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State Research Shows Positive Outcomes for CTE Students

Monday, February 20th, 2017

In 2015, the most recent year data are available, CTE students nationwide graduated at a rate of 93 percent — approximately 10 percentage points higher than the average. Now, new research from Wisconsin and Washington adds to the growing body of evidence that secondary Career Technical Education (CTE) leads to positive postsecondary outcomes.

State Research Shows Positive Outcomes for CTE Students

The Public Policy Forum, a research organization based out of Milwaukee, recently published a report examining the CTE system in both Wisconsin and the local Milwaukee region. The study draws upon Wisconsin’s CTE Enrollment Reporting System (CTEERS) and district-level surveys of CTE graduates and finds that two-thirds of students in Wisconsin enroll in CTE courses. The most popular area of focus for these students was Business & Information Technology. The study also revealed positive outcomes for CTE students, including:

However, the data revealed inconclusive results related to performance on academic assessments. Additionally, the report identified a 6.3 percent statewide decrease in CTE teaching assignments from 2009 to 2016 — a trend the state has been working to reverse through recent legislation making it easier for CTE teachers to get certified in the state.

Washington Audit Highlights CTE Student Achievement

A report from the Washington State Auditor’s Office examines outcomes data for students in both the 2012 and 2013 graduating high school classes and finds that secondary CTE students demonstrated high post-high school achievement. The study was commissioned to examine the impact of Washington state’s $400 million investment in CTE — a system that reaches 300,000 high school students statewide.

The study finds that, within the population of students that did not go on to a four-year degree, CTE students were 11 percent more likely to “achieve” than non-CTE students. According to the study, “achievement” is measured as persistence in apprenticeship programs, persistence in community and technical colleges, employment and certificate attainment. Additionally, CTE programs accommodated a higher proportion of students receiving free and reduced price lunch and students with disabilities than other non-CTE programs, indicating that CTE could be a strategy for students of all socioeconomic backgrounds and abilities to acquire the skills needed for high-demand, high-wage careers.

Austin Estes, Policy Associate

By admin in Publications, Research, Uncategorized
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Advance CTE Legislative Update: CTE Presidential Scholars Announced as ESSA Implementation Continues and Obama Administration Makes Skills Announcements

Thursday, May 5th, 2016

United States CapitalYesterday the U.S. Department of Education (USDE) announced the 52nd class of U.S. Presidential Scholars that, for the first time since the program’s inception, now counts Career Technical Education (CTE) students among the nation’s highest achievers.

“We’ve added 20 more slots to honor our highest achieving students in career and technical education, reflecting the Department’s belief that a quality education must be a well-rounded education that prepares students for college, careers and any other civic service,” USDE Secretary John King said in a statement yesterday.

As we have shared previously, President Obama signed Executive Order 11155 last June— a move that expanded the existing Presidential Scholars program to include up to 20 CTE students as part of the program. Created in 1964 by President Lyndon Johnson, the U.S. Presidential Scholars program identifies the nation’s highest-achieving students and honors them at an annual award ceremony in D.C. Advance CTE applauded the CTE expansion of this program and will continue to urge policymakers to raise the profile of CTE through efforts and initiatives such as this.

More info can be found here and a full list of Presidential scholars can be found here.

ESSA Implementation Continues

Since the passage of the Every Student Succeeds Act (ESSA)— a law that replaced No Child Left Behind and reauthorized the Elementary and Secondary Education Act— states, districts, USDE, and other stakeholders have been busy figuring out the best way forward for implementing the new law.

While the defining theme of ESSA has been a devolution of policymaking authority from the federal level to the jurisdictions of states and local districts, USDE is still responsible for facilitating the development of a limited set of regulations to assist in the law’s ongoing roll-out. Known as “negotiated rulemaking”, this is a collaborative process by which a panel of stakeholders and USDE negotiate the terms of specific regulations required for ESSA implementation.

The panel was tasked with coming to consensus on issues affecting student assessments and the law’s “supplement, not supplant” requirement— a provision that requires that federal funds from ESSA not take the place of existing state and local spending, but rather supplement those efforts.

The panel was able to reach consensus on the issues related to assessment, but unfortunately not on supplement, not supplant rules. As a result, USDE will now write its own regulations on this issue setting up a likely fight with Congressional Republicans who have been vocally opposed to USDE’s proposals for the rule to date. Before publishing these rules for public comment, ESSA requires a fifteen day Congressional review period where these disagreements will likely be highlighted further.

Separate from the formal rulemaking process, USDE is also planning to develop non-regulatory guidance to further assist states, districts, and other stakeholders in implementing the new law. Although ESSA makes clear that such guidance cannot be “legally binding”, USDE hopes that this guidance can help the public understand the law better, provide a window into how the department interprets ESSA, and to provide examples of best practices to support implementation. The department is asking for input from the field on what topics this guidance should cover and recommendations can be submitted to essa.guidance@ed.gov. Comments must be submitted by May 25, 2016.

Advance CTE will continue to monitor and engage with implementation of ESSA in the coming year. A helpful timeline for that process can be found here.

White House Announces $100 Million in Free Community College Grants

On April 25, Vice President Joe Biden announced a plan to expand upon their America’s College Promise initiative with a $100 million competitive grant. The effort, which President Obama first proposed during his 2015 State of the Union address, aims to provide two years of free community college to eligible students — an ambition that has already spurred some 27 free community college programs across 15 states. Details about the timing and process for awarding grants are forthcoming, though the White House did release a fact sheet with information about its investments in postsecondary education and its wider skills agenda.

Department of Labor Launches $90 Million ApprenticeshipUSA Program

Separately, the U.S. Department of Labor (USDOL) announced that it is now accepting applications for ApprenticeshipUSA, a $90 million grant competition to increase “job-driven” apprenticeships in the U.S. The first competition, which closes on May 15, makes available $9.5 million for State Accelerator Grants — state-level grants to expand access to and diversify participation in Registered Apprenticeships. States wishing to apply for an Accelerator Grant can find information such as the timeline and process for awarding grants here. USDOL plans to make an additional $50 million available to states later this spring and will invest the remaining $30 million to help employers launch and grow apprenticeship programs.

Odds & Ends

 Steve Voytek, Government Relations Manager and Austin Estes, Policy Associate 

By Steve Voytek in News, Public Policy
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NASDCTEc Legislative Update: Congress Aims to Move Past No Child Left Behind as Funding Deadline Edges Closer Once More

Tuesday, November 24th, 2015

United States CapitalCongressional negotiators have announced an agreement on the long overdue reauthorization of the Elementary and Secondary Education Act (ESEA)— the law formerly known as No Child Left Behind (NCLB). Due for reauthorization since 2007, lawmakers have struggled to find consensus for how to address NCLB’s most readily apparent flaws while honoring its long legislative legacy rooted in the civil rights movement.

As we shared earlier this summer, both the House  and the Senate passed respective bills to reauthorize ESEA. Since that time both Chambers have been working on a bipartisan and bicameral basis to develop a framework agreement that would serve as the basis for a compromise between the two proposals. Last week that framework was announced along with the creation of a formal conference committee— a move that has been exceptionally rare over the past decade.

ESEA conferees were announced last week and met twice before approving this framework (along with a few amendments) last Thursday by a margin of 39-1. A summary of this framework agreement— now known as the “Every Child Succeeds Act” or ESSA— can be found here.

It is important to note that this agreed upon framework must now be turned into a final bill and Congressional staff are now busy translating the aspects of this agreement into formal legislative text. That text must then be approved by both Chambers of Congress and signed into law by the President. The conference report and final text of ESSA is expected to be available on November 30th. The House is expected to consider the legislation shortly after this followed by the Senate. Lawmakers are aiming for final passage before the end of this December.

While the official legislative text has not been finalized, ESSA seeks to significantly roll-back the federal role in K-12 education by providing states broad authority (and flexibility) for how to implement the law. A broad overview of the agreement’s main contours can be found here.

NASDCTEc will provide a detailed analysis of ESSA’s CTE-related provisions of interest once it has been finalized and will continue to keep the CTE community abreast of this ongoing reauthorization effort.

Congress Passes Budget Agreement Providing Temporary Relief from Sequester Caps

As we shared previously, Congress passed and the President signed into law the “Bipartisan Budget Act of 2015” (BBA) which provides $80 billion in sequester relief over the next two fiscal years by temporarily raising current limits on federal spending (known as sequester caps) through FY 2017 for both defense and non-defense discretionary programs.

The deal also suspends, but does not raise the nation’s “debt ceiling” through March 15, 2017 putting the twin issues of federal spending and the nation’s debt limit off until after the upcoming 2016 presidential election.

Currently the federal government is operating on a “continuing appropriations resolution” (CR) which temporarily extended FY 2015 funding levels into the current 2016 federal fiscal year which began on October 1st of this year. This CR expires on December 11th, 2015 and Congress must act before that time to pass funding legislation to avert another government shutdown.

Although the BBA agreement provides an overall increase for how much funding is available to Congressional appropriators for federal Fiscal Years 2016 and 2017, those same lawmakers must still pass separate legislation designating specific dollar amounts for individual agencies and departments which administer federal programs such as the Carl D. Perkins Act (Perkins).

That process is currently underway and ahead of it NASDCTEc and the Association for Career and Technical Education (ACTE) sent a letter to the Chairmen and Ranking Members of the House and Senate Appropriations committees urging them to restore Perkins funding to at least pre-sequestration levels or $1.123 billion for the law’s basic state grant program.

As a reminder Perkins derives its funding from the Labor-HHS-ED appropriations bill whose subcommittee has been given an overall allocation of $161.69 billion—a $5 billion increase over the FY 2015 level. That extra $5 billion in the FY 2016 Labor-HHS-ED 302(b) allocation must now be divided up among many programs, including Perkins, that are all competing for a portion of these newly available funds.

In an effort to ensure that Perkins funding is restored through this process, please be sure to contact your member of Congress to remind them about the importance of investing in CTE.  As the federal appropriations process continues and the December 11th deadline draws closer, be sure to check back here for more updates on Perkins funding.

Postsecondary CTE Bills Introduced in the House

Earlier this month two separate proposals to boost federal financial aid support for postsecondary CTE programs were introduced in the House.

The first of these, known as the Jumpstarting our Businesses by Supporting Students (JOBS) Act, was introduced by Reps. Cedric Richmond (D-LA) and Brenda Lawrence (D-MI). The JOBS Act is a companion bill to an earlier Senate proposal sponsored by Sens. Tim Kaine (D-VA) and Kelly Ayotte (R-NH). The legislation aims to change current program edibility requirements for the federal Pell grant program to serve more students who are enrolled in qualifying shorter-term postsecondary CTE programs.

The CTE Opportunity Act, another companion bill to an earlier Senate proposal, was recently introduced by Reps. Tammy Duckworth (D-IL) and Ryan Costello (R-PA). House CTE Caucus co-Chairs Reps. Glenn “GT” Thompson (R-PA) and Jim Langevin (D-RI) also cosponsored this bill which would increase access to federal financial aid available under Title IV of the Higher Education Act for qualifying shorter-term postsecondary CTE programs. Read more about the legislation here.

NASDCTEc supported both of these proposals and looks forward to the reauthorization of the Higher Education Act where this policy recommendation and many more can be fully realized.

Odds & Ends

Steve Voytek, Government Relations Manager 

By Steve Voytek in Legislation, News, Public Policy
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CTE Research Review: How Did England Triple Its Apprenticeships?

Wednesday, November 4th, 2015

Apprenticeship_Header_2It’s National Apprenticeship Week! The Obama Administration has been raising the profile of (and funding for) apprenticeships through several initiatives. The most recent effort comes from the U.S. Department of Labor, which unveiled its ApprenticeshipUSA Toolkit last week.

The toolkit includes resources to learn about apprenticeships and their benefits, tools to build strong partnerships and apprenticeship strategies, and ways to help implement a fully integrated program into a state or local workforce system. It also features case studies and videos from Iowa, Michigan and Vermont. You can also check out last week’s webinar for a helpful overview of toolkit.

How Did England Generate Two Million Apprenticeships?

The Urban Institute, a Washington-based think tank, hosted the first Transatlantic Apprenticeship Exchange Forum to learn more about how England tripled its apprenticeship offerings. The Exchange featured nearly 20 U.S., British and Australian experts and apprenticeship leaders that explored methods for scaling successful and innovative programs including how to recruit employers and support apprentices.

Be sure to check out the full slate of presentations and a video of the event to learn more about the British and Australian approaches to expanding apprenticeships. For the U.S. perspective, here’s a refresher on a 2014 thought piece from the leading U.S. expert on apprenticeships, Robert Lerman.

Andrea Zimmermann, State Policy Associate

By admin in Research
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NASDCTEc Legislative Update: Obama Administration Announces College Scorecard and Apprenticeship Grants as Congress Edges Closer to Funding Deadline

Thursday, September 17th, 2015

United States CapitalEarlier this year, the Obama Administration announced its intention to create a college ratings system where postsecondary institutions would be sorted into three broad categories of high, medium, and low performing schools. Many stakeholder groups, including NASDCTEc, provided feedback on this proposal to the U.S. Department of Education (ED) and many groups had significant reservations about the newly proposed effort.

After taking these comments into consideration, ED announced earlier this summer that they would change direction with this initiative and create a new public-facing information tool that would make institution specific information available to consumers to make more informed choices about their postsecondary education options without making a value judgement.

Last week, the Department released this tool, known as the College Scorecard which is now available on their website. The tool offers information on an institution’s costs, graduation rates, the percentage of students receiving federal aid, and significantly, the median earnings of graduates 10 years after completion. Most of this information comes with caveats—as a related technical paper from ED notes, the earnings information only covers those students receiving federal grants or loans, includes graduates and non-completers alike, and excludes currently enrolled students.

More detailed information on the scorecard can be found via the Workforce Data Quality Campaign of which NASDCTEc is a national partner.

While the scorecard is a significant step in the right direction, more can still be done to improve upon this work such as refocusing the effort to look at program-level data where it would be far more useful to students and their families. In the coming weeks, NASDCTEc plans to work with its partners to provide comment on the scorecard and will continue to think through ways in which the tool could be improved.

Administration Announces More Funding for Apprenticeships

Another big development happened last Wednesday when President Obama and Dr. Jill Biden announced the 46 grantees for this year’s U.S. Department of Labor’s (DOL) American Apprenticeship grant program (AAG). Using Macomb Community College in Michigan as a backdrop for the announcement, this $175 million investment is part of the Admisntration’s wider effort to double the number of apprenticeships in the country—a realistic goal considering the U.S. lags behind nearly every other advanced country when it comes to participation in apprenticeships. While this is the second year for the AAG program, the Admisntration’s move to increase the amount of funding available by an additional $75 million underscores their strong commitment to what they’ve dubbed the “earn and learn” model for the coming years.

The grantees plan to create training opportunities for 34,000 apprenticeships at these 46 public-private partnerships, mostly in areas such as advanced manufacturing, healthcare, and information technology while scaling up many existing programs in construction, transportation, and energy over the next few years. Many of the grantees plan to develop or build upon existing state or local career pathways, sector partnerships, and the Registered Apprenticeship College Consortium initiative that have boosted activity in this area throughout the country in recent years.

For instance, the Illinois Advance Apprenticeship Consortium grant, which will receive $3.9 million in grant funding, plans to create 600 new apprenticeship positions that link to the state’s career pathway initiative, in order to create new on and off ramps for students to pursue these opportunities.

NASDCTEc applauds the Admisntration’s commitment to investing in the nation’s workforce and looks forward to the work that lies ahead as these grants start to reap benefits for students across the country. More information on the announcement can be found here and here.

Administration Launches “Heads Up America” Campaign and Continues to Push College Promise Proposal

Apprenticeships were only half of the conversation when President Obama and Dr. Jill Biden spoke at Macomb Community College last week. The President has continued to advocate for his America’s College Promise proposal which would make the first two years of college tuition free for qualifying students.

As part of that effort, the President has announced the creation of an independent advisory board for this effort, chaired by Dr. Jill Biden and former Wyoming Governor Jim Geringer, to convene like-minded postsecondary leaders, share best practices and models for the effort’s expansion, and to serve as recruiting tool to get more individuals involved in the work to expand the initiative throughout states and local communities. A full list of the board members is located here.

To that end, one of the core functions of this new board will be to spearhead a public awareness and grassroots campaign called “Heads Up America”. The goal of this effort is to spread awareness about community colleges and to create a nationwide movement to support the President’s call for lawmakers to take action on his America’s College Promise proposal. More information on this effort can be found here.

Odds & Ends

Steve Voytek, Government Relations Manager 

By Steve Voytek in News, Public Policy
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CTE in Spotlight During Governors’ State of State Speeches

Thursday, January 29th, 2015

There are a lot of issues competing for attention in a governor’s State of the State address from pensions to health care to infrastructure to education. So it’s notable of the 31 speeches given this month, Career Technical Education (CTE) has found its way into roughly 40 percent of them, particularly because governors use this speech as a way to outline their priorities for the year and highlight successes.

In some instances, CTE was only mentioned in passing such as in Alaska, where the governor called for increasing educational opportunities for CTE. However, states such as in Indiana, California, and Nevada among others, governors proposed major investments in CTE as a means to prepare a skilled workforce to compete for tomorrow’s jobs and position the state for economic prosperity.

Here is a quick recap of the highlights as of January 26. We’ll continue tracking the remaining speeches and budget proposals, and bring you an update in the coming weeks.

California

Although CTE didn’t make it into Gov. Jerry Brown’s speech in California, it received a major boost in the governor’s proposed budget, which was released shortly after. Brown proposed the CTE Incentive Fund, which calls for $750 million over three years in one-time funding. The grant program would require a dollar-for-dollar match by the participating K-12 schools and encourages collaboration with other local agencies to form regional partnerships.

The budget also proposes nearly $30 million to grow and expand apprenticeships.

Indiana

Declaring his budget the “education budget,” Gov. Mike Pence proposed increasing CTE funding by $20 million a year. The money would be directed through the state’s Indiana Works Councils.

“By providing $20 million a year to create more career and vocational opportunities and improving the way we fund those courses, we will dramatically increase the number of students who graduate career-ready, and increase—by fivefold—the number of students who graduate with an industry-recognized credential by 2020,” Pence said.

Kentucky

Gov. Steve Beshear praised the state’s CTE system in his State of the Commonwealth.

“Recognizing that the four-year university path isn’t the best route for everyone, we’ve made our career and technical programs more rigorous and applicable to real-life jobs that demand high-level technical knowledge. These aren’t the so-called ‘shop classes’ of yesterday but modern training with a touch academic foundation,” Beshear said.

Beshear also called on the state to implement the recommendations of the Dual Credit Task Force to improve the quality of these courses and help students cut the time and cost of their postsecondary education.

Nevada

Gov. Brian Sandoval used his speech as a bully pulpit for increased education spending. Citing Nevada’s worst-in-the-nation high school graduation rate as “our most troubling education statistic,” Sandoval called for $1.1 billion in additional funds for education. Specific to CTE, Sandoval proposed new grant programs to ensure students are college- and career-ready, including an expansion of CTE, Jobs for America’s Graduates and STEM education.

West Virginia

Unlike his fellow governors who focused more on funding and programs, Gov. Ray Tomblin highlighted the state’s need for high-quality teachers. Tomblin said he plans to introduce legislation that expands opportunities for career professionals to enter the teaching field. He called on lawmaker to streamline the teacher certification process to “encourage those who have a passion to teacher so they can share their knowledge with our kids.”

“We must give local school systems better flexibility to train and hire subject-matter experts to fill long-term vacancies in critical subject areas.

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For more CTE and workforce coverage, check out proposals and praise from Delaware, Idaho, Michigan, Missouri, Nebraska, South Dakota, and Vermont.

Andrea Zimmermann, State Policy Associate

By admin in Legislation, News, Public Policy
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Legislative Update: Cromnibus Edges Through Congress, Administration Announces New Apprenticeship Grants

Monday, December 15th, 2014

CapitolBy narrow margins in both the House and the Senate, Congress managed to pass omnibus appropriations legislation over the weekend to fund most of the federal government for the remainder of Fiscal Year (FY) 2015. Totaling $1.1 trillion, the legislation will fund the majority of the federal government until October 1, 2015.

Earlier in the week, House Republicans had introduced the 2015 Consolidated and Further Continuing Appropriations Act (H.R. 83)— hybrid legislation that combined aspects of a continuing appropriations resolution (CR) and more comprehensive appropriations for all federal departments and agencies with the exception of the Department of Homeland Security (DHS). Known as a cromnibus, this legislation was heatedly debated in the House on Thursday night and passed by a margin of 219 – 206. Following the vote the Chamber adjourned for the rest of the 113th Congress and is not expected to return until the start of the new 114th Congress beginning in early January.

With the December 11th deadline for the most recent CR having come and gone, Congress also passed another short-term CR to avert a government shutdown while the bill worked its way over to the Senate for further debate this past Friday and Saturday. Despite strong opposition from conservatives and liberals alike, the cromnibus was approved in the Senate by a 56 – 40 vote late Saturday night.

On the whole, H.R. 83 largely maintains funding levels from the previous fiscal year for most programs and departments, although it cuts approximately $166 million from the U.S. Department of Education’s (ED) discretionary budget. Fortunately the Carl D. Perkins Act’s (Perkins) basic state grant program (BSG) was excluded from these reductions. Instead this legislation level-funds the BSG program at $1.118 billion— the same amount the program received in FY 2014.

Although NASDCTEc and the Association for Career and Technical Education (ACTE) recently urged lawmakers to fund the program at slightly higher levels, maintaining current investment levels for the BSG program is a minor victory in the context of the changing political and fiscal dynamics on Capitol Hill— particularly at time when other programs in the discretionary side of the federal budget have been forced to shoulder even larger reductions over the past several years.

H.R. 83 also contained a number of controversial policy riders— provisions unrelated to appropriations— that were the focus of much debate on the legislation. Nearly all of the most contentious riders, such as changes to campaign finance and banking laws, were ultimately included in the legislation. Despite these riders, President Obama has publicly committed to signing the legislation into law sometime this week.

Of particular interest to the CTE community was the partial restoration of the federal Pell Grant program’s “ability-to-benefit” (ATB) provision— something that NASDCTEc has been advocating for in the context of the Higher Education Act’s reauthorization. This change affords students who do not have a high school diploma or its equivalent, access to the federal financial aid program if they are also enrolled in a career pathways program as defined in the new law. An additional $6 million in funding was also set-aside for a competitive grant program under ED to improve data system coordination and quality at the local, state and national levels and is expected to roll-out in the coming year.

Despite the late night passage of the bill in the Senate, the Chamber remains open today and possibly further into the week as lawmakers there work on last-minute legislation and confirmations for many Obama Administration nominees for various government posts.

DOL Unveils Apprenticeship Grants

Last Friday, the U.S. Department of Labor (DOL) announced a new $100 million competitive grant program to support the expansion of apprenticeship programs in high-growth and high-skill occupational areas. The American Apprenticeship Grant (AAG) program, is the successor to last year’s Youth CareerConnect grants and are funded through H-1B visa fees. Administration and Department officials hope the program will spur an expansion of apprenticeship programs into sectors of the economy which has not traditionally used them, such as information technology, healthcare, and advanced manufacturing.

Approximately 25 grants will be awarded to public-private partnerships consisting of at least one public and private entity. Eligible entities include employers, industry associations, joint labor-management organizations, labor organizations, training providers, community colleges, local and state governments, the workforce system, non-profits and faith-based organizations. Grant amounts will range from $2.5 million to $5 million each and must make efforts to align and coordinate with other postsecondary education programs and career pathways available in a state or local area.

Applications are due April 30, 2015 and more information on how to apply, including program factsheets and checklists, can be found here.

Steve Voytek, Government Relations Manager 

By Steve Voytek in Legislation, News, Public Policy
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CTE Research Review

Friday, September 26th, 2014

Research Image_6.2013Spotlighting effective apprenticeships

Apprenticeships are increasingly gaining attention from policymakers and employers as an effective tool to fight the skills gap and provide workers with higher wages and employment outcomes. Through a recent series of white papers, Center for American Progress (CAP) is adding its voice to those calling for more and better apprenticeships in the United States.

The DC-based think tank recently spotlighted five innovative apprenticeships including programs in Vermont, South Carolina, Washington and Michigan.

In Washington, apprenticeships have proven to be a smart public investment. For every $1 the state invests in apprenticeships, taxpayers receive $23 in benefits, according to one state study.

Although there is clearly more than one way to structure a program that engages multiple employers, CAP offers a few lessons learned from these five successful examples:

NACTE final report released

The U.S. Department of Education has released the long-awaited final report of the National Assessment of Career and Technical Education (NACTE).

The report focuses on the new features of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). Although the NACTE is charged with evaluating the implementation and outcomes of Perkins IV, the actual report stops short of providing insight into the effectiveness of the new law. The evaluation period covered only the early years of Perkins IV and as such can only shed light on the new law’s early implementation. Also much of the outside data used in the report comes from before the new law was passed.

The NACTE spotlighted four major areas:

Programs of study: As a new feature in the 2006 law, the NACTE found that programs of study (POS) have been implemented in widely varying ways both within and across states. Also, states played a larger role in POS development on the secondary level, whereas higher education institutions tended to take the lead when developing postsecondary POS.

Funding: Despite sustaining a total funding loss of 24 percent between fiscal years 2007 and 2014, states continued to become creative with the funding levers available to them. For example, states increasingly began using the reserve option to facilitate further funding to rural areas or those serving large numbers of CTE students. Also, in fiscal year 2010, states divided their Perkins money to secondary and postsecondary grantees by a split of 64 percent and 36 percent, respectively. Of the funds allocated to postsecondary CTE, three-fourths of that money went to community colleges.

Accountability:  Though at least three-fourths of states met 90 percent of their performance targets in 2011-12 for secondary and postsecondary CTE, researchers said the flexibility in the Perkins accountability system makes it difficult to draw valid cross-state comparisons. They also raised questions about the validity of some student outcome data.

CTE programs and participation: The NACTE found that nearly all public high school students attended a high school that offered CTE instruction and 85 percent of graduates had completed one or more CTE courses. While the number of high school students taking three or more CTE credits in the same field was much smaller (19 percent), the most common subject areas were business, communications and design and computer and information sciences. At the postsecondary level, more than 8 million students sought a CTE degree or certificate in 2011-12. The most popular fields were health sciences and business.

In addition to mandating the NACTE report, Perkins IV also required an independent advisory panel be formed. The panel prepared its own report with findings and recommendations to Congress. The panel recommended:

Calling CTE a part of America’s long-term solution to economic recovery and sustained prominence, the panel said CTE must continue to reposition itself as a pathway into postsecondary programs that links degrees and credentials to occupations.

Andrea Zimmermann, State Policy Associate

By admin in Research
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CTE Research Review

Thursday, August 14th, 2014

Research Image_6.2013Although apprenticeships make up just 0.2 percent of the U.S. labor force, they are garnering more attention this summer thanks to recent reports, including from the White House’s Ready to Work initiative and a set of policy recommendations from The Brookings Institution’s Hamilton Project.

American University economics professor Robert I. Lerman posited that investing, expanding and re-branding U.S. apprenticeships has “the potential to reduce youth unemployment, improve the transition from school to career, upgrade skills, raise wages of young adults, strengthen a young worker’s identity, increase U.S. productivity, achieve positive returns for employers and workers and use limited federal resources more effectively.”

Despite such findings, the size of the U.S. apprenticeship system stands in stark contrast to other major developed countries such as Canada (2.2 percent), Britain (2.7 percent) and Australia and Germany (both 3.7 percent). In Britain, apprenticeships are coming back into favor after years of decline, much like the United States’ system. Recent surveys show that students and the wider public have a “growing appetite” for apprenticeships.

Federal investments would be one part of the approach to expanding the U.S. apprenticeship program. According to Lerman, the United States spends less than $30 million annually, whereas Britain spends about £1 billion (or $1.7 billion). If British spending on apprenticeships were adjusted to match the U.S. population, Lerman estimates that figure would be $8.5 billion.

Calling the expansion of apprenticeships a “potential game-changer”, Lerman offers recommendations for federal and state governments as well as examples of successful youth apprenticeship programs in Georgia and Wisconsin

Be sure to check out additional apprenticeship-related recommendations from the Center for American Progress, through their series of issue papers as well.

Andrea Zimmermann, State Policy Associate

By admin in Research
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Legislative Update: House Appropriators Question Administration’s FY15 Priorities, New Proposals on Perkins Emerge

Friday, April 11th, 2014

CapitolOn Tuesday, Secretary of Education Arne Duncan testified before the House Labor, Health and Human Services and Education Appropriations Subcommittee regarding the Obama Administration’s FY 2015 budget request for education.  As we shared previously, the Administration requested $1.117 billion for the Carl D. Perkins Career and Technical Education Act’s (Perkins) basic state grant program— a figure that would maintain the same level of funding as in FY 2014, but would keep the program below pre-sequestration levels. The request also proposed to use a portion of these funds for a competitive “innovation fund” similar to what the Administration has previously proposed in its 2012 Blueprint for Career Technical Education (CTE).

During the subcommittee hearing, members from both parties strongly questioned these aspects of the budget request, asked why additional funds were not requested for the Perkins Act and voiced strong opposition to the Administration’s other proposals for new competitively funded programs.

“The concern is that these proposals would be made at the expense of meeting our current obligations,” Rep. Lucille Roybal-Allard (D-CA) said. The ranking Democrat on the subcommittee, Rep. Rosa DeLauro (D-CT), echoed these sentiments and emphasized the importance of the overall federal investment in education. The full hearing and testimony transcripts can be found here.

Rep. Martha Roby (R-AL) questioned the Secretary further on these issues asking, “Why does the Administration continue to propose competitive grants that only benefit a few students rather than investing in proven programs like CTE that help to further the goal of career readiness for all students?”

Secretary Duncan did point out that 89 percent of the funds from his department actually go to formula programs and that the Administration on the whole has invested heavily in CTE via alternative funding streams such as the Youth CareerConnect program.

However, there was genuine skepticism from many of the members present for how these proposals would negatively impact the ability of students to equitably access CTE programs throughout the country. As Rep. Roby pointed out, “We have yet to fulfill our commitment to fully fund existing formula-driven programs.”

To that end, members of Congress on and off the subcommittee have been hard at work over the past several weeks to push for additional investments for the Perkins Act ahead of the Congressional FY 2015 appropriations process. Two Dear Colleague letters, one in the House and the other in the Senate, were supported on a bipartisan basis by 93 Representatives and 25 Senators respectively, calling for a restoration of the Perkins Act basic state grant program to pre-sequester levels.

NASDCTEc encourages its members and those in the CTE community to reach out to all of the lawmakers who supported these efforts and thank them for their strong support for the Perkins Act and CTE. Special recognition must go to Sens. Blumenthal (D-CT), Kaine (D-VA), Baldwin (D-WI) and also Reps. Thompson (R-PA) and Langevin (D-RI) who lead these efforts in both Chambers.

Don’t know how to get in touch with Congress? Find out here!

Perkins Amendment Introduced in the House

Earlier this week Reps. Joe Kennedy III (D-MA), Adam Kinzinger (R-IL), Rodney Davis (R-IL) and Jared Polis (D-CO) introduced the “Perkins Modernization Act of 2014,” which seeks to more closely align CTE programs with labor market needs. Specifically it would substitute all references to “high skill, high wage, or high demand occupations in current or emerging professions,” currently found in the Perkins Act and substitute them with “employment in current or emerging in-demand industry sectors or occupations.” A definition for an “in-demand industry sector or occupation” is also proposed, which would be informed to a greater extent by labor market information culled from various sources at the local, state and national levels.

As the House Committee on Education and the Workforce (HEW) along with the Senate Committee on Health, Education, Labor and Pensions (HELP) continue to work to reauthorize the Perkins Act, it is important to note that the above proposal is not a comprehensive reauthorization bill. Instead the Perkins Modernization Act introduces into the reauthorization discussion an issue important to these members of Congress.  NASDCTEc appreciates Reps. Kennedy, Kinzinger, Davis, and Polis’ recognition that CTE programs are crucial components to the nation’s economic competitiveness and agrees that a greater availability and use of labor market information is needed to ensure that CTE programs prepare students for success in the workforce.

NASDCTEc looks forward to working constructively with Congress to thoughtfully reauthorize the Perkins Act and to ensure that programs are empowering students with the necessary skills and knowledge demanded by today’s employers and affording graduates the opportunity to secure family-sustaining wages.

House Education and the Workforce Committee Moves on ESRA

The House Education and the Workforce Committee (HEW) moved forward on the Strengthening Education through Research Act (H.R. 4366). This bill, introduced by Representatives Todd Rokita (R-IN) and Carolyn McCarthy (D-NY), reauthorizes the Education Sciences Reform Act (ESRA). Currently, ESRA supports educational research programs such as the National Center for Education Statistics (NCES), NAEP exams, and state longitudinal data systems. “Quality education research is critical to successful schools,” Rep. Rokita said upon the Committee’s approval of the bill by voice vote.

A particularly promising aspect of the bill would amend the authorization for state longitudinal data system grants to encourage the alignment of data across K-12, postsecondary and workforce programs. This would greatly support efforts to report on post-program employment outcomes for CTE graduates. Moreover, H.R. 4366 emphasizes the importance of using data effectively and lays out a more thoughtful approach to its use. The Workforce Data Quality Campaign, of which NASDCTEc is a national partner, supported this bill. The text of the bill, fact sheets, and other useful information can be found here.

Senators Introduce Bipartisan Apprenticeship Bill

On Wednesday Sens. Cory Booker (D-NJ) and Tim Scott (R-SC) introduced the Leveraging and Energizing America’s Apprenticeship Programs (LEAP) Act, a bill that incentivizes employers to increase the number of apprenticeships available to young people. Specifically the LEAP Act would grant companies a $1,500 tax credit for hiring new registered apprentices under the age of 25. A $1,000 tax credit would also be offered to employers hiring apprentices older than 25 years of age. The bill would also incent the expansion of existing apprenticeship programs

The Workforce Investment Act

Both Chambers of Congress have continued discussions on the Workforce Investment Act (WIA) this week. According to recent reports, the Chairman of the Senate HELP Committee, Tom Harkin (D-IA) and Chairman of the House HEW Committee, John Kline (R-MN), have publicly stated that they have “resolved nearly all differences” and hope to complete the legislation when Congress returns from recess in late April.

“The likelihood is that the staff will be able to hammer out what is left while we are gone,” Chairman Kline said. “Hopefully, by the time we come back, we’ll have it all put together,” Chairman Harkin was reported as saying.

There has also been speculation that the reauthorization of WIA could possibly be attached to Congress’ consideration of extending unemployment insurance benefits. NASDCTEc will monitor this process as it evolves and will continue to work with policymakers to ensure that a thoughtful reauthorization of the law emerges from these negotiations.

Steve Voytek, Government Relations Associate 

By Steve Voytek in Legislation, News, Public Policy
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