Posts Tagged ‘state policy’

Increasing Apprenticeship Opportunities Through State Policy

Thursday, November 18th, 2021

Preparing to enter the workforce is no easy task, especially as the COVID-19 (coronavirus) pandemic continues to transform the world of work. It is critical that apprenticeship, pre-apprenticeship and youth apprenticeship programs exist to allow learners of all ages to participate in significant work-based learning opportunities that connect their learning with on-the-job skills that they can leverage as they grow in careers of their choice. Pre-apprenticeship programs, for example, demonstrate significant benefits, including creating more equitable access to high-wage, in-demand careers and improving the success of apprenticeship programs more holistically. In the past year, at least 19 states enacted legislation impacting work-based learning opportunities, including expanding access to apprenticeships, allowing credit to be earned for out-of-school-time learning, and increasing transparency in communication about apprenticeships. The following policies represent a small sample of pre-apprenticeship, apprenticeship, and work-based learning policies already passed in 2021:

Advance CTE’s 2021 Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls for a cohesive, flexible and responsive career preparation ecosystem that allows learners to participate in aligned and connected work-based learning systems, like industry-aligned apprenticeships. Visit our CTE Without Limits landing page for our call to action and the Learning that Works Resource Center for more resources surrounding work-based learning, including pre-apprenticeship and Registered Apprenticeship.

Dan Hinderliter, Policy Associate

By Brittany Cannady in Uncategorized
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Welcome Dr. Tunisha Hobson to Advance CTE!

Tuesday, November 9th, 2021

Advance CTE welcomes Dr. Tunisha Hobson as State Policy Manager.  Dr. Hobson will support the New Skills ready network, an initiative under the JPMorgan Chase & Co. Global Career Readiness investment, while working to provide equitable opportunities for each learner. Dr. Hobson will manage and support the state policy team at Advance CTE; she will lead state policy strategy, overseeing efforts for providing technical assistance to states, track state policy and elevate best practices for high-quality, equitable career pathways under Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). 

Dr. Hobson is a native of Memphis, TN and earned a Bachelor in Business Administration with an emphasis in Management and Marketing, Master in Education Curriculum and Instruction, Education Specialist in Administration and Supervision, and Doctorate in Educational Leadership from Tennessee State University. She has almost two decades of experience working with students and educators in all levels of education within areas ranging from literacy improvement initiatives to Career Technical Education (CTE).

Dr. H, as she is affectionately called by colleagues and learners, has worked in charter and traditional public, urban and suburban districts serving as a school administrator, marketing teacher, CTE high school department chair, DECA advisor, work-based learning coordinator, and a member of the Tennessee Department of Education’s work-based learning leadership council along with the textbook adoption panel. She is also a graduate of the Relay Graduate School Instructional Leadership Professional Development Program where she has gained experience in providing quality instructional leadership practices. Dr. H is an education advocate, specifically in the CTE realm, and has worked with Tennessee SCORE as a Fellow where she focused on strengthening work-based learning practices in Tennessee. Dr. H went on to become a regional lead within the fellowship program, supporting fellows along their advocacy journeys. Outside of the school building, Dr. H became a published author! Leveraging her career experiences, Dr. H released her book, Take Notes, This Is On the Test

Dr. H has traveled to five continents beyond North America and believes in expanding her cultural experiences while helping others. She enjoys traveling the world, watching sports, reading a good book, spending time with family and friends and documenting her journey. She is excited to join the Advance CTE team and continue supporting learning that works!

By Brittany Cannady in CTE Without Limits
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Highlighting Equity in State Policy

Wednesday, August 25th, 2021

State leaders, particularly state legislators, have a unique role to play in ensuring equitable access to high-quality Career Technical Education (CTE). As the COVID-19 pandemic continues, access and technology gaps have been laid bare, revealing inequities in opportunities for marginalized learner populations. While policies addressing access and equity concerns remained a high priority for legislators in years past, 2021 has been no different; this year to date, almost 30 pieces of state legislation have passed in 17 states addressing this issue. Enacted policies focus on elevating learner voice, examining historically inequitable systems and removing barriers to entry, or providing financial support for historically underrepresented populations. The following policies represent a small sample of equity-focused policies already passed in 2021:

Advance CTE’s 2021 Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) commits to “All dimensions of equity, including educational, racial, socioeconomic, gender and geographic, and meeting the unique needs of each individual learner,” and promotes many of the same actions connected to these legislative outcomes, including elevating learner voice, supporting equity audits and realigning systems to increase access and funding for marginalized learners. Visit our CTE Without Limits landing page for our call to action and the Learning that Works Resource Center for more access and equity resources.

Dan Hinderliter, Policy Associate

By Brittany Cannady in Advance CTE Resources, CTE Without Limits, Resources
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Getting to Know Advance CTE and Early Postsecondary Opportunities

Thursday, June 17th, 2021

The “Getting to Know” blog series will feature the work of State CTE Directors, state and federal policies, innovative programs and new initiatives from the Advance CTE staff. Learn more about each one of these topics and the unique contributions to advancing Career Technical Education (CTE) that Advance CTE’s members work on every day.

Meet Christina Koch! Christina serves in the role of Policy Associate for Advance CTE. Christina works on projects related to state policy, including the New Skills ready network, initiatives related to Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) and supports Advance CTE’s equity initiatives, which currently includes the CTE Learner Voice Shared Solutions Workgroup.

Q: This month, we are sharing resources and best practices for states engaging in Early Postsecondary Opportunities (EPSOs) for learners. How do you define EPSOs? 

A: EPSOs include dual enrollment, dual credit, concurrent enrollment and other related opportunities. I would define them as opportunities designed to give each learner a head start on college courses while still in high school to make postsecondary credential and degree attainment easier and more affordable.

Q: How does the shared vision for CTE call for states to create opportunities for each learner to have access to equitable EPSOs?

A: Many aspects of CTE Without Limits focus on removing barriers for learners to reach success in the career of their choice. For example, Principle 2: Each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem, calls for all learners to have equitable access to opportunities so that they can be successful in their career pathways. Increasing equitable access to EPSOs could include making postsecondary credit free to learners and removing grade point average requirements. On the local level, it also means doing targeted outreach to learners from special populations to ensure they are made aware of these opportunities and understand the potential benefits of getting a head start on college courses.

Principle 4 of CTE Without Limits: Each learner’s skills are counted, valued and portable also touches on an important part of ideal ESPOs, in that the credit earned by learners is portable and counted toward their chosen career pathway. It is important that states ensure there are EPSOs available for learners within every career pathway and that credit is easily transferable among public postsecondary institutions. 

Q: How are sites that make up the New Skills ready network leading in providing EPSOs? 

A: Ensuring that EPSOs are available within every career pathway is definitely a topic of interest among the New Skills ready network sites and some already have really strong initiatives in their states. For example, Nashville, Tennessee is one of the sites in the New Skills ready network and has been expanding their EPSO program for nearly a decade. The state identified EPSOs as one of the most significant ways in which high schools across the state could help prepare learners for postsecondary success and began developing a portfolio of EPSOs. As part of the portfolio approach, all high schools must offer two or more types of EPSOs to ensure that the opportunities are accessible to all high school learners. 

Q: Are learners interested in EPSOs? How can states communicate the benefits of EPSOs to increase learner interest? 

A: Recent communications research revealed that more than 80 percent of families involved in CTE were satisfied with opportunities to earn college credit and take advanced classes compared to 60 percent or less of families not involved in CTE. 

Learners are interested in EPSOs but the challenge is that many do not know that these opportunities are available to them or how to navigate the process of earning postsecondary credit that would be useful to them in their education and career pathway. 

New tools and messaging resources are available to help states and local CTE leaders communicate the benefits of EPSOs for secondary learners and recruit families.

 

Brittany Cannady, Senior Associate Digital Media 

By Brittany Cannady in Advance CTE Resources, CTE Without Limits, Publications, Research, Resources
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State Policies Impacting CTE: 2020 Year in Review

Friday, February 26th, 2021

On the state and federal level, COVID-19 (coronavirus) fundamentally changed the conversation about education, significantly disrupting and refocusing state legislatures. Despite this, Career Technical Education (CTE) adapted to the challenges brought about by the coronavirus, continuing to deliver high-quality programming nationwide across all learner levels despite significant disruptions to education delivery. Because the pandemic was on the forefront of federal, state and local governments’ agendas, fewer policies and budget provisions for CTE were enacted than in previous years; in calendar year 2020, 31 states enacted or passed 67 policy actions related to CTE and career readiness.

Today, Advance CTE and the Association for Career and Technical Education (ACTE) released the eighth annual State Policies Impacting CTE: Year in Review report, examining 2020 legislation, executive orders and budget provisions that significantly changed funding. With research support from the Education Commission of the States, Advance CTE and ACTE reviewed state activity, cataloged all finalized state policy actions and coded activity based on the policy areas of focus. In 2020, states most frequently addressed the following topics: 

The policy areas that states focused on in 2020 were similar to previous years. In 2019, funding, industry partnerships and work-based learning and access and equity were also in the top five key policy trends; however, in 2020, dual/concurrent enrollment, articulation and early college and data, reporting and/or accountability replaced industry-recognized credentials and governance in the top five key policy trends. Many CTE relevant bills and budgets, including those that increased state funding for CTE, were passed before the pandemic. However, due to unforeseen spending cuts, many state budgets (or supplemental budgets) enacted this year decreased state CTE funding for FY2021. This trend is expected to continue and even worsen as economic challenges continue for many states. 

States have found creative ways to keep support for CTE at the forefront of their legislative agenda. Some states, like Louisiana, have already appropriated state funding for rapid response training to assist employers with training and reskilling that will result in quickly acquired industry-recognized credentials. Arizona, Delaware, Mississippi, and Ohio have all also enacted legislation creating programs to bolster work-based learning and workforce development programs strengthening learners, workers, and employers alike. Finally, states like Tennessee have relaxed requirements or sponsored wrap-around supports to strengthen CTE and dual enrollment programs. 

Because of the critical importance CTE plays in workforce and economic development, it is expected that more CTE-related policies will be enacted in the coming years to support up-skilling and reskilling efforts during economic recovery. This indicates a continued commitment from state leaders to advance CTE. To view previous years’ Year in Review reports, click here

Advance CTE and ACTE will be joined by state leaders on March 2 from 3:00-4:00 PM to discuss policy actions for 2020 and potential trends for 2021. Register today

Dan Hinderliter, Policy Associate

By Brittany Cannady in Uncategorized
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Governors Praise CTE, Workforce Development in 2021 State of the State Addresses

Thursday, February 11th, 2021

Since the beginning of the year, over 35 governors have delivered their State of the State addresses, sharing their visions for the future of their state and highlighting educational priorities. Some addresses proposed to create new Career Technical Education (CTE) initiatives or increase funding for work-based learning, while others emphasized the importance of preparing students for their careers. In all, 24 addresses implicated CTE in some capacity, especially in the areas of workforce development, work-based learning and funding.  

Workforce Development

Speeches most commonly addressed workforce development at all learner levels which, considering states’ strategies for economic recovery, comes as no surprise. At the secondary level, Missouri Governor Mike Parson set a goal of 12,000 high school students with the WorkKeys Certification, calling the program an “important stepping stone for students who are not immediately college bound but have the knowledge and skills to fill high-demand jobs.” Kentucky Governor Andy Beshear announced the creation of the Better Kentucky Promise Program, a postsecondary-focused initiative to help over 6,000 Kentucky residents complete associate degrees or secure industry-recognized certificates. At the adult level, Governor Greg Gianforte of Montana announced the establishment of the Montana Trades Education Credit, which subsidizes businesses through scholarships up to 50% of the cost of upskilling or reskilling employees, and highlighted the Missouri One Start program, which has trained over 100,000 adults through 400 employer training partnerships.

Work-Based Learning

Many governors highlighted the importance of work-based learning initiatives in providing secondary students with career-ready skills. Governor Kim Reynolds of Iowa applauded efforts to integrate work-based learning into the K-12 curriculum and called on legislators to make work-based learning an expectation in all Iowa schools. Governor Brad Little similarly highlighted the role of work-based learning in Idaho, committing to further connecting students and employers for on-the-job experiences and professional skill development. Alaska Governor Mike Dunleavy also called for an expansion in this area, directing the Alaska Department of Education to create an apprenticeship program allowing secondary students to receive credit while working for local employers.

Funding and New Initiatives

Announcements of new or proposed funding also featured prominently across many speeches. South Carolina Governor Henry McMaster proposed $97 million for high-demand job skills training and workforce scholarships and grants to improve access to skills-based certificates. Governor Bill Lee of Tennessee highlighted the Governor’s Investment in Vocational Education (GIVE) Act, which consisted of $25 million in grants for 28 projects focused on CTE program expansion, and proposed a $10 million expansion for ten new sites, prioritizing economically disadvantaged communities. North Dakota Governor Doug Borgum advocated for $45 million allocated to supporting the expansion and development of successful CTE centers through matched grants, while South Dakota Governor Kristi Noem announced the Build Dakota Scholarship, a five-year, $40 million investment to match students with high-demand career opportunities. Investment in access to and expansion of CTE programming and training remains a clear priority nationwide. 

Outside of CTE related areas, governors also focused heavily on equity in education, including highlighting how COVID-19 has disproportionately exacerbated achievement gaps for communities of color and allocating additional funding for expansion of broadband to students still participating in virtual learning. Advance CTE will continue to monitor the State of the State Addresses as they happen for their relevance to CTE.

Additional resources can be found in our Learning that Works Resource Center.

Dan Hinderliter, Policy Associate

By Brittany Cannady in Uncategorized
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Welcome Jeran Culina to Advance CTE!

Tuesday, December 8th, 2020

My name is Jeran Culina and I am excited to be the new Senior Policy Associate for Advance CTE, supporting states and communities as they create, share, use and manage information about nationwide efforts to expand high-quality and equitable career pathways. As Senior Policy Associate, I will also support the development of policy tools and resources leveraged by state and local leaders, national partners and other key stakeholders to help ensure each learner has access to high-quality CTE and preparation for the careers of their choice.

I started my career right out of the State University of New York at Buffalo working in low income households for Catholic Charities. From there I continued to find my passion for working with vulnerable populations to empower them to pursue their dreams. That meant working in everything from foster care, mentoring and military programs across the state of Michigan. 

As I started working within school districts, I found an even stronger passion for policy within education. To build on that passion I decided to go back for my master’s in 2018 at Michigan State University for a degree in Educational Leadership. That program catapulted my career into working at a systems level on policy from early childhood education through postsecondary. I am excited for the next steps in my career to support states through their work with Advance CTE. 

Outside of work, I am passionate about fitness and even work as a trainer at a local gym. I also enjoy being with family, hiking, kayaking, and visiting all art museums. I especially love cheering every Sunday for my favorite team the Buffalo Bills!

Jeran Culina, Senior Policy Associate 

By Brittany Cannady in Uncategorized
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COVID-19’s Impact on CTE Defining the Challenge and the Opportunity

Wednesday, June 10th, 2020

Today, Advance CTE released COVID-19’s Impact on CTE: Defining the Challenge and the Opportunity to identify the challenges that impact the design, delivery and assessment of Career Technical Education (CTE) programs across the country during COVID-19 (Coronavirus) and beyond. 

What makes CTE unique, like the ability to participate in hands-on, work-based learning experiences in the workplace, earn meaningful industry recognized credentials and connect directly with employers, present specific and complex challenges when being delivered virtually. Within these challenges lies opportunity, and the pandemic can and should serve as a catalyst for change in the way states consider offering CTE programs to ensure that each learner – no matter their race, ethnicity, age, gender or zip code – is afforded access to and equitable delivery of high-quality CTE in their communities.

This paper focuses on: 

Advance CTE’s work continues to provide members and the entire CTE community with the tools, resources and supports needed during this time, which too is outlined in the paper. 

Help us share:
Tweet– What sets #CTE apart is also what presents unique challenges in the #COVID19 era. View @CTEWorks latest paper outlining the challenges and

By Brittany Cannady in COVID-19 and CTE
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Virgina, New Mexico Take Steps to Expand CTE Opportunities for Learners; Colorado Expands CTE Funding Options

Monday, March 25th, 2019

In Virginia and New Mexico, the state legislatures have taken action to expand opportunities for CTE learners. In Virginia, on March 5, SB1434 was signed into law. The law directs the Virginia Board of Education to revise its Career and Technical Education Work-based Learning Guide to expand opportunities for learners to earn credit for graduation through high-quality work-based learning experiences. The law directs the Board of Education to consult business and diverse stakeholders to inform its revision of the guide.

In New Mexico, on March 9, HB91 was signed into law. The law establishes a seven-year pilot project to fund CTE programs and monitor their effects on student outcomes, including graduation rates and achievement scores, among other outcomes. The law allows the New Mexico Department of Education to provide grants to school districts to establish CTE programs as part of the pilot project and professional development to CTE teachers in the pilot project. The law outlines the requirements CTE programs funded through the pilot must meet, such as that the programs must lead to an industry-recognized credential at the postsecondary level and require training in soft and social skills.

The Colorado legislature passed a bill that opens a previously restricted funding stream to CTE. On March 7, Colorado Governor Jared Polis signed HB1008 into law, which amends the “Building Excellent Schools Today Act” to allow the public school capital construction board to provide grants to support CTE capital construction, which includes construction of public school facilities and equipment for CTE programs.

Brianna McCain, Policy Associate

By Brianna McCain in Public Policy
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Increased State Investments in CTE Highlighted by Governors

Tuesday, February 7th, 2017

The beginning of the new year means governors are giving their annual state of the state addresses, celebrating accomplishments and outlining priorities in their states for the coming year. Speeches are scheduled to continue over the next few months, but some governors have already made bold statements to advance CTE.

Indiana’s Governor Eric J. Holcomb vowed to re-configure and align existing workforce development programs with new initiatives in order to develop a skilled and ready 21st century workforce. This includes a promise to invest $2 million in a regional “Jobs Ready Grants” program to help current workers complete credentials in high-demand, high-wage fields. Additionally the governor plans to invest $1 million each year to better coordinate STEM education across the state.

In South Dakota, Governor Dennis Daugaard applauded his state’s recent efforts related to CTE and dual enrollment. In 2016 the state awarded workforce education grants to help transform high school CTE programs, which resulted in new auto mechanic, precision agriculture and nursing programs. The state’s postsecondary Build Dakota program provided full-ride scholarships to approximately 300 students for a second year. Students in the program attend a technical institute in a high-need program and promise to work in that field in South Dakota upon graduation. Governor Daugaard celebrated the fact that while enrollment in two-year institutions is down nationally by 17 percent, enrollment in Build Dakota programs has increased by 10 percent.

Wisconsin Governor Scott Walker discussed multiple workforce development initiatives his state has undertaken in recent years, including investments in the Wisconsin Fast Forward program, a grant program supporting employer-led programs for training workers. The state has also doubled enrollment in the Youth Apprenticeship program. Another investment has been Project SEARCH, which provides students with disabilities with targeted classroom support and internships. There are currently 18 Project SEARCH sites, and the state aims to increase that number to 27 by the next school year. Additionally the state has increased investment in the Wisconsin Technical College System, opening 5,000 more slots for students in high-demand areas. At the secondary level, the state has focused in the last year on investing more in college and career readiness planning and increasing access to dual enrollment options.

Governor Sam Brownback of Kansas made quite a few statements regarding education in his address. Among more general promises to continue to build high-quality CTE programs and improving the state accountability system, he also encouraged the state’s postsecondary institutions to provide bachelor’s degree options for $15,000 or less. Additionally he announced plans to reform the state teacher certification and salary systems to attract more teachers to the state.

In Colorado, Governor John Hickenlooper celebrated programs like Skillful and CareerWise Colorado, which help students develop new skills for new careers and have received over $15 million in grant funding over the last 18 months. He also held up the state’s work specifically in cybersecurity training, and the growing demand for more skills-based training. The state is facing a $170 million drop in education funding from property taxes this summer, which Governor Hickenlooper vowed to address.

Tennessee Promise and Tennessee Reconnect were major features in Governor Bill Haslam’s address. Through Tennessee Promise, students attend community and technical colleges tuition free, and Tennessee Reconnect offers that same opportunity for adults already in the workforce. The governor also addressed plans to fully fund the Basic Education Program, which would provide an additional $15 million for CTE equipment.

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Public Policy
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