Posts Tagged ‘Oregon’

Lawmakers Celebrate CTE Month, Progress on FY24 Remains Uncertain | Legislative Update

Friday, February 16th, 2024

Over the last two weeks, lawmakers in the House and Senate have continued to formally recognize the importance of Career Technical Education (CTE) and celebrated February as CTE Month® in a number of ways. Elsewhere, appropriations leaders continue to work on federal funding measures, Advance CTE endorsed several new pieces of legislation and federal agencies released new equity plans. 

New Challenges Emerge in FY24 Funding Process

The Senate remained in session last weekend to pass a highly anticipated supplemental national security aid package. Following that action, the Senate adjourned and is not expected to return to Capitol Hill until February 26. Meanwhile, the House met for an abbreviated work period this week where Republican lawmakers impeached Department of Homeland Security Alejandro Mayorkas. This action in the House will trigger a trial in the Senate when lawmakers return later this month. Due to Senate rules that require addressing this issue upon their return, this upcoming trial may impact ongoing negotiations, largely occurring behind the scenes, on federal fiscal year 2024 (FY24) spending, including the Labor-HHS-ED appropriations measure that funds the Carl D. Perkins Career and Technical Education Act (Perkins V) and other programs administered and overseen by the U.S. Departments of Education (ED) and Labor (DOL).

At this time, it remains unclear how lawmakers will ultimately move forward with FY24 appropriations legislation beyond the upcoming expiration dates of current funding rapidly approaching on March 1 and March 8. Reportedly, appropriations leaders are currently negotiating potential “policy riders” that some lawmakers are seeking to attach to these funding measures, including Labor-HHS-ED. House lawmakers are currently scheduled to return after a recess period on February 28, leaving only a few days to determine a pathway forward. As these efforts continue to take shape, Advance CTE is continuing to advocate for robust funding for Perkins V’s formula grant program.

CTE Month Continues With Co-Chair Appearances and a New Senate Resolution

Yesterday, House CTE Caucus co-chairs Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR) made an appearance on C-SPAN’s Washington Journal program to talk about the importance of CTE and the role it plays in the wider economy. The two leaders fielded questions from viewers and spoke at length about their experiences with CTE, the importance of the federal investment made by Perkins V and highlighted the immense value CTE programs provide to learners, especially by providing multiple pathways to postsecondary education, training and careers. These lawmakers also introduced the Counseling for Career Choice Act, bipartisan legislation that would strengthen career counseling services available to K-12 students. Advance CTE was proud to endorse this legislation upon introduction. In addition, House Education and Workforce Committee Chair Virginia Foxx (R-NC) provided floor remarks celebrating CTE month and emphasizing the important role CTE programs have in providing learners with valuable and durable skills. 

On the other side of the Capitol, Senate CTE Caucus co-chair Senators Tim Kaine (D-VA), Todd Young (R-IN), Tammy Baldwin (D-WI) and Ted Budd (R-NC) introduced and passed a bipartisan resolution recognizing February as CTE month within the chamber. “This month and every month, let’s work to expand access to CTE, including by passing my JOBS Act to allow students to use Pell Grants for job training programs, and build an economy that works for everyone,” Senator Kaine remarked upon its passage. 

Advance CTE applauds all of these lawmakers for their ongoing leadership on this issue and extends our community’s deep appreciation for continuing to elevate and highlight the significant importance of CTE this month and throughout the year.

Bipartisan Childcare CTE Bill Introduced

Earlier this week, Representatives Annie Kuster (D-NH), Lori Chavez-DeRemer (R-OR), Mike Lawler (R-NY) and Bonamici introduced the Early Childhood Workforce Advance Act. The legislation would provide new resources for CTE programs and aims to address significant workforce shortages in this critical sector of the economy. “The Early Childhood Workforce Advancement Act intentionally leverages CTE programs and ensures that these efforts are connected to ongoing state and local efforts to strengthen early educator workforce pipelines,” Advance CTE’s Executive Director Kate Kreamer shared upon the bill’s introduction. More information on the proposal can be found here.

ED Publishes Updated Equity Action Plan

At the beginning of the week, ED formally released its 2023 update to the Department’s existing “Equity Action Plan,” outlining new commitments to advance equity in education. ED identified five key focus areas: improving college access and completion rates for underserved students; ensuring equitable resources for learning recovery; expanding educational opportunities for justice-impacted individuals to improve outcomes; advancing equity in career and technical education; and increasing mental health resources in underserved communities. In the plan, ED notes that it hopes to improve data transparency with regards to Perkins V data, host a future webinar series on equity in CTE and propose broadened equity indicators as part of its priorities for potential legislative updates to Perkins V in the years ahead. Read the full plan here.

Steve Voytek, Policy Advisor 

By Layla Alagic in Public Policy
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2023 Advance CTE Fall Meeting Vision-Focused Workshops: Staff Reflections

Thursday, November 2nd, 2023

Advance CTE’s 2023 Fall Meeting featured two rounds of interactive workshops based on the five foundation commitments of our vision, CTE Without Limits – equity, quality programs and instructors, public-private partnerships, and data and collaboration. These sessions allowed attendees to collaborate together to incubate innovative ideas in these specific topic areas and elevate Career Technical Education (CTE)’s impact in each state. Read our staff’s recaps and reflections on each workshop:

Foundational Commitment 1: Removing Geographic Barriers for Learners Through CTE Without Borders

Haley Wing, Senior Policy Associate

The Foundational Commitment 1 Workshop: Removing Geographic Barriers for Learners Through CTE Without Borders led participants through small and large group discussions and analysis to expand access within and across state borders.

Jennell Ives, Director of the Secondary-Postsecondary Transitions Team at the Oregon Department of Education, offered a strategy for state teams working to expand access that includes an intensive two-day workshop. In this two-day workshop, she recommended states bring together cross-sector teams and champions across agencies to flesh through an action-planning process that addresses expanding statewide access to high-quality CTE and work-based learning opportunities across secondary and postsecondary institutions. Narrowing the time and space to solely focus on expanding access within and across state borders is a strategy to jump-start the work of expanding access and ensuring all partners, actions and responsibilities are aligned and actionable.

Foundational Commitment 2: Creating Opportunities with Stakeholders to Ensure Quality and Impact

Tunisha Hobson, Director, State Policy Implementation

Marcette Kilgore, Texas’ State CTE Director, introduced the process of engaging stakeholders in a program of study refresh which served as a catalyst for an implementation tour to ensure regions in the state were aware of changes to the state’s approved list of programs. The development process included the completion of a skills gap analysis, conducting listening tours, establishing statewide CTE advisory committees and offering and processing public comments through digital submissions. Participants learned about the use of a piloted software, Calibrate, a Skills Engine product created by the Center for Employability Outcomes within the Texas State Technical College System. The Calibrate system allowed employers to enter preferred skills by individual job profiles developed in alignment to the Department of Labor’s Standard Occupational Classification (SOC) codes.

The Texas Education Agency uploaded the course standards for every program of study which were created by grouping occupations by SOC code. An analysis of the alignment between course standards and industry-identified valuable skills was conducted to determine the gaps the agency needed to address as a priority and to schedule course reviews and rewrites/updates. The remainder of State Director Kilgore’s presentation focused on how this input was not limited to the pilot software but also included steps taken to engage the state’s CTE advisory committee, visit regions in the state and offer public comment opportunities which provided a more structured approach to supporting the redesign.

Yolanda Flores, a member of the Postsecondary State CTE Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation,  presented her real-world project focused on increasing adult learner awareness of opportunities available in manufacturing programs and subsequent in-demand high-wage jobs in Florida. She included an analysis of English Language Learners (ELL) and their access and supports while participating in the program. Her project includes an intervention through hosting a one-day exploration event for adult learners inclusive of ELL. The event not only increased awareness for the learner population, but it also identified for educators and industry partners other necessary interventions for addressing the needs of many more industries and learner groups. Flores was awarded a $170,000 grant to continue the work highlighted in her project to continue expanding access for learners.

Foundational Commitment 3: Advancing the National Career Clusters Framework

Paul Mattingly, Senior Policy Associate

Sheri Smith of Indigo Education Company and Alexandria Wright of WestEd’s Center for Economic Mobility provided an update on the National Career Clusters Framework Revision Project. The National Career Clusters® Framework is undergoing a modernization effort to ensure it remains responsive and relevant to both the world of work and learner needs for decades to come.

Participants in the workshop learned about the mixed method approach utilizing quantitative and qualitative methods for a data-informed process in updating the Framework. Additionally, participants learned of the progress that has been made recently with the Industry Advisory Groups and about the National Implementation Survey to gain knowledge about current and desired future use of the Framework and further support the engagement with those that use the Framework. During the group activities, attendees identified the most important uses and biggest challenges of utilizing the Framework for a variety of stakeholders.

Foundational Commitment 4: Data Dashboard Confessional – Ensuring Data are Actionable, Transparent and Trustworthy

Dan Adams, Associate Director, Data & Research

Dr. Jeffrey Fletcher, Lead Education Consultant at Iowa Department of Education, Bureau of Community Colleges and Postsecondary Readiness framed Iowa’s success with building and using Data Dashboards as involving three specific benchmarks: collaboration with grant recipients; collecting complete/correct data; and limitations such as data matching. The resulting data dashboards are allowing Iowa to monitor student outcomes from enrollment, through different levels of education, successful completion of education, and gainful employment.

Donna Lewelling, Director at the Office of Community Colleges and Workforce Development at Oregon’s Higher Education Coordinating Commission described Oregon’s work standing up a postsecondary data dashboard. Critical to Oregon’s success has been building data literacy among those collecting and those using postsecondary CTE data. Oregon’s work is relational, and resources have been devoted to building and sustaining the relationships necessary to create useable data dashboards, as well as providing technical assistance to the field in using data to identify opportunities and obstacles to student success.

Foundational Commitment 5: Seamless Transitions: Continuously Improving Alignment Across Sectors 

Eliza Fabillar, Senior Advisor

Alex Perry, Policy Advisor, Foresight Law and Policy, introduced the College in High School Alliance, a national partnership to advance dual enrollment and early college policy. Dual enrollment is growing nationwide, but more work is needed to develop consistent policies to achieve access to dual enrollment for all learners. States need to develop a common vision across sectors, expand the equity mission tied to dual enrollment by focusing on special populations, and be intentional about implementing policies that will advance dual enrollment. At the national level, policymakers and practitioners need to establish common definitions and examine policies and practices that support or hinder progress. 

Nancy Ligus, Advance CTE-ECMCF Fellow and Director of Workforce, Continuing Education and Economic Development at Pierpont Community College shared her work on a local workforce system. She differentiated systems versus ecosystems and provided a successful example from West Virginia. She also defined team characteristics that can ensure scalability and elaborated on strategies to form an ecosystem approach as a viable solution toward workforce and economic development goals.

Read our other blogs in the 2023 Fall Meeting recap series: 

By Layla Alagic in Advance CTE Fall Meeting
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States Make Progress in Strengthening Meaningful Learner Engagement in CTE

Tuesday, August 22nd, 2023

Career Technical Education (CTE) programs must be designed with learners, not simply for learners, to be responsive to their diverse needs at every stage of the CTE continuum. Being responsive to diverse learner needs can occur only if learners have direct and ongoing input into the design and delivery of CTE programs and experiences. This blog provides an overview of the Leveraging Learner Voice to Strengthen CTE Technical Assistance cohort; highlights the states in the cohort that are meaningfully engaging CTE learners to inform CTE programs and policies; and shares links to resources to support states in engaging CTE learners.

Over the past seven months, Advance CTE and the Association for Career and Technical Education (ACTE) provided training, resources and coaching to help states identify opportunities to engage learners more meaningfully in the design and delivery of CTE programs and experiences. The cohort of states (Colorado, Delaware, New Hampshire, Oregon and Wisconsin), engaged in six 90-minute virtual sessions and individual coaching sessions to work through the Learner Voice Toolkit to develop and execute on strategies for leveraging learner voice in CTE policies and programs.

Over the course of the technical assistance sessions and coaching calls, each state team developed a comprehensive Action Plan to leverage meaningful learner engagement in the development of CTE programs and policies. The Action Plans are guiding the states’  actions over the next year to improve and systematize their learner engagement. 

Action Plan Development

The development of the Action Plan took place in stages. States first completed an organizational capacity assessment to understand the existing structures, policies, relationships and resources that can support the expansion of learner engagement practices. 

States then identified high-level goals in which they envisioned what meaningful learner engagement would look like in their states to support CTE program improvement, CTE policy development, learner supports, Comprehensive Local Needs Assessment (CLNA) process improvement with learner engagement and more. After identifying the goals, states mapped the actions that needed to be taken in order to achieve their goals. 

Through the development of each state’s Action Plan, states included learners’ feedback and input. States engaged learners in focus groups, interviews, surveys, advisory board meetings and more to capture their input and reflect their thoughts in the Action Plans. States in the cohort were supported by Advance CTE with a pool of funds to compensate learners for their time and expertise engaging with state agencies. Over the course of the Action Plan development phase, states in the cohort engaged more than 400 learners.

Early Areas of Success

Prioritizing learner engagement in the development of Action Plans is not a common practice, however, states in the technical assistance cohort are already seeing the value of more meaningfully engaging learners in CTE program development and improvement. 

Wisconsin learned from learners in their state the type of communication they prefer for engagements, the compensation rate they need to engage in events and meetings, the areas of CTE that student voices are most needed and the roles they are most interested in engaging in. 

New Hampshire leveraged the input from learners from their statewide survey to develop a toolkit for regional and local practitioners to improve learner engagement at their CTE centers. 

Colorado and Oregon engaged learners in a mix of focus groups and surveys to learn what they enjoy about CTE, challenges they experience in CTE programs and ways their state agency can do a better job of incorporating learner voice. Both states focused on engaging learners who were not typically included in focus groups or surveys to ensure they had a broad range of voices.

Delaware leveraged learners’ input and leadership and now has two simultaneous learner-led cohorts supporting the development of a new teacher preparation program of study and leadership training for Career and Technical Student Organization (CTSO) leaders. The learners leading the cohorts support the state agency and foster deeper engagement with their peers across their state to expand the reach of meaningful learner engagement. 

Looking Ahead

As the official cohort technical assistance sessions come to a close, states in the cohort will continue to engage in coaching sessions with Advance CTE and ACTE to actualize the goals they identified in their Action Plans. 

Additionally, Advance CTE will continue to hold space for state leaders to come together to discuss opportunities to improve meaningful learner engagement in CTE in Community of Practice sessions. These one-hour sessions will be held bimonthly from August 2023 through February 2024 and will be open to all states interested in learning more about meaningful learner engagement in CTE. To register to attend the Leveraging Learner Voice to Strengthen CTE Communities of Practice, please fill out the form on this page

Haley Wing, Senior Policy Associate, Advance CTE

By Layla Alagic in CTE Without Limits
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Legislative Update: Career Counseling Legislation Introduced & Efforts to Address Teacher Shortages Unveiled

Friday, August 4th, 2023

While Congress left Washington, D.C. this week to return to home districts and states as part of its annual August recess, the Biden Administration made a series of announcements related to educator preparation efforts and cyber workforce needs. Elsewhere, Advance CTE recently endorsed career counseling legislation introduced in the House. 

Congress Goes on Recess

This week lawmakers in both chambers of Congress returned to their districts and states for the annual August recess. Congress is expected to return in early September to a long list of important issues, including the need to find consensus on full-year federal fiscal year 2024 (FY24) appropriations. Advance CTE anticipates that lawmakers will most likely need to consider several potential pathways forward to bridge the significant spending gap between the House and Senate’s respective visions for FY24 funding, especially regarding funding for important education and workforce development programs like the Carl D. Perkins Career and Technical Education Act (Perkins V*). 

When Congress’s FY24 spending negotiations resume after the recess, Advance CTE will continue to advocate for robust funding for Perkins V and other vitally important investments in education and workforce development. In support of these efforts, we encourage the Career Technical Education (CTE) community to contact their members of Congress during this crucial period of time to ask them to support recently advanced appropriations legislation in the Senate which would provide a $40 million increase in funding for Perkins V’s basic state grant program. 

Lawmakers Introduce Career Counseling Legislation

Last week, a bipartisan group of lawmakers led by House CTE Caucus Co-chairs Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR) introduced the Creating Opportunities to Thrive Act (COTA). Advance CTE is proud to endorse this legislation which would expand federal support for career counseling programs and allow for more comprehensive public outreach via the Workforce Innovation and Opportunity Act (WIOA). “[WIOA] is an integral part of the national workforce education and training system, and this bill takes important steps to maximize WIOA so that every learner is aware of the resources they need to support their journey to career success,” Advance CTE’s Executive Director, Kate Kreamer said upon introduction. Broadly COTA is intended to ensure that more learners across the nation are aware of the services, supports, and programs offered by WIOA and other federal investments in skills development. More on the legislation can be found here

ED & Labor Announce New Teacher Preparation Efforts

Earlier this week, the U.S. Department of Education (ED) and U.S. Department of Labor (DOL) announced a number of new efforts to improve the educator talent pipeline and address persistent nationwide shortages of qualified instructional personnel. The agencies announced the development of new national apprenticeship standards for K-12 teachers, developed by a collection of organizations known as the pathways alliance. These standards serve as a template for interested states and local stakeholders to develop and implement their own registered apprenticeship programs (RAPs) for the teaching profession.

In addition, ED and DOL have announced the availability of $27 million in new funding for educator preparation programs, an additional $65 million for DOL to help develop and scale more K-12 teacher RAPs, identified a new intermediary to further expand on these efforts, and issued a policy brief highlighting promising best practices amongst states. More on this announcement can be found here.

Biden Administration Issues New Cyber Education and Workforce Strategy

On Monday, July 31, the Biden Administration announced that it had completed its first-ever National Cyber Workforce and Education Strategy (NCWES). This strategy is intended to address the education and workforce needs of the cyber and information technology sectors of the economy. Advance CTE provided input into this strategy as it was under development. The announcement includes a number of commitments from public and private entities and makes a number of recommendations for improving education and workforce development efforts to more effectively support this segment of the economy. More on the strategy can be accessed here

*As amended by the Strengthening Career and Technical Education for the 21st Century Act

Steve Voytek, Policy Advisor 

 

By Jodi Langellotti in Public Policy
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Welcome Dan Adams to Advance CTE!

Wednesday, July 12th, 2023

My name is Dan Adams, and I am very excited to lead Advance CTE’s Data & Research team where I’m responsible for Advance CTE’s data quality and initiatives to promote data-driven decision-making among state Career Technical Education (CTE) leaders and within Advance CTE.

My commitment to education in pursuit of equity and equity in pursuit of social justice was the reason I started my career as a middle school STEM teacher. Most recently, I served as the Oregon Higher Education Coordinating Commission’s Statewide Director of Career Pathways where I collaborated with stakeholders to promote the equity impacts of investments in career pathways. In 2022, based in part on a first-of-its-kind data system I helped build, the Oregon legislature passed and Governor Brown signed Future Ready Oregon into law. The law invested $200 million in education and training, including $17 million for career pathways in Oregon, a nearly tenfold increase.

As Accountability and Data Specialist at the Oregon Department of Education, I authored numerous research briefs and provided invited testimony before the Oregon House and Senate on the equity impact of investments in CTE. Based in part on my findings and testimony, in 2019 the Oregon legislature passed the Oregon School Success Act, which invested an additional $300M in interventions including secondary CTE.

Commitment to education equity and social justice informs my private life as well. As co-chair of Oregon Safe Schools and Communities Coalition, I was honored to be the first signatory to the state’s LGBTQ2SIA+ Student Success Plan which was signed into law in July 2021. As Co-Chair of Seaton Elementary School’s PTO Family Engagement Committee, I was honored to contribute to my family’s home school receiving the Human Rights Campaign’s Welcoming School Seal of Excellence in 2023.

I graduated from the University of Notre Dame twice, first with a Bachelor of Science in Science-Business and later with a Master of Education degree and a middle-level science license. I’ve called California, Oregon, Indiana, Texas, Alabama, Ireland, Oregon again, and now the District of Columbia (DC) home. 

When I’m not working on more equitable education systems, I’m usually with my wife and son. We can be found on our bikes in and around our home in DC’s historic Shaw neighborhood. If you already checked there, you may also find our bikes locked outside any of DC’s bistros, coffee shops, brew pubs, or museums.

Dan Adams, Data & Research Manager

By Layla Alagic in Uncategorized
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Innovating State Systems through CTE Without Limits

Thursday, June 1st, 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 participating Pushing the Limits state teams – Colorado, Nebraska and South Carolina. 

Over the past year, three states – Colorado, Nebraska and South Carolina – leveraged CTE Without Limits in their states to improve Career Technical Education (CTE) practice through technical assistance and strategic planning. Each state took a different approach and focused on a different CTE Without Limits principle, but ultimately each state centered its project around leveraging tools and resources already at its disposal to realign and refocus state practice for all CTE learners. All three states took an innovative approach to revitalizing existing policy and strategy and the alignment work vital to their year-long projects is already paying dividends. For more information about each state’s project check out the previous posts in this blog series.

This year, Advance CTE is continuing to help states innovate their state systems through CTE Without Limits. Earlier this year, we opened an application for technical assistance to help states specifically interested in strategic planning and alignment support. Four states – Indiana, Nevada, Oregon and Rhode Island – are working with Advance CTE and Association for Career and Technical Education (ACTE) coaches to build strategic goals, centered around a statewide theory of action, or revamp state plans for the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The initiative, Innovating State Systems through CTE Without Limits, will run from June 2023 to June 2024.

While previous technical assistance efforts were focused on individual state projects, this year’s project builds specifically on the strategic planning process. Each state will create a 12-month action plan and will have opportunities to begin to pilot some of the initiatives embedded in their new strategic plans. Each state will build a statewide team made of stakeholders within and outside of their CTE agency to ensure their strategic goals meet the needs of learners, families, educators and administrators statewide. Participating state team members will also engage in quarterly cross-state sharing sessions to discuss insights and lessons learned. 

Advance CTE Senior Advisor and project lead Eliza Fabillar hopes the value of this technical assistance opportunity will be clear: “The Innovating State Systems initiative will help participating states develop and implement strategic priorities to strengthen the career preparation ecosystem for all learners, which will lay the groundwork for continued quality implementation after the project period. Advance CTE members will also benefit from lessons learned, which will be shared with the CTE community.”

Kickoff meetings with each state’s State CTE Director have already started and progress will continue throughout the next year. Stay tuned for future updates about this project. 

For more information about CTE Without Limits, visit https://careertech.org/without-limits. To begin processes like this in your own state or locality, view our CTE Without Limits roadmaps and view this resource recap to see how to use these tools step-by-step. 

Dan Hinderliter, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
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Research Round-up: The Impact of the High School CTE Education Teacher Pathway Initiative Grant

Wednesday, May 31st, 2023

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

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

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

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

 

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

Grantee Findings and Activities 

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

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

 

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

Promising Practices for States

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

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

Amy Hodge, Policy Associate

By Jodi Langellotti in Research
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Advance CTE Fall Meeting Sponsor Blog: Diamond Sponsor, YouScience – Moving forward together: The Southern Oregon Education Service District aligns CTE programs with local job demands

Thursday, October 6th, 2022

The Southern Oregon Education Service District (SOESD) is taking a proactive approach to better align CTE programs with learners’ abilities and local economic needs. 

The SOESD covers 13 school districts in three counties. It set out to determine if area Careeer Technical Education (CTE) programs were aligned with labor needs. It found strong alignment with some of the area’s most in-demand jobs, for example, between CTE offerings and the area’s demand for truck drivers (via transportation CTE courses) as well as for advanced manufacturing. But it found a deficit between CTE programs and the need for healthcare and construction workers.

It set out to tackle how to fill programs with the most-interested learners. Previously, some courses were full while others had enrollments as low as 30 percent. 

Maximizing recruitment for CTE programs

To maximize recruitment and show learners they could excel at and enjoy careers they may have never pictured themselves in, the SOESD moved away from traditional interest-based college and career readiness solutions to YouScience Discovery, an aptitude-based solution.

Learners take the Discovery assessment — starting in the eighth grade — to uncover their work-based aptitudes, interests, and matching career pathways. The assessment revealed that learners in Oregon have more aptitude than interest in high-demand area careers.

Learners in Oregon have more aptitude than interest in high-demand area careers. Data based on anonymized internal YouScience Discovery results for 2,420 learners in Oregon from the 2021 school year.

Educators access reporting to see learners’ aptitudes- and interests- based career pathways and recruit learners into best-fit high school CTE programs. 

A sample YouScience Discovery Clusters Match report that shows educators a learners’ top three career cluster matches by aptitudes and interests and that can be used to recruit learners to CTE programs.

“We meet individually with each learner, and we can say ‘here’s what you’re good at and here’s what you’re interested in,’” said Adam Randall, CTE coordinator for Henley High School. “So, when the counselors come in, they can say ‘here are all the entry-level freshman classes you should sign up for and in this order, based on your aptitudes and interests.’”

The result of using aptitudes to guide CTE enrollments resulted in some entry-level classes filling past capacity at Henley High School where Randall is based. Area enrollment overall has increased up to 160 percent. 

A repeatable approach to driving CTE enrollment

The SOESD’s approach of driving CTE enrollment with aptitude-based guidance can be replicated anywhere. Discovery is available for schools nationwide. And a national student ability report points to a wide gap between learners’ aptitudes and interests that school boards and educators can leverage to ensure learners are on their best-fit educational and career pathways. 

Learn more about the SOESD using YouScience Discovery, request a demo, or contact YouScience.

Kelly McNulty, Content Marketing Manager, YouScience

By Stacy Whitehouse in Advance CTE Fall Meeting
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New Mini-Brief Series Highlights Progress Towards Cohesive, Learner-Centered Postsecondary Data Systems in Five States

Thursday, August 18th, 2022

Two years ago, Advance CTE launched the Advancing Postsecondary CTE Data Quality Initiative (PDI), supported by ECMC Foundation. Through the initiative, five grantees have received funding, technical assistance and access to a national peer learning network to:

1) Examine critical problems of practice and;

2) Implement innovative solutions to improve the quality, and use of postsecondary CTE data.

Grantee states and agencies include the: Alabama Community College System (ACCS); Delaware Department of Education; University of the District of Columbia Community College; Florida Department of Education, and; Oregon Higher Education Coordinating Commission.

By supporting states to improve their postsecondary Career Technical Education (CTE) data quality and use, Advance CTE is attending to a foundational commitment – actionable, transparent and trustworthy data – in Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). Each of the five foundational commitments are critical to states’ abilities to enact the Vision principles. Actionable, transparent and trustworthy data underlies a coordinated, learner-centered career preparation ecosystem. 

About the Briefs

In the coming months, Advance CTE will release a series of four briefs to share strategies put in place by the PDI states to advance postsecondary CTE data quality and use. The first brief explores how postsecondary CTE data can be used in support of state education and workforce goals, and features Alabama and Florida.

The second brief advances a theory of change for centering learners in postsecondary CTE data collection and use, featuring the District of Columbia and Oregon. The topics of briefs three and four will be fostering a positive culture of data use among CTE stakeholders and building a strong data infrastructure across systems and silos, respectively. 

Shared Challenges

As with many projects underway over the last two years, states’ implementation of their PDI action plans were challenged by staff-level capacity constraints due to the coronavirus pandemic. However, many of the grantees’ plans were validated by the context of the pandemic, which demonstrated the critical nature of effective – and data-driven – career preparation systems to meet states’ education and workforce goals. 

An evergreen challenge that the PDI states wrangle with is how best to build well-integrated data systems across the silos of state agencies and in collaboration with postsecondary institutions. Further, examining and implementing ways to more effectively communicate CTE data continues to be a priority. 

Common Strategies for Success

Despite these challenges, each of the grantees has demonstrated a commitment to improving postsecondary CTE data to improve learner outcomes. All five states have used stakeholder engagement processes to drive the development and use of new data elements or reports. And each has invested in professional development strategies to foster a strong culture of data use.

Visit the Learning that Works Resource Center to read the first two briefs and for additional data and accountability resources

Candace Williams, Data and Research Manager 

By Stacy Whitehouse in Publications, Resources
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Welcome Amy Hodge to Advance CTE!

Tuesday, June 28th, 2022

My name is Amy Hodge, and I am excited to part of the Advance CTE team as a Policy Associate. In my role, I will support a variety of projects such as as the state policy strategy and data initiative and the Postsecondary State CTE Leaders Fellowship at Advance CTE⁠—Sponsored by ECMC Foundation. I will also contribute to member engagement and outreach activities.

I was born and raised in Portland, Oregon, and I earned my undergraduate degree in general social science from the University of Oregon. After graduation, I taught middle school writing and social studies at KIPP Texas-Austin. Working in the classroom was immensely formative for my professional aspirations, as I saw a distinct need for hands-on learning that allowed students to make connections between their experiences in the classroom and real-world careers.

In 2019, I moved to Nashville, Tennessee to pursue my Masters in Public Policy at Vanderbilt University’s Peabody College. Through my coursework and professional experiences working as a Graduate Assistant with the Tennessee Board of Regents, I had the opportunity to build my knowledge of the postsecondary pathways that are so vital to the health and longevity of state economies. After graduation, I had the opportunity to serve as a Policy and Advocacy Fellow with the Urban Leaders Fellowship in Kansas City, Missouri. This experience was invaluable as it allowed me to work as both a policy consultant and conduct advocacy research for the Kansas City Social Innovation Center (KCSIC) around micro-credentialing.

As a policy consultant for State Senator Lauren Arthur, I conducted research and led state-level stakeholder interviews to formulate policy recommendations for her legislation on school accountability reform. My work with KCSIC focused on analyzing peer program outcomes to identify high-impact practices that drive competency-based systems within formal education systems.

Last summer, I moved back home to Oregon to join Education Northwest as an Associate in Project Management and Applied Research. I am eager to begin this exciting new chapter with Advance CTE!

Outside of the office, I enjoy live music, exploring Oregon’s wine country and forcing affection on my two cats.

Amy Hodge, Policy Associate 

By Stacy Whitehouse in Uncategorized
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