work-based learning « Advance CTE Blog

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

Wednesday, December 15th, 2021

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

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

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

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

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

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

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

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

Allie Pearce, Graduate Fellow

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

High School Graduates Reassessing Postsecondary Plans During COVID-19, Prioritizing Real-World Skills and Alternate Career Pathways

Tuesday, November 2nd, 2021

Postsecondary enrollment has seen dramatic declines during the COVID-19 (coronavirus) pandemic, particularly for learners with low incomes and learners of color. A report recently published by the Strada Education Network sheds light on the experiences of high school graduates who have delayed their postsecondary education plans in 2020 and 2021. The report builds on survey data of 1,000 recent graduates previously covered by Advance CTE, as well as 17 in-depth interviews with learners. Strada finds that while these high school graduates remain committed to continuing their education, pandemic-related disruptions have caused them to reassess their initial plans and explore alternate pathways to career success.

Learners across the board have experienced heightened uncertainty about college affordability and traditional career pathways as the labor market destabilized as a result of the coronavirus. Some learners said they were hesitant to enroll in coursework that would likely be conducted online, and concerns about taking care of family members amidst the health risks associated with the pandemic were also prevalent reasons for delaying enrollment, particularly among Black and Latinx learners. The report highlights three major priorities of high school graduates when considering when and how to re-engage with higher education:

Personalizing college and career guidance. This includes learner-focused academic and career counseling services, peer models, and opportunities for open-minded exploration of diverse pathways. One-on-one attention from counselors centered on meeting learners’ unique needs and validating their goals and experiences is a crucial form of support. Learners also expressed a desire to hear and learn from the perspectives of alumni and industry professionals who have taken diverse college and career pathways.
Removing financial barriers. Financial concerns became even more pressing as the pandemic introduced more uncertainties for learners’ futures. A lack of funding to pay for college was a major factor in decisions to delay enrollment, and many survey respondents were no longer certain that a college degree would meet their needs. Learners increasingly fear accumulating student loan debt, and many found it difficult to navigate the application process for scholarships that might help to cover the costs. Streamlined and accessible financial aid is key to addressing these barriers.
Connecting college and career, and making academics relevant to real-world interests. Learners want to be prepared for a shifting and unpredictable workforce, and flexibility and career relevance in educational programs are critical concerns. Many recognize that a degree does not necessarily guarantee career success and hope to build work-ready skills through immersive hands-on and work-based learning experiences such as apprenticeships. Others hope that additional credentials and certifications will give them an advantage in the labor market.

These priority areas shed light on effective supports that state Career Technical Education (CTE) leaders and educational institutions can implement to promote the success of aspiring postsecondary learners disrupted by the pandemic. Financial assistance, mentoring relationships and personalized advising supports are especially powerful tools for closing the opportunity gaps that hinder the success of learners with low incomes, learners of color and first-generation college students. Despite the uncertainties of today’s labor market, recent high school graduates still believe that postsecondary educational opportunities are essential for both personal and professional development, as well as preparing for and transitioning to meaningful careers. Recognizing the future-focused resilience of these recent graduates and addressing their central areas of concern are important first steps for re-engagement in postsecondary education and career pathways.

Allie Pearce, Graduate Fellow

By admin in Research, Resources
Tags: apprenticeship, career advising, career pathways, career readiness, carer guidance, College Affordability, COVID-19, Postsecondary Education, work-based learning

What Happened to the Men?

Friday, October 22nd, 2021

Submitted by Brett Pawlowski, NC3T, 2021 Fall Meeting Sponsor

I read an article in the Wall Street Journal that floored me – so much that I had to read it a second time. And, I still haven’t figured out how to react, or how big the impact on our society is going to be.

The article, published September 6, is titled “A Generation of American Men Give Up on College: ‘I Just Feel Lost’.” From the article:

Men are abandoning higher education in such numbers that they
now trail female college students by record levels.

At the close of the 2020-21 academic year, women made up 59.5% of college students,
an all-time high, and men 40.5%, according to enrollment data
from the National Student Clearinghouse, a nonprofit research group.
U.S. colleges and universities had 1.5 million fewer students compared with five years ago,
and men accounted for 71% of the decline.

The percentage of women undergrads is at an all-time high – not because more women are going to a two-or four-year college – but because the number of men doing so has fallen off a cliff.

Why would that be?

Men in interviews around the U.S. said they quit school or didn’t enroll because they didn’t see enough value in a college degree for all the effort and expense required to earn one. Many said they wanted to make money after high school.

Another explanation:

“Many young men are hobbled by a lack of guidance, a strain of anti-intellectualism, and a growing belief that college degrees don’t pay off,” said Ed Grocholski, a Senior Vice President at Junior Achievement USA, which works with about five million learners every year to teach about career paths, financial literacy and entrepreneurship.

I don’t know the real reasons, and I certainly don’t know the solutions. But what I do know is that historically, those with higher levels of education have had significantly better financial and life outcomes. There’s every reason to believe that’s still the case going forward. And, the fact that this topic sees so little conversation is alarming. If we don’t address these issues, and we allow so many young men to fall through the cracks, we’re in for a very tough time as a nation.

We join with Advance CTE members in promoting the value of career-connected learning as an essential strategy for engaging and preparing young men and women for their futures. NC3T stands ready to help state Career Technical Education (CTE) leaders with coaching, professional development and technical assistance around pathways development and the creation of a profile of a graduate. NC3T also helps to manage work-based learning with its Seamless WBL platform, and it supports career exploration across schools with the new CareerSmart Schools tool. Visit us at NC3T.com for more.

By admin in Advance CTE Fall Meeting, Resources
Tags: CTE Fall Meeting, NC3T, postsecondary, work-based learning

Governors Praise CTE, Workforce Development in 2021 State of the State Addresses

Thursday, February 11th, 2021

Since the beginning of the year, over 35 governors have delivered their State of the State addresses, sharing their visions for the future of their state and highlighting educational priorities. Some addresses proposed to create new Career Technical Education (CTE) initiatives or increase funding for work-based learning, while others emphasized the importance of preparing students for their careers. In all, 24 addresses implicated CTE in some capacity, especially in the areas of workforce development, work-based learning and funding.

Workforce Development

Speeches most commonly addressed workforce development at all learner levels which, considering states’ strategies for economic recovery, comes as no surprise. At the secondary level, Missouri Governor Mike Parson set a goal of 12,000 high school students with the WorkKeys Certification, calling the program an “important stepping stone for students who are not immediately college bound but have the knowledge and skills to fill high-demand jobs.” Kentucky Governor Andy Beshear announced the creation of the Better Kentucky Promise Program, a postsecondary-focused initiative to help over 6,000 Kentucky residents complete associate degrees or secure industry-recognized certificates. At the adult level, Governor Greg Gianforte of Montana announced the establishment of the Montana Trades Education Credit, which subsidizes businesses through scholarships up to 50% of the cost of upskilling or reskilling employees, and highlighted the Missouri One Start program, which has trained over 100,000 adults through 400 employer training partnerships.

Work-Based Learning

Many governors highlighted the importance of work-based learning initiatives in providing secondary students with career-ready skills. Governor Kim Reynolds of Iowa applauded efforts to integrate work-based learning into the K-12 curriculum and called on legislators to make work-based learning an expectation in all Iowa schools. Governor Brad Little similarly highlighted the role of work-based learning in Idaho, committing to further connecting students and employers for on-the-job experiences and professional skill development. Alaska Governor Mike Dunleavy also called for an expansion in this area, directing the Alaska Department of Education to create an apprenticeship program allowing secondary students to receive credit while working for local employers.

Funding and New Initiatives

Announcements of new or proposed funding also featured prominently across many speeches. South Carolina Governor Henry McMaster proposed $97 million for high-demand job skills training and workforce scholarships and grants to improve access to skills-based certificates. Governor Bill Lee of Tennessee highlighted the Governor’s Investment in Vocational Education (GIVE) Act, which consisted of $25 million in grants for 28 projects focused on CTE program expansion, and proposed a $10 million expansion for ten new sites, prioritizing economically disadvantaged communities. North Dakota Governor Doug Borgum advocated for $45 million allocated to supporting the expansion and development of successful CTE centers through matched grants, while South Dakota Governor Kristi Noem announced the Build Dakota Scholarship, a five-year, $40 million investment to match students with high-demand career opportunities. Investment in access to and expansion of CTE programming and training remains a clear priority nationwide.

Outside of CTE related areas, governors also focused heavily on equity in education, including highlighting how COVID-19 has disproportionately exacerbated achievement gaps for communities of color and allocating additional funding for expansion of broadband to students still participating in virtual learning. Advance CTE will continue to monitor the State of the State Addresses as they happen for their relevance to CTE.

Additional resources can be found in our Learning that Works Resource Center.

Dan Hinderliter, Policy Associate

By admin in Uncategorized
Tags: Alaska, Idaho, Iowa, Kentucky, Missouri, Montana, North Dakota, South Carolina, South Dakota, State of State Addresses, state policy, tennessee, work-based learning, workforce development

The State of CTE: Work-Based Learning in Perkins V State Plans

Wednesday, January 27th, 2021

Work-based learning offers learners opportunities to deepen classroom learning, explore future career fields and demonstrate skills in an authentic setting. These experiences are increasingly a priority for states across all career and technical education (CTE) learner levels. Recently, provisions for work-based learning have been greatly expanded by the Strengthening Career Technical Education for the 21st Century Act (Perkins V).

These provisions include the first formal federal definition for “work-based learning,” which allows a multitude of activities to count as a work-based learning experience. Given that this definition of work-based learning is broad, it is important that states consider what constitutes quality work-based learning so that each learner’s experience is meaningful and results in tangible outcomes.

Perkins V also now supports work-based learning through the new secondary program quality indicator. States can choose from three indicator options: work-based learning, recognized postsecondary credentials (credentials of value) and postsecondary credit attainment (dual enrollment and articulation). These are all components of a high-quality CTE program of study, in addition to critical elements like rigorous standards, quality assessments, and alignment to high-skill, high-wage and in-demand career opportunities.

In October 2020, Advance CTE released a report entitled, “The State of Career Technical Education: An Analysis of States’ Perkins V Priorities,” which examines how states have leveraged the development of the Perkins V state plans to expand quality and increase equity within their CTE systems. Advance CTE found that states largely took up the mantle of supporting and expanding work-based learning. Notably:

Thirty-four states use work-based learning in their size, scope and quality definitions. This definition is used as a litmus test by states to determine Perkins V funding eligibility, among other uses.
Twenty-four states and the District of Columbia are prioritizing work-based learning as part of their comprehensive local needs assessment process or local application process.
Twenty-three states and the District of Columbia include work-based learning as a factor when approving new or existing CTE programs.
Sixteen states are developing definitions, frameworks or related standards to further support the implementation of these opportunities with Perkins resources.

These findings indicate that states are still in the process of building systems and related supports to bring work-based learning to scale.

State Strategies to Advance Work-Based Learning

Key Innovations

In Delaware, learner participation in a work-based learning experience is a required component of all state-approved CTE programs of study, and the state is funding a statewide work-based learning intermediary. Delaware takes these efforts even further in its Perkins V plan, ensuring close collaboration across state CTE and workforce development systems to provide youths and adults with disabilities the supports they need to complete work-based learning experiences.
Texas is leveraging Perkins V to expand upon its work-based learning system and opportunities. With Perkins resources, Texas is making extensive use of virtual schools to allow learners to participate in virtual work-based learning experiences. This option is important in communities, especially rural areas, where work-based learning opportunities may be limited. In the short term, the option is even more critical given the impact of the COVID-19 pandemic.

The Work Ahead

Perkins V structures the work-based learning program quality measure around learner participation. As a result, states are not required to comparably structure this measure around completion or attainment. However, it’s important that work-based learning program quality measures are defined robustly and focus on completion of meaningful and rigorous work-based learning experiences that set learners up for success. With over half of states now counting work-based learning within their Perkins V accountability systems, the work ahead is significant yet critical to scaling high-quality and equitable work-based learning experiences.

Christina Koch, Policy Associate
Tom Keily, Senior Policy Analyst, Education Commission on the States

By admin in Public Policy, Research
Tags: Deleware, Perkins V, texas, work-based learning

Getting to Know Advance CTE’s Work in Scaling Work-Based Learning Opportunities

Thursday, December 17th, 2020

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 Brian Robinson! Brian is a policy associate for Advance CTE’s state policy team. Brian supports our data and knowledge management work, the Advancing Postsecondary CTE Data Quality Initiative (PDI), funded by ECMC Foundation, research and data collection around the nation’s area technical centers and leads communities of practice where we bring together states in the cohort to share best practices and work through data challenges and needs.

Brian also manages our Learning that Works Resource Center which is a resource repository of all things CTE with over 500 reports, case studies, and more spanning 14 different topic categories.

Q: How would you define work-based learning, and the role it plays in high-quality Career Technical Education?

A: Work-based learning is pretty broad in definition; it is the opportunity for learners to develop awareness and exposure to different careers, explore different career paths, make connections between classroom learning and programs of study, and demonstrate their skills in an authentic real-world setting.

Work-based learning has the power to make the abstract real for learners, providing the opportunity to apply industry skills in the field and learning directly from practitioners. Work-based learning also has the power of building social and cultural capital for learners that we know is important for career advancement. Learners have the opportunity to build professional networks, find mentors, and learn soft skills like how to show up to work on time, how to interact with colleagues and clients, how one dresses for work or an interview, how to develop a resume, etc. All of this matters when we’re thinking about high-quality CTE and equitable career development.

Q: During the pandemic and distance learning, in what innovative ways have states continued to provide work-based learning opportunities for learners?

A: This has been one of the most challenging aspects of CTE during the pandemic – work-based learning. A lot of businesses were closed, businesses nor schools wanted to take on the liability of having a student working during the pandemic, and of course parents did not want their children being exposed either. Many states turned to virtual experiences for work-based learning opportunities on the lower end of the spectrum because those were easier. Work-based learning coordinators in South Carolina created virtual tour videos for learners in place of “field trips”. Many states and local school districts partnered with for-profit companies to create experiences such as live industry chats with industry professionals. In some limited cases students were able to engage in virtual internships. In Miami-Dade, Florida, they turned their summer youth internship program into a virtual experience. Almost 3,000 learners worked in South Florida this summer in a wide range of industries. However, most programs of study are very difficult to deliver virtually and even when you can, there’s the issue of the digital divide that’s been exacerbated by COVID-19 (coronavirus).

Q: What are some ways states can continue to think boldly about scaling their work-based learning opportunities across their CTE programs?

A: Advance CTE is currently rewriting our work-based learning guide with a focus on approaches states can take to ensure equitable access to high-quality work-based learning experiences regardless of race, socioeconomic status, ability, or geography. There are five – that provide the basis for the guide- approaches states can take to boldly scaling work-based learning opportunities:

Establish a clear and ambitious statewide vision for equitable access and create the policy environment and infrastructure to support this vision.
Create and/or support statewide and local/regional intermediaries who do the on-the-ground work of recruiting learners and employers, helping to facilitate work-based learning experiences, and supporting both learners and employers through the process.
Use data to advance equity and program quality. It’s not enough to just collect data, but leverage that data to track learner participation and success in high-quality work-based learning opportunities. Use the data to identify opportunity gaps and create a plan to close those gaps.
Engage with employers to meet the needs of the labor market while expanding opportunities to traditionally underrepresented learner populations and maximizing learning outcomes.
Lastly, identify successful programs or create pilot programs that can be scaled to create more opportunities for all learners

Q: What resources can you share with states on work-based learning?

A: States looking to scale their current work-based learning opportunities can leverage the Work-based Learning tab in the Learning that Works Resource Center where all of our great resources are. Some specific ones are:

Improving Youth Apprenticeship Data Quality: Challenges and Opportunities (our most recent resource developed as part of the Partnership to Advance Youth Apprenticeship with New America)
State Strategies to Scale Work-Based Learning from our partners at the NGA
Many states chose work-based learning as a secondary program quality indicator for their Perkins V plan. Here is a great resource for measuring this indicator: Measuring Secondary CTE Program Quality: Work-Based Learning
Work-based Learning: Model Policy Components from our partners at Education Commission of the States
Connecting the Classroom to Careers: A Comprehensive Guide to the State’s Role in Work-Based Learning

Brittany Cannady, Digital Media Associate

By admin in Uncategorized
Tags: Florida, Learning that Works Resource Center, South Carolina, work-based learning

How COVID-19 is Impacting Young People’s Academic and Career Plans

Thursday, October 29th, 2020

New Survey Data Illuminates the Impact of the Pandemic on Black and Latinx Youth and Youth from Low-Income Families

In the early spring, the COVID-19 (coronavirus) pandemic was often referred to as “The Great Equalizer.” After all, pandemics are equal opportunity threats and we all have to wear masks and attend meetings and classes on Zoom. But as the pandemic wore on, it became immediately clear that it would have disproportionate impacts, exacerbating racial and economic inequities that have long existed in the public education system and in the workforce. Without action from state and local leaders, the pandemic could have long-lasting impacts on young people, particularly Black and Latinx youth and youth from low-income families.

The Great Recession of 2008 provides some insights into the threat of the current coronavirus economic crisis. Five years after the Great Recession, youth unemployment was at an all-time high, impacting the career success of Millennials through the present day. Back in 2013, the Center for American Progress projected that young people would lose out on more than $20 billion in earnings over the next 10 years – and many are still struggling with debt and underemployment as a result of the recession.

Today, an emerging generation of young people – often referred to as Generation Z or “Gen Z” – stands at a similar precipice. We are already seeing early warning signs that the pandemic and related economic recession will impact their plans for education and career success.

How Are Young People Responding to the Pandemic?

New research from Goodwin Simon Strategic Research, funded by Equitable Futures, a project of the Bill & Melinda Gates Foundation, illuminates the impact the coronavirus pandemic is having on young people. In September, the organization released results from the first of four national surveys examining the pandemic’s impact on Black and Latinx youth and youth from low-income families.

One alarming takeaway from the research is that young people are taking on additional economic burdens as a result of the pandemic. Sixteen percent of respondents reported losing income due to decreased work hours or less business, and eight percent have lost an internship, apprenticeship or similar opportunity.

At the same time, young people are taking on additional responsibilities at home. Thirty-two percent of respondents say they are providing care for a younger member of their household, such as a younger sibling, with Black and Latinx youth responding at the highest rates.

As a result, young people are reconsidering their future academic and career plans. More than half of respondents say they value college differently now, with 28 percent reporting that they used to think college would be worth it but now think college is not worth it. Additionally, fewer young people have clarity about their goals and ideas for their futures than they did before the pandemic. In 2019, 43 percent of respondents said they felt clear about their future goals, compared to 27 percent in 2020 — a drop of 16 percentage points.

The coronavirus may not be the great equalizer, but it is the great disrupter. It may be years before we know the full impact of the pandemic and related economic crisis, but we know enough now to see that young people have been interrupted in their pursuit of education and career success in ways that will likely impact credential attainment, employment and earnings for years to come.

Trying Times Require Strong State Leadership

As a nation, we are at a crossroads, and states have a critical role to play in minimizing the impact of the Coronavirus on Black and Latinx learners and learners from low-income families. What can state leaders do to support young people in this time of crisis?

For one, they can provide clear information and guidance to help learners make informed decisions about their academic and career goals. This includes providing clear, transparent information about high-skill, high-wage and in-demand careers, the credentials needed to access those careers, and affordable opportunities to earn those credentials.

Additionally, with many young people experiencing loss of income as a result of the pandemic, state leaders can strengthen earn and learn opportunities so young people are not forced to choose between education and work. Paid work-based learning opportunities like youth apprenticeships are a proven way to build technical and employability skills on the job.

And finally, states can monitor data — including additional research from Goodwin Simon — to understand how Black and Latinx youth and youth from low-income families are being impacted by the pandemic and respond accordingly.

Early data is already illuminating the disastrous effects of the pandemic. State and local leaders can act now to pave the road to economic recovery and well-being for those who have been most impacted by the crisis.

Austin Estes, Manager of Data & Research, Advance CTE

By admin in COVID-19 and CTE, Research, Resources
Tags: Career Guidance, COVID-19, Equity, Recession, work-based learning

Middle Grades CTE: Work-based Learning

Tuesday, June 2nd, 2020

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this fourth entry in the blog series, we will examine the core programmatic element of experiential learning, which includes work-based learning (WBL).

To reach students at their developmental level, middle grades CTE must be based in experiential experiences that engage students and get them excited to learn about careers. One common approach is offering early experiences on the WBL continuum (e.g., career fairs, guest speakers and job shadowing). These WBL experiences provide students with opportunities to engage directly with employers and gain skills and knowledge about careers and about themselves, as they seek to develop an occupational identity.

A number of states, districts and schools have demonstrated a commitment to delivering WBL in the middle grades. West Virginia is piloting middle school empowerment academies at several middle schools in the state. These academies are experimenting with flexible, innovative models for career exploration, project-based learning and workplace environments in the middle grades. For instance, at Peterstown Middle School, students have organized a lunch for local business leaders, met with employers in various craft industries and created promotional materials for the local Chamber of Commerce. At Westwood Middle School, students have conducted phone interviews with police officers and others who serve in the community, visited the local news station and welcomed a radio station to broadcast from the school. These academies also serve as incubators for the Simulated Workplace model that is expanding across the state. Through Simulated Workplace, students transform their classrooms into business to create an authentic workplace environment; industry partners assist in development and act as company inspectors.

In Utah, middle school students must take the College and Career Awareness course, which requires a minimum of six WBL experiences across multiple career fields, including career fairs, field studies, guest speakers and job shadows. These experiences emphasize career awareness and exploration, help students understand how what they’re learning applies to careers, and teach and reinforce positive work habits. Work-based learning coordinators in each district can help facilitate these experiences.

On the local level, Denver Public Schools CareerConnect provides opportunities for K-8 learners to begin exploring their interests and passions, and how these connect to the world of work. One option, Spark Industry Introduction, enables students in grades 6-8 to visit workplaces, where they meet industry professionals and engage in hands-on projects. Spark aspires to motivate students to pursue high-demand, high-wage careers they may never have considered before.

INSPIRE Sheboygan County, a nonprofit education-industry collaborative in Wisconsin, is one example of a local provider that has pivoted to offering virtual WBL — in this case, virtual job shadows for middle and high school students — during the pandemic. Almost 1,000 viewers participated in the first set of virtual job shadows offered in April.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

Is WBL available to all middle grades students?
Are there efforts to identify and eliminate barriers to access, participation and success for marginalized or special populations of students?
Are there clear standards for WBL that are available both during and outside of school?
Are educators provided with the time, resources and supports necessary to implement quality WBL experiences?
Is there a clear continuum of WBL experiences that begins in the middle grades (or earlier) and builds in intensity as students progress through their education?
Is there clear guidance around the role of employers in the design and delivery of WBL at the middle grades level?
How are students and their families provided adequate information on opportunities for WBL?
How are WBL opportunities evaluated or monitored to ensure student growth?

For additional resources relevant to WBL in the middle grades, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

By Kate Blosveren Kreamer in Middle Grades CTE
Tags: Utah, West Virginia, work-based learning

What Works in Postsecondary Work-Based Learning?

Tuesday, March 24th, 2020

Learning doesn’t just happen in the classroom. As the labor market changes and demands for a skilled workforce increase, there is renewed interest in work-based learning (WBL) programs across the country. Earlier this month The Urban Institute released a report on the topic, titled Expanding and Improving Work-Based Learning in Community Colleges. The report draws on national data and interviews with six community colleges and documents what is known about the implementation and outcomes of WBL models in community colleges, what strategies community colleges are adopting to measure WBL, and potential steps to improve measurement and address key challenges in expanding and improving WBL in community colleges.

At the postsecondary level, WBL consists of opportunities such as apprenticeships, internships and cooperative education (co-op), which provide career preparation and training in a work setting that involves supervision or mentoring and connects to classroom or academic experience. Community colleges are vitally important institutions in preparing learners for the workforce, as they award most of the career-oriented credentials in the country. However measurement of WBL in community college contexts is limited and, as such, we know little about how common WBL programs are in these institutions, what models and approaches work best and for whom, who is able to access opportunities, and what outcomes and impacts they deliver for learners, businesses partners and colleges.

Findings from the report suggest several challenges facing WBL programs including access, equity and diversity. These challenges are even more pressing given the evidence of positive outcomes for learners who are able to experience WBL. The report found that participants in Registered Apprenticeship programs earn higher wages, are more productive, and are less likely to use public benefit programs compared to comparable workers.

In order to improve WBL at the community college level, the report recommends strategies for measuring WBL, evaluating progress toward diversity and equity goals, and improving data collection practices. For example Cincinnati State Technical and Community College has an institutional research staff member working in their career center. This person collects and analyzes data that in turn informs career services. The report specifically recommends state education and workforce officials develop state definitions of WBL, develop common data elements for tracking WBL, share employment data with colleges to support performance improvement, and incorporate WBL into the state longitudinal systems of data tracking.

Community colleges are in a unique position to change the way WBL is experienced across the country. They serve about 12 million diverse learners, many of whom are women or learners of color. This makes these institutions ideal vehicles for closing long-standing equity gaps in the labor market, preparing the workforce, giving students the skills and knowledge for jobs and careers, and partnering with employers to provide the talent they need.

Brian Robinson, Policy Associate

By admin in Uncategorized
Tags: Access and Equity, apprenticeship, co-op, community college, internship, Registered Apprenticeship, work-based learning

States Enact Policies to Support Work-based Learning Opportunities for Students

Wednesday, March 18th, 2020

As the legislative sessions move forward, states have passed laws to examine and increase work-based learning opportunities for learners.

Some states, such as New Jersey, plan to launch pilot programs to expand access to work-based learning opportunities. In New Jersey, the state legislature passed S3065 in January to direct the Commissioner of Education to establish a three-year youth apprenticeship pilot program. The program will allow high school and college students to develop critical employability skills while earning a high school diploma or postsecondary credential. Employers participating in the program must pay the apprentice and offer an industry-recognized credential upon the completion of the program.

Other states are leveraging graduation requirements to incentivize work-based learning opportunities for students. In Virginia, Governor Ralph Northam signed HB516 into law in March. The law requires the Virginia Board of Education to include options for students to complete a high-quality work-based learning opportunity or a dual enrollment course in its high school graduation requirements.

In Tennessee, Governor Bill Lee signed HB736 into law in March to examine opportunities available to learners. The law requires the Office of Research and Education Accountability (OREA) to study and report on whether community schools are providing on-the-job training opportunities to learners by working with community partners or businesses. Specifically, the law directs OREA to examine the number of learners participating in on-the-job training opportunities provided by community schools and whether these opportunities have resulted in students obtaining employment after high school.

Brianna McCain, Policy Associate

By admin in Public Policy
Tags: graduation requirements, New Jersey, tennessee, Virginia, work-based learning

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