Posts Tagged ‘Virginia’

Welcome Rob Young to Advance CTE!

Friday, August 9th, 2024

I am thrilled to join the Advance CTE team as a communications & advocacy associate. As part of the Communications Team, I will wear many hats, but my work will primarily be federal policy-focused. As part of this work, I will continue and support our weekly Legislative Updates and monthly member-only federal policy events, track federal legislation, and support resource development to connect our members to federal resources related to CTE. 

Originally from the Washington DC metro area, I completed my undergraduate studies in western Pennsylvania at Indiana University of Pennsylvania and earned a bachelor’s degree in social studies education through the teacher preparation program. After graduation, I taught 7th grade modern U.S. History post-Civil War and 8th grade civics and economics at a middle school in northern Virginia. In my first year of teaching, I covered a unit on public policy development and its impacts with my 8th graders, facilitating class discussions about school funding, infrastructure, and how the many levels of government contribute to our lives. This unit ignited my interest in learning more about policy, and I began looking into graduate programs, with the coronavirus pandemic accelerating my return to school. 

I enrolled in the University of Washington’s Evans School of Policy & Governance in the fall of 2021, seeking a deeper understanding of public systems and policies contributing to inequity in our nation’s public education. I loved the Pacific Northwest, spending my time camping, hiking, and exploring a new-to-me region of the country. Seattle became my home – particularly enjoying the summertime – and I learned much about the city through a position in the Seattle City Council President’s office. My work in this role led to advocacy for more school funding for school social workers and counselors and building a coalition with City leaders to maintain community college access and uplift certification programs in emerging technology on those campuses.

After graduation, I made the most of my summer in Seattle, backpacking in the Enchantments and Mt. Rainier National Park and taking a big road trip with my family around the Olympic Peninsula. At the end of the summer, I headed east, back to family and friends in the DC area, and began an earnest job search to join the education policy and advocacy community. After a year of substitute teaching, working at farmer’s markets, and networking, I am so excited to join Advance CTE to advocate for equitable investment of resources into learning communities with the long-term outcomes of learners in mind. 

Located in Washington DC, I spend time with family, check out new restaurants or museums, and play the drums outside of work. A lifelong DC sports fan, I am a big professional basketball fan – go Wizards! – and love to play basketball and volleyball in my free time.

Rob Young, communications & advocacy associate

By Layla Alagic in Our Staff
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Welcome Jessica (Jessi) Maddox to Advance CTE!

Thursday, March 7th, 2024

Hello! My name is Jessica (Jessi) Maddox, and I am ecstatic to be a part of the Advance CTE team as a senior policy associate. In this role I will be working directly with the upcoming cohorts of the Opportunity Gap Analysis providing customized technical assistance and peer learning opportunities to participating states. I will also collaborate with team members to enhance Advance CTE’s state policy, equity, and data and research strategies by supporting state and local sites in designing and advancing high-quality and equitable career pathways.

A lifelong learner, I was born and raised in Florida, and my family and I recently relocated to Richmond, VA for a change of pace. I began my career in the classroom as a middle school social studies teacher. Part of my position included career exploration with my eighth graders and this is where some of my first interactions with Career Technical Education (CTE) began. After six years in the classroom, I wanted to expand my horizons into educational research and returned to school to obtain a master’s degree in Information. In 2017, I joined the Florida office of the Nita M. Lowey 21st Century Community Learning Centers grant working as a grant manager. In this position I got to interact with a variety of organizations, from school districts to non-profits, working to provide academic and skills-based after-school experiences to students across Florida’s PreK-12 system. I had the opportunity to further explore CTE as part of a college and career readiness initiative and became interested in furthering my knowledge and experiences in this field.

After completing my master’s degree, I was offered a role as an educational policy analyst with the Division of Career and Adult Education within the Florida Department of Education. In this position I was immersed in all things career and adult education full time. From the Carl D. Perkins Career and Technical Education Act (Perkins V) and the Workforce Innovation and Opportunity Act (WIOA), to apprenticeship, credentials of value and integrated education and training (IET), I worked closely with each coordinating unit to ensure required data and policy provisions were followed. I helped to build out the business rules or data collection processes for outcomes reporting and program improvement.

In 2023, I began a new position as a work-based learning analyst at the State Council of Higher Education for Virginia (SCHEV) working directly with the Virginia Talent + Opportunity Partnership (V-TOP). In this position I created data collection processes and survey instruments to expand the view of the landscape of credit-bearing and paid work-based learning and internship opportunities across the Commonwealth. Outside of work I can be found spending time with my husband and two sons, playing roller derby, or exploring my new surroundings.

By Layla Alagic in Our Staff
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Funding Career Technical Education: Making State-Level Investments to Support Unique Elements of CTE

Tuesday, February 27th, 2024

Advance CTE released the 2023 State of CTE: An Analysis of State Secondary CTE Funding Models to highlight how states and the District of Columbia provide high-quality Career Technical Education (CTE) through various secondary CTE funding models and approaches. This blog, the fourth in a series, describes ways states invest in CTE programs through line item appropriations to support unique elements of CTE. This blog unveils new information not available in the State of CTE Funding release.

Overview

States make significant contributions to CTE programs through non-categorical, line item appropriations. Programmatic funding is distributed through periodic, legislatively established authorizations that are contingent on the availability of funds. States often place conditions on how money should be spent or used to promote state priorities. Additionally, a programmatic line item appropriation can be a recurring or a one-time investment. This blog highlights appropriations in industry-recognized credentials, Career Technical Student Organizations (CTSOs), career advisement, and educator preparation for fiscal year (FY) 2022. You can read more about categorical funding in the first blog in this series, Funding Career Technical Education: Secondary CTE Funding Basics

These key state investments often pilot new programs, sustain existing programs, provide training to educators and professionals, or allow purchases for needed equipment and supplies. These investments certainly allow Local Education Agencies (LEAs) to scale and improve program quality, which aligns with Advance CTE’s vision for the future of CTE where continuous improvement is needed at all levels within systems.  

Investing in Unique Elements of CTE

State funding through non-categorical, line item appropriations is incredibly common; 80 percent of state leaders surveyed in summer 2022 reported some line items for CTE programs. 

Industry-recognized Credentials

Helping learners have access to and earn industry-recognized credentials can make them more competitive for future work and educational opportunities. States may offer reimbursements to the learner, educator, or local institutions for the completion of credentials. There are expenses associated with industry-recognized credentials such as exam fees, materials, books, or supplies. 

Thirteen state leaders reported appropriations for industry-recognized credentials in FY 2022. 

CTSOs

CTSOs allow learners to gain academic, workplace, and technical skills, build networks, and pursue leadership experiences that are needed to succeed in today’s global workforce. 

Twelve state leaders reported line item appropriations for CTSOs, with appropriations ranging from $125,000 to $2.52 million per year in FY 2022. Most states allocated the funds toward one or more of the 11 CTSOs specifically authorized in the Carl D. Perkins Career and Technical Education Act (Perkins V). 

Career Advisement

Offering comprehensive and connected career advisement systems helps all learners get the support and guidance to gain skills and explore future careers. 

Nine state leaders reported line item appropriations for career advisement in FY 2022. 

Other states have made one-time investments to help pilot programs and offerings. 

Other states focused on providing resources for professionals who help with career advisement and planning. 

CTE Educator Preparation

There remains room for improvement in CTE educator preparation as only Georgia, Minnesota, and Virginia reported line item appropriations for CTE educator preparation in FY 2022. 

You can learn more about identifying funding streams that support CTE educator diversity by reading Advance CTE’s State and Local Strategies for Diversifying the CTE Educator Workforce

Recommendations

Programmatic line item appropriations are additional sources of funding to leverage to support important components of career preparation ecosystems. State leaders should take the following action steps:

Additional Resources

Be sure to read the other blogs in this series: 

We also encourage you to watch the Exploring State Secondary CTE Funding webinar.  

Dr. Laura Maldonado, Senior Research Associate

Dr. Laura Maldonado is a Senior Research Associate with Advance CTE. In this role, Laura directly supports Advance CTE’s policy research and technical assistance initiatives, data quality initiatives and internal data strategy.

By Layla Alagic in Public Policy, Research
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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
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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:

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
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Advance CTE Fall Meeting Fellowship Panel Illuminates Impact of Structures to Cultivate Diverse Leadership Pipelines

Thursday, October 26th, 2023

During Advance CTE’s 2023 Fall Meeting, four members of the second cohort of the 15-month Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE – Sponsored by ECMC Foundation participated in a panel discussion to share their experiences and knowledge gained from the Fellowship, as well how state Career Technical Education (CTE) leaders can remove barriers for diverse aspiring postsecondary leaders.

Jomarie Coloriano – Inclusive Excellence, Director | Office of Diversity, Equity and Inclusion, Wisconsin

 

Dr. Crystal Gardner – Program Director | Workforce Instruction, Workforce Research and Development | Houston Community College, Texas

 

Dr. Angela Lawhorne – Director of Career Education Programs & Workforce Partnerships | Virginia Community College System, Virginia

 

Caleb Perriton – Program Director | Trades and Technical Studies | Laramie County Community College, Wyoming

 

Fellows shared their reasons for applying to the Fellowship, which ranged from seeking out leadership opportunities to advance at their current institution to being forwarded the application by a colleague or a supervisor who believed and supported their leadership aspirations. A common theme shared by each was the desire to address a specific concern related to policy and processes within postsecondary Career Technical Education (CTE). The application for the Fellowship included a question on future goals and a challenge related to equity and a population of learners applicants wanted to research and develop an intervention for while completing the Fellowship. The Fellows pointed to the intentionality of explicitly requiring applicants to reflect on and consider CTE leadership opportunities and the inclusion of an equity-based real-world project made the decision to apply an easy choice. 

Fellows were also asked to share the key event or events that reinforced their decision to apply to the Fellowship, in other words – when they knew they made the right decision. Dr. Gardner shared that in CTE she rarely has an opportunity to work with or collaborate with other leaders of color across the nation and view the entire landscape of leadership possibilities in postsecondary CTE. The Fellowship offered an opportunity to build a network consisting of her peers, guest speakers invited to the Fellowship workshop and most importantly her coach whom she felt she was perfectly matched with based on their commonalities and interests. She recognized the level of thought the Advance CTE staff dedicated to finding the right mentor for each of the Fellows. Caleb discussed being paired with a postsecondary administrator with an automotive background and how the monthly coaching meetings inspired him to begin seeking the director position he currently holds at his institution. 

Each of the Fellows discussed the impact of their real-world project and the effect of completing the project has had on their current work and aspirations to continue climbing the postsecondary CTE leadership ladder. Dr Lawhorne’s project focused on improving access to justice-involved learners in Virginia and the state’s current efforts to expand, through the community college system, access to high-quality CTE programming. In the process of completing her project, an award of $70,000 was granted to support the project which allowed for the inclusion of other correctional facilities in the intervention strategy being implemented at a few select sites in the state. 

As part of Jomarie Coloriano’s project research on providing information on and access to wrap-around services for economically disadvantaged learners in her region of the Wisconsin Technical College System, she conducted a focus group which led to the identification of learner needs. This work led to an advancement to director as she continues to complete her doctoral program and the continuation of her research on increasing the postsecondary outcomes of economically disadvantaged learners. Jomarie shared during the panel discussion, “my mentor has really pushed me as a college student, first generation professional, now a doctoral student and pioneer for my family.”

This panel allowed CTE leaders to see the impact and influence of leadership development programs. Caleb shared with the state leaders that “there’s work that needs to be done in your state, and this Fellowship was the catalyst to complete a project that was needed in my community.” State and local CTE leaders can use Advance CTE’s new Building a Diverse CTE Leadership Pipeline Toolkit, to assess and build leadership development structures in their own institutions. The resource includes an overview of lessons learned from the Fellowship as well as a guidebook and accompanying workbook to assess and build leadership development structures. 

Dr. Kevin Johnson, Senior Advisor 

By Layla Alagic in Advance CTE Fall Meeting
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ECMCF Fellow Feature: Dr. Angela Lawhorne

Monday, July 31st, 2023

In September 2022, Advance CTE and ECMC Foundation announced the second cohort of The Postsecondary State Career Technical Education (CTE) Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation. The Advance CTE — ECMCF Fellows include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This month, Advance CTE sat down with veteran and ECMCF Fellow, Dr. Angela Lawhorne (VA), whose decades of experience in CTE and workforce development sparked her desire to promote more effective pathways for some of the most vulnerable learner populations. Through the Fellowship’s emphasis on developing equity minded leaders, she has been able to empower the community colleges she works with to refocus on how they are engaging and serving justice-involved learners. 

Tell me more about your journey to the Fellowship.

I’ve been working in CTE for about 10 years and in workforce development for 20 years. I was really excited to join the Fellowship because I saw an opportunity to learn more about what CTE looks like in other states and the best practices that I could replicate and bring to Virginia. I was especially eager to learn about strategies for expanding access to learners.

What skills or areas have you experienced the most growth in the program? 

Participating in the Fellowship has allowed me to grow my ability to apply a diversity, equity, and inclusion lens in my work as the Director of Career Education Programs and Workforce Partnerships. I’ve been able to build a more comprehensive understanding of the  barriers that different groups of learners face, and the importance of not just recruitment, but the continued support that they receive once they enroll to complete their programs. I know that there are steps we can take to improve outreach to learners that have been minoritized, or those that come from low income or rural communities. Through intentional support structures, we can increase awareness about career pathways, stackable credentials, and get them into a career.

I’ve learned a lot about how to provide intentional support for special populations and the different nuances of the obstacles that these groups of learners face.

Do you feel like the topics and experiences in the Fellowship have helped you advance in your current career/ at your current organization? 

Absolutely. In my current role as the  Director of Career Education Programs and Workforce Partnership, I feel like I’m exactly where I need to be to make a major impact on CTE programs, both the credit and on the workforce (credential) side. Virginia has a ‘one door effort’ which allows students, no matter where they come into the college, to access information on both workforce and academic programs. This means that we’re able to give them a more complete picture of the different certifications or licenses that they can earn on their path to completing a certificate or a degree.

I support our 23 colleges and provide guidance and resources about how to establish and expand programs. Most recently, I helped write a large infrastructure grant application, and the knowledge that I’ve gained through the Fellowship allowed me to present a thorough background on and explanation for how this project will provide specific wraparound services and supports to make our learners successful.  I know that I’m able to have an impact in my role because I can broker connections between workforce and our colleges to design high-quality curriculum and programs that connect learners with employers.

How has your experience in the fellowship helped you explore new spaces or positions in postsecondary state CTE leadership? 

The Fellowship has helped me gain a more holistic view of our population of learners and their needs. The workshop speakers were incredible, and I’ve been able to push myself beyond just the cycle of outreach and recruitment to focus more on the reasons that learners persist and complete their programs. My dissertation is on the topic of student success coaching, and I believe that this is an area where we should be doing more to ensure that learners have the help they need to be matched with program options that are best for them.

How has the Fellowship expanded your network?

I’ve made some amazing connections through the fellowship. My coach has been incredibly supportive in connecting me with a network for both my professional and personal development. She’s also provided guidance in my process for completing my real-world project for the Fellowship.  My real world project topic is on expanding higher education for justice impacted individuals in Virginia. We created a Canvas course that serves as a resource repository for the colleges to connect them with everything they need to know to launch a new program. This includes information about  Pell Expansion, contacts at the prisons or jails, and then best practices from other colleges.

We’ve also created a resource page on the website, credits2careers.org (C2C), which was launched specifically for former military who want to determine their eligibility for credit for prior learning. We’ve included a page on the site for justice-involved learners. The website allows them to go in and plug in any certifications or other education they’ve completed, and it will show the equivalent credit for prior learning programs at each of our colleges. If they were enrolled in a CTE program while incarcerated, they can use this tool to find the colleges that offer their program and continue with little disruption.

Our next steps will be to survey the 23 colleges to collect data on the training of justice involved learners and their current program offerings.

Have you discovered new opportunities for what a role in postsecondary CTE could look like/ the responsibilities of such a position?

I definitely look forward to advancing my career. I would love to expand my reach and have a larger responsibility for expanding CTE and workforce development programs across the state. We’ve established a consortium with over 100 members made up of colleges, representatives from the programs at the prisons, the Vera Institute of Justic, and the Laughing Gull Foudnation to name a few. I’ve been leading monthly, virtual community of practice meetings as well as two in person convenings per year. Our new Chancellor is excited to continue to build on the positive momentum we’ve seen with our new Canvas and C2C initiatives. He’s eager to make these a part of his mission to expand the services that our justice-involved learners receive. 

To connect with Dr. Lawhorne, contact her at [email protected] 

 

By Jodi Langellotti in Achieving Equitable and Inclusive CTE
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Legislative Update: Senate Advances FY24 Appropriations Measure With Additional Perkins Funding

Friday, July 28th, 2023

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

Senate Appropriators Advance FY24 Labor-HHS-ED Legislation

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

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

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

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

House Lawmakers Examine Postsecondary Education

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

House Holds Learning Loss Hearing

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

Senators Introduce Educator Shortage Legislation

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

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

Steve Voytek, Policy Advisor 

By Jodi Langellotti in Public Policy
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Legislative Update: House Advances FY24 Appropriations With Steep Cuts to Domestic Programs

Monday, July 17th, 2023

This week, lawmakers in the House advanced newly proposed funding legislation for the upcoming 2024 federal fiscal year (FY24). Elsewhere, Senators have introduced new data and research legislation that would improve career readiness opportunities for learners. 

House Appropriators Advance FY24 Labor-HHS-ED Legislation

Lawmakers returned to Capitol Hill recently for a busy three-week work period ahead of Congress’ annual August recess. Topping the agenda is the need to address annual appropriations legislation for FY24 . The recent passage of the Fiscal Responsibility Act (FRA), which outlines topline spending caps for FY24 and FY25 that aim to roughly freeze federal funding at current FY23 levels, was widely expected to provide lawmakers greater clarity regarding how to move forward with this process.

Shortly after the passage of the FRA, however, House Republican leadership announced plans to move forward with a series of spending bills that further reduce federal spending to FY22 funding levels, rather than FY23 levels of investment as required by the FRA. Shortly after this announcement, Senate leaders outlined plans for FY24 which align much more closely with the requirements of the FRA. In practical terms, these divergent approaches to FY24 appropriations are putting Congress on a likely path towards conflict over the direction of federal spending later this year.

In recent weeks, the House and Senate appropriations committees have advanced legislation for roughly half of the dozen individual spending bills that compose the federal budget. Late last week, Republican leaders on the House Labor, Health and Human Services, Education (Labor-HHS-ED) Appropriations Subcommittee unveiled the text of their proposed FY24 Labor-HHS-ED appropriations bill–annual legislation which provides funding for programs like the Carl D. Perkins Career and Technical Education Act (Perkins V).* This legislation proposes an overall cut of 28 percent to the U.S. Department of Education’s (ED) budget when factoring existing appropriations that would be rescinded under the proposal and a 29 percent reduction in funding for the U.S. Department of Labor’s (DOL) budget. Despite these significant proposed reductions in funding, the legislation proposes to level-fund Perkins V’s basic state formula grant program at existing FY23 levels. 

Concerningly, however, the bill would dramatically reduce and in some cases entirely eliminate a slew of education and workforce development programs overseen by ED and DOL that intersect with or otherwise complement CTE. For instance, Title I funding from the Every Student Succeeds Act (ESSA) would be reduced by 80 percent, while core Title I funding for the Workforce Innovation and Opportunity Act (WIOA) would be reduced by more than half of current funding levels. While Advance CTE appreciates Congress’ recognition of continuing to invest in Career Technical Education (CTE), these proposals would significantly disrupt the ability of schools, districts, and institutions to provide high quality learning opportunities for all students. In light of this, Advance CTE and partners issued a statement opposing this proposal and calling on the House to reverse course on this approach to FY24 funding. 

On Friday, the House Labor, Health and Human Services, Education Appropriations Subcommittee marked up and advanced this legislation along party lines. Timing for comparable appropriations efforts in the Senate regarding their Labor-HHS-ED bill are still forthcoming. Regardless, both chambers will need to reconcile differences between these visions for FY24 funding in the coming weeks and months, before the formal start of FY24 on October 1. As these efforts continue to move forward, Advance CTE is closely monitoring the process and engaging with partners on Capitol Hill to ensure the funding needs of the CTE community are realized as part of the ongoing budget and appropriations process for FY24.

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

Senators Introduce CTE Data Bill 

Last Thursday, Senators Baldwin (D-WI), Young (R-IN), and Kaine (D-VA) introduced the Data for American Jobs Act (S. 2290). This legislation would make a series of updates to the Education Sciences Reform Act (ESRA) to increase the law’s focus on CTE and more closely align state data systems and related federal investments to increase data transparency and quality. “Achieving career success for every learner through CTE requires actionable, transparent and trustworthy data. Advance CTE is pleased to support the Data for American Jobs Act, which takes important steps to leverage national research efforts and resources to promote a better understanding of CTE and advances modernized and interconnected data infrastructure for states,” said Kate Kreamer, Advance CTE’s Executive Director, upon the introduction of the legislation. The legislation comes ahead of potential consideration of ESRA by the Senate Health, Education, Labor, and Pensions (HELP) Committee expected later this Congress. 

P3 Pilot Applications Announced

Recently, the U.S. Department of Education’s (ED) Office of Career, Technical, and Adult Education (OCTAE) issued a notice inviting applications for selection as a Performance Partnership Pilots for disconnected youth (P3). This pilot authority has been authorized by Congress since 2014 and is aimed at better supporting disconnected youth populations by allowing ED and other federal agencies to waive certain requirements of existing federal funding streams like ESSA, Perkins V, and other similar investments. In doing so, recipients of these funds can braid and blend federal resources more easily, allowing for greater coordination of services for these populations. More on the announcement, including how to apply, can be found here

Energy Department Announces School Infrastructure Funding

In recent weeks, the U.S. Department of Energy announced $178 million in new grant funding it has made available to local school districts in 22 states via the Renew America’s Schools grant program. This grant program was created as part of the bipartisan infrastructure law passed by Congress and signed into law by President Biden. The program aims to help schools and districts make improvements to facilities that improve energy efficiency and foster healthier learning environments. More information about the grants can be found here

Steve Voytek, Policy Advisor 

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

Wednesday, June 14th, 2023

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

Resource Overview

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

Background:

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

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

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

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

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

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

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

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

 

Suela Cela, Senior Policy Associate

By Jodi Langellotti in CTE Without Limits
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