Advance CTE has released a new report Building Better Futures for Learners: A 50-State Analysis of Area Technical Centers, which performs a national analysis of Area Technical Centers (ATC). In this report, an ATC is defined as a CTE-focused institution that serves learners from across multiple geographies, such as school districts, educational service areas, and workforce development areas or regions. These institutions offer secondary and sub-baccalaureate-level education and training and can serve secondary learners, postsecondary learners or both.
This extensive analysis found 1,481 ATCs and affiliated campuses across 39 states from a scan performed on all 50 states, the District of Columbia and the U.S. territories.
The report is housed within Advance CTE’s microsite for ATCs, which contains the full report, an interactive map of ATCs nationally that provides information about each center, five state profiles of effective ATC models, a fact sheet on ATCs and a short informational video explaining ATCs.
The report provides guidance on how to effectively utilize ATCs to ensure learners can access and attain postsecondary education and related credentials of value. It includes a brief history of ATCs, how they are operated and the different structures that are used, learner populations served, the location of the centers, programs and credentials offered, accreditation and articulation, and recommendations for policymakers. Throughout the report, state and local spotlights are provided to highlight different ways states are utilizing ATCs. Some of the key findings from the report include:
- The history of CTE and ATC are closely linked.
- ATC governance and funding structures vary depending on the state/territory.
- Twenty-seven states have ATCs that serve some postsecondary learners, however, most ATCs primarily serve secondary learners.
- ATCs serving postsecondary learners mainly utilize open admissions.
- ATCs offer programs for every CTE Career Cluster and programs that span the entire economy.
- Accreditation is not a limiting factor for programs offered for postsecondary learners, however, the type of accreditation or other related issues can cause some issues to ATCs integration into the wider postsecondary system, and can make transferring credits more difficult.
In addition to the report, there are five state profiles that exemplify leveraging ATCs to meet postsecondary attainment goals and learners needs. The five state profiles are Delaware, Florida, Ohio, Oklahoma and Utah. Each state profile provides an overview of an aspect of ATCs that other states can use when reviewing or creating their own ATCs. For example, Delaware created a model which uses ATCs to connect postsecondary and employers to further develop the state’s workforce.
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