CTE Policy Watch: A blog for CTE advocates

House Education Committee Considers Perkins Reauthorization

The House Education and the Workforce Committee today held a hearing to discuss strategies for Perkins reauthorization that will lift up promising models to serve all students with high-quality CTE. Witnesses included Dr. Monty Sullivan of the Louisiana Community Technical College System (an ACTE Educational Institution Member), Mr. Paul Tse of Shapiro and Duncan, Mr. Jason Bates of Toyota Bodine and its Advanced Maintenance Technician Co-op) and Senator Tim Kaine (D-VA).

Sen. Kaine, a co-chair of the Senate CTE Caucus, spoke at length about his passion for CTE before his colleagues in the House, and highlighted several pieces of legislation that he and his fellow co-chairs have introduced to support CTE students. Specific pieces Sen. Kaine referenced included the Middle STEP Act, Educating Tomorrow's Workforce Act, Creating Quality Technical Educators Act and JOBS Act, which would connect CTE students at all levels with additional federal resources and support. Kaine also highlighted the importance of including CTE in the implementation of the Every Student Succeeds Act (ESSA) and alignment with other federal education and workforce preparation policies.

ACTE Executive Director LeAnn Wilson and Louisiana Community and Technical College System President Dr. Monty Sullivan

Other themes that emerged during the hearing included career guidance support, dual and concurrent enrollment opportunities, industry partnerships and career exploration activities in middle grades. In addition, some members pointed to the critical need for greater federal investment in Perkins to further strengthen our national CTE system. Overall, members of the committee emphasized the important bipartisan nature of Perkins and these reauthorization principles, and expressed optimism that there may be a path forward for a reauthorization bill before the end of this Congress. Check back soon for additional photos from the hearing!

Department Announces Dual Enrollment Pell Experiment Sites

Today, the U.S. Department of Education announced the 44 postsecondary institutions that will participate in a pilot program that will allow high school students enrolled in dual and concurrent enrollment programs to access, for the first time ever, federal Pell Grants. Under the experimental sites authority of the Higher Education Act, which allows the department to grant legal and regulatory flexibility for postsecondary institutions that participate in the federal student aid programs, the secretary will waive existing financial aid rules that prohibit high school students from accessing Pell. The department estimates approximately 10,000 high school students will have the opportunity to access around $20 million in financial aid to take dual enrollment courses provided by postsecondary institutions, nearly 80 percent of which are community colleges, in partnership with high schools throughout the nation.

Among the postsecondary institutions selected to participate, Northeast State Community College will offer a career academy to provide CTE to students at several local high schools. This experiment will allow the expansion of the program to additional schools and programs of study that meet the needs of local employers.  Additionally, Community College of Beaver County in Monaca, Pennsylvania, has developed partnerships with 43 high schools to offer academies in health sciences, advanced manufacturing and engineering technology, and aviation, among others.  Students enrolled in the program will receive hands-on instruction in labs and clinical environments. The experiment will help them to launch additional academies and expand access to more students. The full list of institutions is available here.

Infographic to Share: College and Career Ready Through CTE

When applied technical learning is integrated with rigorous academics, students develop the skills necessary for success, according to results from the latest ACTE-My College Options® nationwide survey of CTE students and educators. Click the image below, or share this link, to let others in your network know about the value of CTE!

Below are additional findings:

• Only 15 percent of students are taking CTE merely to fulfill an elective.  
• More than one-third of students report they are considering a career in a skilled trade.
• Almost half of CTE educators say their program budget has decreased in recent years, while 11 percent report it has increased and 46 percent say it has remained stable.
• If they had an increase in federal funding, CTE educators report they would use the extra funds to purchase equipment for the classroom (79 percent), for new curriculum (46 percent) and to provide enrichment opportunities for students (39 percent).
• More than half of CTE educators say their students have opportunities to earn college credit, participate in work-based learning and/or earn industry certifications.
• 11 percent of CTE educators say the equipment and resources for their program are in poor or very poor shape.

We thank respondents for taking the time to participate in the survey, which was conducted in fall 2015 by the National Research Center for College and University Admissions™ (NRCCUA®), operator of the My College Options® college planning program. This information helps ACTE capture a nationwide perspective on CTE student and educator attitudes and experiences so that we can advocate more effectively in support of CTE.

In addition, you can advocate specifically for increased investment in CTE with our latest funding infographic.

Federal Support for Career Pathways

Twelve federal agencies have joined together to take career pathways to the next level.

Four years after the U.S. Departments of Education, Labor, and Health and Human Services released their first letter on the subject, a new joint letter reaffirms the federal government’s interest in and support for career pathways. It is a collaboration of the three previously named Departments, as well as Agriculture, Commerce, Defense, Education, Energy, Housing and Urban Development, Interior, Transportation and others.

The letter provides states, regions and local agencies with updated resources for building pathways, such as the Career Pathways Exchange and the Department of Labor’s Career Pathways Toolkit. It reiterates the definition of a career pathway set out in the Workforce Innovation and Opportunity Act of 2014 as “a combination of rigorous and high-quality education, training and other services that—

(A) aligns with the skill needs of industries in the economy of the State or regional economy involved;

(B) prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including registered apprenticeships;

(C) includes counseling to support an individual in achieving the individual’s education and career goals;

(D) includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;

(E) organizes education, training and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable;

(F) enables an individual to attain a secondary school diploma or its recognized equivalent, and at least one recognized postsecondary credential; and

(G) helps an individual enter or advance within a specific occupation or occupational cluster.” [Section 3(7) of WIOA]

One of the resources shared in the letter is The Evolution and Potential of Career Pathways from the Office of Career, Technical and Adult Education. OCTAE is also offering technical assistance to further integrate CTE into the broader landscape of career pathways systems.

House Committee Explores CTE’s Role in Future of Manufacturing

This week, the House Small Business Committee held a hearing titled "The New Faces of American Manufacturing," which focused on advancing American manufacturing by preparing the next generation of workers. The hearing featured a panel of expert witnesses, including Dr. Ray Perren, president of Lanier Technical College in Oakwood, Georgia, who represented ACTE. In his testimony, Dr. Perren called for a “Sputnik Moment” in manufacturing workforce development. Among his policy recommendations for the committee, Dr. Perren highlighted the reauthorization of Perkins to “encourage secondary and postsecondary institutions to work together with local business and industry partners to develop career pathways that support manufacturing and other careers.” He also argued for expanding the federal Pell Grant program to allow student access to financial aid year round. Supporting our “education infrastructure” to grow the capacity of institutions to offer CTE programs, including those in manufacturing, and inspiring young people to pursue careers in the skilled trades with early career awareness opportunities, where other themes included in Dr. Perren’s testimony.

Dr. Ray Perren (right) with Rep. Doug Collins R-GA (left)

A Shared Vision for the Future of CTE

On May 9, Advance CTE (formerly the National Association of State Directors of CTE Consortium) released “Putting Learner Success First: A Shared Vision for the Future of CTE” in partnership with six other national organizations, including ACTE. This updated vision for CTE is the product of months of discussion that began with a CTE Summit held last fall and included a wide range of system stakeholders.

The vision statement includes five major principles centered around the idea of all learners being given “the opportunity and support to realize their full potential.” These principles include:

• All CTE programs are held to the highest standards of excellence.
• All learners are empowered to choose a meaningful education and career.
• All learning is personalized and flexible.
• All learning is facilitated by knowledgeable experts.
• All systems work together to put learner success first.

Each principle is accompanied by a set of action-oriented principles that will drive implementation of the new vision and guide all the partner organizations in their work. “ACTE is proud to bring the critical perspective of educators, administrators, guidance and career development professionals and others in our community into this vision for CTE, which will ensure that learner success remains the top priority in our educational system,” said ACTE Executive Director LeAnn Wilson. “I look forward to working with Advance CTE and the full group of partners to promote these principles and help to make the vision a reality.”

ACTE is already engaging in a number of activities related to each of the principles, including federal policy work, and will be exploring how future projects might help to support the vision as well. More information on ACTE’s role in the vision is available on ACTE's website.

Sen. Baldwin Praises Gateway Partnership with Snap-on Inc. in Wisconsin

Recently, Sen. Tammy Baldwin (D-WI), co-chair of the Senate CTE Caucus, toured Snap-on Inc. in Kenosha, WI, to promote business partnerships with high-quality CTE programs in her home state.  She was joined by Randi Weingarten, American Federation of Teachers president,  Dr. Bryan Albrecht, president/CEO of Gateway Technical College and past-president of ACTE, Snap-on Chief Executive and Chairman Nick Pinchuk, and Roger Tadajewski, executive director of the National Coalition of Certification Centers. Students at Gateway can train with Snap-on tools and equipment while pursuing programs that prepare them for careers as auto technicians, engineering specialists and HVAC professionals among others. The Gateway and Snap-on collaboration has been commended as a model business/industry partnership for CTE programs nationwide. Sen. Baldwin called Gateway the “gold standard for programs that really work.” She also pledged to continue to support legislation that expands student access to exemplary CTE programs that partner with the business community, like those offered at Gateway.  You can learn more about hosting site visits with policymakers in your area using our online Advocacy Toolkit.

CTE Professionals Share Strategies with President Obama, High-ranking Congressional Staff

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.”

2015 ACTE New Teacher of the Year Eric Mathews Honored at White House Celebration

On Tuesday, May 3, 2015 ACTE New Teacher of the Year Eric Mathews was recognized by President Obama in an event to honor great educators from across the country. The celebration was held in conjunction with Teacher Appreciation Week, and brought together education professionals from across the country to thank them for their efforts to prepare the next generation of American learners.

“Eric’s work to inspire and grow his students through the power of CTE is truly remarkable, and is well-deserving of the White House’s recognition,” said ACTE Executive Director LeAnn Wilson. “Our national association lifted him up as an example by awarding him the ACTE New Teacher of the Year award, and we are so pleased to see him continue to represent CTE educators and ACTE members nationwide through his endeavors.”

Mathews, who began his career as an educator after spending 15 years as a professional in the automobile industry, has demonstrated a personal commitment to preparing his students for college- and career-success through high quality CTE.

"As a former human resources executive, I am well aware of the employability skills or soft skills that employers covet. As a CTE instructor and DECA advisor, I am able teach these vital skills to our students. I have a passion for ensuring our students are career and college ready,” Mathews said of his work. “Through my ACTE membership, I have received vital professional development at ACTE state and national conferences. I have also learned instructional best practices and developed a network with other professionals."

Perkins Conversations Swirl as Committee Work Continues

Conversations around Perkins reauthorization are ramping up in both the House and the Senate with increased attention and activity in recent weeks. Both the House and Senate education committees continue conversations around comprehensive, bi-partisan legislation that could be introduced in each chamber later this year. The Senate remains further along in their discussions, but action is possible in both chambers over the summer.

In the meantime, individual members of Congress continue introducing smaller bills to reflect their priorities for Perkins reauthorization. Rep. Joe Heck (R-NV) unveiled his Career and Technical Education Equity Act, H.R. 5152, at a district event this Tuesday. Rep. Heck’s bill would update Perkins’ “hold harmless” provision, which currently ensures all states receive at least as much funding as they did under the Act in 1998 (assuming the total level of funding doesn’t drop below 1998 levels). Rep. Heck’s bill would remove the 1998 reference year from the hold harmless language and instead guarantee each state a funding level of at least 90 percent of their prior year’s level (again assuming total funding levels do not fall below 90 percent of the prior year's level). This would index state funding levels more closely to current population and poverty rates.

Last week, Reps. Elisabeth Esty (D-CT), Joe Courtney (D-CT), James Himes (D-CT) and Mike Quigley (D-IL) also introduced the Technical Education Creates High-Paying Careers Act of 2016, H.R. 5096, to amend Title II of Perkins to add the American Technical Training Grant Program, modeled off the program included in the Administration’s budget proposal. The bill would provide for competitive grants to postsecondary institutions for supporting the establishment, redesign, or expansion of job training programs that enable economically disadvantaged students to enter into and advance along career pathways that lead to jobs in high-skill, high-wage, or high-demand occupations.

While neither of these bills would move forward on their own, they could be considered to help inform the Committee’s broader efforts.