industry-recognized credentials

State CTE Policy Update: Exploring Louisiana’s Back on Track Pilot Program for Justice-Connected Learners

Thursday, September 1st, 2022

State Career Technical Education (CTE) policy initiatives and programs vary across the nation; innovations across states can offer helpful insights for state CTE leaders to continue to support each learner’s path to success in the career of their choice without limits.

This post provides an overview of Louisiana’s recently enacted Act 370 (H.B. 323) 2022 Regular Session, known as the “Back On Track Louisiana Pilot Program”, and how it connects with CTE programs to support justice-connected individuals.

The “Back On Track Louisiana Pilot Program” aims to reduce recidivism in Louisiana by offering incarcerated individuals the tools they need, such as driver’s licenses and bank accounts, to skillfully navigate their reentry into the workforce. It also provides a CTE funding mechanism and establishes a mandate for data accountability within correctional education spaces.

Program Background

This legislation stands out as an innovative means to not only incentivize high-quality correctional education programs by rewarding outcomes with additional funding. It allows for the flexibility needed to make the program effective for individual populations and meet each program’s needs. With the appropriate connections between state agencies such as the Louisiana Community and Technical College System (LCTCS) and the Louisiana Workforce Commission (LWC), the Department of Public Safety and Corrections (DPSC) can leverage industry partnerships and maximize the effectiveness of the credential programs they offer within their correctional facilities.

With the “Back On Track Louisiana Pilot Program”, justice-involved learners who are incarcerated will have the opportunity to earn multiple credentials of value that align with Louisiana’s Industry Based Credential (IBC) Focus List compiled by the Louisiana IBC Council. These credentials of value ensure learners are prepared for high-skill, high-wage, in-demand occupations that support the future workforce of the state. This effort aligns with other funding mechanisms to support correctional education and high-quality programs such as the state’s utilization of Strengthening Career and Technical Education for the 21st Century Act (Perkins V) federal funds. In Louisiana, the state allocates a portion of its Perkins funds to DPSC to ensure learners experiencing unique circumstances such as incarceration have access to relevant workforce education and training. Offering learners in correctional facilities the opportunity to explore career pathways will not only allow them to reenter the workforce and their communities as a whole but will also strengthen CTE programming in an often overlooked population.

Funding Flexibility

The legislation provides guidelines for funding and accountability while also establishing a framework for sheriffs to personalize their programs. The language of the law requires jails and prisons to collect the information of participating incarcerated and paroled individuals regarding specific success metrics. While these metrics track measures for these individuals to successfully reintegrate into their communities, there are several explicitly targeting CTE initiatives, namely whether the inmate:

Achieved literacy skills of at least a 10th-grade reading level
Earned a high school diploma or GED equivalent
Earned an industry-based credential (IBC)
Secured employment opportunity prior to release

To ensure each sheriff has a scalable funding system for their program, DPSC calculates half of the average number of days of incarceration of the enrolled individual multiplied by the amount the Department pays the sheriff each day for the housing of inmates in parish jails. As an additional incentive for the successful execution of the program, sheriffs will receive a bonus stipend per incarcerated individual based on the percentage of targets successfully attained. Funds will be used for equipment, instructional materials and instructors, allowing smaller programs to flourish as well as larger programs.

Program Customization

Authority for this legislation is housed at the DPSC, which already offers ten programs eligible for Perkins V funding: Automotive Technology, Building Technology, Carpentry, Collision Repair, Construction Project Management, Electrician, Heavy Equipment Operator, HVAC, Small Engine, and Welding. The prison system has employed a method to train and hire correctional facility instructors for the Industry Based Credential (IBC) classes offered at each facility. Each participating facility ensures that all justice-connected tutors/instructors remain up to date in their training by providing funding to renew all pertinent certifications, as needed. CTE instructors are supervised by a prison education coordinator who is responsible for maintaining the cohesiveness of the entire education department.

The “Back On Track Louisiana Pilot Program” is a new initiative seeking to provide more accessible and equitable CTE credential programs to justice-involved learners. The following resources provide additional on connections between CTE and corrections education:

Brice Thomas, M.Ed, Policy Associate

*Special thanks to Dr. Brittney Baptiste Williams, State Director for Career and Technical Education, Louisiana for her insights that contributed to this post.

By Stacy Whitehouse in Public Policy
Tags: Correctional Education, Credential Registry, Equity and Access, industry-recognized credentials, Louisiana, state policy, Strengthening Career and Technical Education for the 21st Century Act

Welcome Ross White as the New State CTE Director in Arkansas

Tuesday, March 8th, 2022

Advance CTE joins the Arkansas Department of Education in welcoming Ross White as the new State Career Technical Education (CTE) Director. Ross transitions into this role while fulfilling the duties of the Association for Career and Technical Education (ACTE)’s Region IV Vice President.

Advance CTE staff met with Ross as he shared his pathway to becoming the State CTE Director, as well as his initial priorities for CTE in Arkansas.

Advance CTE: Which of your professional experiences has most prepared you for your role as the State Director?

Ross: Most of my time in education has been spent in the CTE setting: a classroom educator, career student technical organization (CTSO) advisor, district CTE director, and as an ACTE officer and member. I give credit to my years as the district director because it is in this role where I learned how to be innovative and bold, rethinking systemic solutions to serve each learner. I also developed strong business and industry partnerships that I can continue to foster as State Director.

Advance CTE: In what ways have you had the opportunity to leverage social capital and professional networks in your career progression?

Ross: Early in my professional career journey, I had a mentor who taught me all I needed to know about CTE. I have relied immensely on this knowledge throughout my career, and will do so as I became the State Director. I also participated in the ACTE’s National Fellowship and have been active in multiple professional memberships. In my experience, no matter the type of fellowship (or mentorship), there will be an amount of influence, conversation and ability to impact change. Ultimately, social capital is not the people you know, but the people who make you grow.

Advance CTE: What excites you most about being the State Director in Arkansas?

Ross: It excites me that in this new role as State Director I will be able to more quickly connect policy and programming across the CTE ecosystem in the state. This is largely due to my background in school administration, in the classroom and at the state agency. However, also playing a part is the consolidation of all education programs under the Department of Education. Being under one “roof”, the state CTE system will become much stronger in our cross-sector relationships, aligning secondary and postsecondary systems, and will have the opportunity for more frequent communication and data sharing.

Advance CTE: As you are settling into your new position, what initial priorities have you identified?

Ross: I have identified a few initial priorities around CTE data collection and reporting. One of our Strengthening Career and Technical Education for the 21st Century Act (Perkins V) program quality indicators is credentials of value. Yet, we do not have a best practice in place to meet the data reporting needs for credentials in our state. Once we identify the best path forward from the state-level, the next priority will be to educate local districts on credentialing and credential data.

The work we have to do around credentialing aligns with our career coach initiative in the state. We have received additional funding to implement career coaches and it is a priority to scale statewide.

Advance CTE: Fast forward and we are now celebrating your one-year anniversary as State Director. What is one challenge you’d like to have overcome by that milestone?

Ross: We have a need for the division of career and technical education (DCTE) to reinvent our brand in the state. We are known far too often as, “the rules place.” I want to build more trusting and lasting relationships with our local recipients, ensuring they know who to call on my state team when they are in need of support. I hope to have been successful in this endeavor by this time next year.

Our state team will also work to address teacher shortages across the state. I am sitting in on a working group that is developing a grow your own program. Over the next year, I hope to be able to celebrate its success.

Advance CTE: What is one weekend activity or hobby or interest you would like your peers to know about you?

Ross: Outside of work, my wife and I spend much time attending to our daughters and their love for dancing, swimming and gymnastics.

Welcome, Ross! Advance CTE is thrilled to support Ross as he strives to ensure each learner in Arkansas has access to and the means to succeed in any high-quality CTE program or experience that leads to success in their career of choice.

Click here to learn more about the state CTE system in Arkansas.
View resources that feature best practices in Arkansas here.

Follow Ross on Twitter

Brittany Cannady, Senior Associate for Digital Media

By admin in Uncategorized
Tags: ACTE, Arkansas, CTSOs, industry-recognized credentials

State Policies Impacting Industry-Recognized Credentials

Wednesday, March 2nd, 2022

State education agencies, legislators and educators faced significant challenges from the coronavirus pandemic, including adapting to remote and hybrid delivery of hands-on learning, and responding to local and national skilled labor shortages. The number of state-level CTE policies enacted that affect Career Technical Education (CTE) fell to the lowest number in 2020 since Advance CTE and the Association for Career and Technical Education (ACTE) began publishing these annual Year in Review reports.

However, with a new commitment to upskilling and reskilling American learners and a CTE without limits, 41 states enacted 138 policies impacting CTE and career readiness in 2021. Advance CTE and ACTE have witnessed the return of pre-pandemic numbers in state policy actions in 2021 with policies affecting the secondary, postsecondary, adult and/or workforce systems, and including legislation, executive orders, and budget provisions that significantly changed funding.

Each year, Advance CTE and ACTE publish a yearly state policy tracker and categorize each state policy action by topic. In 2021, the top five topics that state policy most frequently addressed were:

Funding;
Access and equity;
Data, reporting and/or accountability;
Industry partnerships and work-based learning; and
Industry-recognized credentials.

Industry-recognized Credentials
Policies that address the attainment of credentials recognized by industry, including micro-credentials, such as badges, and educational Degrees are categorized by this topic. Nineteen states enacted 33 policies affecting industry-recognized credentials. Policies in this area are designed to increase or incentivize the attainment of certifications, credentials or degrees aligned with labor market information or industry need. Below are a few state policy actions from this category:

Idaho established a workforce readiness and CTE high school diploma. The law outlines the requirements for learners to earn the diploma, such as passing technical skills assessments and workplace readiness assessments, demonstrating CTE competency standards, and earning a badge or an industry-recognized credential.
Louisiana created the M.J. Foster Promise Program, which provides financial assistance of up to $3,200/year to a learner enrolling in a two-year or shorter postsecondary program aligned to a state-recognized in-demand, high-wage occupational field and leading to an industry-recognized credential.
Texas established the Texas Reskilling and Upskilling through Education (TRUE) program. This program awards grants to an eligible agency, such as a junior college, technical institute or local chamber of commerce, to create, redesign or expand training programs that lead to industry-recognized credentials and create pathways to employment for learners in accordance with local workforce needs.

State Policies Impacting CTE: 2021 Year in Review marks the ninth annual review of CTE and career readiness policies from across the United States conducted by Advance CTE and ACTE. This report does not describe every policy enacted within each state but instead focuses on national policy trends.

View the full report and 2021 state policy tracker here.

Dan Hinderliter, Senior Policy Associate

By admin in Advance CTE Resources, Publications
Tags: Idaho, industry-recognized credentials, Louisiana, state policy, texas

Navigating CTE During COVID-19: What Are Credential Providers Doing to Respond to COVID-19?

Thursday, June 4th, 2020

Even as unemployment numbers climb steadily upwards and the stock market continues its volatile roller coaster ride, it is far too soon to measure the full effect of the COVID-19 (Coronavirus) pandemic and its impact on Career Technical Education (CTE) and industry-recognized credential attainment in particular. High schools, community colleges, area technical centers and places of business have shut their doors to protect learners and to comply with state orders. It is fair to predict that, based on the challenges states have encountered in maintaining industry-recognized credentialing opportunities during this time, credential attainment among secondary, postsecondary and adult learners will fall precipitously during the second quarter of 2020.

The slowdown in industry-recognized credential attainment will have a twofold impact on our current crisis. For one, industry-recognized credentials – which verify that an individual is ready for work in a given occupation – can act as barriers to entry in essential industries when education and assessment opportunities are not widely available. This threatens to weaken the workforce pipeline in sectors such as healthcare where access to talent is urgently needed.

Second, as states and businesses start planning for the economic recovery, industry-recognized credentials will help to get millions of recently unemployed Americans retrained and back to work. But without efforts to sustain credentialing opportunities now, there is the possibility of a critical bottleneck as soon as states reopen.

As we covered in an earlier blog post, states have been swift to address industry-recognized credentialing amid the Coronavirus. But what are the credential providers themselves doing to adapt to the crisis? How are they extending flexibility to states and learners without compromising the rigor and validity of their credentials?

Scaling Up Remote Proctoring

Advance CTE examined nearly 20 common credential providers to understand how they are addressing the Coronavirus. These providers were identified using ExcelinEd’s Credentials Matter database and were corroborated using secondary and postsecondary credential lists in three states.

One major takeaway from this research is that many credential providers are making the shift from in-person to remote proctoring, albeit at an additional fee. There are three common approaches to remote proctoring, each of which requires a computer and access to high-speed internet:

Live Proctoring: In the live proctoring approach, the proctor is given access to the individual’s web camera and computer controls and can actively monitor their facial expressions, key strokes and web activity as they complete the exam. This is the most trustworthy, but also the most expensive, method and is best for high-stakes assessments.
Record and Review: This approach uses artificial intelligence to identify risky behavior and alert a proctor, allowing them to respond in real time. This is a relatively secure approach to credential assessment and is recommended for mid-stakes testing.
Just Review: The just review method verifies the learner’s identification and records a video of them completing the test, which is available for administrator review after the test is completed. This option is less secure and only allows for review after the assessment has been completed.

Virtual proctoring is the best way that credential providers have been able to meet the sustained demand for industry-recognized credentials amid the pandemic. However, the strategy is not easily scalable and requires significant investment of funds as well as human capital. Not to mention, the reliance on computers and high-speed internet exacerbates the digital divide. States and credential providers should take an equity lens as they work to scale up these opportunities.

Extending Flexibility to Learners and Workers

Aside from virtual proctoring, credential providers have extended flexibility and resources to learners, educators and test takers. To encourage continuity of learning, many providers have made curriculum, resources and other supports and materials available online for free amid COVID-19. The CTE Coalition, a growing partnership of industry associations, non-profits and credential providers, is one example.

Many are also extending eligibility windows for testing, either for learners who have recently applied or met pre-qualifications, or veteran workers whose certifications are up for renewal. This added flexibility takes the pressure off of learners and workers and ensures they can wait to complete their assessments until it is safe to do so.

Additionally, some testing centers have been offering in-person credential examinations on a very limited basis, and only for credentials in essential occupations. In these rare cases, the testing centers have committed to enforcing social distancing and upholding a strict cleaning regimen.

Amid the uncertainty with the Coronavirus, one thing is clear: a qualified and credentialed workforce will be an essential building block for the forthcoming economic recovery. It will take a coordinated effort within and across states, and in partnership with credential providers, to ensure a robust, talented workforce is ready as soon as the doors are open once more. The actions that states and credential providers take today will facilitate a swift recovery once things return to normal.

Austin Estes, Manager of Data & Research

By admin in COVID-19 and CTE
Tags: Coronavirus, COVID-19, industry-recognized credentials

Navigating CTE During COVID-19: How Are States Addressing Industry-recognized Credential Attainment?

Thursday, May 14th, 2020

Industry-recognized credentials are an essential component of any high-quality Career Technical Education (CTE) program. They indicate the entry-level competencies learners need in a given career field and signal to employers that an individual is prepared for work. But in the midst of a global pandemic, with nearly every state issuing, to varying degrees, stay at home orders that have resulted in school closures and limited access to testing facilities, how can learners continue to earn industry-recognized credentials?

Over the last decade, there has been a groundswell around industry-recognized credentials. Driven by the Lumina Foundation’s campaign to ensure that 60 percent of U.S. adults hold a credential beyond high school by 2025, nearly every state has set its own postsecondary credential attainment goal. What’s more, many states are also counting industry-recognized credential attainment in their high school accountability systems or are promoting credential attainment through programs such as Virginia’s New Economy Workforce Credential Grant Program.

Challenges for Industry-recognized Credential Attainment

COVID-19 (Coronavirus) threatens to stall many of these policies and initiatives. The requirements for earning an industry-recognized credential vary by type and by provider, but are hard to deliver remotely. Industry-recognized credentials commonly require one or a combination of the following:

Contact hour requirements: Certain certifications and licenses require individuals to complete a course or training led by a qualified instructor before they are eligible to sit for the exam.
Clinical or practical experience: Some credentials, primarily state-issued licenses, have clinical hour or work-based learning requirements. This is particularly true for health-related credentials such as the Certified Nursing Assistant (CNA), Licensed Practical Nurse (LPN) and Registered Nurse (RN) licenses.
Assessments: Virtually every industry certification or license requires an assessment of competency, and many of these assessments are only available through certified proctors or approved test providers.

As states have shut down one by one, credentialing opportunities have slowed to a trickle. School districts, institutions of higher education and training providers have been challenged to offer the learning and practical experiences learners need to be eligible for credential exams. Further, testing providers have had to shut their doors or limit access in order to comply with stay at home orders.

The State Policy Response

The implications of this credentialing slowdown are myriad. For one, many states have baked credential attainment into high school graduation requirements, accountability systems and postsecondary performance-based funding structures. These requirements will need to be waived or loosened in a way that limits harm to learners. In Ohio, the Department of Education has already amended high school graduation requirements for learners pursuing industry-recognized credentials and is allowing learners to earn credentials as soon as it is safe to do so – even if they already have been awarded a diploma.

Other states are exploring remote proctoring so learners can sit for an industry-recognized credential exam at home. Florida issued guidance for at-home testing for industry certifications, which will allow learners to access exams for credentials on the state-approved Career and Professional Education Act (CAPE) list as long as the credential providers meet certain conditions. However, while a number of credential providers are now offering online proctoring opportunities that are secure and monitored, the technology is expensive to scale and requires the learner to have access to a computer and reliable internet at home.

The second implication is that credentialing is slowing down at a time when states hit hardest by the coronavirus are experiencing a critical shortage of licensed healthcare workers. In response, governors are issuing emergency licensing waivers in order to permit nursing and medical students as well as retired professionals or those with expired licenses to support the relief effort. In California, for example, the state Board of Registered Nursing has developed guidance on different roles nursing students can play in the field based on competencies developed through prior course taking.

Finally, with economists already predicting a severe economic downturn as a result of the coronavirus, states will need to accelerate credentialing opportunities for learners transitioning back to work. Even as schools and testing facilities remain closed, states can start thinking now about their economic recovery plan and how to bolster industry-recognized credential attainment in the months and years ahead.

Austin Estes, Manager of Data & Research

By admin in COVID-19 and CTE
Tags: California, certifications, Coronavirus, COVID-19, Florida, industry-recognized credentials, Licenses, Ohio, Virginia

The Number of States Counting Career Readiness Has More than Doubled Since 2014

Tuesday, March 19th, 2019

In a strong signal of support for Career Technical Education (CTE) and career readiness in high school, 40 states are now measuring career readiness in their state or federal high school accountability systems. Fewer than half as many – 17 – were measuring career readiness just five years ago.

The sophistication and design of the measures has evolved as well, and many states are working to intentionally link their accountability systems with high-quality career pathways.

That’s according to a new analysis from Advance CTE, Education Strategy Group, Achieve and the Council of Chief State School Officers. The report, the third edition in the Making Career Readiness Count series, uses a four-pronged framework that was developed by an expert workgroup and outlined in the report Destination Known: Valuing College AND Career Readiness in State Accountability Systems to categorize how states are measuring college and career readiness.

The four categories used in the analysis provide a blueprint for states to develop and evolve rigorous measures. They each outline three levels that build upon one another, from Fundamental, to Advanced and Exceptional. The categories are:

Progress toward Post-High School Credential: Student demonstration of successful progress toward credentials of value beyond high school.
Co-curricular Learning and Leadership Experiences: Student completion of state-defined co-curricular experience(s) aligned to students’ academic and career plans.
Assessment of Readiness: Students scoring at the college- and career-ready level on assessment(s) that are validated by higher education and industry.
Transitions beyond High School: Successful student transition includes placement into postsecondary education, training or the workforce within 12 months of graduation.

Overall, the most common measure used across the states is Assessment of Readiness, with thirty states and the District of Columbia valuing experiences that are aligned with the Destination Known recommendations. Another 12 states include out of sequence measures that are aligned with this indicator but do not include the Fundamental measure, attainment of state-defined college- and career-ready level on a high school summative assessment. The vast majority of states counted under the Assessment of Readiness category are measuring industry-recognized credential attainment.

Another commonly used measure is Progress Toward Post-High School Credential. Seventeen states and the District of Columbia include measures aligned with the Destination Known recommendations, and another 22 states include out of sequence indicators. A number of states include either pathway completion or dual enrollment coursework in their accountability plans without requiring that experience to be accompanied by the completion of a state-defined college- and career-ready course of study, which is the Fundamental measurement in this category.

Twelve states include a Co-Curricular Learning and Leadership Experiences measure in their state or federal accountability systems, often looking at work-based learning participation. Eight states include information on Transitions Beyond High School, reporting either postsecondary enrollment or postsecondary enrollment without the need for remediation.

With all of the progress states have made, there is still room to strengthen and improve measures of career readiness. For example, states should be explicit about how career readiness components – such as work-based learning, industry-recognized credentials and dual enrollment – align to each other and to a students’ career pathways. They should also be transparent with their data and put thought and care into designing accountability systems that value and encourage the experiences that are best aligned with the outcomes they want for students. These and other opportunities are discussed in the report, Making Career Readiness Count 3.0.

The even harder work ahead is to support all students in their preparation for and transition to college, career and life. Regardless of the path students choose to pursue, they need to be transition ready. State and federal accountability systems can and should be used to highlight areas for improvement and connect programs and students with the supports they need to be successful.

Austin Estes, Senior Policy Associate

By admin in Advance CTE Resources, Public Policy, Publications, Research, Resources
Tags: accountability, Achieve, CCSSO, Data, Education Strategy Group, ESSA, Every Student Succeeds Act, industry-recognized credentials, Making Career Readiness Count, work-based learning

States Passed 241 Policies to Support CTE in 2017

Thursday, January 25th, 2018

2017 was a banner year for Career Technical Education (CTE). Overall, 49 states and the District of Columbia passed a total of 241 policies related to CTE and career readiness, a marked increase from 2016. But while it is encouraging to see a groundswell of enthusiasm for CTE at the local, state and national levels, how will states leverage CTE’s momentum and ensure that state action translates to better outcomes for students?

Today, Advance CTE and the Association for Career and Technical Education (ACTE) released the fifth edition of the annual State Policies Impacting CTE report, examining activity from 2017. To develop the report, Advance CTE and ACTE reviewed state activity, cataloged all finalized state actions and coded activity based on the policy area of focus. For 2017, the top five policy areas of focus include:

Funding.
Data, Reporting and/or Accountability.
Industry-recognized Credentials.
Dual/Concurrent Enrollment and Articulation/ Early College.
Industry Partnerships/ Work-based Learning.

Funding was at the top of the list for the fifth year in a row. Policies in this category include a $16 million one-time appropriation for CTE equipment grants in Tennessee, the development of a productivity-based funding index for Arkansas institutions of higher education and a workforce development scholarship authorized through Maryland’s More Jobs for Marylanders Act of 2017. With few exceptions, state legislatures renewed or increased appropriations for CTE programs and related activities.

There was also a lot of activity related to data, reporting and accountability, largely due to state work around the Every Student Succeeds Act (ESSA). In 2017, 35 states identified measures of career readiness in their federal accountability systems, and many of these measures included industry-recognized credential attainment, dual-credit completion and work-based learning participation.

While 2017 set a new high-water mark for state activity, a look across the past five years of this report illustrates that states are doubling down on a few policy priorities.

With the exception of 2015—when fewer states passed policies related to Industry-recognized Credentials or Data, Reporting and Accountability—these five policy areas have been the top priorities for states every year that this report has been published. This is no surprise, given that much of the conversation in the CTE field over the past five years has centered around accountability, credentials of value, dual enrollment and work-based learning. Even compared to recent years, states were more active in 2017, and there was a spike in the number of states adopting new legislation or rules in these policy areas.

So what lessons can be drawn from this year’s state policy review? For one, the enthusiasm for CTE is real. State legislatures, governors and boards of education are coming to recognize what the CTE community has known for years: that high-quality career preparation helps learners develop academic, technical and professional skills and results in positive rates of graduation, postsecondary enrollment and completion, and ultimately career success.

But it is also important to make a distinction between the quantity of policies passed and the quality of their implementation. 2017 was a record year for state CTE policy, but now comes the true test. State leaders should follow through on the policy commitments made in 2017 by sustaining funding for critical programs, identifying and adopting policies to ensure CTE quality, and taking time to evaluate the implementation and effectiveness of existing policies.

A copy of the report, State Policies Impacting CTE: 2017 Year in Review, is accessible in the Learning that Works Resource Center. Advance CTE and ACTE are also hosting a webinar on January 31, to unpack findings from this year’s review (registration for the webinar is at capacity, but a recording will be available following the webinar at https://careertech.org/webinars).

Austin Estes, Policy Associate

By admin in Legislation, Public Policy, Publications, Research
Tags: accountability, dual enrollment, funding, industry-recognized credentials, work-based learning, Year in Review

In Ohio, Policymakers Modify Graduation Requirements, Expand Credential Options

Tuesday, August 29th, 2017

When Ohio state legislators passed HB487 in 2014, their intention was to increase flexibility, strengthen the rigor of high school examinations and provide more opportunities for learners to graduate ready for careers. Among other reforms, the bill formalized three pathways to graduation that would go into effect for the graduating class of 2018 (those students starting grade 12 this fall). These pathways include earning a remediation-free score on a college entrance examination, earning a cumulative passing score on seven end-of-course exams, or earning certain state-approved industry-recognized credentials.

But when local superintendents raised concerns about the policy earlier this year, state policymakers made critical last-minute changes and adopted additional graduation options. The concern was largely rooted in the idea that new end-of-course examinations were more difficult than previous versions and that many students would fall short of the full points needed to earn a diploma. Local leaders worried that the state graduation rate would fall by as much as a third under the new requirements.

In responses to this concern, Superintendent Paolo DeMaria and the State Board of Education identified a temporary solution that would provide additional flexibility and delay full implementation for a year. That modification was officially adopted and authorized by the legislature in the fiscal year 2018-19 operating budget, passed in June. Under the policy change, students in the class of 2018 will have two additional opportunities to earn a high school diploma. Under one pathway, students will still have to earn 20 course credits and take end-of-course exams, but they can also graduate by meeting at least two of the following:

93 percent attendance during senior year;
a 2.5 GPA in at least four full-year senior-year courses;
a senior-year capstone project;
120 hours of senior-year work or community service;
three credit hours via college credit plus;
passage of an Advanced Placement or International Baccalaureate class and exam;
a level three score on each of the three components of the WorkKeys test;
industry-recognized credentials totaling at least three points in Ohio’s system; and
receipt of an Ohio Means Jobs readiness seal.

An additional pathway allows students to earn a diploma by completing end-of-course examinations, finishing at least four courses in a state approved CTE program of study, and either earning a proficient score on technical skill assessments, earning an industry-recognized credential or completing 250 hours of work-based learning. While these changes only apply to the graduation class of 2018, the state hopes to develop a long-term solution soon.

Ohio Students Now Have More Options to Earn Industry-Recognized Credentials

Meanwhile, the Ohio Department of Education expanded options for students on the credential graduation pathway by adopting 49 new industry-recognized credentials. The current list spans 13 career fields ranging from health to hospitality and tourism. To be added to the list, credentials must either be aligned with in-demand occupations in Ohio or be submitted for consideration by members of the public.

To help learners take full advantage of the industry-recognized credential pathway and cross the finish line with credentials in hand, Ohio is also implementing a senior only credential program. The program is designed to help high school seniors who have met most of their graduation requirements round out their senior year and graduate career ready. Participating students can choose from several credentials — such as the National Association of Veterinary Technicians in America Approved Veterinary Assistant credential or the American Medical Certification Association Phlebotomy Technician Certification — that can be earned within a year or less. The senior year credential program is a key piece of Ohio’s career readiness strategy under the New Skills for Youth initiative.

Elsewhere, States Authorize New Grants, Modify Course Requirements and Finalize ESSA Plans

To address a growing skills gap and equip learners with credentials to meet the demand of tomorrow’s workforce, Indiana Gov. Holcomb announced the Next Level Jobs Initiative. The initiative includes the Workforce Ready Grant — authorized by the legislature earlier this year — and the Employer Training Grant program, totalling more than $20 million over the next two years.
The Utah State Board of Education removed a requirement that middle school students take classes in physical education, health, the arts, and college and career readiness. The decision was designed to provide local education agencies more flexibility to set their own course requirements. While all classes must be offered, districts can choose to integrate courses as long as the core standards in each course are taught.
Meanwhile, several states have released updated or final versions of their Every Student Succeeds Act (ESSA) implementation plans for public comment — including Wyoming, which submitted a plan to the U.S. Department of Education one month early. Read Advance CTE’s latest commentary on ESSA implementation here.

Austin Estes, Policy Associate

By admin in Public Policy
Tags: ESSA, graduation requirements, Indiana, industry-recognized credentials, Next Level Jobs Initiative, Ohio, Senior Only Credential Program, Utah, Wyoming

Welcome to Chad Maclin, DC’s new State CTE Director!

Tuesday, August 15th, 2017

Chad Maclin grew up in Fairfax, Virginia, in a family full of educators. He knew from a young age that he also wanted to become a teacher, but it wasn’t until a high school drafting class that he realized he wanted to teach Career Technical Education (CTE).

“CTE is where I felt most comfortable in school. It was my favorite class,” Maclin said.

Maclin also recognized that it wasn’t just the drafting class that made an impact, it was the teacher.

“He made geometry make sense to me through drafting,” he said. “This course was offering me more than content. It was the through-lines to understand how these other classes mattered.”

Maclin went on to receive his CTE teaching degree from Old Dominion University, and began his teaching career in Tampa, Florida. A few years later, he returned to his hometown of Fairfax to teach technology education courses.

“I wanted to make my class the favorite class where students could go to make sense of their core academics,” he said.

Over the next two decades, Maclin served as a CTE teacher and administrator for Fairfax County Public Schools. He earned his Master’s Degree from George Mason University and he also served as president for the Virginia Association of Career and Technical Education.

In July, he moved into a new role when he was chosen to be the State CTE Director for the District of Columbia. Maclin said he was excited about this incredible opportunity, and is looking to increase CTE dual enrollment participation, engage with local and regional business leaders to determine which industry certifications that are meaningful and recognized, and bolster student engagement and learning through Career Technical Student Organizations.

Maclin said he also wants to make sure CTE programs are promoted far and wide so students and parents can make the most informed choices.

“So many times we hear, ‘I didn’t know schools offered that,’” Maclin said. “I’ve heard it for 20 years. I want to help students and parents know those options are out there.”

Andrea Zimmermann, Senior Associate, Member Engagement and Leadership Development

By admin in Advance CTE State Director
Tags: CTSO, District of Columbia, dual enrollment, industry-recognized credentials

Getting to Know… Virginia

Monday, February 13th, 2017

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

State Name: Virginia

State CTE Director: Lolita Hall, State Director of Career, Technical, and Adult Education, Virginia Department of Education

About Virginia: Career and Technical Education (CTE) in Virginia has for years benefited from strong enthusiasm in the state legislature as well as sustained support and commitment from the Office of the Governor. Just this year, Gov. Terry McAuliffe in his State of the Commonwealth speech said that Virginia is “transforming our K-12 system to prepare students for the jobs of the 21st Century, with a particular emphasis on modernizing the [Standards of Learning] and how we deliver high school education.” This effort to modernize the Standards of Learning was initiated by major legislation passed in 2016. The law directs the Board of Education to identify a “Profile” for a Virginia graduate and adopt a more flexible high school experience. Currently, the Board is working with various state agencies to identify opportunities for a new high school graduation system, which is scheduled to be implemented in 2018.

A more seasoned initiative under way in Virginia is the Governor’s STEM and Health Sciences Academy network, which was launched and expanded under McAuliffe’s predecessors, Governors Tim Kaine and Bob McDonnell. The network, which includes 22 STEM Academies and 8 health science academies, are embedded within comprehensive high schools and CTE centers. Through partnerships with business leaders and local institutions of higher education, these academies expose students to a rigorous education with pathways to postsecondary opportunities. Each program includes at least two pathways and undergoes an intensive review process before qualifying for an official Governor’s Academy endorsement.

Programs of Study: Virginia students can also access CTE through 132 school divisions, approximately 350 comprehensive high schools, 10 regional technical centers and 47 local technical centers. Using local labor market information, Virginia identifies and funds programs aligned to priority high-wage, high-demand industries in each region. These programs are aligned with the 16 Clusters and 79 Pathways in the national Career Clusters framework.

A current priority in the Commonwealth is developing a rigorous curriculum in computer science to meet the rapid rate of growth in that sector. This work began in the 2013-14 school year and included cybercamps that provided students with project-based learning opportunities and guest lectures from industry experts through an intensive summer program. In 2016, Virginia held 32 cybercamps, reaching approximately 700 students across the Commonwealth. Moving forward, the Department of Education aims to finalize and launch cyber security curricula to be piloted in the 2017-18 school year.

Cross-Sector Partnerships: Although 85 percent of Virginia’s Perkins allocation is distributed at the secondary level, the Commonwealth has strong, collaborative partnerships across various agencies and sectors. One example is Gov. McAuliffe’s goal to help Virginia students and jobseekers attain 50,000 credentials, a primary objective of the Commonwealth’s Workforce Innovation and Opportunity Act (WIOA) plan. This goal is now shared across 24 state and federally funded workforce programs, each working through various means to increase credential attainment in the Commonwealth. The New Economy Workforce Credential Grant program, for example, is a performance-based grant passed last year that covers up to two-thirds of the cost of tuition for noncredit workforce training programs that culminate in a credential. The initiative is administered by the Council of Higher Education, in partnership with several higher education institutions, and draws on a list of credentials identified and reviewed by the Board of Workforce Development.

On the Horizon: After a busy legislative session in 2016 that culminated in eight CTE-related laws and substantial increases in funding for credentials and CTE equipment, Virginia is fully engaged in implementing and expanding new programs. Even still, the legislature is eying new policies related to apprenticeships and CTE teacher licensure. Additionally, the Office of Career and Technical Education recently merged with the Office of Adult Education in order to streamline programs and facilitate more efficient program and service delivery under WIOA. The office, under Lolita Hall’s leadership, is engaged with integrating both the CTE and adult education portfolios in order to strengthen workforce preparation services for individuals all across the Commonwealth.

Austin Estes, Policy Associate

By admin in Uncategorized
Tags: Career Technical Education, Computer Science, Getting to Know, Governor's Academies, industry-recognized credentials, Terry McAuliffe, Virginia

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