CTE Policy Watch: A blog for CTE advocates

House Education and Labor Committee Holds Press Conference on Workforce Investments

On July 22, the House Education and Labor Committee held a press conference featuring Secretary of Labor Marty Walsh, Deputy Secretary of Education Cindy Marten, Education and Labor Committee Chairman Bobby Scott (D-VA), Rep. Suzanne Bonamici (D-OR), Sen. Amy Klobuchar (D-MN), manufacturing business owner Traci Tapani of Wyoming Machine and National Skills Coalition Executive Director Andy Van Kleunen to express the urgent need to include the $100 billion investment in workforce development laid out in President Biden’s American Jobs Plan proposal as a part of the upcoming reconciliation package.

Chairman Scott noted that workforce development programs have not been properly funded, particularly in any of the pandemic-related stimulus packages, and workers are seeking the skills necessary to be competitive in the workforce. Adding to Chairman Scott’s observations, Secretary Walsh expressed that CTE is an area of priority – 22 million jobs have been lost to the pandemic, and the country is falling behind the pace of change in the workforce. 

Education Deputy Secretary Marten identified CTE as providing critically important opportunities for students and noted that the $10 billion in CTE investments proposed by the Biden Administration will help scale best practices, provide an evidence base for successful CTE programs and support middle and high school career pathways. Marten also cited statistics showing CTE enrollment leads to higher high school graduation rates, increased college enrollment and higher earnings gains. 

Secretary Walsh, Deputy Secretary Marten, Sen. Klobuchar and Rep. Bonamici each emphasized the importance of apprenticeships, pre-apprenticeships and work-based learning. Bonamici highlighted the need to invest in traditionally underinvested workers; Klobuchar drew attention to the fact that every dollar spent on apprenticeships in Minnesota will increase the state’s GDP by $20. 

Bringing the business-owner perspective, Traci Tapani of Minnesota-based Wyoming Machine celebrated the skilled workers who helped the country during the pandemic, but cautioned that the country cannot forget their efforts, and labor shortages have gotten progressively worse for the last decade. Equity efforts are also an area of need, according to Tapani. 

Van Kleunen called on Congress not to negotiate away the $100 billion investment in workforce training originally included in the Administration's American Jobs Plan to help provide those most impacted by the pandemic a chance at a fulfilling career. Citing a figure that 89% of voting Americans think that Congress needs to invest substantially in workforce training, Van Kleunen concluded that investments in workforce development are vital to economic recovery. 

In response to press questions, Chairman Scott expressed his belief that new workforce spending would be included in the final passage of the bill, but he is not approaching negotiations with any dealbreaker in mind. Sen. Klobuchar continued that the Senate’s focus is on a bipartisan infrastructure package, in addition to focusing on the budget reconciliation process. 

You can watch the full press conference at the House Education and Labor Committee’s YouTube channel. For more information on the ongoing budget reconciliation process, stay tuned to CTE Policy Watch.

Secretary of Labor Walsh Testifies Before Senate Appropriations Subcommittee

On July 14, Secretary of Labor Marty Walsh testified before the Labor, Health and Human Services, and Education Subcommittee of the Senate Appropriations Committee to discuss President Biden’s Fiscal Year 2022 budget request for the Department of Labor.

During the hearing, Secretary Walsh and several senators on the committee highlighted the importance of apprenticeships, as well as the need to improve access to them. Sen. Patty Murray (D-WA), Chairwoman of the Subcommittee, noted that apprenticeships lead to good-paying, high demand jobs, and emphasized that providing more funding for them will help improve access to apprenticeships for women and workers of color who are historically underrepresented in these programs – and subsequently, in the careers that they lead to.

Sen. Tammy Baldwin (D-WI) announced plans to soon reintroduce her apprenticeships legislation, the PARTNERS Act, that would focus on collaboration between smaller workplaces, technical colleges and workforce boards to help create apprenticeship programs.

Ranking Member Roy Blunt (R-MO) commended Missouri for its second-place rank nationally in active apprenticeships, and added that the state has a goal of having 20,000 active apprenticeships by 2025. Sen. Blunt asked how apprenticeships could be developed in industries like health care, cybersecurity or finance; Secretary Walsh responded that working with businesses to develop industry partnerships and create career pathways is just one way to accomplish that goal, but a great advantage of apprenticeships is that students are paid for their work while learning on the job.

Secretary Walsh concluded that retraining and reskilling workers must be a coordinated, bipartisan effort.

You can watch the full hearing on the Senate Appropriations Committee’s website.

Updated: Transportation, Distribution and Logistics Sector Sheet

Recently, ACTE updated its Sector Sheet on CTE’s role in developing the workforce for transportation, distribution and logistics (TDL) with the latest details on occupational demand, the role CTE plays in preparing the workforce for this sector, and descriptions of exemplary programs in TDL.  

The COVID-19 pandemic highlighted the importance of transportation, warehousing and related sectors, which employ nearly 15 million people – 9.8% of the labor force. Almost 500,000 jobs will be created within transportation and material moving this decade, with strong growth for flight attendants, recreational vehicle service technicians and motorcycle mechanics. Demand will also be high through 2028 for jobs driving and operating vehicles. Many of these occupations pay family-sustaining wages for those with a high school diploma as well as middle-skill workers with credentials below the bachelor’s degree level.

CTE programs are at the forefront of preparing individuals for careers in TDL. The School of Aviation at Irving High School in Irving, Texas, offers pathways in aviation science, aviation technology and drone engineering. More than 77 industry partners help ensure curriculum is up to date with the latest industry trends and create work-based learning experiences for students. In addition, students can earn college credits and industry-recognized credentials. On the postsecondary level, the Diesel Equipment Technology program at Copiah Lincoln’s Wesson Campus, part of the Copiah Lincoln Community College District, prepares students for a career in inspecting and repairing a variety of industrial equipment. Employer partners help to ensure that individuals are career ready through internships and scholarships as well as employment opportunities after graduation. Students in the Diesel Equipment Technology program are excelling with a 100% student completion rate and a 98% job placement rate.

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

House Workforce Development Subcommittee Hosts Hearing on WIOA Reauthorization and Youth Employment

On May 13, the House Education and Labor Subcommittee on Higher Education and Workforce Development held a hearing titled, "WIOA Reauthorization: Creating Opportunities for Youth Employment" to highlight the need to create and improve youth employment opportunities.

This was the first in a series of hearings the Committee has announced it will hold related to reauthorization of the Workforce Innovation and Opportunity Act (WIOA), last updated in 2014.

Broadly, the bipartisan subcommittee members emphasized the positive benefits of work-based learning programs. Rep. Mark Takano (D-CA) asked Chekemma Fulmore-Townsend of Philadelphia Youth Network about the benefits of internships and apprenticeships. Fulmore-Townsend noted that work-based learning can expand social capital for youth, help them give back to their communities and inspire them to realize their potentials. Fielding a question from Rep. Jamaal Bowman (D-NY), she also elaborated that young people in Philadelphia CTE programs are supported through the WorkReady summer program, and that students are connected to the industries that they are studying through programs like WorkReady.

Businesses have also struggled with the impact of COVID-19 on workforce development. Rep. Greg Murphy (R-NC) spoke with Deb Lindner of North Carolina-based Precor about her company’s hiring challenges and partnerships during the pandemic. Lindner said that her business is trying to recover, but they have had to restart programs with their partners because of downsizing and furloughs within the company. Lindner also emphasized the benefits of short-term Pell Grants.

Several Members of Congress also spoke with the witnesses about taxpayer support of workforce development programs, the costs and benefits of postsecondary education and student support efforts within their organizations. You can watch the full subcommittee hearing here.

As more information surrounding WIOA reauthorization becomes available, CTE Policy Watch will have the details.

ACTE Releases Report on CTE During and After COVID-19

While COVID-19 has led to many challenges for CTE over the past year, the pandemic has also created opportunities for experimentation and innovation in delivery of CTE programs and programs of study. ACTE’s latest publication, High-quality CTE During COVID-19: Challenges and Innovations, generously sponsored by MajorClarity, describes these challenges, shares examples of innovative practices, and provides recommendations for how CTE leaders can better prepare the post-COVID-19 workforce and embrace lessons learned during the pandemic.

In response to surveys fielded to ACTE members in January and February 2021, CTE professionals report that the biggest challenges they are facing during the 2020-21 school year are motivating and engaging learners and providing hands-on learning and lab hours. Providing work-based learning experiences and preparing students for industry certifications and other performance assessments are also significant challenges. And about one-fifth of CTE professionals identified internet/technology access and supporting special and underserved populations as major issues.

In addition to these delivery challenges, CTE administrators report significant enrollment declines in many CTE programs this year as well as possible funding declines and CTE instructor shortages in the years to come.

In the face of these challenges, CTE educators have risen to the moment with flexibility, creativity and perseverance. This report describes many innovative practices in CTE from the past year, including but not limited to:

• The outdoor CTE classroom at Rockbridge County High School in Lexington, Virginia, enabled students to complete performance assessments and check off competencies in an open-air, socially distanced setup.
• YouthForce Internship, a project of New Orleans-based YouthForce NOLA, developed virtual "consultancies" in which students worked together to solve a business problem identified by an employer.
• Adult nursing students at Assabet Valley Regional Technical School in Marlborough, Massachusetts, are gaining experience and earning clinical hours by administering COVID-19 vaccines.
• Kansas DECA is organizing virtual challenges to continue to develop students' technical, employability and leadership skills.
• High school students at the Teacher Academy of Renton School District 403 in Renton, Washington, have been working remotely one-on-one with elementary students who need extra emotional or academic support.

As COVID-19 moves into a new phase, CTE educators are considering how lessons learned from this past year can support teaching and learning that is more equitable, more flexible, more diverse in its delivery and more focused on competencies in order to meet an anticipated surge in demand for CTE programs that prepare youth and adults with the skills and credentials needed in the post-pandemic workforce.

To make the most of this moment, ACTE recommends that CTE leaders pursue the following recommendations, which are further elaborated in the report:

• Reassess labor market alignment
• Skill and reskill the workforce
• Commit to equity
• Embrace innovative tools and delivery models
• Develop and support CTE professionals
• Advocate for CTE

Research Round-up: Resources for College and Career Readiness Pathways and Measures, Data Quality and Use Policy Benchmark Tool, 2019 Digest of Education Statistics

Digest of Education Statistics Released: The Institute of Education Sciences released its Digest of Education Statistics 2019, a comprehensive compilation of statistical information for all levels of education. Included in the Digest are seven chapters, such as elementary and secondary education, postsecondary education, federal funds for education and related activities, and outcomes of education, among others. Here are some of the key findings from the report:  

• Between 2000 and 2018, the secondary dropout rate decreased from 10.9% to 5.7%.
• The number of Hispanic students enrolled in a postsecondary institution increased from 4% to 20% between 1976 and fall 2018. Also during this time, Black student enrollment at postsecondary institutions increased from 10% to 13%.
• Between 2009 and 2019, the percentage of 25- to 29-year-olds who completed at least high school increased from 89% to 94%, and the percentage who had completed a bachelor's or higher degree increased from 31% to 39%. 

Report on Work-based Learning for Communities of Color: The Aspen Institute released a report highlighting the benefits of work-based learning for people of color. The researchers investigated four organizations who engage young adults of color and employers to create and manage work-based learning opportunities. They also show how practitioners have tailored these experiences to meet the needs of the learners, as well as strategies to help employers develop, structure and support work-based learning opportunities. 

Data Quality and Use Policy Benchmark Tool Released: Advance CTE, in partnership with Education Strategy Group, released a new Career Readiness Data Quality and Use Policy Benchmark Tool. This tool is designed to assist state leaders in strengthening the quality and use of their career readiness data. Resources in the toolkit include: 

• A roadmap to navigate core elements of a high-quality career readiness data ecosystem; 
• Six case studies of best practices for improving data quality; 
• A needs assessment to evaluate policy and practice at the state or system level; 
• A strategic action plan for the effective collection and use of data and for addressing pressing data quality challenges; and 
• A repository with tools, templates and models to help with the implementation of the action plans. 

Resources for College and Career Readiness Pathways and Measures: A new report from the Alliance for Excellent Education describes the results of a national scan of graduation pathways that are currently in effect and shares how policymakers can create graduation pathways that are focused on rigor, quality, and equitable access and opportunity for all. The authors report that 29 states offer multiple pathways to a high school diploma but caution against offering too many pathway options, which can create confusion and inequities.  

The Alliance also released a collection of fact sheets, which evaluate three policy areas that states have used in advancing their career readiness efforts: high school graduation pathways, competency education policies and state accountability systems. Two of the key findings from this collection include: 

• 19 states offer career-focused graduation pathways, and of those 19 states, 17 states require students to show competency in order to complete the pathway, usually through a career-related assessment. 
• 35 states and D.C. include a college and career readiness indicator in their accountability systems; however, students only need to meet one college or career readiness measure to be deemed “ready.” According to the authors, this does not accurately capture readiness, which can lead to inequitable access to high-quality opportunities for college and career preparation.  

CTE Creates the Energy Workforce

ACTE has updated its Sector Sheet on CTE’s role in developing the energy workforce with the latest on labor market demand, talent shortages and exemplary CTE programs.  

The energy industry employs 7 million workers who help power our homes, offices, schools, hospitals, cars and more. The need for more efficient, diverse energy sources is fueling demand for occupations such as electricians, technicians, plant/field operators, lineworkers and engineers. In addition, clean energy jobs are some of the highest-paying occupations for people with less than a bachelor’s degree. However, 80% of clean energy employers report they are having trouble filling job openings with qualified candidates.

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

Research Round-up: Extending Pell Eligibility, Data on Prior Learning Assessment, Successful Strategies for a Prepared Workforce

Guided Pathways for Career and College Readiness: Guided pathways, a movement to redesign students’ journeys through postsecondary education to help achieve college completion and student success and to help close achievement gaps, is gaining momentum and is improving some student experiences, according to a new report from The Center for Community College Student Engagement. Approximately 300 community colleges used this program in the fall of 2019 as a tool to help students choose a program of study and prepare these students for college and career readiness. In the report, the researchers highlight that there are still several challenges with the programs, and understanding these gaps will help student achievement grow.

Benefits to Extending Pell Eligibility: The American Association of Community Colleges released a new report describing why community colleges should support extending Pell Grant eligibility to short-term programs. Researchers provide information on the financial benefits to students in both for-credit and non-credit short-term programs. Three case studies that focus on employment outcomes for short-term credentials in Virginia, Louisiana and Colorado are highlighted, as well as a case study in Iowa on the success of non-credit credentials, and a case study in Wisconsin on the financial benefit of short-term programs. 

Recommendations for Next Reauthorization of WIOA: Results for America encourages lawmakers to use data and other evidence to improve the outcomes for the national workforce system during the next reauthorization of the Workforce Innovation and Opportunity Act (WIOA), according to their new report, “Moneyball for Workforce Development”. To achieve their desired workforce outcomes, state and local governments need to use WIOA to regularly build, test and use data to know what is effective in WIOA grants and contracts; fund evidence-based interventions that have been proven to work; and ensure that evidence-based services are reaching unemployed and underemployed job seekers, current workers and businesses.

Measures of Holistic Success in Community College: Ithaka S+R released a new report, “Measuring the Whole Student: Landscape Review of Traditional and Holistic Approaches to Community College Student Success” and have found that traditional metrics of success for postsecondary institutions have not taken into account the various demographics of community college students nor their unique challenges. In the first report of the series, through the Holistic Measures of Student Success (HMSS) project, the researchers provide a review of how postsecondary metrics are prioritized, defined, quantified and used, and what is needed for a more holistic view to help identify and address gaps that students are experiencing at community colleges.

Labor Market Downturn Effects on Postsecondary Enrollment and Program Choice: A new report from the Education Finance and Policy journal uses the number of workers directly affected during mass layoffs as an indicator to define local labor demand during economic downturns and understand the effect on postsecondary enrollment and program choice. Some of the key findings in the report include an increase in two-year college enrollment, CTE course completion, and short-term certificates within previous mass layoffs. 

Lessons from Perkins IV in Oregon: Researchers studied participation and outcomes under Perkins IV in Oregon to help guide the implementation of the Perkins V updated state plan in a new report. Some of the findings show that participation and CTE concentrators increased overall, however, some disparities, such as by gender, economic disadvantage, special education status, and English learner status, persisted. CTE concentrators also were found to graduate from high school within four years at higher rates than non-concentrators, and had higher annual earnings. Based on these findings from Perkins IV, the researchers suggest recommendations for implementation of Perkins V to strengthen equity and access. 

Community Colleges Funding Shortfall: Community colleges receive $78 billion less than four-year colleges, according to a new report from the Center for American Progress. This gap in revenue makes it challenging for community colleges to have enough to spend on students’ success and wraparound services, even though the students going to community colleges have disproportionately higher needs and would benefit from more services provide by colleges, such as counselling and advising, child care and help with food and housing. The researchers encourage state and local officials to try and close the funding gap by providing equitable resources to two- and four-year institutions. 

Data on CTE Student Outcomes: A new report from the National Center on Education Statistics (IES) uses longitudinal data from graduates between 2012 and 2018 from Round Rock Independent School District in Texas to evaluate CTE student outcomes, including college enrollment, degree or certificate attainment, and employment, and the alignment between CTE programs and high-wage, in-demand career pathways. Graduation rates for students with one or more CTE study areas increased, and more than 80% of CTE graduates enrolled in a two- or four-year college or were employed within one year of graduating. The researchers also found over half of the CTE graduates completed course requirements that aligned with high-wage, in-demand career pathways.

Successful Strategies for a Prepared Workforce: The Southern Regional Education Board Commission on Strategic Partnerships for Work-Ready Students met to discuss promising practices to ensure students are prepared for the workforce. The Commission came up with 11 recommendations for states to adopt: 

• Strengthen business and industry partnerships in support of CTE.
• Prioritize funding to develop career pathways to in-demand jobs.
• Extend work-based learning to middle school.
• Include work-based learning in graduation requirements and school accountability ratings.
• Provide funding for compensation and liability for work-based learning placements.
• Provide funding for industry partnerships.
• Use incentives for employers to provide work-based learning opportunities.
• Increase wraparound services for career readiness.
• Utilize virtual solutions to expand work-based learning opportunities.
• Create a taskforce to identify, evaluate and approve industry certification examinations, technical skills assessments, dual credit courses and end-of-course assessments.
• Promote dual enrollment courses. 

Data on Post-College Outcomes for Graduates: Georgetown University Center on Education and the Workforce has released a report based on data from the Department of Education’s College Scorecard to evaluate post-college outcomes for students a year after graduation, including earnings by credential broken down by individual states, colleges and majors. On average, workers with more education earn more money in the first year of employment. However there is overlap in median earning ranges across all levels of education. More than a quarter of those with an associate degree earn more than the median earnings of those with a bachelor’s degree. As in earlier research on this topic, researchers found that the type of degree rather than the level of the degree can be a better indicator of potential earnings. 

New Data on Prior Learning Assessment: A new report from the Council for Adult and Experiential Learning and the Western Interstate Commission for Higher Education finds that students with prior learning assessment (PLA) credits are more likely to complete academic programs compared to students without PLA credits. Program completion increases to 49% for adult students across all demographics compared to 27% completion for students without PLA credit, and PLA credit saves students time and money. However, Black students, Pell Grant recipients and students who live in lower-income communities were least likely to have participated in PLAs. 

Kentucky’s FAME Program Case Study: Opportunity America and Brookings published a case study on Kentucky’s Federation for Advanced Manufacturing Education (FAME) program, which offers paid apprenticeships to students for credential attainment. Researchers explored the outcomes of FAME graduates, such as postsecondary enrollment and employment, and found that FAME graduates were more likely to complete their program of study compared to non-FAME participants. FAME graduates also had higher earnings both during their first year post-graduation and five years after graduation. Also included in the report are data from FAME graduates on the dimensions of the program that were most important to them.

Student Progress and School Quality on 2018-19 State Report Cards: Due to disruptions caused by the COVID-19 pandemic, the Data Quality Campaign decided to postpone the annual Show Me the Data 2020 report and instead looked at indicators of student progress and school quality provided in states’ 2018–19 report cards. The researchers insist that states must continuously provide transparent data to families and communities on their report cards by constantly evaluating the chosen data tool’s ability to meet the needs of the audience and provide clear, understandable information about school quality and student progress. Both progress and challenges that states are facing with their school report cards are highlighted in the report. 

New Web Tables from Postsecondary Institutions: The Integrated Postsecondary Education Data System has added new web tables including graduation rates for 2011-16, outcome measures for 2011-12, student financial aid in postsecondary institutions for 2018-19, and admissions in postsecondary institutions for fall 2019. Some key takeaways include: 21% of first-time, full-time students graduated in two years from a two-year postsecondary institution, 39% of first-time, full-time students graduated in four-years, and 44% of first-time, full-time students who received a Pell Grant completed a degree or certificate program. 

Pennsylvania CTE Funding Report: Pennsylvania Partnerships for Children released a report  on how CTE funding is structured in other states as well as recommendations for Pennsylvania to follow in order to be a leader in education for workforce preparedness. The report also recognizes the impact and challenges for CTE brought on by COVID-19. 

Top Five Competencies Sought by Employers: Georgetown University Center on Education and the Workforce released new data on employers’ top five in-demand competencies across the labor market. The top five competences were chosen out of 120 knowledge, abilities and skills and the ones that were the most important are communication, teamwork, sales and customer service, leadership, and problem solving and complex thinking. 

Research Round-up on Equity

Equity in Dual/Concurrent Enrollment: The College in High School Alliance has released another policy snapshot exploring state approaches to ensuring quality for dual/concurrent enrollment in high school programs. In order for states to provide early college courses in high schools, the researchers suggest using existing structures for oversight and regulation and adapt them to the dual or concurrent enrollment space, or create new requirements, such as program accreditation, to ensure students have access to quality college in high school programs.

Success Stories of Equitable Dual/Concurrent Enrollment Programs: A new report from the Community College Research Center examines nine dual enrollment programs in Florida, Ohio and Washington which have successfully closed or narrowed equity gaps among Black, Latino, Indigenous or Pacific Islander students in dual enrollment programs. Based on these case studies, the researchers provide five principles secondary schools and community colleges can use in their dual enrollment programs:

• Set a shared vision and goals that prioritize equity.
• Expand equitable access.
• Provide advising and supports that ensure equitable student outcomes.
• Provide high-quality instruction that builds students’ competence and confidence.
• Organize teams and develop relationships to maximize potential.

Tracking Measures of Success: To understand if states were collecting and reporting data on measures that would help students prepare for college and career success, Bellwether Education Partners researched whether states were tracking effective measures of success. In the report “College and Career Readiness, or A New Form of Tracking?” the researchers identified opportunities for and obstacles to career and college readiness, as well as highlighted states that were not reporting any measures, states that were tracking the most common measures, and states that were designing measures to ensure equity and discourage tracking of certain student subpopulations into particular career paths.

Racial Equity Through Social-Emotional Learning: The Committee for Children released a brief discussing strategies to promote racial equity through social-emotional learning policy. The researchers discuss different policy strategies to employ in K-12 education to promote racial equity in schools:

• Promote culturally responsive teaching. 
• Implement anti-racist education and Black studies.
• Incorporate trauma-informed approaches to education. 
• Reform school safety and discipline practices. 
• Diversify and support the educator workforce.

State Directors of Community Colleges’ Perceptions on CARES Act Funding: According to 38 state directors of community colleges who responded to a survey about CARES Act funding for higher education in 2020-21, most directors thought the additional CARES Act funding helped, even though they think community colleges will face financial hardship during this fiscal year, especially rural and regional colleges. A majority of directors think that more funding is needed to support and improve broadband access to address the equity issues in this area exposed by the pandemic, as well as more funding for counselling and advising and faculty training. 

Achieving Equity in Work-based Learning Programs: High-quality work-based learning opportunities can be used to advance equity and economic opportunity, according to a new report from Brookings, which ACTE contributed to. The researchers suggested three key elements for work-based learning programs:

• Positive relationships with adults that support growth and development.
• Social capital that provides information and contacts regarding employment.
• Work experiences that offer opportunities for hands-on learning and expose young people to new environments and expectations.

Space Mission Challenge for High School Students

The Department of Education has released a new national challenge, CTE Mission: CubeSat, to encourage high school students’ interest in STEM fields, and allow CTE students to build technical, creative and collaborative skills for careers in aerospace. This challenge calls for students to create CubeSat (cube satellite) prototypes, or satellites that aid in space research. Any secondary school that is eligible to receive funding under Perkins can participate in the challenge. Schools with students who are interested need to put together a team and submit a mission proposal, which consists of school information, a team profile, a project proposal and anticipated learning outcomes, and submit the proposal by October 16, 2020, at 5:59 p.m. ET.

In phase two of the challenge, up to five teams will be chosen to build a prototype between January and May 2021. Each team will be provided access to expert mentorships, as well as $25,000, satellite development, hardware and software kits. During this time, teams will also have to navigate COVID-19 challenges to ensure the safety of all those involved. 

Schools that are interested in participating are encouraged to attend a virtual information session on September 1, 2020, from 2:00-3:00 p.m. ET for an overview of the challenge and an opportunity to ask questions about the challenge and submission process.