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Funding Career Technical Education: Incorporating Elements Into Funding Models to Address CTE Access, Completion and Program Quality

January 24th, 2024

Advance CTE released the 2023 State of CTE: An Analysis of State Secondary CTE Funding Models to highlight how states and the District of Columbia provide high-quality Career Technical Education (CTE) through various secondary CTE funding models and approaches. This blog, the third in a series, describes ways states have incorporated elements into their funding models to address CTE access, completion and program quality. 

Overview

Advance CTE’s vision for the future of CTE calls on states to design equitable funding models that direct funding to where it is needed most. Funding is not just about budget sheets but about investing in and fostering an environment where every learner’s potential is unleashed. A state’s commitment to CTE is reflected in their financial decisions, and states are making changes to secondary CTE funding models to better serve and offer opportunities for all learners.

Background

Advance CTE conducted a survey with State CTE Directors in summer 2022 to better understand the extent to which states are currently incorporating elements into funding models to address CTE access, completion and program quality. Forty-six state leaders responded to the survey, and Advance CTE followed up with select state leaders in interviews to gather additional information about dimensions of equity.

Some of the most salient findings from the survey of State CTE Directors include:

65 percent reported state funds supported access to secondary CTE programs for all learners, 56 percent reported state funds supported completion of secondary CTE programs of study for all learners, 54 percent reported state funds supported access to equipment and resources in CTE classrooms, 47 percent reported state funds supported access to college and career advisement, and 44 percent reported state funds supported attainment of CTE certifications while in high school.

There remains room for innovation in states’ secondary funding models as almost half of states are not supporting funding in one or several of the dimensions of equity. Additionally, almost a fifth of State CTE Directors indicated their state funding does not reflect any of the dimensions of equity. States should continue to evaluate and incorporate changes to secondary CTE funding models to ensure all learners have access and success through CTE.  

Highlighted Practices

States such as Kansas, Michigan, New Mexico and Texas are linking state funding to state-approved CTE programs meeting quality standards. This move ensures access for learners regardless of their geographical location. 

Other states, including Delaware, Florida, Georgia, Idaho, Indiana, Ohio, Tennessee and Texas, are incentivizing learner enrollment and success in certain CTE courses or programs aligned with state labor market needs. These states use varying weights (i.e., multipliers) based on program types or course levels, aligning educational goals with workforce demands. For example, Indiana allocates amounts based on the number of CTE credit hours generated by districts and the enrollment in apprenticeship programs or work-based learning.1

Recent shifts in foundational education formulas or bonus structures have also resulted in positive change. Massachusetts, for instance, introduced incremental funding to its formula for Chapter 70 (i.e., the major program of state aid to public elementary and secondary schools) under the Student Opportunity Act, benefitting English language learners and learners experiencing low income, including those in CTE programs.2 You can learn more about Massachusetts in the state case study accompanying this release.

In Texas, local education agencies (LEAs) can earn outcomes bonuses for learners meeting the state’s college, career or military readiness measures. This bonus is weighted for learners who are considered economically disadvantaged or who are enrolled in special populations thereby tailoring additional funds to cater to learner needs, especially within CTE programs.3 You can learn more about Texas in the state case study and read about additional examples in the Research Report accompanying this release.

Recommendations

State leaders should consider the following recommendations if they plan to leverage funding incentives and/or prioritize geographies, learner or program characteristics and/or program areas:

  • Incentivize success for special populations and subgroups. Providing LEAs with bonuses for outcomes achieved by special populations and subgroups not only encourages LEAs to eliminate CTE enrollment barriers but also incentivizes districts to provide all learners with the support they need to be successful. 
  • Acknowledge that each learner has unique experiences, backgrounds and needs by using learner markers (e.g., special population status) to direct additional state funding where it is needed most. These special population status markers can include low income, disability and English language learner status. Embed learner characteristics or markers as a factor in formulas to ensure that the highest-need learners are getting the supports to access and succeed in high-quality CTE programs. 
  • Consider how to provide CTE beyond geographic borders, incentivizing schools or districts offering virtual learning opportunities or access to publicly funded CTE programs not offered in learners’ home LEA.4 This strategy could be especially helpful in areas where geography can limit program availability and career exposure. 

Funding structures must continually evolve to bridge resource gaps among different learners. State CTE Directors can help shape funding conversations so learners thrive in an ever-evolving CTE landscape.

Additional Resources

Be sure to read the other blogs in this series: Funding Career Technical Education: Secondary CTE Funding Basics and Funding Career technical Education: Using the 2023 State of CTE Funding Report Resources. In the next blog in this series, we will explore how states also make contributions to CTE programs through non-categorical programmatic appropriations to support unique elements of CTE.

Please visit Advance CTE’s Learning that Works Resource Center for additional resources about CTE funding. 

Dr. Laura Maldonado, Senior Research Associate

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Leveraging the Perkins State Plan to Maximize Systems Alignment and Impactful Relationships in Career Technical Education

January 23rd, 2024

The process conducted by state Career Technical Education (CTE) leaders to update their Perkins state plan provides numerous opportunities to reflect on processes, procedures and relationships that keep CTE at the forefront of our educational systems. The Carl D. Perkins Career and Technical Education Act (Perkins V) has been a driving force for connecting systems of education and work across the country. An intentional reflection on systems alignment ensures that CTE remains front and center across state career preparation ecosystems.

When we discuss systems alignment, we typically think about how a learner moves through secondary education, postsecondary pursuits and then the workforce. There are several strategy areas within Perkins V to consider how your state systems connect and align, including state and local planning processes, program alignment with workforce needs, integration with other federal programs, data-driven decision-making and stakeholder engagement. Each of these strategies offer opportunities to strengthen and streamline your work, and are discussed below with probing questions that may help you think more strategically about alignment in your state.

State and Local Planning

States are required to develop a comprehensive state plan for CTE. This plan outlines how the state will align and coordinate its CTE programs with other education and workforce development initiatives. During your state planning process, reflect on the following questions: 

  • How is your state leveraging the CLNA process to encourage alignment and coordination across education and workforce initiatives? 
  • How is the state using information local entities share through their CLNA to inform state-provided supports?
  • How is the design and implementation of local applications supporting state goals and objectives for CTE?

Alignment with Workforce Needs

Perkins V emphasizes the importance of aligning CTE programs with the needs of the labor market. This requires reviewing local and state labor market data and collaboration with employers and industry stakeholders to identify current and future workforce demands. States and local agencies should use labor market information to design programs that lead to high-skill, high-wage, and in-demand occupations. During your state planning process, reflect on the following questions: 

  • What strategies are you using to engage employers in your state? Are any especially effective? 
  • How are you leveraging labor market information to inform program design, applications, and approvals?

Integration with Other Programs

Perkins V encourages the intentional coordination between CTE programs and other educational and workforce development initiatives. This includes coordination with programs such as apprenticeships, adult education, and workforce training. This coordination of efforts helps create seamless educational experiences for individuals, ensuring that they are prepared for both postsecondary education and the workforce. During your state planning process, reflect on the following questions: 

  • Is your state connecting and coordinating with workforce leaders and those administering the Workforce Innovation and Opportunity Act (WIOA) in your state?
  • How can state plan strategies integrate with programs and agencies that support special populations as identified by Perkins V and other underrepresented learner populations? 

Data-Driven Decision-Making

Systems alignment efforts should be informed by data to guide decision-making. States and local agencies should collect and analyze data related to learner access, persistence, outcomes, program effectiveness, and labor market trends. Data-driven decision-making helps foster continuous improvement and ensures that resources are allocated effectively. During your state planning process, reflect on the following questions: 

  • How is your state data strategy encouraging or inhibiting cross-agency data sharing and use? 
  • What are the major challenges around data collection and sharing?
  • How are you evaluating your efforts to collect, share, and use data to support high-quality implementation?

Stakeholder Collaboration

Perkins V encourages collaboration among various stakeholders, including educators, employers, workforce development agencies, and community organizations. Engaging stakeholders ensures that the education and training provided through CTE programs is relevant and responsive to the needs of the community. During your state planning process, reflect on the following questions: 

  • How often is your state engaging stakeholders outside of the state planning process?
  • How is stakeholder feedback shared and acted on?
  • How are you engaging all stakeholder groups in your planning process?

Additional Support

By focusing on systems alignment, Perkins V aims to create a more cohesive and effective approach to CTE, ultimately preparing individuals for success in the workforce. States and local agencies play a crucial role in implementing and overseeing these alignment efforts. We are here to support you in this work and continue to drive forward that systems alignment is a critical need across the nation.

Advance CTE will continue a suite of supports designed to ensure your Perkins state plan serves as a powerful lever to achieve your state vision for career technical education, and more broadly CTE Without Limits. These supports include: 

Additional Resources can be found in the Perkins V section of the Learning that Works Resource Center. 

As we move into the new year, it is the time to reflect on how we work with one another and if those relationships advance learners within the CTE ecosystem. We look forward to continuing conversations with you about the various levers that can be tapped to optimize Perkins V in your state.

Stephanie Perkins, Member Engagement & Professional Learning

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Legislative Update: Maryland State CTE Director Testifies As Congress Extends FY24 Funding

January 19th, 2024

This week Richard Kincaid, Maryland’s State Career Technical Education (CTE) Director, testified in the House while Congress passed a much-needed extension of federal funding as negotiations continue on federal fiscal year 2024 (FY24) appropriations. 

Lawmakers Pass Last-Minute CR

Lawmakers in the House and the Senate continued to negotiate a path forward on FY24 appropriations this week as two funding deadlines drew closer. As shared last week, Congressional leaders and the White House announced a new deal on aggregate spending levels, known as toplines, for the defense and non-defense discretionary (NDD) portions of the federal budget. This agreement came after months of unsuccessful negotiations between the chambers since the formal start of FY24 on October 1, 2023. 

A new deal on federal topline spending has been a critical next step in moving forward with the dozen funding measures that compose the federal budget since the start of FY24 last fall. While this is an important next step, current federal funding—extended by two separate continuing resolutions (CRs)— was set to expire today and on February 2. Lawmakers therefore had to act quickly this week to avert a partial government shutdown as these negotiations continued. With a snowstorm hitting Washington, D.C. just before the January 19 deadline lawmakers were able to find consensus this week on another set of CRs that extends federal funding through early March. These measures cleared the Senate first on a 77-18 margin and later in the House, under an expedited legislative process, by a margin of 314-108. Notably, nearly half of the House Republican conference voted against this short-term funding extension.  

The Labor-HHS-ED funding measure, which provides funding for education and workforce development investments like the Carl D. Perkins Career and Technical Education Act (Perkins V), is included within a tranche of seven other funding measures that have FY23 funding levels extended through March 8. The remaining four funding bills, which would have expired today, have also been extended through March 1 by this short-term extension. The House is now on recess until January 29 while the Senate remains in session deliberating on federal appropriations and other legislative agenda items.   

As these efforts continue, Advance CTE will continue to advocate for a robust and strengthened investment in Perkins V’s basic state grant program and other investments of interest to the wider CTE community. 

Maryland State CTE Director Testifies Before House Lawmakers

Yesterday, January 18, the House Subcommittee on Early Childhood, Elementary and Secondary Education, led by Reps. Aaron Bean (R-FL) and Suzanne Bonamici (D-OR) held a hearing titled  “Preparing Students for Success in the Skills-Based Economy.” Notably, Richard Kincaid, Senior Executive Director for the Maryland State Department of Education’s Office of College and Career Pathways and a member of Advance CTE, testified at the hearing along with several other witnesses including Kelly Mosley, a local CTE Director in Clay County Florida, along with Danny Corwin, Executive Director of Harbor Freight Tools for Schools.

Richard’s testimony focused on Maryland’s ongoing efforts to provide pathways to opportunity for all students. Specifically, his remarks highlighted the state’s work to implement the Blueprint for Maryland’s Future, a multi-billion dollar statewide investment that aims to provide “…all students [with] equitable access to rigorous education that prepares them for college, career and life…” among other aspects of the effort. Richard also highlighted the state’s use of American Rescue Plan funding via the Elementary and Secondary School Relief (ESSER) program which has supported a substantial expansion of youth apprenticeship programs in the state. 

More broadly the hearing touched on a number of topics related to secondary CTE, including and especially the need to invest additional resources into these efforts to provide more opportunities for learners. For instance, during her line of questioning, Rep. Bonamici, also the co-chair of the House CTE Caucus and Ranking Member of this subcommittee, highlighted that the federal investment in CTE, made by Perkins, has eroded considerably over the last few decades and asked what additional funding could do for states like Maryland. Kincaid answered, in part,  that “…using Perkins as a lever to reinvest additional funding into these programs would be a game changer for places like Maryland that rely on federal funds to move this agenda forward…” 

Elsewhere, recent research conducted by Advance CTE on secondary CTE financing was also highlighted by witnesses, including Harbor Freight’s Corwin who shared a startling datapoint with lawmakers– funding for CTE represents just three percent of all K-12 spending in the United States. More importantly, without the federal investment made by Perkins V’s basic state grant program, this percentage drops to just one percent of all K-12 spending across the nation, underscoring the enormous importance of strengthening and drastically increasing federal funding for CTE. 

Advance CTE applauds lawmakers in the House for holding this hearing and providing these witnesses an opportunity to highlight how important it is to increase opportunities for learners to engage with high-quality CTE opportunities in their communities. An archived webcast of the hearing, including witness testimony, can be accessed here. 

Steve Voytek, Policy Advisor

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Legislative Update: Lawmakers Announce New Spending Deal

January 12th, 2024

Over the last few weeks lawmakers have begun to make progress towards agreement on full-year funding for the federal budget. In addition, the House is expected to host a hearing next week examining how to best prepare students for the workforce. Meanwhile, the U.S. Department of Education (ED) issues new guidance related to pandemic aid funding and proposes new rules for federal grant programs. 

Congressional Leaders Announce FY24 Topline Agreement

Just before returning to Capitol Hill following Congress’ annual holiday recess, House Speaker Mike Johnson (R-LA) and Majority Leader Chuck Schumer (D-NY) announced that they had reached agreement on aggregate spending levels, also known as toplines, for defense and non-defense discretionary portions of the federal budget. The agreement largely aligns with the requirements contained in the Fiscal Responsibility Act (FRA)—legislation enacted last year that suspended the nation’s statutory borrowing limit while establishing a budget framework for federal fiscal years 2024 (FY24) and FY25. This agreement also included a “side deal” agreed to by former Speaker Kevin McCarthy (R-CA), Congressional Democrats and the Biden administration to provide approximately $69 billion in additional funding, beyond what was contained in the FRA, to avoid substantial cuts to non-defense discretionary (NDD) programs like federal investments in Career Technical Education (CTE).

The agreement is a critical next step in the FY24 budget and appropriations process that has been ongoing since October 1 of last year. Appropriations leaders must now work to negotiate 302(b) allocations—funding levels for each of the 12 individual appropriations bills that compose the federal budget and then subsequently determine program-level funding for federal initiatives and programs like the Carl D. Perkins Career and Technical Education Act (Perkins V). Current federal funding, which has been operating under two separate continuing resolutions (CRs) that temporarily extended FY23 funding levels for separate portions of the federal budget, is set to expire on January 19 and February 2 respectively. Lawmakers will need to act by these dates, likely via another short-term CR, to avert a partial or full shutdown of the federal government as they continue to negotiate program allocations under this new FY24 agreement.

Complicating the pathways forward, a faction of conservative House Republicans has voiced significant opposition to this topline agreement and has recently made efforts to stymie legislative progress on this issue in protest of the accord. It remains unclear at this time how Congressional leaders in both chambers will chart a course forward as they continue to develop and finalize FY24 appropriations legislation. As these efforts continue to take shape, Advance CTE will be advocating for a strengthened investment in Perkins V’s basic state grant program, along with other critical investments in education and workforce development of interest to the wider CTE community. 

House Education Subcommittee to Hold Hearing Next Week

Next Thursday, January 18, at 10:15 a.m., the House Subcommittee on Early Childhood, Elementary and Secondary Education, chaired by Rep. Aaron Bean (R-FL), plans to hold a hearing titled: “Preparing Students for Success in the Skills-Based Economy.” The subcommittee has not yet published the witness list for the hearing but it is expected to focus broadly on strategies and efforts to prepare learners for growing and in-demand careers. The hearing will be live-streamed here. 

ED Issues Guidance on Pandemic Funding

On Tuesday, January 9, the U.S. Department of Education’s Office of Elementary and Secondary Education (OESE) issued a guidance letter outlining the process K-12 schools and districts must undertake to obtain an extension to spend down remaining federal aid provided by Congress in response to the COVID-19 pandemic. The Department is encouraging grantees to request an extension on this year’s spending deadline by December 31, 2024 and outline how such an extension will contribute to the core goals and objectives of these funds. More information on how to apply for additional funding flexibilities, including related forms, can be accessed here.

ED Proposes Grant Rule Changes

This week ED also published a notice of proposed rulemaking (NPRM) that aims to amend the Education Department General Administrative Regulations (EDGAR). The proposed rule would make a series of technical updates to EDGAR, which provides an overarching framework for the agency’s administration of discretionary and formula grant programs. The proposed changes range from technical updates to substantive revisions intended to streamline existing regulations, align EDGAR more closely with other more recently passed federal legislation and increase flexibility in grant administration. In the NPRM, ED estimates the proposed rule would result in a net reduction of burden for grantees. Most amendments are technical in nature or provide additional flexibilities. ED is soliciting comments from the public for the next 45 days and will close on February 26.

Steve Voytek, Policy Advisor 

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Welcome Candi Collier as the New State Director of Career Technical Education for Tennessee!

January 5th, 2024

Earlier this year, the Tennessee Department of Education named Candi Collier the Senior Director of Career and Technical Education and Special Projects. 

A former Business and Marketing teacher Candi Collier has been in the world of Career Technical Education (CTE) for 22 years. After serving six years at the Tennessee Department of Education, Candi went back to the field to serve as the CTE Director of Milan Special School District in Milan, Tennessee. 

“I wanted to put my money where my mouth is and see if what we talked about [at the state level] really worked,” Candi shared. A resident of Paris, Tennessee, Candi jokes that she got to “travel from Paris to Milan every day.” This extra time in the field, before becoming the State Director, provided Candi with a better perspective of the challenges and barriers the districts face as well as the vision from the state.

When looking at the year ahead, Candi shared that she wants to ensure that Tennessee CTE is forward-thinking about not just the tools learners should have for today’s labor market, but also how to align programs to future labor market needs. With significant support from Tennessee Governor Bill Lee, the department has been allocated $500 million to disperse to high school and middle school CTE programs through the Innovative Grants process.

In addition to capitalizing on the grants, Candi plans to develop process plans for all current and future work and complete revisions to the state’s Carl. D. Perkins Career and Technical Education Act (Perkins V) plan. Candi also wants to focus on assisting the CTE directors across the state in developing the best programs possible to meet the needs of all learners.

Outside of the office, Candi enjoys hiking and has visited 11 National Parks with plans to visit all 63. Please join us in welcoming Candi to Advance CTE!

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Welcome Brett Robinson as the New State Director of Career Technical Education for Mississippi!

December 19th, 2023

Advance CTE joins the Mississippi Department of Education (MDE) in welcoming Brett Robinson as the new State Career Technical Education (CTE) Director. 

Earlier this year, Brett Robinson was appointed as Mississippi’s State CTE Director. He brings a strong background of experience in secondary education and Career Technical Education (CTE)—before taking the State Director position, Brett worked as the CTE Director for the Clinton Public School District from 2012-2017. He transitioned into the high school principal position at Clinton High School in 2017 where he supported 1500 10-12th grade students until he transitioned to his current role in June 2023.

While the first few months have felt like “drinking out of an open fire hose,” Brett has been able to get a better idea of the breadth and depth of this work after attending Advance CTE’s Fall Meeting in Baltimore, MD. He says he’s grateful for his strong relationship with Dr. Valeria Williams, Director of Career and Technical Education at Mississippi Community College Board. “I’ve known Valeria for a long time and she’s been instrumental in helping me understand things.” Valeria’s guidance is helping Brett establish relationships with leaders across the state’s 15 community colleges.

As State Director, Brett wants to prioritize evaluating the state’s funding formula, increasing awareness around CTE program benefits and assessing learner outcomes to improve alignment with high-value credentials. He plans to take an active role in understanding the rationale behind the current model and learn more about best practices to integrate next year into the new, combined Carl D. Perkins Career and Technical Education Act (Perkins V) state plan. He also sees opportunities to build staff capacity when it comes to making data-driven decisions around program design. “Ultimately, I’m interested in creating more meaningful processes that will set our learners up for success.”

Outside of CTE, Brett is a family man. He and his wife Kelly have three children, who were thrilled when Dad got a new job that would allow him to be home more often.

Please join us in welcoming Brett Robinson to Advance CTE!

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Setting Sights on the Future: Opportunities and Supports for Perkins Plan Revisions

December 19th, 2023

As we approach the end of 2023, many of us are thinking about the road ahead for 2024, celebrating with our families and creating resolutions for the new year. While December and January are often an opportunity for personal reflection, 2024 offers an additional opportunity to reflect on the intentions for Career Technical Education (CTE) set out in the Carl D. Perkins Career and Technical Education Act (Perkins V) via the state plan process, and the impact those plans have had on our systems and learners. 

While most states are primarily updating state-determined performance levels (SDLPs) as required every four years by law, others are using this opportunity to make larger, substantive changes or write a new state plan. This post offers some insights on what we are hearing from state CTE leaders so far about their goals for state plan updates, and the spaces and resources Advance CTE is providing to support this process. 

As the Office of Career Technical and Adult Education of the U.S. Department of Education reminded us with their program memo earlier this fall, Perkins state plans are a powerful strategic lever to align CTE policy and implementation with a state’s broader vision for education and workforce. A strength of Perkins V is the periodic, coordinated opportunity for states to evaluate and refine their targets and strategies in concert with one another. This coordinated cycle allows state leaders to learn from and alongside one another while also designing Perkins state plans that meet the specific needs of their state and learners. 

As a former State CTE Director myself, I regularly considered how well our state plan aligned with and reinforced our strategic priorities of expanding access to CTE, improving the quality of CTE programs of study and continuing to intentionally align the secondary and postsecondary CTE system with the needs of employers. Reviewing the state plan against our progress and goals helped us ensure that the plan served as a progress-centered north star, rather than a reflection of the status quo. We leveraged everything from the performance indicators we chose, to the way we defined those metrics, to our size, scope and quality definitions as levers to continually drive towards serving more learners in high-quality programs that served as launchpads for future success. While the process of reviewing and updating state Perkins plans can be time-consuming, it is time well spent, and framing the opportunity as something state leaders get to do rather than something they have to do helps keep the focus on what matters most – continually improving the CTE experience for learners. 

As state leaders work through this process in 2024, Advance CTE is here to be a partner not only through spaces for states to learn from each other, but through resources that recenter and challenge state leaders to consider and address challenges facing our systems and learners.  The conversations began at Advance CTE’s 2023 Fall Meeting in October with sessions on translating Perkins plan to system-wide culture change and lasting impact, ranging from, accountability to reserve fund usage seeded great cross-state learning opportunities. 

To keep these conversations going, this month Advance CTE launched a suite of supports designed to ensure your Perkins state plan serves as a powerful lever to achieve your state vision for career technical education, and more broadly CTE Without Limits. These supports include: 

In our first Perkins Planning Office Hours, we heard great discussions on setting meaningful and achievable SDPLs and the impact of setting all local recipient targets at the state target versus engaging in a process to negotiate targets locally. State leaders also discussed stakeholder engagement and messaging substantive plan changes to impacted audiences to maximize relevant feedback. Visit Advance CTE’s event page to register for future office hours.

Just like many of us set intentions and resolutions at the start of the new year, the Perkins state plan allows us to do just that for our CTE systems, educators and learners. It’s a great opportunity to reflect on where we’ve been and where we’re going and we look forward to continuing these conversations with you in the new year!

Emily Passias, Deputy Executive Director

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Legislative Update: Congress Advances New Legislation While Apprenticeship Regulations Are Unveiled

December 15th, 2023

This week both the House and Senate considered and advanced several pieces of legislation with implications for the Career Technical Education (CTE) community. Elsewhere the U.S. Department of Labor (DOL) published proposed regulations that would overhaul the existing framework for registered apprenticeship programs and significantly expand the scope of these rules in relation to CTE programs funded by the Carl D. Perkins Career and Technical Education Act (Perkins V).  

House Education and Workforce Committee Advances WIOA Reauthorization

This week the House Education and Workforce (E&W) Committee marked up and advanced H.R. 6655, A Stronger Workforce for America Act (ASWA). The legislation would reauthorize the Workforce Innovation and Opportunity Act (WIOA), which was last updated in 2014. Notably for the CTE community, the legislation proposes significant changes to youth funding authorized by the legislation, including changes to the underlying definition for eligible youth populations that would allow for greater coordination and alignment with CTE programs. ASWA would also encourage greater local alignment of CTE programs of study and career pathways programs. The legislation would also codify the Workforce Data Quality Initiative and the Strengthening Community College Workforce Development Grant program– two key Advance CTE WIOA priorities– along with a host of other proposed changes to current law. However, Advance CTE is still analyzing additional elements of the legislation that were less encouraging and plans to issue a more comprehensive response regarding the legislation shortly. 

The bipartisan legislation was advanced out of the E&W Committee on Tuesday by a margin of 44-1. The proposal is expected to be further considered by the full House of Representatives sometime next year when Congress returns from its holiday recess. 

House Leaders Markup New Workforce Pell Proposal 

As shared previously, Reps. Stefanik (R-NY) and DeSaulnier (D-CA), along with House Education and Workforce Committee Chair Foxx (R-NC) and Ranking Member Scott (D-VA), recently introduced H.R. 6586, the Bipartisan Workforce Pell Act (BWPA) last week. The bipartisan legislation is a compromise between previously introduced legislation sponsored by the E&W Committee Chair and Ranking Member earlier this Congress. The expansion of Pell eligibility for high-quality, shorter-term CTE programs has been a longtime priority of Advance CTE. 

Notably, the legislation was amended during markup in several ways, including a new provision requiring coordination with state Perkins eligible agencies in determining programmatic alignment to high-skill, high-wage or in-demand occupations and sectors. The BWPA also contains a slew of new eligibility criteria that would be overseen and implemented by the U.S. Department of Education (ED), state workforce development boards and higher education accreditation agencies. Advance CTE and the Association for Career Technical Education issued a letter in response to the BWPA shortly after its passage out of the E&W Committee on a margin of 37-8. Advance CTE is encouraged by this latest development and looks forward to working with Congress as this issue moves forward in the legislative process. 

HELP Committee Clears Bipartisan Education Sciences Reform Act Reauthorization

Last week, the Senate Health, Education, Labor and Pensions (HELP) Committee formally introduced the Advancing Research in Education Act (AREA) — bipartisan legislation that would reauthorize and update the Education Sciences Reform Act (ESRA). This legislation makes important updates to ESRA, including significant reforms to the State Longitudinal Data System Grant program and broader education research and technical assistance functions overseen by the ED. As shared previously, Advance CTE has strongly supported many of the core components of AREA, particularly provisions that complement and relate to CTE, and has formally supported the legislation ahead of a scheduled markup this past Tuesday. The HELP Committee subsequently advanced this proposal on an overwhelmingly bipartisan basis, 20-1. AREA now moves to the full Senate for further consideration by the upper chamber. 

DOL Proposes Major Changes to Apprenticeship Regulations With CTE Implications 

Yesterday, the U.S. Department of Labor (DOL) published a notice of proposed rulemaking (NPRM) that proposes significant and wide-ranging changes to the regulatory framework for registered apprenticeship programs. Of note for the CTE community, the NPRM suggests a significant expansion of the regulatory requirements related to a new program model DOL is currently referencing as “CTE Apprenticeships.” The NPRM includes a number of other new regulatory requirements that would relate to CTE programs funded by Perkins V. Advance CTE is in the process of analyzing this proposal and will have more to share on this NPRM soon. A 60-day comment period will begin when the draft proposal is formally published to the Federal Register. In addition, DOL has scheduled a webinar in early January to provide an overview of the NPRM. 

Steve Voytek, Policy Advisor 

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Welcome Judd Pittman as the New State Director of Career Technical Education for Pennsylvania!

December 13th, 2023

Advance CTE joins the Pennsylvania Department of Education in welcoming Judd Pittman as the new Director of the Bureau of Career and Technical Education. 

Before serving as the State Career Technical Education (CTE) Director, Judd worked in forestry as an ecologist conducting climate science research in Pennsylvania and in Canada.

As the son and grandson of carpenters, Judd understands the value of CTE programs. “CTE has the gift of being able to answer the question of every student’s ‘why’,” he says.

Judd taught middle and high school science for eight years at Harrisburg City School District and served on the district’s school board for eight years. He transitioned out of the classroom for a job with the Pennsylvania Training and Technical Assistance Network, an organization that provides professional learning for educators. This was followed by spending six years on assignment as special advisor to Secretary of Education Pedro Rivera for science, technology, engineering and mathematics (STEM) education. Finally, Judd spent nearly two years at Thaddeus Stevens College of Technology helping to design clear career pathways for students of all ages to enter the workforce.  

As he looks at the year ahead, Judd shared that he wants to prioritize building up Pennsylvania’s certification pathways; he is eager to establish apprenticeships and residency models within these pathways that attract and retain new educational professionals into CTE classrooms. To leverage the state’s industry trends, Judd is working on finding ways to create credentialed pathways into the clean energy economy as the state prepares for two hydrogen hubs and grows its energy infrastructure.

“I said I would be honored to come back to the Pennsylvania Department of Education for two jobs, and this job, state CTE director, is one of them. My lived experiences have set me up for this role in a way that will provide a fresh perspective. I’m looking forward to seeing what sort of ‘positive damage’ we can do for learners of all ages by modernizing and aligning state workforce and education systems. This work is critical for Pennsylvania to maintain a vibrant economy, and we need to make things less burdensome for administrators, educators, CTE centers, students and our community as a whole, all to ensure Pennsylvania is the first choice of places to raise a family,” Judd says.

Please join us in welcoming Judd Pittman to Advance CTE!

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A Look at Connecticut’s Reshoring Strategies and Apprenticeship Growth in CTE

December 12th, 2023

This blog is the second in a series on promising practices and emerging policies in reshoring. In the first blog in this series, Reshoring is Only Possible with High-Quality Career Technical Education, we elevated promising practices for Career Technical Education (CTE) leaders that enhance employer participation, program quality and learner outcomes. This blog will provide an example from Connecticut on how messaging, policy and leveraging current and expanded partnerships can increase access to work-based learning opportunities for all learners.

Connecticut state outlineConnecticut’s 2019 Senate Bill 356 “An Act Establishing the Connecticut Apprenticeship and Education Committee” (Public Act No. 19-68) established the Connecticut Apprenticeship and Education Committee with the express purpose of better informing middle and high school learners about careers in manufacturing. The committee is also charged with identifying potential pre-apprenticeship and apprenticeship training program integrations for smoother transitions for learners. Additionally, the committee works as an intermediary between CTE programs within high schools and higher education institutions and various industry partners to identify opportunities for alignment, thereby helping the programs qualify for grants and additional funding opportunities.

Prior to the formation of the committee, this work was led by the Connecticut Manufacturing Committee. In 2018 the Manufacturing Committee published Introducing Students to Manufacturing: Best Practices Guide and Program Resources as a resource for districts working to engage learners with manufacturing. Some suggestions from the report were: 

  • Develop curricula that incorporate an introduction to modern manufacturing
  • Promote authentic experiential learning opportunities through internships, pre-apprenticeship and summer programs
  • Incorporate manufacturing relationships into middle and high school through industry site visits, manufacturing-themed events and presentations/workshops from manufacturers

Promising practice: Expand partnership capacity among small businesses and local systems

The Apprenticeship and Education Committee’s makeup is structured to support continued partnership and collaboration among state, local and industry stakeholders, pulling from a wide range of public and private sector partners to ensure that the program is well-informed:

  • CT Department of Economic and Community Development
  • CT Department of Labor
  • Connecticut Technical Education and Career System
  • Connecticut Center for Advanced Technology
  • Connecticut Manufacturers Collaborative
  • Connecticut Employment and Training Commission 
  • Advanced manufacturing centers at regional community technical colleges
  • Manufacturing companies and employee organizations representing manufacturing workers
  • Educators, guidance counselors, principals, superintendents

Promising practice: Provide transparency across programs to help learners make informed decisions for work-based learning options

Annually, the committee compiles an annual report of the available apprenticeship programs at public and independent institutions of higher education in the state that offer manufacturing training.  In consultation with the manufacturing industry, the committee must report whether these apprenticeship programs are meeting workforce needs. This report includes:

  • The degree, certification, license or credential awarded upon completion
  • The period of time and requirements for completion
  • The enrollment process
  • The cost of attendance

This important information helps to provide learners with the knowledge needed to make informed decisions for their work-based learning choices. The annual report is available through the state’s Department of Education website and a print copy is distributed to each local and regional board of education. 

Promising practice: Provide exploratory programs for experiential learning that can help learners connect their interests to available pathways

Another important component of the policy mandates that there must be exploratory programs such as hands-on learning opportunities for students in middle and high schools to learn about careers in the manufacturing industry. These types of experiential learning opportunities help learners better connect available pathways with their interests.  

Connecticut has seen a 43% increase in participation in work-based learning programs

All of these efforts and supports have been paying dividends as Connecticut has seen strong growth in participation in work-based learning programs. From 2020 to 2021 participation rose by 43% to more than 1,000 learners across Connecticut’s 17-school CTE system. Continuing to enhance the knowledge of available apprenticeships and industry partners is important to support growth in work-based learning participation. 

For more reading on apprenticeships, check out the following publications in the Learning that Works resource center:

Paul Mattingly, Senior Policy Associate

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