ASSOCIATION FOR CAREER & TECHNICAL EDUCATION®
A new registry will soon be launched that helps users find out about credentials of all types—including postsecondary certificates, licenses and industry certifications—and how to earn these credentials.
The Credential Registry, produced by the Credential Transparency Initiative and funded by Lumina, is an open, voluntary online tool to which organizations from education institutions to industry certification providers can add information on credentials, including what competencies a credential delivers, how to earn it and whether it is accredited or endorsed. Most excitingly, developers will be encouraged to build off the registry to create new apps that merge the registry information with other data sources, such as employment and earnings data.
The Registry is one outgrowth of Lumina’s Connecting Credentials initiative, which recently released an action plan developed from the initiative’s first year of information gathering and feedback sessions. ACTE is a co-sponsor of the initiative, and our Certification Data Exchange Project has been recognized by Connecting Credentials as an example of the great work going on to expand and improve the credential ecosystem.
Posted by Catherine Imperatore on 09/26/2016 at 01:47 PM in Data and Research, Postsecondary Issues | Permalink
Dual enrollment has the potential to help students stay engaged in and complete high school and get a jumpstart on postsecondary education.
However, the limited research available on dual enrollment outcomes has found problems with credit transfer, according to Catherine Gewertz at Ed Week:
While these percentages aren’t bad, when any credits fail to transfer, completion can take longer than expected or advertised.
Strategies to improve credit transfer rates include state policies that require the acceptance of dual credits and accreditation through the National Alliance of Concurrent Enrollment Partnerships.
Posted by Catherine Imperatore on 09/15/2016 at 08:12 AM in Data and Research, Postsecondary Issues | Permalink
As summer wanes, catch up with some of the research, case studies and other materials about CTE and related subjects that have come out in 2016.
Career Development from the Employer Perspective: A new U.S. Chamber of Commerce report outlines an account management strategy for career development. With employers as the customers, account managers would liaise between the stakeholders, match students and employers, validate skills and ultimately create a talent supply network.
Lack of Access to Computer Science: 56 percent of 2015 high school seniors lacked access to computer science classes, according to an infographic from Change the Equation.
Separating College and Credentials: An Information Technology and Innovation Foundation report calls for a radical separation of credentials from the higher education system. To solve issues such as the variable quality of postsecondary programs and a lack of transferability of credits between institutions, assessment and credentialing work would be disconnected from learning. Instead, third-party organizations would offer standardized, accredited assessments leading to credentials. This proposal builds off the model of industry certifications, but is even broader in scope.
Where is the College Class of 2015?: According to a survey from the National Association of Colleges and Employers, by six months after graduation, 58 percent of the class of 2015 was employed full-time, with 6 percent employed part-time and 18 percent continuing their education. Eleven percent were looking for work. Students in computer science were most likely to be employed full-time, followed by business and engineering.
Posted by Catherine Imperatore on 09/01/2016 at 03:22 PM in Data and Research, Postsecondary Issues, STEM | Permalink
New joint guidance on WIOA performance reporting from the U.S. Departments of Labor (DOL) and Education demonstrates how eligible training providers (ETPs)—institutions like community colleges that provide education and training to WIOA participants—can connect with wage data to report on WIOA performance measures for employment and earnings.
The guidance makes it clear that a state education authority has the best chance to carry out the data sharing required with workforce agencies or other authorities responsible for wage records, through FERPA’s audit/evaluation exception. This education authority, be it a higher education governing board, state longitudinal data system or other agency, would report de-identified, aggregate wage data back to ETPs. In addition, public ETPs could also receive individual-level wage data, while private institutions would not be able to access individual-level data without establishing a further relationship with a designated authority in the state.
In addition to wage records, final WIOA regulations allow the use of other data sources for performance reporting of employment and earnings. The regulations also encourage states to use a common definition of what it means to “exit” a program, across all WIOA programs. This common exit should eventually become the norm.
The final regulations cleared up a few outstanding questions on what performance measures will be calculated, in addition to those specified in law:
Further information on performance reporting is available at https://doleta.gov/performance/reporting/eta_default.cfm.
Posted by Catherine Imperatore on 08/29/2016 at 12:34 PM in Data and Research, Postsecondary Issues, WIOA | Permalink
State longitudinal data systems are an important way for your state to know how students are progressing through education and into the workforce. However, information gaps reduce the effectiveness of these tools.
A new infographic from PostSecData, an initiative of the Institute for Higher Education Policy, partnered with the Workforce Data Quality Campaign (WDQC) and the State Higher Education Executive Officers Association, shows the gaps in most state longitudinal data systems. Data is missing or incomplete for such key elements as:
Filling these gaps is the aim of such initiatives as the WDQC (ACTE is a partner in both PostSecData and the WDQC). In addition, ACTE is working to be part of the solution through our project to help states access data held by industry certification organizations.
Posted by Catherine Imperatore on 08/17/2016 at 04:28 AM in Data and Research, Postsecondary Issues, State and Local Issues | Permalink
CTE students have dramatically increased their postsecondary enrollment since the 1990s, according to new data from the National Center for Education Statistics (NCES), particularly students earning more CTE credits.
High school graduates from the class of 2004 with some CTE but less than two credits, and high school graduates who earned 2-3 CTE credits, had enrolled in college eight years later at nearly the same rate—90 percent and 91 percent. This was a big jump for those students earning 2-3 CTE credits (i.e., CTE concentrators) since the latter 20th century. However, completion rates only increased for students who took 4-plus CTE credits. Completion decreased for all other groups—students taking CTE and those who never took CTE. This echoes data on challenges in earning credentials across the education spectrum.
To help you access CTE data, NCES has augmented its public data center for CTE with new tables on high school students’ education and career plans, their career preparation and work-based learning activities, and who influenced them in their career plans. For instance, this new data shares that 34 percent of students who started high school in 2009 had worked or volunteered in a job related to their career goals by 2012. Other new data looks at postsecondary offerings and credentials, broken down by certificates that take varying amounts of time as well as by associate and bachelor’s degrees.
Posted by Catherine Imperatore on 07/27/2016 at 09:47 AM in Data and Research, Postsecondary Issues | Permalink
More than 95 percent of new jobs created since the Great Recession are held by individuals with some postsecondary education, according to America’s Divided Recovery: College Haves and Have-Nots.
Since 2010, bachelor’s degree holders have garnered 4.6 million jobs, associate degree holders gained 3.1 million jobs and 80,000 jobs went to those with a high school diploma or less. Sixty-five percent of the workforce now has education beyond high school. In addition, workers with some postsecondary education have most of the “good” jobs: full-time jobs that pay more than $53,000 per year and offer benefits.
Management and health care occupations saw the most job growth. In addition, the share of workers with postsecondary education in fields like manufacturing increased.
Through CTE, students can earn postsecondary credentials that prepare them to work in these and other vital career fields.
Posted by Catherine Imperatore on 07/18/2016 at 09:32 AM in Data and Research, Postsecondary Issues | Permalink
This week, the Senate Veterans Affairs Committee held a hearing to consider new legislation affecting veterans’ benefits and health care, including Senators Inhofe (R-OK) and Lankford’s (R-OK) legislation S. 3021, a bill to authorize the use of Post-9/11 Educational Assistance to pursue independent study programs at certain educational institutions that are not institutions of higher learning.
The bill would correct an issue that prevents returning veterans from using their education benefits at area career and technical education centers – public, non-profit, non-degree granting institutions that award certificates demonstrating technical competency. ACTE worked closely with these offices in the development of this legislation, and Executive Director LeAnn Wilson submitted testimony to the committee encouraging action on this important legislation that would allow veterans greater access to postsecondary CTE offered at area CTE centers nationwide.
During his testimony at the hearing, Inhofe quoted Oklahoma’s CareerTech State Director Marcie Mack as stating that, “Oklahoma’s CareerTech system is committed to serving U.S. military veterans, however, with current federal policy there are obstacles for veterans to be able to participate.” He went on to say that, “It is my hope that the committee will quickly consider this legislation. I deeply appreciate the attention the committee has given to my bill, and I look forward to continuing my work to ensure that this problem is addressed.”
The archived webcast of the hearing can be accessed here. ACTE will continue to advocate for access to high-quality CTE for all veterans!
Posted by Sean Lynch on 07/01/2016 at 12:41 PM in In the News, Postsecondary Issues | Permalink
On Thursday, June 30, the U.S. Departments of Labor, Education, Health and Human Services, Agriculture and Housing and Urban Development released the final regulations for the Workforce Innovation and Opportunity Act (WIOA). These regulations mark an important step in the WIOA implementation process, and will shape the way the law is enacted on the ground.
The final regulations were published after the Administration received input from a wide range of stakeholders (including ACTE) through a Notice of Proposed Rulemaking last year. The new regulations will soon be published in the Federal Register, and become effective in the coming months.
ACTE will review the new regulations to determine their impact on the CTE community and will publish additional updates on the Policy Watch Blog. The Department of Labor has also published an overview fact sheet on the regulations, which can be accessed here.
Posted by Sean Lynch on 06/30/2016 at 04:38 PM in Postsecondary Issues, WIOA | Permalink
What makes a community college successful at preparing the local workforce? Recent research says that the school’s mission is a major factor.
According to an analysis conducted in the North Carolina Community College System, students from community colleges that promote career preparation in their mission and messaging earn more than students from colleges that state their mission to produce transfer students or students from colleges that take a dual approach. The researchers conclude that a college’s mission to prepare the future workforce is a major factor in student labor market success; however, other factors largely outside the school’s control—such as the local unemployment rate—also impact how well students do in the workplace.
Another study takes a look at how labor market returns vary between those who complete and do not complete a postsecondary program. The analysis looks at nursing, in particular, and finds that just accumulating credits in nursing does not necessarily lead to higher earnings and is no different from earning general credits. This is more evidence that completion is critical.
Posted by Catherine Imperatore on 06/28/2016 at 12:07 PM in Data and Research, Postsecondary Issues | Permalink
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