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Posts Tagged ‘Colorado’

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Increasing Apprenticeship Opportunities Through State Policy

Thursday, November 18th, 2021

Preparing to enter the workforce is no easy task, especially as the COVID-19 (coronavirus) pandemic continues to transform the world of work. It is critical that apprenticeship, pre-apprenticeship and youth apprenticeship programs exist to allow learners of all ages to participate in significant work-based learning opportunities that connect their learning with on-the-job skills that they can leverage as they grow in careers of their choice. Pre-apprenticeship programs, for example, demonstrate significant benefits, including creating more equitable access to high-wage, in-demand careers and improving the success of apprenticeship programs more holistically. In the past year, at least 19 states enacted legislation impacting work-based learning opportunities, including expanding access to apprenticeships, allowing credit to be earned for out-of-school-time learning, and increasing transparency in communication about apprenticeships. The following policies represent a small sample of pre-apprenticeship, apprenticeship, and work-based learning policies already passed in 2021:

Advance CTE’s 2021 Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls for a cohesive, flexible and responsive career preparation ecosystem that allows learners to participate in aligned and connected work-based learning systems, like industry-aligned apprenticeships. Visit our CTE Without Limits landing page for our call to action and the Learning that Works Resource Center for more resources surrounding work-based learning, including pre-apprenticeship and Registered Apprenticeship.

Dan Hinderliter, Policy Associate

By admin in Uncategorized
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Legislative Update: Continued debates on federal spending, a new resolution introduced for National Career Development Month and more approved state ARP plans

Friday, November 5th, 2021

Congressional Democrats continued to negotiate and debate within their caucus the shape and contents of their forthcoming domestic spending bill. Meanwhile, a key lawmaker in the House has introduced a resolution to recognize November as National Career Development Month. In addition, the U.S. Department of Education (ED) approved two more state plans as part of the most recent COVID-19 (coronavirus) aid package passed by Congress earlier this Spring.

House Democrats Revise BBBA and Are Poised to Approve It

On Wednesday, the House Rules Committee unveiled revised text for the Build Back Better Act (BBBA)– $1.75 trillion legislation that would invest in a number of President Biden and Congressional Democrats’ domestic priorities, including Career Technical Education (CTE) and workforce development. As shared last week, this proposal would provide $600 million for the Strengthening Career and Technical Education for the 21st Century Act’s (Perkins V) basic state grant formula program and $100 million for the law’s Innovation and Modernization competitive grant program. In addition, the proposal would provide new funding for several other programs of interest including apprenticeship expansion, “Grow Your Own” teacher and school leader development programs, and additional funding for the Federal Communications Commission’s (FCC) Emergency Connectivity Fund among other initiatives.

Following the release of this draft proposal, Advance CTE and the Association for Career and Technical Education (ACTE) issued a joint  statement outlining the organizations’ support for the legislation but calling for the inclusion of Community College and Industry Partnership grant funding. Significantly, this revised version of the BBBA now includes $5 billion for this program. Advance CTE applauds House lawmakers’ acknowledgment of the importance of this proposed investment in the nation’s postsecondary education system and is particularly encouraged to note that certain Area Technical Centers would be eligible to apply for these grants under the current proposal. 

Following the release of this revised text, the House Rules Committee met late into the night on Wednesday, teeing up a possible vote on the legislation sometime on Friday, November 5. The measure, along with legislation investing in the nation’s physical infrastructure, are widely expected to pass by a slim margin in the chamber later today (Friday, November 5) although a vote and related debate have not yet started at the time of this writing. 

Should this current timeline hold, and with both Chambers out on recess next week, the earliest the BBBA could be taken up by the Senate is sometime during the week of November 15. However, key members of the Democratic caucus, particularly Sen. Manchin (D-WV), have so far been noncommittal regarding their support for the proposal as currently constructed in the House. This likely means that the Senate will make changes to the legislation prior to final passage. It remains unclear what potential changes will be made to the bill in order to garner the Senator’s support. As this process unfolds, Advance CTE will continue to advocate for a robust investment in these programs as part of any final legislative agreement.

CTE Caucus Co-Chair Rep. Langevin Introduces Measure Career Development

On Monday, Rep. Langevin (D-RI) introduced a legislative measure in the House expressing support for designating November 2021 as “National Career Development Month.” The resolution highlights the immense importance of career development activities and its impact, including the work of career counselors, that it has on learners. The resolution also elevates a recent Harris Interactive Poll which found that only 13 percent of those surveyed had received career development support from a school or private counselor, or other career specialists.  

ED Approves Two More State ARP Plans

The American Rescue Plan (ARP), passed exclusively by Congressional Democrats earlier this year, authorized $122 billion in additional pandemic aid funding to be disbursed to states and K-12 school districts this past spring. Since that time, ED has distributed two-thirds of this funding to states via a formula detailed in the legislation. The Department held back the remaining third of these funds, however, until states and territories submitted plans detailing how they would make use of these resources to support students as they recover from the impacts of the pandemic.

On Monday, November 4, ED approved two more of these plans, sending these additional funds to California and Colorado. Only five more states, along with Puerto Rico, have yet to have their ARP plans approved. The current status of all state ARP plans, including highlights of plans approved by the Department so far, can be found here.

Steve Voytek, Policy Advisor 

By admin in Legislation
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Getting to Know: Stakeholder Engagement at Advance CTE

Thursday, October 21st, 2021

The “Getting to Know” blog series features the work of State CTE Directors, state and federal policies, innovative programs and new initiatives from the Advance CTE staff. Learn more about each of these topics and the unique contributions to advancing Career Technical Education (CTE) that Advance CTE’s members work on every day.

Meet Dan Hinderliter! Dan is a State Policy Associate at Advance CTE and supports a number of different national projects. As a site liaison for the New Skills ready network, Dan works with two sites (Columbus, Ohio and Indianapolis, Indiana), providing resource and research support while also serving as a direct link to the national project team. He also works on site snapshots, the annual report and quarterly newsletters, as well as major publications that highlight promising national, state and local practices aligned with the principles of the New Skills ready network. 

Dan also supports the modernization of the National Career Clusters® Framework and spearheads the Year in Review, the annual aggregation of state policy impacting CTE. As part of the Year in Review process, Dan regularly tracks state-level legislation and other policy actions.

Q: Considering your work on the New Skills ready network initiative, how are the six sites leveraging stakeholder engagement to advance career pathways? 

A: Each of the six New Skills ready network sites is working to leverage stakeholder engagement in some capacity to advance career pathways. First, because each of the sites is composed of a variety of stakeholders, engagement with business and industry, postsecondary partners and K-12 institutions has to happen to ensure each voice is involved in and buys into the work of the site. Outside of the project teams, however, most sites are doing some level of stakeholder engagement involving learner and family communications practices. Some sites are surveying parents and learners to understand what resonates with them about available career pathways, while others have done focus groups to understand where there are gaps for learners in specific programs. Columbus, Ohio’s project team hired a minority-led communications firm, with roots in Columbus, to help share consistent messaging and work to understand how each stakeholder can be better supported.

View the 2020-2021 site snapshot for Columbus, Ohio here. 

Q: Earlier this year, Advance CTE and the Association for Career and Technical Education (ACTE) released State Policies Impacting CTE: 2020 Year in Review where industry partnership was a frequently addressed topic area. Are there any states that can serve as a model for policy actions around stakeholder engagement? 

A: Every year, states enact new legislation that impacts how each state engages with stakeholders, either through input gathering or through information sharing. Many states, including Colorado, Hawai’i, Idaho and Missouri (among others), passed legislation this year requiring a state agency to collect and disseminate information that allows learners to make more informed decisions about their futures, including information about in-demand jobs or industry recognized credential attainment. Other states are using legislative action to improve equity and access in part through stakeholder engagement; Oregon and Washington, for example, now require institutions to collect feedback or input from diverse or historically marginalized stakeholder groups to inform new practices and strategies that will increase access to high-quality CTE programs for those groups. At the beginning of 2022, we will release our state policy tracker for 2021 which includes the above legislative actions and others.

Q: One of the foundational commitments within CTE Without Limits is based on stakeholder engagement. How can states, through such partnerships, ensure each learner reaches success in a career of their choice? 

A: Advance CTE’s shared vision, CTE Without Limits, calls for CTE to be incredibly learner-centric and for programs to ensure that the learner voice is incorporated into each decision about career pathways or programs. As states continue to expand access and equity in their CTE programs and work toward dismantling systemic barriers in CTE, the learner voice must be an integral part of these conversations, as only the learner who participated in the program can fully understand the consequences of decisions made at each level. At the same time, states and local institutions can continue to expand offerings by building partnerships with community based organizations to offer learner supports or with business and industry to offer new or improved work-based learning opportunities. By including opportunities for stakeholder groups like learners, their families and local businesses to provide input into decisions surrounding CTE, states can ensure that their career pathways and CTE programs are truly aligned with the needs of their communities.

Q: Lastly, Advance CTE announced the modernization of The National Career Clusters® Framework. How has Advance CTE prioritized stakeholder engagement and the voices of the field in this work? 

A: Though we don’t yet know what our end product will look like at the conclusion of these modernization efforts, we did know the process had to be highly collaborative to ensure everyone buys into whatever the outcome happens to be. As such, we have included a lot of opportunity to incorporate feedback from the field; we convened an expert kitchen cabinet to provide insights about the purpose and uses of the Framework, opened a crowdsourcing portal to collect feedback from the larger field about critical changes they’d like to see, and held workshops to assist in the prototyping of a new Framework. In this next phase of work, we’re hoping to hold focus groups to discuss the future of the Framework. As we near a model for a new, modernized Framework, we are hoping to have many more conversations with stakeholders about how they can implement the Framework in their own state and community to ensure that the modernized Framework is implemented with fidelity.

For resources and tools to increase stakeholder engagement in CTE, visit the Learning that Works Resource Center.

Brittany Cannady, Senior Associate Digital Media 

By admin in Uncategorized
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Highlighting Equity in State Policy

Wednesday, August 25th, 2021

State leaders, particularly state legislators, have a unique role to play in ensuring equitable access to high-quality Career Technical Education (CTE). As the COVID-19 pandemic continues, access and technology gaps have been laid bare, revealing inequities in opportunities for marginalized learner populations. While policies addressing access and equity concerns remained a high priority for legislators in years past, 2021 has been no different; this year to date, almost 30 pieces of state legislation have passed in 17 states addressing this issue. Enacted policies focus on elevating learner voice, examining historically inequitable systems and removing barriers to entry, or providing financial support for historically underrepresented populations. The following policies represent a small sample of equity-focused policies already passed in 2021:

Advance CTE’s 2021 Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) commits to “All dimensions of equity, including educational, racial, socioeconomic, gender and geographic, and meeting the unique needs of each individual learner,” and promotes many of the same actions connected to these legislative outcomes, including elevating learner voice, supporting equity audits and realigning systems to increase access and funding for marginalized learners. Visit our CTE Without Limits landing page for our call to action and the Learning that Works Resource Center for more access and equity resources.

Dan Hinderliter, Policy Associate

By admin in Advance CTE Resources, Resources
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Leveraging Federal and State Talent Pipeline Investments to Achieve a CTE Without Limits

Wednesday, June 23rd, 2021

In March 2021, Advance CTE, with the support of over 40 national organizations, released Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). The shared vision challenges local, state and national CTE practitioners to boldly close equity gaps in educational outcomes and workforce readiness and leverage Career Technical Education (CTE) as a catalyst for ensuring that each learner can achieve success in the career of their choice. 

Advance CTE released Leveraging Federal Investments to Advance a Shared Vision for the Future of Career Technical Education. This new implementation resource will help state CTE leaders fully realize the ability to design a cohesive, flexible and responsive career preparation ecosystem that works across state systems for the full continuum of learners and is aligned to federal and state talent pipeline investments and overall strategies.

Some states have lead the charge in providing promising practices that strategically connect the five vision principles and existing allowable activities under the following funding streams:

PRINCIPLE 3: Each Learner Skillfully Navigates Their Own Career Journey 

The Washington state Workforce Training and Education Coordinating Board created Career Bridge as Washington’s one-stop source for career and education planning. With the collaboration of multiple state agencies and supported by braided funding, the site allows the full continuum of learners to explore careers, view job trends and find education.

PRINCIPLE 4: Each Learner’s Skills Are Counted, Valued and Portable

Two- and four-year faculty and administrators from across Colorado came together in 2018 to propose changes to the Credit for Prior Learning policy established in 2015 that guaranteed acceptance of credits earned through Advanced Placement and International Baccalaureate exams and course challenge options when a learner transferred. This group advocated for the inclusion of Prior Learning Assessments such as the College Level Examination Program, DANTES Subject Standardized Tests and portfolio reviews in the transfer agreement. For more information and additional state examples check out, Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner. 

Leveraging and focusing the combined influence of the assets provided through the above funding streams will increase a state’s ability to provide the full continuum of learners access to equitable, skills-based education and preparation for the ever-evolving future of work. View more action steps and exemplars by reading the full implementation brief here. 

Brittany Cannady, Senior Associate Digital Media

By admin in CTE Without Limits, Legislation, Resources
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New Skills ready network Year 1 Reports Highlight Early Innovations and State Support to Advance Quality and Equity in Career Pathways

Tuesday, June 15th, 2021

Today, Advance CTE and Education Strategy Group (ESG) released an annual report and site snapshots for the first year of the New Skills ready network initiative.  The five-year initiative, part of JPMorgan Chase and Co.’s $350 million global New Skills at Work program and $30 billion commitment to advance racial equity, aims to improve student completion of high-quality, equitable career pathways to gain skills needed for the future of work, particularly among learners of color and other historically marginalized learners. 

The New Skills ready network focuses on six domestic sites as illustrated in the graphic below. As a partner in this initiative, Advance CTE strives to elevate the role of state capacity and resources in advancing project priorities and gain a unique perspective on promising practices to strengthen state-local partnerships across the country. 

One key step highlighted across the snapshots is each site’s approach to connecting systems and creating a common vision and definitions. Boston, Massachusetts, centered on a shared definition of cultural wealth as a framework to discuss equitable practices in career pathway design. Denver, Colorado created the Pathways Data Framework, a shared process for defining, collecting and analyzing data across partners to fully measure progress in achieving equitable career pathways. 

Dallas, Texas, is leveraging their Dallas Thrives initiative to draw on capacity from across their region to work towards a common vision. As an early step, Nashville, Tennessee’s leadership team agreed upon common definitions of systemic racism, implicit bias, educational equity and more and has provided racial equity training to over 300 stakeholders to ground their work in a foundational understanding in what racial equity really means in their community and institutions. 

The report and snapshots also explore how sites are utilizing state leadership, capacity, and existing initiatives to guide the focus of their first year and to map future work. For example, several schools in Indianapolis, Indiana will serve as pilots for the state’s Next Level Program of Study initiative, which aims to improve quality and consistency of CTE program instruction as part of Indiana’s Strengthening Career and Technical Education for the 21st Century Act (Perkins V) implementation strategy. 

Columbus, Ohio will leverage statewide articulation and transfer agreements as well pre-existing statewide programs to advance equity and access to postsecondary opportunities in career pathways, including the College Credit Plus program, Career-Technical Assurance Guides, the Choose Ohio First scholarship program. The Ohio Department of Higher Education has also established an internal project team to provide state support to the larger cross-sector project team. Nashville, Tennessee’s local efforts are tapping into the state’s Tennessee Pathways’ Designation Process 

Visit Advance CTE’s New Skills ready network series page to read the full annual report and a snapshot of each site’s innovative partnerships and early accomplishments across the four project priorities. Our New Skills ready network collection page provides additional resources for strengthening career pathways.  For more information about the New Skills ready network initiative, read the Getting to Know interview with Senior Policy Associate Jeran Culina. 

By Stacy Whitehouse in Uncategorized
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New Resource Strives to Strengthen Collaborative Partnerships Between State and Local Partners

Wednesday, June 2nd, 2021

Intentional and early collaboration between state and local leaders is vital to ensuring success in high-quality career pathways for all learners. Strengthening partnerships between local entities and state agencies helps each partner achieve its mission and amplify its reach. 

Given the state’s vital role in creating aligned systems, leaders in education, workforce and public policy must commit to breaking down silos and building up trusting, collaborative relationships. This means that leaders at both the state and local level must work together to create shared visions and mindsets and align their work to better support all learners. 

Strengthening state and local partnerships is a critical strategy to advance mutual interests that benefit learners and the entire career pathways system as a whole.  Advance CTE’s latest publication, Strengthening Career Pathways through the Power of State and Local Partnerships, suggests five strategies states can take to build, refine and sustain partnerships across state and local parties — with a specific focus on the challenges that exist in beginning and sustaining those partnerships. Each section of the report describes what the strategy looks like in practice and provides state and local examples of promising practices across the country.

Those strategies include:

Leveraging federal and state funds to fuel local innovation, using state criteria as guidelines for quality. 

For example, Tennessee leveraged Strengthening Career and Technical Education for the 21st Century Act (Perkins V) reserve funds and provided technical assistance to help Wilson County build and scale a special program for biotechnology that would meet the state’s criteria for approval. After initially approving the program in 2018 as a “special program of study,” the Tennessee Department of Education worked to scale the biotechnology program into the now statewide BioSTEM program of study in the 2019-2020 school year.

Providing meaningful technical assistance to help local administrators define roles and establish shared definitions, goals and strategies.

For example, the Nebraska Department of Education’s reVISION process lays the foundation for strong state and local partnerships through direct technical assistance and support for local education agencies through the use of a state-level reVISION coordinator to collaborate with on the work.

Sharing knowledge, ideas and best practices by extending expertise and leveraging convening power. 

This approach helps local leaders identify proven strategies to overcome challenging barriers. For example, the Colorado Community College System recognized the importance of flexibility, relationship development and collaboration when working on the strategic planning process for Perkins V. This included sharing information on the CTE visioning and strategic planning process, collecting feedback on how to improve the state CTE system as a component of Colorado’s talent strategy, and establishing mutually beneficial relationships with stakeholders for feedback.

Strong state and local partnerships are a key component of any high-quality Career Technical Education (CTE) program. As state leaders begin implementing their Perkins V plans, they have a responsibility to build partnerships with local leaders across their state. States can do this by building trusting and collaborative relationships with local leaders and leveraging economies of scale to provide innovation funding, offer technical assistance and share best practices. This report, and the strategies included, is one tool designed to support state leaders in this endeavor. 

Visit Advance CTE’s Learning that Works Resource Center for more resources on systems alignment and access and equity to CTE. Visit the New Skills ready network series page to read all three policy briefs with promising practices to strengthen career pathways. 

 

By Stacy Whitehouse in Uncategorized
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Getting to Know: Advance CTE’s work to build better career pathways

Thursday, May 20th, 2021

The “Getting to Know” blog series will feature the work of State CTE Directors, state and federal policies, innovative programs and new initiatives from the Advance CTE staff. Learn more about each one of these topics and the unique contributions to advancing Career Technical Education (CTE) that Advance CTE’s members work on every day.

Meet Jeran Culina! Jeran serves in the role of Senior Policy Associate for Advance CTE, supporting state policy and technical assistance work. Jeran’s work has a focus on supporting states and communities to create, share, use and manage information about national efforts to expand high-quality and equitable career pathways. She also supports the development of policy tools and resources leveraged by state and local leaders, national partners and other key stakeholders to help ensure each learner has access to supports, resources and skills needed to be successful in the careers of their choice. 

Q: What is the New Skills ready network initiative and how does it inform your work at Advance CTE? 

A: New Skills ready network is a five-year initiative, part of JPMorgan Chase’s $350 million global New Skills at Work program, which aims to improve student completion of high-quality career pathways. The six New Skills ready network sites are: Boston, Massachusetts; Columbus, Ohio; Dallas, Texas; Denver, Colorado; Indianapolis, Indiana; and Nashville, Tennessee. 

A key feature of the New Skills ready network is the makeup of the leadership teams. Each site’s team brings together a cross-sector group of partners representing local school systems, two-year and four-year postsecondary institutions, intermediary organizations, industry, and state and workforce development agencies. These unique state-and-local, cross-sector leadership teams were developed to align systems; incubate innovative solutions; and ultimately, scale equitable career pathways for all learners. This piece of the New Skills ready network has been significant in informing the rest of my state policy work. It showcases the strengths and challenges that local and state partnerships bring to the table, but it also offers best practices from six local sites to better inform state policy work around engaging stakeholders, bridging secondary and postsecondary, aligning pathways, closing equity gaps, and many other areas that haven’t even been explored yet.   

Q: How would the New Skills ready network define high-quality career pathways?

A: High-quality career pathways are ones that successfully prepare learners for a variety of educational opportunities while supporting effective and meaningful collaboration between secondary schools, postsecondary institutions, and employers to provide students with experience in, and understanding of, all aspects of an industry, and ensure equal access to all learners. Within the New Skills ready network, all sites are developing or expanding their definition of what high-quality career pathways means to them. For example, the Indianapolis, IN team has aligned their definition of high-quality career pathways to match the state’s new next level programs of study (NLPS) model. The shift to NLPS provides learners with:

  1. An increase in the consistency of CTE course offerings to ensure all CTE students have the same opportunity to learn essential skills regardless of the location they are taking a course;
  2. Intentionality by directly aligning secondary courses to postsecondary competencies, providing students who have discovered their passion the opportunity to earn more postsecondary credentials and make progress towards postsecondary degrees while in high school; and
  3. Quality programs because new course standards will increase the rigor in many CTE courses and provide greater benefits to students.

Q: How can state CTE leaders leverage the work coming out of the New Skills ready network to ensure labor market information (LMI) is used to define high-skill, high-wage and in-demand career pathways?

A: States should follow the recommendations laid out in the recently released Advance CTE research brief on aligning labor market data which suggests:

  1. Continuing to make data-informed decisions about which career pathways to build and support and which ones to transform or phase out. In the face of major economic upheaval, while responding to real-time changes may be tempting, focusing on the longer-term trends and consulting multiple data sources and stakeholders are critical.
  2. Address equity within any LMI tools, supports and decisions. As states and institutions invest in their labor market systems and platforms, presenting the data with an equity lens is critical to better inform investments and arm learners with actionable information
  3. Take the opportunity to streamline existing labor market data to make it more usable and accessible for policymakers, local partners, instructors and learners themselves.
  4. Build capacity within the system to improve labor market data literacy. With the complexities of labor market data and increased frequency of the data being reviewed at the state, region and community levels, leaders at all levels — including counselors and advisers — need a better understanding of what they are looking at and how they should interpret the data to best support learners. 

Q: What can we expect next from the New Skills ready network?

A: The New Skills ready network has previously released three research briefs focused on work-based learning, aligning career pathways to labor market data and state strategies for scaling early postsecondary opportunities (EPSOs) in career pathways. In the next month, expect one additional research brief on strengthening state and local partnerships. In addition to the policy briefs, the New Skills ready network team will be releasing an annual report on the lessons learned during the first year of the grant as well as snapshots of each site and the work they have accomplished. As the work progresses, we will have innovations, best practices and lessons learned from each site to share that can be adopted and scaled across the nation.   

Brittany Cannady, Senior Associate Digital Media 

By admin in Resources, Uncategorized
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This Week in CTE

Friday, September 11th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

TWEET OF THE WEEK

CTSO OF THE WEEK

McAllen Independent School District in Texas is gearing up for recruitment week for one of their Career Technical Student Organizations (CTSOs). Check out the fun activities planned to bring in new Family, Career and Community Leaders of America (FCCLA) members next week!

NEWSLETTER OF THE WEEK

Cass Career Center, a public technical school located in Missouri, published their September newsletter this week. Read how the culture at the technical center has shifted to, “learn by unlearning.” The newsletter also shares how learners and the technical center staff are doing their parts to keep the campus safe during the pandemic.

STATE PROFILES OF THE WEEK

The College in High School Alliance (CHSA) and the Level Up coalition published Unlocking Potential: A State Policy Roadmap for Equity and Quality in College in High School Programs. State CTE leaders can leverage this resource as they design and implement policies that drive meaningful change in access, equity, and quality for college in high school programs. CHSA newly released three state profiles of recommended policies already in place in Colorado, Indiana, and Washington. View the state profiles here. 

LEGISLATIVE UPDATE OF THE WEEK

Co-Chair of the House CTE Caucus Glenn “GT” Thompson (R-PA) published an article about how the pandemic underscores the demand for CTE. In this op-ed, Representative Thompson discussed the need to support CTE learners, and the role that CTE has in economic resiliency.  

RESOURCE OF THE WEEK

In 2018, North Carolina Governor Roy Cooper announced the Finish Line Grants program, a wraparound program to help learners in North Carolina navigate financial emergencies. The program was designed to improve credential attainment rates by limiting unexpected financial burdens that may prevent a student from completing a postsecondary degree or credential. 

View a full profile on this policy in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By admin in Uncategorized
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This Week in CTE

Friday, June 19th, 2020

We have compiled a list of highlights in Career Technical Education (CTE) from this week to share with you.

WEBINAR OF THE WEEK

Advance CTE hosted a webinar with the U.S. Chamber of Commerce Foundation and industry leaders who have built long-lasting and meaningful two-way partnerships to improve both learner outcomes and industry’s talent needs. New resources from The U.S. Chamber of Commerce Foundation, developed with support from Advance CTE, were shared and discussed to strengthen employer-CTE relationships using the Talent Pipeline Management(R) process.

View the recording here, and sign up for our next webinar, CTE Forward: How to Attract and Recruit Diverse Students at the Postsecondary Level: Lessons from Aspen Institute on July 9! 

TWEET OF THE WEEK

Many school districts have developed innovative ways to honor graduating seniors in ceremonies in light of social distancing orders. Take a look at how seniors from one high school in the state of Virginia raced to the finish line. Read more here. 

PRIZE COMPETITION OF THE WEEK

The Evergreen National Education Prize identifies and scales programs that best help low-income youth access and complete college or CTE degrees. Learn more about what the prize consists of, past prize winners, eligibility criteria and more. Applications are now being accepted and must be completed in full by 5 p.m. ET on July 3, 2020.  Email info@evergreenprize.org with any questions.

LEGISLATIVE UPDATE OF THE WEEK

The U.S. Department of Education approved six more state plans under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). The newly approved plans are from Colorado, Florida, Kentucky, New York, South Carolina and Utah. As of now, 31 state plans have been approved in total. You can check out which states’ plans are approved, as well as the final materials on our website. 

RESOURCE OF THE WEEK 

Advance CTE examined research and best practices in Developing Credit for Prior Learning Policies to Support Postsecondary Attainment for Every Learner. This report features data on the benefits of Credit for Prior Learning (CPL) for learners, as well as best practices in Colorado, Kansas, Louisiana, Minnesota, Tennessee and Virginia across topics such as CPL for military service members, portability of credits and how to communicate about CPL opportunities. View the report here.

Brittany Cannady, Digital Media Associate

By admin in COVID-19 and CTE
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