CTE Policy Watch: A blog for CTE advocates

Secretary Cardona and Rep. Joe Courtney (D-CT) Highlight Connecticut Manufacturing Programs

On January 14, Secretary of Education Miguel Cardona and Rep. Joe Courtney (D-CT) visited Ella T. Grasso Southeastern Technical High School and Thames River Magnet Elementary School in Groton, Connecticut, to highlight each school’s manufacturing programs. The programs are helping to meet workforce needs in eastern Connecticut and develop the next generation of highly-skilled workers across the state. In addition, the two policymakers reiterated the need for federal CTE and workforce development funding to train workers to do the in-demand jobs of the future. 

“Career [and] technical education is a priority for this administration. It's a priority for me,” Cardona told New London, CT’s The Day newspaper. 

At Grasso High School, 50% of students attending the manufacturing program have jobs lined up after they graduate, including one student who recalled being able to help their family replace a water heater on their own, saving time and money. Groton has expanded access to STEM courses across its public schools, as the district was recently awarded a Defense Education Activity grant from the Department of Defense to expand career pathways in STEM fields and health care. The school is also launching a co-op with nearby Fitch High School to send Fitch students to Grasso for after-school classes to earn credit. 

During the visit to Grasso, Rep. Courtney added to the conversation by explaining to students that their career paths and fields of study align with current and future workforce needs being seen across the country. Courtney cited the Infrastructure Investment and Jobs Act that was signed into law in November as just one example of a bill that will create jobs to be filled with skilled workers in in-demand fields, including electric vehicle technology, building technology and climate change. 

Grasso also hosts the Three Rivers Community College Manufacturing Apprenticeship Center, which provides training for secondary and adult learners. Students may take courses in machining, welding, electrical, mechanical, shipfitting, pipefitting, maintenance, design engineering, or in any customizable program that is designed to fit a local employer’s needs. 

Sec. Cardona and Rep. Courtney also noted that American Rescue Plan (ARP) funds are supporting programs like those at Grasso and at Thames River, helping Connecticut to serve as a model for the nation. Connecticut plans to spend $70 million in ARP funds on workforce development programs across the state.

Updated: Hospitality and Tourism Sector Sheet

Recently, ACTE updated its Sector Sheet on CTE’s role in developing the hospitality and tourism workforce with current labor market projections, descriptions of how CTE prepares the workforce for this sector, and examples of exemplary programs in hospitality and tourism.

Jobseekers in hospitality and tourism are increasingly in demand as the economy recovers and COVID-19 travel restrictions ease. In fact, the overall industry is projected to grow much faster than average and will add over 2.3 million new jobs by 2030. With prior experience and some postsecondary education, these occupations can pay well above the national median wage. For instance, food service managers and lodging managers make nearly $57,000 annually.

CTE programs are leaders in preparing youth and adults for careers in hospitality and tourism. One example of this on the secondary level is the ProStart® program at William Penn High School in New Castle, Delaware, which features the state’s only U.S. Department of Agriculture-endorsed Farm-to-School program. Students harvest produce on Penn Farm and turn fresh ingredients into seasonal dishes to serve at the student-run Penn Bistro. Learners can earn credentials such as ServSafe® and after graduation, many have continued their education at institutions like the Culinary Institute of America. On the postsecondary level, the Hospitality Management program at Kirkwood Community College in Cedar Rapids, Iowa, allows students to gain hands-on experience by managing a full-service hotel. Learners rotate through various departments within the hotel and are mentored by industry professionals. Upon graduation, students earn an Associate of Applied Science degree in Hospitality Management and ServSafe® Manager certification.

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

House Small Business Subcommittee Holds Hearing on Community College Pipeline

On November 4, the House Committee on Small Business convened a hearing to discuss the role of community colleges and other postsecondary CTE centers in the COVID-19 recovery effort and in addressing labor shortages.  The hearing, held by the Subcommittee on Innovation, Entrepreneurship, and Workforce, featured experts ranging from community college leaders to electricians to weigh in on important subjects such as the need for increased funding, marketing and outreach to future students, and the student supports necessary for them to access and complete educational programs. Subcommittee Chairman Rep. Jason Crow (D-CO) and Ranking Member Young Kim (R-CA) each shared the sentiment along with the witnesses that CTE is a key part of the economic recovery effort from the pandemic, as well as a key factor in addressing ongoing labor shortages. 

Dr. Anne Kress, President of Northern Virginia Community College, highlighted the success of Virginia’s FastForward program in providing increased access to short-term certificate and industry credential programs. Not only has this program benefited students by removing financial barriers to accessing CTE, local employers now partner with FastForward to ensure that program options line up directly with the needs of the local labor market. She also cited the multitude of American workers looking to community colleges to help them skill, reskill and upskill, including across dozens of career pathways in automotive technology, welding and more among Northern Virginia’s skilled workforce. Similarly, Mr. Joe Garcia, Chancellor of the Colorado Community College System, addressed the need for Congress to expand Pell grants to short-term, high-quality CTE programs. Both Dr. Kress’s and Mr. Garcia’s testimonies reinforced the importance of passing the JOBS Act, a bill which ACTE actively supports, to expand Pell grant eligibility to short-term, high-quality CTE programs.  

Mr. Garcia also stressed the need for CTE programs to receive the investments needed to operate effectively and without financial loss. Given the high-tech nature of many cutting-edge CTE fields, Mr. Garcia explained to the subcommittee that advanced equipment and smaller class sizes require more investments for these programs in cutting-edge fields to be successful. Many colleges, he mentioned, have found creative ways to partner with the private sector in order to provide both space and equipment for these courses.

House Appropriations Defense Subcommittee Holds Hearing on Defense Workforce

On October 26, the Defense Subcommittee of the House Appropriations Committee held a hearing to discuss workforce development and the Department of Defense. 

Several members of the subcommittee highlighted the need for high-quality CTE programs to help prepare the future of the defense workforce. Reps. Tim Ryan (D-OH) and Marcy Kaptur (D-OH) both asked the witnesses how CTE can combat the shortage of skilled workers in the defense industry. 

Xavier Beale, vice president of trades for Newport News Shipbuilding, Huntington Ingalls Industries, noted the importance of early exposure to career opportunities and exploration. He added that schools across Virginia have implemented career connections programs to engage middle school students with welding and robotics equipment, putting them on the path to think about pursuing CTE in high school and diversifying the skilled trades workforce. 

“If students are going to choose to enter CTE training programs in high school, they need to be exposed to and sold on these career pathways as early as middle school,” said Beale. 

Hawk Carlisle, president and CEO of the National Defense Industrial Association (NDIA) emphasized that CTE is too often overlooked as a way to create career pathways into the defense industry. Carlisle called for expanding apprenticeship opportunities to help increase interest in defense manufacturing programs. 

William Bonvillian, MIT Lecturer, summed up the difficulties faced in workforce education and development:

• Workforce education has faced disinvestment by government and employers. Despite the growing workforce needs, workforce spending by both has been in decline. 
• Few federal programs reach higher technical skills and incumbent workers. We need to upskill and reskill the current workforce.
• Community colleges are underfunded.
• Colleges and universities are disconnected from workforce education. 

“We have a disconnect between work and learning,” said Bonvillian. “We have school on one side and work on the other, but few clear routes from school to job. They are disconnected.” 

Dr. Jose-Marie Griffiths, president of Dakota State University, pointed to stackable, industry-recognized credentials as another way to rapidly skill, reskill and upskill workers to fill open positions in the defense industry. 

ACTE recently updated its Sector Sheet on the aerospace and defense industries. ACTE’s Sector Sheet series is generously sponsored by Pearson. 

You can watch the full hearing here.

Updated: Arts, Media and Entertainment Sector Sheet

Recently, ACTE updated its Sector Sheet on CTE’s role in developing the arts, media and entertainment (AME) workforce with the latest labor market projections, how CTE prepares the workforce for this sector, and examples of exemplary programs in AME.

The U.S. AME industry is the largest AME market in the world and is growing rapidly in states across the nation. Nationwide, employment in AME is projected to grow faster than average and will add almost 290,000 new jobs by 2030. The fastest-growing occupations in this field include jobs for film and video editors and camera operators as well as jobs for actors. Accelerating interest in digital media and the expanding gaming industry will fuel demand for occupations like special effects artists and animators.

CTE programs are leaders in preparing youth and adults for careers in AME. One example of this on the secondary level is the Arcata Arts Institute at Arcata High School in Humboldt County, California, which features a Visual Arts program with a unique community-based curriculum. Students enroll in Master Classes taught by local artists, and Humboldt County regularly invites students to showcase their work at county arts events. Another example is the Digital Career Training program at Metro Technology Centers in Oklahoma City, Oklahoma, which is taught by an award-winning short film producer and offers courses to high school and adult learners in cinematography, animation and website design. The state’s largest annual film festival, deadCenter Film Festival, invites students to work with local film directors to create short films and gain hands-on experience with virtual reality, computer-generated imagery and stop motion animation.

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

Updated: Financial Services Sector Sheet

This fall, ACTE has updated its Sector Sheet on CTE’s role in developing the workforce for the finance sector with current labor market information, descriptions of how CTE prepares individuals for careers in financial services, and examples of exemplary programs in finance.

The U.S. economy is rapidly evolving and employers in financial services are seeking an adaptable workforce that can respond to industry changes. Employment in business and financial services is predicted to grow faster than average and will add more than 476,000 new jobs by 2029. These occupations can pay well above the national median wage, including jobs that require education below the bachelor’s degree level. For example, insurance sales agents earn more than $52,000 annually, on average, while claims adjusters, appraisers, examiners and investigators make $68,000 – more if they work for the federal government.

CTE programs are at the forefront of preparing individuals for financial services careers. On the secondary level, the Academy of Finance at Como Park Senior High School in Saint Paul, Minnesota, offers a rigorous, cohort-based program. The academy, which received Advance CTE’s Excellence in Action Award in 2019, includes extensive work-based learning opportunities such as the on-campus Hiway Federal Credit Union branch. Students can receive up to 16 college credits as well as a business certificate from Saint Paul College. On the postsecondary level, the Applied Finance Institute at Metropolitan Community College (MCC) in Nebraska gives students access to high-demand credentials in the field of finance. In 2020, the Applied Finance Institute began offering a financial counseling certificate program, making MCC the first community college in the nation to provide a pathway to becoming an Accredited Financial Counselor®. All programs at the Applied Finance Institute offer opportunities for students to stack credentials or articulate to an Associate in Applied Science degree in Business Administration.

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

Updated: Law, Public Safety, Corrections & Security Sector Sheet

ACTE has recently updated its Sector Sheet on CTE’s role in developing the workforce for the law, public safety, corrections and security (LPSCS) sector with up-to-date labor market information, descriptions of how CTE prepares the workforce for this sector, and examples of exemplary programs in LPSCS.

The LPSCS Career Cluster® incorporates many occupations that support the U.S. criminal justice system and the myriad of professionals who assist in emergencies such as natural disasters. More than 20,000 new firefighters will be needed across the nation, particularly in the west, as fire seasons lengthen. In addition, more than 40,000 police officers and detectives – who typically earn more than $67,000 per year plus benefits – will be needed by 2029. Demand for legal services will drive the need for paralegals and legal assistants, with job opportunities increasing much faster than average. In addition, the greater use of technology in legal and protective services will also fuel job growth for forensic science technicians and drone operators.

CTE programs are taking the lead in preparing people for LPSCS careers. On the secondary level, Waipahu High School in Honolulu offers the Law and Justice Administration Pathway to introduce students to careers in law enforcement, legal services and forensics through hands-on learning and coursework in criminal justice and public safety. In partnership with the FBI Honolulu Division’s Adopt-a-School program, the academy provides a two-day immersive field exercise called PROVE – Practical Observation and Vocational Experience. PROVE tasks students with interviewing witnesses, sketching crime scenes and gathering comprehensive notes to solve a mock multi-jurisdictional criminal investigation. On the postsecondary level, the Paralegal Studies program at Cuyahoga Community College (Tri-C) in Cleveland prepares students to serve as paralegal professionals with American Bar Association-approved coursework. Learning extends beyond the classroom to practicums where students gain experience in a legal office, corporate legal department or public defender’s office. Tri-C’s program offers courses in various paralegal specialty areas such as employment law, immigration law, criminal law and family law along with a variety of certificate and degree options.

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

Updated: Biosciences Sector Sheet

ACTE recently updated its Sector Sheet on CTE’s role in developing the biosciences workforce with current labor market projections, information about how CTE prepares the workforce for this sector, and examples of exemplary programs in the biosciences.

The biosciences field has been absolutely critical to combatting COVID-19, and a continued demand for research and development of treatments and vaccines for infectious diseases will drive a projected rise in employment. The sector expanded its workforce in 2020 and opportunities for lab technicians are expected to grow by at least 9% through 2029. In addition, the pharmaceutical and medicine manufacturing sub-sector is projected to grow its workforce by about 19% through 2029 owing to production of vaccines and other pharmaceuticals.

CTE programs are at the forefront in preparing youth and adults for bioscience careers. On the secondary level, Carlmont High School in Belmont, California, is home to the Biotechnology Institute, a three-year, cross-curricular small learning community. The biotechnology coursework culminates in a college-level biomanufacturing course in which students follow the path of a drug from inception to a final, marketed product. In addition, learners interact with biotechnology professionals through guest speakers, industry tours, mentorships and job shadowing. On the postsecondary level, InnovATEBIO is a National Science Foundation-funded initiative that is developing the biotechnology technician workforce. It assists 119 community college programs in 38 states with curriculum, professional development and other supports. In addition, InnovATEBIO builds bridges across the biotechnology workforce pipeline through relationships with industry leaders, four-year colleges and K-12 schools.

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

Engaging Families & Communities in CTE

ACTE’s latest publication, Engaging Families and Communities to Support Special and Underserved Populations in CTE, describes strategies for communicating with, collaborating with and supporting CTE learners’ families and communities, particularly for learners and communities who have been historically underserved.

Research has demonstrated that family and community engagement in education has short- and long-term benefits related to program quality and learner success. In addition, stakeholder engagement is a major theme and required component of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). In response to these requirements and the evidence of the benefits of stakeholder engagement, local CTE programs and career development initiatives are deepening their connections with representatives of special and underserved populations such as family members and community groups to improve CTE programs, better serve students and help communities in need.

This publication describes general strategies for engaging families and communities, more specific strategies aimed at breaking down barriers to engagement for particular special and underserved population groups, and examples of CTE and career development programs doing promising work in this area, including:

• PrepareRI ambassadors (Rhode Island)
• Clark County School District’s #GirlsinSTEM #GirlsinTech initiative (Nevada)
• FBI Adopt-a-School program and Waipahu High School (Hawai’i)
• Monument Valley High School’s Veterinary Science program (Arizona)
• Butler Technology and Career Development Schools’ Project LIFE® program (Ohio and replication sites nationwide)

Updated: U.S. Military & Veterans Sector Sheet

This August, ACTE has updated its Sector Sheet on CTE’s role in developing future service members for the U.S. military and helping veterans succeed in the civilian workforce. This Sector Sheet features details about military occupations and earnings, information about how CTE prepares people with the skills needed in the military, and examples of exemplary programs that prepare future service members and veterans for the next stage in their education and career pathways.

Each service branch – the Air Force, Army, Coast Guard, Marine Corps, Navy and Space Force – continually seeks new recruits, as service members are promoted through the ranks, retire or leave the military. There are hundreds of different occupations across a variety of Career Clusters for enlisted personnel, who comprise 82% of the Armed Forces, and for officers. In-demand occupations vary across branches and over time, but STEM jobs often top the list.

CTE can help prepare people for careers in the military and for life after they complete their service. On the secondary level, Junior Reserve Officers’ Training Corps (JROTC) programs such as Army JROTC foster leadership skills in high school students, whether or not they choose a career path in the military. In Alabama’s Mobile County Public School System, Director of Army Instruction retired Lt. Col. Robert F. Barrow has been recognized by the Army for helping to bring JROTC under the state’s CTE umbrella and for incorporating more emphasis on STEM education in JROTC through the VEX Robotics program and an annual STEM Leadership Academy. On the postsecondary level, Central Community College (CCC) in Nebraska has been recognized frequently by the Military Times as a top two-year college in the nation for veterans. CCC operates a Veterans and Military Resource Center at four campuses, providing services for learners who are veterans and current service members that range from the practical logistics of enrollment and financial aid to counseling and peer support.

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