Access and Equity « Advance CTE Blog

Getting to Know….Alaska

Thursday, May 28th, 2020

Note: This is part of Advance CTE’s blog series, “Getting to Know…” We are using this series to help our readers learn more about specific states, State CTE Directors, partners and more.

State Name: Alaska

State CTE Director: Deborah Riddle

Before becoming the State CTE Director for Alaska, Deborah Riddle was a teacher. She taught math, Family and Consumer Sciences (FACS) and robotics in rural Montana. During her time as a teacher, she worked closely with high school teachers to create alignment between middle school and high school. After receiving an administrative certificate to become a principal, she decided to move back home to Alaska. Deborah became a School Improvement Title I Specialist before beginning her work in Career Technical Education (CTE).

About Alaska:

At the state level, CTE in Alaska is supported by a small but mighty team of five. The work of the state CTE office in Alaska is guided by the state’s commitment to address the education challenges in the state. A few years ago, the State Department of Education brought together a group of over 100 stakeholders, including legislators, educators and business and industry, to examine the educational challenges the state faces. From that gathering, Alaska’s Education Challenge was born. The initiative focuses on three commitments related to enabling student success, promoting the safety and wellbeing of students, and cultivating responsible and reflective learning.

Core to Alaska’s work is promoting access and equity for each learner. Alaska has a robust Native and rural population that can face unique challenges when trying to access high-quality CTE programs. Alaska has leveraged approaches such as virtual learning to meet the needs of learners. Additionally, Alaska has taken a culturally responsive approach to addressing equity and access issues for Native populations.

In the past, Native learners were removed from their communities and sent to boarding schools that failed to serve them equitably. This was done in part because of the lack of opportunities available in Native learners’ communities. Recognizing the importance of allowing Native learners the option to continue to reside in their communities for the majority of their time, Alaska created short-term residencies. During the short-term residencies, Native learners are able to travel to urban areas for short periods of time to participate in programs that require equipment not available in their communities and that allows them to earn credit or certifications. The short-term residencies allow learners to interact with business and industry and gain critical workplace skills.

Looking forward, Alaska plans to continue to focus on advancing equity and access in CTE and ensuring that each learner is on a path to obtain a high-skill, high-wage, in-demand career.

Brianna McCain, Policy Associate

By admin in Uncategorized
Tags: Access and Equity, Alaska, Getting to Know, Native and Tribal populations, Rural CTE

Navigating CTE during COVID-19: States Must Maintain Quality In the Face of Flexibility

Wednesday, May 13th, 2020

The COVID-19 (Coronavirus) pandemic has created unprecedented circumstances for all learners, as outlined in the first blog in this series. A key tenet of equity is flexibility, meeting each learner where they are at and providing the supports needed to help that learner be successful. However, this flexibility must always be offered with a persistent commitment to access and quality. During the crisis facing our nation, understandably, the response to these challenges of massive school and college closures and rapid scaling of distance learning has been to provide significant flexibility to states and educational institutions. For example, many postsecondary institutions have made classes pass/fail, the U.S. Department of Education is granting waivers to states who are unable to assess students during the pandemic, some states are waiving graduation requirements, and some states have taken action to waive licensure requirements.

When leveraging the flexibility provided, states must ensure that the actions they are taking do not disproportionately negatively affect historically marginalized populations or lead to widening or new equity gaps. Quality should not be sacrificed in the name of flexibility.

Equality vs. Equity. Retrieved from Shorter-Gooden Consulting (n.d.). https://www.shorter-goodenconsulting.com

The decisions that state leaders make today can have significant long-term consequences. For instance, some postsecondary institutions have made classes mandatory pass/fail to address equity concerns. Institutions recognize that students’ current environments may not be conducive to learning and therefore the letter or numerical grades they receive may not be a true reflection of their abilities or their peers whose lives have not been as disrupted by the pandemic may have an unfair advantage. However, making classes pass/fail can have long-term consequences for grade point average calculation for scholarships and the transferability of credits. There must be intentional alignment across systems and institutions to ensure that learners are equipped with the skills, knowledge and experiences needed to succeed. Pass/fail grading constructs do not provide enough information, regarding the skills and knowledge a learned acquired, thus having long-term consequences to future educational and career progression. Further, pass/fail courses often do not transfer. Therefore, institutions must provide transparency about whether they will waive credit transfer requirements and allow students to receive credit for pass/fail classes to promote seamless transitions and prevent exacerbated equity gaps.

As we experience continued periods of disruption, state leaders must be prepared to make difficult decisions to prioritize equity to ensure that each learner is able to access and thrive in CTE programs.

This is the second blog in a series of blogs that will map out how state leaders can continue to advance equity, quality and access during the Coronavirus pandemic. Read the first blog in the series here. To learn more about Advance CTE’s commitment to advancing equity in CTE, click here. To access resources related to equity and the Coronavirus, click here.

Brianna McCain, Policy Associate

By admin in Uncategorized
Tags: Access and Equity, Program Quality

Navigating CTE during COVID-19: States Must Maintain a Fierce Commitment to Advancing Quality, Access and Equity in CTE During the Pandemic

Thursday, April 30th, 2020

The COVID-19 (Coronavirus) pandemic has exacerbated and presented new equity challenges for states. As of mid-April 2020, the majority of Americans in the workforce lost jobs or income during the pandemic, with Latino Americans most likely to have hours or shifts reduced and Black Americans most likely to have been laid off. The pandemic has not only widened racial equity gaps, but it has also illustrated the challenges individuals from low socioeconomic backgrounds face. Nearly two-thirds of leaders in districts where the highest percentages of students are from low-income families reported in late March that students’ lack of technology access is a major challenge to teaching during Coronavirus-related closures, compared to just one in five of leaders in districts with the lowest percentage of students from low-income families.

Career Technical Education (CTE) learners, especially historically marginalized populations, are facing significant challenges to accessing and succeeding in CTE programs during the Coronavirus pandemic. A lack of access to technology and the internet, language and technical supports, wrap-around supports and general accommodations have widened existing equity gaps.

To address some of these challenges, states have leveraged various stop-gap strategies. To attend to the digital divide, some states are equipping buses and parking lots with internet hot spots so that learners can access the Internet, while others are partnering with local organizations to provide computers to students who may not have access to them. Specific to CTE, when appropriate, states are sending home technical equipment and instructing students via virtual platforms so that students may continue to engage in hands-on learning. Additionally, states are developing communities of practices to brainstorm how to effectively deliver learning to students at a distance.

While the delivery of instruction is top of mind for states, other critical supports must be attended to support the “whole” learner. For example, many schools and colleges are also attending to the critical need of food insecurity by providing meals to students in innovative ways. Mental health supports during this stressful time are also critical and many schools and colleges have been able to shift these supports online, allowing learners to reach out via direct messaging on various social media platforms like Instagram and Twitter.

Now more than ever, states must maintain their fierce commitment to advancing quality, access and equity in CTE. As equity gaps widen and deepen, states must support each learner in accessing, feeling welcome in, fully participating in and successfully completing a high-quality CTE program.

This is the first in a series of blogs that will map out how state leaders can continue to advance equity, quality and access during the Coronavirus pandemic. To learn more about Advance CTE’s commitment to advancing equity in CTE, click here. To access resources related to equity and the Coronavirus, click here.

Brianna McCain, Policy Associate

By admin in COVID-19 and CTE
Tags: Access and Equity

What Works in Postsecondary Work-Based Learning?

Tuesday, March 24th, 2020

Learning doesn’t just happen in the classroom. As the labor market changes and demands for a skilled workforce increase, there is renewed interest in work-based learning (WBL) programs across the country. Earlier this month The Urban Institute released a report on the topic, titled Expanding and Improving Work-Based Learning in Community Colleges. The report draws on national data and interviews with six community colleges and documents what is known about the implementation and outcomes of WBL models in community colleges, what strategies community colleges are adopting to measure WBL, and potential steps to improve measurement and address key challenges in expanding and improving WBL in community colleges.

At the postsecondary level, WBL consists of opportunities such as apprenticeships, internships and cooperative education (co-op), which provide career preparation and training in a work setting that involves supervision or mentoring and connects to classroom or academic experience. Community colleges are vitally important institutions in preparing learners for the workforce, as they award most of the career-oriented credentials in the country. However measurement of WBL in community college contexts is limited and, as such, we know little about how common WBL programs are in these institutions, what models and approaches work best and for whom, who is able to access opportunities, and what outcomes and impacts they deliver for learners, businesses partners and colleges.

Findings from the report suggest several challenges facing WBL programs including access, equity and diversity. These challenges are even more pressing given the evidence of positive outcomes for learners who are able to experience WBL. The report found that participants in Registered Apprenticeship programs earn higher wages, are more productive, and are less likely to use public benefit programs compared to comparable workers.

In order to improve WBL at the community college level, the report recommends strategies for measuring WBL, evaluating progress toward diversity and equity goals, and improving data collection practices. For example Cincinnati State Technical and Community College has an institutional research staff member working in their career center. This person collects and analyzes data that in turn informs career services. The report specifically recommends state education and workforce officials develop state definitions of WBL, develop common data elements for tracking WBL, share employment data with colleges to support performance improvement, and incorporate WBL into the state longitudinal systems of data tracking.

Community colleges are in a unique position to change the way WBL is experienced across the country. They serve about 12 million diverse learners, many of whom are women or learners of color. This makes these institutions ideal vehicles for closing long-standing equity gaps in the labor market, preparing the workforce, giving students the skills and knowledge for jobs and careers, and partnering with employers to provide the talent they need.

Brian Robinson, Policy Associate

By admin in Uncategorized
Tags: Access and Equity, apprenticeship, co-op, community college, internship, Registered Apprenticeship, work-based learning

Tribal Colleges and Universities Take Innovative Approaches to Support Native Populations

Monday, March 9th, 2020

In February, the American Indian Higher Education Consortium (AIHEC) hosted an event at the Senate Office Building to discuss innovative strategies, programs and ideas to address the key challenges impacting Native higher education. To unpack these challenges and strategies, the event featured panelists from colleges that primarily serve American Indian, Alaska Native and Native Hawaiian populations.

Much of the event focused on how Tribal Colleges and Universities (TCUs) are able to meet the needs of Native populations. Specifically, the panelists discussed how TCUs address barriers to access for learners. While TCUs are one of the most affordable postsecondary education options with an average annual tuition of $3,592, the cost of attending a TCU can still be a barrier to learners. To address this and transportation issues, Sitting Bull College in North Dakota provides tuition waivers and transportation to and from the college.

Core to advancing equity in Career Technical Education (CTE) and the broader education field is not only ensuring that students have access to CTE and education programs, but also taking action so that learners feel welcome in and can fully participate in education programs. Panelists emphasized how TCUs are able to create an inclusive environment for Native learners through providing intentional supports and preserving Native populations’ cultures. For instance, Ilisagvik College in Alaska developed a pathway program that places students in cohorts to help learners feel supported and part of the community.

Many of the panelists discussed the role language plays in creating an environment that students feel welcome in and can succeed in. In Hawai’i, learners can take courses taught in Olelo Hawaii, the Native Hawai’ian language, from infancy through doctoral programs. TCUs take approaches to ensure that Native languages continue to be commonly spoken in the community and the classroom. In Montana, Salish Kootenai College created an apprenticeship program that allows participants to become qualified in both Salish language fluency and effective teaching strategies to meet the demand for Salish language teachers.

The event ended with a discussion about changes that can be made to the Higher Education Act (HEA) to help support TCUs. Specifically, AIHEC proposes two new programs and modifications to two existing programs during HEA reauthorization:

TCU Native American Language Vitalization and Training Program (HEA-Title III): This new program would authorize curriculum development and design; provide professional development for TCU faculty and secondary teachers; authorize Native American language research; and provide $20 million in competitive grant funding per year.
Strengthening Graduate Opportunities at TCUs (HEA-Title III): This new program would authorize the development and enhancement of graduate-level professional certifications and degrees at TCUs; mentoring, scholarships and fellowships for students pursuing graduate certification and degrees at TCUs; curriculum development, faculty development and student research; and $5 million in competitive grant funding annually.
TCU Facilities Study and Infrastructure Enhancement Program (Tribally Controlled Colleges and Universities Assistance Act [TCU Act]) : This update of the TCU Act would direct the Department of the Interior to report on TCU facilities; help support new libraries, classrooms, student and faculty housing; fund renovation and expansion of existing facilities; support equipment, broadband improvement, library collections; and provide $35 million in competitive grant funding per year.
Federal E-Rate Program(Communications Act of 1934): This would designated TCUs as eligible to participate in the E-rate program, which provides discounts to help students and libraries secure affordable telecommunications and internet access.

Brianna McCain, Policy Associate

By admin in Uncategorized
Tags: Access and Equity, Alaska, Hawaii, Montana, North Dakota, Tribal Colleges and Universities

New Survey Highlights a Persistent Skills Gap; What Can States Do to Strengthen the Talent Pool?

Tuesday, February 18th, 2020

As the economy continues to change with digitalization and automation, the needs of the labor market will continue to change too. In 2019 the U.S. Chamber of Commerce Foundation commissioned a study surveying 500 human resource (HR) professionals with hiring decision authority in their organizations. An overwhelming 74 percent of respondents said that a “skills gap” persists in the current U.S. labor and hiring economy.

These employers cite three major challenges they face when hiring: candidates lacking the appropriate or necessary skills, candidates lacking previous relevant work experience and not having enough applicants. According to these HR professionals, addressing the skills gap and truly transforming the talent marketplace would require:

1) Greater upskilling initiatives within companies for existing employees.

2) More educational/Career Technical Education (CTE) programs to build talent pipelines.

3) Improving alignment between skills and competencies taught in educational/CTE programs and in-demand skills and competencies needed in the workforce.

A study by JFF further highlights the skills gap and the challenges to solving the problem. The report, Making College Work for Students and the Economy, follows JFF’s comprehensive policy agenda for addressing states’ skilled workforce and talent development needs. The report examines a representative sample of 15 states to determine their progress toward adopting 15 policy recommendations. Of the recommendations made in their initial report, states have made the most progress on the following:

1) Establishing expectations that community college programs align to labor market demand.

2) Developing longitudinal data systems that provide the ability to track over time the educational and employment outcomes of students.

3) Addressing barriers to college readiness.

Conversely, JFF finds that states have the most work to do in the following areas:

1) Providing community colleges with sufficient resources and appropriate incentives.

2) Addressing the holistic needs of students to strengthen their financial stability.

3) Digging into labor market outcomes of students and postsecondary programs.

Both the U.S. Chamber of Commerce Foundation and the JFF studies highlight a need for state governments, the education sector and the labor sector to work collaboratively and do more to prepare the 21st century workforce to meet the needs of an ever-changing labor market.

With implementation of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) underway, states are poised to make transformational changes to improve the quality of CTE programs and ensure equitable access and success. Opportunities like the comprehensive local needs assessment and the Perkins V reserve fund give state leaders leverage to ensure programs are meeting the needs of learners and employers.

Research Roundup

The University of Michigan Youth Policy Lab released a report last month finding disparities in access to CTE programs for economically disadvantaged learners and learners of color throughout the state. However, the report found that when CTE is offered in a single high school, there is very little disparity. This suggests that there is broad interest in CTE programs when offered and that states should do more to expand access for low-income and Black and Hispanic learners.
A report from Georgetown University’s Center on Education and the Workforce finds that students enrolled in certificate and associate degree programs make up 50 percent of the postsecondary student population. Students graduating with certificates in fields such as engineering and drafting can earn a median income up to $150,000. Black, Hispanic and low-income students were most likely to enroll in a certificate program. These findings suggest that certificate and associate degree programs can have great potential in closing earnings and opportunity gaps.

Brian Robinson, Policy Associate

By admin in Research
Tags: Access and Equity, college and career readiness, community colleges, future, Job training, Opportunity Gap, skills gap, workforce

The State of CTE and Workforce Development Services for Incarcerated Youth

Wednesday, December 4th, 2019

Only eight states currently offer all juvenile justice involved youth in secure facilities the opportunity to take onsite or online Career Technical Education (CTE) courses, develop soft employability skills, engage in work-based learning and earn an industry-recognized credential. This finding comes from the Council of State Governments (CSG) Justice Center’s On Track: How Well Are States Preparing Youth in the Juvenile Justice System for Employment report, which examines the state of CTE and workforce development services for incarcerated youth in all 50 states.

The report found that most incarcerated youth are not provided the workforce development services necessary to obtain viable employment in the community after release. Notably, only 26 states provide on-site or online CTE programs to incarcerated youth. This access challenge is compounded by the quality of these programs. High-quality CTE programs align with high-skill, high-wage and in-demand occupations. However, the CSG’s report found that few states offer CTE courses to all youth in key areas of labor market growth.

Other key findings from the report include that most state juvenile justice facilities lack the partnerships needed to help incarcerated youth overcome barriers to obtaining viable employment and most states do not track key employment outcomes for incarcerated youth while they are in facilities and after their release. To help state and local leaders address these challenges and the barriers that hinder juvenile justice involved youth from obtaining viable employment, the report includes a checklist of best practices.

Some of these best practices include ensuring that CTE course offerings and other workforce development services are focused on areas of local job growth and are informed by feedback from employers; workforce development data is disaggregated by youth demographics, facility and program/provider to identify trends and disparities; and CTE courses and trainings in juvenile justice facilities lead to industry-recognized credentials.

State leaders have a responsibility to identify and dismantle historical barriers and construct systems that support each learner, including juvenile justice involved youth, in accessing, feeling welcome in, fully participating in and successfully completing a high-quality CTE program of study. The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) provides state leaders with a critical opportunity to improve their juvenile justice system. Specifically, Perkins V increases the allowable state set-aside funding from one percent to two percent to serve individuals in State Institutions and specifically adds juvenile justice facilities to the types of institutions where these funds can be used. State leaders can leverage these funds to improve CTE programs in juvenile justice facilities.

To learn more about the CSG report and how state leaders can leverage Perkins V to improve CTE programs in juvenile justice facilities, click here to access the Leveraging Perkins V to Improve CTE Programs in the Juvenile Justice System webinar recording and slides.

Brianna McCain, Policy Associate

By admin in Uncategorized
Tags: Access and Equity, juvenile justice, Perkins V

Congressional CTE Caucus Holds Briefing on Increasing Access and Equity

Monday, November 25th, 2019

On Wednesday, November 20, the Congressional Career and Technical Education (CTE) Caucus held a briefing on Increasing Access and Equity in Career & Technical Education. During the briefing, panelists discussed challenges to increasing access and equity in CTE, ongoing efforts to address gaps and how the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) can help to close equity gaps.

Co-Chair of the Congressional CTE Caucus, Congressman Glenn “G.T.” Thompson (R-PA), joined the session and gave remarks to the group. Congressman Thompson voiced his support for high quality CTE programs, and expressed the urgent need to improve access and equity to and within these programs. He shared that “the power of work must be accessible to everyone, and CTE offers significant opportunities.”

The full panel represented the state, local and employer perspectives, and included:

David Abromowitz, Chief Public Policy Officer, YouthBuild USA
John LeTourneau, Director of Manufacturing, Anoka area chamber of Commerce
Brianna McCain, Policy Associate, Advance CTE (Moderator)
Nina Salomon, Deputy Program Director, Corrections & Reentry, Council of State Governments
Spencer Sherman, Director, Office of College and Career Readiness, Rhode Island Department of Education

Advance CTE’s Brianna McCain started off the briefing by discussing the history and current trends of access and equity in CTE, as well as how states can leverage Perkins V to support high quality CTE for each and every learner. Brianna pointed out that as the quality of CTE programs has significantly improved, the nature of the equity challenge in CTE has changed. Today, a renewed focus must be placed on ensuring equitable access to these high-quality programs.

All panelists agreed that it is essential to collaborate across agencies and with employer and community representatives. This is the way to ensure that all populations are being reached, and that programs are developed to set learners up for success. When speaking about the juvenile justice population, Nina Salomon shared how she found that most juvenile justice agencies are not partnering with workforce agencies, education agencies or employers. This led to a disconnect in all groups understanding what resources are available, including federal funding opportunities through Perkins and WIOA. Therefore, administrators have been missing out on opportunities to provide education and training in juvenile justice systems.

Check out Advance CTE’s Making Good on the Promise series to learn more about how states can leverage data to identify and address equity gaps, rebuild trust with historically underserved communities, expand access to high-quality CTE for each and every learner and build systems to ensure learner success.

Meredith Hills, Policy Associate

By admin in Uncategorized
Tags: Access and Equity, Congressional CTE Caucus, Congressman Glenn “GT” Thompson, juvenile justice, Perkins V

Expanding Access to CTE Opportunities for Each Learner

Thursday, June 20th, 2019

Throughout history, and continuing today, learners of color, low-income learners, female learners and learners with disabilities have been historically tracked into terminal vocational programs leading to jobs with uncertain promise of economic growth and prosperity. Today, the quality of Career Technical Education (CTE) has vastly improved, making it a preferred path for many secondary and postsecondary learners. Yet even today, many learners do not have access to high-quality programs of study in their communities. To help state leaders recognize historical barriers and adopt promising solutions to close equity gaps in CTE, Advance CTE launched a series of policy briefs titled Making Good on the Promise. The first three briefs in the series explored the history of inequities in CTE, highlighted promising practices from states that are using data to identify and close equity gaps, and explored how state leaders can build trust with historically marginalized communities that may not believe in the promise and value of CTE.

Building off these briefs, the fourth brief in the series, Making Good on the Promise: Expanding Access to Opportunity, examines strategies state leaders can use to expand CTE opportunities for each learner. Specifically, the brief examines how state leaders can:

Secure and leverage resources to close CTE opportunity gaps;
Expand geographic access to CTE Opportunities; and
Address barriers to entry into CTE programs of study.

To help state leaders accomplish this, the brief examines promising strategies that Tennessee, Rhode Island, Ohio, and South Carolina are using to dismantle barriers that prevent learners from accessing high-quality CTE. For example:

Tennessee launched the Tennessee Promise program, which provides two years of tuition-free attendance at any of the state’s 13 community colleges, 27 Colleges of Applied Technology (TCAT) or other eligible institutions offering an associate degree program; and
Rhode Island reallocated state CTE funding to create the Innovation and Equity Grants, which are administered competitively to local education agencies for new or existing CTE programs that expand access to CTE for learner populations that are currently underserved.

Brianna McCain, Policy Associate

By admin in Advance CTE Resources
Tags: Access and Equity, Making Good on the Promise, Ohio, rhode island, South Carolina, tennessee, Tennessee Promise

Updated Advance CTE Recommendations for HEA Reauthorization

Tuesday, 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

By admin in Uncategorized
Tags: Access and Equity, higher education, Higher Education Act, pell grants

Posts Tagged ‘Access and Equity’

Getting to Know….Alaska

Navigating CTE during COVID-19: States Must Maintain Quality In the Face of Flexibility

Navigating CTE during COVID-19: States Must Maintain a Fierce Commitment to Advancing Quality, Access and Equity in CTE During the Pandemic

What Works in Postsecondary Work-Based Learning?

Tribal Colleges and Universities Take Innovative Approaches to Support Native Populations

New Survey Highlights a Persistent Skills Gap; What Can States Do to Strengthen the Talent Pool?

The State of CTE and Workforce Development Services for Incarcerated Youth

Congressional CTE Caucus Holds Briefing on Increasing Access and Equity

Expanding Access to CTE Opportunities for Each Learner

Updated Advance CTE Recommendations for HEA Reauthorization

Series

Archives