CTE is not only a popular topic in media coverage these days. A number of organizations are also weighing in on CTE and career readiness through new research and publications, including organizations that have long been active in this space and groups that are newer to CTE.
Voters support skills: Ninety-three percent of likely voters support more investment in skills and technical training, and 51 percent strongly support it, according to a recent poll commissioned by the National Skills Coalition.
Of eight economic policy proposals that were presented to the people polled, the most popular was increasing investment in skills and technical training. It was even more popular than cutting taxes for the middle class or providing a job for any American who wants one.
In addition, there was strong, bipartisan support for a range of skills investment proposals, including creating closer links between community colleges and businesses, providing tax incentives to employers who invest in the skills development of their workers, and helping workers laid-off by automation find new jobs through no-cost skills retraining.
Adult education and CTE: In addition to this data, National Skills Coalition has recently produced briefs on enhancing collaboration between adult education and CTE and on scaling work-based learning and on-the-job training through sector partnerships.
The first brief provides an in-depth case study of Socorro Independent School District in El Paso, Texas, which is using high school CTE facilities, equipment and teachers to teach adult learners in the evenings. To support adult education-CTE collaboration, the publication recommends building on aligned language and provisions in Perkins V and the Workforce Innovation and Opportunity Act (WIOA) and creatively combining different federal and state funding sources.
Career pathways: Career pathways are also explored in a recent brief from CLASP. The publication examines the shared definition of career pathways across Perkins V, WIOA and the Higher Education Act, and outlines how CTE programs of study can better align with career pathways for low-skilled adults.
In addition, CLASP recently published a blog highlighting the needs of adult students in postsecondary CTE programs and addressing how state and local leaders can leverage the Perkins V planning process to ensure that this population can access and succeed in postsecondary CTE.
Chiefs for Change: CTE’s value is highlighted in a recent report from Chiefs for Change, a nonprofit led by state education chiefs that advocates for access to excellent schools for all students. The publication packs a lot of information into its 17 pages, reviewing research and providing recommendations to state leaders on how to support and strengthen CTE. Their recommendations address improving quality, aligning with business and across education levels, expanding access to work-based learning and career advising, coordinating with stakeholders and ensuring equity. The report shares examples from Tennessee, Nevada, Denver and San Antonio, and lessons from the international context.
CTE playbook: ExcelinEd has concluded its CTE Playbook series with two new publications. The first looks at the different ways states fund CTE and considers how states can drive CTE quality and value through tiered funding, funding incentives and Perkins Reserve funds, and by leveraging program review and approval processes and accountability and reporting. Four states—Arkansas, Indiana, North Carolina and Ohio—are profiled.
The CTE Playbook series concludes with a brief on the importance of high-quality, aligned CTE programs of study. It recommends a CTE program audit and outlines how to develop a “theory of action” for better aligning CTE programs of study that moves from a vision to specific action to verification and ultimately to achievement.
Access and equity in CTE: Advance CTE has expanded its Making Good on the Promise series with a brief on rebuilding trust with marginalized communities through:
- Acknowledging that inequity is a problem
- Promoting a culture that values equity and diversity within the state agency and instructor workforce
- Committing to transparency and advancing only high-quality CTE programs of study
- Implementing strategies to gain buy-in from communities and stakeholders
- Celebrating, lifting up and replicating successful programs of study and practices
The report highlights specific state strategies. For instance, Oklahoma created a position in the state CTE agency focused on equity and diversity, while Wisconsin established a strategic plan to increase the percentage of teachers of color and the Wisconsin Technical College System formed a Diversity, Equity and Inclusion Work Group. Additional examples are provided from Massachusetts, Idaho and Nebraska.
Non-degree credentials: An analysis by the American Enterprise Institute shows different patterns of non-degree credential attainment for different groups of Americans. Individuals with a bachelor’s degree or higher are just as likely to have industry certifications, and much more likely to hold licenses and have participated in work experience programs, than those with less education. In contrast, individuals with a high school diploma, some college or an associate degree are more likely to have postsecondary certificates. Differences are apparent in field of study, too: Higher-income individuals are more likely to have credentials in the trades or STEM, while working-class and lower-income adults are more likely to have health care credentials.
More reading: Research for Action has taken a deep dive into the relationship between outcomes-based funding policies, education and employment data, and postsecondary certificates. And a report from the Brookings Institution explores good jobs—jobs that provide stable employment, middle-class wages and benefits—and promising jobs that can lead to good jobs. In 2017, 11.4 million jobs held by workers without a bachelor’s degree in the nation’s 100 largest metro areas qualified as good jobs.
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