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Oregon’s Perkins V Planning Process Aims to Go Beyond Federal Compliance

June 3rd, 2019

While one-year transition plans for the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) now submitted, states are very involved in the process of developing their four-year plans, due in the spring of 2020. Advance CTE, in partnership with ACTE, has been contracted to facilitate and inform this process for the state of Oregon, and recently led a workshop with key state and regional leaders to focus on priority areas.

The workshop took place over the course of two days in April in Salem, Oregon, and included around 35 participants, including state-level staff from both the Department of Education and the Higher Education Coordinating Commission, as well as regional and institutional representatives and employer and workforce partners. The first day focused on facilitating discussions on Oregon’s previous use of Advance CTE’s Policy Benchmark Tool on program approval policies to examine program quality across secondary and postsecondary. Oregon began using the tool in 2018, and plan to use the findings to inform priorities for Perkins V planning.

On the second day, participants participated in prioritization exercises and provided input on Oregon’s forthcoming state vision and priorities for CTE. This vision and priorities will go beyond the requirements of Perkins V, and instead will leverage the federal law to promote a broad plan for success for Oregon learners. Participants also had conversations focused on equity, career advising and meaningful stakeholder engagement.

The workshop happened in the midst of Advance CTE and ACTE developing and Oregon leaders administering a statewide stakeholder survey, which focused on multiple measures of quality in CTE. Going forward, Advance CTE and ACTE will continue to work with Oregon state leaders, particularly in the facilitation of four work groups, each focused on a priority area identified by participants during the workshop and informed by data from the statewide survey. Oregon staff are also conducting stakeholder engagement activities and working across secondary and postsecondary to ensure that both the Perkins V state plan and broader strategic plan for CTE adequately address the needs of learners in Oregon.

Brianna McCain, Policy Associate

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THIS WEEK IN CTE

May 31st, 2019

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

Partnership to Advance Youth Apprenticeship Network and Grantees Announced

The Partnership to Advance Youth Apprenticeship (PAYA) is excited to announce the nine outstanding grantees and introduce the PAYA Network. Working with PAYA, these sites will launch and expand high-quality youth apprenticeship programs across the country. Read the press release to here learn more!

New Higher Education Experimental Sites Initiatives Announced

U.S. Secretary of Education Betsy DeVos shared details about new and updated higher education Experimental Sites Initiatives. The Experimental Sites Initiatives is authorized under the Higher Education Act to pilot and evaluate proposed changes in policy. Through each initiative, the Education Department waives the statutory or regulatory federal student aid requirements relative to that initiative for a limited number of institutions in order to test the effectiveness of that new program. This announcement included the expansion of the Second Chance Pell program, which allows incarcerated individuals to access Pell Grants, by providing an opportunity for additional institutions to apply for inclusion.

Learn more here.

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!

Rural Community College Grant Application Convenings

This summer the U.S. Department of Education and the American Association of Community Colleges will be co-hosting three convenings designed to help rural community colleges identify, plan, and design projects for federal grant applications. Activities will include facilitated workshops and information from federal agencies with upcoming grant opportunities. These convenings will take place at the following locations:

  • June 6–7 at Gateway Technical College, Racine, Wisconsin;
  • July 18–19 at Lakes Region Community College, Laconia, New Hampshire; and
  • September 12–13 at Mississippi Gulf Coast Community College, Biloxi, Mississippi.

VIDEO OF THE WEEK

Check out this video of U.S. Congressman for Rhode Island’s Second District speaking about the importance of CTE in regards to building and maintaining our country’s infrastructures. He noted research from the Brookings Institute that stated nearly three million skilled workers will be needed to support this work over the next decade. He asked for congressional leadership to prioritize workforce development in future legislation relevant to this topic crediting CTE as the strategy to use to help train the future workforce. Watch the video here.

Interested in advocating for CTE? Consider sharing the Double the Investment in CTE campaign. If you’re a business you can sign on here.

RESOURCE OF THE WEEK

Putting Pell Grants to Work for Working Students

In this report, the National Skills Coalition outlines policy recommendations and encourages Congress to recognize the important role of community and technical colleges in equipping working students and businesses with the credentials and skills needed in today’s economy. It also describes how increasing Pell eligibility for learners enrolled in short-term credential programs could help address the demand for qualified workers to fill “middle-skill” jobs. The report concludes with case studies highlighting Iowa and Virginia’s efforts to increase access to short-term programs through the GAP Tuition Assistance Program and New Economy Workforce Grant Program, respectively.

Read the report here.

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Excellence in Action Spotlighting: Sunrise Mountain High School, Fire Science Program

May 28th, 2019

Schools and postsecondary institutions must rely on partners, especially employers and community-based organizations, to augment and supplement learners’ experiences. A high-quality Career Technical Education (CTE) program requires partnerships that offer support and create authentic real-world experiences. One example of this type of program is the Fire Science program of study in Arizona, a 2018 Excellence in Action Award winner in the Law, Public Safety, Corrections & Security Career Cluster®.

The program was started in 2004 due to Arizona’s critical need for employees in fire science. To meet this demand, the Peoria Fire Science Advisory Council worked with Peoria Unified School District to develop the program of study. The Fire Science Advisory Council whose members includes multiple educational partners, eight fire departments, representatives from the Bureau of Land Management, and Professional Medical Transport Ambulance staff, among others. Council members regularly offer work-based learning experiences, including mentorship, job shadowing and internships. The local fire departments are also key partners and their employees serve as mentors, offer internships and even teach in the classroom. For example, the City of Peoria Fire Department has been a partner for over 20 years and provided the first instructors to the Fire Science Department.

“These young men and women come in prepared both physically and mentally while possessing the necessary skills to become a professional firefighter. The Peoria Unified School District Fire Science Program is a huge asset in preparing our future firefighters and lays the groundwork for a successful career in fire service,” said Captain Tony Neely, Lead Recruit Training Officer, Peoria Fire Medical Department.

All learners are required to complete a minimum of 100 hours of work-based learning activities, including internships, job shadowing, ride alongs and more. The hands-on skills the Fire Science students are gaining in workplace settings are complemented by their classroom instruction. Program instructors are an active-duty fire captain and a firefighter, each bringing decades of professional experience to the classroom.

The program prepares learners for postsecondary and career success by providing rigorous in-school instruction. Learners also earn college credit, and various industry certification offerings allowing learners multiple on and off ramps throughout their education and career. Specifically, students can earn up to nine dual enrollment credits, which articulate to an associate of science degree in emergency response and operations in fire science.

Learn more about the Fire Science Program at Sunrise Mountain High School and our 2018 Excellence in Action Award winners.

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Perkins V: How can states expand access to high-quality CTE in rural communities?

May 23rd, 2019

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) brings a new opportunity for states to examine what access to high-quality Career Technical Education (CTE) looks like in rural areas and develop strategies to address challenges to delivering CTE in rural areas. Perkins V also continues to provide states with the flexibility to leverage the reserve fund to support CTE in rural communities. The reserve fund is an option available to states to distribute funds to local eligible recipients of Perkins funds (e.g., local school districts, area CTE centers, community colleges, etc.) through an alternative method (which could be by formula, competition, a combination, etc.).

In Perkins V, the allowable reserve fund was increased from 10 percent to 15 percent (i.e., up to 15 percent of the 85 percent of Perkins funds that must be distributed to local recipients can be distributed through an alternative method) and must be used in areas with high numbers or percentages of CTE students, or rural communities, or areas with disparities or gaps in performance among population groups. While these funds are flexible, they must be directed to spurring innovation or supporting programs of study. How can states use the new opportunity that Perkins V brings to expand access to high-quality CTE in rural communities? Check out the resources below to learn more.

BRIEF: CTE on the Frontier: Catalyzing Local Efforts to Improve Program Quality: This brief from Advance CTE explores state strategies to improve the quality of local CTE programs to ensure they meet industry needs and expand opportunities for rural learners. The brief highlights different approaches state leaders can take to empower local leaders and support program improvement in rural areas.

BRIEF: CTE on the Frontier: Connecting Rural Learners with the World of Work: This brief from Advance CTE explores how states have identified ways to bring the physical experience of work-based learning and employer engagement directly to learners through simulated workplace experiences, innovative satellite campuses and mobile labs.

BRIEF: CTE on the Frontier: Providing Learners Access to Diverse Career Pathways: This brief from Advance CTE is designed to help states identify promising strategies for expanding the variety of career pathways available in rural areas. The brief profiles how states have leveraged strategic partnerships and new technologies to reach economies of scale and offer a wider breadth of career pathways to rural learners.

BRIEF: CTE on the Frontier: Strengthening the Rural CTE Teacher Pipeline: This brief from Advance CTE examines challenges and strategies for expanding access to high-quality career pathways in rural areas and addresses one of the most pressing challenges rural schools and institutions face: strengthening the pipeline of qualified CTE teachers and faculty.

MORE RESOURCES

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

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New Higher Education Experimental Sites Initiatives Announced and College Scorecard Expanded

May 22nd, 2019

The big policy news related to Career Technical Education (CTE) in Washington, D.C. this week focused on postsecondary education. The importance of CTE was also recognized with the announcement of the U.S. Presidential CTE Scholars and a Senate CTE Caucus event. Read below to learn more about each of these updates.

Secretary DeVos Announces Higher Education Experimental Sites

This week, U.S. Secretary of Education Betsy DeVos shared details about new and updated higher education  Experimental Sites Initiatives. The Experimental Sites Initiatives is authorized under the Higher Education Act to pilot and evaluate proposed changes in policy. Through each initiative, the Education Department waives the statutory or regulatory federal student aid requirements relative to that initiative for a limited number of institutions in order to test the effectiveness of that new program.

First, Secretary DeVos announced a Federal Work-Study Experiment that would give selected colleges new flexibilities for students to participate in private-sector work-based learning opportunities, including:

  • No limits on the amount of Federal Work-Study funding that institutions can provide to private-sector employers;
  • Increased funding for Job Location and Development, which institutions can use to establish apprenticeship intermediaries; and
  • A reduced wage share for certain private-sector employers (e.g., small businesses) involved with institutions that are part of the experiment.

Second, Secretary DeVos announced the expansion of the Second Chance Pell program, which allows incarcerated individuals to access Pell Grants, by providing an opportunity for additional institutions to apply for inclusion. The Second Chance Pell pilot program was created under the Obama administration in 2015, and renewed in February 2019.

Expanded College Scorecard Released by Secretary DeVos

Secretary DeVos announced changes to the College Scorecard, an online interactive tool that allows users to gather information on the cost and certain outcomes (e.g., median earnings, median loan debt, and loan default and repayment rates) of higher education institutions. New information can now be accessed through the College Scorecard, such as:

  • Data on 2,100 non-degree granting institutions;
  • Graduation rates and transfer information for non-first-time and non-full-time students;
  • Up-to-date metrics from the National Center for Education Statistics Integrated Postsecondary Education Data System; and
  • Preliminary student loan debt data by field of study.


2019 U.S. Presidential CTE Scholars Selected 

Every year, the U.S. Department of Education recognizes the top high school seniors across the country through the U.S. Presidential Scholars Program, including students who excel in CTE. A U.S. Presidential Scholar in CTE must be nominated by their Chief State School Officer. All candidates then complete an application and are evaluated for academic achievement, character, and leadership by a review committee of secondary and postsecondary education leaders. The review committee selects the semifinalists from this group, and the Commission on Presidential Scholars, a group of independent individuals appointed by the President from across the country and spanning a range of professional backgrounds, asses the remaining pool to choose the finalists. The Commission selects only 60 CTE semifinalists and up to 20 CTE finalists.

The 2019 final U.S. Presidential CTE Scholars have been selected, and include students from Arizona, California, Delaware, Florida, Georgia, Hawai’i, Illinois, Iowa, Massachusetts, Mississippi, Nevada, New Jersey, New York, South Carolina, Washington and Wisconsin.

Senate CTE Caucus Event Shines a Light on CTE Data

On May 21, Advance CTE’s Senior Policy Associate, Austin Estes, participated in a Senate CTE Caucus briefing on CTE data. The panel event also featured Catherine Imperatore from the Association for Career and Technical Education (ACTE), Dr. Bryan Wilson from the Workforce Data Quality Campaign (an initiative of the National Skills Coalition), and Dr. Nicassia Belton from the Maryland State Department of Education. The panelists discussed the value of data to promoting equity and quality in CTE, and the challenges states face in improving the accessibility, quality, and use of their data as they prepare to meet new reporting and accountability requirements in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). Advance CTE shared findings from this year’s State of CTE report, highlighting the need for cross-sector data sharing and partnership across the states.

Austin Estes, Senior Policy Associate & Meredith Hills, Policy Associate

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Updated Advance CTE Recommendations for HEA Reauthorization

May 21st, 2019

As Congress consider reauthorization of the Higher Education Act (HEA), Advance CTE reviewed our HEA recommendations. Last month, we added a recommendation to lift the ban on Pell Grants for incarcerated individuals.

From 1972 to 1994, all those incarcerated in state or federal prisons were eligible to receive Pell Grants. However, in 1994 President Bill Clinton’s Violent Crime Control Act banned access to Pell Grants for all incarcerated individuals. In 2015, President Barack Obama announced the Second Chance Pell Experimental Sites Initiative– which allowed for those incarcerated to access Pell at experimental sites for the first time since 1994. In February the U.S. Department of Education approved renewal of this pilot program. There are now 67 participating colleges and universities and over 100 federal and state prisons included in this program- leading 12,000 incarcerated individuals to utilize Pell funding. While this has been positive progress, there are over 1.5 million people incarcerated- and only a small portion of those who are otherwise eligible for Pell are able to access it.

A recent report by the Vera Institute of Justice and Georgetown Law School’s Center on Poverty and Inequality found that in state prisons- which hold the majority of prisoners in this country- about 463,000 people are eligible for Pell Grants. Currently, only 50 percent of those previously incarcerated find formal work in their first year after release from prison. The report found that if 50 percent of state prisoners who are Pell eligible are able to enroll in a postsecondary program, the rate of employment for formerly incarcerated individuals in their first year after release from prison would increase by 2.1 percent.

Support for expanding Pell access has been voiced across both parties. For example, Senate Health, Education, Labor, and Pensions (HELP) Committee Chairman Lamar Alexander (R-TN), HELP Committee Ranking Member Patty Murray (D-WA) and House Committee on Education & Labor Chairman Bobby Scott (D-VA) have all stated support. U.S. Department of Education Secretary Betsy DeVos has also mentioned an interest in lifting this ban.

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 after incarceration. Advance CTE recommends reinstating Pell Grants in prisons to allow all learners the opportunity for postsecondary attainment, and set them up for career success.

Advance CTE’s full recommendations for HEA reauthorization can be found here.

Meredith Hills, Policy Associate

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THIS WEEK IN CTE

May 17th, 2019

TWEET OF THE WEEK

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

VIDEO OF THE WEEK

In 2014, the first year of the Excellence in Action Awards, the Innovation Academy for Engineering, Environmental, and Marine Science at Foy H. Moody High School in Corpus Christi, Texas won in the Science, Technology, Engineering & Mathematics Career Cluster®.  

The program serves a diverse student body with learners being selected for the program after expressing their interest and being chosen based on a lottery system that isn’t tied to academic achievement. Once enrolled, learners have opportunities to participate in hands-on learning, advanced placement, and dual enrollment courses.

Hear from learners and the principal of Moody High School in this recent news segment celebrating their high enrollment numbers with nearly 300 learners accepted into their academy programs.

Watch the video here.

Learn more about the Innovation Academy for Engineering, Environmental, and Marine Science here.

RESOURCE OF THE WEEK

Career Technical Education (CTE) was once known as vocational education and viewed as an alternative educational option for learners who were considered non-college bound. Now, there are high-quality CTE programs available to educate learners. A new report, The Evolution of Career and Technical Education: 1982–2013 from the American Enterprise Institute shares how courses and learners enrolled in CTE programs of study have changed over the past few decades. Included in the research is a look at the success outcomes according to the concentrator. The terms used in this report to categorize concentrators were “new-era” and “traditional vocational”.

The report recommends that policymakers take a closer look at the data to ensure programs are being promoted to the learners who need these opportunities the most. Key findings include the following:

  • Over the past several decades, CTE has progressed away from the stigma and stereotype of “voc-ed” as an academic dead end. However, the transformation from vocational education to CTE may have hidden, rather than solved, the durable challenges of vocational education.
  • Over 30 years, the percentage of graduates concentrating in “Traditional Vocational” occupational areas—such as manufacturing or agriculture—has fallen, while the percentage concentrating in “New Era” areas—such as computer science and health care—has grown dramatically.
  • Across many measures, including school engagement, academic performance, and college attendance, New Era CTE concentrators consistently show no measurable differences from average graduates, while Traditional Vocational CTE concentrators consistently fall below average.
  • New Era concentrators’ growth and relatively higher outcomes have had an outsized influence on CTE concentrators’ average outcomes, suggesting average improvements may be driven by compositional rather than programmatic effects.
  • For CTE to be successful, leaders (especially those currently developing state plans) must ask themselves not just whether CTE programs are producing adequate outcomes, but also whether CTE systems target the students who need them the most.

For a quick overview check out this video: https://youtu.be/gpWIRfN25hM

Read the full report here.

You can also read our full blog on this report here.

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Excellence in Action Spotlighting: Dauphin County Technical School, Building Construction Technology

May 15th, 2019

In order for learners to make empowered career decisions, they need to explore their interests and be exposed to a variety of career options. Work-based learning is one way to open the door of possibilities to learners who may not have previous knowledge of the numerous careers available in a field. One example of a program doing using work-based learning as a career exploration tool, in addition to allowing learners to build valuable skills,  is the Building Construction Technology program of study in Pennsylvania; a 2018 Excellence in Action Award winner in the Architecture & Construction Career Cluster®.

In this program, learners gain numerous work-based learning experiences through local and out-of-state community service projects exposing them to various areas within a career in construction such as zoning, permits, customer service, quality control and contracts. Each learner is also encouraged to participate in a capstone project with a local business to further hone his or her skills. One business that has offered tremendous support, including serving as a capstone site and participating in curriculum development, is Dauphin Enterprises, LLC, a company owned by a former Building Construction Technology student.

Additionally, learners participate in the Building Construction Cares organization created by the program instructor to help with recovery efforts after Hurricane Katrina. “Learning is most notable when it is used to benefit others,” said Robert Brightbill, Building Construction Technology Instructor, Dauphin County Technical School. Learners have traveled to Georgia, Maryland, Mississippi, New Jersey, North Carolina and West Virginia. During these trips, learners have completed demolition; installed flooring, roofing and windows; and built decks, railings, ramps, sheds and playgrounds to help communities get back on their feet. Trips are planned yearly, and learners help raise the funding through pancake breakfast events and dodgeball tournaments.

A seamless transition is needed not only to career but also to postsecondary education. In this program, learners may also earn up to nine college credits per semester in the following courses: Introduction to Masonry, Carpentry Fundamentals, and Construction Print Reading. In the 2016-17 school year, 83 percent of learners earned postsecondary credit.

Here are a few quotes from learners in the program:

“The best part of my day was when I saw the smile of the homeowner when we finished her roof and the floors in her home. It was satisfying to see what a bunch of teenagers can accomplish in only two days.” – a student from the Fall 2018 cohort

“People just kept showing up, bringing us tools, offering help, expressing their gratitude. Work is more meaningful when we know the people we are trying to help are so supportive and appreciative.” a student form the Fall 2017 cohort

“Even though it might have been easy work for most of the guys there, insulation was new to me.  It was great learning something new and feeling confident enough to do it on our own.” Fall 2015

Learn more about the Building Construction Technology at Dauphin County Technical School and our 2018 Excellence in Action Award winners.

Nicole Howard, Communications Associate 

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House Appropriations Committee Marks Up Spending Bill for Education, Labor Programs

May 10th, 2019

This week the House Committee on Appropriations marked up the Labor, Health and Human Services, Education, and Related Agencies spending bill for Fiscal Year 2020 and released a report on the bill. Read below to learn more about the markup, congressional intent for the bill and what the federal investment in education means for CTE programs.

House Appropriations Committee Marks Up Spending Bill for Education, Labor Programs

On Wednesday, May 8, the House Committee on Appropriations marked up the Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-Education) appropriations bill for Fiscal Year 2020 (FY20), which begins October 1, 2019. The bill moved ahead on a 30-23 party line vote.
The Committee accepted an amendment by Chairwoman of the Labor-HHS-Education Appropriations Subcommittee, Rep. DeLauro (D-CT). The amendment adds $103 million to the overall spending amount for the bill. Advance CTE was pleased to see that this allowed for an additional $10 million to be allocated to CTE State Grants, also known as Perkins Basic State Grants- leading to a total increase of $47 million over the amount provided by Congress for FY19.
It is important to note that this markup is an early step in the process to determine the amount of funding Congress will allocate to the U.S. Departments of Education and Labor for FY20. The Senate Appropriations Committee has not yet released their FY20 funding bill for Labor, Health and Human Services, Education, and Related Agencies. In addition, Congress must agree on the overall levels of spending for defense and non-defense discretionary spending before determining final allocations for the FY20 appropriations bills and associated programs. Advance CTE will continue to provide updates as additional information becomes available.
House Appropriations Committee Releases Report on Spending Bill for Education, Labor Programs
On Tuesday, May 7, the House Committee on Appropriations released its report on the Labor-HHS-Education FY20 appropriations bill, which provides additional information about congressional intent. The report reinforces the role of Perkins Basic State Grants in creating opportunities for secondary, postsecondary and adult learners. The report also highlighted:
  • Student Support and Academic Enrichment Grants (authorized under Title IV-A of the Every Student Succeeds Act) and the opportunity to use them to support  engineering and computer science education;
  • National Programs and support from the Committee for continued collection and dissemination of research in CTE while keeping funding level;
  • Cybersecurity and the need to better equip those who work in industries that regularly face cybersecurity threats, and how CTE programs can incorporate cybersecurity into the curricula related to critical infrastructure sectors;
  • Second Chance Pell and the need for research on the impact of Second Chance Pell in order to expand opportunities for incarcerated individuals to be eligible for Pell grants;
  • Federal Work-Study programs and how they can include community-based organizations and community service opportunities, but many students don’t know that these exist. The report pushes institutions of higher education to better communicate with students so that their Federal-Work Study experience can be connected to their career pathways of interest; and
  • High School Youth Apprenticeship programs and a  requirement for the U.S. Department of Education to submit a publicly available report on how apprenticeship funds are leveraged, including how the Department will expand high school youth apprenticeship programs.

Committee for Education Funding Highlights New Skills for Youth in Kentucky

The Committee for Education Funding (CEF) released its analysis of the President’s FY20 budget, and hosted a panel on Education Matters: Investing in America’s Future. Advance CTE was excited to include Leslie Slaughter, Kentucky State Coordinator for the New Skills for Youth (NSFY) Initiative, as one of the panelists to speak about the impact NSFY has had in expanding CTE opportunities for learners, and what continued work is possible with an increased federal investment. Leslie shared that “despite the growing need, federal support for CTE has fallen short of what is necessary to prepare a 21st century workforce. With greater support for CTE, apprenticeships, and other workforce development programs, students across the country would have greater access to accelerated career pathways and work-based learning that is coordinated to the needs of their regional communities.”
The full panel included:
  • Dr. Rick Carter, Principal, Athens High School, Athens, AL
  • Dr. Herman Felton Jr., President, Wiley College, Marshall, TX
  • Kathryn Roots Lewis, Director of Libraries and Instructional Technology, Norman Public Schools, Norman, OK
  • Leslie Slaughter, State Coordinator, New Skills for Youth Initiative, Frankfort, KY
  • David Young, Superintendent, South Burlington School District, Burlington, VT
There was a collective call for an increased federal investment in education, and a push for every person to reach out to their representatives and express why this is so important.

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THIS WEEK IN CTE

May 10th, 2019

Happy Teacher Appreciation and National Nurses Week!

TWEET OF THE WEEK

ANNOUNCEMENT OF THE WEEK

House Appropriations Committee Marks Up Spending Bill for Education, Labor Programs

On Wednesday, May 8, the House Committee on Appropriations marked up the Labor, Health and Human Services, Education, and Related Agencies (Labor-HHS-Education) appropriations bill for Fiscal Year 2020 (FY20), which begins October 1, 2019. The bill moved ahead on a 30-23 party line vote.

The Committee accepted an amendment by Chairwoman of the Labor-HHS-Education Appropriations Subcommittee, Rep. DeLauro (D-CT). The amendment adds $103 million to the overall spending amount for the bill. Advance CTE was pleased to see that this allowed for an additional $10 million to be allocated to CTE State Grants, also known as Perkins Basic State Grants- leading to a total increase of $47 million over the amount provided by Congress for FY19.

It is important to note that this markup is an early step in the process to determine the amount of funding Congress will allocate to the U.S. Departments of Education and Labor for FY20. The Senate Appropriations Committee has not yet released their FY20 funding bill for Labor, Health and Human Services, Education, and Related Agencies. In addition, Congress must agree on the overall levels of spending for defense and non-defense discretionary spending before determining final allocations for the FY20 appropriations bills and associated programs. Advance CTE will continue to provide updates as additional information becomes available.

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

VIDEO OF THE WEEK

The healthcare industry is one of the tops fields with the hardest-to-fill jobs! As we celebrate nurses week, consider the importance of high-quality Career Technical Education (CTE) programs focused on the healthcare field that are providing opportunities for learners to gain real-world skills while in high school. This foundation is helpful for learners desiring to further their education after high school or to go directly into the workforce.

Watch this video from the Idaho Career & Technical Education featuring Brian Whitlock, CEO/President of Idaho Hospital Association, and Brittney Guinn, a nursing student at Idaho State University as they discuss the labor market demand for nurses and healthcare professionals in Idaho. Expanding these programs that create opportunities for learners to gain the technical skills needed in this industry can help fill the current gap.

Watch the video here: https://youtu.be/LRbecQECX-0

RESOURCE OF THE WEEK


As the conversation about jobs of the future continues to gain media attention it’s a good time to discuss career exploration with younger learners. The earlier they begin to explore and learn about these career options the more likely they will be able to make informed decisions about a meaningful career in the future. A good place to start is with the new Scholastic lessons and interactive activities geared toward helping middle school learners build awareness about careers and apprenticeships. The resources provided can be used by educators or parents.

Download the materials here.

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