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CTE as a Protective Factor for Mental Health Part 2: The role of hope and positive childhood experiences to buffer the impacts of childhood trauma

Wednesday, May 8th, 2024

The protective factors for mental health inherent to Career Technical Education (CTE) may offer opportunities to improve mental health and overall outcomes for learners, solidifying CTE’s role in not only preparing learners for the workforce but also for life. In part two of this four-part blog series, Senior Communications Associate and Mental Health Educator Jodi Langellotti shares research on the power of hope and positive childhood experiences (PCEs) to buffer the negative effects of adverse childhood experiences (ACEs).

In the first blog in this series, we discussed how 80% of our most common health, social, and behavioral challenges are a direct result of trauma experienced in childhood. This trauma, also referred to as adverse childhood experiences (ACEs), results in changes in the developing brain that can result in challenges with focus, attention, emotional regulation, executive functioning skills, and more. The original ACEs study from the mid-1990s showed that ACEs are common, they are interrelated, and that those who experience more trauma in childhood, as evidenced by a higher ACE score, are at greater risk for negative life outcomes including disease, mental health challenges, incarceration, substance use challenges, and more.

The Life Progression of Adversity

Recreated by the author based materials from the ACE Interface Master Trainer Training

When we look at the life progression of those who are affected by ACEs and the resulting disrupted brain development, traits, and behaviors, we see a significant increase in the risk of early substance use as a coping mechanism (see chart above). For example, nicotine found in cigarettes and vape products can reduce anxiety and help to increase focus and attention. For someone challenged with attention problems and/or anxiety, smoking or vaping may improve those conditions and be an attractive coping mechanism despite the known associated health risks. This increases the person’s risk for chronic smoking-related health problems later in life, like cancer, chronic obstructive pulmonary disease, and emphysema.

Even if a young person does not turn to substance use as a coping mechanism, there is still a significant risk of negative outcomes as a result of the changes in brain development as depicted in the image below. When those with ACEs have children, the risk of transmitting that adversity to their children is significantly higher when they continue to suffer from the impact of the adversities they have faced.

The Role of Hope and Support

When people feel that they have hope and support, the negative effects of adversity are significantly reduced. In the chart below, you can see that the percentage of respondents who experienced poor mental health for half of the last 30 days drops drastically when they felt they had hope and were supported, regardless of how much adversity they have experienced. This important factor, the role of hope, is often left out of ACE conversations and presentations though it is the primary reason that a person’s individual ACE score is not predictive of their individual life outcomes. Both ACEs and the role of hope and support have a dose-response relationship, the greater the dose, whether it be toxic stress or hope and support, the greater the impact.

Recreated by the author based on materials from the ACE Interface Master Trainer Training

In 2019, new research on resilience and positive childhood experiences (PCEs) through Johns Hopkins University lead by principal researcher Dr. Christina Bethell provided statistical evidence that hope and support can buffer the negative effects of adverse childhood experiences.

The study, conducted with over 7,000 participants aged 18+, involved asking participants a variety of questions about childhood trauma, their mental health, and the health of their relationships. It is important to note, that the questions regarding trauma were not limited to the 10 ACE categories and therefore were more reflective of additional modern-day forms of trauma one may experience.

The findings of the PCEs study identified seven positive childhood experiences or protective factors that have a lifelong beneficial, ripple effect on mental health and overall life outcomes.

These PCEs can be categorized as taking place within the home and within the community, to include the school community:

Within the home

Able to talk to family about feelings
Felt family stood up for them in difficult times
Felt safe and protected by an adult in your home

Within the community

Had at least two non-parent adults who took genuine interest
Felt supported by friends
Felt a sense of belonging in school
Enjoyed participating in community traditions

The PCEs study showed that positive experiences have a similar dose-response relationship as adverse experiences – the more positive experiences, the better the chance for positive mental and relationship health despite the level of adversity or trauma experienced. The PCEs study confirmed that positive childhood experiences can buffer adverse childhood experiences thereby reducing the neurological, emotional, and behavioral impact of ACEs.

Source: Pinetree Institute

The Role of Career-connected Learning on Learner Hope and Engagement

In a report released in September 2023, Gallup reported that there is a direct connection in the number of career-connected learning (CCL) opportunities experienced and a learner’s engagement and hope. This study, performed in the spring of 2023 by Gallup and New Hampshire Learning Initiative (NHLI), surveyed more than 9,600 students in fifth through 12th grades across 28 schools in 13 districts throughout New Hampshire. Significant findings include:

Mentors matter for hope. Those who agree they have a mentor who supports their development are more likely to be hopeful about the future than their peers who do not have such a mentor (40% vs. 25%).
Engagement matters. Even students with lower academic performance who were more engaged through CCL reported having a higher sense of hope that they will graduate high school.
There is a dose-response relationship between the number of CCL opportunities and the rate of engagement and hope. The more CCL opportunities, the higher the student’s engagement and sense of hope.

Looking Ahead

In the next blog in this series, we will discuss the importance of relationships in buffering the effects and intergenerational transmission of adversity and the inherent aspects of CTE that serve as protective factors for mental health.

Future blogs in this series will discuss:

Communicating CTE as a protective factor and continuing the conversation

Resources

Adverse Childhood Experiences: Prevention for Action, Centers for Disease Control https://www.cdc.gov/violenceprevention/pdf/ACEs-Prevention-Resource_508.pdf
Healthy Outcomes from Positive Experiences: Positive Childhood Experiences and Adult Mental Health: https://positiveexperience.org/wp-content/uploads/2020/03/BRFShandout2-18.pdf
Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample Associations Across Adverse Childhood Experiences Levels: https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336
Research Round-up: Impact of Career-Connected Learning on Learner Engagement and Hope https://blog.careertech.org/research-round-up-impact-of-career-connected-learning-on-learner-engagement-and-hope/
The Power of Career Connected Learning in NH: https://nhlearninginitiative.org/wp-content/uploads/2023/09/Gallup-New-Hampshire-Learning-Initiative_-Report_2023.pdf

Much of the information in this blog is from the author’s training as an Adverse Childhood Experiences Master Trainer through ACE Interface with Dr. Robert Anda and Laura Porter and through her volunteer work within the community mental health space.

Jodi Langellotti, senior policy associate

By Jodi Langellotti in Meeting the Needs of All Learners
Tags: ACEs, Mental health, New Hampshire, Positive Childhood Experiences, Protective factors

Lawmakers Celebrate CTE Month, Progress on FY24 Remains Uncertain | Legislative Update

Friday, February 16th, 2024

Over the last two weeks, lawmakers in the House and Senate have continued to formally recognize the importance of Career Technical Education (CTE) and celebrated February as CTE Month® in a number of ways. Elsewhere, appropriations leaders continue to work on federal funding measures, Advance CTE endorsed several new pieces of legislation and federal agencies released new equity plans.

New Challenges Emerge in FY24 Funding Process

The Senate remained in session last weekend to pass a highly anticipated supplemental national security aid package. Following that action, the Senate adjourned and is not expected to return to Capitol Hill until February 26. Meanwhile, the House met for an abbreviated work period this week where Republican lawmakers impeached Department of Homeland Security Alejandro Mayorkas. This action in the House will trigger a trial in the Senate when lawmakers return later this month. Due to Senate rules that require addressing this issue upon their return, this upcoming trial may impact ongoing negotiations, largely occurring behind the scenes, on federal fiscal year 2024 (FY24) spending, including the Labor-HHS-ED appropriations measure that funds the Carl D. Perkins Career and Technical Education Act (Perkins V) and other programs administered and overseen by the U.S. Departments of Education (ED) and Labor (DOL).

At this time, it remains unclear how lawmakers will ultimately move forward with FY24 appropriations legislation beyond the upcoming expiration dates of current funding rapidly approaching on March 1 and March 8. Reportedly, appropriations leaders are currently negotiating potential “policy riders” that some lawmakers are seeking to attach to these funding measures, including Labor-HHS-ED. House lawmakers are currently scheduled to return after a recess period on February 28, leaving only a few days to determine a pathway forward. As these efforts continue to take shape, Advance CTE is continuing to advocate for robust funding for Perkins V’s formula grant program.

CTE Month Continues With Co-Chair Appearances and a New Senate Resolution

Yesterday, House CTE Caucus co-chairs Reps. Glenn “GT” Thompson (R-PA) and Suzanne Bonamici (D-OR) made an appearance on C-SPAN’s Washington Journal program to talk about the importance of CTE and the role it plays in the wider economy. The two leaders fielded questions from viewers and spoke at length about their experiences with CTE, the importance of the federal investment made by Perkins V and highlighted the immense value CTE programs provide to learners, especially by providing multiple pathways to postsecondary education, training and careers. These lawmakers also introduced the Counseling for Career Choice Act, bipartisan legislation that would strengthen career counseling services available to K-12 students. Advance CTE was proud to endorse this legislation upon introduction. In addition, House Education and Workforce Committee Chair Virginia Foxx (R-NC) provided floor remarks celebrating CTE month and emphasizing the important role CTE programs have in providing learners with valuable and durable skills.

On the other side of the Capitol, Senate CTE Caucus co-chair Senators Tim Kaine (D-VA), Todd Young (R-IN), Tammy Baldwin (D-WI) and Ted Budd (R-NC) introduced and passed a bipartisan resolution recognizing February as CTE month within the chamber. “This month and every month, let’s work to expand access to CTE, including by passing my JOBS Act to allow students to use Pell Grants for job training programs, and build an economy that works for everyone,” Senator Kaine remarked upon its passage.

Advance CTE applauds all of these lawmakers for their ongoing leadership on this issue and extends our community’s deep appreciation for continuing to elevate and highlight the significant importance of CTE this month and throughout the year.

Bipartisan Childcare CTE Bill Introduced

Earlier this week, Representatives Annie Kuster (D-NH), Lori Chavez-DeRemer (R-OR), Mike Lawler (R-NY) and Bonamici introduced the Early Childhood Workforce Advance Act. The legislation would provide new resources for CTE programs and aims to address significant workforce shortages in this critical sector of the economy. “The Early Childhood Workforce Advancement Act intentionally leverages CTE programs and ensures that these efforts are connected to ongoing state and local efforts to strengthen early educator workforce pipelines,” Advance CTE’s Executive Director Kate Kreamer shared upon the bill’s introduction. More information on the proposal can be found here.

ED Publishes Updated Equity Action Plan

At the beginning of the week, ED formally released its 2023 update to the Department’s existing “Equity Action Plan,” outlining new commitments to advance equity in education. ED identified five key focus areas: improving college access and completion rates for underserved students; ensuring equitable resources for learning recovery; expanding educational opportunities for justice-impacted individuals to improve outcomes; advancing equity in career and technical education; and increasing mental health resources in underserved communities. In the plan, ED notes that it hopes to improve data transparency with regards to Perkins V data, host a future webinar series on equity in CTE and propose broadened equity indicators as part of its priorities for potential legislative updates to Perkins V in the years ahead. Read the full plan here.

Steve Voytek, Policy Advisor

By Layla Alagic in Public Policy
Tags: Access and Equity, Career Counseling, CTE Month, data quality, Department of Labor, House Appropriations Committee, Indiana, Justice-involved learners, Labor-HHS-ED, Legislative Update, New Hampshire, New York, North Carolina, Oregon, Pennsylvania, Perkins V, U.S. Department of Education, Virginia, wisconsin

State CTE Policy Spotlight: 2023 Policies Expanding Accessible CTE for Special Populations

Tuesday, January 30th, 2024

While policies grouped under “Funding” and “Industry Partnerships/Work-based Learning” categories have consistently remained in the top five key policy trends for the past ten years, the “Access and Equity” grouping has steadily moved up the ladder, ranking from 10th place in 2017 to 3rd place in 2022. In this blog, we will review four policies enacted in 2023 that are founded in improving access to high-quality Career Technical Education (CTE) programs.

As explained in Without Limits: A Shared Vision for the Future of Career and Technical Education (CTE Without Limits), CTE plays a vital role in creating an inclusive and equitable future, providing learners with the education and training necessary for success in financially secure and self-sufficient careers while meeting industry talent demands. Advance CTE is committed to supporting states as they tackle the various barriers–program costs, transportation, and eligibility among others–that continue to exacerbate the access and equity challenges special populations face when accessing CTE programs.

In 2023, CTE leaders adopted innovative strategies to expand access to CTE in their state. Examples of such strategies can be found in the following policies enacted by California, New Hampshire, and Virginia:

California

In October 2023, California enacted A.B. 368 which expands eligibility for learners who are “underrepresented in higher education” in the state’s College and Career Access Pathways (CCAP) dual enrollment partnership grant opportunity. The CCAP Grant awards $100,000 to local education agencies who are interested in establishing or expanding a partnership with a community college to enable learners at participating high schools to access dual enrollment opportunities. A.B 368 expands access to now include first-time college learners, learners experiencing low-income, learners who are current or former foster youth, learners experiencing homelessness or learners at risk of being homeless, learners with disabilities, learners with dependent children, and undocumented learners. By expanding which populations are considered underrepresented, this policy better aligns with learners identified as special populations in the Carl D. Perkins Career and Technical Education Act (Perkins V).

In the same month, California also enacted A.B. 91 which exempts qualifying learners from paying the nonresident tuition rate. Learners who qualify for this exemption are nonresident learners who: experience low income, reside in Mexico, are registered in lower division courses at a qualifying California college, and reside within 45 miles of the California-Mexico border. This policy aims to decrease the financial burden that may hinder nonresident learners from participating in California’s CTE programs by reducing the cost of participation in CTE.

New Hampshire

In October 2023, New Hampshire passed H.B. 364 which authorized the Department of Education to reimburse the full cost of transportation to learners classified as “at-risk learners” who attend alternative education programs at a regional career and technical education center. This policy aims to mitigate the transportation barrier that may prevent learners from participating in New Hampshire’s CTE programs by covering the cost of transportation to CTE centers.

Virginia

In March 2023, Virginia enacted S.B. 1430 which required the Department of Education to convene a “stakeholder workgroup” to offer recommendations on improving access to paid work-based learning experiences for English Learners. The workgroup was directed to submit their recommendations to the Governor and the Chairman of the House Committee on Education and the Senate Committee on Education and Health by November 1, 2023. No information is available yet on the outcome of the working group, but their recommendations are expected to be published in early 2024. This policy aims to analyze barriers that hinder English Learners from participating in CTE by creating a workgroup tasked with providing strategies to mitigate these barriers.

For more strategies to expand access to CTE for special populations, check out the “Maximizing Access & Success for Special Population” briefs prepared by Advance CTE and ACTE for:

Foster Youth
Non-traditional Learners
Out-of-Workforce Individuals

Coming in February 2024: Advance CTE and ACTE’s eleventh annual State Policies Impacting CTE: 2023 Year in Review and Advance CTE’s 2023 State Policy Tracker, which will examine CTE and career readiness policies across the nation. While the report focuses on policy trends, the tracker comprises every CTE-related policy enacted within each state.

View the 2022 state policy tracker here.

Velie Sando, Policy Associate

By Layla Alagic in Achieving Equitable and Inclusive CTE, Public Policy
Tags: Access and Equity, California, college and career readiness, CTE Policy, CTE Without Limits, Dual and Concurrent Enrollment, New Hampshire, Perkins V, special populations, state policy, Virginia

Legislative Update: Congress Returns from Recess

Friday, December 1st, 2023

Congress returned this week from its Thanksgiving recess with a list of important agenda items that must be addressed before the end of the year. Elsewhere, the U.S. Department of Education announced new funding for full-service community schools while federal agencies announced the availability of free COVID-19 testing kits for schools.

Agreement on Full-year FY24 Funding Remains Elusive

Prior to Thanksgiving, Congress passed another short-term extension of federal fiscal year 2023 (FY23) funding. The continuing resolution (CR) bifurcated the 12 individual spending bills that fund federal operations into two separate groups, each with a different expiration date. Of note for the Career Technical Education (CTE) community, the Labor, Health and Human Services, Education and Related Agencies (Labor-HHS-ED) appropriations component of this legislation would extend funding for programs like the Carl D. Perkins Career and Technical Education Act (Perkins V) through February 2, along with seven other funding bills, while four other funding measures are set to expire on January 19 of next year.

With these new funding extensions now in place, lawmakers must still work to negotiate full-year FY24 funding legislation. However, lawmakers appear to be currently prioritizing other items on the legislative agenda before turning to this important issue. As these efforts take shape, Advance CTE will continue to advocate for the significant funding needs of the CTE community as part of the wider FY24 appropriations process.

ED Announces New Community School Funding

On Tuesday, November 28, the U.S. Department of Education (ED) announced the distribution of roughly $74 million in new funding for full-service community schools — comprehensive K-12 schools that are intended to provide more holistic and comprehensive wraparound services and related supports to learners and families to improve wider outcomes. “I am proud that the Biden-Harris Administration is expanding the number of community schools across the country as an evidence-based strategy to Raise the Bar in education and to deliver on our commitment to support students, families, and whole communities,” U.S. Secretary of Education Miguel Cardona stated as part of the announcement. The new round of funding will target schools in four new states, including Idaho, Missouri, New Hampshire and Ohio. Read more in the press release.

COVID-19 Test Kits Available for Schools

This week the U.S. Department of Education, in partnership with the U.S. Department of Health and Human Services (HHS) announced a new effort to distribute COVID-19 testing kits free of charge to schools across the country. “The Biden-Harris Administration remains a committed partner with schools in keeping our students and teachers safe and healthy,” said ED’s Assistant Secretary for Planning, Evaluation, and Policy Development Roberto Rodriguez as part of the announcement. Read more in the press release.

Steve Voytek, Policy Advisor

By Layla Alagic in Public Policy
Tags: Biden Administration, Continuing Resolution, COVID-19, FY 2024 Funding, Idaho, Labor-HHS-ED, Legislative Update, Missouri, New Hampshire, Ohio, Perkins V, US Department of Education

Research Round-up: Impact of Career-Connected Learning on Learner Engagement and Hope

Monday, October 30th, 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 of career-connected learning on learner engagement and hope. These findings align with Advance CTE’s vision for the future of CTE where each learner skillfully navigates their own career journey.

The New Hampshire Learning Initiative (NHLI) partnered with Gallup to survey a group of New Hampshire learners to better understand the impact of Career Connected Learning (CCL). Specifically, this study sought to measure the interactions between CCL participation, school engagement and hope among middle school and high school learners. CCL is an education strategy aiming to boost learners’ knowledge of potential career options and the skills needed for those careers. CCL bridges CTE and core academic classroom experiences to expand career exploration and work-based learning opportunities.

This sample included 9,600 learners, across grades 5-12 from 28 schools and 13 districts throughout the state of New Hampshire.

In this study, participating in CCL opportunities, as explained in the chart below, was measured by engagement and hope.

Engagement indicates the degree to which learners are involved in and are enthusiastic about school
Hope refers to the ideas and energy learners have for the future

Findings from the Gallup-NHLI learner poll demonstrate strong relationships between learners’ career-connected learning participation and their hope and engagement. These encouraging results indicate that CCL opportunities may help move the needle in improving learner outcomes.

Learners in fifth and sixth grades (37%) are the most likely to be engaged out of all learners in grades 5-12. Starting career exploration early could be more impactful when paired with high levels of engagement.
The vast majority of learners (88%) report participating in at least one career-connected learning opportunity.
Career-connected learning opportunities that match learners’ interests are more likely to inform their plans.
Those who agree they have a mentor who supports their development are more likely to be hopeful about the future than their peers who do not have such a mentor (40% vs. 25%).
Those who agree they have a mentor who supports their development are more likely to be engaged than their peers who do not have such a mentor (37% vs. 16%).
This study found a strong relationship between engagement levels and whether a learner says “I know I will graduate from high school”. This connection is the most pronounced among learners who report receiving average or poor grades. For example, among engaged middle schoolers with average or poor grades, 86% of students believe they will graduate from high school, compared to 67% of not-engaged learners.

What type of Career Connected Learning activities were observed in this study?
CCL learning opportunities occur in various ways within schools or even in the community. Common types of CCL include learning about a job or career in their core academic courses, participating in a career fair or attending a job talk or panel. The graph below demonstrates the frequency of learner participation in various types of CCL activities.

About one in three high school students (35%) — and one in four middle school students (26%) — say CCL opportunities at their school have informed what they plan to do after high school.

These results are encouraging and provide educators and leaders with the data they need to best foster learner success — an important step in closing the gap between the skills learners have and the jobs employers need to fill. Partnerships between industry and school districts to increase the frequency of CCL could increase knowledge of local and regional opportunities and peak learner interest. For state and local leaders seeking to leverage the power of CCL in CTE programs, consider the following:

- Conduct climate surveys to understand the current state and availability of CCL-type activities.
- Investigate the process for creating partnerships with local and regional industry leaders to ensure that CCL opportunities are aligned with career pathways.
- Assess the current strategies for communicating the CCL that are available to learners and their families.

Creating opportunities for learners to engage in CCL during the school day in their core courses mitigates barriers presented by transportation, geography or conflicting school schedules.

Please visit Advance CTE’s Learning that Works Resource Center for resources to support connecting the learner experiences in the classroom to careers.

With Learners, Not for Learners: A Toolkit for Elevating Learner Voice in CTE: This toolkit provides state and local CTE leaders with actionable resources, guidance and tools to ensure CTE learner voices are elevated and heard for the improvement of CTE policies and practices.
ECMC’s Question the Quo Report: This national report highlights Gen Z’s desire for increases in the information and opportunities to explore career options.

Amy Hodge, Membership and Policy Associate

By Layla Alagic in Research
Tags: Gallup, graduation, Learner Engagement, Middle grades, New Hampshire, Research Review

States Make Progress in Strengthening Meaningful Learner Engagement in CTE

Tuesday, August 22nd, 2023

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

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

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

Action Plan Development

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

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

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

Early Areas of Success

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

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

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

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

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

Looking Ahead

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

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

Haley Wing, Senior Policy Associate, Advance CTE

By Layla Alagic in CTE Without Limits
Tags: Colorado, Delaware, Equity, inclusivity, Learner Engagement, learner voice, New Hampshire, Oregon, program improvement, Stakeholder engagement, wisconsin

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

New Hampshire Welcomes Eric Frauwirth to State CTE Helm

Wednesday, October 16th, 2019

Like many other leaders in CTE, Eric Frauwirth’s journey to his current role overseeing New Hampshire’s CTE program is truly unique. Originally from Massachusetts, Eric took what he describes as the ‘grand tour’ through CTE — traveling around the country teaching at the high school and postsecondary levels, then returning to Massachusetts to serve as the dean of CTE and business at a local community college.

Eric sees his new role as an opportunity to update New Hampshire’s CTE system and make changes that will have lasting impacts. To accomplish this, Eric has been everything but a stranger to innovative ideas.

“Absolutely everything is on the table,” he said.

One of Eric’s main priorities is to improve the way in which New Hampshire delivers CTE to better provide access and equity to students across the state. The state will be embarking on an effort to identify all possible delivery models – in addition to the current shared time centers – to provide more CTE programs to more learners.

“We’re considering taking some of our non-lab CTEs — accounting, business, marketing — and instead of offering one of the courses at a regional center, we offer it at the five comprehensive high schools in the region. This would allow more students to be eligible while also freeing up space at the CTE centers to create more room for labs.” New Hampshire also recently received a $46 million grant from the U.S. Department of Education to expand charter schools and Eric is considering how they might fit into the new CTE puzzle.

Fortunately for Eric, the state’s education commissioner is not only supportive of CTE but also is an out-of-the-box thinker who is willing to let Eric’s team be creative. For example, the CTE office is planning to purchase an RV, with the goal of converting it to a mobile classroom to travel around the state to build exposure and access to CTE. The RV will be equipped to carry out experiments as well as highlight the many programs in the different regions of the state.

Eric’s team took this idea a few steps further by making it a competition among the CTE programs to design the mobile classroom’s wrap, using the theme “I am CTE.” CTE students will also paint the RV once the design is selected. The winners will get to see their work travel all across the state promoting CTE.

“We brought it to the commissioner and we expected the two outcomes to be either he throws us out of his office or he was going to love it. The first sentence out of his mouth was ‘can I drive it’.”

By admin in Advance CTE Announcements, Advance CTE State Director, News, Resources
Tags: New Hampshire

Governors Celebrate CTE in 2019 State of the State Addresses

Monday, March 4th, 2019

Numerous governors have celebrated or prioritized Career Technical Education (CTE) during their annual State of the State Addresses to their state legislatures this year. When outlining their policy agendas for 2019, many governors highlighted successes related to CTE and committed to fostering CTE in their respective states.

Governors prioritized expanding access to CTE for learners. In New Hampshire, Governor Chris Sununu announced an $8.6 million allocation to remove barriers, such as tuition and transportation, to CTE participation. In Idaho, Governor Brad Little mentioned that he will focus on expanding CTE opportunities for learners. Meanwhile, in Massachusetts, Governor Charlie Barker celebrated adding 4,000 seats to the state’s vocational and technical schools. In Rhode Island, Governor Gina Raimondo noted that the state increased the number of CTE programs offered in high schools by 60 percent. Both Massachusetts and Rhode Island have prioritized increasing high-quality career pathways under the New Skills for Youth (NSFY) initiative.

During the addresses, Governors also emphasized CTE funding in their states. In Maryland, Governor Larry Hogan celebrated voters’ approval of the “casino lockbox initiative,” which will provide $4.4 million in additional funding for innovative CTE programming and other educational initiatives. In North Dakota, Governor Doug Burgum dedicated $40 million in Legacy Fund earnings for career academies.

Numerous governors also celebrated work-based learning, particularly the expansion of apprenticeships. In Montana, Governor Steve Bullock highlighted that seven out of 10 two-year colleges in the state offer apprenticeship coursework. In New Jersey, Governor Phil Murphy celebrated the creation of more than 100 new apprenticeship programs that hired more than 2,000 new apprentices. In Pennsylvania, Governor Tom Wolf noted that the state increased the number of apprenticeship programs to roughly 800.

In total, more than 20 governors have celebrated or prioritized advancing CTE in their states during their State of the State Addresses. This is Advance CTE’s second blog post on the State of the State Addresses- to view the first blog post click here. Advance CTE will continue to monitor the State of the State Addresses for their relevance to CTE.

Brianna McCain, Policy Associate

By admin in Uncategorized
Tags: Idaho, Maryland, Massachusetts, Montana, New Hampshire, New Jersey, North Dakota, Pennsylvania, rhode island, State of the State Addresses

Welcome Eric Feldborg, New Hampshire’s new State CTE Director

Monday, August 15th, 2016

Eric Feldborg has had a less traditional route to the State CTE Director position in New Hampshire. Beginning his career as a process and product engineer, he then transitioned into building custom furniture, all the while serving as a skiing instructor on the winter weekends. Eventually, Feldborg recognized his love of teaching and decided to make a career of it by becoming a science teacher. Feldborg ended up spending 15 years teaching, eight of which were at a competency-based school. In the process of getting recertified, Feldborg began taking graduate courses and became more deeply interested in education leadership and the social sciences, eventually earning a doctorate of education from Plymouth State University.

While working on his dissertation, Feldborg reached out to the commissioner of education in the state who steered Feldborg towards an innovative project at one of the stateâ€™s Career Technical Education (CTE) centers. His research focused on how unplanned strategies emerge in complex systems undergoing transformational change. After earning his doctorate, he continued serving as the Outreach Administrator at Great Bay eLearning Charter School, then moved to the New Hampshire Department of Education. Before assuming his current role, he served as the stateâ€™s STEM Director for six months.

As State CTE Director, Feldborg hopes to serve as a facilitator and help create a more cohesive system among state leaders across the education and workforce sectors. Additionally, he wants to refine the monitoring process at the local level to ensure it is seamless and productive. Over the next year, Feldborg plans to learn the ins and outs of the requirements and determine how schools can focus on improving CTE at its core.

Katie Fitzgerald, Communications AssociateÂ

By admin in Uncategorized
Tags: New Hampshire

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