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 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 second entry in the blog series, we will examine the core programmatic element of course/activity structure and scheduling.
Inclusivity and flexibility are at the core of state and local decision-making about middle grades CTE structure and scheduling. Whether middle grades CTE is integrated across the curriculum or offered through individual courses or course units, specific and regular time should be dedicated to CTE in the middle grades so that all learners can benefit. In particular, careful attention must be paid to ensure that learners who need additional academic supports are not kept from experiencing CTE due to scheduling constraints. Decisions about middle grades CTE delivery may affect master schedules, the availability and qualifications of educators, and even graduation requirements.
States and local districts are implementing a variety of delivery options for middle grades CTE. Utah’s one-credit College and Career Awareness course is required for all students in grade 7 or 8 and uses project-based learning to help students explore high school, postsecondary and career options; investigate programs of study relevant to the Utah labor market; and develop workplace skills.
Delaware also uses a course model to deliver middle grades CTE, but courses are developed on the local level. Local education agencies complete an application that identifies course skill standards and curriculum as well as end-of-course assessments, affiliated career and technical student organizations, teacher qualifications and aligned CTE programs of study at the high school level.
In response to 2017 legislation expanding CTE into the middle grades, Maine is in the process of developing standards for middle school CTE and awarding grant funding to pilot a range of middle grades CTE delivery models. These pilot projects are developed in partnership among career and technical centers, CTE regions and area middle schools. The aim is to provide multiple, standards-based avenues and opportunities for middle grade students to explore CTE.
Many pilot sites are trying out a variety of CTE experiences and exposures. For instance, Lewiston Regional Technical Center is piloting week-long exploration camps, multi-week summer camps and guidance sessions. This work is supported by two dedicated staff members, a CTE exploration instructor and a CTE exploration coordinator/counselor. Mid-Maine Technical Center is matching middle school students with high school mentors to work together on applied learning projects, among other activities, while one of Biddeford Regional Center of Technology’s projects connects middle school students with local employers in the manufacturing sector through guest speakers and industry tours. Oxford Hills Technical School operates the Viking Voyages program, through which area middle school students take part in week-long, project-based learning experiences during the school year with the technical school, secondary students and community members.
As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:
- Are CTE courses or experiences structured in such a way that all students have access — or do students have to make choices between CTE and other experiences?
- Are there efforts to identify and eliminate barriers to participation and success in CTE courses or experiences for marginalized or special populations of students?
- Is enough time and space dedicated to middle grades CTE experiences to enable experiential or hands-on learning both within and outside the school day?
- Is enough time dedicated to middle grades CTE experiences to provide the necessary depth and breadth of content and deliver on student outcomes?
- How are experiences/courses sequenced from early education into the middle grades and then into high school as part of a broader continuum?
- Is information about course options and scheduling choices communicated clearly to students and their families?
For additional resources relevant to middle grades CTE course/activity structure and scheduling, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.
Many governors leveraged their State of the State Addresses to address CTE funding. In Maine, 
The report found that criteria for qualifying Career Technical Education (CTE) instructors are mentioned in state-level policies in eight states (Colorado, Illinois, Kansas, Maine, Missouri, Mississippi, Ohio, Virginia). Dual enrollment teacher qualification policies are generally related to education attainment level, but exemptions are sometimes made for CTE dual enrollment instructors. In some of these cases, states allow exemption from qualification rules when instructors can demonstrate proficiency in the field they will teach and consider industry recognized credentials and years of experience working in the field when determining teacher qualifications.
Eighteen states 
activity as it relates to Career Technical Education (CTE). Further explanation of the series can be found 