state strategic plan. Swygert shared that the relationship-building conducted through this cohort allowed her to feel more comfortable not doing all the work alone and trusting the expertise and leadership of other state staff serving learners, including those not directly involved in CTE.

Each leader emphasized the value of vulnerability, transparency and honesty, especially in the early stages of relationship building with other state leaders, so that no damaging assumptions are made. Heath shared her mindset of “we all have room to grow in the work, and we want to grow together.” Graham shared a conversation she had with a state leader where she was only seeking to learn more about their role, but the latter assumed they were seeking funding instead of a meaningful partnership. So additional time was needed to build the trust to share the desired information.

Additional Resources

The CTE Without Limits cohort will receive funding, individual coaching and intensive technical support from Advance CTE through October 2022. An additional CTE Without Limits Community of Practice is open for state leaders to participate in bimonthly cross-state calls to share challenges and solutions aligned to the five vision principles. Sixteen states are currently participating — those interested in joining can contact Senior Policy Associate Hinderliter at dhinderliter@careertech.org.

For additional conversations with state and national leaders on advancing CTE Without Limits, visit Advance CTE’s webinars page for recordings of a spring virtual learning series aligned to each of the vision’s five principles.

Visit Advance CTE’s vision page for awareness and implementation resources, including its step-by-step assessment and action planning guide, Pushing the Limits: A Roadmap for Advancing CTE Without Limits that will be the basis for Advance CTE’s state cohort work.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in CTE Without Limits
Tags: Access and Equity, Colorado, CTE Without Limits, leadership, Nebraska, Sector Partnerships, South Carolina, students with disabilities, systems alignment

“Be a Network Facilitator”: Inspiring First Steps and Common Challenges Emerge in CTE Without Limits Community of Practice Kickoff

Tuesday, March 1st, 2022

“Go forth without limits!” was an apt parting chat message as over 70 state Career Technical Education (CTE) leaders from across 16 states convened virtually last month to launch the community of practice for Advancing CTE Without Limits, a cross-state implementation initiative that provides a dedicated space to foster collaboration and problem solving to advance vision principles.

Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) was developed with the input of nearly 200 contributors representing national, state and local CTE leaders and stakeholders and anchored in the belief that each learner must have access to and the means and succeed in the career of their choice, with CTE serving as the catalyst for that journey. Since its release a year ago this month, Advance CTE has conducted a robust awareness campaign that has gained the support of over 40 national partners, and is now transitioning to meaningful state assessment and implementation work.

The kickoff served as an initial networking session for states and an inspirational launch point to prepare for the work ahead. Attendees had the pleasure of the hearing from JFF Vice President Joel Vargas, who shared how JFF is advancing the vision through its recent research and report The Big Blur: An Argument for Erasing the Boundaries Between High School, College, and Careers —and Creating One New System That Works for Everyone.

Vargas highlighted promising first steps in Idaho (Financing Students Directly), Tennessee (Ready Graduate Indicator), Texas (P-TECH and and Early College High Schools) and Washington (Mandatory Acceleration) that are blurring the lines among secondary, postsecondary and career preparation systems.

Vargas challenged attendees to dream big and be the new models for scalable solutions by being a “network facilitator,” by combining career pathway expansion with intentional investments in collaboration and sustained partnerships. He connected the vision to a world where policymakers “boldly reimagine public responsibility” where providing two years of higher education and training for careers is seen as a public responsibility that is not just affordable or free, but structured to provide full support for each learner on their career journey.

“Partners have to focus not just on the technical work, but also on building relationships and trust. Systems change is also people change.” – Joel Vargas, Vice President of Programs, JFF

Following the keynote, leaders participated in two breakout sessions within and across states to identify promising first steps and common challenges to realizing the action areas of Principle 1: Each Learner Engages in a Cohesive, Flexible and Responsive Career Preparation Ecosystem. States raised common challenges of designing and securing funding models that prioritize collaboration and learner-centered policies and sharing learner-specific data among state agencies and education institutions. However, they also shared initiatives that could be meaningful first steps towards systems change, including partnerships to improve connections to postsecondary career pathways for learners with disabilities; combining CTE and counseling in one department, and statewide articulation and transfer agreements to fully count all learning.

Participating states will be engaged in bimonthly cross-state calls to share challenges and solutions aligned to the five vision principles. Three states, Colorado, Nebraska and South Carolina, applied for and were selected to participate in a state cohort and will receive additional resources including funding, individualized coaching and intensive technical support.

Sixteen states are participating in the CTE Without Limits Community of Practice: Arizona, Colorado, Illinois, Kansas, Kentucky, Maine, Massachusetts, Missouri, Montana, Nebraska, North Dakota, Ohio, South Carolina, Texas, Wisconsin, and Wyoming. The community of practice is still open for additional state participation – state staff can email Senior Policy Associate Dan Hinderliter for additional information.

Advance CTE’s vision page offers a variety of awareness and implementation resources, including its step-by-step assessment and action planning guide, Pushing the Limits: A Roadmap for Advancing CTE Without Limits that will be the basis for Advance CTE’s state cohort work.

CTE leaders are also encouraged to participate in activities to commemorate the first anniversary of CTE Without Limits, including a Twitter chat on March 8 at 1:00 p.m. E.T on Advance CTE’s Twitter page, and webinars aligned to the vision principles throughout the spring.

Stacy Whitehouse, Senior Associate Communications and State Engagement

By Stacy Whitehouse in CTE Without Limits, Uncategorized
Tags: Access and Equity, career pathways, Colorado, CTE Without Limits, Nebraska, South Carolina, systems alignment

Legislative Update: Short-term Extension of the Debt Limit, Newly Approved State ARP Plans and ECF Applications

Friday, October 22nd, 2021

Over the past two weeks, Congress approved a short-term extension of the nation’s borrowing authority and made further progress on Fiscal Year 22 (FY22) appropriations. Federal agencies have also advanced efforts to approve new state American Rescue Plan (ARP) funding proposals and distribute additional funding for broadband connectivity efforts. More recently, the Senate has advanced additional U.S. Department of Education (USED) nominees while President Biden issued an Executive Order aimed, in part, at advancing economic and educational opportunities for Black Americans.

Short-term Debt Limit Deal Enacted

During the week of October 11, the House formally considered and approved a short-term increase of the nation’s borrowing authority, known as the debt limit. Lawmakers passed this measure along party lines by a margin of 219-206. Following passage, President Biden signed the legislation into law, which provides $480 billion in additional borrowing authority for the U.S. Treasury Department. This extension is estimated to provide sufficient borrowing authority through early December—a time when Congress must also act to pass a full-year funding measure for the current federal fiscal year (FY22) for programs like the Strengthening Career and Technical Education for the 21st Century Act (Perkins V).

Prior to this vote, however, Minority Leader Mitch McConnell (R-KY) sent a letter to President Biden making clear that his party will likely filibuster future Congressional efforts to pass a longer-term measure to extend or suspend the current debt limit.

Make Your Voice Heard

The short-term agreement on the debt limit provides more time to Congressional Democrats who are currently debating the size and scope of a forthcoming domestic spending package, modeled off of President Biden’s Build Back Better agenda that could potentially provide $4 billion in additional funding for Perkins V.

At this stage in the negotiations, it is critical that the Career Technical Education (CTE) community makes its voice heard to ensure a Perkins funding increase is included in a final agreement. Be sure to contact your members of Congress to remind them of the importance of investing in CTE. To do so, click here!

Senate Release Remaining FY22 Spending Bills

On October 18, the Senate Appropriations Committee released drafts of the remaining nine FY22 spending bills that had not been considered by the committee. Among these was the Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-ED) appropriations bill, which provides funding for USED and the related federal programs it oversees. Overall, the proposal would, if enacted, provide $98.4 billion for USED—an increase of $24.9 billion compared to the previous fiscal year. Most of this proposed increase would be devoted to nearly doubling the size of Title I formula funds for the Every Student Succeeds Act (ESSA).

Significantly, the bill proposes a $50 million increase for the Perkins V basic state grant program. This proposal aligns with House legislation passed earlier this year by the lower chamber which, if enacted, would provide a total increase of roughly $1.385 billion.

The proposal is not expected, however, to be formally marked up by the Senate. Rather, these bills will be used as the basis to begin bicameral and bipartisan negotiations for full-year FY22 funding—legislation that must be completed by December 3 when current short-term funding is set to expire. As these efforts progress, Advance CTE will continue to advocate for a robust investment in Pekins V’s basic state grant program as part of the wider FY22 process.

FCC Approves Additional Emergency Connectivity Fund Applications

The Federal Communications Commission (FCC) announced $1.1 billion in new commitments as part of the Emergency Connectivity Fund (ECF)’s second wave of funding distribution. The funding will cover 2.4 million devices and 1.9 million broadband connections. The approved projects will benefit learners and staff at 2,471 schools, and the patrons of 205 libraries. The FCC has approved over half of the applications filed during the program’s first application window and it is expected that the remaining qualified applications will be approved in the coming weeks. Securing initial funding for the ECF was a key advocacy priority for Advance CTE, at the start of the COVID-19 (coronavirus) pandemic, as part of wider efforts to close the ‘homework gap.’

USED Approves Four More State ARP Plans

This past spring, Congressional Democrats passed ARP legislation), which authorized $122 billion in supplementary funding for K-12 school districts. Since that time, USED distributed two-thirds of this funding via formula to help schools and states respond to the ongoing coronavirus pandemic. The Department, however, held back the remaining third of this funding requiring that states and territories submit plans detailing how these new financial resources would be used to support learners coping with the impacts of the public health crisis and related disruptions to schooling.

As part of this ongoing effort, USED has been periodically reviewing and approving state ARP plans for this purpose. On October 14, the Department approved four more of these plans for Guam, Maryland, Nebraska, and Virginia. Seven states and Puerto Rico are still awaiting approval from the Department, along with the release of these remaining ARP funds. The current status of all state ARP plans, including highlights of plans approved by USED so far, can be found here.

President Biden Issues Executive Order to Advance Educational Equity

On October 19, President Biden issued an Executive Order (EO) creating a new White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Black Americans. The order enumerates several actions that the Biden Administration has already taken or plans to take to provide greater economic opportunity for Black families and communities, close educational achievement gaps for Black learners, improve health outcomes for these communities, and outlines a number of steps the administration plans to take regarding criminal justice reform among other elements. Importantly, the EO envisions CTE as being a key way to achieve some of these objectives stating, in part, that it will “[advance] racial equity and economic opportunity by connecting education to labor market needs through programs such as dual enrollment, career and technical education, registered apprenticeships, work-based learning . . .”

The order goes on to note that, “Eliminating these inequities requires expanding access to work-based learning and leadership opportunities, including mentorships, sponsorships, internships, and registered apprenticeships that provide not only career guidance, but also the experience needed to navigate and excel in successful careers.” In addition, the order establishes an interagency governmental working group, inclusive of federal CTE representatives from USED, to support the initiative’s broad remit. A related factsheet outlining this order can be found here.

Senate Confirms OCR Leader While Setting Sights on OCTAE Nomination Next Week

On October 20, Catherine Lhamon was narrowly approved by the Senate to become the next Assistant Secretary for USED’s Office for Civil Rights (OCR). The vote was evenly split along partisan lines, requiring a tie-breaking vote from Vice President Kamala Harris. Lhamon previously led OCR under President Obama where she oversaw a controversial overhaul of Title IX regulations—a move that has continued to be a primary source of opposition for Republican lawmakers.

In addition to Lhamon’s confirmation, the Senate Health, Education, Labor, and Pensions (HELP) Committee is scheduled to consider the nominations of two other USED officials, including Amy Loyd, to serve as the next Assistant Secretary for the Office of Career, Adult, and Technical Education (OCTAE) along with Sandra Bruce to be the Department’s next Inspector General next week. Advance CTE has strongly supported Loyd’s nomination and looks forward to a swift confirmation process in the coming weeks and months ahead.

Steve Voytek, Policy Advisor

By admin in Legislation
Tags: ESSA, Federal Policy, Guam, Maryland, Nebraska, OCTAE, Perkins V, Virginia

New Resource Strives to Strengthen Collaborative Partnerships Between State and Local Partners

Wednesday, June 2nd, 2021

Intentional and early collaboration between state and local leaders is vital to ensuring success in high-quality career pathways for all learners. Strengthening partnerships between local entities and state agencies helps each partner achieve its mission and amplify its reach.

Given the state’s vital role in creating aligned systems, leaders in education, workforce and public policy must commit to breaking down silos and building up trusting, collaborative relationships. This means that leaders at both the state and local level must work together to create shared visions and mindsets and align their work to better support all learners.

Strengthening state and local partnerships is a critical strategy to advance mutual interests that benefit learners and the entire career pathways system as a whole. Advance CTE’s latest publication, Strengthening Career Pathways through the Power of State and Local Partnerships, suggests five strategies states can take to build, refine and sustain partnerships across state and local parties — with a specific focus on the challenges that exist in beginning and sustaining those partnerships. Each section of the report describes what the strategy looks like in practice and provides state and local examples of promising practices across the country.

Those strategies include:

Leveraging federal and state funds to fuel local innovation, using state criteria as guidelines for quality.

For example, Tennessee leveraged Strengthening Career and Technical Education for the 21st Century Act (Perkins V) reserve funds and provided technical assistance to help Wilson County build and scale a special program for biotechnology that would meet the state’s criteria for approval. After initially approving the program in 2018 as a “special program of study,” the Tennessee Department of Education worked to scale the biotechnology program into the now statewide BioSTEM program of study in the 2019-2020 school year.

Providing meaningful technical assistance to help local administrators define roles and establish shared definitions, goals and strategies.

For example, the Nebraska Department of Education’s reVISION process lays the foundation for strong state and local partnerships through direct technical assistance and support for local education agencies through the use of a state-level reVISION coordinator to collaborate with on the work.

Sharing knowledge, ideas and best practices by extending expertise and leveraging convening power.

This approach helps local leaders identify proven strategies to overcome challenging barriers. For example, the Colorado Community College System recognized the importance of flexibility, relationship development and collaboration when working on the strategic planning process for Perkins V. This included sharing information on the CTE visioning and strategic planning process, collecting feedback on how to improve the state CTE system as a component of Colorado’s talent strategy, and establishing mutually beneficial relationships with stakeholders for feedback.

Strong state and local partnerships are a key component of any high-quality Career Technical Education (CTE) program. As state leaders begin implementing their Perkins V plans, they have a responsibility to build partnerships with local leaders across their state. States can do this by building trusting and collaborative relationships with local leaders and leveraging economies of scale to provide innovation funding, offer technical assistance and share best practices. This report, and the strategies included, is one tool designed to support state leaders in this endeavor.

Visit Advance CTE’s Learning that Works Resource Center for more resources on systems alignment and access and equity to CTE. Visit the New Skills ready network series page to read all three policy briefs with promising practices to strengthen career pathways.

By Stacy Whitehouse in Uncategorized
Tags: Access and Equity, career pathways, Colorado, Nebraska, New Skills ready network, systems alignment, tennessee

Posts Tagged ‘Nebraska’