CTE Policy Watch: A blog for CTE advocates

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.

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.