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National Workforce Development Month

September 5th, 2019

This September is officially designated as “National Workforce Development Month,” following last month’s Senate passing of bipartisan resolution S.Res.304. The resolution explains workforce development as the education, training and career advancement of the country’s workforce, and raises workforce development as pivotal to competing in the global economy. 

Career Technical Education (CTE) is called out in the resolution as a vital component of workforce development. It is noted that CTE participation decreases the risk of dropping out of high school, as well as increases high school graduation rates. The resolution also shares that the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) supports high quality CTE programs by providing academic and technical skills to 12 million learners.

The resolution was introduced by Senators Diane Feinstein (D-CA) and Mike Enzi (R-WY), as well as Co-Chairs of the Senate CTE Caucus, Senators Tammy Baldwin (D-WI) and Todd Young (R-IN). In total, 29 Democratic and Republican senators co-sponsored this resolution. 

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Dallas County Promise Provides Learners with the Skills Employers Need

September 5th, 2019

Dallas County, Texas – like many communities across the country – is grappling with a lack of a skilled talent pipeline for its growing industries, in large part due to the lack of affordability and supports for postsecondary education. In Dallas County, only 37 percent of adults have a two- or four-year degree, yet 65 percent of living-wage jobs require an education beyond high school.

To tackle this ongoing issue, Dallas County Promise was created with support from JPMorgan Chase’s New Skills for Youth initiative, to help all students complete college with the skills most needed by North Texas employers. To be eligible, students sign the Promise Pledge acknowledging their interest in pursuing postsecondary education, have attended a participating high school for their full senior year, and meet the required deadlines for admissions, course enrollment and the Free Application for Federal Student Aid (FAFSA).

 The first cohort of participants is already making significant strides as the Dallas County Community College District saw a 35 percent increase in college enrollment and the University of North Texas at Dallas increased their enrollment by 30 percent in the 2017-18 school year.

“We know the surest way to expand access to opportunity is to equip people with the skills needed to compete for well-paying, in-demand jobs that are available today and tomorrow,” said Anne Motsenbocker, Managing Director at JPMorgan Chase and head of the company’s Middle Market Banking division for Texas. “That’s why we are supporting communities around the world to design and implement innovative new approaches to career education that prepare young people to enter the workforce with the skills, experiences, and credentials they need to succeed in good careers in growing industries.”

The program pays for any balance of tuition not covered by federal or state financial aid at participating Promise partner colleges. Ninety-eight percent of eligible students have signed the Promise pledge this year and 60 percent completed the FAFSA. Postsecondary partners include the University of North Texas at Dallas, Southern Methodist University, Texas A&M University—Commerce and Midwestern State University, as well as 11 additional colleges and universities.

The support is not strictly financial; once enrolled in college, participants are supported by a variety of channels, including success coaches to help learners become informed about career opportunities and a 12-month leadership academy that connects Promise students with CEOs to receive mentorship.

 Partners also launched a Parent Promise scholarship to offer parents of 2019 high school seniors tuition toward a certificate or an associate degree. The Parent Promise is limited to parents of students at a subset of high schools that represent areas with low postsecondary degree attainment.

Last year, JPMorgan Chase New Skills for Youth initiative invested $3 million to support the efforts of Dallas County Promise. As the program grows, it will continue to focus on these main goals: to provide technical assistance to schools, to further develop career pathway strategies, and to expand and enhance data capabilities. The program is part of the statewide initiative known as 60x30TX, which has the goal of 60 percent of adults ages 25 to 34 with a degree by 2030 in Texas.

Dallas County Promise is a JPMorgan Chase & Co. New Skills for Youth Innovation Site aiming to improve career pathways for learners. This snapshot is part of a series documenting the progress of the local investments from across the globe that aim to identify and implement the most promising ideas in career education, with a special focus on communities with the greatest needs. Learn more about the innovations sites here.

Nicole Howard, Communications Associate

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Welcome Samuel Dunietz to Advance CTE

September 3rd, 2019

My name is Samuel Dunietz and I’m very pleased to join the Advance CTE team as the new Senior Associate for Federal Policy. In my role, I will directly support and advance Advance CTE’s federal policy and implementation strategy, and work to build partnerships with other stakeholders and coalitions. I will represent our members and policies throughout Capitol Hill and other agencies in Washington, D.C. I’m also focused on supporting policies that help states equip learners and instructors with the tools they need for success.

My research and policy interests are especially focused on the role of secondary-postsecondary partnerships, postsecondary CTE programs and best practices for effectively using federal and state data sources for policy implementation.

Prior to joining Advance CTE, I spent my career working in higher education and postsecondary policy and research. Most recently I worked as a consultant focused on postsecondary institutional research issues like enrollment, faculty compensation and federal legislative advocacy consultation. Prior to that, I worked as a researcher at a faculty association, where I directed the government relations program and helped to run the largest survey of faculty compensation in the country. I began my work in higher education and postsecondary policy at MaryPIRG focused on textbook affordability while I studied at the University of Maryland, College Park, where I received my bachelor’s degree.

I’m a native of Maryland and have spent the majority of my adult life in the Washington, D.C. area, although I also lived briefly in New York, Iceland and Sweden. In my personal life, I’m an avid photographer, cook, musician and former Cessna pilot.

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This Week in CTE

August 30th, 2019

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

We’re hiring! 

We have an open position for a Senior Associate, Member Engagement & Professional Learning at Advance CTE. Learn more about the position here.

VIDEO OF THE WEEK

In 2015, the U.S. Department of Education began the Second Chance Pell pilot, renewed in 2019, that opened Pell Grants to prisoners in the experimental sites included in this program. Eliminating the ban on Pell in all prisons would give hundreds of thousands access to postsecondary education, and allow these learners to pursue meaningful employment when released from prison. Learn more here.  Listen to the voices of those in the Tulsa Community College – Dick Conner Correctional Facility education program. 

Watch the video here: https://www.youtube.com/watch?v=zGoKuUXGEiA

RESOURCE OF THE WEEK

Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey`

This First Look report highlights findings from the 2017–18 National Teacher and Principal Survey (NTPS) a state and a nationally representative sample survey of public and private K–12 schools, principals, and teachers in the 50 states and the

District of Columbia. 

A couple findings to highlight include: 

  • Among public schools with students enrolled in any grades 9 -12, 82 percent offered dual or concurrent enrollment, 37 percent offered a specialized career academy, 74 percent offered career and technical education courses, and 56 percent offered internships outside of school. Among private schools, 23 percent offered CTE.

  • Schools with 0-34 percent of students on free and reduced lunch (FRL) are about 14 percentage points more like to offer dual or concurrent enrollment than schools with 75 percent or more students on FRL; 8 percentage points more likely to offer specialized career academies; 11 percentage points more likely to offer CTE courses; and 17 percentage points more likely to offer internships outside of school.

Read the full report here: https://nces.ed.gov/pubs2019/2019140.pdf

 

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Hello from Advance CTE’s Newest Staff Member

August 29th, 2019

My name is Meghan Wills and I joined the Advance CTE team in mid-August 2019. I will be serving as Director of Strategic Initiatives; in this new position, I will oversee and manage major organization-wide initiatives that support, promote and increase learner access to and success in high-quality Career Technical Education (CTE). I will oversee an expansion of state technical assistance to support the implementation of policies, programs and initiatives that increase equitable access to and success in high-quality CTE. In addition, I will lead Advance CTE’s partnership with JPMorgan Chase & Co. on career readiness and student completion of high-quality career pathways.

While I am newer to the CTE policy world, I bring deep knowledge of state policy from the time I spent at the National Governors Association (NGA). I worked at NGA from 2011 to 2019, where I led projects with governors and states on workforce development issues. I oversaw the provision of technical assistance to state workforce system leaders, as well as projects on work-based learning and apprenticeship, the future of work and the on-demand economy, occupational licensing reform and employment of people with disabilities. I look forward to leveraging this experience to strengthen the alignment between state CTE and workforce systems, ensuring that young people across the country are prepared for a lifetime of career success.

I am a passionate advocate for career exploration and providing learners with real-world, hands-on experiences in the classroom, and I strongly believe in the power of CTE in shaping the futures of young people. I look forward to meeting and working with State CTE Directors and other Advance CTE members!

By Meghan Wills, Director of Strategic Initiatives

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States Support Alternative Methods to Earn College Credit and Degrees

August 8th, 2019

The majority of 2019 legislative sessions have come to a close. During these legislative sessions, states enacted legislation to support alternative methods to obtain college credit and degrees.

Awarding College Credit Through Apprenticeships

Some states are exploring how to leverage apprenticeships to award college credit to learners. For instance, the Colorado legislature passed HB19-1294 in May to require the chief administrative officer of the Colorado Community College System to convene a working group to determine the best way to transfer construction industry registered apprenticeship program credit to college credit. If possible, the working group must have representatives from community colleges, area technical schools, local district colleges, relevant four-year institutions and applicable labor organizations. The working group must consider the possibility of apprenticeship program coursework culminating in significant progress towards a degree, among other considerations.

In June, the Connecticut legislature passed SB607, which requires the Labor Department and the Board of Regents for Higher Education to jointly establish nontraditional pathways to earning a bachelor’s degree through the inclusion of credits earned through apprenticeships.

Expanding Access to Credit for Prior Learning Opportunities

The Utah legislature passed HB45 in April. HB45 directs the State Board of Regents to establish policies that award learners credit for prior learning. The established policies must provide standards for accepted forms of prior learning assessments and the transferability of prior learning assessment credits between institutions, among other standards. To learn more about promising practices to advance credit for prior learning opportunities for each learner, read Advance CTE’s Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner report.

Brianna McCain, Policy Associate

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This Week in CTE

August 2nd, 2019

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

Congress Reaches Budget Deal

On Thursday, the Senate passed a $2.7 trillion budget agreement in a 67-28 vote. Through this agreement, the non-defense discretionary funding cap for Fiscal Year (FY) 2020 will increase by $27 billion and defense spending will increase by $22 billion. Each of those levels will go up by $2.5 billion in FY21. 

This follows last week’s budgetary movement when Congressional and Administration leaders worked together on an agreement to raise spending levels for FY20 and FY21, as well as suspend the debt ceiling. The House then passed the Bipartisan Budget Act of 2019 (H.R. 3877), a budget deal that raises the caps on defense and non-defense discretionary funding for FY20 and FY21 and suspends the debt limit through July 31, 2021. 

Now, Senate Appropriations Committee Chair Richard Shelby (R-AL) will determine the division of funds between the 12 government funding bills, and the Committee will prepare each of the 12 funding bills to be voted on following August recess before government funding runs out on September 30.

To make sure you get the latest news and resources about federal policy that affects Career Technical Education (CTE), sign up for our Legislative Updates!

VIDEO OF THE WEEK

Advance CTE’s Kate Kreamer on the Purpose and Definition of CTE

Fordham Institute brought together a panel of CTE experts to discuss, Is Career and Technical Education Having an Identity Crisis? Kate Kreamer the Deputy Executive Director of Advance CTE contributed her thoughts explaining how CTE has evolved. Watch this video clip to hear her response. 

Watch the video here: https://youtu.be/MVY280XzAcI

RESOURCE OF THE WEEK

Stakeholders and Perkins V: Meaningful Engagement for Student Success

Similar to Perkins IV, Perkins V maintains the requirement that the state plan is developed in consultation with a number of entities and in some cases, identifies when this consultation must occur and for what purpose. In addition, Perkins V introduces some new stakeholder engagement and public comment requirements. This guide from the Council of Chief State School Officers (CCSSO) contains specific strategies on how best to connect with, speak to and learn from stakeholders with a unique perspective. This tool provides detailed guidance on stakeholder engagement strategies; state examples of potential strategies; stakeholder-specific tactics; planning templates and tools; a breakdown of stakeholders with whom states are required to engage under different provisions of Perkins V; and lists of additional stakeholder engagement resources.

Read the full guide here.

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Congress Reaches Budget Deal, Congressional Briefings on JOBS Act

August 1st, 2019

This week, the Senate passed a $2.7 trillion budget agreement. Read below to learn more about the budget deal, as well as recent briefings on Career Technical Education (CTE) and cybersecurity, agriculture and short-term job-training programs. 

Congress Reaches Budget Deal

Today, the Senate passed a $2.7 trillion budget agreement in a 67-28 vote. Through this agreement, the non-defense discretionary funding cap for Fiscal Year (FY) 2020 will increase by $27 billion and defense spending will increase by $22 billion. Each of those levels will go up by $2.5 billion in FY21. 

This follows last week’s budgetary movement, when Congressional and Administration leaders worked together on an agreement to raise spending levels for FY20 and FY21, as well as suspend the debt ceiling. The House then passed the Bipartisan Budget Act of 2019 (H.R. 3877), a budget deal that raises the caps on defense and non-defense discretionary funding for FY20 and FY21 and  suspends the debt limit through July 31, 2021. 

Now, Senate Appropriations Committee Chair Richard Shelby (R-AL) will determine the division of funds between the 12 government funding bills, and the Committee will prepare each of the 12 funding bills to be voted on following August recess before government funding runs out on September 30.

House and Senate Panels Discuss Short-Term Programs and JOBS Act

This week, both the House and Senate held briefings on short-term job-focused college programs. The panel, sponsored by Opportunity America, along with Representatives Cedric Richmond (D-LA) and Anthony Gonzalez (R-OH), discussed the ways that high-quality short-term programs open up new opportunities for career growth. The group explained that short-term credentialing programs can prepare individuals for in-demand and high-wage careers, improving career opportunities for the student and filling employer vacancies. A former Virginia Community College System student who took advantage of such program explained that, as a result, he has “a career instead of a job.” 

The panel also discussed the benefits of expanding Pell Grant eligibility to short-term job training programs, as outlined in the Jumpstart Our Businesses by Supporting Students (JOBS) Act (S. 839 and H.R. 3497). This legislation would expand Pell Grant eligibility to high-quality short-term postsecondary programs. Eligible short-term programs would have to be at least 150 clock hours over at least eight weeks, meet local or regional labor market needs, articulate to institutional credit and provide students with a recognized postsecondary license, certification or credential.

Senate CTE Caucus Holds Briefings on Cybersecurity and Agriculture

The Congressional Career Technical Education (CTE) and Cybersecurity Caucuses held a joint briefing last week on “Building a Culture of Security: Integrating Cyber into Career and Technical Education.” The event featured a panel of cybersecurity and CTE experts speaking about the importance of integrating cybersecurity education into CTE programs, creating jobs in the cybersecurity field and anticipating future security threats to the country. When asked about public misconceptions regarding the skills needed to enter the field, panelists noted that there are a variety of cybersecurity career opportunities outside of the traditional computer science pathway.

The Senate CTE Caucus also held a briefing last week on “Agricultural Education and the National FFA Organization.” Current and past National Future Farmers of America (FFA) students and educators spoke about the impact of agricultural education on their understanding of food and health. The current students also shared that their CTE and FFA experiences gave them optimism about finding the job of their choice in their area of interest.  Senator Todd Young (R-IN), Co-Chair of the Senate CTE Caucus, spoke about the important role of the agricultural industry, and encouraged today’s students to continue to follow their passions while in school. 

Meredith Hills, Policy Associate and Jade Richards, Policy Fellow

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Perkins V: How can states strengthen the CTE educator pipeline?

August 1st, 2019

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) gives states an important opportunity to examine their pipeline of Career Technical Education (CTE) educators. The new law requires states and local recipients of Perkins funds to address how they are recruiting, preparing, and retaining CTE educators and providing them with professional development in their state plans and local applications. In addition, resources must be dedicated to these efforts. How can states strengthen the CTE educator pipeline when there is a nationwide shortage of CTE educators? Check out the resources and policy profiles below to learn about this challenge and how states are addressing it.

FACT SHEET: CTE Teacher and Faculty Shortages: This fact sheet from Advance CTE provides an overview of the alignment between CTE teacher and faculty shortages and labor market demands.

REPORT: The State of Career Technical Education: Increasing Access to Industry Experts in High Schools: This report from Advance CTE, in partnership with the Center on Great Teachers and Leaders at AIR, draws on data from two national surveys to examine the shortage of industry experts in secondary classrooms and how to address it.

BRIEF: CTE on the Frontier: Strengthening the Rural CTE Teacher Pipeline: This brief explores one of the most pressing challenges rural schools and institutions face: strengthening the pipeline of qualified CTE teachers and faculty.

POLICY PROFILES

  • South Dakota: CTE Teacher Certification Rule Changes: To address the teacher shortage, the South Dakota State Board of Education changed administrative rules for Career Technical Education (CTE) teacher certification in November 2015, introducing more consistency and flexibility to the certification process.
  • Texas: Community College Petrochemical Initiative: The Community College Petrochemical Initiative in Texas addresses workforce development in the Texas Gulf Coast and includes community college faculty externships with industry employees.

Looking for additional resources? Please be sure to check out the Learning that Works Resource Center.

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How Higher Education Can Support Adult Learners

July 31st, 2019

While most people think of the typical college student as coming directly from high school, the reality is that 38 percent of college students today are 25 or older. On July 9, Higher Learning Advocates organized a panel titled Pathways to Success: Supporting Today’s Adult Students to discuss the unique challenges adult learners face in postsecondary education and potential solutions.

The panel included:

  • Goldie Blumenstyk, Senior Writer for The Chronicle of Higher Education 
  • Stephanie Shaw, Executive Director of Eastern Ohio Education Partnership
  • Maureen Elias, Veteran Student
  • Chris Bustamante, Bustamante Consulting, Arizona
  • Eric Bing, CEO of The College of Healthcare Professions, Texas

Many high school graduates enter the workforce directly instead of pursuing postsecondary education, and with today’s tight labor market, many can find high-wage employment without an advanced degree. However, as industries change and labor markets shift, workers will need additional, more specialized skills to stay competitive. Programs like the Eastern Ohio Education Partnership help adults obtain degrees and certifications so they can advance in the workforce and sustain high-wage, high-skill and in-demand employment.

Entering postsecondary education as an adult comes with challenges. One of Elias’s biggest concerns as a mother was access to not only affordable childcare, but childcare offered at times after the normal work day to accommodate her night classes. She is not alone: 26 percent of adult students are parents, and access to childcare makes it difficult to finish a degree or certification. Schedule flexibility is important even for adult students without children, as over half work while in college. 

So what can be done to better address the needs of adult learners? Postsecondary institutions and policymakers can create flexibility in financial aid to allow more adults to afford education. This option is part of the reason The College of Healthcare Professions is able to educate so many adult learners. Universities can also address the needs of adult learners by accepting transfer credits earned at a previous institution toward a degree or certificate. Beyond these institutional changes, there are ways to make adult students feel more included on campus with small adjustments. Making campuses feel more family friendly is a great way to get adult students integrated. This can be as simple as encouraging members to bring their family along to events hosted by different student organizations.

One of Elias’s core suggestions was mandatory career advising for students who receive any money from the federal government. This ensures students know what courses they need to take in order to graduate on time with their intended major and that federal dollars support individuals who will be career ready when they graduate. Understanding the challenges adult students face today creates space to develop solutions for a better experience in higher education.

Jordan Dreisbach, Policy Intern

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