CTE Data « Advance CTE Blog

Pushing the Limits: Colorado

Wednesday, May 10th, 2023

Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) was released in March 2020 with the support of over 40 national organizations. In October 2021, Advance CTE launched a technical assistance opportunity called Advancing CTE Without Limits, which sought to support states in a project to coordinate systems, improve equity goals, strengthen policy, or otherwise align with a CTE Without Limits principle. The year-long Advancing CTE Without Limits project ran from March 2022 to March 2023. This blog series shares the details, outcomes and lessons learned from projects across the three participating Pushing the Limits state teams – Colorado, Nebraska and South Carolina.

Project Focus

Colorado has taken significant steps to improve equity in Career Technical Education (CTE), with a focus on ensuring that all students have access to high-quality CTE programs and opportunities.

The Colorado State CTE team made a concerted effort to better align their CTE Strategic Plan with the CTE Without Limits vision principles by conducting a review of their strategic plan through the lens of Principle 2: Each learner feels welcome in, is supported by and has the means to be successful in the career preparation ecosystem.

Colorado’s team focused on three key objectives:

Needs Assessment: Conduct a needs assessment to identify strengths and gaps of the current CTE system and identify the CTE-specific actions that need to be taken to close gaps and remove barriers for learners.
Internal, Equity-Focused Professional Development: Elevate the commitment at the state level to ensure equity within CTE through convening an internal team to develop a plan and participate in professional development on equity utilizing the Brave Dialogues resources.
Building Local Leader Data Literacy: Leverage Advance CTE’s Opportunity Gap Analysis process to increase data literacy of local CTE administrators and educators and in doing so improve data-focused storytelling of learners’ outcome and identification of program participation and success gaps.

Project Outcomes

Through technical assistance sessions with Advance CTE staff, Colorado developed an equity strategy to help bridge the current CTE strategic plan and work on their next State Plan for the Carl D. Perkins Career and Technical Education Act (expiring in 2024). Colorado has shared their equity plan and progress with local CTE Directors at a kickoff meeting where the Opportunity Gap Analysis process and Brave Dialogues training was conducted. Colorado will continue to create spaces to execute implementation of the plan grounded in Principle 2 at their CTE administrators’ convenings during this year.

Colorado established internal team-level goals around each action step within Principle 2 and embedded them into individual performance goals. The Colorado team elevated their focus on CTE program equity, access, and inclusion by settling on an overall goal that is connected to the state CTE strategic plan’s foundational elements and “job-specific” goals to promote a culture of shared growth around competency in equity.

Colorado launched the Opportunity Gap Analysis Workshop training and the Brave Dialogues equity training at The Colorado Association for Career & Technical Administrators (CACTA) conference. Colorado had an overwhelming response from the field about how much they appreciated being “called in” to the conversation and supported through professional development.

Colorado state CTE leaders continue to work towards advanced implementation of Principle 2 and were able to meet certain benchmarks over the course of the year:

The Colorado CTE team provided feedback about their increased comfortability and feeling of competency to lead conversations and conduct a gap analysis that leads to achieving Principle 2: “Each learner feels welcome in, is supported by and has the means to be successful in the career preparation ecosystem.”
Colorado achieved a more than 5 percent increase in work-based learning participation for learners who have identified as Black, American Indian or Alaskan Native, Asian/Pacific Islander and Latinx.

Lessons Learned

To address the identified gaps in CTE enrollment, Colorado is working on targeted marketing materials and campaigns to increase awareness about CTE to bolster the pipeline of interested learners. They have made tremendous strides with some school districts and colleges to address barriers to increase enrollment. Colorado is building a team of champions who can advocate for the importance of expanded access and equity for all learners in CTE and articulate the numerous benefits both for the state’s economy as well as for Colorado’s future workforce.

Colorado stressed that the sustainability of this work will be achieved through the continued utilization of the Opportunity Gap Analysis tools as part of Colorado’s Comprehensive Local Needs Assessment (CLNA) process and through building intentional linkages between Principle 2 work and the CTE strategic plan to further benchmark and establish goals tied to CTE data and local performance. Colorado’s team is also committed to work on their own language, implicit bias, personal and professional growth and development as equity-minded leaders.

Stay tuned for future updates about Colorado’s continued efforts or for more information about other states’ Advancing CTE Without Limits projects. For more information about CTE Without Limits, visit https://careertech.org/without-limits.

To learn more about planning and implementing the principles of CTE Without Limits in your state, check out Pushing the Limits: A Roadmap for Advancing CTE Without Limits.

Nithya Govindasamy, Senior Advisor

By Jodi Langellotti in CTE Without Limits
Tags: Colorado, CTE Data, CTE Without Limits, Perkins V, professional development

The Case for State Investment in Youth Apprenticeship Programs

Thursday, March 30th, 2023

Our newest brief, released in partnership with the Partnership to Advance Youth Apprenticeship (PAYA), explores the current landscape around state funding models to support youth apprenticeship (YA) programs. Equipping state and local Career Technical Education (CTE) leaders with the knowledge and tools to advance YA programs aligns with Advance CTE’s vision for each learner’s skills to be counted, valued, and portable.

YA programs are an important component of a fully developed career preparation ecosystem. High-quality YA programs allow learners to explore career pathways and develop skills that are relevant to industry needs to improve the overall health of the local economy. State Funding Models to Support Youth Apprenticeships evaluates the landscape of state YA funding models and highlights practices in Georgia, Michigan, Utah and to equip states to adopt funding strategies that enable these programs to be fully embedded in states’ career preparation ecosystems.

Benefits for State Investment

States are uniquely positioned to invest in and implement high-quality YA programs, and in doing so can systematically expand access to and quality of growing YA programs. These investments allow learners to access a complete spectrum of work-based learning experiences to gain in-demand skills and credentials and enter the labor market prepared for the world of work.

Additionally, investment at the state level is a strong signal to industry to initiate or expand employer participation in these programs.¹ Employers in IT, healthcare, advanced manufacturing, business, finance, education, and many other industries have found that YA delivers a positive return on their investment by helping them build a pipeline of young, diverse talent and fostering a culture of learning and innovation that attracts and retains employees.²

States have the power to align CTE programs of study with YA programs to create seamless pathways for learners and in some cases earn college credit simultaneously. For example:

In Connecticut, the Connecticut Department of Labor administers the Manufacturing Innovation Fund Apprenticeship program, which was first launched in 2015 as part of the Connecticut Department of Economic and Community Development’s $30 million Manufacturing Innovation Fund.
North Carolina’s apprenticeship programs are implemented by ApprenticeshipNC, a program housed within the North Carolina Community College System. For FY 2022–24, $11.6 million dollars was allocated from the State Fiscal Recovery Fund to expand apprenticeship programs to learners ages 16–25 to increase the enrollment of learners within under-served populations at state community colleges.³
Last year, the New Jersey Department of Labor and Workforce Development (NJDOL) announced $1 million in available grant funding to encourage the development of Degree Apprenticeship structures that integrate paid on-the-job learning with credit-bearing classroom education.⁴

In State Funding Models to Support Youth Apprenticeships, we also share findings on how states are providing funding for work-based learning programs and make recommendations for how state investment in YA programs represents a critical part of the career preparation ecosystem.

For more information about PAYA’s work and resources for building your own YA program, visit Advance CTE’s Learning that Works Resource Center.

Amy Hodge, Policy Associate

By Jodi Langellotti in Publications
Tags: Connecticut, CTE Data, cte funding, Employer Engagement, employer partnership, Georgia, Michigan, New Jersey, North Carolina, PAYA, South Carolina, Utah, work-based learning, youth apprenticeship

Research Round-Up: Analyzing Enrollment Gaps in South Carolina’s Health Sciences Career Cluster

Monday, March 27th, 2023

Advance CTE’s “Research Round-Up” blog series features summaries of relevant research reports and studies to elevate evidence-backed Career Technical Educational (CTE) policies and practices and topics related to college and career readiness. This month’s blog highlights findings from a replicative study that explores educational inequity within the South Carolina CTE Health Science Career Cluster®. These findings align with Advance CTE’s vision for the future where each learner can access CTE without borders.

CTE programs offer learners the opportunity to build their awareness of different career options through exposure to activities that promote early exploration to more explicit skill development through work-based learning and apprenticeships. When well designed, these programs achieve robust and equitable enrollment that supports local and state economic growth by aligning with relevant and high-wage industries.

One recent dissertation, Educational Equity Patterns within South Carolina Career and Technical Education (CTE): A Replication Study, authored by Nickolas Sumpteris describes the outcomes of replicating a previous study by Fuller Hamilton. Fuller Hamilton analyzed STEM CTE enrollment patterns in Illinois by the racial/ethnic make-up and sexual characteristics of all students within the state. Since no CTE educational equity research exists in South Carolina, Sumpter sought to apply this same analysis to South Carolina’s CTE Health Science Career Cluster.

Fuller Hamilton et al. (2015) showed considerable differences in enrollment of male participants in the STEM career cluster compared to females and how these enrollment patterns correlated to other enrollment patterns within career clusters at the state and national levels. The original study also showed that all racial/ethnic groups in Illinois, except white students, were generally underrepresented in CTE programming. In addition, learners within marginalized groups identified as special populations under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) experienced significant success in obtaining high-demand skills as a pathway to college or the career of their choice when enrolled in CTE courses.

The population represented in Sumpter’s paper consisted of high school learners enrolled in CTE within South Carolina during the 2018-19 school year. Secondary data was collected from a sample of 196,318 CTE enrollees and examined using descriptive analysis procedures. Sumpter’s research questions for this replication study were:

RQ1. What are South Carolina students’ CTE enrollment patterns, by sex, in both Health Science and Non-Health Science career clusters?
RQ2. What are South Carolina students’ CTE enrollment patterns, by race/ethnicity, in both Health Science and Non-Health Science career clusters?
RQ3. What are South Carolina students’ CTE enrollment patterns, by region, in both Health Science and Non-Health Science career clusters?
RQ4. What are South Carolina students’ CTE enrollment patterns, by socioeconomic status, in both Health Science and Non-Health Science career clusters?

Findings

The study in South Carolina found inconsistencies in the levels of equity that existed within race, ethnicity, and sex. These inequities were also present regarding regional effects and socioeconomic status.

Sumpter concluded with recommendations for future research:

Conduct a qualitative or mixed-method study to explain further the enrollment patterns of CTE programs in South Carolina.
Address the inequities in South Carolina by:
- improving the underrepresentation of educators by sex and race/ethnicity;
- recommending equity audits;
- examining access and availability of opportunities within CTE programs;
- encouraging all educators to actively adopt and advance the equity agenda from the original study.

Additional Resources

Analyzing the Health Science Career Cluster was significant because the healthcare field represents a major employer in South Carolina and is one of the largest growing fields nationally. By improving the enrollment of underrepresented groups in the Health Science Career Cluster, South Carolina can improve the quality of life and the labor market for its residents.

State, local CTE and career pathways leaders can learn more about effectively harnessing learner group data using Advance CTE’s Achieving Inclusive CTE Goal-Setting Tool. The Achieving Inclusive CTE Goal-Setting Tool strives to equip state and local CTE and career pathways leaders to approach program participation, outcomes data, and goal setting with an inclusive and representative lens. With this goal-setting tool, leaders can more intentionally plan to recruit, engage and support underrepresented learner groups to increase access to high-quality CTE programs and career pathways.

Amy Hodge, Policy Associate

To read more of Advance CTE’s “Research Round-Up” blog series featuring summaries of relevant research reports and studies click here.

By Jodi Langellotti in Research
Tags: Career ClustersÂ®, CTE Data, Equity and Access, gender equity, Health Science, Illinois, South Carolina

Research Round-Up: CTE Concentration Stays Strong Against the Challenges Posed by the COVID-19 Pandemic

Wednesday, March 1st, 2023

Advance CTE’s “Research Round-Up” blog series features summaries of relevant research reports and studies to elevate evidence-backed Career Technical Educational (CTE) policies and practices and topics related to college and career readiness. This month’s blog examines how the COVID-19 pandemic impacted CTE concentration rates. The findings align with Advance CTE’s vision for the future of CTE where each learner has the means to succeed in the career preparation ecosystem.

Due to the specific hands-on delivery and instruction requirements of career and technical education (CTE) courses, the coronavirus pandemic and the resulting online instruction posed new challenges for CTE programs and concentrators. The study, A Multi-State Analysis of Trends in Career and Technical Education, explored the level of impact of the coronavirus pandemic on CTE concentration rates using administrative data across five states: Massachusetts, Michigan, Montana, Tennessee, and Washington.

Methodology

The analysis sample for each state was defined as first-time ninth graders observed consistently over their four years in high school. The population of learners, CTE concentrators, was selected for observation because the definition of a concentrator is more similar across states than the definition for CTE participation. Another reason that the authors chose to observe rates of CTE concentrators rather than completers was that indicators for program completion were not readily available across the state populations.

The following tables share the concentrator definitions used as well as a breakdown by race/ethnicity and geography of the learners observed to aid state CTE leaders in aligning the findings with their own learner populations.

The study was conducted by researchers Carly Urban, Celeste K. Carruthers, Shaun Dougherty, Thomas Goldring, Daniel Kreisman, and Roddy Theobald and examined the following questions:

Did CTE concentration rates change at the start of the coronavirus pandemic?
Did gaps in concentration rates change by student race, ethnicity, gender or identified disability status?
What are the differences in concentration rates across rural and urban areas and have these gaps changed over time?
Were CTE concentrators more likely to graduate from high school and did this change at the start of the pandemic?
Which career clusters have seen the largest changes in participation?

Findings

CTE concentration rates changed minimally in the featured states at the start of the pandemic, with the exception being Tennessee, where the class of 2020 was significantly more likely to concentrate in CTE than the previous cohorts.
The gaps in CTE concentration by gender, race and ethnicity largely did not widen at the start of the pandemic.
The gaps in CTE concentration by identified disability status did not widen in any state for the first cohort impacted by the pandemic (SY16-17). However, one year into the pandemic, concentration rates for students with an identified disability in two states fell compared to students without an identified disability.
In Michigan, Montana, and Tennessee, students in rural areas appeared more likely to concentrate in CTE than students in urban areas post-pandemic. In Massachusetts, CTE concentration was higher in urban than rural areas. While the two groups have virtually no difference in concentration rates in Washington.
CTE concentrators are more likely to graduate from high school than non-concentrators in all five states both before and after the pandemic.
Changes in CTE clusters were relatively small when comparing the cohorts who were on track to graduate just before and after the pandemic. The fields with the largest positive and negative changes to concentrator rates varied by state.

Recommendations for Members

While these findings are descriptive and suggest that CTE concentration rates did not drop at the onset of the pandemic, the researchers have recommendations for state leaders to continue to support the successful coordination of CTE programs.

Preliminary findings indicate that the ways states adapted CTE education at the onset of the pandemic maintained concentration rates for learners with a disability. However, concentration gaps widened for learners with disabilities in subsequent years in some states, signaling that more attention must be given to meeting these learners’ needs in program design.
States should consider the mode of communication they’re currently using to monitor the change in demand for or inability to supply specific CTE programs in schools.
States should continue to track and improve the quality of the outcome data they gather from CTE programs.

To learn more about how states can approach continuing to develop effective and accessible CTE data reporting tools to advance this report’s final recommendation, check out Advance CTE’s Beyond the Numbers: Design Principles for CTE Data Reporting. This guide provides state and local leaders with the necessary tools to inform early design and development of CTE data reporting tools or as a checklist to ensure their final reports align with best practices for access and usability.

To read more of Advance CTE’s “Research Round-Up” blog series featuring summaries of relevant research reports and studies click here.

By Jodi Langellotti in Research
Tags: Coronavirus, COVID-19, CTE concentrators, CTE Data, Massachusetts, Michigan, Montana, Secondary CTE, Secondary CTE Concentrator, tennessee, Washington State

Advance CTE and ACTE Release 10th Annual Year in Review Report

Thursday, February 9th, 2023

This month, Advance CTE, in partnership with the Association for Career and Technical Education (ACTE,) has released the 2022 Year In Review, the tenth report of its kind. This report is a snapshot of Career Technical Education (CTE) legislation around the country, passed in 2022 through states’ respective legislatures. Designed to support state policymakers and other interested stakeholders, the Year In Review report offers the opportunity to see what solutions to common themes have been implemented and where.

Containing 123 policies enacted in 36 states, the report elevates innovative and particularly effective legislation across common policy themes, with healthcare being particularly prevalent with policymakers. As per previous reports, the Year In Review also lists highlights from the top five policy areas from 2022 which are:

For a more in-depth look at all of the enacted policies for this year, we have provided this accompanying online tracker, which allows users to search and filter for the policies they are looking for.

CTE leaders are encouraged to use the tracker and state highlight to consider how to apply these innovations in their states and communities to realize the CTE Without Limits vision framework. The following policies align with two principles where state leaders have expressed interest in increased action policy in both policy and practice:

Principle 4: Each learner’s skills are counted, valued, and portable

West Virginia mandated that the State Board of Education shall establish, develop, and maintain a program where students can earn up to six elective course credits for extended learning opportunities that take place outside of the traditional classroom setting. These experiences must be approved by the State Board of Education, and all teachers are required to have a background check. Each extended learning program will be evaluated at the end of its first year; if it meets the requirements, it may be approved for an additional five years. Students may receive transfer credits for extended learning programs.

Principle 5: Each learner can access CTE without borders

Kentucky established a virtual computer science career academy, implemented by nonprofit group WeLeadCS, to prepare high school students for careers in computing, particularly in the field of data science. The program will be delivered by teachers in a virtual, synchronous manner and will provide opportunities related to dual college credit, industry certifications and work-based learning. WeLeadCS must recruit and train certified teachers; collaborate with the Kentucky Center for Statistics to define workforce needs and opportunities; partner with employers, K-12 and postsecondary educations to develop initiatives to raise awareness of the program; and advise students in the academy about postsecondary degree opportunities, among other responsibilities.

Read the report to explore 18 state policy highlights and a longitudinal view of CTE policies passed in the last ten years. To celebrate this milestone, Advance CTE will be taking a look back at some of these policies and analyzing their effect on their CTE landscapes specifically through our CTE Without Limits vision framework throughout the year.

The 2022 Year in Review can be found here. Previous Year In Review reports may be found here.

Brice Thomas, Policy Associate

By Stacy Whitehouse in Advance CTE Resources, Public Policy, Publications
Tags: CTE Data, cte funding, CTE Without Limits, Kentucky, state policy, West Virginia, work-based learning, Year in Review

Advance CTE’s National Summit Celebrates Progress Enhancing Postsecondary CTE Data Quality

Monday, January 9th, 2023

Last month, Advance CTE hosted the National Summit on Advancing Postsecondary CTE Data Quality & Use (Summit). The convening was the capstone of a two-year initiative, supported by ECMC Foundation, to support leaders in five states in cultivating postsecondary data ecosystems that assist institutions in offering career pathways that meet learner interests and are aligned to good careers. This post shares some of the main takeaways and themes from the Summit.

Individuals from twenty states and territories, as well as national partner organizations, attended the Summit to hear lessons learned from the Advancing Postsecondary C Data Quality & Use Initiative (PDI), explore promising practices to improve the quality and use of postsecondary CTE data and discuss strategies to sustain the work into the future.

The agenda of the Summit followed the unique approaches the PDI grantees took to improve postsecondary Career Technical Education (CTE) data quality and use, from aligning non-credit courses to credit, improving data visualizations and creating new data elements to capture work-based learning or learners’ needs.

The Summit also celebrated high-quality data system achievements outside of the PDI cohort. The first plenary featured a panel of Anna Fontus, Program Officer, ECMC Foundation; Su Jin Jez, Executive Director, California Competes; and Paige Kowalski, Executive Vice President, Data Quality Campaign. The panelists spoke on effective strategies to build support for California’s P20 Cradle-to-Career Data System, including:

Cultivating buy-in from the governor;
Building coalitions among the public to advocate for a state longitudinal data system;
Creating an inclusive governance structure, and;
Grounding the data system in the state’s key needs.

Overall, the panelists made clear that extensive planning and legislation enabled the state’s implementation to go relatively smoothly.

The second plenary session was delivered by Delaware’s State CTE Director, Jonathan Wickert. Jon spoke to the change management that enabled major shifts in the state’s postsecondary CTE data practices and system. At the center, Delaware prioritized building buy-in among staff and institution-level leaders and practitioners through many rounds of listening and feedback sessions. The state put itself in the seat of convener and let its stakeholders guide the principles and questions that would be addressed by new data routines and system requirements. This work resulted in a shared mission statement, principles and research agenda that ensures stakeholders and users needs are met by data system improvements.

Over the course of the two-day convening, common themes emerged across the plenary, concurrent and interactive sessions:

State legislation has enabled states including Maryland, Kentucky, Florida and California to quickly build buy-in and sustain momentum for developing statewide data systems.
Inclusive, collaborative working groups convened by states including California and Delaware are powerful for ensuring states’ key priorities are identified early on.
Professional development for state and institutional leaders and practitioners is crucial to change beliefs and expectations around postsecondary CTE data quality and use.

Through the PDI, Advance CTE has worked with the Alabama Community College System, Delaware Department of Education, University of the District of Columbia Community College, Florida Department of Education and Oregon Higher Education Coordinating Commission to develop and implement comprehensive action plans to improve the quality and use of postsecondary CTE data.

Learn more about the PDI grantees’ work and lessons learned through the initiative’s series of mini briefs here.

Candace Williams, Data & Research Manager

By Jodi Langellotti in Uncategorized
Tags: CTE Data, data quality, PDI, postsecondary, summit

Simple Tools to Improve Youth Apprenticeship Data Quality

Thursday, March 24th, 2022

Despite its growing popularity, youth apprenticeship remains a relatively new strategy for connecting young people to the world of work and helping them access high-quality pathways to well-paying jobs. While public data on apprenticeship participation is readily available through the U.S. Department of Labor, very little is known about the reach of youth apprenticeship.

The limited availability of public data on youth apprenticeship is due in part to the lack of a common definition of youth apprenticeship and limitations in data capacity at the state and local levels. To address the first challenge, the Partnership to Advance Youth Apprenticeship (PAYA), a national network of intermediary organizations, public agencies, non-profit organizations and foundations, is working to build field consensus around a common definition of youth apprenticeship. In 2018, PAYA identified four core elements of a high-quality youth apprenticeship program.

That leaves remaining challenges around data capacity. Even as youth apprenticeship programs increase their enrollment, the existing apprenticeship data infrastructure is insufficient to monitor and support these emerging programs. State and federally administered Registered Apprenticeship programs can submit data through the Registered Apprenticeship Partners Information Database System (RAPIDS), but this system cannot yet differentiate between traditional and youth apprenticeship programs.

To help state and local intermediaries improve their youth apprenticeship data capacity, Advance CTE, through the PAYA network, developed a youth apprenticeship data toolkit. The toolkit is designed to address common challenges by compiling tools and resources that state and local intermediaries can use to improve the quality of youth apprenticeship data. It includes templates, guides and links to external resources that can be adapted and modified to suit different program needs.

The tools are organized around five key steps:

Step 1: Determine what to measure and why
Step 2: Clarify roles and responsibilities
Step 3: Build the infrastructure
Step 4: Access the data
Step 5: Scale and sustain using an equity lens

The toolkit is meant for youth apprenticeship agencies and organizations at various levels of implementation, from early design to statewide expansion.

To better understand the state of youth apprenticeship implementation, ensure equitable access to high-quality programs, and evaluate program impact, state and local leaders must strengthen the quality and accessibility of their youth apprenticeship data. Access Building A Youth Apprenticeship Data Ecosystem: A Starter Kit today in the Learning that Works Resource Center.

View more resources on youth apprenticeship here.

By admin in Advance CTE Resources, Resources
Tags: apprenticeship, CTE Data, New America, PAYA, Youth Apprenticeship Data

Welcome Candace Williams to Advance CTE!

Tuesday, December 21st, 2021

My name is Candace Williams and I’m thrilled to be joining the talented team at Advance CTE! In my role as Senior Research Associate, I’ll be supporting Advance CTE’s data quality and research initiatives. I’ll be working on a number of projects, including the Postsecondary Data Initiative, the Credit for Prior Learning Shared Solutions Working Group, and a forthcoming study on state Career Technical Education (CTE) funding.

I’ve long been passionate about data-driven policymaking. I attended Northeastern University, where I earned a Bachelor of Science and Master of Arts in applied economics, and pursued my interests in labor economics and the role of government in human capital development. Following my studies, I worked as a legislative aide in the Massachusetts state senate and received hands-on learning on how legislators make policy decisions and act on behalf of their constituents. After spending a full legislative session as an aide, I made the leap to work on postsecondary education policy and research at the New England Board of Higher Education (NEBHE). In my five years with NEBHE, I had the fortune of finding my niche in supporting state policymakers, higher education and workforce development leaders, and employers in their efforts to increase access to and completion of high-quality, equitable postsecondary education. I led multi-state, grant-funded projects on issues such as credential transparency, recognition of learning, upskilling, employability and micro-credentialing. I’m excited to contribute my experience in the postsecondary education space to support learners reach their education and career goals through CTE.

I’m a native of midcoast Maine and after over ten years of living in Boston, I recently moved to New Hampshire (mostly so that we could get a dog). Outside of work, I keep busy exploring the Seacoast region with my husband and pup, dreaming up renovation projects for our old house, attempting to read every New Yorker issue and being involved in local/state politics.

Candace Williams, Senior Research Associate

By admin in Uncategorized
Tags: CTE Data, Maine, Massachusetts, New Hampshire, postsecondary

Getting to Know CTE in Michigan

Thursday, September 23rd, 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 CTE in Michigan!
The Michigan Department of Education – Office of Career and Technical Education (MDE-OCTE) works closely with regional CTE administrators to provide support and technical assistance to implement and improve current operating CTE programs, as well as to support the development of new CTE programs. CTE Secondary Programs are intentionally structured into 27 Perkins regions and 53 Career and Education Planning Districts. This regional structure provides access to state-approved CTE programs for students throughout the state of Michigan. Programs for secondary students are available through area career centers, intermediate school districts, public school academies, and local education agencies.

Postsecondary CTE Programs in Michigan are structured into 28 community colleges, three postsecondary associate-degree-granting institutions, and one Tribal College. The Michigan Department of Labor and Economic Opportunity, Workforce Development (LEO-WD) works in close collaboration with the MDE-OCTE to implement postsecondary CTE programs.

Q: What are a few ways Michigan uses learner data to inform policy and practice?

A: Michigan uses learner data to help Perkins subrecipients prioritize use of their Perkins funds through the Comprehensive Local Needs Assessment. Data on student enrollment and completion by CIP Code, race, gender and special populations are compared to labor market information and other data to identify areas of need. At the state level, learner data helps to identify professional development needs and are used in evaluation of Perkins grant applications to ensure that Perkins-funded activities align with areas of greatest need. Michigan also utilizes learner data to assess equity and access in CTE.

Q: What partnerships within your state have been most impactful in developing your data ecosystem?

A: MDE-OCTE partners with other state agencies, as well as with university researchers, to create data reports that inform policy, promote program improvement and support effective program evaluation. A major partner is the Center for Educational Performance and Information (CEPI). CEPI is responsible for collecting, managing, and reporting K-12 and postsecondary education data in Michigan. MDE-OCTE links CTE data to other K-12 and postsecondary data to compare CTE students to all students and to evaluate post-high school outcomes. CEPI produces data reports based on linked secondary, postsecondary and wage record data. These reports are available on Michigan’s student data portal www.MISchoolData.org.

See for example: Median Annual Wages by Educational Attainment and High School CTE Status2, https://www.mischooldata.org/high-school-cte-status-by-educational-attainment/ and https://www.mischooldata.org/cte-programs-offered/.

MDE-OCTE also partners with the Department of Labor and Economic Opportunity – Workforce Development which oversees postsecondary CTE programs and collaborates on CTE reporting.

MDE-OCTE partners with the University of Michigan Youth Policy Lab (YPL) on collaborative projects to better understand CTE in Michigan. YPL is currently working with MDE-OCTE to describe CTE delivery models in Michigan and develop a picture of access to CTE throughout the state. Other projects have included examination of CTE in Michigan for students with disabilities, and access to CTE in Michigan by race and gender.

Additionally, MDE-OCTE is a member of the Career & Technical Education Policy Exchange (CTEx)–a multi-state policy lab dedicated to improving the quality of high school career and technical education (CTE) programs. CTEx has provided MDE-OCTE with valuable data-based insights and improved the department’s ability to collect data of value to districts and policymakers. MDE-OCTE’s research partnerships extend the department’s data analysis capacity and support work such as analyses for the Perkins State Plan.

Q: What challenges and opportunities are there for data sharing between the state and local levels?

A: The greatest challenges to sharing data for program evaluation and decision making are handling small cell sizes and accessing and linking to employment data. In order to protect student privacy, cells with fewer than 10 students are suppressed. This makes it difficult to analyze data for small groups of students such as by race or special populations, or at the program level. This can be overcome by summarizing data over multiple years, but this could mask changes over time. Legal and policy limitations on the use of employment data and logistical challenges in linking education and employment data prevent many states, including Michigan, from fully utilizing employment data to evaluate educational outcomes, including outcomes of CTE.

Q: What advice would you give to state CTE leaders regarding data-driven decisionmaking?

A: Effective data-driven decisionmaking requires investment in data and research capacity–both within the state education agency and in partnerships with other state agencies and outside partners. Investing in capacity and partnerships enhances our ability to carry out meaningful analyses that lead to new insights. In order to maximize understanding of the data, individual student data are needed to break the data into key groups and understand impact. The ability to accurately link secondary CTE student data to other K-12 and postsecondary education data, as well as to wage and employment data, is required to be able to effectively evaluate CTE outcomes.

Brittany Cannady, Senior Associate Digital Media, Advance CTE
Jill Kroll, Supervisor, Grants, Assessments, Monitoring and Evaluation Unit, MDE-OCTE
Brian Pyles, State CTE Director, MDE-OCTE

By admin in Uncategorized
Tags: CTE Data, Michigan, postsecondary cte, Secodary CTE, Stakeholder engagement

Posts Tagged ‘CTE Data’