CTE Policy Watch: A blog for CTE advocates

CTE Distance Learning: Virtual Industry and CTSO Engagement

One of the toughest dilemmas in the transition to distance learning is how to facilitate engagement with industry and employability skill development through work-based learning and career and technical student organization (CTSO) activities. Virtual tools have emerged as a way to expose students to careers, continue building leadership skills and maintain business partnerships during school closures.

For instance, in a recent webinar, CTSO advisers Jen Girvin and Kent Seuferer described how they flipped an in-person Iowa HOSA conference to a live virtual conference in less than 36 hours. Each competitive event was hosted as a Zoom meeting, using the waiting room function to allow in one competitor at a time. The event included general sessions, which Zoom meeting mode allows for up to 300 attendees, and the facilitators set up a virtual workshop room that users could move freely in and out of during the event. Communication was key: The advisers made ample use of email and shareable folders to help everyone involved make the transition.

CTSOs are also moving officer meetings and planned fundraisers online, like the Monticello High School FFA Plant Sale, which enabled customers to order plants online and sign up for pick-up time slots.

With in-person work-based learning largely discontinued, CTE educators and students can take advantage of live and on-demand video interviews with industry professionals and virtual worksite tours. The Nebraska Department of Education and connectED are two sources for virtual interviews and workplace tours across career areas, while industry-specific resources include Ag Explorer, Manufacture Your Future and a collection of virtual field trips to hotels around the world.

The District of Columbia was well placed for the switch to virtual industry engagement, having partnered with Nepris before school closures to develop more equitable work-based learning opportunities across the District, where students have highly variable access to professionals and mentors from different industries. They developed DC Career Conversations, a web-based tool where industry professionals, teachers and students connect by live video. District CTE director Richard Kincaid described during the recent virtual Work-based Learning Conference, co-hosted by national ACTE and Iowa, how this approach has helped them recruit new partners and is now helping them maintain relationships with existing partners during social distancing.

Looking for additional CTE curriculum and career exploration resources for your students? Visit ACTE’s webpage of CTE distance learning resources, watch Division-specific webinars on CTE distance learning and read the new CTE Distance Learning weekly publication. This newsletter, created by the California Department of Education’s Career and College Transition Division in partnership with ACTE, CTEOnline.org and the San Diego County Office of Education’s Office of College and Career Readiness, will be highlighting sector-specific lesson plans, webinars and resources for the remainder of the school year.

New ED Competitive Grant Opportunities to ‘Rethink’ Learning During Pandemic

On April 27, the U.S. Department of Education announced that available soon will be over $300 million in competitive grant funding to help states rethink education and workforce development in response to the COVID-19 pandemic. The grants will be funded through the Education Stabilization Fund (ESF), authorized by the Coronavirus Aid, Relief, and Economic Security (CARES) Act, signed into law by President Donald J. Trump.

Of the over $300 million, $180 million will be made available for the Rethink K-12 School Models Grant, which is aimed to support “new, innovative ways for students to access k-12 education.” There is an emphasis on meeting students’ needs during the current pandemic. State Educational Agencies are able to apply for the funding, under one of the following categories:

1. Microgrants for families, so that states can ensure students have access to the necessary technology and services needed to advance their learning
2. Statewide virtual learning and course access programs, so that students will always be able to access a full range of subjects, even those not taught in the traditional or assigned setting
3. New, field-initiated models for providing remote education not yet imagined, to ensure that every child is learning and preparing for successful careers and lives

The full Notice Inviting Applications (NIA) is available here.

The other $127.5 million will be made available through the Reimagining Workforce Preparation Grants. This grant is designed to help states expand short-term postsecondary programs and work-based learning programs in an effort to get people back to work. The full NIA for this should be issued within two weeks, and more details about specific activities required as well as eligible applicants will be available then.

More information on these grants is available here.

Research Round-up: COVID-19 Edition (Part 1)

Compilations of Equity Resources: Advance CTE has compiled a blog post of relevant research and resources surrounding equity as educators transition to remote learning. In addition, the American Youth Policy Forum has started a central webpage to share resources for serving disadvantaged young people. The first set of resources is focused on justice-involved youth.

Chiefs for Change Report on Schools’ Response to COVID-19: On April 15, Chiefs for Change released Schools and COVID-19: How Districts and State Education Departments are Responding to the Pandemic. This report outlines challenges facing districts and states and strategies education leaders are using to address those challenges. Five key areas of focus are reviewed, including basic student needs, technology, distance learning, support for high school seniors, and the economic impact of the pandemic.

Research on School District Responses to the COVID-19 Pandemic: A new report, School District Responses to the COVID-19 Pandemic: Round 2, Districts Are Up and Running, from the American Enterprise Institute, outlines how school district are adapting to online education. Data was collected from district websites April 6-7, and is compared to information gathered earlier in March and published in an earlier report, School District Responses to the COVID-19 Pandemic: Round 1, Districts’ Initial Responses.

Weekly Survey on Economic Impact of COVID: The Strada Education Network is releasing weekly data from its COVID-19 Work and Education Survey, a nationally representative survey of 4,000 adults designed to capture the impact of the crisis on jobs, wages and education. The latest results show that the crisis is disproportionately impacting minority groups, and that one in three individuals think they will need more education to find a comparable job if they lose theirs.

Estimates of COVID Learning Slide: The Northwest Evaluation Association has released research on the impact of school closures on student learning losses, with troubling findings showing some students could lose 30% of their reading gains from this year and up to half (or all!) of their math gains by the time school resumes in the fall. You can also read more analysis of potential academic consequences of school closures and the move to remote learning on Education Next.

Financial Consequences for States and Schools: The Albert Shanker Institute released a report in late April that looks at the likely impact of the coronavirus crisis on K-12 education funding, and the Center for Budget and Policy Priorities suggests that states are going to need significantly more fiscal relief in order to counter the effects of the recession on education and other state services.

National Survey on the Impact of COVID-19 on Teachers and District Leaders: EdWeek Research Center is conducting twice monthly polls of educators to determine how schools are addressing critical issues during the pandemic. You can find the results of the survey from April 7-8 here, with updated information expected soon!

Impacts on College Enrollment: A new ACT and NRCCUA report examines the perspectives of college bound high school seniors related to the pandemic and their future educational choices. Not surprisingly, many students are concerned about their future plans, particularly about their family financial situation changing or having to delay enrollment, which could change their original college choice.

New Perspectives from College Students: A recent survey from the American Council on Education (ACE) and the American Association of Collegiate Registrars and Admissions Officers found that 17% of college students are considering (or are definitely) not re-enrolling in the fall. Another poll from College Reaction found that many students have lost jobs and think their distance learning is measurably “worse” than in-person instruction. 

And More Perspectives from Colleges Leaders and Faculty: College presidents surveyed by ACE indicate their most pressing concerns are enrollment numbers and long-term financial viability—matching student reports of delaying or forgoing re-enrollment. Another recent survey of college presidents from Inside Higher Education shows similar concerns, but also identifies an emerging issue related to “the disproportionate impact of the pandemic on low-income and underrepresented students.” Finally, a survey from Bay View Analytics summarized how instructors changed their teaching practices in response to the pandemic, including new teaching methods, technologies, and expectations. Interestingly, only 17% of two-year college instructors had changed expectations for quality of student work, and these instructors also reported significantly less grading flexibility for students.

Expanding the Second Chance Pell Experiment

On April 24, the US Department of Education announced it was expanding the Second Chance Pell Experiment to 67 new institutions. The Second Chance Pell program was created in 2015 to allow incarcerated individuals access to postsecondary credits and job skills with the goal to reduce recidivism rates. The Pell grants are allocated to students enrolling in postsecondary programs provided by  local educational institutions or distant learning providers. 

This expansion more than doubles the previous number of institutions that were involved with the program; there will now be a total of  130 institutions authorized to participate in the experiment. A significant number of the new institutions are community and technical colleges. 

A recently released “Snapshot” of the first three years of the experiment found significant success. More than 4,500 credentials--postsecondary certificates, diplomas, associate degrees and bachelor degrees--were awarded in three years, and the number of participants has increased every year. The report, from the Vera Institute of Justice also articulated earlier research that shows that those who participate in correctional educational programs are 48% less likely to be reincarcerated. 

Action Needed: Ask Congress to Support CTE in COVID-19 Relief Legislation

As Congress continues to consider how to best address the ongoing COVID-19 pandemic, innovation and investments in our education and workforce systems should be a top priority. We know that educational institutions and educators are facing unprecedented challenges as they transition to remote learning while ensuring that all students continue to receive a high-quality education. We also know that there will be significant demands by learners of all ages for upskilling and reskilling programs that result in careers with family-sustaining wages as the country emerges from the pandemic. Over the last few weeks, we have been working closely with congressional leaders to ensure CTE’s inclusion in future response packages, and are making progress. However, your help is needed!

Click here to ask your Members of Congress to support the inclusion of CTE in any upcoming COVID-19 relief proposal.

Members of Congress prioritize action requests from their constituents, so contacting them makes a huge difference. Through your work on a daily basis, you can provide a critical viewpoint on what additional regulatory or supplemental actions the federal government can take to help ease the burden on your school systems and workforce development programs.

Contact them today and urge them to prioritize CTE in any upcoming relief package! You can also call the U.S. Capitol switchboard at (202) 224-3121. An operator will then connect you with your requested office. For a list of specific recommendations, please click here to view a letter ACTE sent to congressional leaders.

Additional Coronavirus Higher Ed Funding Available

On Tuesday, the U.S. Department of Education made an additional $6.2 billion available to higher education institutions to support continued education through the CARES Act, which was the third phase of coronavirus-related relief. The funding is part of the $31 billion allocated to the Department of Education under the law. Funding allocations (available here) were developed based on the formula outlined in the CARES Act. The formula heavily accounts for the number of Pell-eligible full-time students, as well as overall enrollment prior to COVID-19. 

The allowable uses of funds in this round are broader than the emergency financial aid grant funding that was previously made available. Under this funding, institutions may use funds for expenses they incur related to changes to the delivery of instruction due to the coronavirus. To access the funding, institutions must complete a "Certification and Agreement for Recipient Institutional Costs" form, located here. Institutions must have applied for the initial funding and submitted the Certification and Agreement for Emergency Financial Aid Grants to Students before applying for these institutional funds. According to the Department, roughly half of eligible postsecondary institutions have applied for the last round of funding.

The Department's full news release on the announcement can be found here, and you can find more details about this new funding, including the certification form, here.

Labor Market Data for CTE Participants

High School students who were enrolled in three or more CTE credits have lower unemployment rates and more access to health insurance and retirement benefits than students who took less than three CTE credits, reports the Institute for Education Science in  Labor Market Outcomes for High School Career and Technical Education Participants. This data comes from the High School Longitudinal Study of 2009 which focuses on high school Freshman in 2009 and includes three follow-up data collections in 2012, 2013 and 2016. The report compares students three years after their High School graduations that were not currently enrolled in a postsecondary program. 

Though the researchers did not find that CTE participation led to greater participation in the labor force, they did find that students who earned three or more CTE credits had lower unemployment rates compared to students who took less than three CTE credits. Students who took three or more CTE credits had an unemployment rate of 11%, while students who took 1.00-2.99 credits had an unemployment rate of 16% and students who took 0.00-0.99 CTE credits had an unemployment rate of 23%. 

Other findings show that the level of CTE participation does not have a significant effect on job satisfaction or pay, but CTE participation does positively affect access to health insurance and retirement benefits.  43% of students who earned three or more CTE credits received health insurance and retirement benefits, compared to 35% of students who earned 2.00-2.99 CTE credits and 33% of students who earned 0.00-1.99 CTE credits. This is an indication of higher-quality jobs and higher overall compensation for students who concentrate in CTE.

ACTE Federal Advocacy Around COVID-19

The current COVID-19 (coronavirus) pandemic has dramatically shifted our lives, both professionally and personally. In an effort to best serve our membership, we have been busy advocating on your behalf. Below is a small representation of the work we have been doing to ensure that people understand the critical role CTE plays in our nations recovery and is well represented in the coronavirus relief efforts.

Congressional & Executive Action

After hearing and evaluating the concerns from our membership, ACTE, along with Advance CTE, wrote multiple joint letters to congressional leaders recommending specific policies that Congress should enact to support CTE programs during the current pandemic. The first letter was sent to both House and Senate leadership prior to the introduction of the CARES Act, or “Phase 3,” relief bill. Immediately upon the start of discussions around a fourth relief package, we sent another letter to chairmen and ranking members of the education committees in the House and Senate, again expressing the importance of CTE in the relief efforts. Upon hearing additional concerns from our membership, a follow-up letter was sent with the new recommendations. You can feel free to share this last, most up-to-date letter with any policymakers that you may have contact with.

Additional action includes coordinating with staff on the various committees that oversee education policy and funding on our COVID-19 related policy priorities and potential bill language. ACTE has also been coordinating and meeting with the Bipartisan CTE Caucus and education committee member offices to garner additional support in the upcoming legislation. ACTE also supported a letter authored by CTE Caucus Co-Chairs, Reps. Jim Langevin (D-RI) and G.T. Thompson (R-PA), that urges Congressional leaders to provide $1 billion for the Perkins Basic State Grant program  to mitigate the harm to student learning caused by COVID-19.

Aside from direct advocacy with Congress, we have been coordinating with other organizations to ensure prioritization of workforce programs, including CTE, in any relief package. This includes weekly phone calls and signing onto various letters that have been sent to congressional leaders. Click here to view a letter ACTE signed along with other members of the Campaign to Invest in America’s Workforce (CIAW) that advocates for investments into our workforce systems in the next relief package.

Furthermore, we have been working closely with the U.S. Department of Education (ED) to help them understand what waivers and other regulatory relief the CTE community needs to continue to produce high-quality CTE programs. ED, on a rolling basis, has released answers to frequently asked questions (FAQs) surrounding education and the coronavirus. To date, they have released two separate FAQs related specifically to Perkins, which you can find here and here. To view all of ED’s resources related to COVID-19, please visit https://www.ed.gov/coronavirus.

ACTE has also been diligently working to update our running blog daily to ensure that our members stay up-to-date with the most current news, guidance, and resources around COVID-19. For certain key issues or developments, a dedicated, more detailed blog post has been posted on the CTE Policy Watch Blog. Additionally, ACTE has disseminated updates on a variety of webinars and conference calls, and we are happy to provide updates to you or your group any time! Further, to ensure that your hard work to provide high-quality education to students doesn’t go unnoticed, ACTE has been working with the media to promote stories about how programs are adapting to the pandemic.

If you have specific concerns, or needs, that have gone unaddressed, we encourage you to fill out our short, three question, survey so we are able to effectively advocate on your behalf.

Youth Apprenticeship Grants Available

The Department of Labor has announced $42.5 million for Youth Apprenticeship Readiness Grants. The grants are intended to support 16-24 year-olds, both in and out of school, entering into Registered Apprenticeship Programs. These grants will fund 15 to 25 programs, and the funds can be used for new or existing pre-apprenticeship programs and wraparound services, but cannot be used for Industry Recognized Apprenticeship Programs. 

The objective is to expand access to pre-apprenticeship programs, promote these programs and create a pipeline for youth apprenticeships. The grant program will address 6 goals:

1. Increase awareness and adoption for the earn-and-learn apprenticeship model
2. Increase awareness of youth apprenticeship benefits
3. Develop and expand Registered Apprenticeship Programs
4. Increase academic and career focused learning for youth
5. Promote increased alignment between state education and workforce systems
6. Increase opportunities for Registered Apprenticeship Programs

Grant applications are due May 6, 2020 at 4PM EST.  Education and training providers, workforce development system entities, organizations functioning as workforce and industry intermediaries and state agencies are eligible to apply.

ED Releases Second Coronavirus Q&A Guidance

On Friday, the Department of Education released additional guidance on questions it had received in light of the coronavirus pandemic. The document answered three main questions.

First, the Department clarified that it was using its transition authority to allow states to extend the time of local recipients' one-year local applications by three months. The extension allowance is intended to provide local recipients with additional time to finalize their plans given the unexpected upheaval that the coronavirus has caused education systems nationwide.

Second, the guidance noted that the stakeholder engagement required under Perkins V need not be in-person. While the Department reaffirm that in-personal consultation can be valuable, it encouraged programs to consult with stakeholders through electronic/online means due to the pandemic.

Lastly, the guidance served as a reminder that state and local recipients need not submit performance data on core indicators for this school year, as the 2019-20 transition year was to be used to gather baseline data to establish performance levels. Instead, recipients need only provide narrative information and CTE participant/concentrator enrollment data. The Department also used the guidance to call attention to section 113(b)(3)(A)(iii) of Perkins V, which allows eligible agencies to revise its performance levels if unanticipated circumstances arise. 

You can read the full guidance document here. You can also find the latest coronavirus-related CTE news on ACTE's running thread here.