ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®
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| February 2017 »
At a briefing on infrastructure and CTE hosted last week by the Senate Career and Technical Education Caucus, Senator Rob Portman (R-OH) announced Senator Todd Young (R-IN) would join the caucus as a co-chair. In addition to Sen. Young and Sen. Portman, the caucus is also led by co-chairs Sen. Tim Kaine (D-VA) and Sen. Tammy Baldwin (D-WI).
Senator Young graduated from a public high school in Indiana and from the U.S. Naval Academy in Annapolis. He trained as a rifle platoon commander, served as an intelligence officer and later managed recruiting for the Marine Corps in the Chicago area. While in Chicago, Sen. Young earned an MBA. His career later took him to London for further studies followed by a stint in Washington, DC to work at a conservative think tank and as a congressional staffer. He later returned to Indiana and earned a J.D., working at a small law firm until he was elected to Congress in 2009.
In the House of Representatives, Sen. Young voted on a number of important education bills, and he supported the Every Student Succeeds Act. He also introduced bipartisan legislation with Rep. Jared Polis (D-CO) to provide more affordable student loan options. In 2016, Sen. Young won election to the United States Senate, and was sworn in at the beginning of this year. He serves on the Committee on Health, Education, Labor and Pensions, the committee of jurisdiction for the vast majority of CTE-related legislation. He also serves on the Foreign Relations; Commerce, Science and Transportation; and Small Business and Entrepreneurship Committees.
ACTE thanks Sen. Young for demonstrating his commitment to CTE so early in his Senate career by agreeing to join the caucus as a co-chair. We look forward to working with him in the years ahead.
Posted by Jarrod Nagurka on 01/30/2017 at 03:00 PM in CTE Caucus | Permalink
CTE Caucus, Todd Young
Through work-based learning, students can gain a variety of skills that positively impact their education in the classroom and set them on a path to their futures. For instance, research points to higher postsecondary GPAs earned by students who participated in work-based experiences in high school. Data has also demonstrated better employment outcomes for students who participate in workplace learning
There are a variety of work-based learning experiences that students can participate in, ranging from tours and job shadowing to internships and apprenticeships. And luckily, these experiences are not as difficult to develop and manage as some employers think, according to a brief from the Pathways to Prosperity Network. In addition, states are coming up with innovative ways to measure the effectiveness of work-based learning, as described in this report from Advance CTE.
When sharing the above information with business leaders, the media and policymakers, highlight how work-based learning has helped students and employers in your area.
You can find more research and data about CTE with ACTE Fact Sheets.
Continue reading "Data Driven: Work-based Learning Benefits" »
Posted by Catherine Imperatore on 01/30/2017 at 01:41 PM in Data and Research | Permalink
Recently, Sens. Tim Kaine (D-VA) and Rob Portman (R-OH), co-chairs of the Senate CTE Caucus, reintroduced the Jumpstart Our Businesses by Supporting Students (JOBS) Act—a bill to expand Pell Grant eligibility to students enrolled in short-term training programs. The Pell Grant program is one of the largest sources of needs-based federal financial aid, which provides billions of dollars annually to support students pursuing postsecondary education.
Under the JOBS Act, CTE programs offered at a postsecondary institution, including area CTE centers and community colleges, that are least 150 clock hours of instruction time over a period of at least 8 weeks and lead to a recognized postsecondary credential would be Pell eligible. It would also help to promote the alignment of the training and education offered through these programs with local and regional workforce needs. Expanding Pell eligible programs to include short-term CTE programs would create greater opportunities for students to prepare for careers in high-growth, high-demand industries. ACTE is proud to endorse the JOBS Act, and will continue to support initiatives that promote CTE’s role in higher education policy.
Posted by Mitch Coppes on 01/30/2017 at 01:08 PM in CTE Caucus, HEA | Permalink
On January 24, the U.S. Senate Career and Technical Education Caucus hosted a briefing on how federal policy can support the intersection of infrastructure and CTE. Infrastructure includes a wide variety of fields, ranging from roads and bridges to telecom, water, energy and more. To address the nation’s various infrastructure needs and how CTE is preparing people for careers in these fields, a diverse group of panelists from across the country traveled to Capitol Hill to speak to more than 60 congressional staffers and leaders from different education organizations.
The following experts sat on the panel:
In addition to a panel discussion, two of the caucus co-chairs, Sen. Rob Portman (R-OH) and Sen. Tim Kaine (D-VA) gave remarks. Both announced the introduction of the JOBS Act, which increases access to high-quality, short-term job training programs by expanding Pell Grant eligibility. Senator Portman also announced Senator Todd Young (R-IN) as a new co-chair of the caucus.
Several common themes emerged throughout the briefing that were highlighted by both the panelists and Senators Kaine and Portman. First, the briefing stressed that investments in infrastructure yield much more than “temporary construction jobs.” Rather, investments in infrastructure lead to high-paying careers in design, engineering and maintenance, among others. Further, infrastructure encompasses more than just roads and bridges. Investments in infrastructure includes providing broadband access, expanding and increasing the efficiency of energy distribution systems, improving the quality of drinking water, rebuilding schools, and so much more. Lastly, the panel underscored the workforce demand for these infrastructure fields. In fact, one report that was highlighted suggests that by 2022 there will need to be 2.7 million new career-seekers to replace those in the infrastructure workforce who will be retiring.
The briefing was quite timely as discussions of a major infrastructure package emerge in Washington. President Trump talked about investing in infrastructure on the campaign trail, and reports suggest his team is working on a proposal. Coincidentally, Senate Democrats unveiled an infrastructure plan on the same day as the panel. ACTE looks forward to working with Congress and the Trump Administration to find ways to support CTE as a critical component to meeting infrastructure workforce demands.
Click below to scroll through photos from the briefing. You can also view the photos here.
Posted by Jarrod Nagurka on 01/26/2017 at 11:11 AM in CTE Caucus, In the News | Permalink
CTE Caucus, Infrastructure, Rob Portman, Tim Kaine
Today, ACTE and Advance CTE released their fourth annual report, State Policies Impacting CTE: 2016 Year in Review. The report identifies and summarizes nearly 150 CTE-related laws, executive orders, boards of education actions, ballot initiatives and budget provisions passed across the country last year.
We found that last year, 42 states enacted policies addressing a variety of issues, ranging from CTE access and equity to teacher certification. The report highlights several trends, including states’ continued investment in CTE programs and initiatives, a strong focus on encouraging and incentivizing industry partnerships and work-based learning, and support for dual and concurrent enrollment in CTE subjects.
You can also attend a webinar about the paper findings this afternoon at 2pm ET (or watch the recording later at www.acteonline.org/seminars).
Posted by Catherine Imperatore on 01/25/2017 at 08:08 AM in Data and Research, State and Local Issues | Permalink
The House Committee on Education and the Workforce met on January 24 to officially organize for the new Congress. This Committee has jurisdiction over a number of ACTE’s legislative priorities, including the forthcoming reauthorizations of the Carl D. Perkins Career and Technical Education Act and the Higher Education Act.
In the 115th Congress, the Committee will have a new chair, Representative Virginia Foxx (R-NC), who succeeds former Rep. John Kline (R-MN), who retired at the end of the last congress. On federal education policy, Chairwoman Foxx recently told EdWeek that she “would love to get the federal government out of education policy altogether,” though she acknowledged that was unrealistic. Rep. Bobby Scott (D-VA) will continue as the Committee’s ranking member.
The committee will now include 23 Republicans and 17 Democrats. Of these, six Republicans and three Democrats are new to the Committee. Many of these new members previously served in their respective state legislatures, with some of them serving on state education committees. Several also have relevant experience directly related to CTE or the workforce. For example, Rep. Rochester (D-DE) is the former Delaware labor secretary; Rep. Mitchell (R-MI) is a former owner/operator of the Ross Medical Education Center, a for-profit institution with both online and campus locations; and Rep. Rooney (R-FL) owns a major construction company. Three additional members are expected to be appointed soon.
The nine new members of the Committee, so far, are:
During the organizational meeting, the Committee formally approved rules for its operation and an oversight plan, detailing areas of priority for the Committee for the coming Congress. The oversight plan merely provides a general list of topics the Committee may review, not specifics. However, some key themes are evident, such as the desire to roll back Executive Actions of the prior Administration and reduce the regulatory burden. A substitute oversite plan was offered by Committee Democrats but was not approved.
ACTE looks forward to continuing to work closely with the Committee and its newest members as work continues on the reauthorization of Perkins. For a full list of the Committee and more information on subcommittee leadership, see this blog from EdWeek.
Posted by Alisha Hyslop on 01/24/2017 at 02:51 PM in HEA, Perkins | Permalink
Editorial Note: The following is only intended to recap issues that were discussed at the hearing related to CTE. You can read a more comprehensive recap of the hearing from EdWeek here, or watch the hearing in its entirety here.
Last week, President Donald Trump’s nominee to lead the U.S. Department of Education, Betsy DeVos, appeared before the Senate Committee on Health, Education, Labor and Pensions (HELP). Like all nomination hearings, Mrs. DeVos began with a prepared statement. In it, she briefly touched on her support for “all postsecondary avenues, including trade and vocational schools, and community colleges.”
Following the opening remarks, each Senator had an opportunity to ask questions, and CTE issues were raised by two of the committee members. Sen. Mike Enzi (R-WY) highlighted the value of CTE in his question time. He used the hearing to explain how the Perkins funding formula discourages some rural schools in Wyoming from applying because the amount of funding they would receive would not justify the time and effort it takes to apply.
During Sen. Tim Scott’s (R-SC) questioning, he stated that CTE doesn’t get enough “good attention.” He also spoke of what he called the “bachelor’s addiction” in today’s education ecosystem and the need to tackle the stigma associated with CTE. Senator Scott also expressed support for giving technical schools additional flexibility to align marketplace needs with program offerings. Mrs. DeVos reaffirmed her belief in the importance of having a variety of alternative pathways for students, but did not offer any specific comments on CTE.
While Senators Enzi and Scott were the only committee members to speak directly about CTE, other issues of importance to ACTE were also raised, such as federal funding, the implementation of ESSA, and both the Higher Education Act and the Individuals with Disabilities Education Act. For example, in response to a variety of questions, Mrs. DeVos would not commit to protecting funding for public schools or to continuing to implement recent ESSA accountability regulations or gainful employment rules. Few specifics were offered by Mrs. DeVos on any of the issues raised.
Parts of the hearing were particularly contentious, with numerous disagreements about both policy and procedure, as well as potential conflicts of interest. Sensitive topics such as guns in schools and sexual assault on college campuses were also raised, and you can find more details in the editorial note above.
The HELP Committee was originally scheduled to vote on Mrs. DeVos’ nomination on Tuesday, January 24, but that vote has been delayed until January 31. If approved, her nomination will then be considered by the full Senate.
Posted by Jarrod Nagurka on 01/23/2017 at 05:02 PM in Executive Branch, In the News | Permalink
CTE, DeVos, ED, HELP, Trump
Earlier this month, the U.S. Department of Education released the first debt-to-earnings rates for career training programs calculated under gainful employment regulations. The programs covered include most for-profit programs, as well as certificate programs at private non-profit and public institutions.
In this first year, more than 800 programs failed to meet the gainful employment standards, as defined by estimated annual loan payments for alumni that exceed 30 percent of discretionary income and 12 percent of total earnings. The vast majority of these underperforming programs—98 percent—are offered at for-profit colleges.
In addition, 1,239 more programs are in the grey “zone”, with annual loan payments between 20 and 30 percent of discretionary income and 8 and 12 percent of total earnings. After four consecutive years of failing or “zone” rates, programs will lose federal student aid eligibility.
According to the Department, “when student debt is taken into account, community colleges—where students borrow at lower rates and lower dollar amounts—perform particularly well when matched up against comparable for-profit programs.”
Posted by Catherine Imperatore on 01/23/2017 at 07:51 AM in Data and Research, Executive Branch | Permalink
Editorial Note: The following was written by ACTE Executive Director LeAnn Wilson in response to an op-ed in the Baltimore Sun. That op-ed can be found here.
On January 1, William Durden published an op-ed titled, “Creating a credible alternative to college.” Unfortunately, while his desire for an improved education system is clear, he completely overlooks the clear solution – stronger investments in today’s high-quality career and technical education system.
Today, what used to be known as “vocational education” is referred to as career and technical education (CTE). CTE encompasses dozens of career pathways and prepares students for both college success and a wide range of high-wage, high-skill and high-demand careers. CTE is academically rigorous (CTE students are more likely to meet college and career readiness goals) and student demand is high: more than 90% of students take at least one CTE class.
Mr. Durden’s piece suggests that “the nation needs a robust, well-respected job-preparation alternative to college that begins in high school and seamlessly continues into advanced education and training” – and CTE is that system!
Mr. Durden goes on to warn that “teaching technical skills merely to meet the requirements of a current job is not sufficient.” He is exactly right, but the CTE system of today has already moved away from that approach. CTE doesn’t just teach a specific set of skills meant for careers limited to existing workforce needs. Rather, today’s CTE offers a strong set of academic, technical and employability skills embedded in broader Career Clusters that prepare students to be lifelong learners and advance along career pathways. And, while education in the skills trades is critical to American economic competitiveness and can lead to high-wage careers (e.g. the average salary of a plumber is $55,000), one has to look no further than the city of Baltimore for examples of new and innovative CTE programming that prepares students for careers of the future as well.
For instance, Baltimore City Public Schools offer a robust array of CTE pathways, from information technology and engineering to health and biosciences. What’s more, these programs allow students to earn industry-recognized credentials from companies like Cisco, Oracle and Microsoft, all while still in high school. Students also have the opportunity to earn professional certifications, and each year city high schoolers become certified EMTs, nursing assistants and pharmacy technicians, among other careers.
Lastly, Mr. Durden seems to argue that educational alternatives to four-year colleges don’t exist. In reality, there are over 1,700 2-year colleges across the country, and just like at Baltimore City Community College and the Community College of Baltimore County, many of these postsecondary institutions partner with local secondary schools to offer early college credit through CTE programs of study. These programs offer students the opportunity to work in fields ranging from cybersecurity to veterinary medicine to business management.
This doesn’t mean there aren’t ways to improve CTE. Dedicated educators and professionals work to do this every day. But instead of ignoring existing CTE programs, advocates should focus their efforts on ways that the new Congress and Trump Administration can expand opportunity for all students. Two major items on the federal legislative agenda in particular could help to do this.
First, Congress should reauthorize and update the Carl D. Perkins Career and Technical Education Act to reflect innovations in the CTE ecosystem and restore Perkins funding to 2010 levels. Funding cuts have real consequences, and Maryland has since seen an adjusted 24 percent decrease in federal Perkins dollars. Second, Congress can increase access to community colleges and certification programs by making important changes to financial aid eligibility during this year’s reauthorization of the Higher Education Act.
Robust, comprehensive and rigorous CTE exists as a path to the middle-class for millions of Americans. But student opportunities are often hampered by misconceptions about today’s CTE and/or plagued by inadequate funding. With the support of Congress and stakeholders across the country, every student can have a shot at the American dream.
LeAnn Wilson is the executive director of the Association for Career and Technical Education (ACTE), the nation’s largest nonprofit association committed to the advancement of education that prepares youth and adults for successful careers. ACTE represents tens of thousands of educators, administrators and other education professionals across the country.
Posted by Jarrod Nagurka on 01/18/2017 at 01:27 PM in In the News | Permalink
Career and Technical Education, CTE
What states have policies for stackable credentials, integrated education and training, and alignment across education and other services to support career pathways systems? National Skills Coalition has the answers, with a set of state scans released in December. These briefs include short descriptions of the relevant policies in each state.
Stackable Credential Policy: 50-state Scan: This publication identifies 19 states with stackable postsecondary credential policies, including requirements that credits earned in certificate and associate degree programs be accepted at the next level of education as well as policies that provide funding to support stackable credentials at the postsecondary level.
Integrated Education and Training: 50-state Scan: This brief finds that 18 states support basic skills education delivered in the context of CTE, including grant funding, program requirements and state adult education and workforce strategy.
Alignment: 50-state Scan: This scan identifies 12 states that have policies that require and/or fund the alignment of a variety of elements of a career pathways system for low-skilled adults, including integrated basic education and skills training, career counseling, support services, high school equivalent credentials, industry-recognized and stackable postsecondary credentials, and industry engagement.
To be included in the scans, state policies must be broad in scope and applicable statewide.
Posted by Catherine Imperatore on 01/12/2017 at 12:11 PM in State and Local Issues | Permalink
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