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Lawmakers Return for Final Stretch of 118th Congress | Legislative Update

Friday, December 6th, 2024

This week, Congress returned for continued work during the lame duck session while a recent workforce development agreement is considered by lawmakers. Elsewhere, the Office of Management and Budget (OMB) opened the public comment period on the Department of Education’s (ED) recently proposed information collection requests, ED issued guidance for supporting the educator workforce, and the Department of Labor (DOL) withdrew a proposed rulemaking on apprenticeships.

Congress Returns for Lame Duck Session

Following the Thanksgiving holiday recess period, lawmakers in both chambers returned to Capitol Hill this week for the final stretch of the 118th Congress. Lawmakers are widely expected to address a number of “must pass” legislative items, including and especially the pressing need to determine a pathway forward for fiscal year 2025 (FY25) appropriations before current funding expires later this month. As a reminder, current FY24 funding levels were extended earlier this fall through December 20 for all federal programs, including the Carl D. Perkins Career and Technical Education Act (Perkins V). Lawmakers are likely to pass another short-term extension, known as a continuing resolution, through the early part of next year. 

This means resolving final FY25 appropriations for federal programs, like those authorized by Perkins V and others falling under the purview of the U.S. Department of Education (ED) and Labor (DOL), will be determined by the new, Republican-controlled Congress next year. As these efforts continue to progress, Advance CTE is continuing to advocate for strengthened federal investments in Perkins V’s state grant program and other critical sources of federal support for Career Technical Education (CTE). 

WIOA Agreement Under Consideration 

Just before Thanksgiving, the leaders of the House Education and the Workforce Committee and the Senate Health, Education, Labor, and Pensions (HELP) Committee announced that they had reached a bicameral and bipartisan agreement to reauthorize the Workforce Innovation and Opportunity Act (WIOA). If enacted, the legislation would codify the Strengthening Community College Training Grant Program and the Workforce Data Quality Initiative– two key priorities for Advance CTE. In addition, the legislation would make improvements to the sharing of one-stop center infrastructure costs while also updating youth formula funding to serve learners more effectively. The legislation is currently being considered by the Senate via a “hotline” process, which requires the agreement of the full Senate. Advance CTE is monitoring these efforts closely and continuing to analyze the bill for additional areas of alignment with the organization’s board-approved WIOA recommendations. Read a summary of the bill here.

Comment Period Continues for ED’s Perkins Regulatory Proposal

At the beginning of the week, the U.S. Department of Education’s (ED) proposed information collection requests (ICRs) impacting the Perkins V state plan guide and consolidated annual report were moved for review to the Office of Management and Budget (OMB). After the first comment window, ED was responsible for reviewing comments submitted by public stakeholders and considering the impact of the ICRs on the burden on state CTE systems. Given ED’s extremely quick processing and review of comments from last month, it remains unclear if the agency has thoughtfully assessed the impact of this proposal prior to advancing it for a new 30-day review period by OMB. Submission of comments for the State Plan Guide and the Consolidated Annual Report (CAR) Guide as part of the OMB review process are due by January 2, 2025. Advance CTE encourages state leaders and other CTE leaders to communicate concerns to OMB regarding the accuracy of ED’s estimates regarding the proposal’s burden on state and local CTE systems.

ED Releases Non-Regulatory Guidance Resources

This week, the Department of Education (ED) released two non-regulatory guidance resources. The first is guidance on strategically using Title II, Part A funds under the Elementary and Secondary Education Act (ESEA) to support educator recruitment, retention, professional learning, and improved student outcomes. Otherwise known as Supporting Effective Instruction State Grants, they can be used at the discretion of state and local education agencies for any means identified to increase student achievement. The guidance references policy levers that education agencies could pull including expanding pathways into the profession and combining funds with other grants from the Individuals with Disabilities Education Act (IDEA) and Perkins V. 

The second resource is guidance from ED for state and local education agencies and institutions of higher education to support the development of a diverse educator workforce. The guidance references the importance of a diverse educator workforce in improving student outcomes, addressing teacher shortages, and fostering equity in education. In the resource, ED cites the investment in Grow Your Own programs as an important pathway into the educational workforce. Delaware’s Teacher Academy Career Pathway program is upheld as an example of engaging secondary learners in meaningful teaching training through a program of study that offers college credits and work-based learning opportunities to grow the educator workforce in their state.

DOL Withdraws Apprenticeship Rule 

Over the Thanksgiving holiday, the U.S. Department of Labor (DOL) formally withdrew a proposed rulemaking on National Apprenticeship System. Proposed nearly a year ago, the rule would have created a new apprenticeship model called “Career and Technical Education Apprenticeships,” which Advance CTE and others raised concerns about during the comment period. The withdrawal of this rule means that existing apprenticeship regulations governing Registered Apprenticeship Programs will stay in effect for the time being.

Rob Young, Communications & Advocacy Associate

Steve Voytek, Policy Advisor

By Rob Young in Public Policy
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Shaping Tomorrow’s CTE: State Policies Paving the Way

Thursday, October 31st, 2024

As we look to the future of Career Technical Education (CTE), Advance CTE continues to support high-quality CTE programs created through legislation that addresses key challenges and opens new opportunities for learners and educators alike. In this blog, Policy Associate Velie Sando highlights recent state policies that can play a crucial role in shaping a more dynamic, accessible, and industry-aligned landscape.

Breaking Down Barriers

Apprenticeships offer intensive, high-quality programs, but are often limited in availability and accessibility. South Carolina’s S.B. 557 tackles this issue by offering substantial tax credits to employers who hire apprentices. This incentive, which can amount to up to $4,000 per apprentice for four taxable years, encourages businesses to invest in on-the-job training and education. By making apprenticeships more financially viable for employers, South Carolina is expanding opportunities for learners to gain valuable work experience and industry-recognized credentials.

Empowering Educators

Addressing the shortage of qualified CTE educators and instructors in many states is crucial to expanding program quality and accessibility. Delaware’s S.B. 188 addresses this by enhancing educator mobility across state lines. By allowing CTE educators with valid licenses to obtain equivalent authorization in other member states, this legislation removes geographical barriers and expands the pool of qualified instructors. This not only benefits those looking for new opportunities but also ensures that learners have access to experienced educators with diverse backgrounds.

Hawai’i’s S.B. 2257 takes a different approach to the same problem by broadening the qualifications for CTE instructors. By considering candidates with associate’s degrees or even high school diplomas combined with relevant experience, Hawai’i is opening doors for industry professionals to bring their expertise directly into the classroom. This policy elevates skills-based hiring practices in CTE by recognizing that practical skills and real-world knowledge are invaluable.

Data-Driven Decision Making

Colorado’s H.B. 1364 demonstrates a commitment to understanding and improving CTE outcomes through comprehensive data analysis. The law establishes the Colorado state longitudinal data system governing board to support the development and implementation of the data system, which is created to improve data connectivity and analysis concerning education and workforce readiness statewide. The law also authorizes a cost analysis of postsecondary and workforce programs and credentials to local education providers. By commissioning a financial study on the costs and benefits of college credit opportunities, industry credentials, and work-based learning experiences, Colorado is laying the groundwork for evidence-based policy decisions. 

Tomorrow’s CTE Puts Learners in the Driver’s Seat

By expanding apprenticeship opportunities, ensuring access to qualified teachers, and gathering data on program effectiveness, states are creating an environment where learners can make informed decisions about their educational and career paths. Simultaneously, the emphasis on industry credentials and work-based learning experiences ensures that CTE programs are closely aligned with the needs of today’s employers, preparing learners for success in the future workforce.

To access our state policy tracker and explore other innovative CTE-connected policies, visit Advance CTE’s State Policy Resources page. 

Velie Sando, policy associate

By Layla Alagic in Public Policy
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Empowering Futures: Delaware Learners Thrive in Career Technical Education Programs

Tuesday, August 6th, 2024

In the ever-evolving landscape of education, Career Technical Education (CTE) programs stand out as beacons of opportunity, providing learners with practical skills, real-world experiences, and a sense of belonging. Recently, Policy Associate Velie Sando had the privilege of speaking with three remarkable learners from Delaware who are blazing trails in their respective CTE programs. Their stories not only showcase the transformative power of CTE but also highlight the inclusive and supportive environments these programs can foster.

Finding Voice and Advocacy in Educators Rising

Leilani Carrera, a fourth-year learner and state president of the Educators Rising Career Technical Education Student Organization (CTSO), embodies the resilience and determination that CTE programs can instill. Despite facing homelessness twice during her high school career, Leilani found the courage to speak up about her challenges. “To belong, you kinda have to put yourself out there. You need to be at the table, and put a little bit of yourself on the table,” she reflects. 

Leilani’s experience underscores the importance of creating supportive environments in CTE programs. Her advisors and educators responded with empathy and practical support, arranging transportation, providing necessities, and ensuring she could participate fully in her program activities. “My advisors were super helpful with me. They made sure that I could get to school, they waited for me, they made sure that I had professional clothing so I could compete, and they arranged time slots for me after school so I could prepare,” she explains. This level of support not only helped Leilani overcome personal obstacles but also empowered her to become an advocate for other learners facing similar challenges.

Bridging Passions in Agriculture and Business

Jennae Overton’s journey through both the Natural Resources and Business CTE programs illustrates how CTE can cater to diverse interests and skills. Drawn to both National FFA (formerly known as Future Farmers of America) and Business Professionals of America (BPA) in middle school, Jennae found a way to pursue both passions in high school through her CTE programs. “Being able to translate learning into real-life situations is super helpful, which is why CTE is so important,” Jennae explains. Her experience highlights the hands-on nature of CTE programs, where classroom learning is immediately applied in practical settings. This approach not only enhances understanding but also makes learning more engaging and relevant.

Jennae’s story also touches on the importance of flexibility in CTE programs. While her CTE programs aligned with her interests and she learned from teachers who were experts in the field, Jennae shares that this is not an experience that all of her peers have. “It can be scary being in a pathway where everybody knows what they want to do and you don’t, so being able to rely on your teachers and for them to say ‘this doesn’t have to be for the rest of your life’ is really beneficial because that makes it feel more comfortable,” she shares. Jennae emphasizes the importance of clear communication about the flexibility of CTE programs, highlighting that learners need to understand how CTE can support various future career choices when deciding which program to pursue.

Breaking Barriers in Teacher Education

Helen Ramos, a first-generation Hispanic learner in the Redesign Teacher Academy and member of the Educators Rising CTSO, brings attention to the evolving landscape of representation in education. Her experience highlights the progress made in diversifying the teaching workforce while also pointing out areas for improvement. Helen notes that while her English proficiency sometimes led to assumptions about her understanding, she also became a valuable resource in helping English Language Learners (ELLs) in her program. “My friends would get papers that were translated and the teacher would tell us to help them and I would volunteer,” she shares. Helen’s journey underscores the need for CTE programs to be mindful of language barriers and cultural differences. 

Helen shared an insight about the name of her CTE program, “Teacher Academy,” highlighting that it may potentially limit participation to learners interested in pursuing teaching as a career when in fact the program equips learners with essential skills that are applicable to various professions beyond education. “People used to think that our program is just for future teachers but we would tell them that it’s also for people who want to build on learning to communicate”, she shares.  Helen raises an important point about marketing CTE programs and opportunities, emphasizing the need for clear communication about the broad applicability of skills learned in these programs.

The Unifying Power of CTE

While each learner’s story is unique, several common threads emerge that highlight the strengths of CTE programs:

  1. Supportive Environments: All three learners emphasized the crucial role of supportive teachers and advisors in their success.
  2. Hands-on Learning: The practical, applied nature of CTE programs was consistently cited as a major benefit, helping learners connect classroom concepts to real-world situations.
  3. Skill Development Beyond the Classroom: From public speaking to advocacy, learners gained valuable life skills that extend far beyond their chosen career paths.
  4. Inclusivity and Representation: While challenges remain, CTE programs are making strides in creating inclusive environments where learners from all backgrounds can thrive.

 

As these Delaware learners demonstrate, CTE programs are more than just career preparation – they are launchpads for personal growth, advocacy, and community building. By continuing to support and expand access to high-quality CTE programs, we can ensure that more learners have the opportunity to discover their passions, develop crucial skills, and build the confidence to succeed in any path they choose.

For more information about leveraging learner voice and designing a learner-centered CTE program, visit the following pages on the Advance CTE website:

Learn more about intensive technical assistance opportunities to get help developing learner-centered CTE programs by completing the Technical Assistance Interest and Request Form

Velie Sando, Policy Associate

By Layla Alagic in Public Policy
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Championing Career Technical Education: Highlights from CTE Month 2024

Thursday, February 29th, 2024

Each February, the Career Technical Education (CTE) community celebrates CTE Month to raise awareness of opportunities and impact achieved for every learner and leader through its programs.

This year’s CTE Month celebrations showcased the continued significance and success of CTE across the nation. Below, you’ll find highlights from this month, featuring events from states, partners, policymakers, and other champions of CTE!

Federal CTE Champions 

Representative Virginia Foxx Celebrates Career Technical Education Month

On February 8, Education and the Workforce Committee Chair Virginia Fox (R-NC) spoke on the House Floor to celebrate CTE Month, stating, “By equipping students with the competencies they need to be successful on the job, career and technical education programs give participants an invaluable head start.” Watch here

Representatives Glenn Thompson (R-PA) and Suzanne Bonamici (D-OR) Recognize February as Career and Technical Education Month

Co-chairs of the Congressional Career and Technical Education Caucus Reps. Thompson and Bonamici spoke on the importance of career technical education on Capitol Hill.  Watch on C-SPAN Read the press release

 

 

State CTE Champions 

Arkansas CTE Day at the Capitol

Throughout the month of February, Arkansas held regional CTE showcases to highlight local programs that serve as a bridge between K-12 and higher education, with the first one taking place at the Capitol Rotunda alongside Arkansas Governor Sarah Huckabee Sanders. Read the full press release

 

Maine’s CTE Month Showcase

Maine kicked off Career and Technical Education (CTE) Month at the State House with a showcase featuring learners, instructors, and directors from 15 of the state’s 27 CTE centers. The showcase featured learners’ advanced skills in areas from biotechnology and hospitality to welding and graphic design. Notably, every instructor and director at the event reported an increase in “non-traditional students” participating in CTE programs. Read more about the kick-off

 

CTE Champions in Schools

Secretary of Education Cardona Joins President Biden’s Investing in America Tour

On February 21, U.S. Secretary of Education Miguel Cardona visited the Community College of Rhode Island (CCRI) as part of President Biden’s Investing in America Tour. The visit featured a tour of CCRI’s advanced manufacturing lab, a roundtable discussion with educational leaders, and dialogues with learners. Additional discussions took place with CCRI’s President Rosemary Costigan, Rhode Island Governor Dan McKee, and U.S. Representative Gabe Amo. 

Cardona applauded CCRI’s intentional alignment of education with workforce needs, especially with the state’s Latine population as a Hispanic-Serving Instituion. The event demonstrated Rhode Island’s commitment to inclusive and high-quality CTE programs that serve both learner and industry – “I wanted a new career path, something where I could earn my diploma and show my kids it’s not too late to go back…I had my kids at a young age and was always focused on providing and making sure they had what they needed before I could go back to school. To finish will be a big accomplishment, not just for me but for them, too” said Fredy Vasquez, 38, a learner in the Advanced Manufacturing and Design degree program. Read more about Cardona’s visit and CCRI

 

DACCTE Celebrates Poster Contest Winner

Delaware Advisory Council on Career and Technical Education (DACCTE), along with partners from the Department of Labor and Department of Education hosted a poster contest to showcase the talent represented in CTE classrooms every day. The winning poster was used to celebrate CTE Month in Delaware. Read more on DACCTE’s CTE Month activities

CTE Champions on Social Media

#ThisisCTE Social Media Campaign


The Oregon CTE Youth Advisory Council launched a #ThisIsCTE social media campaign to highlight CTE programs and initiatives across the state and increase CTE awareness. View on Facebook | View on X (Twitter)

 

 

 

 

 

 

 

MSDE CTE Month Myth Busting

The Maryland State Department of Education (MDSE) conducted a social media campaign dispelling common myths about CTE.

 

To continue to advocate for CTE year-round, explore our resources to reach learners, families, employers, and policymakers:

…and follow us on LinkedIn for the latest on CTE information, resources, research and more!

By Layla Alagic in CTE Without Limits, News
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Funding Career Technical Education: Incorporating Elements Into Funding Models to Address CTE Access, Completion and Program Quality

Wednesday, January 24th, 2024

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

Overview

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

Background

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

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

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

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

Highlighted Practices

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

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

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

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

Recommendations

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

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

Additional Resources

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

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

Dr. Laura Maldonado, Senior Research Associate

By Layla Alagic in CTE Without Limits, Research
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Delaware CTE Youth Leaders Take the Mic

Thursday, December 7th, 2023

Last month, I had the privilege of attending a briefing at the U.S. Department of Education, led by a group of Career Technical Education (CTE) learners from the state of Delaware. Their expertise and passion demonstrated the true power, inspiration and innovation that can come from centering learners in matters of policy and practice within CTE.

Over the last year, Delaware participated in Advance CTE’s Leveraging Learner Voice to Strength CTE’s technical assistance cohort and this visit to Washington DC was a culmination of this effort. Over the year, Delaware recruited CTE youth leaders to participate in two cohorts:

To prepare these learners to serve as leaders at both the state and local levels, Delaware worked with the National Opinion Research Center (NORC) at the University of Chicago to provide training around culturally responsive instruction and practices. 

Presenting to senior leadership within the Office of Career, Technical and Adult Education (OCTAE), including Assistant Secretary, Dr. Amy Loyd, learners explained the construct of culturally responsive teaching practices that they collectively developed and refined as the CTE Youth Leadership Team and how they are individually committing themselves to the implementation of culturally responsive teaching in their roles as CTSO leaders and CTE peers. Jennae Overton, state president of Business Professionals of America (BPA), led the presentation and Ahmad Edwards, who participates in Future Health Professionals (HOSA), offered thoughts on what culturally responsive teaching means to him as a CTE youth leader, noting “I will implement culturally responsive practice [by] honoring each student’s voice. I want every student to be able to open up and express how they feel about a certain topic.” 

Armed with a greater understanding of culturally responsive practices and the ins and outs of CTE in Delaware, the learners are now engaging their school-level leaders and teachers on how they can improve access and equity at the district, school and classroom levels. Dr. Wickert reflected that “As a result of this work, we have become more thoughtful on local engagement,” adding that even though the state has invested dollars to encourage a greater focus on equity at the local level, it wasn’t moving the bar as quickly or as far as they had hoped. “With the learners driving this mission and work, I believe it will have a greater impact at the classroom level,” said Dr. Wickert.

As Dr. Michael Hill-Shaner, the Education Associate/Culturally Competent Workforce Lead at the Delaware Department of Education regularly says, “It’s our job to build the stage, turn on the lights and pass the mic.” This briefing and the arc of the last year demonstrate the true power of passing the mic. I personally cannot wait to see what these learners do next and how Delaware and other states continue to live up to the promise of the second principle of CTE Without Limits so that each learner can truly feel welcome in, be supported by and have the means to succeed in the career preparation ecosystem.  

Additional Resources:

Kate Kreamer, Executive Director

By Layla Alagic in Achieving Equitable and Inclusive CTE
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States Make Progress in Strengthening Meaningful Learner Engagement in CTE

Tuesday, August 22nd, 2023

Career Technical Education (CTE) programs must be designed with learners, not simply for learners, to be responsive to their diverse needs at every stage of the CTE continuum. Being responsive to diverse learner needs can occur only if learners have direct and ongoing input into the design and delivery of CTE programs and experiences. This blog provides an overview of the Leveraging Learner Voice to Strengthen CTE Technical Assistance cohort; highlights the states in the cohort that are meaningfully engaging CTE learners to inform CTE programs and policies; and shares links to resources to support states in engaging CTE learners.

Over the past seven months, Advance CTE and the Association for Career and Technical Education (ACTE) provided training, resources and coaching to help states identify opportunities to engage learners more meaningfully in the design and delivery of CTE programs and experiences. The cohort of states (Colorado, Delaware, New Hampshire, Oregon and Wisconsin), engaged in six 90-minute virtual sessions and individual coaching sessions to work through the Learner Voice Toolkit to develop and execute on strategies for leveraging learner voice in CTE policies and programs.

Over the course of the technical assistance sessions and coaching calls, each state team developed a comprehensive Action Plan to leverage meaningful learner engagement in the development of CTE programs and policies. The Action Plans are guiding the states’  actions over the next year to improve and systematize their learner engagement. 

Action Plan Development

The development of the Action Plan took place in stages. States first completed an organizational capacity assessment to understand the existing structures, policies, relationships and resources that can support the expansion of learner engagement practices. 

States then identified high-level goals in which they envisioned what meaningful learner engagement would look like in their states to support CTE program improvement, CTE policy development, learner supports, Comprehensive Local Needs Assessment (CLNA) process improvement with learner engagement and more. After identifying the goals, states mapped the actions that needed to be taken in order to achieve their goals. 

Through the development of each state’s Action Plan, states included learners’ feedback and input. States engaged learners in focus groups, interviews, surveys, advisory board meetings and more to capture their input and reflect their thoughts in the Action Plans. States in the cohort were supported by Advance CTE with a pool of funds to compensate learners for their time and expertise engaging with state agencies. Over the course of the Action Plan development phase, states in the cohort engaged more than 400 learners.

Early Areas of Success

Prioritizing learner engagement in the development of Action Plans is not a common practice, however, states in the technical assistance cohort are already seeing the value of more meaningfully engaging learners in CTE program development and improvement. 

Wisconsin learned from learners in their state the type of communication they prefer for engagements, the compensation rate they need to engage in events and meetings, the areas of CTE that student voices are most needed and the roles they are most interested in engaging in. 

New Hampshire leveraged the input from learners from their statewide survey to develop a toolkit for regional and local practitioners to improve learner engagement at their CTE centers. 

Colorado and Oregon engaged learners in a mix of focus groups and surveys to learn what they enjoy about CTE, challenges they experience in CTE programs and ways their state agency can do a better job of incorporating learner voice. Both states focused on engaging learners who were not typically included in focus groups or surveys to ensure they had a broad range of voices.

Delaware leveraged learners’ input and leadership and now has two simultaneous learner-led cohorts supporting the development of a new teacher preparation program of study and leadership training for Career and Technical Student Organization (CTSO) leaders. The learners leading the cohorts support the state agency and foster deeper engagement with their peers across their state to expand the reach of meaningful learner engagement. 

Looking Ahead

As the official cohort technical assistance sessions come to a close, states in the cohort will continue to engage in coaching sessions with Advance CTE and ACTE to actualize the goals they identified in their Action Plans. 

Additionally, Advance CTE will continue to hold space for state leaders to come together to discuss opportunities to improve meaningful learner engagement in CTE in Community of Practice sessions. These one-hour sessions will be held bimonthly from August 2023 through February 2024 and will be open to all states interested in learning more about meaningful learner engagement in CTE. To register to attend the Leveraging Learner Voice to Strengthen CTE Communities of Practice, please fill out the form on this page. 

Haley Wing, Senior Policy Associate, Advance CTE

By Layla Alagic in CTE Without Limits
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Building Environmental Literacy in CTE: a New Partnership in Response to Current and Future Economic Needs

Thursday, March 16th, 2023

Developing environmental literacy in elementary, middle and high school is essential to prepare learners for an evolving economy and to equip them with the skills and experiences they need to tackle urgent environmental challenges, both globally and in their own communities. By 2030, it is estimated that 24 million green jobs will be created in industries ranging from energy to finance and transportation.1 Yet too few individuals enter the workforce with the necessary environmental competencies and dispositions.

A survey of college students published in 2018 identified misconceptions about the environment and the role of humans in environmental problems and scored students an average of 52 percent out of 100 percent on environmental literacy.2 Considering the role that Career Technical Education (CTE) has in career preparation for the current and future world of work, and the desire for programs to be responsive to the needs of the economy and community, the value of environmental literacy has never been more important for CTE learners.

The state of Delaware, in particular, is no stranger to the impacts climate change will bring to the jobs landscape. Because of Delaware’s geography, environmental changes threaten economic activity, well-being, and preservation of the state’s wetlands and waterways; accordingly, there is an urgent need to develop and cultivate environmental literacy among youth, not only to instill awareness and responsibility for the environment but also to prepare young people for the workplace of the future. To begin deeper conversations about the intersection of CTE and environmental literacy, Advance CTE partnered with the Delaware Department of Education to explore what environmental literacy competencies could look like within and across Delaware Pathways. 

Supported by a Bay Watershed Education and Training (B-WET) grant through the National Oceanic and Atmospheric Administration (NOAA), the two-year project involves developing a cross-cutting environmental literacy framework, validated by Delaware educators, environmental literacy experts, industry stakeholders and other leaders. Once validated, the framework will be published on the Delaware Pathways website. In the second year of the grant, the project team will begin professional development activities supported by NOAA and other partners to implement the framework in CTE programs statewide. This commitment to environmental literacy is further evidenced through and builds upon the Delaware Climate Action Plan, which specifically lists “Increase the availability of climate change educational programming” as a core activity for improving outreach and education impacts.  

The objective for the project is to demonstrate how environmental literacy competencies can be integrated into middle and high school CTE programs in the state of Delaware, including career and academic advising, and to build the capacity of state and local leaders to ensure all students, in particular under-represented and historically marginalized learners, graduate environmentally literate. Delaware Director of Career and Technical Education and STEM Initiatives Dr. Jon Wickert echoes this sentiment: “The shifting geopolitical landscape has laid bare the fact that all jobs are green jobs, and economic, public, and community health is directly impacted by public policy, business decision-making, and the consumer choices available as a result.  The next generation has no choice but to address the environmental challenges previous generations have bequeathed and it is our responsibility to equip them with sufficient environmental literacy to do so successfully.  Their future depends on it.”   

This project will hopefully serve as a pilot to bring more awareness and understanding about the environment to CTE learners, build problem-solving and critical thinking skills that link academic and technical knowledge, and equip a new generation of learners to successfully participate in a greener economy. As a final deliverable, Advance CTE will be developing a case study at the conclusion of this grant to model how states can develop an environmental literacy framework of their own or integrate the framework developed with Delaware in their own state’s CTE delivery system. Stay tuned for more information about this project!

Dan Hinderliter, Senior Policy Associate

 

By Jodi Langellotti in Uncategorized
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Legislative Update: Congress in Recess Through the Midterms

Monday, October 24th, 2022

The last few weeks, lawmakers in Congress have remained in recess ahead of the upcoming midterm elections set to take place November 8. Meanwhile, the U.S. Department of Education (ED) has launched a new STEM initiative while other federal agencies have made several recent grant announcements regarding connectivity efforts and mental health. 

Congress Remains in Recess Ahead of Midterm Elections

Both the House and Senate are currently on an extended recess ahead of the upcoming midterm elections. While the chambers are formally out of session, they are holding pro forma sessions during this time to continue committee-level work on a number of existing agenda items. Before going on this extended recess, Congress was able to successfully pass short-term funding legislation, known as a continuing resolution (CR). This CR extends current fiscal year 2022 (FY22) funding levels for all federal programs, including the Carl D. Perkins Act (Perkins V), through December 16. By that date, lawmakers will next need to act by either passing an additional funding extension at that time or completing work on a more comprehensive funding proposal for the federal government. 

The length of the CR is intended to provide Congress additional time to campaign ahead of the fast-approaching midterm elections November 8. It is broadly hoped that when the outcomes of these elections become clearer, lawmakers will be able to reach consensus during the “lame duck” session of Congress. As these efforts get more fully underway, Advance CTE will continue to work with its partners in Congress to secure robust funding levels for the Perkins V basic state grant program and other priority Career Technical Education (CTE)  funding streams. 

ED Launches “YOU Belong in STEM” Initiative

The U.S. Department of Education (ED) recently announced a new initiative aimed at encouraging learners to explore and pursue pathways in the Science, Technology, Engineering, and Math (STEM) fields. The effort pulls together a number of existing ED activities and related priorities highlighting various opportunities to promote STEM education for learners at both the K-12 and postsecondary levels. In the coming weeks, the Department intends to release additional guidance, technical assistance, and related information for how to deepen and expand on these efforts in the future. 

FCC Releases Additional Connectivity Funds

Last week, the Federal Communications Commission (FCC) announced another round of Emergency Connectivity Fund Program (ECF) funding totaling nearly $78 million. Authorized by the American Rescue Plan, the ECF provides funding to schools and libraries to purchase broadband plans and devices for students, school staff, and library patrons and has been a key Advance CTE federal policy priority since the start of the pandemic. These latest funding commitments are from the first and third application windows for the ECF program and will benefit nearly 175,000 students from Delaware, Florida, Indiana, North Carolina, New Mexico, and Texas.  

ED Distributes Funding for School-based Mental Health

In the wake of several tragic mass shootings earlier this year, Congress passed the Bipartisan Safer Communities Act (S. 2938). The new law modestly tightened the nation’s gun laws while investing significant new funding into K-12 education to support safer schools and promote learner mental health. On Monday, October 3, the U.S. Department of Education announced that it had published two grant funding opportunities as part of this legislation.

The first of these is the School-based Mental Health Services Grant program which will provide competitive grants to state (SEAs) and local education agencies (LEAs), along with consortia of these entities, to apply for funding to increase the number of school-based mental health services available to students. There is more than $144 million available for these grants. More information on how to apply, including related deadlines, can be found here. The second grant announcement is related to the Mental Health Service Professional Demonstration grant program. This competitive grant effort is intended to provide financial support to SEAs, LEAs, and postsecondary institutions to hire additional staffing capacity for similar purposes. Additional information regarding this initiative can be accessed here.

Steve Voytek, Policy Advisor

By Stacy Whitehouse in Public Policy
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State CTE Policy Update: Examining CTE Instructor Compensation Strategies

Thursday, September 22nd, 2022

The National Council on Teacher Quality (NCTQ) released its report “State of the States 2022: Teacher Compensation Strategies” earlier this month. This report takes a deep dive into the compensation strategies each state and the District of Columbia use to continue to recruit and retain talented instructors.

Instructors are the backbone of high-quality Career Technical Education (CTE) and are essential to ensuring that each learner is fully supported by the career preparation ecosystem of their state. “Teacher Compensation Strategies” divides compensation strategies into three different categories: 1) Differentiated pay; 2) Performance pay, and 3) Pay for prior work. While the first two offer their own merit, and all can perhaps be used in some combination, pay for prior work may offer an elegant solution for staffing CTE teachers.

A common barrier to CTE teacher recruitment and retention is matching instructor salaries, which are historically lower than industry salaries talented CTE instructors often transfer from. In an effort to reduce the gap, states can offer instructors an increase in pay based on experience from non-school related careers relative to the subject matter they are teaching. This strategy embraces the promise to capture and value all learning that occurs, wherever and whenever it occurs. Below are some highlights from the report on the current application of this strategy::

 

 

 

 

 

 

 

 

 

 

Of the states currently using pay for prior experience strategies, North Carolina and Louisiana took two different approaches. North Carolina, per the report, awards one year of credit per two years of relevant, non-education work experience pre-bachelor degree, and a one-for-one exchange post attaining a bachelor’s. Louisiana school districts are required to develop compensation plans that take into account effectiveness, experience, and demand with no one factor being given a weight of more than 50 percent. The report highlights that language surrounding this particular strategy is often vague which makes it hard to track if it is being enacted.

With teacher attrition at unprecedented levels and teacher recruitment levels dropping, state CTE leaders have the opportunity to provide innovative solutions to teacher compensation. You can read the full report here: State of the States 2022: Teacher Compensation Strategies. Advance CTE’s Learning that Works Resource Center provides additional tools on embedding credit for prior learning and other state approaches to fully documenting skills. 

Brice Thomas, Policy Associate 

By Stacy Whitehouse in Public Policy
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