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New Resource: Elevating Family Voice in Career Pathways

October 5th, 2022

Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls on leaders to ensure that each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem. One avenue Advance CTE is utilizing to realize this vision is the New Skills ready network, a JPMorgan Chase & Co. funded initiative which draws on cross-sector partnerships in six cities composed of state, regional and local partners. Building flexible and responsive career pathways systems at each level requires leaders to provide meaningful and ongoing mechanisms for elevating learner voice, and the voices of learners’ families and communities, to share their unique experiences and have direct and ongoing input into the design and delivery of career pathways.

As state leaders continue to assess and adjust program throughout the career pathways continuum, including CTE, steps should be taken too identify the full scope of institutional barriers in policies and programs, develop learner-centric programs and interventions and build trust with marginalized learners and communities to ensure their voices and perspectives are brought to the forefront of decisions.

In support of this effort, Advance CTE’s new brief, Elevating Family Voice in Career Pathways, includes five strategies as well as actions, tools and resources leaders can leverage to effectively and meaningfully engage families in every stage of career pathways development.

This resource details the challenges and opportunities associated with family engagement and provides promising approaches to comprehensive family engagement practices. Some examples of promising approaches and strategies that are meaningfully engaging families include:

A New York school district is adopting an asset-based approach to family engagement by mitigating the challenges faced by families that hinder their engagement with the school system. The Sherburne-Earlville Central School District implemented initiatives aimed at collectively responding to the economic deprivation experienced by families the district served. The superintendent collected information from parents and families to understand their challenges and provided financial resources to ease their financial burdens. The district built trusting relationships with families and leveraged their engagement to inform the development of programs available to learners. As states remedy the barriers to meaningful engagement with families, leveraging similar practices to ensure families of all backgrounds have the access and opportunities to engage with leadership to elevate their voices, experiences and expertise of supporting their learners can be successful.
School districts in Indiana and Washington are establishing family engagement as a system-level priority by integrating family engagement as commitments in their equity agendas. Indianapolis Public Schools and Highline Public Schools have equity policies that guide the strategic direction for the districts’ efforts to reduce and dismantle inequities. The policies signal a district-wide commitment to equity, including recognizing the value and importance of family engagement to learner success. Both districts leverage family advisory groups and other engagement series that provide meaningful feedback to district leadership. As state leaders prioritize family engagement, embedding the priority in policy will ensure the practices continue regardless of shifts in personnel. States can ensure family engagement remains a priority throughout systems and achieve engagement goals with families with clear and actionable priorities that signal to the community their commitment to elevating family inclusion.
The Denver, Colorado, New Skills ready network site lead organization, The Attainment Network, is building capacity for family engagement. The intermediary organization supports Colorado’s career pathway ecosystem in meaningful community and family engagement by developing comprehensive learner and family engagement strategies including a community of practice to help identify barriers to success and inform decisions around policies and programs. With strategic collaboration, states can leverage their partners to embed family engagement in every stage of career pathway development to ensure equity and provide meaningful and ongoing mechanisms to elevate family, learner and community input.

Read about more promising examples and five implementation strategies in Elevating Family Voice in Career Pathways For more resources on developing high-quality career pathways, please visit the New Skills ready network series page in the Learning that Works Resource Center .

Haley Wing, Senior Policy Associate

Tags: career pathways, Colorado, Indiana, Learner Engagement, learner voice, New Skills ready network, New York, Washington State
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New Mini-Brief Series Highlights Progress Towards Cohesive, Learner-Centered Postsecondary Data Systems in Five States

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

Tags: Alabama, data quality, Delaware, District of Columbia, ECMC Foundation, Florida, learner voice, Oregon, postsecondary, professional development, Stakeholder engagement, system alignment
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Four Steps to Use Advance CTE’s Credit for Prior Learning Policy Benchmark Tool

August 10th, 2022

In December 2021, Advance CTE and Education Strategy Group (ESG) convened the Credit for Prior Learning Shared Solutions Workgroup in service to the New Skills ready network sites. The work group was tasked with evaluating the policies and practices that enable credit for prior learning (CPL) to be implemented effectively within career pathways.

This workgroup convened in service to the New Skills ready network sites, which are working to improve career pathways, expand real-world work experiences, improve transitions and close equity gaps. Evidence increasingly shows that CPL can boost learners’ completion rates in a way that saves them time and money.

A survey fielded by the Council for Adult and Experiential Learning (CAEL) and Western Interstate Commission on Higher Education (WICHE) found that adults who earned credit for prior learning were 17 percent more likely to complete a credential. Notably the impact was even greater for Hispanic learners, who experienced a 29 percent increase in credential completion, and Pell recipients, who are 19 percent more likely to complete a credential if they have earned CPL.

“Credit for Prior Learning is a crucial way for students to save time and money in pursuing a credential or degree,” says Georgia Reagan, strategy officer with Lumina Foundation. “However, students aren’t always aware of the opportunities available at their institutions. The Credit for Prior Learning in Career Pathways tool will be a valuable guide for higher education and policy leaders who want to create clear, accessible, and equitable processes that will help students in turning their prior learning experiences into invaluable college credits.”

To build more inclusive on-ramps to high quality postsecondary education, CPL processes should be expanded to reflect learners’ postsecondary-level learning gained through their life, educational and occupational experiences. This includes the common methods of assessing and awarding CPL, such as standardized examples, as well as work-based learning and industry-recognized credentials earned in high school, validated on-the-job training and non-credit, and non-degree coursework.

The workgroup designed a comprehensive Policy Benchmark Tool (PBT) to better support states, systems and institutions in embedding CPL in career pathways.

Getting Started

Effective use of the PBT requires intentional collaboration and planning. It is composed of three sections to enable users to: understand the core elements of strong CPL policy and practice, assess where their own policy and practice is strong and where opportunities remain, and create an action plan to improve the effective use of CPL in learners’ career pathways.

“With the recent decline in Indiana’s college-going rate, CPL opportunities will be critical to increasing the state’s postsecondary access, equity, and completion rates,” says Dawn Clark, Director of Academic Affairs and Transfer at the Indiana Commission for Higher Education. “As CPL awareness and opportunities continue to grow, consistent institutional policies and practices will help students earn credentials more quickly and affordably. The Credit for Prior Learning Policy Benchmark Tool could not have come at a better time!”

For optimal results, Advance CTE recommends that users:

Compose a diverse team to complete the PBT’s self assessment rubric, including state agency staff, postsecondary system leaders, institutional practitioners, workforce development and industry partners and, most important, learners.
Gather data and guiding documents to inform the self-assessment. Users may identify CPL participation and outcomes data, statewide or articulation agreements, approved credential lists, and institutional policy documents as potential supporting evidence.
Complete the self-assessment as a core team and gain an understanding of your ratings prior to soliciting additional input. Users may find that additional input is needed from learners, community-based organizations or employer partners, for example, to accurately rate how well CPL is understood and accessed as a career pathways strategy.
Identify priority action areas to address first based on existing policy and practice, as well as other conditions in your state. There are always ways to improve CPL, and this tool illustrates the many areas a state, postsecondary education system or institution could focus on to improve the effectiveness of CPL.

Advance CTE staff are available to support CTE leaders in this important work. Please contact Candace Williams, Data & Research Manager, at [email protected] for more information about this initiative.

Candace Williams, Data and Research Manager

Tags: Access and Equity, Credit for Prior Learning, Indiana, postsecondary, state assessments
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New Tracker Reveals Diverse State Approaches to Work-Based Learning Design

June 20th, 2022

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

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

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

Maryland

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

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

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

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

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

Brice Thomas, Policy Associate

Tags: Alaska, Equity and Access, Georgia, Maryland, Minnesota, Nebraska, New Skills ready network, Ohio, Program Quality, work-based learning
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Making Good on the Promise: Addressing Three Major Challenges for English Learners in CTE

June 9th, 2022

Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls on each level of leadership to create systems and structures that offer every learner access to high-quality Career Technical Education (CTE) opportunities that lead to career success. This requires dismantling systemic and institutional barriers that limit equitable access to and success in CTE for learners from special populations.

In support of the CTE Without Limits vision, Advance CTE recently released the Improving Equity and Access to Quality CTE Programs for English Learners brief. This resource explores English Learner (EL) enrollment in CTE and three major barriers that English Learners face in accessing and succeeding in CTE programs, concluding with recommendations on how state leaders can take the lead in addressing these barriers and expanding access to high-quality CTE opportunities.

1.Barrier: Irrelevant or Impersonal Curricula and Assessments

In both general education and CTE courses, English Learners are frequently exposed to one-size-fits-all curricula that are not personalized to their unique interests, career goals and learning needs. Additionally, ELs may need to take remedial classes that take time away from credit-bearing courses that lead to certificate or degree program completion or limit opportunities to enroll in CTE courses. Finally, many forms of assessments, including entrance and placement exams and state standardized tests, place ELs at a disadvantage by simultaneously testing both content knowledge and language skills. These assessments typically do not recognize the unique value that ELs offer as emergent bilinguals with a wealth of cultural and linguistic knowledge.

Addressing the Barrier: Providing adaptive instruction and relevant skill-building opportunities are critical for ELs. The state of Washington’s Integrated Basic Education Skills and Training (I-BEST) team-teaching instructional model supports these learners by teaching both basic language skills and career readiness skills. Studies from the Department of Health and Human Services have confirmed the effectiveness of I-BEST at improving educational outcomes. Additionally, states should make an effort to make assessments more accessible. Virginia created a catalog of industry credentials with testing accommodations for ELs, with direction on how districts and schools should notify ELs about these accommodations prior to taking tests.

Another avenue for addressing the educational needs of ELs is leveraging federal funding – a program provider in Ohio utilized funds from Title III of the Every Student Succeeds Act to expand culturally responsive career counseling and career exploration opportunities for ELs. Finally, professional development for CTE educators is necessary to ensure that instruction is culturally responsive and adaptive. Arizona’s Department of Education has initiated a collaborative interagency project to develop professional learning opportunities for instructors across the state, centered on identifying and deploying strategies to address barriers for special populations in the classroom.

2.Barrier: Competing Priorities and Time Demands

Many ELs have family and work demands that often result in class scheduling conflicts. ELs disproportionately experience low-income, and many work in jobs with demanding, unpredictable work schedules and low wages. Further, ELs may face additional barriers to accessing child care and transportation to get to class.

Addressing the Barrier: Wraparound services are essential for this population to access and succeed in CTE programs. States and local leaders can work together to braid different funding streams and leverage federal grants to coordinate community services and address barriers to accessing CTE. Local education agencies must also provide timely interventions and long-term supports. Georgia provides targeted guidance for ELs and other special populations at risk of dropping out of high school through the Coordinated Career Academic Education and Project Success support services. Additionally, Georgia’s technical colleges employ Special Populations Coordinators to support these learners.

3.Barrier: Few Avenues for Elevating Learner Voices and Outcomes

While K-12 schools are required to collect and report data on learners’ language proficiency, guidance for collecting and reporting these data at the postsecondary level is extremely limited. States typically do not provide any direction on how postsecondary institutions can best serve ELs. Additionally, there are few mechanisms for elevating the voices and lived experiences of ELs within decision-making processes, exacerbating the lack of knowledge on learners’ participation rates and outcomes in CTE programs. In order to truly understand the scope of institutional barriers and create meaningful solutions, state CTE leaders must find ways to access crucial data on this learner population.

Addressing the Barrier: The Comprehensive Local Needs Assessment (CLNA) process required under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) can be a critical avenue for collecting and reporting data on ELs. Special populations are a required stakeholder to consult when developing CLNAs, and state plans must address learners’ access to CTE programs, as well as their performance levels. The Illinois Community College Board developed a CLNA template with specific fields for describing how the equity needs of each learner group are being met at every stage of the process.

This resource is part of the Making Good on the Promise series, which defines key challenges that different learners face and explores solutions that State CTE Directors can implement to help close equity and opportunity gaps in CTE. For more resources on supporting special populations in CTE, visit Advance CTE’s Learning that Works Resource Center.

Allie Pearce, Graduate Fellow

Tags: Arizona, CLNA, English language learners, Equity and Access, Georgia, Illinois, Making Good on the Promise, Ohio, Student Supports, Virginia, Washington State
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How States Can Make Good on their Commitments to Learners with Disabilities in CTE

May 3rd, 2022

Career Technical Education (CTE) offers all learners the opportunity to build academic, technical and employability skills that will prepare them for a future in a dynamic and changing world. Learners with disabilities in particular benefit from CTE coursework in high school. Research shows that CTE provides opportunities to improve employment and postsecondary outcomes for secondary learners with disabilities and has led to higher rates of on-time graduation and more competitively paid jobs.

States play a critical role in supporting the conditions for learners with disabilities to access high-quality CTE programs, successfully complete them, and then transition into high-wage employment. Last year, Advance CTE partnered with the University of Massachusetts Chan Medical School to research how states are supporting learners with disabilities in CTE and what could be done to improve access and success.

We learned that, with the recent implementation of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), states are well positioned to make progress on their equity goals. In fact, among the 38 respondents surveyed for the study, 84% reported plans to leverage Perkins V to support access and success for learners with disabilities. Their commitments are supported by strong state-level partnerships among CTE, special education and vocational rehabilitation, many of which were forged and strengthened through the Perkins V planning process.

However, inter-agency plans must be supported with coordinated work, actionable data and targeted interventions to make them operational. While strong relationships exist at the state level, they do not always lead to coordination on the ground. For example, states were less likely to report sharing data, offering integrated professional development or braiding funding.

In part, states’ efforts to expand access for learners with disabilities are stymied by data quality challenges. While states are required to collect and report CTE data disaggregated for learners with disabilities, many states do not further disaggregate CTE data by disability type. Disaggregating data by disability type is important because the supports and/or accommodations needed by learners with disabilities will vary depending on the nature of their disability. The Individuals with Disabilities Education Act already requires the collection of student data by disability type, which means that all states and localities should be able to partner with their special education colleagues to obtain more accurate and nuanced data on the number of learners with disabilities.

Finally, while states have made considerable progress strengthening CTE program quality and expanding opportunities for advanced coursework, industry-recognized credentials and work-based learning, program improvement efforts are often generalized to all learners instead of targeting specific learner populations. Less than half of respondents say they provide accommodations to learners with disabilities participating in credential examinations, and only 24% indicated they are part of other statewide initiatives to improve credential attainment among learners with disabilities. More direct interventions and investments may be necessary to support learners with disabilities to access and earn credentials with value in the labor market.

Clearly, states are well positioned to expand access and support success for learners with disabilities in CTE. To operationalize their commitments, state CTE leaders should make sure to coordinate directly with their colleagues in other agencies, improve the quality and relevance of their data, and target interventions to learners with the greatest need. Read more about the survey findings in the new report Advancing Employment for Secondary Learners with Disabilities through CTE Policy and Practice.

Kate Kreamer, Deputy Executive Director

Tags: Access and Equity, Perkins V, Strengthening Career and Technical Education for the 21st Century Act, students with disabilities
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State Policies Impacting Industry-Recognized Credentials

March 2nd, 2022

State education agencies, legislators and educators faced significant challenges from the coronavirus pandemic, including adapting to remote and hybrid delivery of hands-on learning, and responding to local and national skilled labor shortages. The number of state-level CTE policies enacted that affect Career Technical Education (CTE) fell to the lowest number in 2020 since Advance CTE and the Association for Career and Technical Education (ACTE) began publishing these annual Year in Review reports.

However, with a new commitment to upskilling and reskilling American learners and a CTE without limits, 41 states enacted 138 policies impacting CTE and career readiness in 2021. Advance CTE and ACTE have witnessed the return of pre-pandemic numbers in state policy actions in 2021 with policies affecting the secondary, postsecondary, adult and/or workforce systems, and including legislation, executive orders, and budget provisions that significantly changed funding.

Each year, Advance CTE and ACTE publish a yearly state policy tracker and categorize each state policy action by topic. In 2021, the top five topics that state policy most frequently addressed were:

Funding;
Access and equity;
Data, reporting and/or accountability;
Industry partnerships and work-based learning; and
Industry-recognized credentials.

Industry-recognized Credentials
Policies that address the attainment of credentials recognized by industry, including micro-credentials, such as badges, and educational Degrees are categorized by this topic. Nineteen states enacted 33 policies affecting industry-recognized credentials. Policies in this area are designed to increase or incentivize the attainment of certifications, credentials or degrees aligned with labor market information or industry need. Below are a few state policy actions from this category:

Idaho established a workforce readiness and CTE high school diploma. The law outlines the requirements for learners to earn the diploma, such as passing technical skills assessments and workplace readiness assessments, demonstrating CTE competency standards, and earning a badge or an industry-recognized credential.
Louisiana created the M.J. Foster Promise Program, which provides financial assistance of up to $3,200/year to a learner enrolling in a two-year or shorter postsecondary program aligned to a state-recognized in-demand, high-wage occupational field and leading to an industry-recognized credential.
Texas established the Texas Reskilling and Upskilling through Education (TRUE) program. This program awards grants to an eligible agency, such as a junior college, technical institute or local chamber of commerce, to create, redesign or expand training programs that lead to industry-recognized credentials and create pathways to employment for learners in accordance with local workforce needs.

State Policies Impacting CTE: 2021 Year in Review marks the ninth annual review of CTE and career readiness policies from across the United States conducted by Advance CTE and ACTE. This report does not describe every policy enacted within each state but instead focuses on national policy trends.

View the full report and 2021 state policy tracker here.

Dan Hinderliter, Senior Policy Associate

Tags: Idaho, industry-recognized credentials, Louisiana, state policy, texas
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State Policies Impacting Data, Reporting and/or Accountability

February 23rd, 2022

Each year, Advance CTE and ACTE publish a yearly state policy tracker and categorize each state policy action by topic. In 2021, the top five topics that state policy most frequently addressed were:

Funding;
Access and equity;
Data, reporting and/or accountability;
Industry partnerships and work-based learning; and
Industry-recognized credentials.

Data, Reporting and/or Accountability

Policies that address data and research activities that support CTE, including the use of labor market information and the inclusion of career readiness indicators within accountability systems have been categorized by this topic. Twenty-three states enacted 37 policies that address data, reporting and/or accountability. Below are a few state policy actions from this category:

Hawai‘i enacted a law requiring the State Board of Career and Technical Education to oversee and review data processes related to industry-recognized credential attainment and publish an annual report to all stakeholders. The law also dictates that the Department of Education must share industry-recognized credential data through the statewide longitudinal data system and expands requirements to store and analyze CTE data in this data system.
Maryland defined terms such as industry certificate, license, industry certifier and vocational certificate, among others, to ensure consistency in data collection and reporting for the Maryland Longitudinal Data System. The law also requires that licensing authorities and industry certifiers comply with the data requirements, data security plan and implementation schedule for the Maryland Longitudinal Data System.
Missouri enacted the Students’ Right to Know Act, which requires that the state Department of Higher Education and Workforce Development provide an annual report on in-demand jobs in the state; the average cost of public institutions of higher education and vocational schools; completion rates of apprenticeship, high school credential and CTE programs; and the average starting salary for graduates of public institutions of higher education and vocational schools, among other data.

View the full report and 2021 state policy tracker here.

Dan Hinderliter, Senior Policy Associate

Tags: ACTE, Coronavirus, Hawaii, Maryland, Missouri, state policy
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State Policies Impacting Industry Partnerships and Work-based Learning

February 10th, 2022

Each year, Advance CTE and ACTE publish a yearly state policy tracker and categorize each state policy action by topic. In 2021, the top five topics that state policy most frequently addressed were:

Funding;
Access and equity;
Data, reporting and/or accountability;
Industry partnerships and work-based learning; and
Industry-recognized credentials.

Industry Partnerships and Work-based Learning

Policies that address the engagement of industry to drive student learning through work-based learning or other means are categorized by this topic. Twenty-three states enacted 36 policies that addressed industry partnerships and work-based learning. Below are a few state policy actions aligned to industry-recognized credentials:

Indiana passed legislation establishing a course catalog for lifelong learning to document all work-based learning, pre-apprenticeship and apprenticeship opportunities statewide and directing the state Commission for Higher Education, the Department of Education and the Governor’s Workforce Cabinet to prepare model guidance for postsecondary enrollment in work-based learning experiences.
Oklahoma expanded eligibility for apprenticeships, mentorships and internships to include high school sophomores 16 and older. The law also allows school districts to obtain liability insurance for students participating in apprenticeships, mentorships and internships and enables the State Board of Education to develop rules to determine if these experiences are eligible for academic credit toward graduation requirements.
Wyoming allowed learners aged 16 to 18 who are enrolled in a school district, community college or technical school to enter into an agreement with an employer to participate in a work-based learning experience that leads to course credit and/or compensation from the employer. A student learner who enters into a student training agreement with an employer is considered an employee covered under that employer’s workers’ compensation program.

View the full report and 2021 state policy tracker here.

Dan Hinderliter, Senior Policy Associate

Tags: ACTE, business and industry partnerships, Indiana, Oklahoma, state policy, work-based learning, Wyoming, Year in Review
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Five Strategies to Scale Individual Career and Academic Planning

November 30th, 2021

When the Oklahoma Department of Education launched Individual Career and Academic Planning (ICAP) in 2017, the intent was to support learners along their entire career journey to make informed choices about their future academic and career goals. Today, ICAP is firmly rooted in policy and practice. Beginning in the 2019-20 school year, learners entering the ninth grade in Oklahoma must complete an ICAP to graduate from a public high school.

ICAP report thumbnail

What is remarkable about Oklahoma’s ICAP process is that the process supports learners to and through high school graduation, helping them transition to postsecondary education or into the workforce. Learners who enroll at the University of Oklahoma can identify a major by comparing their ICAP personal interest survey results or Career Clusters^Ⓡ survey results from high school with the university’s career pathways major planning tools. Too often, career and academic planning is siloed between secondary and postsecondary education, but Oklahoma is working to break down these silos and ensure ICAP supports learners even after they graduate from high school.

ICAPs have different names in different states, including Individual Learning Plans (ILPs) and Individual Graduation Plans (IGPs). They refer to both the process of engaging in individualized academic and career development activities as well as the product: a living, usually online, portfolio that is created by each learner and regularly updated as they advance through school and transition into the workforce.

While ICAPs have been adopted by at least 38 states, they are often layered on top of the myriad other commitments that under-resourced and under-staffed schools and districts are responsible for, making them more of a box-check activity than a meaningful career planning process. When implemented with fidelity, ICAPs can enable learners to skillfully navigate their own career journeys and build occupational identities that span their lifetimes. State leaders play a critical role in ensuring that ICAPs are implemented effectively, that academic and career planning is integrated into state-level initiatives, and that each learner is provided coordinated supports to help them navigate their career journey. Specifically, state leaders can support ICAP implementation by:

Integrating ICAPs into their career pathways systems, using the planning process to help learners identify and pursue work-based learning and early college experiences that are aligned to their career interests.
Taking a system-wide approach to implementing ICAPs and ensuring each learner has access to a caring adult — whether they are a school counselor, a teacher, an administrator or a community member — who can guide their academic and career planning.
Building local capacity to support school ICAP delivery by providing tools, resources and funding to ensure local leaders can implement ICAP successfully.
Leveraging ICAPs to support learner transitions and designing tools and processes that seamlessly connect and transfer from secondary to postsecondary education.
Ensuring equity in ICAP implementation by monitoring disaggregated data and ensuring the planning process is customized to address the specific needs of learners who have been historically marginalized.

Advance CTE and Education Strategy Group’s new resource, Implementing Individual Career and Academic Plans at Scale, highlights promising practices for ICAP implementation at the state and local levels and provides recommendations for further state and local work to scale ICAPs. The brief features promising state and local practices in Colorado, Massachusetts, Oklahoma, South Carolina and Wisconsin. It was developed through JPMorgan Chase & Co.’s New Skills ready network, a partnership of Advance CTE and Education Strategy Group. For more resources on career advisement, visit the Learning that Works Resource Center.

Austin Estes, Manager of Data & Research

Tags: career advising, Equity, ICAP, New Skills ready network
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