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:
- CTE students’ direct participation in RA: In this model, high school CTE students are in RA. CTE coursework applies toward RA, and RA participation counts toward graduation requirements. North Carolina offers this form of alignment.
- CTE feeds into RA: This is the most common model in the states studied, in which high school students participate in pre-apprenticeship. Their work-based learning sponsor may be an RA sponsor, too, and they may get preferred entry into or earn credits toward RA.
- The CTE curriculum aligns with RA: In this example, the state’s CTE coursework is aligned to RA programs, and students earn credits toward RA. Rhode Island offers this model.
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).
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