Posts Tagged ‘state policy’

State Policies Impacting Funding

Wednesday, March 9th, 2022

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

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

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

Funding
Policies that address significant changes in CTE funding, such as increasing or decreasing allocations, creating a scholarship or grant program, or investing in a pilot program have been categorized by this topic. Twenty-four states enacted 51 policies in 2021 that affected CTE funding, making funding the most common policy category for the ninth year in a row. Below are a few state policy actions from this category: 

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

View the full report and 2021 state policy tracker here

Dan Hinderliter, Senior Policy Associate

By admin in Resources
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State Policies Impacting Industry-Recognized Credentials

Wednesday, March 2nd, 2022

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

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

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

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

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

View the full report and 2021 state policy tracker here

Dan Hinderliter, Senior Policy Associate 

By admin in Advance CTE Resources, Publications
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State Policies Impacting Data, Reporting and/or Accountability

Wednesday, February 23rd, 2022

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

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

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

Data, Reporting and/or Accountability

Policies that address data and research activities that support CTE, including the use of labor market information and the inclusion of career readiness indicators within accountability systems have been categorized by this topic. Twenty-three states enacted 37 policies that address data, reporting and/or accountability. Below are a few state policy actions from this category:

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

View the full report and 2021 state policy tracker here

Dan Hinderliter, Senior Policy Associate 

By admin in Publications
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State Policies Impacting Access and Equity

Wednesday, February 16th, 2022

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

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

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

Access and Equity

Policies that address each learner gaining access to and being successful in high-quality CTE programs have been categorized by this topic. Twenty-seven states enacted 45 policies related to access and equity that implement changes aimed to expand access to CTE for historically marginalized learners, including learners of color and learners with special population status such as learners with disabilities, learners who are economically disadvantaged, participants in fields of study that are non-traditional for their gender, single parents and out-of-workforce individuals. This category also includes middle school CTE programming and diversity in the CTE educator workforce. Below are a few state policy actions aligned to access and equity:

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

View the full report and 2021 state policy tracker here

Dan Hinderliter, Senior Policy Associate 

By admin in Advance CTE Resources, Resources
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State Policies Impacting Industry Partnerships and Work-based Learning

Thursday, February 10th, 2022

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

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

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

Industry Partnerships and Work-based Learning

Policies that address the engagement of industry to drive student learning through work-based learning or other means are categorized by this topic. Twenty-three states enacted 36 policies that addressed industry partnerships and work-based learning. Below are a few state policy actions aligned to industry-recognized credentials:

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

View the full report and 2021 state policy tracker here

Dan Hinderliter, Senior Policy Associate 

By admin in Publications
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Welcome Haley Wing to Advance CTE!

Tuesday, February 8th, 2022

Hello! My name is Haley Wing and I am thrilled to be joining the Advance CTE team! As a Senior Policy Associate, I directly support Advance CTE’s state policy initiatives, implementation strategies and member engagement activities. My work will include specific attention to equity and high-quality career pathways.

Originally from Tampa, Florida, I completed my undergraduate degree in elementary education. After teaching in my home state, I found the Teach For America program and was placed in Indianapolis, Indiana. Teaching in Indianapolis Public Schools while simultaneously pursuing fellowships focused on education policy allowed me to engage with the Indianapolis Public Schools President of the School Board of Commissioners, as well as the Indianapolis Mayor’s office. Through these opportunities, I partnered on teacher recruitment initiatives and projects focused on alleviating barriers in education created by poverty. While acquiring my master’s degree in public affairs, I served two years in the Indianapolis Mayor’s office working in education policy and data analysis.

Over my professional experiences, I am grateful to have had the support, guidance, and mentorship of those in my professional networks. I was provided the opportunities to acquire skills necessary to elevate myself in my professional career, build connections with others aligned to the changes I wish to see in our education system and learn about meaningful ways to impact the communities I serve, particularly communities that have been historically marginalized. I firmly believe that the best way to influence change is to share the wealth of knowledge I have acquired. I am doing my best to pass on the information, tools and skills I have to my peers wishing to develop personally in order to best serve others.

Most recently, I worked at a local education nonprofit focused on advancing equitable education initiatives. I am excited to contribute my knowledge and prior experiences to create a more equitable education system in Career Technical Education (CTE)!

In my personal time, I enjoy being outdoors, practicing and teaching yoga, reading psychological thrillers, listening to true crime podcasts, and hanging out with folks I love!

Haley Wing, Senior Policy Associate 

By admin in Our Staff
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Increasing Apprenticeship Opportunities Through State Policy

Thursday, November 18th, 2021

Preparing to enter the workforce is no easy task, especially as the COVID-19 (coronavirus) pandemic continues to transform the world of work. It is critical that apprenticeship, pre-apprenticeship and youth apprenticeship programs exist to allow learners of all ages to participate in significant work-based learning opportunities that connect their learning with on-the-job skills that they can leverage as they grow in careers of their choice. Pre-apprenticeship programs, for example, demonstrate significant benefits, including creating more equitable access to high-wage, in-demand careers and improving the success of apprenticeship programs more holistically. In the past year, at least 19 states enacted legislation impacting work-based learning opportunities, including expanding access to apprenticeships, allowing credit to be earned for out-of-school-time learning, and increasing transparency in communication about apprenticeships. The following policies represent a small sample of pre-apprenticeship, apprenticeship, and work-based learning policies already passed in 2021:

Advance CTE’s 2021 Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) calls for a cohesive, flexible and responsive career preparation ecosystem that allows learners to participate in aligned and connected work-based learning systems, like industry-aligned apprenticeships. Visit our CTE Without Limits landing page for our call to action and the Learning that Works Resource Center for more resources surrounding work-based learning, including pre-apprenticeship and Registered Apprenticeship.

Dan Hinderliter, Policy Associate

By admin in Uncategorized
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Welcome Dr. Tunisha Hobson to Advance CTE!

Tuesday, November 9th, 2021

Advance CTE welcomes Dr. Tunisha Hobson as State Policy Manager.  Dr. Hobson will support the New Skills ready network, an initiative under the JPMorgan Chase & Co. Global Career Readiness investment, while working to provide equitable opportunities for each learner. Dr. Hobson will manage and support the state policy team at Advance CTE; she will lead state policy strategy, overseeing efforts for providing technical assistance to states, track state policy and elevate best practices for high-quality, equitable career pathways under Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits). 

Dr. Hobson is a native of Memphis, TN and earned a Bachelor in Business Administration with an emphasis in Management and Marketing, Master in Education Curriculum and Instruction, Education Specialist in Administration and Supervision, and Doctorate in Educational Leadership from Tennessee State University. She has almost two decades of experience working with students and educators in all levels of education within areas ranging from literacy improvement initiatives to Career Technical Education (CTE).

Dr. H, as she is affectionately called by colleagues and learners, has worked in charter and traditional public, urban and suburban districts serving as a school administrator, marketing teacher, CTE high school department chair, DECA advisor, work-based learning coordinator, and a member of the Tennessee Department of Education’s work-based learning leadership council along with the textbook adoption panel. She is also a graduate of the Relay Graduate School Instructional Leadership Professional Development Program where she has gained experience in providing quality instructional leadership practices. Dr. H is an education advocate, specifically in the CTE realm, and has worked with Tennessee SCORE as a Fellow where she focused on strengthening work-based learning practices in Tennessee. Dr. H went on to become a regional lead within the fellowship program, supporting fellows along their advocacy journeys. Outside of the school building, Dr. H became a published author! Leveraging her career experiences, Dr. H released her book, Take Notes, This Is On the Test

Dr. H has traveled to five continents beyond North America and believes in expanding her cultural experiences while helping others. She enjoys traveling the world, watching sports, reading a good book, spending time with family and friends and documenting her journey. She is excited to join the Advance CTE team and continue supporting learning that works!

By admin in Our Staff
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Highlighting Equity in State Policy

Wednesday, August 25th, 2021

State leaders, particularly state legislators, have a unique role to play in ensuring equitable access to high-quality Career Technical Education (CTE). As the COVID-19 pandemic continues, access and technology gaps have been laid bare, revealing inequities in opportunities for marginalized learner populations. While policies addressing access and equity concerns remained a high priority for legislators in years past, 2021 has been no different; this year to date, almost 30 pieces of state legislation have passed in 17 states addressing this issue. Enacted policies focus on elevating learner voice, examining historically inequitable systems and removing barriers to entry, or providing financial support for historically underrepresented populations. The following policies represent a small sample of equity-focused policies already passed in 2021:

Advance CTE’s 2021 Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) commits to “All dimensions of equity, including educational, racial, socioeconomic, gender and geographic, and meeting the unique needs of each individual learner,” and promotes many of the same actions connected to these legislative outcomes, including elevating learner voice, supporting equity audits and realigning systems to increase access and funding for marginalized learners. Visit our CTE Without Limits landing page for our call to action and the Learning that Works Resource Center for more access and equity resources.

Dan Hinderliter, Policy Associate

By admin in Advance CTE Resources, Resources
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Getting to Know Advance CTE and Early Postsecondary Opportunities

Thursday, June 17th, 2021

The “Getting to Know” blog series will feature the work of State CTE Directors, state and federal policies, innovative programs and new initiatives from the Advance CTE staff. Learn more about each one of these topics and the unique contributions to advancing Career Technical Education (CTE) that Advance CTE’s members work on every day.

Meet Christina Koch! Christina serves in the role of Policy Associate for Advance CTE. Christina works on projects related to state policy, including the New Skills ready network, initiatives related to Without Limits: A Shared Vision for the Future of Career Technical Education (CTE Without Limits) and supports Advance CTE’s equity initiatives, which currently includes the CTE Learner Voice Shared Solutions Workgroup.

Q: This month, we are sharing resources and best practices for states engaging in Early Postsecondary Opportunities (EPSOs) for learners. How do you define EPSOs? 

A: EPSOs include dual enrollment, dual credit, concurrent enrollment and other related opportunities. I would define them as opportunities designed to give each learner a head start on college courses while still in high school to make postsecondary credential and degree attainment easier and more affordable.

Q: How does the shared vision for CTE call for states to create opportunities for each learner to have access to equitable EPSOs?

A: Many aspects of CTE Without Limits focus on removing barriers for learners to reach success in the career of their choice. For example, Principle 2: Each learner feels welcome in, is supported by and has the means to succeed in the career preparation ecosystem, calls for all learners to have equitable access to opportunities so that they can be successful in their career pathways. Increasing equitable access to EPSOs could include making postsecondary credit free to learners and removing grade point average requirements. On the local level, it also means doing targeted outreach to learners from special populations to ensure they are made aware of these opportunities and understand the potential benefits of getting a head start on college courses.

Principle 4 of CTE Without Limits: Each learner’s skills are counted, valued and portable also touches on an important part of ideal ESPOs, in that the credit earned by learners is portable and counted toward their chosen career pathway. It is important that states ensure there are EPSOs available for learners within every career pathway and that credit is easily transferable among public postsecondary institutions. 

Q: How are sites that make up the New Skills ready network leading in providing EPSOs? 

A: Ensuring that EPSOs are available within every career pathway is definitely a topic of interest among the New Skills ready network sites and some already have really strong initiatives in their states. For example, Nashville, Tennessee is one of the sites in the New Skills ready network and has been expanding their EPSO program for nearly a decade. The state identified EPSOs as one of the most significant ways in which high schools across the state could help prepare learners for postsecondary success and began developing a portfolio of EPSOs. As part of the portfolio approach, all high schools must offer two or more types of EPSOs to ensure that the opportunities are accessible to all high school learners. 

Q: Are learners interested in EPSOs? How can states communicate the benefits of EPSOs to increase learner interest? 

A: Recent communications research revealed that more than 80 percent of families involved in CTE were satisfied with opportunities to earn college credit and take advanced classes compared to 60 percent or less of families not involved in CTE. 

Learners are interested in EPSOs but the challenge is that many do not know that these opportunities are available to them or how to navigate the process of earning postsecondary credit that would be useful to them in their education and career pathway. 

New tools and messaging resources are available to help states and local CTE leaders communicate the benefits of EPSOs for secondary learners and recruit families.

 

Brittany Cannady, Senior Associate Digital Media 

By admin in Advance CTE Resources, CTE Without Limits, Publications, Research, Resources
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