ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®
Alignment between secondary CTE programs and Registered Apprenticeship is the focus of a new report from the National Center for Innovation in CTE.
CTE programs on the high school level and the U.S. Department of Labor’s Registered Apprenticeship (RA) program, which is more common for postsecondary student-workers, both incorporate school-based and work-based learning. CTE programs typically provide an entrée to classroom studies and work-based learning in a particular career area, while RA is more intensive and specialized.
The publication reviews the alignment between secondary CTE and RA in six states: Connecticut, Florida, Kentucky, North Carolina, Rhode Island and Washington. NCICTE researchers identified three strategies for alignment:
To improve the alignment between these two complementary programs, the report recommends that agencies focus on cross-agency communication and provide technical assistance, outreach to the public and tools. States can also address barriers to employer participation, such as contracting with a third-party to serve as the student’s employer of record (Kentucky), providing tax incentives (Connecticut and Rhode Island) and reducing tuition (Florida).
Posted by Catherine Imperatore on 07/21/2016 at 02:43 PM in Data and Research, State and Local Issues | Permalink
More states are counting career readiness than in 2014, according to this year’s update of Making Career Readiness Count.
A partnership between Achieve and Advance CTE (formerly the National Association of State Directors of CTE Consortium), this publication explores how states are using career readiness indicators. Thirty-four states publicly report and/or include career-ready indicators in their accountability systems, up from 29 states in 2014.
According to the brief, public-facing report cards and similar tools most typically include data on CTE participation (11 states) and concentrator/completer status (8 states). In addition, five states report WorkKeys/Armed Services Vocational Aptitude Battery (ASVAB) results, while four states report attainment of industry credentials. Four states report placement beyond two- and four-year college enrollment, such as employment, military service and other training.
In accountability systems, states are most likely to include measures of dual enrollment (14 states) and industry certification attainment (11 states). Seven states include data on the completion of a program of study or pathway, and five states factor in performance on workplace readiness exams.
Challenges in accessing and validating career readiness data are addressed in the brief, and several states are profiled for their innovative use of career-ready measures: Louisiana, Connecticut, Ohio and South Carolina.
Posted by Catherine Imperatore on 05/31/2016 at 02:17 PM in Career Readiness, Data and Research, State and Local Issues | Permalink
This week, educators from Eleva-Strum school district in Eleva, Wisconsin, visited Washington, D.C., to share their strategies for delivering engaging work-based learning in their CTE programs through an innovative, student-run manufacturing business.
During the trip, Eleva-Strum Principal Cory Kulig and Technical Education Instructor Craig Cegielski met with President Obama to share their ideas for replicating the school’s manufacturing program model, which allows students to fill real manufacturing orders through their CTE program. Students in the program market, create and ship the products to purchasing businesses, and earned more than $100,000 in the last year to reinvest in their school.
In addition to the meeting with President Obama, Kulig and Cegielski met with staff to House Speaker Paul Ryan (R-WI), where they outlined strategies that Congress can use to support innovative CTE programs like their own. A report from the Wisconsin-based WEAU News quoted Kulig saying:
“It’s filling that job skills gap and that’s one of the things we hold very important... We do that by creating innovative thinkers, problem solvers, and that’s primarily what our students are doing on a daily basis at Eleva-Strum.”
Posted by Sean Lynch on 05/06/2016 at 12:54 PM in Executive Branch, In the News, State and Local Issues | Permalink
Late last year, the FY 2016 federal appropriations bill provided $90 million to expand apprenticeship programs through the ApprenticeshipUSA program. The Department of Labor is working to implement this new investment, and last week announced its initial plans for investing in state apprenticeship strategies. Through this new announcement, $9.5 million is being made available for AprenticeshipUSA State Accelerator Grants, which can be used by states to “develop strategic plans and build partnerships for apprenticeship expansion and diversification.”
A range of activities can be supported, including the following (summarized by our partners at National Skills Coalition):
Up to $250,000 will be available per state for a two-year time period. Governors are instructed to identify the appropriate state agency for application, and those applications from states are due on May 15, with awards expected to be made later that month. Later this year, an additional $50 million State Expansion Grants Competition will be announced to help states scale-up their efforts to expand apprenticeship.
For more information, including investment timelines and future activities under the ApprenticeshipUSA initiative, please visit http://www.dol.gov/apprenticeship.
Posted by Alisha Hyslop on 04/25/2016 at 05:00 PM in Executive Branch, Federal Funding, State and Local Issues | Permalink
At this year’s National Policy Seminar, we closed the conference with a special “Career Pathways Forum,” to provide an in-depth look at CTE’s role in career pathways systems. At the national level, the reference to career pathways includes a systemic approach to delivering education, training, and support services that help individuals earn credentials aligned with workforce needs. CTE programs can provide the “education” component that is critical to many career pathways, and the linkage is a hot topic of discussion in many states and communities.
One of the new projects featured during the last portion of the forum was the Department of Education’s new Technical Assistant for Implementing Career Pathways Systems initiative. This project is designed to help state and local leaders to further strengthen CTE’s involvement and role in pathway system development. The initiative will consist of the following activities:
To find out more about these activities and how your state can get involved, contact Chrys Limardo, project director, at email@example.com. If you have suggestions for the tools and resources that would be most helpful to you around career pathways development, you can also complete the project feedback form, which can be found here.
The attention on career pathways isn’t just coming from the federal level—the research community is paying attention as well. MDRC recently released a new Issue Brief that provides a summary of their research related to career pathway systems and their various elements. The brief provides a broad overview of the diversity of populations served and institutions involved in career pathways, and is a good resource for those looking for research in a number of areas.
Posted by Alisha Hyslop on 03/11/2016 at 10:56 AM in Data and Research, Executive Branch, State and Local Issues | Permalink
Last week, the Georgetown University Center on Education and the Workforce launched a new web portal as part of its State Initiative. The new portal is designed to provide access to state-level research and data on the linkages between education and the workforce, including labor market demands. Information is available on all 50 states plus the District of Columbia.
The Center reports that the new portal contains:
In addition, the national Workforce Data Quality Campaign (WDQC) has released a new series of state pages that summarize the progress each state has made on developing linked education and workforce data systems. The data presented on each state was collected through the WDQC’s recent Mastering the Blueprint survey, which is conducted annually across the country. The new state pages include data system summaries, scorecards, and links to relevant news, resources and legislation.
Posted by Alisha Hyslop on 01/27/2016 at 10:44 AM in Data and Research, State and Local Issues | Permalink
On January 21, ACTE and the National Association of State Directors of CTE Consortium released our third-annual review of state policies impacting CTE. The report, titled "State Policies Impacting CTE: 2015 Year in Review" provides a comprehensive look at the CTE policies enacted in each state in 2015, including legislation, state board rules, executive orders and other official state agency actions.
The report covers over 125 new policies enacted in 39 states, signaling consistent fiscal and programmatic investments in CTE as state policymakers look to promote, expand and improve CTE across secondary, postsecondary and adult education. In 2015, there was a strong focus on leveraging CTE in meaningful ways to boost state economies and close the skills gap, including encouraging business and education partnerships and improving work-based learning opportunities for students. Additionally, there was a dramatic increase in policies supporting career and academic guidance and awareness, with twice as many states enacting policies compared to the previous year.
Funding emerged as the top category for the third year in a row, with 28 states including CTE-specific provisions in their budgets or changing their funding approaches. In the vast majority of these cases, funding was increased rather than decreased. It was also directed to postsecondary CTE and workforce development initiatives slightly more often than to secondary CTE.
A webinar providing an overview of the report, as well as a deep dive into the package of legislation passed by Colorado last year, which could serve as an example to other states, is available here. In addition, you can view ACTE's press release on the report here.
Posted by Alisha Hyslop on 01/21/2016 at 05:43 PM in Data and Research, State and Local Issues | Permalink
ACTE and the National Association of State Directors of CTE Consortium will soon be publishing our third-annual state policy year-in-review, taking an in-depth look at the state policy activity related to CTE over the last year. Join us on January 21 for a webinar summarizing the trends that will be explored in this paper!
2015 Year in Review: State Policies Impacting CTE Thursday, January 21, 2016 2:00 - 3:00 p.m. ET
Join ACTE and NASDCTEc on January 21 from 2-3 p.m. ET as we take a look back at the state CTE policy trends from 2015. This webinar will unpack the findings of our third annual report, “2015 Year in Review: State Policies Impacting CTE.” To register, visit http://careertech.org/webinars.
Featured speakers include:
Posted by Alisha Hyslop on 01/07/2016 at 01:36 PM in State and Local Issues | Permalink
A new report from The Aspen Institute’s Education & Society Program provides education advocates with information and insight about how they can get involved with policymaking at the state level. As gridlock continues to limit legislative progress at the federal level, states are becoming increasingly active in all aspects of policymaking, including education. By learning more about the stakeholders and circumstances affecting education policy in your state, you can help to ensure that CTE has a voice in these decisions and that your students and programs have the support they need.
The report notes that while major pieces of federal legislation and funding issues are often the most talked about aspects of education policy, states hold significant sway over the implementation of these issues and provide the largest portion of investment in education funding. State investments constitute roughly 45.6 percent of the total national investment – and state policymakers consider it their responsibility to ensure that this investment is creating opportunity for their constituents as well as strong return on that investment in the labor market. While federal authority preempts that of states when the law prescribes specific actions, states are often left to interpret specific provisions of federal law and decide from themselves on issues of implementation, including on issues like accountability, which was a major point of emphasis in the recent debate over the Every Student Succeeds Act. For these reasons, it is important to work with your state legislators to educate them about CTE and highlight its importance in preparing all students for college- and career-success.
Key differences in advocacy at the state level include significantly shorter or more infrequent legislative sessions, higher rates of turnover in elected positions, and shorter tenure in administration positions (such as chief state school officers). All of these contribute to a need for more detailed explanation of CTE-related issues and the policies that would most benefit your students. However, many of the same principles of effective advocacy at the federal level hold true in working with state counterparts, including working to establish ongoing relationships with policymakers, sharing success stories and offering to show them examples of your programs and issues firsthand through experiences such as school visits.
To access the report, click here – and to learn more about strategies for working with your policymakers and becoming a CTE advocate, click here!
Posted by Sean Lynch on 12/10/2015 at 02:51 PM in Advocacy Resources, State and Local Issues | Permalink
On Saturday, October 31, the Associated Press published an article on the recently-released Iowa Department of Education’s Secondary Career and Technical Education Task Force’s Final Report, which provides guidance and recommendations to the governor and General Assembly on strategies for strengthening Iowa’s CTE programs. The Task Force, which was organized by the Iowa state legislature in 2013 and has conducted extensive research in the report’s development, was comprised of CTE stakeholders from a variety of backgrounds, including educators at the secondary and postsecondary levels, business officials and policymakers.
The group’s final report, which can be accessed online here, recommends six strategies focused on building comprehensive career pathways in the state, from increased emphasis on career guidance in planning students’ educational decisions to providing a spectrum of worked-based learning experiences. While the task force’s findings are intended to inform policymakers of opportunities for CTE programs to grow, it is not a formal bill for the state and its recommendations will need to be reworked into legislative proposals before enactment.
The Associated Press article reports that Iowa Governor Terry Branstad has announced his plans to focus on more training opportunities that will overcome the growing skills gap, and outlines the details that Iowa state officials will need to work through before the recommendations can become law.
The article also includes information about the national context for the Iowa-focused report. ACTE spoke to AP Reporter Barbara Rodriguez about the important shift in public perception that has helped many students reconsider the role CTE has in their education, and the work that remains to be done so families and policymakers understand how CTE can prepare every student for the 21st century workforce.
Posted by Sean Lynch on 11/05/2015 at 10:50 AM in Data and Research, In the News, State and Local Issues | Permalink
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