This summer CTE reading list addresses secondary CTE data in Iowa, the relationship between apprenticeships and community colleges, counts of how many credentials are available in the United States, and more.
Iowa CTE: Iowa has published a first-of-its-kind report on recent trends in secondary CTE programs, students and teachers. The data, which spans school years 2013 to 2017, shows a steady number of program offerings as well as steady enrollment and participation numbers in programs and CTSOs. In addition, the analysis found significant growth in student participation in contracted postsecondary CTE courses, particularly in larger school districts. This research gives a baseline against which to evaluate changes in secondary CTE fostered by comprehensive 2016 state legislation that is impacting program offerings, career guidance, work-based learning, teacher preparation and development, and regional partnerships/centers.
Credential Counts: Credential Engine has identified more than 334,000 distinct credentials awarded in the United States. This is a conservative estimate, as several types of credentials—including high school diplomas, licenses and certifications, non-credit certificates, credentials from non-Title-IV institutions and unregistered apprenticeships—could not be fully counted. This count helps establish a foundation for future mapping of the credential landscape.
Non-degree Credential Counts: According to the Workforce Data Quality Campaign, states are increasingly collecting data on non-degree credential attainment, including certificates, industry certifications and licenses, and incorporating these credentials into their state attainment goals. States are most likely to have data about public postsecondary certificates, registered apprenticeship certificates and licenses, and least likely to have data on non-registered apprenticeship certificates and industry certifications. In addition, 30 states are developing lists that identify high-value credentials.
New Skills for Youth: The 10 states selected to transform their career readiness systems through the New Skills for Youth (NSFY) initiative are well on their way, according to a report on the first year of NSFY Phase Two. Activities include Massachusetts’ cross-sector committee that developed definitions and criteria for high-quality college and career pathways; Ohio’s guidance to local school boards on granting credit for work-based learning; Rhode Island’s industry-led validation of CTE and work-based learning standards; and Kentucky’s work to identify credentials of value and align career pathways to labor market need. Priorities for 2018 include further alignment and scaling.
Community Colleges and Apprenticeships: A new report from the American Enterprise Institute describes challenges that community colleges face in apprenticeship delivery, including struggles with funding, difficulties in coordinating with business partners and the U.S. Department of Labor, and competition from apprenticeship service providers. Relatedly, the Task Force on Apprenticeship Expansion, which was established by executive order last year, recently recommended a federal framework for recognizing and supporting industry-recognized apprenticeships.
Educational Adequacy: Researchers at the Century Foundation and Georgetown University Center on Education and the Workforce are proposing a standard for “educational adequacy” based on postsecondary programs’ demonstrated capacity to provide economic self-sufficiency. Graduates are defined as self-sufficient when they earn more than $35,000 per year 10 years after completion, and when their earnings cover the program’s total costs, including opportunity costs. While specific credentials and programs are not identified in this analysis, both associate and bachelor’s degrees can pass this educational adequacy test.
Relevance Matters: Only 26 percent of working U.S. adults with some college education strongly agree that their education is relevant to their jobs and daily lives, according to a survey from Gallup and Strada Education Network. Relevance was rated similarly across two- and four-year degrees. Regardless of field of study or degree type, completers find greater relevance in their educational investments than non-completers.
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