Massachusetts « Advance CTE Blog

Legislative Update: Lawmakers Set to Meet Next Week on the Debt Ceiling

Friday, May 5th, 2023

This week lawmakers have continued to struggle to find consensus on how to lift the nation’s borrowing authority. In addition, significant legislation regarding postsecondary data and apprenticeships has been introduced in the House and Senate with implications for Career Technical Education (CTE) while the U.S. Department of Education (ED) announced a new round of funding for state longitudinal data systems.

Lawmakers Agree to Meet Next Week on Debt Ceiling

Since the beginning of the 118th Congress lawmakers have struggled to agree on whether and how to raise the nation’s statutory borrowing authority (known informally as the debt limit or ceiling). In recent weeks, House Republicans have advanced legislation that would dramatically cut investments in domestic programs, including the primary federal investment made in CTE by the Carl D. Perkins Career and Technical Education Act, in exchange for raising the debt ceiling through the spring of 2024. However, the legislation contains several policy provisions, including these significant funding reductions, that congressional Democrats and President Biden have indicated they will not support.

Senate Majority Leader Chuck Schumer (D-NY), in a Dear Colleague letter this week, re-emphasized Democrats’ position that the debt ceiling should be extended without preconditions and shared plans to hold hearings in the coming weeks to draw attention to House Republicans’ recent legislative proposal.

As the impasse continued this week, U.S. Secretary of the Treasury Janet Yellen wrote to lawmakers indicating that she expects the federal government to reach this limit as soon as June 1 of this year. Following her letter, President Biden invited top Congressional leaders from both parties and chambers to meet on May 9 to further negotiate a path forward.

As these efforts continue, Advance CTE will continue to closely monitor this situation and engage with partners to ensure that this process does not adversely impact federal investments in CTE as part of the ongoing federal fiscal year 2024 (FY24) budget and appropriations process.

House Lawmakers Introduce Apprenticeship Proposal

A bipartisan group of House lawmakers led by House Education and the Workforce Ranking Member Bobby Scott (D-VA) and Representative Brian Fitzpatrick (R-PA) introduced the National Apprenticeship Act of 2023— legislation that would comprehensively update, for the first time since 1937, the primary federal law that authorized registered apprenticeship programs (RAPs). If enacted, the law would codify and update existing RAP regulations while providing more than $3.8 billion in funding for the expansion of these, and related programs, for new occupations and a wider array of learners. Notable for the CTE community, the legislation would also formalize expectations for pre- and youth-apprenticeship programs which often serve as on-ramps from education into RAPs. More information about the bill can be found here, including a related factsheet and bill text. Advance CTE has endorsed and supported versions of this legislation in previous Congresses.

Elsewhere, the U.S. Department of Labor is hosting a listening session today, May 5, to receive input from the public regarding improvements and enhancements that can be made to the existing RAP system. More information regarding this opportunity can be found here.

Postsecondary Data Modernization Bill Reintroduced

Earlier this week a bipartisan group of Senators, led by Senate Health, Education, Labor and Pensions Ranking Member Bill Cassidy (R-LA) and Senator Elizabeth Warren (D-MA), and a bipartisan group of House lawmakers, led by Reps. Krishnamoorthi (D-IL) and Joe Wilson (R-SC), reintroduced the College Transparency Act (CTA). This legislation would make much needed reforms to the nation’s postsecondary data reporting system.

Advance CTE has long supported and endorsed this legislation, which would overturn an existing ban on the creation of a postsecondary student unit record system– a feature of current law that greatly diminishes the ability to understand postsecondary outcomes for many learners. The legislation would make several other data improvements that would increase transparency, improve the timeliness of this information and enhance the accuracy of the data that is collected from postsecondary institutions. These improvements would ensure that consumers, and the wider public, have better access to the data to make more informed decisions regarding postsecondary education and training. A factsheet on the bill can be found here and the full text, as introduced this week, can be found here.

In other postsecondary data developments, the U.S. Department of Education (ED) has recently updated the College Scorecard. This year’s scorecard now features four years of earnings data for program completers, includes new demographic data and expands data collection to cover graduate programs. A recent ED blog further details these updates here.

ED Announces New Rounds of SLDS Funding

Earlier this week, the U.S. Department of Education (ED) announced the availability of a new round of State Longitudinal Data System (SLDS) Grant program funding. These resources are intended to support states in developing and modernizing SLDSs to improve the utility of student-level data and develop more cohesive and comprehensive P-20W (early education through workforce) data systems. This latest round of grants will promote four priorities for proposals and projects that seek to improve data infrastructure and interoperability, college and career, school finance and those that support various state-level policy concerns. Only state education agencies may apply for funding and they must express interest in doing so by May 19. More on how to apply for funding can be found here.

In addition, the Data Quality Campaign, in partnership with Advance CTE and many other national organizations, released a new vision for transforming SLDSs this week, which includes actionable use case examples and provides policy suggestions for improving state data systems and promoting integrated, interoperable and linked data.

Steve Voytek, Policy Advisor

By Jodi Langellotti in Public Policy
Tags: 118th Congress, College Scorecard, College Transparency Act, debt ceiling, debt talks, House Education and the Workforce, Illinois, Louisiana, Massachusetts, Pennsylvania, Postsecondary data, Postsecondary Education, RAP, Registered Apprenticeship, SLDS, South Carolina, Virginia, youth apprenticeship

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

Wednesday, March 1st, 2023

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

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

Methodology

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

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

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

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

Findings

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

Recommendations for Members

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

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

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

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

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

Research Round-up: Graduation, College, and Employment Outcomes for CTE Learners with Identified Disabilities

Tuesday, January 31st, 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 Career Technical Education and the graduation, college, and employment outcomes for CTE learners with identified disabilities. These findings align with Advance CTE’s vision for the future of CTE where each learner is supported and has the means to succeed in the career preparation ecosystem.

Last spring, the Career and Technical Education Policy Exchange (CTEx) at the Georgia Policy Lab published Graduation, College, and Employment Outcomes for CTE Students with Identified Disabilities. This report examines the relationship between CTE participation and transition outcomes for learners with an identified disorder and for learners receiving special education services for different identified disabilities.

For learners with identified disabilities, participating in career and technical education (CTE) programs in high school appears to positively impact graduation rates and a higher likelihood of securing employment in the year after high school. This report utilizes administrative data from three states, including Massachusetts, Tennessee, and Washington. This analysis is based on data from the 2007-08 through 2015-16 ninth-grade cohort data in Massachusettes, 2009–10 through 2013–14 ninth-grade cohorts in Tennessee, and 2010–11 through 2015–16 ninth-grade cohorts in Washington. This decision was made to address the different learner population sizes; some categories (e.g., specific disability categories) were relatively small within a single high school cohort

Graph: The chart below offers summary statistics for the population of interest across the three states. The blue bar signifies learners with an identified disorder, and the red bar signifies learners without an identified disorder

The authors examined how CTE concentration for learners with an identified disorder relates to three outcomes:

High school graduation rate within five years of their first year of ninth grade.

CTE concentration rates for learners with an identified disorder vary across states and disorder types. Concentration rates for learners with specific learning disabilities, communication disorders, or health disorders are relatively high in all three states.

Across all three states and different identified disabilities, learners with an identified disorder who concentrate in CTE are more likely to graduate from high school than non-concentrators. While not identical, these states have similar concentrator definitions. These differences by CTE concentration status and disorder type vary across the states but tend to be the largest in Massachusetts.

Graph: Five-year graduation rates by CTE concentration and disorder categories

Postsecondary attendance at two-and four-year institutions.

In Massachusetts, learners with an identified disorder who concentrate in CTE and graduate from high school are less likely to attend college. By contrast, learners with a recognized disorder in Tennessee are more likely to enroll in college if they concentrate in CTE than if they do not. In Washington, the relationship between CTE and college enrollment varies across disorder categories. The gap in college attendance among learners with an identified disorder tends to be smaller between CTE concentrators and non-concentrators in Tennessee and Washington, though in Tennessee, learners with autism who concentrate in CTE are much more likely to attend college than non-concentrators.

Graph: College attendance rates among high school graduates by CTE concentration and disorder categories

Employment rates following graduation.

Learners with an identified disorder who concentrate in CTE and graduate from high school are more likely to be employed at least half-time in the year after graduation than non-concentrators. This pattern is consistent across all identified disorder types in Massachusetts and Tennessee and across most identified disorder types in Washington.

Graph: At least half-time employment rates among high school graduates by CTE concentration and disorder categories.

While the authors noted that their findings were descriptive and may not account for unobserved differences between learners with an identified disorder that are high school CTE concentrators and those with an identified disorder who are not high school CTE concentrators, the results do support existing research trends. Given the differences across states, the authors suggested that state leaders investigate trends in their educational context. Additionally, there may be an opportunity to improve access to these programs for those groups that reported much lower program enrollment rates than learners in other disorder categories.

Suggested follow up reading: Advancing Employment for Secondary Learners with Disabilities through CTE Policy and Practice. This report provides a policy landscape of state-level efforts to support secondary learners with disabilities in CTE programs based on a national survey of State Directors and was produced in partnership with University of Massachusetts Chan Medical School.

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

Amy Hodge, Policy Associate

By Jodi Langellotti in Research
Tags: Access and Equity, CTE concentrators, CTE Research, Massachusetts, Research Review, Secondary CTE Concentrator, tennessee, washington, Washington State

Midpoint Highlights of the New Skills ready network

Monday, October 31st, 2022

In February 2020, JPMorgan Chase & Co. announced its New Skills ready network initiative, which bolsters the firm’s efforts to support an inclusive economic recovery. This effort is part of both their $350 million, five-year New Skills at Work initiative to prepare people for the future of work and their $30 billion commitment to advance racial equity.

While there was a lot of excitement – and some uncertainty – about how exactly the work would unfold, we had no idea that, in just a few short weeks after the launch, the world would change as we knew it. Plans of in-person leadership team meetings, extended needs assessments that included focus groups of learners, industry partners and other key stakeholders, and network-wide convenings were all put on hold or adjusted due to the pandemic.

While the ramp up may have slowed down and plans evolved, what never changed was the commitment of the six sites, JPMorgan Chase & Co., Advance CTE and our national partner, Education Strategy Group (ESG) to the ultimate vision of this initiative – to dramatically increase equitable access to and success in high-quality career pathways and experiences that lead to good jobs for all learners across these communities. This became even more important as the pandemic laid bare the deep and abiding inequities in our education system, workforce and society, particularly for learners and communities of color.

We are now two-and-a-half years into the five-year initiative and there is a lot to celebrate! New Skills ready network is a bold and audacious initiative that aims to achieve both systems change at the ecosystem level while also improving programmatic opportunities for learners and industry partners in real time. It is no easy feat to build a career preparation ecosystem that engages and brings along K-12 districts, two- and four-year institutions, intermediaries, state agencies and industry partners – while also implementing new pathways, advising structures and other critical programmatic improvements at the school and institutional level.

So what have we learned?

Programmatic improvements are critical but can always be swept away with a change in leadership, funding or priorities. To achieve true sustainable change and equitable opportunities requires a focus on the overall systems. We’re impressed at how sites are focusing on the system-level work of building true buy-in, deepening partnerships between the state and local level and across institutions, and strengthening data collection, sharing and use across partner organizations.
Equity must be at the core of the work – as both a moral and economic imperative. As such, sites are engaging learners and families to understand their motivations and concerns, assessing the cultural wealth and assets within school buildings, providing ongoing professional development to system leaders and instructors to build shared understanding of systemic barriers to equity and other key activities.
In order to build sustainable systems, sites can’t simply add new pathways and related experiences, but also must transform or sunset what isn’t working – be it outdated advising models, misaligned pathways or work-based learning that isn’t accessible or meaningful to learners.
New Skills must be built into the communities’ broader career pathways ecosystem. Given the increased interest and investments in career pathways over the last decade, we are finding that the work supported by New Skills is an accelerant to those efforts – or even the glue that holds them together.

For more on site-specific progress, check out the:

2021-22 New Skills ready network snapshots and annual report.
Videos and graphics, released by ESG, elevating the sites’ “big bets” for the year ahead.

Kate Kreamer, Deputy Executive Director

By Stacy Whitehouse in Uncategorized
Tags: career pathways, Colorado, Data Collection, Equity and Access, Indiana, Massachusetts, New Skills ready network, Ohio, tennessee, texas

Early innovations and lessons emerge in Year Two New Skills ready network Annual Report and Site Snapshots

Wednesday, June 22nd, 2022

Today, Advance CTE and Education Strategy Group (ESG) released an annual report and site snapshots for year two of the New Skills ready network initiative. The five-year initiative, part of JPMorgan Chase and Co.’s $350 million global New Skills at Work program and $30 billion commitment to advance racial equity, aims to improve student completion of high-quality, equitable career pathways to gain skills needed for the future of work, particularly among learners of color and other historically marginalized learners.

The New Skills ready network focuses on six domestic sites as illustrated in the graphic below. As a partner in this initiative, Advance CTE strives to elevate the role of state capacity and resources in advancing project priorities. Additionally, we have gained a unique perspective on promising practices to strengthen state-local partnerships across the country.

Looking across each of the snapshots, key priorities emerged as trends for the six sites.

First, many sites continued or finalized the mapping and analysis of career pathways to determine alignment and quality across learner levels. Indianapolis, Indiana, for example, completed their process that was started in year one of evaluating their career pathways against a criteria review tool, which examined access for non-traditional populations, credential attainment, course sequencing, and connection to labor market information, among other criteria. The review also aligned the pathways with the state’s Next Level Programs of Study (NLPS), statewide course sequences which aim to improve consistency, quality, and intentionality of CTE instruction throughout Indiana.

Career advising initiatives were also a major theme for sites in year two, as sites considered how to expand support for learners through a career journey. The Nashville, Tennessee, team prioritized aligned career advising from middle school through postsecondary, with the goal of expanding individualized support. This work, built upon a college and career advising framework developed in year one, was implemented by College and Career Readiness Coaches embedded in select Metro Nashville Public Schools.

Boston, Massachusetts, set expansion of work-based learning as a key focus for year two, as multiple sites discussed how to align work-based learning efforts across learner levels and open more apprenticeship and virtual learning opportunities. The Boston Private Industry Council, the Workforce Investment Board and Boston Public Schools collaborated to ensure a shared commitment to work-based learning and strengthen data collection efforts surrounding participation in work-based learning. Other sites established common definitions of work-based learning to ensure that all partners were consistent in discussions about access.

The snapshots also previewed work for year three of the initiative, as each site recently participated in action planning processes that informed future work. Each site has ambitious goals for year three, largely informed by lessons learned in preceding years. Some sites, like Columbus, Ohio, are continuing communications and messaging work supported by learner-tested messages that seek to inform learners about available career pathways supports and opportunities. Other sites, like Denver, Colorado, are continuing data collection and analysis efforts, finalizing data frameworks, and aligning data systems across institutions. Finally, some sites such as Dallas, Texas, are aligning their efforts with other initiatives in their cities and ensuring that all partners can equitably support learners citywide.

Visit Advance CTE’s New Skills ready network series page to read the full annual report and a snapshot of each site’s innovative partnerships and early accomplishments across the four project priorities. Our New Skills ready network collection page provides additional resources for strengthening career pathways.

Dan Hinderliter, Senior Policy Associate

By Stacy Whitehouse in Advance CTE Resources
Tags: Access and Equity, business and industry partnerships, career advising, career pathways, Colorado, Indiana, Massachusetts, New Skills ready network, Ohio, Program Alignment, systems alignment, tennessee, texas, work-based learning

CTE Research Review: Q&A with Shaun Dougherty on the Impacts of CTE Access on Learner Outcomes in Connecticut

Wednesday, June 15th, 2022

This research review series features interviews with three CTE researchers— Julie Edmunds, Shaun Dougherty, and Rachel Rosen — to highlight new and relevant Career Technical Education (CTE) research topics being pursued and discuss how state CTE leaders might leverage these to make evidence-based decisions. This series is conducted in partnership with the Career and Technical Education Research Network, which is providing new CTE impact studies and strengthening the capacity of the field to conduct and use rigorous CTE research.

For the final post in this series, Advance CTE caught up with researcher Shaun Dougherty to learn more about the outcomes of his study, The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System. This study took place at The Connecticut Technical High School System (CTHSS), an independent district of choice composed of 16 high schools where all students who attend the school participate in some form of CTE. The technical high schools in this study offer between 10 and 17 programs of study compared to the two to four typically offered at traditional comprehensive high schools. These findings suggest that student participation in CTE programs can improve graduation and college enrollment rates, and labor force participation, especially for male students. These findings should be meaningful to state leaders who are interested in improving CTE data quality to improve programming and learner supports.

How do your research findings advance the CTE field’s understanding of ways to better serve learners?

My findings in Connecticut and an earlier study in Massachusetts suggest that increasing access to high-quality CTE-focused schools can improve high school graduation rates, test scores, and early workforce experiences (earnings especially). These findings suggest that ensuring access to high-quality CTE is important, especially in areas where there is high demand for it among students. In Connecticut, we show that the benefits accrue to males only, but in Massachusetts, the impacts are broader-based and larger for students who come from less financially advantaged backgrounds.

What is also important about both of these contexts is that students are attending CTE-dedicated high schools, which is the least common form of CTE instructional delivery in the United States. Students explore multiple programs in 9th grade and then make an informed decision about what program of study to pursue for the rest of their high school experience. Within the program they choose, they then have a relatively stable set of peers and instructors, and there is alignment between content in the state graduation requirements, such as math and English Language Arts (ELA), and their technical area of study. Each of these dimensions of the experience tends not to exist in CTE delivered in comprehensive high schools or regional technical centers.

What findings would you highlight for state CTE leaders in particular?

In particular, I’d highlight the following:

Whole-school models of CTE may be more expensive but have been shown to have quite larger impacts on student success and so could be worth the long-term investment.
If whole-school models aren’t feasible, adapting some of the structures of how those schools operate in other settings could be worth pursuing.
Creating ways for students to explore multiple programs of study early in high school is likely to improve the experience of all students as they get more information about their interests and strengths.
Investing in skilled trade programs likely helps mitigate otherwise undesirable educational and social outcomes, especially for boys who struggled to be engaged in middle school. Avoiding tracking is critical, but also finding ways to engage students in ways that likely benefit them and their families and communities is critical.

You find male students enrolled in Connecticut’s Technical High School System (CTHSS) are more likely to graduate high school and experience a notable wage increase compared to males attending traditional high schools, yet this effect is not seen among female students. What do you make of this finding?

There are two things worth noting here:

Male labor force participation in the U.S. is generally lower than females, as are their likelihoods of completing high school or entering college. Thus, there is more opportunity to have a positive impact on males than females.
Males are more likely to enter traditionally male-dominated fields, such as manufacturing and construction, which are the two industries where we see the largest payoff for participating in these technical high schools. Thus, gendered patterns of program participation are related to similarly gendered patterns of employment, which are directly related to the earnings premiums we see for males.

Can you tell me about how you were able to leverage the state’s longitudinal data system, the value that this process brought to your work, and about any limitations you encountered??

We matched the CTHSS admissions records to the Connecticut State Department of Education’s (CSDE) longitudinal data system sequentially using the following criteria: SASID, exact match on first and last name plus birth year, first initial and exact match on last name plus birth year and month, and exact match on last name plus exact birth date. The reason for the sequential match process is reporting errors in the CTHSS application file on birth dates, spelling errors and uses of nicknames in the application file that parents and/or students fill out by hand. A failure to match after applying all of these criteria leads to the observation being omitted from the sample. Our resulting match rate was 95 percent yielding a final sample of 57,658 student applications.

From the CSDE longitudinal data system, we obtained information on each student’s race, gender, free or reduced-price lunch status, English learner and special education status (i.e. presence of an IEP).

The CSDE data also provided information on short- and medium-term educational outcomes including standardized test scores prior to and during high school, attendance, and high school graduation, as well as information on college attendance drawn from the National Student Clearinghouse.

Further, through the P20Win process, students in our sample were matched to Connecticut State Department of Labor (CSDOL) data. This CSDOL match is facilitated by Department of Motor Vehicle records that contain gender, birth date, and first and last name and is matched to the CSDOL data using social security numbers. CSDOL personnel then matched the resulting data to the CSDE data using an exact match on birth date and gender and a fuzzy match algorithm on the student’s name.

Failure to match applicants in the CSDOL data may have been driven by several factors including never having a driver’s license in the state of Connecticut, name changes due to marriage or other factors, moving out of state prior to or upon the completion of high school or failure to participate in the labor market after high school perhaps due to college attendance. Our labor market data ends in the 1st quarter of 2018. Therefore, we restrict this sample to the years 2006 to 2012 so that we have a potential for at least six quarters of data on each applicant.

Without the matching to the workforce outcomes, we would be left to wonder or speculate about what happened to most students, since there is no real evidence of impact on college-going (nor should we expect it early on for students who attended schools that emphasize manufacturing and skilled trades). Thus, the linkages were critical to being able to provide policymakers with relevant, detailed answers

The primary limitation is that we cannot see workers who moved out of state, who were employed by the federal government, who work for unreported wages, or who are independent contractors. However, our takeaway is that our findings are likely an underestimate of the benefits of CTE.

What new questions has this work raised for you that could be applied to future research?

The two biggest questions this work has raised for me so far are:

First, what financial benefits will persist through middle age and beyond?
Other work has shown that early-career benefits of CTE may decline or turn negative over a 30-year career if the jobs and skills become obsolete or workers are not able to maintain their labor force participation. The evidence that raises this concern is from much earlier periods, so following this over the long term is critical.
Second, are there conditions under which females see similar, or at least positive benefits? The gendered patterns of results are both informative and distressing. For instance, Sade Bonilla (2020) found larger high school graduation benefits from CTE in California where recent expansions of CTE had focused on health services pathways, which were both in demand and disproportionately female. Relatedly, it would be important to get other measures of benefits, such as job satisfaction, flexibility, or other indirect financial benefits. For example, females are more likely to go into education. For early childhood educators, there may be an indirect financial benefit in the form of free or reduced-cost childcare for one’s own children. Further, flexibility in work schedules around children’s school schedules may also carry weight in estimating benefits.

Visit the Learning that Works Resource Center for additional publications examining career-centered education models and Advance CTE’s 50-state report on equity in CTE early postsecondary opportunities (EPSOs) released earlier this year.

The work of the CTE Research Network Lead is supported by the Institute of Education Sciences at the U.S. Department of Education with funds provided under the Carl D. Perkins Career and Technical Education Act through Grant R305N180005 to the American Institutes for Research (AIR). The work of the Network member projects is supported by the Institute. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.

Amy Hodge, Policy Associate

By Stacy Whitehouse in Research
Tags: Connecticut, Data and Accountability, Early Postsecondary Opportunities, Equity and Access, Massachusetts, State Longitudinal Data System, student outcomes

New Skills ready network Site Highlight: Boston, Massachusetts Dual Enrollment Programs

Wednesday, June 1st, 2022

In 2020, JPMorgan Chase & Co. launched the New Skills ready network across six domestic sites to improve student completion of high-quality career pathways with a focus on collaboration and equity. As a national partner in the New Skills ready network, Advance CTE strives to elevate the role of state capacity and resources in advancing project priorities and gain a unique perspective on promising practices to strengthen state-local partnerships across the country.

This blog post continues a series that highlights innovative tools and initiatives produced across Boston, Massachusetts; Columbus, Ohio; Dallas, Texas; Denver, Colorado; Indianapolis, Indiana; and Nashville, Tennessee, that advance the initiative’s four key priorities and serve as a guide for state leaders in their work to create cohesive, flexible and responsive career pathways.

For this post, Senior Policy Associate Haley Wing interviewed Nuri Chandler-Smith, the Dean of Academic Support and College Pathway Programs at Bunker Hill Community College, and Liya Escalera, the Vice Provost for Academic Support Services and Undergraduate Studies at the University of Massachusetts (UMass) Boston, who is also on the leadership team for the New Skills ready network. The interviews sought to learn more about the dual enrollment and early college programs within their respective schools, with a focus on learner engagement and cultural wealth.

Background

Dual enrollment programs at Bunker Hill Community College and UMass Boston enable learners within Boston Public Schools to earn college credit and gain early exposure to college experiences on campus while in high school, including during the summer months. The partnerships are coordinated centrally through Boston Public Schools and extend learning from the school building to the university campus. The expansion of accessible dual enrollment programs in Boston helps to advance one of the project priorities of the New Skills ready network initiative to improve learners’ seamless progression from secondary to postsecondary education. Through supporting the expansion of dual enrollment opportunities and supporting policies and procedures that facilitate equitable access to these programs, Boston Public Schools, Bunker Hill Community College, and UMass Boston are ensuring learners have the tools and experiences to make fully informed decisions regarding their postsecondary coursework and path to career success.

Dual Enrollment Programs at Bunker Hill Community College

Bunker Hill Community College (Bunker Hill) dual enrollment programs stand out because of their commitment to improving access to and success in these programs through seamless communication and intentional program connections between secondary and postsecondary programs. Bunker Hill is working directly with guidance staff at high schools, especially Charlestown High School, to make sure learners are aware of the dual enrollment and early college programs that are available. Strategies to increase awareness include pre-recorded dual enrollment info sessions tailored explicitly for flexible use by practitioners with learners and families during workshops and advisories, and one-on-one course mapping exercises with learners to build their mindset for multi-year access to dual enrollment at Bunker Hill. Guidance teams work closely with teachers to utilize multiple measures in identifying learners for dual enrollment. This includes prior academic preparation, attendance, study habits, and willingness to take responsibility for their learning process. Charlestown’s practices are consistent with the district-wide open-access dual enrollment policy. This spring, they are working to cohort learners into advisories, based on their pathways, to provide more targeted academic and career planning needed for increased persistence throughout the dual enrollment course experience.

Bunker Hill has a unique partnership with Charlestown High School. Charlestown High School has a program for learners that allows them to take an exploratory course in the ninth grade to expose learners to various pathways that lead to high-wage and high-demand careers as a prerequisite to dual enrollment courses. Through this course, school leaders strive for learners to make more intentional choices about their course selections in dual enrollment and feel more prepared to complete these programs. Launched in 2018, learners in Charlestown High School can access designated pathways in technology and business. Access to a third early college pathway, allied health, opened a year later. For Charlestown’s graduating class of 2021, learners in the early college cohort completed with more than 300 combined college credits.

Charlestown learners participating in these programs can also access expanded course options — this include 17 unique courses across the Bunker Hill catalog ranging from Principles in Engineering to Human Biology/lab. Strong staff relationships between Charlestown and Bunker Hill have allowed the teams to re-envision supports for learners, including pivoting to a cohort model for learning that enables learners to more successfully participate in coursework. The New Skills ready network grant has facilitated increased communications and partnerships with industry partners, which has created the conditions for additional support structures where learners now have access to mentors practicing in fields aligned to the learners’ pathways.

Dual Enrollment Programs at the University of Massachusetts Boston

UMass Boston’s dual enrollment programs stand out for their focus on cultural wealth using place-based learning and intense learner support through an alumni-based mentorship program. UMass Boston has a collection of dual enrollment classes decentralized across the university – some classes are a part of precollegiate programs, while others are partnerships between UMass Boston’s individual departments and local high schools. UMass Boston utilizes this unique system because it allows faculty to focus more time on co-designing secondary and postsecondary coursework with partners in the Boston Public School system to better support learner transitions.

UMass Boston has centered its program design on valuing cultural wealth. This includes creating culturally-sustaining programs that draw upon the strengths of learners, their families, and their neighborhoods, and taking into account the issues that are important to learners. Tapping into learners’ individual experiences within their communities is important to take seriously, emphasized UMass Boston Vice Provost for Academic Support Services and Undergraduate Studies Liya Escalera. When learners’ place-based experiences and strengths are integrated into learning, they can use skills gained to be uniquely positioned to find solutions to challenges facing the city. Escalera also highlighted that enrolling in dual enrollment courses demystifies the content and rigor of postsecondary coursework and demonstrates to learners that they have the ability to succeed in college.

Additionally, UMass Boston has piloted a program where mentoring and tutoring are embedded in dual enrollment spaces. UMass Boston utilizes graduates who are not only recent alumni but also participated in dual enrollment courses at the institution. In addition to providing one-on-one mentorship outside the classroom, UMass Boston alumni attend classes to ensure the assistance they are providing to learners parallels the material they are learning. UMass Boston has stressed the importance of ongoing support for learners’ continued academic success, especially considering the learner population they serve, including low-income, first-generation, and racially underrepresented learners.

Program Highlights, Successes and Lessons Learned

The New Skills ready network grant has enabled an expansion of dual enrollment courses, particularly within the emerging pathways of business, finance and environment science in the site’s focus schools. The New Skills ready network grant has also allowed postsecondary institutions in Boston to focus on learner flexibility. For example, UMass Boston has redefined what it means to be a successful learner aligned to their career goals. Boston partners are using resources available thanks to the New Skills ready network initiative to create a more uniform inclusion of career-specific skills into courses, including public speaking and leadership into the dual enrollment curriculum in addition to academic skill-building.

As the secondary and postsecondary partners in Boston, Massachusetts, continue to refine their dual enrollment opportunities for learners, they engage in critical reflection to ensure they are meeting learners’ needs. Since its early start in 2015, Bunker Hill has added career and pathway exploration opportunities aimed to offer learners multiple on-ramps to participation in early college and to provide learners with a foundational understanding of the options before selecting a pathway. Bunker Hill Community College replaced its original offering of college courses for first-year high school learners with an exploratory program for ninth-grade learners which was successful and provided learners and families with opportunities to understand the early college pathway option. If learners are still undecided about the pathways they want to pursue after tenth grade, they can continue to take classes at Bunker Hill Community College throughout high school to ensure the pathway they choose is one they are passionate about and prepares them for their careers.

At UMass Boston, dual enrollment courses that were too specific in their curriculum caused learners who transferred into different career pathways to experience a loss of credit, which prevented acceleration in their postsecondary experiences. Instead, UMass Boston has moved towards ensuring all pathways encourage learners to pursue coursework that interests them without fear of falling behind in coursework requirements.

Visions for the Future

Looking forward, Bunker Hill is focused on sustainability to ensure learners will continue to have access to high-quality dual enrollment programs. This involves ensuring that all learners, regardless of their socioeconomic status and backgrounds, have access to wraparound supports and to remove barriers to success. There is an understanding that the racial disparities seen in dual enrollment programs and in higher education, in general, are not because learners are choosing not to access resources, or because they do not have the skills or ability to succeed, but rather because the institutions are not serving them to the level they need for success and they need to embody a new equity-minded and asset-based paradigm that can facilitate learners’ success. At UMass Boston, a priority for the future is flexibility. Learners should be allowed to make mistakes and change their career goals while still being ahead of the game. UMass Boston is embedding work-based learning into transferable general education courses. Additionally, creating a sense of belonging and community with an emphasis on cultural wealth within their dual enrollment programs is paramount.

The Boston, Massachusetts team is committed to supporting policies and procedures that will enable learners to more readily participate across the district, beyond the focus schools. Within its Postsecondary transitions working group, partners across sectors have coalesced around priorities for strengthening systems and structures that will enable more effective dual-enrollment partnerships and increase access for all learners.

Tejas Shah, State Policy Intern

By Stacy Whitehouse in Uncategorized
Tags: Access and Equity, Career Exploration, dual enrollment, Massachusetts, New Skills ready network, Postsecondary Attainment, secondary to postsecondary, Student Supports, systems alignment

New Report: 5 Strategies to Strengthen Equity in Early Postsecondary Opportunity Participation and Completion

Thursday, March 3rd, 2022

Every year, more than 5.5 million secondary learners take advantage of Early Postsecondary Opportunities (EPSOs), including dual and concurrent enrollment and exam-based courses, like International Baccalaureate (IB) and Advanced Placement (AP). EPSOs aim to provide high school learners with an intentionally designed authentic postsecondary experience leading to officially articulated and transferable college credit toward a recognized postsecondary degree or credential. Career Technical Education (CTE) courses make up approximately one-third of all EPSO enrollments and are a critical component of a high-quality CTE program of study, bridging secondary and postsecondary learning.

Advance CTE’s vision, Without Limits: A Shared Vision for the Future of Career Technical Education, calls on states to ensure that each learner’s skills are counted, valued and portable. At the state level, systems are needed to translate competencies and credentials into portable credit and to ensure that all learners have the opportunity to participate in high-quality and equitable EPSO programs. To this end, Advance CTE, in partnership with the College in High School Alliance, surveyed State CTE Directors to better understand state policies that support EPSOs in CTE. The survey revealed key findings, which subsequently led to recommendations for steps to better advance and support CTE EPSOs, ensuring equity and access to EPSOs for all CTE learners. To read more about the results of the survey and our resulting findings and recommendations, or to learn more about the following actions, read the executive summary and associated full report, The State of CTE: Early Postsecondary Opportunities.

To better ensure equitable access for all learners, particularly in CTE EPSO programs, states can take the following actions:

1.Identify and highlight equity goals in statewide EPSO programs and target specific learner populations for recruitment. States with statewide EPSO programs, particularly those with targeted equity goals, have been able to reduce equity gaps by adjusting funding and tuition models, standardizing entrance requirements, providing statewide navigational supports and centralizing articulation agreements. A critical review of state-level data, including conducting opportunity gap analyses, can allow states to target historically marginalized populations for participation while simultaneously ensuring that these learners have access to high-quality EPSOs. Utah has a long-standing statewide concurrent enrollment program that focuses on continuous improvement, particularly for learners of low income, who attend postsecondary institutions at more than twice the rate of learners of low income who do not participate in the program.

2.Increase publicly available and actionable information for learners and their families. Access to high-quality EPSOs for every learner is just one part of equity; equally important is ensuring that every learner is successful by increasing transparency around opportunities and outcomes in EPSOs, including providing state-level outcome data, navigation assistance and career advising throughout the EPSO experience. Increasing communication with parents and learners about available EPSOs, their requirements and available supports will help first-generation learners and under-served groups not familiar with the postsecondary process access these programs and know how the associated credit transfers. States like Indiana, Maryland, and Kentucky all have public dashboards that share both enrollment and outcome data, disaggregated by learner population and program type. Other states, like Massachusetts, aggregate their EPSO programs through an online catalog, with filters for subpopulations, to demonstrate the range of opportunities available statewide.

3.Identify and remove barriers to access, including restrictive costs or entrance requirements, and target specific learner populations for recruitment. Data demonstrates significantly higher gains for learners of color in dual enrollment programs compared to their peers not enrolled in EPSO opportunities. While states noted that scholarship and tuition supports reduce barriers to entry, burdensome entrance requirements and a lack of information about EPSOs limit a learner’s ability to participate. For example, Tennessee’s statewide EPSO program offers grants that allow learners to take up to 10 dual enrollment courses for free. As states look to increase postsecondary attainment goals, they can leverage enrollment and outcome data to identify opportunity gaps and examine root causes, such as restrictive admissions requirements that may affect learners disproportionately.

4.Increase supports for learners enrolled in EPSOs to ensure completion. While capacity challenges do exist, research indicates the value of early warning systems, counseling programs, and financial supports that remove or overcome barriers to completion. Statewide incentives can encourage districts to expand these types of systems that allow secondary learners to be successful in EPSOs. Alaska’s Acceleration Academy helps high school learners complete math or science courses over the summer to prepare them for participation in the Alaska Native Science and Engineering Program, an EPSO partnership with the University of Alaska-Anchorage.

5.Expand statewide and inter-state articulation agreements to account for all types of CTE EPSOs. Statewide agreements can help guarantee recognition of CTE EPSO credit and facilitate automatic transfer between a secondary institution and a corresponding postsecondary institution of the learner’s choice. Ensuring that the transfer of credit is as frictionless as possible is vital to supporting learners as they transition into postsecondary education and continue in a degree program. As states work to ensure that each learner’s EPSO experiences consistently are counted toward articulated credit, they should also ensure that this credit contributes to core credits in a CTE program of study and not just elective credit. States can develop additional guidelines and legislation that ensures the connection between an EPSO and a program of study. Ohio has Career-Technical Assurance Guides (CTAGs) that provide automatically articulated and transferable credit upon completion of CTE coursework.

Visit Advance CTE’s Learning that Works Resource Center for additional resource related to specific EPSOs and equity and access supports.

Dan Hinderliter, Senior Policy Associate

By Stacy Whitehouse in Advance CTE Resources, Public Policy
Tags: Access and Equity, Alaska, Articulation and Transfer, Credit Transfer, CTE Without Limits, Dual and Concurrent Enrollment, Early Postsecondary Opportunities, Indiana, Kentucky, Maryland, Massachusetts, Ohio, State of CTE, Student Supports, tennessee, Utah

Welcome Candace Williams to Advance CTE!

Tuesday, December 21st, 2021

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

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

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

Candace Williams, Senior Research Associate

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

Coronavirus Relief Funds: States Leverage Federal Funds to Enhance CTE Program Quality

Wednesday, December 15th, 2021

This blog series examines trends in state uses of federal stimulus funding for Career Technical Education (CTE). Stimulus funds were appropriated for emergency relief related to the coronavirus pandemic through the federal Coronavirus Aid, Relief and Economic Security (CARES) Act; the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSAA); and the American Rescue Plan (ARP) Act. The five major stimulus funding streams for states and educational institutions include the Coronavirus Relief Fund (CRF), the Elementary and Secondary School Emergency Relief (ESSER) Fund, the Governor’s Emergency Education Relief (GEER) Fund, the Higher Education Emergency Relief Fund (HEERF), and Coronavirus State and Local Fiscal Recovery Funds.

CTE program quality is key for ensuring that learners have access to necessary skills and competencies, meaningful experiential learning opportunities and strong career pathways. Alignment across workforce development systems and both secondary and postsecondary education institutions is essential for connecting learners and employers, as well as promoting experiential and work-based learning opportunities. As states continue to adapt to the challenges posed by the coronavirus pandemic, many are focusing on program quality and investing federal relief funds to strengthen industry alignment and work-based learning initiatives.

Some states have already directed federal relief funding to align CTE programs to industry needs and high-skill, high-wage, in-demand jobs. Florida made a $35 million GEER allocation for the state Department of Education to partner with state and technical colleges to expand and improve short-term programs leading to in-demand technical certificates, career certificates and industry-recognized certifications. Through providing additional resources to these critical CTE programs, the state hopes to “reimagine its postsecondary CTE offerings as a mechanism for economic and social mobility.” Florida made an additional $2.5 million GEER investment to develop the Pathway to Job Market Dashboard, an online platform to compile and centralize data on CTE programs across the state. The dashboard will provide an accessible, comprehensive view of CTE program performance and alignment to labor market needs.

Massachusetts directed $10.4 million in CRF funding to expand workforce partnerships with employers in the state’s target sectors. The investment will create aligned training-employment pathways statewide. The state also made an additional $300,000 CRF allocation to expand a project to transform career/vocational technical high schools into Career Technical Institutes that also serve adult learners. These Institutes will run three shifts a day and train 20,000 new workers over four years in technical fields and skilled trades. The CRF funds were used to supplement the $8.4 million state investment to expand skills training and align programs to industry needs.

Other states are prioritizing expanding high-quality work-based learning opportunities that connect learners with employers and industry. Delaware invested $8.3 million in ARP state fiscal recovery funds as part of a public-private partnership to expand the Delaware Pathways program, which provides rigorous, industry-aligned career pathway opportunities for high school students. The funding will allow the program to reach over 80 percent of high school learners in the state, as well as over 6,000 new middle school learners. Support will be targeted for workforce development and “earn and learn” apprenticeship programs in high-growth, high-wage target industries such as health care, engineering, finance and information technology.

Iowa made a $10 million CRF allocation to create two Registered Apprenticeship grant opportunities. Apprenticeships follow an employer-driven, “earn and learn” model that connects classroom learning with on-the-job experience and culminates in an industry-recognized credential. One grant opportunity is available for high schools, nonprofit organizations and small businesses, while the other is open to postsecondary institutions and healthcare employers. Grants can be used to purchase equipment or instructional materials to create or expand apprenticeship programs that also provide for online learning.

As states look to education and workforce development as avenues for mitigating the effects of the pandemic, coronavirus relief funds provide a key opportunity to enhance CTE program quality. Industry-aligned programs that provide work-based learning and pathways to high-quality credentials will be essential to ensure that learners are prepared for a continually shifting labor market.

To learn more about how states have spent federal relief funds on CTE, please stay tuned for future Coronavirus Relief Funds blog posts and visit Advance CTE’s coronavirus resource page for additional resources.

Allie Pearce, Graduate Fellow

By admin in COVID-19 and CTE
Tags: American Rescue Plan, apprenticeship, CARES Act, Coronavirus, CRRSAA, Delaware, Florida, Iowa, Massachusetts, Program Quality, systems alignment, work-based learning

Posts Tagged ‘Massachusetts’