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AGC Maine’s Pre-Apprenticeship: A Program of Success | 2024 Fall Meeting Platinum Sponsor: NCCER

Friday, October 11th, 2024

A New Beginning

In 2023, the Maine Construction Academy kicked off its Construction Immersion Program, a registered pre-apprenticeship program overseen and managed by the Associated General Contractors of Maine (AGC Maine). In two years, participation in the program has grown from 50 learners and young adults to more than 200 statewide. This includes 11 new locations and industry partners, expanding the program to support 15 cohorts. Its retention rate of 98%, with only one student of the first 50 left the program, reflects the values and commitment of the participants.

Program in the Making

AGC Maine focused on several key areas in developing its Construction Immersion Program — funding, program structure, and employer involvement. Kelly Flagg is the executive director of AGC Maine. As the new director in 2022, she discovered that the chapter had been awarded a $1.5 million state grant applied for by its previous executive director.

Kelly said, “It fell on my desk. You don’t always get to walk into that kind of money for a project.” The grant swiftly addressed funding issues, allowing the association to focus on program design and implementation to get the program off the ground.

As a pre-apprenticeship, the Construction Immersion Program was designed specifically to help participants, 16- to 20-year-olds, enter and succeed in a registered apprenticeship. The program consists of classroom instruction, ten days of hands-on experience with local companies, and other benefits, including a weekly stipend, tools, and outerwear for its participants.

Classroom Curriculum

Referencing the program’s classroom instruction components, Kelly speaks highly of AGC Maine’s partnership with the National Center for Construction Education and Research (NCCER). Local high schools shared their instructors, who received NCCER’s instructor training through AGC Maine. This collaboration ensured all instructors used the same materials — curriculum, presentations, and tests — in a standardized format.

NCCER’s curriculum meets the Department of Labor’s Office of Apprenticeship requirements for time-based training. Therefore, if the same curriculum is used by Registered Apprenticeship Programs that partner with the Construction Immersion Program, participants can continue with their apprenticeship after the program. This approach reflects Principle 4 of Advance CTE’s CTE Without Limits vision by incorporating industry-recognized credentials like the NCCER Core, which help ensure learners’ skills are portable and valued across various programs and states.

Standardized Construction Training and Certification Model

The benefits of NCCER accreditation provide organizations a full workforce development solution – to deliver standardized training and assessment programs for industry-recognized, portable credentials. Accredited organizations must meet and maintain established standards and criteria to ensure integrity in program administration.

Flexible, Digital Instruction

Online training materials help provide learners with the flexibility needed to accommodate their busy schedules, whether they’re interested in exploring a new skill or pursuing full journey-level certification. Online materials also help instructors devote classroom time to hands-on instruction. NCCERconnect offers interactive, online training for many of the most popular curricula and learning materials for additional crafts are available digitally as eText.

Hands-On Learning

To be successful in the field, performance training and evaluation enables learners to master hands-on construction skills in real-world environments. NCCER’s performance testing helps ensure learners are productive, safe, and confident in using their skills after earning NCCER credentials.

Local Employers Connect

To ensure their efforts would develop a solid talent pipeline for local companies, AGC Maine designed the Construction Immersion Program with two important requirements for employers.    

The first requirement: employers must actively participate to have access to hiring the program’s graduates. “Each contractor has one day with the participants.” Kelly explained, “That’s six hours to present their craft, their company, and what the opportunity looks like. They either go to an active construction site for a meaningful hands-on experience, or the contractor comes to the school to provide one on-site.”

The second requirement: participating companies must have a Registered Apprenticeship Program. This ensures participants who sign on with a participating company may continue their education after program completion – it’s a win-win. Kelly added, “AGC can support those companies in becoming a Registered Apprenticeship Program if the concept is new to them.” Upon completion, the program guarantees participants at least three interviews with employers.

Providing Career Paths for Maine’s Youth

At the heart of the Construction Immersion Program is its impact on learners and young adults seeking hands-on career guidance. Throughout the four weeks, participants learn about a variety of crafts and disciplines including carpentry, electrical, welding, crane operation, highway construction, and heavy equipment mechanics. They also receive financial literacy training, resumé preparation, and guidance in developing interviewing skills.

By completing the program and earning an NCCER Core credential, graduates have the foundational skills needed to pursue a career in construction. “We knew that we wanted to use a curriculum that would have a portable credential.” Kelly said, “Our goal is to start someone on a career path.” Additionally, participants earn their OSHA 10 certification and first aid CPR certification.

Lifelong Success

Pre-apprenticeship programs like the Construction Immersion Program are a tangible way that high schools, local employers, and organizations like AGC can partner in transforming learners’ interests into opportunities for lifelong careers.

Enhanced Construction Training

Take your team to the next level using NCCER’s programs to prioritize training, improve safety, and develop future leaders.

Reach out to the NCCER Workforce Development Solutions team to discuss a tailored program that meets the state requirements, needs and goals.

William Bales, NCCER

The views, opinions, services, and products shared in this post are solely for educational purposes and do not imply agreement or endorsement by Advance CTE, nor discrimination against similar brands, products, or services not mentioned.

By Layla Alagic in Meetings and Events
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State CTE Policy Spotlight: Governors Prioritize Workforce Development in their State of the State Addresses

Friday, March 29th, 2024

In this post, Policy Associate Velie Sando highlights how governors are championing workforce development, and by extension Career Technical Education (CTE) in their 2024 State of the State addresses.

As the new year unfolds, 38 governors across the nation have delivered their much-anticipated State of the State addresses, outlining their vision for the future and key educational priorities, including career readiness. Some governors vouched for increased funding toward CTE  initiatives while others highlighted accreditation as a means to address workforce demands in their state.  The emphasis on career readiness within the State of the State addresses aligns with Advance CTE’s Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits), which leverages CTE as a catalyst for ensuring each learner can reach success in the career of their choice.  

This year, as in previous years, governors continue to emphasize workforce development in their efforts to prepare learners for the evolving job market. Thus far, 24 addresses implicate CTE in some capacity, as governors highlight apprenticeships, training programs, and initiatives such as free community college to address emerging labor market needs. 

Apprenticeships

With growing labor market demands, states including New Jersey and Pennsylvania have invested in apprenticeship programs to meet workforce needs in their state. New Jersey Governor Phil Murphy highlighted doubling the number of apprenticeship programs in fields such as life sciences and renewable energy, reflecting a proactive approach to meeting workforce demands in emerging sectors. Similarly, Pennsylvania Governor Josh Shapiro celebrated 33 new apprenticeship programs, mentioning significant enrollment numbers and program expansions. Elsewhere, Tennessee Governor Bill Lee proposed expansions in apprenticeships, particularly in high-demand sectors like healthcare. Tennessee’s proposal aims to bridge the gap between education and employment, ensuring a skilled workforce meets the needs of the healthcare industry. Similarly, Colorado Governor Jared Polis aims to create 100 new private sector apprenticeships by June 30 and increase state government apprenticeships by 50%, while Missouri Governor Mike Parson announced a $3 million investment in youth apprenticeship opportunities.

Free Community College

Recognizing the pivotal role of education in workforce development, states including Colorado and Massachusetts have implemented initiatives to make higher education more accessible. Governor Polis of Colorado highlighted that their expansion of free community college for in-demand careers has already benefited 3,500 learners, empowering them with the skills needed to thrive in today’s job market. Massachusetts Governor Maura Healy celebrated the MassReconnect program which offers free community college to adults aged 25 and older, removing barriers to education and training for mid-career professionals. Similarly, Michigan Governor Gretchen Whitmer called for tuition-free community college for all high school graduates, addressing the financial burden often associated with pursuing higher education and ensuring equitable access to skill-building opportunities for all graduates. 

Training Programs

Governors recognize that investments in specialized training programs are crucial for addressing evolving workforce needs. Rhode Island Governor Daniel McKee celebrated the launch of the first State Institute for Cybersecurity & Emerging Technologies at Rhode Island College, underscoring the importance of staying ahead in emerging fields, laying the groundwork for a skilled workforce equipped to tackle cybersecurity challenges. Missouri invested $54 million in workforce training through the MoExcels initiative, demonstrating a commitment to equipping postsecondary institutions with the resources needed to deliver high-quality training programs.

Michigan highlighted free community college and training for medical technicians and electricians aged 21-24 through the Michigan Reconnect program, catering to the growing demand in these critical sectors. Massachusetts proposed building a workforce plan for growing industries, while Maine Governor Janet Mills celebrated the Maine Jobs Plan for investing over $200 million in skills attainment and training programs. Elsewhere, Idaho Governor Brad Little announced the Idaho LAUNCH grants that will cover up to $8,000 in costs to enroll in education or training programs after high school, incentivizing residents to pursue education and training aligned with in-demand careers. 

Governors across the nation are prioritizing workforce development initiatives to ensure a skilled and adaptable workforce for the future. By investing in apprenticeships, expanding access to free community college, and bolstering training programs, states are laying the foundation for economic growth and prosperity. Outside of workforce development, governors are also investing in rural communities to mitigate the barriers that hinder their access to educational and training opportunities. CTE can serve as the connector offered in communities to connect secondary and postsecondary classroom learning, work-based learning and apprenticeship, and skilling and reskilling training programs. 

Advance CTE and ACTE’s eleventh annual State Policies Impacting CTE: 2023 Year in Review and Advance CTE’s Longitudinal Year in Review Analysis Tool examine CTE and career readiness policies across the nation. While the report focuses on policy trends, the tool comprises every CTE-related policy enacted within each state since 2013. 

 

For further insights and resources connected to workforce development, check out our Learning that Works Resource Center.

Velie Sando, Policy Associate

By Jodi Langellotti 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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Maine’s Early College Programs: Empowering Local CTE Choices for Early College Options

Wednesday, October 25th, 2023

Providing equitable access to programs and opportunities by removing barriers to access based on location, socioeconomic situation or other factors is a key component of ensuring each learner can access Career Technical Education (CTE) without borders. This blog shares two programs as promising practices in Maine that allow all learners, regardless of location or socioeconomic situation to access dual-enrollment and early postsecondary learning opportunities. 

Maine offers two primary programs within their early college program offerings: the Dual Enrollment Career Technical Education Program and the Aspirations Program. A promising practice and important aspect of these programs is empowering local districts and CTE centers to choose the program and partner institution that best fits the needs of their learners.

The Dual Enrollment Career Technical Education Program (Title 20-A, Chapter 229) focuses on fostering a cohort-based approach to provide students in their junior and senior years with access to college credit-earning CTE courses. This program is only open to the state’s CTE centers and to be eligible for the program a CTE center must meet the following requirements:

Additionally, CTE centers must include individual learning plans, academic and career assessment, college and career advising, career exploration, and job-shadowing opportunities matched to achieve the learner’s individual academic and career goals. 

The Dual Enrollment CTE Program is optional, allowing schools to choose to participate if the program meets their needs and the needs of their learners. Maine’s 27 CTE centers and regions can partner with the University of Maine system, Maine Community College System, Maine Maritime Academy or approved independent institutions like the Bridge Academy Maine. The Bridge Academy Maine specifically works to offer college-level courses to Maine’s CTE centers providing hands-on experience. Offering programs that provide both career and college-readiness CTE opportunities enhances the options available to learners within the state. 

Understanding that there are costs outside of just tuition, the Dual Enrollment CTE program also covers additional related costs to further enhance access and better support equity of the program. Some of the costs that centers can be reimbursed for are professional development, learning management systems, transportation costs, books, and work-based learning summer academies. CTE centers are able to utilize the reimbursement funds both for initial program startup costs as well as for the continuation of programs. The Dual Enrollment CTE Program is managed by the Office of Workforce Development and Innovative Pathways. 

Promising practices:

Since 1997 the Aspirations Program (Title 20-A, Chapter 208-A) has provided eligible learners the opportunity to receive academic credits towards a high school diploma and an associate or baccalaureate level degree through dual-enrollments and successful completion of college-level courses at approved Maine institutions. As a part of the Aspirations Program, learners may earn up to 12 free credits per academic year with a maximum of six credits per semester. This program is available to all Maine secondary schools and is also available to learners who are homeschooled. 

The Aspirations Program allows learners to take courses during the summer, providing flexibility for learners and families. Summer programming has proven to be very successful with strong enrollment and completion rates showcasing the importance of not only empowering schools and districts but also empowering learners. 

Understanding that there are transportation barriers, including those living in rural and remote populations in the state, programs can also apply for remote instruction hosted by the approved institutions. This open access, regardless of the type of institution or location, provides greater access to a larger population of learners. The Aspirations Program is funded through the Department of Secondary Education’s general budget. State funding of dual and concurrent enrollment is an important aspect of supporting the ability of learners to access this opportunity.

Promising practices:

To learn more about the impact of state funding on dual enrollment, read Dr. Kristin Corkhill’s research on The Impact of State Funding on Dual Enrollment Participation in Career, Technical and Agricultural Education Programs. An alumnus of the inaugural cohort of The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation, Dr. Corkhill’s research was conducted as part of the Real World Project capstone project. 

For more information on helping learners access high-quality CTE and early postsecondary opportunities without geographical barriers, read the CTE Without Borders Policy Playbook in the Leaning That Works Resource Center.

Paul Mattingly, Senior Policy Associate

By Layla Alagic in CTE Without Limits
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Research Round-up: Micro-credentials as a Lever for Social Mobility in Rural Postsecondary Communities

Monday, August 28th, 2023

Advance CTE’s “Research Round-Up” blog series features summaries of relevant research reports and studies to elevate evidence-backed Career Technical Educational (CTE) policies and practices and topics related to college and career readiness. This month’s blog highlights the impact that micro-credentials have had on different populations of learners in rural postsecondary institutions. Ensuring that each learner’s skills are counted, valued, and portable supports Advance CTE’s vision for the future of CTE where each learner has access to the means to succeed in the career of their choice.

In their 2022 report, Micro-Credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report, Digital Promise explored the impact of earning micro-credential attainment on individuals’ transitions into the workforce, promotions, and economic outcomes (e.g., salary increase, prioritizing learners impacted by poverty). Micro-credentials are digital certifications that verify an individual’s competence with a skill or set of skills. They can be earned asynchronously and stacked together to demonstrate readiness for in-demand jobs. Micro-credentialing is growing in popularity as state CTE leaders consider expanding their credential spectrum to include micro-credentials as a cost-effective option to connect learners with certifications for their skills. 

While common themes emerged across the four rural micro-credentialing initiatives evaluated in the report, overall impressions were that micro-credentials can — and in some cases, do — lead to job promotions, higher wages, and an increase in self-confidence for rural learners.

Research Objectives

To better understand their impact, researchers selected four rural micro-credentialing initiatives that are being used to create career pathways for rural learners. The report focused specifically on outcomes for Black, Latinx, and indigenous populations, as well as women. 

A primary objective of this project was to identify existing and emerging instances of micro-credentials in rural industry, education, and training initiatives to inform the field about the value and use of micro-credentials as a tool for equitable economic recovery. Additionally, this research sought to understand how micro-credentials are being leveraged to reduce systemic biases, signal worker readiness to employers and promote social mobility in rural communities.

The four communities featured in this work include:

This report features both qualitative and quantitative data collected through focus groups and individual interviews, program enrollment, retention, credential attainment, and salary outcomes.

Learner Perceptions of Micro-credentials

 

Overall, micro-credential earners interviewed for this study perceived their experiences favorably and believed that efforts to earn such credentials would result in economic mobility through higher education and income levels. Earners indicated that micro-credentials allowed for more timely feedback and that each credential motivated earners to continue their progression. While stakeholders remain optimistic about the value of micro-credentials, many earners are still unsure of how earning micro-credentials may or may not impact their long-term employment trajectories.

 

Program Design Considerations

As a result of their analysis, five themes emerged across the micro-credential sites:

  1. Partnerships
    • All initiatives emphasize a need for developing regional, sustainable partnerships across sectors and increasing efforts to engage communities of color. Successful initiatives included universities, adult education, prison education, and reentry programs and employers. 
    • State-level example: In Tennessee, several organizations and networks are working to promote online learning and micro-credentialing for early childhood education professionals across the state.
  2. Employer Recognition
    • Program administrators and learners want to ensure that prospective employers recognize and value skills demonstrated through micro-credentials. 
    • State-level example: In Georgia, the way that program leaders build relationships with employers ensures a quick transition into the workforce for those completing the 8-week program to earn their micro-credentials.
  3. Program Sustainability
    • As the three university-based pilots are in the process of scaling up into more robust statewide programs, efforts to maintain programming were thought to depend on several factors:
      • A desire for more robust data collection methods and data interoperability across multiple institutions. 
      • Administrators also recognized the need to improve messaging to potential learners, employers, and funders about the value of micro-credentials.
  4. Program Appeal/ Feasibility
    • Across all initiatives, program appeal was influenced by affiliations with the respective educational institutions. Perceived use and value of micro-credentials were the most important reasons for motivation for program developers and earners. 
    • State-level example: In Kentucky, some teachers earning micro-credentials were able to increase their rank and wages.
  5. Potential for Learner/ Higher Education Attainment
    • An ability to earn new skills, obtain credit for prior knowledge, and access varied content were significant factors of the perceived value of micro-credentials among rural learners. Earners perceive micro-credentials as beneficial to include on resumes given that they may set them apart from other candidates. 
    • State-level example: In Maine, earners, which included women in state correctional facilities, sought to ensure that micro-credentials were readily transferable to college credit.

Additional Resources

To learn more about stackable credentials, visit the Learning that Works Resource Center.

Amy Hodge, Policy Associate 

By Layla Alagic in Research
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Legislative Update: Senate Advances FY24 Appropriations Measure With Additional Perkins Funding

Friday, July 28th, 2023

This week, lawmakers in the Senate advanced funding legislation for the upcoming 2024 federal fiscal year (FY24) that proposes an increased investment in the Carl D. Perkins Career and Technical Education Act (Perkins V*). Elsewhere, lawmakers in the House examined postsecondary policy reforms and K-12 student learning loss trends while Senators introduced important legislation intended to address persistent educator workforce shortages. 

Senate Appropriators Advance FY24 Labor-HHS-ED Legislation

On Thursday, July 27, the Senate Appropriations Committee convened to consider several FY24 appropriations bills, including the Labor, Health and Human Services, Education (Labor-HHS-ED) appropriations bill– legislation that provides funding for Perkins V and other education and workforce development programs. The measure proposes a $40 million increase for Perkins V’s basic state grant program–a nearly three percent increase over current FY23 funding levels.

The measure also proposes to reduce funding for national activities authorized under Perkins V to roughly FY22 levels and was advanced out of the committee by an overwhelmingly bipartisan vote of 26-2. Advance CTE and the Association for Career and Technical Education (ACTE) issued a statement applauding this proposal and encouraging Congress to advance the legislation for enactment later this year. 

While the passage of this legislation marks an important step in the wider FY24 appropriations process, the House and the Senate must still reconcile significant differences between their respective visions for FY24 funding before the start of the federal fiscal year set to begin on October 1, 2023. As previously shared earlier this month, lawmakers in the House have proposed radically different spending measures for Labor-HHS-ED and other domestic appropriations bills. 

As these efforts continue to take shape, Advance CTE is closely monitoring the process and engaging with partners on Capitol Hill to ensure the funding needs of the CTE community are realized as part of the ongoing budget and appropriations process for FY24.

House Lawmakers Examine Postsecondary Education

Also on Thursday, the House Education and Workforce (E&W) Subcommittee on Higher Education and Workforce Development held a hearing titled “Lowering Costs and Increasing Value for Students, Institutions, and Taxpayers.” The hearing touched on a wide array of issues including strategies and policies that can help make postsecondary education more affordable while holding institutions and providers more accountable for learner outcomes. The hearing highlighted several state-level experiences, including efforts in Texas, to advance pay-for-performance and other similar postsecondary approaches. In addition, lawmakers and witnesses spoke at length about the forthcoming gainful employment rule which is expected to be finalized by the U.S. Department of Education later this year. An archived webcast of the hearing, including opening statements and witness testimony, can be found here. 

House Holds Learning Loss Hearing

On Wednesday, July 26, the House Education and Workforce Subcommittee on Early Childhood, Elementary, and Secondary Education held a hearing titled “Generational Learning Loss: How Pandemic School Closures Hurt Students.” The hearing included testimony from several witnesses including Catherine Truitt, Superintendent of North Carolina’s Department of Public Instruction. The hearing focused on the impact school closures have had on students and highlighted troubling assessment data that points to significant decreases in student academic achievement. An archived webcast of the hearing, including witness testimony, can be accessed here. 

Senators Introduce Educator Shortage Legislation

On July 19, Senators Kaine (D-VA) and Collins (R-ME), along with other members of the Senate Health, Education, Labor, and Pensions (HELP) Committee introduced the Preparing and Retaining Education Professionals (PREP) Act. This legislation would, if enacted, make a series of changes to federal policy to better support state and local efforts intended to attract and retain a high-quality educator and administrator workforce. Advance CTE is proud to support the introduction of this legislation and looks forward to working with Congress toward its enactment. More on the bill can be found here.  

*As amended by the Strengthening Career and Technical Education for the 21st Century Act

Steve Voytek, Policy Advisor 

By Jodi Langellotti in Public Policy
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College in High School Series: a Look at CHSA’s State Policy Roadmap

Wednesday, June 14th, 2023

Advance CTE serves as a steering member of the College in the High School Alliance,a coalition of national, state, and local organizations collaborating to enable high school students to enroll in authentic, affordable college pathways toward postsecondary degrees and credentials offered with appropriate support. This blog, the second in a series, highlights the CHSA’s Unlocking Potential guide that elevates findings and work states are doing to design and deliver high-quality college in the high school programs. 

Resource Overview

College in High School Alliance (CHSA)’s Unlocking Potential: A State Policy Roadmap for Equity & Quality in College in High School Programs provides a comprehensive set of policy recommendations for states looking to expand equitable access to college and high school programs. This guide provides policy recommendations as well as actionable items for state and local administrators and concludes with other examples of state tools and resources.

Background:

College in High School Alliance defines college in high school programs as dual enrollment, concurrent enrollment, and early college high school. These programs are formed via partnerships between school districts and accredited institutions of higher education to provide high school-age students postsecondary experiences that lead to college credentials or degrees. 

The number of students participating in College in High School Programs has increased to provide opportunities to more than 5.5 million secondary learners, with Career Technical Education (CTE) courses making up one-third of enrollments (1). While these programs have proven popular and in high demand, enrollment demographics do not reflect the full diversity of the learner population. Significant opportunity exists for reducing barriers to accessing College in High School Programs for all learners, especially those in low-income communities, learners of color, learners from rural communities and first-generation college-goers.

Unlocking Potential provides recommendations and highlights work for state policies that advance the goals of equity and quality for college in high school programs in six categories:

The numbers in the image represent page numbers from the resource guide, per each category.

The policy recommendations are presented along a continuum: foundational, advanced, and exceptional policies. Foundational policies are those that every state must have to best support its learners.

For example, under the Equity Goal and Public Reporting, Every Student Succeeds Act (ESSA) data reporting requirements would be considered a foundational policy. On the other end of the spectrum, states can enhance these same data reporting requirements by creating tool kits and providing technical assistance to empower local use of data to remove barriers for learners and create more equitable programs. 

To learn more about how CTE early postsecondary opportunities (EPSO) such as dual enrollment serve learners, check out Advance CTE’s report on The State of CTE: Early Postsecondary Opportunities. This 50-state report, provided in partnership with College in the High School Alliance reveals key findings on how EPSOs serve CTE learners and provides recommendations for state leaders to leverage state infrastructure and collaboration to advance equity in these experiences.

  1. The State of CTE: Early Postsecondary Opportunities
  2. Unlocking Potential

 

Suela Cela, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
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Welcome Candace Williams to Advance CTE!

Tuesday, December 21st, 2021

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

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

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

Candace Williams, Senior Research Associate 

By admin in Uncategorized
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This Week in CTE

Saturday, August 1st, 2020

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

WEBINAR OF THE WEEK

This week, Advance CTE hosted a webinar providing a preview of the 2020 elections at both the national and state level and discussed how the results of the elections may impact policy overall, and specifically CTE-related policy. Panelists also discussed what state CTE leaders can do now to prepare for the elections in November. View the recording of the webinar and register for the next one: CTE’s Role in the Future of Work and our Economic Recovery.

SCHOLARSHIP AWARD OF THE WEEK

GRANT AWARD OF THE WEEK

The Rethink K-12 Education Models Grant will support states’ initiatives in creating innovative ways for learners to continue education in ways that meet their individual needs. States receiving the grant award include: Georgia, Iowa, Louisiana, Maine, North Carolina, New York, Rhode Island, South Carolina, South Dakota, Tennessee and Texas. The awards range from $6 million to $20 million. View the press release here.

CTE PROGRAM OF THE WEEK

One local CTE program in Michigan has added a new teacher academy for their learners, which will begin this fall! With the help of a grant award from the Michigan Department of Education, Alpena Public Schools are looking to recruit their own educators for the future of their district. Read more in this article published by The Alpena News.

TOOLKIT OF THE WEEK

To assist state leaders in developing and expanding equitable youth apprenticeship programs, the National Alliance for Partnerships in Equity (NAPE) and the Partnership to Advance Youth Apprenticeship (PAYA) has developed a new toolkit, Equity in Youth Apprenticeship Programs. 

This toolkit strives to increase access and opportunities for high school students as they begin to transition into the workforce or a postsecondary institution. Read more here. 

RESOURCE OF THE WEEK

Advance CTE in partnership with The National Center for Learning Disabilities (NCLD) has published a new resource as part of the Making Good on the Promise series, which outlines the five steps state CTE leaders can take to ensure secondary and postsecondary students with disabilities have access to and the supports needed to thrive in high-quality CTE programs. 

View the resource in our Learning that Works Resource Center.

Brittany Cannady, Digital Media Associate

By admin in Advance CTE Resources, Resources, Webinars
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Middle Grades CTE: Policy

Tuesday, June 30th, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what Career Technical Education (CTE) and career readiness should entail at the middle grades level. 

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this last entry in the blog series, we will examine effective middle grades CTE policy.

Policy actions often play a critical role in expanding access to high-quality middle grades CTE opportunities. Through effective policy actions, state CTE leaders can remove barriers that may prevent learners from accessing middle grades CTE opportunities, ensure there is adequate funding to support middle grades CTE, and create environments to incubate and scale middle grade CTE opportunities.

In 2014, H.B. 487 was enacted into law in Ohio, requiring schools to provide CTE courses in seventh and eighth grades by the 2015-16 school year. As a result, Ohio became one of the only states that requires the availability of CTE courses to middle school students at scale. Districts that do not want to offer middle school CTE must submit a public waiver to the Ohio Department of Education. Since the passage of the law, Ohio has seen a dramatic increase in access to CTE programs, with 21,551 students participating in middle grades CTE in 2015 and more than 73,728 students participating in middle grades CTE in 2017.

Similarly, In 2017, the Maine Legislature passed L.D. 1576, which updated the state’s definition of CTE to include language about middle school, effectively allowing middle school students in grades six through eight to participate in CTE. To expand access to middle grades CTE, the Maine Department of Education developed a Middle School CTE Pilot program, which allows institutions to apply for grants to pilot CTE opportunities that provide hands-on and interactive activities to middle grades students, as further described in an earlier entry in this blog series. 

Numerous states plan to leverage the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), which allows states to use Perkins funding to support CTE as early as the fifth grade, to expand access to CTE opportunities for middle grades students. For instance, Massachusetts is awarding Perkins V reserve funds to eligible agencies to better integrate career planning from the middle school through the high school levels. In its Perkins V state plan, Florida provides guidance to include aligned middle grades CTE programs within programs of study and allow middle grades students to take high school-level CTE courses early. 

As state leaders reflect on effective middle grades CTE policy, they may consider the following questions:

For additional resources relevant to CTE educators in the middle grades, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup. To learn more about policy actions state leaders can take to advance middle grades CTE, read Expanding Middle School CTE to Promote Lifelong Learner Success. 

Brianna McCain, Policy Associate

By admin in Middle Grades CTE, Uncategorized
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