CTE Policy Watch: A blog for CTE advocates

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.

CTE Creates the Advanced Manufacturing Workforce

Manufacturing employs almost 13 million people—nearly 9 percent of the labor force—and much of industry growth has been occurring in high-tech sub-sectors like automotive and aerospace manufacturing. Learn how CTE prepares the workforce in advanced manufacturing with ACTE’s updated Sector Sheet. This brief has been revised with the latest on job demand, talent shortages and exemplary CTE programs.  

Manufacturing is well known for paying a family-sustaining wage, even for workers with less than a college degree. The average manufacturing employee in 2017 earned almost $85,000, including benefits, and wages can be higher in sub-sectors such as aerospace, motor vehicle parts and plastics manufacturing. However, 89 percent of manufacturers are experiencing talent shortages, with 60 percent reporting a high or very high impact on productivity. If these talent shortages continue, 2.4 million positions may go unfilled.

To engage and prepare students for careers in advanced manufacturing, the award-winning mechatronics program at Oakland High School in Murfreesboro, Tennessee, incorporates rigorous academic and technical coursework, industry certifications and dual credit. Students also graduate with Siemens entry-level mechatronics certification. The program developed from an education-industry partnership, and business and industry leaders help market the program to students and parents, which has encouraged the enrollment of female, low-income and minority students.

On the postsecondary level, Hudson Valley Community College in New York has developed a program in semiconductor manufacturing as part of its state-of-the-art TEC-SMART (Training and Education Center for Semiconductor Manufacturing and Alternative and Renewable Technologies) facility. Students can earn an associate of applied science degree in semiconductor manufacturing technology, and be prepared to work in capacity field service, testing and manufacturing in the Hudson Valley area, which is a leading region for semiconduc­tor manufacturing.

ACTE’s Sector Sheet series is generously supported by Pearson.

Sec. DeVos Speaks at Manufacturing Recognition and Signing Day Celebration

Last week, Secretary of Education Betsy DeVos gave remarks to a crowd of students, their families and future employers at the first ever “Manufacturing Recognition and Signing Day Celebration” at Butler Tech in Ohio. Similar to a signing day event for student-athletes, these students were being celebrated for signing job contracts with manufacturing companies they held internships with during their senior year of high school. Following the signing ceremony, Sec. Devos toured the schools precision manufacturing lab and interacted with students.

In her prepared remarks, Sec. DeVos devoted most of her time to congratulating the students on their accomplishments and reiterating the importance apprenticeship programs, like Butler Tech’s, play in offering “real-world, hands-on experiences.” 

Butler Tech is a CTE school that has five campuses, plus programs that span 50 other school locations in Ohio. ACTE has a strong relationship with Butler Tech and ardently supports the work it does in preparing students for both career and postsecondary success. In October 2017, Jon Graft, the Superintendent and CEO of Butler Tech, spoke at a Senate CTE Caucus briefing on professional development for CTE educators that ACTE helped organize.

CTE Creates the Transportation, Distribution and Logistics Workforce

Transportation, warehousing and related fields employ more than 13 million people—9 percent of the labor force—and more than 600,000 new jobs are projected in transportation and material moving by 2026. Learn how CTE prepares the workforce in transportation, distribution and logistics (TDL) with ACTE’s updated Sector Sheet. This brief has been revised with the latest on job demand, talent shortages and exemplary CTE programs.  

Careers in TDL move people and products around the nation and the world through air, freight rail, maritime, truck and public transport; maintenance of vehicles, public highways, rail systems, bridges, seaports and airports; postal, sightseeing and courier services; warehousing; and logistics and supply chain management. Many jobs in this sector will open up as older workers retire, and these jobs can provide family-sustaining wages for those with a high school diploma as well as middle-skill workers with postsecondary certificates, associate degrees, licenses and industry certifications.

To engage and prepare students for careers in this sector, Anderson I & II Career and Technology Center in rural Williamston, South Carolina, offers a program of study in automotive technology built on curriculum from the National Automotive Technicians Education Foundation and featuring industry-standard equipment. Employer partners provide paid work-based learning experiences for junior and seniors that result in course credit. Students can also earn postsecondary certificates in engine electrical systems and braking systems as well as Automotive Service Excellence certifications. The Automotive Technology program has been recognized by Advance CTE for excellence in TDL.

On the postsecondary level, the Logistics, Supply Chain Management and Manufacturing Technology program at Cedar Valley College, part of the Dallas County Community College District, prepares students for in-demand careers in the region through a curriculum aligned with the Manufacturing Skill Standards Council (MSSC). Students can earn postsecondary certificates or an associate of applied science degree that also prepares them for MSSC credentials, including Certified Logistics Technician and Certified Logistic Associate certifications.

ACTE’s Sector Sheet series is generously supported by Pearson.

Research Round-up: Credential Value, Non-cognitive Skills, Work-based Learning

Start your new year off with recent publications relevant to CTE. The following briefs and reports address such issues as work-based learning implementation, educational credentials and their value in the workplace, expanding apprenticeship, community college-employer engagement, the importance of non-cognitive skills and the connections between Advanced Placement and CTE.

Advanced Placement and CTE: Advanced Placement (AP) and CTE courses can complement each other to prepare students for success in their college and career pathways, while maximizing students’ limited time. The College Board and Advance CTE, with consultation from state CTE directors, have investigated how AP courses connect to the 16 Career Clusters in the National Career Clusters Framework®. The publication includes a crosswalk aligning Career Clusters with relevant AP courses and exams.

Work-based Learning Implementation: Five core elements of work-based learning are described in a recent publication from the American Institutes for Research College & Career Readiness & Success Center: infrastructure, capacity building, stakeholder engagement and communication, alignment, and monitoring and feedback. This document includes a self-assessment for work-based learning intermediaries coordinating among various stakeholders as well as links to supporting resources.

Pathways to Success: Three pathways to good jobs are outlined in a recent report from the Georgetown University Center for Education and the Workforce: the bachelor’s degree pathway, the middle skills pathway and the high school pathway. Analyzing U.S. Census Bureau and Bureau of Labor Statistics data, the Georgetown researchers conclude that about one-quarter of “good jobs” (defined as paying at least $35,000 in the first part of an individual’s career and $45,000 closer to retirement age) are in the middle skills pathway, with those jobs increasingly moving from blue collar industries to fields such as health care, IT and financial services. Meanwhile, 56 percent of good jobs are on the bachelor’s degree pathway, and 20 percent are for those with no more than a high school diploma.

Credential Value in the Workplace: Almost half of U.S. employers surveyed by Northeastern University’s Center for the Future of Higher Education and Talent Strategy have increased the level of education preferred or required for the same job roles in the past five years, owing to a combination of higher-level skills needed for these jobs and an increased supply of potential hires with more education.

This survey of 750 human resource leaders at U.S. employers, across all industries and organization sizes, also found that 74 percent of respondents are open to accepting years of experience in place of credentials. In addition, about two-thirds of employers have begun to adopt skills- or competency-based hiring, or are considering moving in this direction, and a similar percentage consider online credentials to be of equal quality with those earned face-to-face.

Finally, the HR leaders surveyed were asked to choose among 10 priorities that they would recommend colleges and universities consider when developing online credentials. The number 1 priority chosen was to include real-world activities and engagement with employers.

Apprenticeship Expansion and Measurement: This brief defines quality in apprenticeships and describes principles for expanding quality apprenticeship. It was produced by the Apprenticeship Forward Collaborative—a coalition of national organizations, including the National Skills Coalition, New America, Jobs for the Future, Advance CTE, Opportunity America and others—in response to growing interest in apprenticeship on the state level and the federal expansion of apprenticeship through Industry Recognized Apprenticeship Programs.

To support apprenticeship expansion, states should incorporate apprenticeships into their postsecondary attainment goals and strengthen processes for collecting and analyzing apprenticeship data, as described in a recent brief by the Workforce Data Quality Campaign.

The Need for Non-cognitive Skills: The American Enterprise Institute is continuing its focus on non-cognitive skills with a publication that describes the need for these skills and the benefits they bring to workers and employers. Author Brent Orrell concludes that a blend of technical skills and non-cognitive skills will best prepare workers for fast-growing, well-paying occupations, and he describes examples, such as the Kentucky Federation for Advanced Manufacturing Education (FAME).

Community Colleges Engage Employers: Community colleges in New York State actively engage with a variety of employers, according to a survey conducted by the Federal Reserve Bank of New York. The colleges surveyed typically work with more than 100 local employers across every industry, with engagement most common in health care, manufacturing and information sectors and with mid-sized employers. Employers frequently serve on advisory boards, provide guest lectures and workplace tours, offer work-based learning, participate in career fairs and mentoring, and promote the college’s programs. Less frequently, they provide direct financial aid or equipment donations.

CTE: The Pathway to Cybersecurity Careers

This week ACTE is releasing a new infographic describing opportunities in cybersecurity and how CTE prepares students for this high-wage, highly-skilled and fulfilling career pathway.

With more than 300,000 unfilled jobs in the United States needing cybersecurity skills, CTE programs—including courses, work-based learning, career and technical student organizations and opportunities to earn recognized postsecondary credentials—are critical for developing the current and future workforce in this sector.

The infographic was developed in consultation with the National Initiative for Cybersecurity Education (NICE), a partnership between government, academia and the private sector focused on cybersecurity education, training and workforce development, led by the National Institute of Standards and Technology in the U.S. Department of Commerce.

Parents and students can learn more about cybersecurity careers with ACTE’s STEM Parent program, which immerses students in a multi-year interactive experience exploring and test-driving some of the most in-demand STEM careers. The connected mobile app for parents keeps families apprised of their child’s progress. ACTE STEM Parent is powered by LifeJourney, a technology for families to explore careers with leading industry mentors at internet scale.

Research Round-up: Program Quality, Community College Partnerships, Employer Perceptions

Read up on the latest publications addressing postsecondary CTE program quality and student outcomes as well as externships, education-workforce data sharing and how manufacturers use credentials in hiring.  

Ensuring Postsecondary CTE Quality: How can states promote postsecondary CTE program quality? A new report from Advance CTE examines strategies for encouraging quality on the postsecondary level with examples from California, Florida and Wisconsin. The publication describes a spectrum of governance structures for postsecondary CTE and the resulting variety of program approval and review processes among states. It shares strategies for ensuring quality based on various levels of state control, including by using Perkins funding as a lever; requiring publicly funded programs to justify their existence with labor market data and/or employer partner commitments; harnessing accreditation policies; and developing state resources such as program approval and review manuals.

Ensuring Pathway Quality: Advance CTE recently produced another resource emphasizing quality assurance, this one aimed at quality in career pathways overall. This practical tool incorporates questions for programs of study and career pathways leaders to ask themselves as well as specific steps to take for reviewing, transforming and phasing out programs.

Employer Needs: Local business leaders surveyed by Business Forward reported the importance of school quality to their ability to hire and retain employees, and endorsed practical skills and technical training as a strategy that would help address their workforce needs.

Externships for OK Teachers: Participation in an Oklahoma teacher externship program in STEM subjects has dramatically increased in its second year. Educators are spending their summer with businesses such as an oil and gas control manufacturer. They report developing their own skills and learning more about career pathways for students.

Postsecondary Partnerships: A new brief from the National Skills Coalition highlights multi-stakeholder partnerships among employers, schools, community-based organizations (CBOs) and other entities. Case studies include the North Baton Rouge Industrial Training Initiative with ExxonMobil and Baton Rouge Community College; the M-Powered initiative involving Hennepin Technical College and the Precision Metalforming Association; and Mopar Career Automotive Program, a partnership of Fiat Chrysler and community colleges.

Community College Transfer: Only 5.6 percent of students who transfer from community colleges do so after earning a postsecondary certificate or associate degree, according to new data from the National Student Clearinghouse Research Center. The vast majority of transfers do not have a credential in hand upon changing institutions. Community colleges and states around the nation are addressing this challenge through reverse transfer policies that retroactively award credentials to transfer students.

Manufacturing Credentials: Credentials are not routinely required or used by manufacturing firms as a primary factor in hiring and promotion, according to a new report from Workcred, an American National Standards Institute affiliate. In addition, many manufacturers are unaware of what credentials are available or how they are relevant to the workplace. However, manufacturers report that credentials could be useful if they were better understood and more aligned with in-demand skills. The report features a number of recommendations, including aligning credentials with quality standards and adding more employability skills content to credentials.

Education-Workforce Data Sharing: A new brief from the Data Quality Campaign and the Workforce Data Quality Campaign lays out a roadmap for implementing quality data linkages between K-12 and workforce systems. The publication addresses steps for building cross-agency data governance structures, matching and analyzing data, and instituting security and privacy processes.  

Working Students: About 44 percent of school year 2011-12 first-time students in two-year colleges worked during their freshman year, according to the National Center for Education Statistics, with 18 percent working 35 hours or more per week. Students who worked 20 hours or less per week were more likely to earn an associate degree in two years than both full-time workers and students who did not work.

Employability Skills: Students’ level of confidence in their employability skills is much higher than employers’ perception of their employability skills, according to data from two recent surveys reported by McGraw-Hill Education. In addition, only about 40 percent of college students feel very or extremely prepared for their careers. More than half of students surveyed say that increased opportunities for work-based learning would have helped them feel more prepared for the workforce.

Research Round-up: Certificate Benefits, Workers in the South, Growing Interest in Technical Training

The following recently published research makes the case for the benefits of CTE to students, workers and regional economies.

Students Want Technical Training: More students are considering community and technical colleges and programs, according to a survey of 500-plus U.S. high school sophomores, juniors and seniors conducted by the College Savings Foundation. This includes 28 percent looking to enroll in community colleges and 8 percent aiming to participate in postsecondary vocational/career programs—up from 20 percent and 4 percent, respectively, in 2016.

In addition, 81 percent of students would like colleges to focus more on skills training than on majors that lead to employment further down the road, and 70 percent say they would rather attend such an institution.

Data on CTE Postsecondary Students: Thirty-eight percent of college students in 2011-12 were seeking an associate degree or postsecondary certificate in a CTE field of study, according to the National Center for Education Statistics. Health care was the most popular CTE program, followed by business and marketing. Subbaccalaureate CTE students most often attended public two-year colleges—65 percent—with 20 percent enrolled in for-profit institutions.

Skills Gap for Technicians: Equipment distributors are struggling to cope with a skills gap, according to this one-pager from the Associated Equipment Distributors. To address the problem, the infographic recommends incentivizing CTE programs at high school and postsecondary levels.

Building the Southern Workforce: More than half of all jobs in the Southern United States require some college education, such as an associate degree or postsecondary certificate, but less than a bachelor’s degree, according to a National Skills Coalition report. The publication describes how CTE and career pathways can improve the skilled workforce in the South.

Certificate Holders Reap Rewards: Postsecondary certificates bring rewards to Oregonians, according to an analysis from the Georgetown University Center on Education and the Workforce. Young certificate holders can double their earnings after completion. Mid-career workers also benefit, although their trajectory is a bit bumpier: They typically experience a decline in earnings while pursing a certificate, but make a recovery after earning their credential. Students earning certificates in health care fields typically see the largest wage gains.

ED Online Resource Library: The U.S. Department of Education has launched a new, online Comprehensive Center Network, pulling together resources from the department’s centers focused on specific education initiatives, such as the College and Career Readiness and Success Center, and from its regional centers. The network includes more than 700 resources and more than 200 projects.

State Guide to Non-degree Credentials: A new guide from the Workforce Data Quality Campaign includes step-by-step instructions for states on measuring non-degree credential attainment using student-level administrative data.

Conscientiousness Helps CTE Students Succeed

CTE students exhibit key non-cognitive skills that lead to positive education and labor market outcomes, according to a new report from the American Enterprise Institute (AEI).

AEI researchers Collin Hitt and Albert Cheng begin their analysis with a synthesis of CTE research showing that, on average, high school students who take more CTE courses have lower test scores in math and reading, but have positive outcomes when it comes to high school graduation, employment and earnings.

Given these lower test scores, what propels CTE students to labor market success? What skills and abilities do CTE students have that is not captured by these tests? Hitt and Cheng analyzed several measures of non-cognitive skills related to conscientiousness and found that CTE students performed higher on these measures than their non-CTE peers. These measures include teacher reports of attendance, attentiveness in class and homework completion as well as how much effort students put into completing tasks. (The researchers previously demonstrated that students and adults who take more care in accurately and completely filling out forms are more likely to achieve better education and labor market outcomes).

This research adds to a growing body of information on the connection between CTE and cross-cutting skills that lead to success in the workplace and further education.

Fact Sheet on Career Readiness and Employability Skills

ACTE has produced a new research-based fact sheet connecting the general workforce skills that employers most need—professionalism, teamwork, critical thinking, oral and written communication, leadership and more—with research demonstrating that CTE helps students develop career readiness and employability skills that have value across industries and career fields.

The research used addresses various aspects of CTE programs, including curriculum, work-based learning, career and technical student organizations and career guidance. Use this fact sheet to show students, parents and others how CTE leads to readiness for all careers!

You can access this one-page publication and ACTE’s other fact sheets online.