CTE Policy Watch: A blog for CTE advocates

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.  

Updated: Aerospace & Defense Sector Sheet

Recently, ACTE updated its Sector Sheet on CTE’s role in developing the aerospace and defense workforce for 2021 with current labor market projections, information about how CTE prepares the workforce for this sector, and examples of exemplary programs in aerospace and defense.

The U.S. aerospace and defense industry is a global leader in the development and operation of air, space and defense systems, creating products and services that support commercial businesses and the Armed Forces. More than 60,000 jobs are expected by 2036 in large unmanned systems, and the Federal Aviation Administration projects that remote pilots will outnumber traditional instrument-rated pilots in the next few years. Also needed are IT experts to develop, maintain and protect national security and commercial systems, along with workers with expertise in additive manufacturing (3D printing) and aviation maintenance technicians.

CTE programs are at the forefront in preparing youth and adults for aerospace and defense careers. On the secondary level, 50+ high schools and skills centers across Washington state have partnered with Boeing to implement the company’s Core Plus curriculum that includes foundational manufacturing skills and aerospace-related courses such as fiber optics, advanced composites and robotics. Core Plus Aerospace provides students with opportunities to receive an industry-backed certificate of competency and participate in a paid internship. On the postsecondary level, Mountain Empire Community College (MECC) offers an unmanned aircraft systems (UAS) program to develop the workforce for 94 aviation-related companies in the region. The program has grown to include an associate degree program and two Career Studies certificate programs in the field of smart farming, which explores how drones and other technologies can tackle agricultural challenges. The MECC UAS program has a 94% pass rate for the FAA Small Pilot Certificate.

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

Updated: AFNR Sector Sheet

ACTE has released an updated Sector Sheet for 2021 on CTE’s role in developing the workforce for agriculture, food and natural resources (AFNR) with the latest labor market projections, descriptions of how CTE prepares the workforce for this sector, and examples of exemplary programs in AFNR.

The AFNR sector is a critical part of the U.S. economy that produces the nation’s food supply, supports healthy plants and animals, and protects our environment and natural resources. Farming, food processing, forestry, fishing and related activities employ 5.6 million individuals. The fastest-growing occupations in this diverse sector include veterinary technician jobs, which are expected to grow by 16% through 2029, and jobs for environmental science and protection technicians, which are projected to grow by 8% during the same period.

CTE programs have taken the lead in preparing people for careers in AFNR. On the secondary level, the Mishicot High School plant science program has evolved from a single plant science class to a full program of study with the help of more than 30 local businesses. The program offers learners the opportunity to earn up to nine college credits in plant science, earn industry certifications in plant science and floral design and apply for a paid apprenticeship program in agronomy or horticulture. On the postsecondary level, students in the Itasca Community College Natural Resources program gain knowledge and skills in the management and protection of forest resources as well as an understanding of the relevant social, economic and environmental issues. A shared campus with the U.S. Department of Agriculture (USDA) Forest Service–Northern Research Station and the University of Minnesota North Central Research and Outreach Center means that learners have 500 acres available for study.

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

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.