CTE Policy Watch: A blog for CTE advocates

Meet Jori Houck, ACTE's Newest Public Policy Team Member

My name is Jori Houck, and I recently joined ACTE’s Public Policy team. In my role as the Media Relations and Advocacy Associate, I will be supporting ACTE’s policy communications and media relations activities, as well as working closely with membership and state associations to inform and engage our members in grassroots advocacy. With my first blog post, I would like to take the opportunity to introduce myself as the newest member of ACTE’s Public Policy team.

I was born and raised in rural south-central Pennsylvania. Growing up in a community with deep agricultural and industrial roots, I gained an appreciation for the hands-on skills and hard work performed every day by members of our community. I too benefitted from the support, encouragement and mentorship of CTE educators and courses as a high school student – I took courses in business, horticulture, family and consumer sciences and building trades, and participated in CTSOs. Each CTE educator that I spent time with taught me something about myself and my abilities. I learned that I could work with my hands, create and just “do.” I carried the confidence that CTE helped to nurture in me along my path.

I graduated from the University of Connecticut with my undergraduate degree in Political Science and Communication in 2019. I first found my passion for political and government communications and advocacy as a student at UConn. I took a semester-in-Washington to work for Congressman Joe Courtney (CT-2), and soon discovered that I was passionate about helping others through advocacy and communication. It is important to me that I can make a real, positive impact on others in the CTE community through my work, and I am bringing that philosophy to ACTE and our members.

Most recently, I served the residents of New York’s 18th Congressional District alongside the communications team in the office of Congressman Sean Patrick Maloney (D-NY). Additionally, I have had the pleasure of serving New Hampshire’s First Congressional District and Connecticut’s Second Congressional District in the offices of Congressmen Chris Pappas and Joe Courtney, respectively.

I have always been interested in the future of work, and I am learning more every day about how CTE students and educators are adapting to a changing career landscape. Now more than ever, in an unprecedented and challenging time, CTE stands ready to help build a strong, next-generation workforce. I am excited and ready to help ACTE and our members accomplish that goal – together.

Outside of my professional life, I enjoy cooking and trying new recipes, discovering new music, spoiling my pets, spending time at the beach, exploring new places and watching UConn Huskies sporting events.

I am looking forward to working with ACTE members to advance and support CTE through our media relations and advocacy efforts. If I can provide any assistance or serve as a resource to you, please do not hesitate to reach out! I can be reached via email at jhouck@acteonline.org.

New Data on Postsecondary Enrollment Declines

Community college enrollment decreased by 11.3 percent in the spring, compared to a decrease of 9.5 percent in the fall of 2020, according to the most recent data from the National Student Clearinghouse Research Center. Four-year college enrollment also declined in the spring with a decrease of 5.9 percent compared to the spring of 2020.  

Trends of enrollment decline varied across student groups. For students between the ages of 18 and 20, the enrollment decline was about 7 percent at four-year colleges and about 15 percent at community colleges. Comparatively, enrollment for students between the ages of 21 and 24 and 25-29 declined by about 5 percent. When examining trends by race and ethnicity, Native Americans had the greatest enrollment declines with a 13 percent drop in spring 2021. Black, Latino and white students had relatively equal enrollment declines, approximately eight percent. However, Latino student enrollment in community colleges shifted the most during the pandemic compared to other student groups, decreasing approximately 14 percent. This is particularly notable because before the pandemic, Latino enrollment was increasing in these programs. 

Regarding program type, associate degree programs saw a greater enrollment drop than bachelor’s degree programs, however both types still saw a decrease (-10.9 and -2.2 percent respectively). Concerning specific majors and programs, healthcare and related clinical science programs did relatively well during the pandemic compared to other majors and programs. These programs were among the top five most common fields for those pursing an associate degree, and among the top 10 for those pursuing a bachelor’s degree.

House Appropriations Committee Hosts Sec. Cardona for FY22 Education Budget Hearing

On April 5, Education Secretary Miguel Cardona testified at a House Appropriations Subcommittee on Labor, Health and Human Services, and Education hearing focused on the Administration’s Fiscal Year (FY) 2022 Budget Request for the Department of Education. Secretary Cardona spent his opening statement largely defending the president’s historic education budget, calling it “transformative,” and that it “makes good on President Joe Biden's campaign commitment to invest in education and begins to address the significant inequities that students, primarily students of color, confront every day in schools and in pursuit of higher education and career technical education.” The FY 2022 budget request would increase the Education Department budget by $29.8 billion, an almost 41% increase over the current level.

Secretary Cardona and the Administration received praise from the Democratic majority, with Chairwoman Rosa DeLauro (D-CT) calling the request “unprecedented” and “sure to go a long way to reverse years of underinvestment in our federal education system.” As expected, Republicans pushed back on the spending increase, arguing that it would worsen the already rising federal debt. Ranking Member Tom Cole (R-OK) argued “The level of proposed spending is simply unnecessary, irresponsible and unacceptable. I've been a longtime supporter of helping achieve better outcomes for our students, but a proposed 41% increase for the Department of Education in a single year will leave the next generation saddled with the highest national debt our nation has ever seen.”

Many topics were discussed during the hearing, ranging from more controversial topics like transgender athletes and department rulemaking on civics education to recovery from the coronavirus pandemic. Other topics included community schools, IDEA, Pell Grants, HBCU’s and CTE.

On CTE specifically, Rep. Harder (D-CA) spoke about its importance and how programs play a vital role in helping people develop the skills needed for good careers that are currently in high demand in our labor market. His first question started with a statement about how he wished the president’s budget request discussed more explicitly CTE and how he hopes it will be addressed in the full request. He then went on to ask how the department will support scaling up CTE programs. His second question centered around utilizing Pell grants and/or any other funding streams to better support individuals pursuing certificates, where Sec. Cardona confirmed that, “yes, I definitely would be in support of reviewing that a little bit more and getting more perspective on that, making sure we're serving our students the best we can, definitely.”

The Biden Administration released the “skinny budget” for the department on April 9 and plans to release a more detailed budget proposal in the coming weeks. As more details emerge, ACTE will continue to update the CTE Policy Watch Blog.

New Resource: "High-quality CTE During COVID-19: Leveraging Federal Relief Funds at the Local Level"

Over the past year, the federal government has provided more than $280 billion for K-12 schools and postsecondary institutions to help combat challenges caused by the COVID-19 pandemic — an unprecedented investment into the country's education system. While different districts and postsecondary institutions will receive varying amounts of money — some much more than others due to nuances in the formulas used to distribute funding — the sheer magnitude of the investment across the country represents what one district leader rightly called a "once-in-a-generation opportunity" for critical investments that can spur lasting improvements to an educational system that has faced myriad challenges over the past year.  

This new brief from ACTE, "High-quality CTE During COVID-19: Leveraging Federal Relief Funds at the Local Level," is designed to help local CTE leaders understand the purpose and structure of the federal relief funds, particularly the largest and most recent funding from the American Rescue Plan (ARP) Act, and more importantly, to think critically about how funds can be leveraged to support systemic improvements in equitable access to high-quality CTE for every learner.  

It includes:

• An in-depth overview of federal relief funds, including the distribution process, allowable uses of funds and other important parameters
• Tips for advocating to ensure CTE programs receive adequate portions of the funding
• General strategies for approaching the use of funds and planning process
• Specific ideas for spending that can benefit CTE programs not just in short-term, but that will also impact systems for the future

We'll also be hosting a webinar to review these topics on Thursday, May 6, 2021, at 2:00 Eastern! Register here to attend: https://acte.zoom.us/webinar/register/WN_tBoIoDk2Sd2r19MIGcXBNg!

DC Digest: April 26-May 2

Last week was a big week for education. President Biden gave his first address to a joint session of Congress, where he highlighted the release of his $1.8 trillion “American Families Plan.” The package includes proposals for two years of universal prekindergarten, paid family and medical leave, free community college, increased teacher pipeline and preparation funding, several proposals to make childcare more affordable, expanded subsidies under the Affordable Care Act, unemployment insurance reform, an extension of new federal efforts to fight poverty, and other lofty proposals. Read more on our full blog. Here are some other notes from last week:  

• Department of Labor Announces New Grants for Women in Registered Apprenticeships: The Department of Labor announced the availability of $3.5 million in funding to award up to 10 grants to increase and retain the number of women in registered apprenticeship programs and nontraditional occupations, such as manufacturing, infrastructure, cybersecurity and healthcare industries. The grants seek to address the underrepresentation of women in apprenticeships and high-wage STEM occupations. The deadline for grant applications are June 4, 2021, 4 PM ET. 
   
• Additional Agencies Announce Grant Funds: Several additional grant programs, applicable to specific sectors of CTE, were also recently announced, including: 
  • Investments in “Telehealth Technology-enabled Learning Programs” 
  • Support for building STEM programs and articulation agreements between two-year and four-year programs at Hispanic Serving Institutions 
  • New GEAR Up (Gaining Early Awareness and Readiness for Undergraduate Programs) grants for states and local partnerships that include work-based learning as a priority 
  • The third round of grants for the Workforce Opportunity for Rural Communities Initiative targeting Appalachia and the Mississippi Delta. 

• Department of Education Launches Summer Learning and Enrichment Collaborative: The Department of Education (ED) launched a new national Summer Learning and Enrichment Collaborative, a partnership between the Department, the Council of Chief State School Officers, the National Governors Association and others, to address the lost instructional and extracurricular time due to the pandemic. The Collaborative will bring together stakeholders to design summer programs that support states and school districts as they usee American Rescue Plan and other federal pandemic funding to provide these summer programs, especially for students disproportionately affected by COVID-19.  

• Department of Education Highlights Best Practices for Safely Re-opening Schools: Also this week, the ED launched the Safer Schools and Campuses Best Practices Clearinghouse, highlighting the innovative work underway nationwide in continuing to reopen K-12 schools, early childhood centers and higher education institutions. The website includes resources targeting the needs of students on three key topics: safe and healthy environments; supports for students; and teacher, faculty, and staff well-being, professional development and supports.  

• Department of Education Announces Semifinalists for 2021 U.S. Presidential Scholars Program: The ED published the list of semifinalists for the 2021 U.S. Presidential Scholars Program, which honors some of the nation’s most distinguished graduating high school seniors. Nationwide, 55 students were recognized as semifinalists for the U.S Presidential Scholar in Career and Technical Education award, and four additional students were recognized as semifinalists for both the general U.S. Presidential Scholar and the U.S. Presidential Scholar in Career and Technical Education awards.   

• House Appropriations Subcommittee Holds Hearing on Department of Labor 2022 Budget: The House Appropriations Subcommittee on Labor, Health and Human Services, and Education held a hearing which focused on the Administration’s Fiscal Year (FY) 2022 Budget Request for the Department of Labor. Secretary of Labor Marty Walsh testified at the hearing, and workforce development as well as job training programs were large topics of discussion given the backdrop of the jobs crisis caused by the pandemic. Read more on our full blog. 

• House Education Committee Holds Hearing on Investing in School Infrastructure: On Wednesday, the House Education and Labor Committee held a hearing titled “Building Back Better: Investing in Improving Schools, Creating Jobs, and Strengthening Families and our Economy.” In Chairman Bobby Scott’s (D-VA) opening statement, he stressed the need for investments in infrastructure for childcare centers, schools and the workforce in order for students and school staff to learn and work effectively.  

• Lawmakers Reintroduce America’s College Promise Act: Chair of the Senate Health, Education, Labor, and Pensions (HELP) Committee Senator Patty Murray (D-WA), Senator Tammy Baldwin (D-WI), Congressman Andy Levin (D-MI), and Committee Chairman Bobby Scott (D-VA) reintroduced the America’s College Promise Act. This legislation would create a new federal-state partnership to provide two years of tuition-free access to community or technical college programs and significant tuition and fee grant aid for two years at an eligible four-year year historically Black college or university (HBCU) or minority-serving institution.

• FCC Announces Rules for E-RATE Emergency Connectivity Fund: On April 30, the Federal Communications Commission released draft guidelines for the $7 billion provided under the American Rescue Plan Act for expanded connectivity at schools and libraries. The proposed rules describe how schools can be reimbursed for devises and broadband service.  

House Appropriations Subcommittee Holds Hearing on Department of Labor Fiscal Year 2022 Budget

On April 28, Labor Secretary Marty Walsh testified at a House Appropriations Subcommittee on Labor, Health and Human Services, and Education hearing focused on the Administration’s Fiscal Year (FY) 2022 Budget Request for the Department of Labor. Workforce Development and job training programs were a large topic of discussion given the backdrop of the jobs crisis caused by the pandemic. This issue generally received bipartisan support, while other Administration priorities, like the PRO Act and unemployment insurance, did not. When discussing this support, in his opening statement Ranking Member Rep. Tom Cole (R-OK) stated, “I think there's a strong bipartisan commitment (for job training) in this subcommittee. We see it not only in this budget, but the education budget on everything from Job Corps to, again, the apprenticeship program to career tech kinds of programs where we managed to work together.”

In the first part of his testimony, Secretary Walsh highlighted the importance of the American Rescue Plan, and the benefits it delivered to individuals and families, including extending unemployment benefits, subsidizing COBRA premiums and “additional funding for the Department to help keep vulnerable workers healthy and safe.” Next, Walsh went into need for Congress to work with the Administration on passing the American Jobs Plan. He then goes into detail on the proposed benefits of the plan, including funding for sector-based training programs focused on growing, high-demand sectors, such as clean energy, manufacturing and caregiving, and helping workers of all kinds to find good-quality jobs in an ever-changing economy. Finally, he discusses the Department’s proposed budget, which he said focuses on “investments in workers and in our country’s future: a future of opportunity and shared prosperity, a future of robust job growth and a thriving middle class, a future where workers nationwide get the skills and training that leads to jobs that pay a fair wage without 5 risking their health or safety.” Specifically, he discusses the 14% increase the Administration is seeking for the Department overall. Some of the programs that received increases that he highlighted in his testimony include a 6% increase for the Workforce Innovation and Opportunity Act and Wagner Peyser state formula grants; 54% increase for registered apprenticeships; 17% increase for worker protection agencies; and an additional $100 million for the multi-agency POWER+ Initiative aimed at reskilling and reemploying displaced workers in Appalachian communities.

During the questioning part of the hearing, Chairwoman Rosa DeLauro (D-CT) discussed the Strengthening Community Colleges Training Grant Program, and asked Sec. Walsh “How will the Department of Labor leverage this program, bring it to scale to address the economic effects of the pandemic to support community colleges, dislocated workers, and their families?” He replied, “That question is key to the success in the rebound of America right now. I think we have to work closely with community colleges.” He went on to further emphasize  “more collaboration with community colleges because community colleges often times are--are the industry in small communities all across America so what we are going to do is the Department of Labor is working on these programs that--that has been approved by Congress and we are going to continue to strengthen those programs and I think there's a tie-in as well with workforce development and community colleges even a closer relationship that we can train and help re---retrain more--more workers in our workforce and kids--young people that go to college and older people quite honestly.”

Another important line of questioning came from Chairwoman DeLauro toward the end of the hearing when she asked Sec. Walsh about Industry Recognized Apprenticeship Programs (IRAPs). Specifically, she asked what steps the Department will take to rescind the authority for the IRAP rule and how he will ensure that federal funding is not used for this purpose. He responded, “the president did issue an executive order asking the department to consider taking steps to rescind the regulations. Our review is currently ongoing right now. I want to reiterate the commitment I made during my confirmation process that we will ensure that every voice of the industries are heard and to that end my rulemaking--the rulemaking that we do with regards to IRAP will be transparent and go through a public notice and comment so we are working through that process now.”

Other topics brought up during the member portion of the hearing include structural racism within federal contracting, H2-B Visas, unemployment benefits, minimum wage, Keystone pipeline, OHSA, women in the workforce, among others, dislocated workers grants, and the PRO Act.

To learn more about the president’s proposed budget, and the Department of Labor section more specifically, please click here. Please continue to check the CTE Policy Watch Blog as more details are revealed about the president’s FY 2022 budget request.

White House “American Families Plan” Includes Potential Education Resources

On Wednesday, the Biden Administration released an overview of its $1.8 trillion “American Families Plan.” In general, the proposal includes $1 trillion in new spending and $800 billion in tax credits, much of which is aimed at expanding access to education and childcare. The package includes proposals for two years of universal prekindergarten, paid family and medical leave, free community college, increased teacher pipeline and preparation funding, several proposals to make childcare more affordable, expanded subsidies under the Affordable Care Act, unemployment insurance reform, an extension of new federal efforts to fight poverty, and other lofty proposals. The White House believes the proposal will be fully paid for over 15 years, with a large portion of it coming from tax increases to large corporations and America’s wealthiest individuals.

In terms of education-specific funding, it suggests $109 billion to ensure “that first-time students and workers wanting to reskill can enroll in a community college to earn a degree or credential for free.” It also stipulates that a student can use the benefit over a three-year period, with a potential fourth year, depending on the individual circumstances. If all states decide to participate, the program, which would be a federal-state partnership, could benefit more than 5.5 million students who would pay $0 in tuition and fees. It is unclear exactly which programs and/or institutions will be included under the proposal, given the vagueness of the description. Previous similar proposals have included a broad range of sub-baccalaureate credentials and institutions. ACTE will continue to monitor the development of this proposal and will provide updates on any changes.

Another important provision of the plan would invest $85 billion in Pell grants, increasing the maximum Pell grant award by roughly $1,400, or 20 percent. Currently, students can receive up to $6,495 for the 2021-22 school year. Although this falls short of the President’s commitment to doubling Pell, the Administration contends that it is a “down payment” on the commitment. The plan also allows DREAMers to access Pell Grants.

Additionally, the proposal calls on Congress to make significant investments to address teacher shortages by strengthening of the teacher pipeline. Specifically, it would double scholarships for future teachers from $4,000 to $8,000 per year; invest $2.8 billion in Grow Your Own programs and year-long, paid teacher residency programs; provide $400 million for teacher preparation at HBCUs, TCUs, and MSIs; invest $2 billion to support high-quality mentorship and leadership programs for new teachers and teachers of color; and provide $900 million for the development of special education teachers. Further, the plan calls on Congress to “invest $1.6 billion to provide educators with opportunities to obtain additional certifications in high-demand areas like special education, bilingual education, and certifications that improve teacher performance.” It is unclear at this time if the high-demand areas provision includes CTE educators, or how they could be served by other pieces of the proposal since few details have been provided. ACTE will continue advocate for CTE teachers to be included in these initiatives as the plan is considered by Congress.

Other education-related provisions include $39 billion to provide two years of subsidized tuition for students enrolled at four-year historically Black colleges and universities or other minority-serving institutions and whose family earns less than $125,000; $62 billion to invest in completion and retention activities at colleges and universities that serve high numbers of low-income students, particularly community colleges; and $200 billion for a federal-state partnership to provide universal prekindergarten for all three- and four-year-old’s.

Senate HELP Committee Holds Hearing on COVID-19 Recovery

On April 20, the Senate Health, Education, Labor, and Pensions (HELP) Committee held a hearing entitled “COVID-19 Recovery: Supporting Workers and Modernizing the Workforce Through Quality Education, Training, and Employment Opportunities.” The witnesses for the hearing included Maria Flynn, president and CEO of Jobs For the Future; Deniece Thomas, deputy commissioner of workforce learning and development in the Tennessee Department of Labor and Workforce Development; Scott Ralls, president of Wake Technical Community College; and Alejandro Mendoza, human resources director at Optimax Systems Inc.

In general, the hearing covered a broad range of issues facing workforce programs in light of the jobs crisis caused by the COVID-19 pandemic. Overall, both parties agreed on the need for bipartisan proposals to provide increased funding and attention to our nation’s workforce programs.

Setting the stage for the need for renewed investments in our workforce system, Chairwoman Patty Murray (D-WA) in her opening statement said “our nation is in the middle of the most unequal jobs crisis in modern history. Millions of people have lost jobs they relied on to put food on the table, keep a roof over their heads, pay their bills, and afford a postsecondary education. And some estimates suggest, at least, a third of COVID-related job-loss will be permanent.” Ranking Member Richard Burr also echoed similar sentiments by comparing the job situation now to what it was only one year ago. Specifically, he said that “before the pandemic, our economy was booming. Jobs were available and unemployment was at a 50-year low. Today, a year later, nearly 10 million people are out of work. Unemployment is at 6 percent and some suggest, 9 percent.”

With these statements largely setting the stage, the witnesses and Committee members spent the hearing talking about the need to expand skills-based education and training opportunities, like finding ways to expand access to apprenticeships; providing better support and wraparound services to ensure program completion and success; preparing workers for the STEM workforce; reauthorizing the Workforce Innovation and Opportunity Act (WIOA); and extending Pell Grant eligibility to students who attend high-quality short-term programs at community colleges and public institutions, among others.

More specifically to the last point, Senator Tim Kaine (D-VA), who co-chairs the Senate CTE Caucus, discussed how community and technical colleges in Virginia and all across the country are at the forefront of offering high-quality short-term programs that provide not only post-secondary pathways, but also, immediate job skills to get individuals back into the workforce quickly. He went on to ask Dr. Ralls, “how do you think expanding Pell Grant eligibility to students for enrollment in high-quality short-term programs might open doors, both for first time college students, but also, for adult students with families who have faced hardships in this most challenging time?” Rails answered, “I very much endorsed that proposal and making Pell eligible for quality short-term credentials because so many students, nontraditional workers and people in the workforce, they need those short-term credentials to get the skills to get a job. And a lot of times they need those jobs to get the further higher education they need to further their career. So, to me it's not as much in either, or as it's made out to be. It's really an ‘and.’ And we need to work more diligently to make it an ‘and.’ And I think you can make it more ‘and’ by providing Pell for short-term credentials.” This same sentiment was shared by multiple witnesses and members of the committee. ACTE strongly supports the JOBS Act, which would expand Pell eligibility to short-term, high-quality job training programs, and is actively engaging Congress on its passage.

House Appropriations Subcommittee Holds Hearing on Increasing Investments in Community Colleges

On April 20, the House Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies held a hearing on increasing investments in Community Colleges. The witnesses for the hearing included Dr. Walter Bumphus, president and CEO of the American Association of Community Colleges; Dr. Mary Alice McCarthy, director, Center on Education and Labor from New America; Dr. William T. Brown, the chief executive officer of Gateway Community College; and Kelli Jordan, Director, IBM Career Skills and Performance.

The hearing covered a broad range of issues facing community colleges and their students, such as childcare, broadband access, equity, dual enrollment, college transfers and job training, including apprenticeships. Much of the conversation addressed how community colleges can help in post-Covid economic and workforce development, with both sides generally agreeing that more investments are necessary.

In her opening statement, Chairwoman Rosa DeLauro (D-CT) affirmed that “we need to invest in these institutions, build the architecture of the future at the federal, as well as local levels. Our community colleges are the backbone of our education system. It is crucial that we provide them with--and their students--with the funding and the resources needed to build a brighter and a more prosperous future for all Americans.” Likewise, in his opening statement, Rep. Andy Harris (R-MD), who was filling in for Ranking Member Tom Cole (R-OK), stated that “community colleges have proven they can adapt to a changing environment meeting students where they are, working with local businesses to develop programs that lead to good paying, sustainable jobs,” when discussing their importance in our nation's economic recovery.

More specifically, the economic and workforce development programs discussed included the Strengthening Community College Training Grant (SCCTG) program; expanding apprenticeship and work-based learning programs, and expanding Pell eligibility to high-quality short-term job training programs. When discussing the SCCTG program, which is modeled after the now-expired Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program, Walter Bumphus asserted that “the program can both revitalize the economy in the short-term and help provide longer-term training capacity.” The program, which was created by Congress in 2020, currently faces high demand for its limited resources. Funded at $45 million in Fiscal Year (FY) 2021, the Department of Labor received about 150 applications but were only able to fund 11 of them. Several witnesses called on the subcommittee to increase funding for this program in FY 2022.

When discussing apprenticeships, both panelists and members of the Committee expressed their support and the economic value they provide. In her testimony, Kelli Jordan, Director, IBM Career Skills and Performance, stated that “funding for apprenticeships is shockingly low for a pathway that can be an economic game changer for both students and midcareer professionals. Funding for U.S. Department of Labor apprenticeships should be increased, and community colleges should play a central role in these programs, nationwide.”

Bumphus also emphasized the American Association of Community Colleges position on short-term Pell grants, saying that many community college leaders express to him that expanding Pell grant eligibility to high-quality short-term job training programs would greatly help them serve students, especially underemployed and unemployed workers, who are eager to return to work. ACTE also strongly supports the expansion of Pell eligibility to high-quality short-term job training programs and is actively engaging Congress on the matter.

Research Round-up

COVID-19's Impact on FAFSA Filings: A new report details survey findings about COVID-19 impacting FAFSA filings. Researchers found that the pandemic has further exacerbated many of the challenges students face when filing for the FAFSA, especially first-generation students and low-income students. Key findings from the report include: 

• Students, especially low-income and first-generation students, do not understand the FAFSA and mistakenly think they will not qualify for aid and therefore do not file. 
• When filing, low-income and first-generation students face greater challenges because they are often filing alone or with little help. 
• Student supports, such as counselors, teachers and employers, are harder to access due to the pandemic. 
• Students with the greatest needs often have the least support to file the FAFSA in the current environment. 

Understanding Student Experiences with Technology: In the fall of 2020, studies were performed to better understand students’ experiences with technology during COVID-19. The researchers found that over a third of students had difficulties finding internet connection to meet academic needs, and rural students struggled with this more than those in suburbs and cities. Also, almost half of students reported they were limited where they could access internet, with the primary location being a place of residence, and only 23 percent were able to use a public space on campus. 

Measuring the Economic Impact of Higher Education: Third Way released a report which describes a new Price-to-Earnings Premium approach to measure the economic value of higher education. This method was applied to bachelor’s-degree-granting institutions, associate-degree-granting institutions and certificate-granting institutions to assess the return on investments. The authors say that this helps students and families make informed decisions on choosing a pathway, and allows them to assess whether the value of their investment in an institution is worth the cost. 

Understanding the Impact of Transitioning to Online Learning: A blog from New America reported results of a survey of current, former and prospective community college students to understand the impact of transitioning to an online learning format. Key findings were: 

• The majority of students had doubts about the quality of online classes. 
• Most prefer to have a mix of both online and in-person classes. 
• Students with previous experience in online classes felt more positive about the transition. 
• For most students, there is a financial burden to maintaining internet access at home. 

Declining Enrollment in Dual Enrollment Programs: During the pandemic, fewer students were in enrolled in dual enrollment courses, according to a study from The Hechinger Report. The researchers suggest that this decline could mean that fewer students go into higher education because dual enrollment offers a free or reduced cost to earning college credit. The success rate in dual enrollment courses has also dropped due students struggling with increased remote learning. Both the enrollment and success rate has disproportionately affected Black and Latino students compared to their white counterparts. 

Making Dual Enrollment Programs More Equitable: Dual enrollment programs are rooted in a multitude of inequities and need to be rethought in order to expand postsecondary education to underserved students, according to a report from the Community College Research Center. The authors argue that the burden is largely placed on the student to reach out and set up dual enrollment opportunities instead of institutions actively reaching out to communities of color and underserved high schools to provide these opportunities. To overcome these obstacles, the researchers recommend that community colleges should:  

• Build partnerships with K-12 districts and schools. 
• Invest in coordination with schools. 
• Provide student advising and wraparound supports. 
• Provide program planning assistance for dual enrollment students.