CTE Policy Watch: A blog for CTE advocates

New Report from EdWeek on Schools and the Future of Work

Education Week recently released a multi-part special report on schools and the future of work. The series covers a number of topics related to an ever-changing workforce in the 21st century, and suggests ways educators can prepare students for future careers – many of which don’t yet exist

The series includes stories from EdWeek staff, distinguished commentators, and even one story crowd-sourced to social media. From how technological innovations will impact learning to labor market data and education strategies, the series covers a wide range of topics of interest to the CTE community. While ACTE doesn’t necessarily endorse all of the views expressed, the contents of the report at large merit some discussion. Find the full list of stories included in the series below:

• Taking a Long Look at Schools and Work
• The Future of Work Is Uncertain, Schools Should Worry Now
• Preparing Students for Tomorrow's Jobs: 10 Experts Offer Advice to Educators
• Data: What Jobs Will Grow the Fastest?
• How 'Intelligent' Tutors Could Transform Teaching
• Are Our Jobs Making Us Dumber?
• The Extraordinary Education of an Elite, 13-Year-Old Problem-Solver
• Can Apprenticeships Pave the Way to a Better Economic Future?
• Learning How to Learn Could Be a Student's Most Valuable Skill
• Students Earn Digital Credentials for Adding New Skills
• Keep These 4 Things in Mind When Preparing Students for an Uncertain Future
• Stop Teaching Students What to Think. Teach Them How to Think
• What Skills Do Students Need to be Future-Ready? 11 Reader Responses

Careers in Construction, Nursing, Infrastructure

These new publications describe the opportunities available in three industry sectors for which CTE prepares students: infrastructure, construction and nursing

Infrastructure: The infrastructure workforce is facing shortages. The transportation sector will need 4.6 million workers by 2022 due to industry growth, retirements and turnover. And President Trump’s proposal for infrastructure investments could lead to more than 11 million more jobs, according to a 2017 report by Georgetown University’s Center on Education and Workforce. To meet this need, a brief from the National Skills Coalition recommends sector partnerships, incentivizing apprenticeship and other work-based learning, and creating a new federal Work-based Learning Support Fund.

Construction: Seventy percent of contractors have a hard time finding qualified hourly craft workers, according to a survey from the Associated General Contractors of America, and only 16 percent rate their local talent pipeline as good or excellent. The survey also asked contractors how they recruit workers: 57 percent responded that they do outreach to community/industry groups and 57 percent conduct outreach to postsecondary institutions, while 48 percent target job fairs and 45 percent offer internships. However, only 31 percent provide outreach to high schools, which means many contractors are missing the chance to encourage or recruit talent from high-quality secondary CTE programs.

Nursing: The state of the nursing workforce is addressed in a recent Georgetown Center on Education and the Workforce report. With the average age of the nursing workforce rising, opportunities will continue to be available in this sector. In addition, registered nurses (RNs) make higher than average incomes, while annual earnings for licensed practical and licensed vocational nurses outpace earnings for other female-centric occupations that call for some postsecondary education but no degree. However, male RNs earn more than female RNs across the board, and racial and ethnic diversity remains a challenge, particularly at higher education levels.

Presidential Memo on STEM Education

On September 25, President Trump signed a new Presidential Memorandum directing the Department of Education to increase access to high-quality science, technology, engineering, and mathematics (STEM) education, with a particular emphasis on computer science.

The memo suggests setting a goal of $200 million in funding for STEM-related efforts at the Department. However, no additional resources are provided under the initiative. Instead, the Secretary of Education is directed to establish “STEM education” as a priority for competitive grants already being awarded by the Department. It is typical for each Administration to set certain priorities for grant applications, and STEM has been popular in the past as well.

The memo also directs the Secretary to “explore administrative actions to promote Computer Science at the Department of Education” and requires several new reports. In a speech accompanying the memo release, President Trump and others appearing with him emphasized the changing workforce and increased computer skills required. “Greater access to STEM and computer science programs will ensure that our children can develop the skills they need to compete and to win in the workforce of tomorrow,” he said.

Unfortunately, the Administration also proposed cuts to many of the programs at the Department of Education that support STEM education, such as Perkins and Title IV of ESSA, the Student Success and Academic Enhancement Grants. ACTE continues to work to ensure these programs are fully funded by Congress to support all the skills our students need to be successful in the workforce!

Policymaker Perspectives: A Discussion with Rep. Jacky Rosen

Policymaker Perspectives:
A Discussion with Representative Jacky Rosen

Policymaker Perspectives is a discussion series between ACTE and federal policymakers. It is intended to allow CTE professionals to hear directly from policymakers about their priorities and the work taking place in Washington to strengthen the CTE ecosystem.

Rep. Jacky Rosen was first elected to Congress in 2016 and represents Nevada’s Third Congressional District, which encompasses southern Nevada, including the suburbs of Las Vegas. She earned her bachelor’s degree from the University of Minnesota, Minneapolis, paying for her education by taking out student loans and waiting tables. After graduation Rep. Rosen pursued her interest in computer science and has a unique background as a former computer programmer and systems analyst.

In Congress, Rep. Rosen serves on the House Science, Space and Technology Committee, and on the Armed Services Committee. In addition, she’s a member of a variety of congressional caucuses, including the Cybersecurity Caucus and Middle Class Jobs Caucus. In her short time in Congress, Rep. Rosen has quickly shown her passion for CTE, demonstrated by the fact that half of the bills she has introduced have focused on STEM issues. Rep. Rosen recently introduced two bipartisan bills aimed at investing in early childhood STEM education.

Representative Rosen is a longtime southern Nevada resident. Her husband is a radiologist and her daughter is currently in college. ACTE spoke with Rep. Rosen as part of our Policymaker Perspectives discussion series.

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ACTE: A Brookings Institution report has found that “[h]alf of all STEM jobs are available to workers without a four-year college degree, and these jobs pay $53,000 on average…” Another study found that nearly half of all talent recruiters at Fortune 1000 companies report trouble finding qualified candidates with two-year STEM degrees to fill vacant positions. How can congress help address workforce shortages in CTE fields?

Representative Rosen: There is a high demand for jobs in the STEM field across the country, with 500,000 computing jobs unfilled. I believe that we should be encouraging individuals, especially young students, to become well versed in STEM education and do more to highlight the many possibilities that a STEM education can provide. As a Congresswoman, I have made it a focus to introduce and co-sponsor legislation such as my Building Blocks of STEM Act and the Code Like a Girl Act. Both bills are bipartisan and would invest in early childhood STEM education.

 

ACTE: This Congress could consider the reauthorization of the Higher Education Act. As a first generation college graduate who took out student loans and worked her way through school, what lessons have you learned that you will now draw from as a policymaker? Is it important for postsecondary students – whether they are seeking a credential or a two- or four-year degree – to have access to federal student financial aid?

Representative Rosen:  I believe that education should be accessible and affordable for all Americans, which is why I wholeheartedly support federal student financial aid programs. In Congress, I am a cosponsor of the Federal Perkins Loan Program Extension Act of 2017 (H.R. 2482), which would extend the Perkins Loan Program for 2 years. We should be working to ease the burden of student borrowers and their families in order to better give all Americans access to quality affordable education.

 

ACTE: Two of the bills you have introduced this year address access to STEM. The first, H.R. 3316, “direct[s] the National Science Foundation to award grants to encourage young girls to participate in computer science and other STEM activities…” The other, H.R. 3397, “direct[s] the National Science Foundation to support STEM education research focused on early childhood.” Why is increasing access to STEM such an important issue for you?

Representative Rosen: As one of the few women who built her career in what’s been long considered a male-dominated industry, we’ve made progress; however, women and minorities are still underrepresented in STEM fields. I believe we must provide equal access and build a more inclusive workforce. The disparity in diversity in STEM fields is depriving our country of talented minds that could be inventing the next breakthrough technology, founding the next big startup, or keeping our nation safe from cyberattacks. In Nevada, there are close to 3,000 open jobs in computing, but not enough candidates who are qualified to fill these positions. By increasing the number of women and minorities in STEM careers - the qualified labor pool that the U.S. relies on for innovation and production – we will maintain our global competitiveness and expand our economy. That’s why since entering Congress, I’ve made it a top priority to promote opportunities for women and minorities in STEM by supporting legislation that breaks down barriers for all.

 

ACTE: The Committee on Science, Space, and Technology was originally a committee created in response to the space race in the 1950s. As a member of the committee with jurisdiction over a significant amount of scientific research and development, does the United States have the workforce necessary to continue to lead in scientific and technological innovation and discovery? Does CTE play an important role in helping to prepare the next generation of astronauts, programmers and engineers?

Representative Rosen: America has a rich and illustrious history of being on the cutting edge of STEM. My district is home to the Hoover Dam - one of the most impressive engineering marvels of our time. From putting a man on the moon to accomplishing breakthroughs in computing, technology and science, our country has consistently been on a sprint towards exploring the new frontiers. We must always work to encourage and embolden the fire of innovation that is at the very heart of this country. It is up to all of us - educators, public servants, and organizations like ACTE - to help to kindle the inspiration and drive for science and technology that can be brought forth in future generations of Americans. I look forward to working with CTE however I can to help prepare the next generation of leaders who are ready to solve our country’s biggest challenges.

New OCTAE Acting Assistant Secretary Announced

Courtesy Potomac Local

Secretary of Education Betsy DeVos has announced Dr. Michael Wooten as the new Deputy Assistant Secretary for the Office of Career, Technical, and Adult Education (OCTAE), effective October 2. In this position, Dr. Wooten will serve as the Acting Assistant Secretary for OCTAE, a position currently held by Kim Ford. Dr. Wooten will serve in this role until an Assistant Secretary is confirmed by the Senate. President Trump has nominated Michigan State Representative Tim Kelly for the post. 

According to a press release from the Department of Education, Dr. Wooten most recently served as deputy chief procurement officer for the District of Columbia. He has also served as the chairman of the board of Northern Virginia Community College, as an interim member of the Prince William County School Board in Virginia, and as a department chair and professor at Defense Acquisition University.

According to his LinkedIn page, Dr. Wooten first earned an associate’s degree from Georgia Perimeter College before earning a bachelor’s degree in psychology from Chapman University. He also has a number of master’s degrees, including from Norwich University (leadership and organizational management), the Naval Postgraduate School (acquisition and contract management), and the George Washington University (education and human development). He also has a doctorate from the University of Pennsylvania in higher education management.

ACTE looks forward to working with Dr. Wooten and to sharing more about our organization and CTE priorities with his as he begins his new role.

ED Announces Revised Perkins State Allocations

Recently, the House and Senate passed a stopgap continuing resolution (CR) for Fiscal Year (FY) 2018 to provide temporary funding for the federal government through December 8. The CR is intended to put the federal budget on autopilot by continuing the current funding levels for federal programs, including Perkins, until a long-term agreement can be reached. However, this CR also included an across-the-board cut to keep overall spending within the required budget caps for the year. Because of the way Perkins funds are budgeted and dispersed, the cut impacted Perkins Basic State Grant advance funding that will begin rolling out to states on October 1. Based on revised figures from the U.S. Department of Education, 30 states will receive reduced allocations in October. A chart showing the revised state allocations can be found here. The cut could be restored (and has routinely been in years past) if Congress approves a full-year funding bill. 

Congressional Democrats Unveil Child Care Bill with Workforce Training Provisions

Congressional Democrats recently unveiled a bill aimed at making child care more accessible, the Child Care for Working Families Act. Education Week has an informative blog post about the bill overall, but specifically related to CTE, the bill helps to grow and support the child care workforce.

In part, the bill amends the Child Care and Development Block Grant Act of 1990. One of the aims of the 1990 law is to improve the quality of childcare, and the Democrats’ amendments would add workforce development provisions to the list of permissible uses of funds in the existing law. Broadly, the amendments allow states to use funding for “supporting the training and professional development of the child care workforce…”

The specific provisions relevant to training and workforce development can be found on pages 35-41 of the bill. Among other uses, they include training for the nutritional, physical activity, and neurological development needs of children, and for children with disabilities. The amendments would also create or expand both apprenticeship programs and scholarships for child care providers to obtain child care-related credentials. Additionally, the bill aims to foster support for articulation agreements between 2- and 4-year public institutions of higher education to grow the child care workforce.

In the Senate, Sen. Patty Murray (D-WA), who serves as the ranking member of the Health, Education, Labor and Pensions (HELP) Committee is sponsoring the legislation. On the House side, Rep. Bobby Scott (D-VA), who serves as the ranking member on the Committee on Education and the Workforce is sponsoring the bill.

Simulated Work-based Learning

Work-based learning is integral to high-quality CTE, but access, logistics and safety issues all present challenges. In response, CTE programs are increasingly turning to simulated work-based learning, as documented in a new National Center for Innovation in CTE report.

The publication defines “simulated work-based learning” as an immersive experience in a protected educational setting that replicates workplace tools, processes and/or environments. The researchers categorize simulated work-based learning into three models, the first more common on the postsecondary level and the latter two more frequently used in secondary education:

• Simulation tools, such as welding simulators or mannequins for health classes
• Simulated workplaces, which transform CTE classrooms into work-like environments
• School-based enterprises, in which students manage a school business such as a store

Benefits include increased student engagement, confidence and preparation for work, as well as programs that adapt more quickly to industry needs. Employers also report that students are better prepared for jobs and have more career awareness.

To grow your simulated work-based learning activities, the report recommends:

• Aligning with local assets and needs
• Engaging industry on a regular basis
• Providing targeted professional development for educators
• Budgeting long term

ACTE contributed expertise to this project.

Sec. DeVos’ Back-To-School Tour Includes CTE Visit

As students returned to school following the first summer of the Trump Administration, Education Secretary Betsy DeVos launched a “rethink school” back-to-school tour to showcase innovation in secondary and postsecondary education. The tour, lasting September 12-15, took the secretary across six states: Wyoming, Colorado, Nebraska, Kansas, Missouri and India

The secretary visited charter, private and traditional public schools. These schools specialized in a variety of areas and subjects, ranging from arts education to science to one serving students with autism. At a stop in Kansas, the secretary toured Johnson County Community College (JCCC), including its automotive technology, nursing and culinary programs.

At JCCC, the secretary affirmed her support for CTE by saying, “We have a very clear focus on creating and communicating multiple pathways to higher education and to opportunities beyond high school.” She also highlighted partnerships between JCCC and local industry as important, saying that there are “highly skilled jobs available, and yet nobody really available to fill those jobs.”

However, these comments come despite the Trump Administration’s Fiscal Year 2018 (FY 18) budget proposal that would cut billions of dollars from the Departments of Education and Labor, including $168 million (15%) from the Perkins state grants. Asked about the Perkins cut in the Administration’s FY 18 budget, the secretary did not specifically address the proposal. Instead, she said that the Administration was “supporting career and technical education.”

Below is the full list of school locations the secretary visited on her tour.

Tuesday, Sept. 12 (Wyoming)
1. Woods Learning Center; Casper, WY
2. St. Stephens Indian High School; Wind River Reservation; St. Stephens, WY

Wednesday, Sept. 13 (Colorado, Nebraska)
1. Firefly Autism House; Denver, CO
2. U.S. Air Force Academy; Colorado Springs, CO
3. Midland University – Omaha Campus; Omaha, NE

Thursday, Sept. 14 (Nebraska, Kansas)
1. Nelson Mandela Elementary School; Omaha, NE
2. St. Mary’s Catholic School; Lincoln, NE
3. Lincoln Public Schools Science Focus Program; Lincoln, NE
4. Johnson County Community College; Overland Park, KS

Friday, Sept. 15 (Missouri, Indiana)
1. Kansas City Academy; Kansas City, MO
2. Gary Middle College/ 21st Century Charter School; Gary, IN
3. Hope Academy; Indianapolis, IN
4. Eastern Hancock High School football game; Charlottesville, IN

Federal Commission Supports Sharing Student, Wage Data

The federally appointed Commission on Evidence-based Policymaking has released their final publication, which recommends repealing bans on the collection and use of data, including student data, and supports sharing state earnings data as evidence of program effectiveness.

According to the Commission, almost two-thirds of the public comments it received were about the current ban on student-level data in federal law and a similar ban for individuals receiving training under the Workforce Innovation and Opportunity Act (WIOA). Many of these comments expressed concern with collecting and maintaining data on students.

However, the Commission recommended that Congress “consider repealing current bans and limiting future bans on the collection and use of data for evidence building” because of the importance of this data for evaluating program effectiveness. The Commission also recommended improvements to policies and practices to protect data, including:

• using pre-existing legal frameworks to restrict data use for statistical purposes;
• establishing a National Secure Data Service to facilitate access to data for evidence building while ensuring privacy and transparency; and
• developing a uniform process to vet external researchers requesting access to confidential information.

The Commission also recommended ensuring that state-collected quarterly earnings data, and other state data, be made available for statistical purposes.

ACTE supports access to data for evidence-building and program improvement, with privacy and security protections in place.