New Jersey « Advance CTE Blog

The New Fact Sheet on the Role of CTE in Statewide Attainment Goals

Thursday, May 24th, 2018

More than 40 states have set statewide attainment goals for the percentage of adults holding postsecondary degrees or credentials by a certain year. These efforts have been sparked by Lumina Foundation’s 2025 national credential attainment goal – 60 percent of Americans holding a credential beyond a high school diploma by 2025.

Some states have involved Career Technical Education (CTE) from the onset and others are now looking to ensure CTE is part of their overall strategy. The new fact sheet released by Advance CTE explains why and how CTE can be a major driver of postsecondary attainment across the country.

What States Should Do

Count ALL Credentials of Value towards Attainment While many learners in CTE programs do go on to earn two- and four-year degrees, many others earn industry-recognized credentials, many of which have great labor market value. States should recognize these credentials in their attainment targets.
Leverage Secondary CTE to Meet Statewide Attainment Goals: Increasingly, high school students taking a concentration of CTE are just as likely to go on to postsecondary education as their non-CTE peers – and are more likely to enter with workplace experiences and/or industry-recognized credentials. States should include the expansion of CTE pathways and meaningful college and career advising systems as part of their attainment strategy.
Support Postsecondary CTE as a Platform for Credential and Degree Attainment: Postsecondary students enrolled in CTE programs have an average attainment rate of 56.8 percent (counting credentials, certificates and degrees at two-year institutions), well above the average graduation rate for two-year institutions.
Bring CTE to the Table as a Partner: A statewide attainment goal can and should serve as the driver of a state’s economic and workforce vision, of which CTE must be a part.

Read more about how Oklahoma, New Jersey and Tennessee have connected the dots between CTE and statewide attainment goals in the new fact sheet.

Kate Kreamer, Deputy Executive Director

By Kate Blosveren Kreamer in Advance CTE Announcements, Advance CTE Resources
Tags: credentials, New Jersey, Oklahoma, postsecondary

Advance CTE Begins a Critical Conversation about Equity at the 2018 Spring Meeting (Part 2)

Wednesday, May 9th, 2018

In alignment with Advance CTE’s work to empower state leaders to advance high-quality CTE policies and programs for each learner, Advance CTE held long overdue equity discussions at the 2018 Spring Meeting to begin an important conversation about how CTE can be leveraged to help promote equitable outcomes for various learner populations.

After a panel discussion on equity in CTE, attendees of the Spring Meeting went to breakout sessions facilitated by partner organizations that focus on equity challenges and allowed for an open and honest dialogue to take place about equity in CTE.

From these breakout sessions, major themes emerged about challenges to achieving equity in CTE, as well as states’ efforts and ideas to address these barriers.

Discussion Theme: Data on CTE and Equitable Outcomes

The inability to connect existing CTE data across systems to measure the outcomes for specific populations makes it difficult to communicate to students, parents, school boards and stakeholders the effectiveness of CTE as a tool for equitable outcomes. Members in multiple sessions mentioned that it is difficult to disaggregate CTE data by race, disability or income level. For many states, data cannot be connected across systems or disaggregated to make claims regarding equitable access or outcomes, which hinders their ability to make informed decisions to ensure equity in CTE.

However, states should not use the lack of data as an excuse; they should be using existing data as a first step in examining equity gaps and strategizing ways to close those gaps.

Discussion Theme: “Vocational Education” Stigma

A common theme from all the sessions was the stigma still surrounding CTE as a result of the history of “vocational education,” which in many situations included the tracking of low-income students and students of color into vocational education programs. State leaders identified the messaging around CTE as a challenge, as they work to rebuild trust in communities where the “tracking” of students was common, and emphasized the importance of communicating that high-quality CTE programs can result in high-wage, high-skill, high-demand jobs.

Some states have made efforts to address the stigma and messaging around CTE. Maryland, Indiana, Washington and New Jersey are participating in the Siemens Foundation initiative with Advance CTE, which involves incorporating nationally tested messages about CTE in a variety of in-person events and virtual campaigns to improve the perception of CTE. Additionally, in the “Serving Students of Color” breakout session, participants suggested that states elevate efforts to build relationships with leaders within communities to spread awareness about the effectiveness of high-quality CTE programs.

Discussion Theme: Lack of Resources for Special Populations

Many sessions recognized that basic necessities such as food and transportation need to be satisfied for special populations to participate and succeed in CTE programs. Attention was drawn to the need for daycare, transportation, food, flexible schedules and financial aid to accommodate diverse populations at the secondary and postsecondary level.

Discussion Theme: Lack of Representation and Cultural Competency within Secondary and Postsecondary Institutions

Participants recognized that instructors often are not representative of their students in regard to income, race, gender and ability status. This, coupled with the general difficulty that institutions face when recruiting and retaining CTE instructors, makes it difficult for programs to recruit teachers that are representative of the population they are educating.

State participants recognize that this lack of representation may hinder certain populations from participating in CTE programs and negatively impact their experience within programs due to feeling isolated or receiving biased treatment. Participants recognized the need for targeted professional development opportunities for instructors to address any potential implicit bias and to promote cultural competency at the institutional level.

These breakout sessions represent the beginning of Advance CTE’s ongoing commitment to promoting equity in CTE. As part of our equity initiative, throughout 2018, Advance CTE will be releasing a series of briefs about equity in CTE.

Brianna McCain, Policy Associate

By admin in Advance CTE Spring Meeting
Tags: Access and Equity, Equity, Maryland, New Jersey, washington

Credential Engine Launches Platform and Tools to Make Complex Credentialing World Simpler

Tuesday, December 19th, 2017

On Thursday, December 7, dozens of education and workforce policy professionals attended the Credential Engine launch event to see something rare – a CEO, a union representative, a postsecondary representative and a foundation head agree with each other. The discussion, kicked off by Eleni Papadakis, Executive Director of the Washington Workforce Training and Education Coordinating Board, focused on the potential of the Credential Engine registry to catalog the thousands of credentials and certifications available in the United States and help learners and employers make sense of the credential marketplace.

The registry works by encouraging states and other credential providers to upload their credentials (and their associated outcomes) to a common platform using common language and definitions. From there, employers, non-profits and others will be able to use the open source information to develop apps to integrate into their other systems. For example, an employer could integrate the information into existing human resources databases, or states could use the information to connect labor market demand with existing credentials that might meet the state’s needs.

It is unclear how state or local governments will ultimately use this registry, or how well any of the apps developed will help learners understand not just what credentials are available, but which credentials are high quality. In fact, at the launch event, Jamie Merisotis, President and Chief Executive Officer of Lumina Foundation, expressed his desire that government agencies hold back for the time being on using Credential Engine to make policy or build credential accountability systems, and instead let the registry and related apps leverage market forces to test and build the functionality of the registry as an evaluation mechanism.

While this platform is certainly still in its early stages, and much remains to be seen about how it will ultimately be used, there are a few promising indicators. The state of Indiana has already agreed to load healthcare credentials, New Jersey has agreed to load credentials from key industries onto the platform, and Credential Engine is working with the U.S. military to help translate military credentials into civilian equivalents. Additionally, more than 50 CEOs associated with Business Roundtable have committed to using registry data to meet employment needs.

For more information on Credential Engine, check out their website here: https://www.credentialengine.org/ or join their next application showcase on January 18 at 2 pm EST.

Ashleigh McFadden, State Policy Manager

By admin in Uncategorized
Tags: business and industry partnerships, Credential Registry, credentials, Indiana, New Jersey

State Policy Update: How States Are Working to Increase Credential Attainment

Monday, October 30th, 2017

Strategies Include Promise Programs, Reverse Transfer and Postsecondary Credential Attainment Goals

The demand for Bachelor’s degrees may be overinflated in the labor market, but the number of jobs requiring at least some postsecondary education or training is growing. According to the Georgetown Center for Education and the Workforce, nearly all of the jobs created since the recession have gone to workers with more than a high school education. As such, many states have adopted programs and policies since the recovery to help learners obtain the knowledge, skills and credentials necessary to succeed in today’s workforce.

This month, California joined the ranks of Tennessee, Oregon, Rhode Island and New York after Governor Jerry Brown signed legislation into law establishing a California Promise program. The program is designed to reduce barriers to entry for California college-goers by providing tuition-free community college to first-time students who enroll full time and complete a FAFSA form. Under the legislation, the California Community College Chancellor’s Office would be responsible for administering the program and developing a funding formula to support the program’s objectives.

Although the California Promise program has been signed into law, the program is still subject to state appropriations. The California General Assembly estimates that the program would serve 19,000 students at a total cost of $31.1 million.

Meanwhile, Mississippi is the latest state to help Bachelor’s degree candidates obtain associate’s degrees. The program, called Complete 2 Compete, aims to increase the number of Mississippians with postsecondary credentials by identifying students who either have completed enough credits to qualify for an associate’s degree or are on the cusp of completing a degree. Many postsecondary and adult learners with their sights set on a four-year degree don’t realize that they’ve already earned enough credits for another award. Under the program, some 28,000 students already qualify to receive an associate’s degree without any further education or training.

Increasingly, states are looking to reverse transfer programs like Mississippi’s to help postsecondary and adult learners get recognition for the education they have completed. According to research from the Center for Analysis of Postsecondary Education and Employment (CAPSEE), these programs help struggling students who would not otherwise complete a four-year degree earn a postsecondary credential.

States Set Ambitious Postsecondary Attainment Goals

Separately, the number of states with ambitious goals for postsecondary credential attainment is growing. In September, the Colorado Commission on Higher Education released an update to the 2012 Master Plan, setting a postsecondary credential attainment goal of 66 percent of adults by 2025. The goal is accompanied by four strategies to increase learner success in Colorado colleges and universities:

Increase credential completion
Erase equity gaps
Improve student success
Invest in affordability and innovation

New Jersey and Vermont also released goals to increase postsecondary credential attainment to 65 percent and 70 percent respectively by 2025. In New Jersey, the Office of the Secretary of Higher Education, the Department of Labor and Workforce Development and the Department of Education jointly launched a new campaign to help increase the credentialed population. The campaign, titled “65 by ’25: Many Paths, One Future,” will seek to engage colleges, universities, businesses and state officials through regional summits to devise strategic plans to achieve the goal.

In Vermont, Governor Phil Scott announced the launch of a new initiative called 70x2025vt. With guidance and support from a 25-member council of employers, educators and state officials, the initiative aims to create a college-going culture, remove barriers to access for underrepresented populations, increase college preparedness, and ensure high school students enroll in and succeed in postsecondary education. To monitor progress along the way, Vermont has identified six indicators of progress, including college aspiration and postsecondary/career integration experiences (including work-based learning).

The need for skilled workers has grown in the wake of the Great Recession. Now, more than ever, postsecondary education and training is a prerequisite for a family-sustaining job. With the recovery of the national economy, these states are working overtime to help their residents gain the skills they need for career success.

Austin Estes, Policy Associate

By admin in Public Policy
Tags: Articulation and Transfer, California, California Promise, College Access, Colorado, Complete 2 Compete, Mississippi, New Jersey, Postsecondary Attainment, Vermont

New Advance CTE Report Highlights States that Are Raising the Bar through Career Pathways Approval

Wednesday, April 26th, 2017

Next week, Advance CTE will recognize the winners of 2017’s Excellence in Action awards — an annual competition to elevate and celebrate high-quality programs of study. This year’s slate of competitors is stronger than ever, demonstrating how well-designed programs that integrate academic and technical instruction, span secondary and postsecondary education, and equip learners with relevant work-based learning experiences can prepare learners for academic achievement and career success.

Examples of strong programs of study — and career pathways, more broadly — exist in every state. Yet all too often these career pathways are islands of excellence, setting the bar for quality, but requiring further state action to ensure all students can benefit from strong career pathways. While the approach to developing career pathways varies across the nation, state leaders can play a role in promoting quality by leveraging policy, programs and resources to ensure all career pathways meet minimum standards.

Today Advance CTE released its newest report, Raising the Bar: State Strategies for Developing and Approving High-Quality Career Pathways. The report examines successes in Tennessee, New Jersey and Delaware to demonstrate how states can use the career pathways approval process to raise the level of quality.

In Tennessee, the Department of Education in 2013 underwent an exhaustive course review initiative to align all courses and programs of study with labor market standards. Through the initiative, working groups of teachers, postsecondary faculty and employers reviewed and revised course standards. Ultimately, this effort led to the discontinuation of nearly one hundred courses.

The New Jersey Department of Education in 2008 adopted a more hands-on process for enforcing the state’s program quality criteria, which were previously outlined in administrative code. Under the new system, local districts are required submit documentation of program structure for each program within a specific Career Cluster^Ⓡ.

And in 2015, Delaware implemented a new policy for reviewing and approving both local and state-model programs of study. The policy requires programs of both types to be developed with input from multiple stakeholders, including industry and postsecondary representatives.

All states have processes in place to review and approve career pathways, but not all use them to promote and uphold quality standards. This report describes a few approaches states can take — such as defining quality criteria, using fiscal and accountability policy to incentivize adoption, and providing regional supports — to promote quality through the pathways approval process.

This report was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy group, generously funded by JPMorgan Chase & Co.

Austin Estes, Policy Associate

By admin in Publications, Resources
Tags: career pathways, Delaware, New Jersey, New Skills for Youth, Pathways Approval, Program Quality, programs of study, tennessee

Advance CTE Releases Guide for Building and Scaling Statewide Work-based Learning Systems

Friday, October 14th, 2016

In a recent nationwide education poll, 90 percent of surveyed Americans said it is extremely or very important for schools to help students develop good work habits. In turn, state education agencies have begun to focus on both college and career readiness to help prepare students for their futures. One popular strategy is work-based learning, which allows students to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting.

Today, Advance CTE released a comprehensive guide â€” building on the “Connecting the Classroom to Careers” policy series â€” to help policymakers develop and implement a statewide vision for work-based learning. The guide provides key considerations and guiding questions to walk state policymakers through the steps of building and scaling a high-quality work-based learning system, drawing on examples from states such as Tennessee and West Virginia to highlight innovative solutions to common challenges. The paper not only builds upon earlier briefs in the “Connecting the Classroom to Careers” series, but also ties them together into one comprehensive and easy-to-use guide.

To get started, states must develop a statewide vision for work-based learning and get buy-in from all relevant stakeholders. Tennessee, for example, embarked on a campaign to overhaul its work-based learning programs and establish a framework that would be more inclusive and relevant for students in the state. This resulted in a new, shared vision that prioritizes career exploration, career advisement and hands-on learning for all students â€” not just those enrolled in Career Technical Education (CTE) classes.

Yet setting a vision is only the first step. To ensure the vision is implemented successfully, states must create a policy environment that allows work-based learning programs to thrive. One of the biggest challenges that states face in expanding work-based learning opportunities is overcoming legal barriers, such as child labor laws and safety requirements, that make businesses reluctant to hire high school students. New Jersey demonstrates how state agencies can work together to develop a regulatory framework that supports, rather than inhibits, work-based learning opportunities. One product of inter-agency collaboration in the state is the New Jersey Safe Schools project, a comprehensive health and safety training for CTE teachers.

The guide further explores how states can expand work-based learning by partnering with intermediaries to facilitate partnerships between educators and employers for the ultimate benefit of a studentâ€™s career exploration and skill development. Intermediaries can be either independent organizations or, in the case of Georgiaâ€™s Youth Apprenticeship Program (YAP) Coordinators, individuals who are based within the school or district. Georgiaâ€™s YAP Coordinators are funded by a competitive state grant and help support the full range of work-based learning activities for local students.

WBL Graphic Once a statewide vision is in place and early implementation has begun, state policymakers should consider how to measure and scale work-based learning. There are two common approaches states take to building a comprehensive measurement and data-collection system: a systems-level approach that examines and evaluates the quality of the program, and a student-level approach that measures student learning and skill attainment. Through its School to Career Connecting Activities Initiative, Massachusetts has built a system to collect pre- and post-evaluations of student skills to determine both the professional and technical skills that students gain over the course of their work-based learning experience. This allows the state to assess difficult-to-measure student outcomes such as accepting direction and constructive criticism or motivation and taking initiative.

Collecting and evaluating program data enables states to not only identify promising practices but also to scale them statewide so that all students can access high-quality work-based learning experiences. One example profiled in the guide is West Virginiaâ€™s Simulated Workplace program, which began in 2013 as a pilot program in 20 schools across the state. The Department of Education gradually scaled the program, spending time evaluating and refining processes and policies along the way, to reach 60 schools â€” and more than 500 classrooms â€” by 2015.

There is no single way to build and scale work-based learning programs, but Advance CTEâ€™s latest publication, â€œConnecting the Classroom to Careers: A Comprehensive Guide to the Stateâ€™s Role in Work-based Learning,â€ can help states get started. The guide identifies essential strategies in work-based learning programs across the states and provides key takeaways and guiding questions to help states tackle common barriers. While work-based learning is a proven strategy to help students build technical and professional skills, policymakers should draw on examples from other states to thoughtfully build and scale a high-quality work-based learning system.

Austin Estes, Policy Associate and Ashleigh McFadden, State Policy Manager

By admin in Publications, Research, Resources
Tags: Connecting Classrooms to Careers, Georgia, Intermediaries, Massachusetts, New Jersey, tennessee, West Virginia, work-based learning

Three States’ Approaches to Removing Legal Barriers around Work-based Learning

Thursday, April 28th, 2016

In our continuing series, â€œConnecting the Classroom to Careers,â€ we look at an issue that is often a stumbling block for K-12 work-based learning â€“ ensuring these experiences are safe and legal for students.
In “Removing Legal Barriers around Work-based Learning“, we feature New Jersey, Kentucky and California and their approaches to dismantling work-based learningâ€™s legal barriers, including:

Training teachers to understand the state and federal legal, health and safety requirements for work-based learning
Mitigating work-based learning liability concerns for schools and employers

Debunking these myths is critical to scaling work-based learning. Starting with educating themselves, states can and should play an instrumental role in helping correct misconceptions about students under the age of 18 in the workplace.

Be sure to check out our first installment in this series â€“ â€œSetting a Statewide Vision for Work-based Learning.â€

Andrea Zimmermann, State PolicyÂ AssociateÂ

By admin in Advance CTE Resources, News, Resources
Tags: California, Kentucky, New Jersey

State Policy Update: New CTE Briefs Feature Ohio and Massachusetts; Legislatures Send New Money to CTE

Thursday, July 9th, 2015

Today, Achieve released two new briefs highlighting academic and CTE integration in Ohio and Massachusetts. Achieve also released a helpful compendium of its CTE resources, many of which NASDCTEc helped produce. Download the PDF compendium here.

In â€œSeizing the Future: How Ohioâ€™s Career-Technical Education Programs Fuse Academic Rigor and Real-world Experiences to Prepare Students for College and Careers,â€ we learn about the changing face of Ohio CTE, which now focuses on integrating academics in a rigorous and relevant curriculum in high-skill, high-demand Career ClustersÂ® and pathways and includes strong connections to postsecondary education and employers.

â€œCareer-tech now integrates rigorous academic preparation with career education,â€ says Steve Gratz, senior executive director at the Ohio Department of Education and NASDCTEc member. â€œWe are â€˜mashing upâ€™ college and career. This is a shift from the past and one that we are serious about.â€

In â€œBest of Both Worlds: How Massachusetts Vocational Schools are Preparing Students for College and Careers,â€ we learn more about state policies that promote strong programming, including the stateâ€™s college- and career-ready course of study, incentives for rigorous academic standards in its accountability system, and capacity-building support for locals. The brief also highlights some of the stateâ€™s vocational-technical schools for their impressive student outcomes.

Finally, the National Association of State Boards of Education (NASBE) has also released a new brief that examines the efforts of six states — Arkansas, Delaware, District of Columbia, Kentucky, New Jersey, and West Virginia â€“ to modify their existing science standards or adopt new benchmarks such as the Next Generation Science Standards. It also explores each stateâ€™s unique path to adoption and implementation as well as the common strategies and activities used to engage stakeholders.

———

State Legislative Update

With more than two thirds of state legislatures adjourned for the year, CTE has had some big wins in statehouses across the country. You can catch up with our last legislative update here. In the last few weeks, there have been a few more notable developments.

Earlier this week, Oregon lawmakers approved free tuition to its 17 community colleges through a $10 million last-dollar scholarship program similar to Tennesseeâ€™s popular initiative.
Additionally, lawmakers appropriated $35 million for STEM and CTE-related activities, including a pilot program to increase student exposure to CTE.
In late June, theÂ CaliforniaÂ legislature agreed to a $115 billion budget deal â€“ effective July 1 â€“ that sends more than $400 million in new money to the stateâ€™s CTE programs next year. Specifically, lawmakers approved Gov. Jerry Brownâ€™s proposed CTE Incentive Grant program to the tune of $900 million over the next three years (with $400 million for Fiscal Year 2015-16), though the stateâ€™s budget adviser citedÂ concernsÂ about the program back in March. This additional CTE funding follows two years and a $500 million investment in the California Career Pathways Trust,Â which has already awarded two rounds of competitive grant funding to partnerships among schools, community colleges, and employers to create career pathways aligned to high-need and high-growth sectors. One more CTE-related proposal,Â The Career and Job Skills Education Fund, is still working its way through the legislature, and is focused on results-driven CTE programs. If passed, it remains unclear how this will be funded given that, as currently proposed, it is contingent upon funds appropriated in the recently passed budget.
Finally, Nevada and Michigan also saw significant funding bumps for CTE, middle college programs and dual enrollment.

Andrea Zimmermann, State Policy Associate

By admin in Legislation, Public Policy, Research
Tags: Arkansas, California, Delaware, District of Columbia, Massachusetts, Michigan, Nevada, New Jersey, Ohio, Oregon, tennessee, West Virginia

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 with 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 stateâ€™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 â€œState of Career Technical Educationâ€ 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 todayâ€™s webinar will be posted in the coming days.

Andrea Zimmermann, State Policy Associate

By admin in News, Public Policy, Publications, Research, Resources, Webinars
Tags: Alabama, Colorado, employer, Iowa, kansas, New Jersey, Perkins, state policy, tennessee, Virginia, West Virginia

New NASDCTEc Officers Take Lead as CTE Adopts Common Standards, Prepare for Reauthorization

Friday, July 27th, 2012

NASDCTEc officers this month commenced their one-year term. The officers take the reins at a time when the Career Technical Education (CTE) community moves forward with implementing rigorous and common standards for CTE, advocating for fiscal support, building increased visibility, awareness and support and preparing for the reauthorization of the federal legislation that governs CTE.

â€œThis is such an exciting time to be part of the Career Technical Education (CTE) community in this nation. Quality secondary and postsecondary CTE programs provide individuals with options and pathways to success in our global economy.Â I am honored toÂ serve members of this association that is committed to enhancing access and opportunities to quality CTE programs,â€ said Marie Barry, NASDCTEc President and State Director of the Office of Career and Technical Education at the New Jersey Department of Education.

NASDCTEc officers include:

President, Marie Barry, New Jersey Director of the Office of Career and Technical Education
Vice President, John Fischer, Vermont Deputy Commissioner, Vermont Department of Education
Secretary/Treasurer, Scott Stump, Coloradoâ€™s Associate Provost for Career & Technical Education.
Past President, Dr. Patrick Ainsworth, Ed. D., California Assistant Superintendent and Director; Secondary, Career, and Adult Learning Division; Department of Education.

In June, NASDCTEc unveiled the Common Career Technical Core (CCTC), a state-led initiative to establish a set of rigorous, high-quality standards for CTE that states can adopt voluntarily. Forty-two states, Washington, DC, and Palau declared support for the development of the CCTC, which were informed by state and industry standards and developed by a diverse group of teachers, business and industry experts, administrators and researchers.

NASDCTEcâ€™s advocacy work will focus on preparing for the reauthorization of the Carl D. Perkins Career and Technical Education Act and ensure that the legislation will support states in advancing high-quality CTE amid tough fiscal conditions, as well as continuing to build visibility and support for the CTE: Learning That Works for America campaign.

Learn more about the NASDCTEc officers by reading their biographies.

By admin in Advance CTE Announcements, Advance CTE State Director
Tags: California, Colorado, New Jersey, officers, Vermont

Posts Tagged ‘New Jersey’