CTE Policy Watch: A blog for CTE advocates

Research Round-up: Transfer

How and why students transfer between higher education institutions and how it helps or hurts their attainment of credentials is currently a major focus of education research and policy.

Recent research on transfer has produced the following set of data points:

• According to a National Student Clearinghouse snapshot, two of five students who earned an associate degree in 2008-2009 had gone on to earn a bachelor’s degree six years later. For certificate holders, one in four students who earned a certificate in 2008-2009 earned an associate or bachelor’s degree six years later. (The analysis did not consider student intention, so it is quite possible that earning a higher credential was not a goal for all these students).
• Just over one-third of the first-time college students who enrolled in fall 2008 transferred at least once within six years, including 51 percent who moved from a four-year school to a community college. A number of these students transferring to community colleges are known as “summer swirlers” who move from a four-year institution to a two-year college for the summer term and then move back in the fall. In an article for Diverse, Michelle Asha Cooper of the Institute for Higher Education Policy suggested that community colleges fill needs for these students that their four-year institutions may not be fulfilling.

In addition, state policies on reverse transfer, which helps students who have transferred before accruing an associate degree to gain that credential, are described in a new ECS brief.

CTE Fills the Transportation Jobs Gap

An in-depth analysis of the future of transportation careers finds that the industry will need 4.6 million new and replacement employees through 2022.

Strengthening Skills Training and Career Pathways across the Transportation Industry is the result of a collaboration between the Departments of Education, Transportation and Labor. In addition to overall industry projections, the report also shares the following data:

• Of the six industry sub-sectors, the transit and ground passenger transportation sector will have the highest percentage of job openings.
• Within occupations, the greatest demand will be for jobs in operations.
• 13 of the top 20 in-demand transportation jobs pay above the national median wage.
• Many entry-level jobs in transportation do not require more than a high school diploma, but higher credentials are often needed to move up.
• Troublingly, job openings each year are expected to be 68 percent higher than the number of students completing transportation-related education programs each year.

As the report describes, CTE is a major avenue through which to address this skills gap. The Departments will work together to align the occupational needs of the transportation industry with CTE, apprenticeships and related career pathways programs in order to meet the demands of this major sector of the U.S. economy.

Applied, Work-based Learning Paramount

The data keeps rolling in to show that applied and work-based learning are extremely important to employers and students, but postsecondary institutions are not always providing opportunities for students to grow their skills in applied settings. 

According to recent relevant research:

• 70.8 percent of surveyed college students and recent grads think that work-based learning should be a requirement of postsecondary education, and 61 percent are open to unpaid internships, although paid internships tend to increase students’ chances for full-time employment.
• 88 percent of employers think that college and universities should provide applied learning, but less than a quarter of employers perceive that recent college graduates come to them with applied skills. Most employers prefer job candidates who have completed an internship, field project or similar applied experience.
• According to a survey from McGraw-Hill Education, 58 percent of students want workforce preparation, but only 35 percent think college was effective at readying them for the workforce. In addition, 67 percent of students want more internships and work experience.

CTE on the secondary and postsecondary levels, with its focus on hands-on learning in a variety of settings, is key to building the skills employers and students need.

CTE Students Excel in Philly

CTE students in Philadelphia are more likely to graduate than their non-CTE peers, according to a school district study of students entering high school in 2010.

In addition:  

• CTE students' on-time graduation rate was 22 percent higher than non-CTE students, even when their reading and math performance was similar.
• The achievement gap between students of different races and ethnicities was lower in CTE programs than non-CTE programs. 

A CTE teacher with nearly 20 years experience, quoted in the Philadelphia Public School Notebook, describes how students excel through hands-on and real-world learning experiences: "Students have a skill under their belt so they are not working at McDonald's … They’re able to be out there and be somebody."

Media Outreach Critical During August Recess

The congressional August recess is nearly half over, leaving just a few weeks for ACTE members to get involved with their policymakers during this crucial opportunity for outreach! This annual five-week break provides legislators with a chance to return to their districts and connect with constituents while preparing for their work in the fall, which is shaping up to be a busy season for CTE advocates and education policy.

There’s still time to get involved during this August recess! A great way to have a big impact on both policymakers and members of your community is to write an op-ed or letter to the editor for a newspaper or other publication. ACTE member Sally Downey, the superintendent at the East Valley Institute of Technology in Mesa, AZ, recently wrote a piece in the East Valley Tribune to raise awareness about tenets of high-quality CTE and questions parents can ask to learn about programs in their community. Downey’s article states that:

“Quality CTE trains students in the skills necessary to earn a professional, industry-recognized credential or college credit or both. It provides opportunities for hands-on, real-world experience in the form of job shadowing or internships. It teaches students the so-called ‘soft skills,’ such as being able to communicate effectively, that employers say are all too often missing in today’s job candidates. And it accomplishes all this because the program works closely with business and industry to ensure that students are being trained to meet current industry standards.”

Sharing messages that are supportive of CTE is always beneficial, and can be an effective strategy for building awareness even without being tied to a specific legislative issue. Policymakers often strive to stay in the loop about what issues their constituents are interested in, and working with the media gives you a chance to make your voice heard. For ideas of how you can get involved during this August recess, click here, and to learn more about writing for the media click here.

How Employers Provide Training

Research from the Committee for Economic Development of The Conference Board examines in-depth what employers are doing to provide and support educational attainment among their employees. Through focus groups and interviews, the researchers found that employee education is provided predominantly through tuition assistance benefits or employer-provided training.

In addition, the researchers discovered the following:

• While there are several instances of clear career pathways for employees (more common in health care settings), at many companies the connection between education and job advancement is not clear.
• Few employees take advantage of tuition reimbursement, agreeing with prior research.
• Many of the companies interviewed have partnerships with higher education, but the partnerships can be challenging on both sides.

As you know, the industry partnerships that CTE programs have developed and grown offer an effective template for education and business to collaborate on employer-driven training.

CTE Presidential Scholars Nomination Process Announced

Earlier this summer, President Obama signed an Executive Order expanding the U.S. Presidential Scholars program to include CTE students specifically. At the end of the upcoming school year, the first class of 20 Presidential Scholars in CTE will be presented awards in Washington, DC, for their “outstanding scholarship and demonstrated ability and accomplishment in career and technical education fields.”

For the first year of the program, the nomination process will be streamlined while final guidelines and procedures are being developed. Each Chief State School Officer will be allowed to nominate five graduating seniors for the CTE award as part of the nomination process that is used for the broader U.S. Presidential Scholars Program.

In a letter shared by the U.S. Department of Education, each Chief is encouraged to select CTE students based on their academic rigor, technical competence, employability skills, and ingenuity and creativity.

Nominations are due from each Chief State School Officer by October 15, 2015. Students nominated will then be asked to complete an application provided by the U.S. Presidential Scholars program office. These applications will be due in February, and the 2016 U.S. Presidential Scholars will be selected by the Commission on Presidential Scholars and announced in May. Winners will then receive the Presidential Scholars Medallion at a ceremony in their honor in Washington, DC, in June.

Each state Chief State School Officer can handle the internal process of selecting students to nominate however they see fit, so make sure to connect with your state leaders to find out more and ensure your talented students are considered for this prestigious award. 

States Active in CTE Policy in 2015

2015 has already been an active year for CTE and workforce development legislation on the state level, according to a National Skills Coalition policy round-up.

Relevant legislation includes the following:

• Nebraska legislation assists lower-income residents to pursue non-credit, in-demand training at community college.
• A bill in Oregon provides community college tuition grants to students who enroll in postsecondary education shortly after high school or getting a GED, and earn a 2.5 GPA.
• Colorado is designing career pathways for construction and related trades, IT and health care.
• California has a new Adult Education Block Grant to support adult education consortia.
• Georgia will provide tax credits to employers for employees who participate in adult basic skills programs.
• Work-based learning is supported in legislation from California, Colorado and Washington.
• Arkansas and Maine are funding employer-driven training.

In addition, California, Florida and Virginia enacted laws related to the Workforce Innovation and Opportunity Act, focusing on the importance of career pathways and sector strategies, while Arkansas and Louisiana passed legislation requiring a WIOA unified state plan.

CTE and Competency Education: A Natural Fit

CTE and competency-based education, while a natural fit, are in danger of being siloed if states and districts do not take care to integrate them in approaches to college and career readiness. 

A new paper from Achieve and National Association of State Directors of Career Technical Education Consortium identifies several strategies that can help states and districts better integrate CTE and competency-based pathways (CBP), which the publication defines as incorporating demonstrated mastery; explicit, measurable and transferable learning objectives; meaningful assessment; and rapid and individualized student support.

Building a Strong Relationship Between Competency-based Pathways and Career Technical Education outlines several “leverage points” where CTE and CBP meet:

• contextualized learning
• self-directed pathways based in student interests that encompass college and career readiness knowledge and skills
• opportunities to apply learning to real-world situations, such as work-based learning and career technical student organization activities
• project-based learning
• assessments that measure competencies

To better integrate CTE and competency-based education, the report recommends that states and districts:

• incorporate CTE into competency-based strategies at the outset
• ensure equity in student access to high-quality CBP across CTE fields of study
• build district and school capacity for CBP
• work to address data and reporting challenges for capturing student competencies
• recognize that CTE programs may still be dependent on time-based elements
• craft a communications plan and secure support from key stakeholders

Vermont’s Flexible Pathways legislation, Rhode Island’s performance-based assessment graduation requirement and Clackamas Community College’s Smart Internship program that awards dual credit for work-based learning are among the examples provided of how CTE and competency-based education can work together.

August Recess Important Opportunity for CTE Advocacy!

Every August, Members of Congress pack up to return to their districts for a five-week recess to spend time connecting with their constituents and preparing for the fall legislative season. This provides a critical opportunity for outreach to your senators and representatives while they are back home for an extended period, and a great chance to help build awareness among policymakers of CTE. With a busy legislative schedule ahead to finalize reauthorization of the Elementary and Secondary Education Act, begin consideration of the Higher Education Act and complete work on the FY 2016 education funding bill, it’s critical that ACTE can look to our members to get involved this August!

To assist in your advocacy efforts, ACTE has created a Congressional Recess Packet  with information and ideas for engaging with your policymakers and illustrating the value of CTE. You can get involved this August by:

• Scheduling an in-person meeting. Legislators and their staff are always eager to hear from their constituents in one-on-one meetings – and you can visit them during recess in their local district office. Be sure to schedule your appointment in advance! 
• Attending a town hall meeting. Members of Congress often host town hall meetings or other events during August recess that are open to the community. These are great opportunities to voice your opinions and concerns before your policymaker in a public setting
• Inviting Members of Congress to your program. A great way to showcase the value of CTE is by inviting your Members of Congress to see your program in person. You can do so by contacting their district office – and be sure to invite members of their staff as well!
• Contacting the media. With the end of summer looming, many reporters and publications are interested in back-to-school stories. You can help generate positive coverage of CTE programs by writing your own op-ed or letter to the editor (as ACTE member Harry Snyder did here), or by contacting reporters in your community and inviting them to write about your CTE program.
• Use social media to promote CTE. Connecting with lawmakers on Twitter, Facebook and other social media outlets is a quick and easy way to spread the message of CTE – and many lawmakers check their own social media pages! You can share an interesting statistic about your program, a picture of your CTE classroom, or one of ACTE’s infographics with your policymaker in just a few minutes, which would pique their interest to learn more about CTE!

We hope we can count on you to advocate for support among policymakers this August recess! To learn more about strategies for grassroots advocacy that you can use, click here.