CTE Policy Watch: A blog for CTE advocates

Department of Health and Human Services Holds Early Childhood Workforce Development Webinar

On May 25, the Department of Health and Human Services’s Office of Early Childhood Development, within the Administration for Children and Families (ACF), hosted a webinar with the Department of Labor and the Department of Education to highlight approaches to utilizing registered apprenticeships to support the child care and early childhood education workforce. 

Randi Wolfe, executive director of Early Care & Education Pathways to Success (ECEPTS) described ECEPTS’s commitment to the apprenticeship model.  

“We don't have the option of failing our apprentices,” said Wolfe. “We don't have the luxury of high rates of attrition given the crisis level shortage of workers across the country. Our newest innovation is our Community of Practice Institute, through which we train and support a cohort of eight to 10 community-based partnerships to design, develop and implement new registered apprenticeship programs, providing a model of how to efficiently and effectively expand apprenticeship across an industry.” 

Pamm Shaw, strategic funding and partnerships director for YMCA of the East Bay in northern California, discussed the pathways available to workers in early care and childhood education. 

“We have head start, early head start, early head start childcare partnerships, a preschool, as well as state funding. People do not come in and expect to just get 12 units in early childhood and an associate teacher permit, which is the California state requirement for the classroom. They expect to come in and get their MBA degrees, and we strongly encourage that.” 

Dr. Barbara J. Cooper, secretary of the Alabama Department of Early Childhood Education, noted Alabama’s ongoing efforts to support early childhood workforce development. 

“Our early childhood educator apprenticeship has helped to increase the quality of care in the early childhood setting by creating these opportunities to upscale our incoming workers and articulate coursework seamlessly between the community colleges and universities.” 

You can watch the full webinar here.

The Landscape of Career Readiness in the United States: A State-level Analysis

The Coalition for Career Development Center (CCD Center) recently released their inaugural Condition of Career Readiness in the United States report, which
summarizes state-level progress toward a nation in which young adults are both college and career ready. This blog post will outline the report’s key findings related to career readiness policies, investments and outcomes.

Career Readiness Policies: To measure the quality of states’ career readiness policies, the CCD Center performed a policy analysis focused primarily on states’ personalized and academic plans (PCAP). The report found that 30 states have high-quality PCAP policy language and guidance. Additionally, 36 states identify PCAP standards or curriculum for districts and schools, and 32 offer PCAP-related professional development opportunities. However, only 20 states have identified funding to support PCAP implementation and even fewer states provide students with free access to a PCAP technology platform.

Career Readiness Investments: Complementing prior research with their own, the CCD Center examined states’ career advising, postsecondary readiness and work-based learning policies to measure career readiness investments. In addition to other indicators, researchers examined Perkins V state plans and CTE concentrator rates as part of their analysis. They concluded that 24 states identified career advisement strategies in their Perkins V state plans, primarily on the secondary level, while more than half of states are using Perkins funds to support work-based learning opportunities. Their analysis also found that, across the nation, 42% of CTE participants on average were gaining the required credits to be considered a CTE concentrator in 2020, with a very wide range in variation across states: from 5% to 83%.

Career Readiness Outcomes: Lastly, the report analyzed high school completion, postsecondary engagement, wages and youth not involved in education or the workforce to assess state-level career readiness outcomes. Researchers found that, in nearly every state, 90% or more of CTE concentrators graduated high school in 2018. In the same year, on average, 84% of CTE concentrators immediately entered postsecondary education, the military or the workforce after graduation, with state-level variations between 45% and 100%.

The report includes an abundance of state and local examples of career readiness policies and programs and details five steps that states can take to improve career readiness: prioritizing career planning, expanding access to career advising, increasing work-based learning opportunities, providing access to career development technology and ensuring accountability when measuring career readiness.

ACTE Senior Director of Public Policy Alisha Hyslop contributed to the development of this report.

Employment and Training Administration Hosts Advisory Committee on Apprenticeship Meeting

On May 17, the Department of Labor’s Employment and Training Administration (ETA) hosted a meeting featuring stakeholders focused on how to expand access to apprenticeships. 

Amy Kardel, senior vice president for strategic workforce relationships at the Computing Technology Industry Association (CompTIA), discussed industry engagement in new and emerging sectors, where several recommendations and best practices were highlighted:

• The Department of Labor should not require established intermediaries that meet predetermined quality and performance criteria to reapply for grants if they continue to meet the criteria. 
• The Department of Labor should coordinate efforts and resources to ensure that apprenticeship development and expansion in new and emerging sectors sufficiently incorporates technology and technology skills. 
• The apprenticeship system needs to address challenges unique to the technology sector (e.g., relying on contingent or contract workforces; challenges resulting from technology workers operating remotely).

Noel D. Ginsberg, CEO of Intertech Plastics, Inc. presented on pre-apprenticeship and youth apprenticeships, noting the importance of two key points:

• prioritizing employers and registered apprenticeship programs that invest in pre-apprenticeships 
• more intentional coordination of CTE pre-apprenticeship efforts and funding between the Departments of Education and Labor 

The Advisory Committee on Apprenticeship provides advice and recommendations on issues related to registered apprenticeships. The committee seeks to align apprenticeship opportunities with education and workforce systems, leading to more equitable access for all workers to participate and succeed in the national apprenticeship system and the expansion, modernization and diversification of apprenticeships in new industries. 

You can view a full list of the committee’s resources here.

House Appropriations Committee Holds Hearing on Department of Labor FY23 Budget Request

On May 17, the House Appropriations Committee's Subcommittee on Labor, Health and Human Services, Education, and Related Agencies held a hearing with Secretary of Labor Marty Walsh to discuss the Fiscal Year (FY) 2023 budget request for the Department of Labor. This hearing followed Education Secretary Cardona appearing before the Subcommittee a few weeks ago.  

Secretary Walsh highlighted the Biden Administration’s workforce initiatives, such as the Department’s trucking apprenticeship challenge, registered apprenticeship programs and grants, and the Good Jobs Initiative. 

In response to a question from Rep. Josh Harder (D-CA), Secretary Walsh highlighted the importance of community colleges in developing the career interests of young people. “We have an opportunity to get them into innovative careers,” said Secretary Walsh. “We have to meet young people where they are at.” 

Rep. Brenda Lawrence (D-MI) asked about upskilling, particularly in the automotive industry and technology sectors. Secretary Walsh responded, “We need to do a better job, whether it is through pathways to apprenticeships or workforce development programs, of making investments in American workers.” 

Additional topics of discussion included the ongoing baby formula shortage, unemployment insurance, wage theft legislation, immigration reform, equity and expanding access to jobs for historically underrepresented populations, such as women and people of color. 

You can watch the full hearing at the link above.

Cabinet Officials, Members of Congress Visit Workforce Development Programs

On May 2, Members of Congress and Cabinet officials visited workforce development programs in Virginia to highlight the importance of investing in in-demand career training programs.

Secretary of Education Miguel Cardona and CTE Caucus Co-Chair Sen. Tim Kaine (D-VA) visited Reynolds Community College and Armstrong High School in Richmond, Virginia, on Monday to speak with students enrolled in various CTE programs.

Secretary Cardona and Sen. Kaine also met with leaders of Richmond’s Teacher Residency Program, which aims to recruit and retain teachers to serve in high-need fields and schools. At the completion of the program, students will receive a graduate degree from Virginia Commonwealth University and will teach in Richmond Public Schools.

In addition, Rep. Bobby Scott (D-VA) and Secretary of Labor Marty Walsh visited Thomas Nelson Community College and The Apprentice School in Newport News, Virginia, where they held a roundtable with students, higher education officials and local business leaders to discuss the importance of workforce development programs.

Rep. Scott noted the importance of registered apprenticeships to the Newport News Shipyard and other shipbuilders in Virginia.

Several Members of Congress have visited workforce development programs and CTE schools in recent weeks, including Sen. Rob Portman (R-OH), Rep. Antonio Delgado (D-NY) and Rep. Fred Keller (R-PA).

Department of Labor Employment and Training Administration Holds Webinar on Youth Apprenticeship Access in Rural Areas

On April 28, the Department of Labor’s Employment and Training Administration held a webinar to discuss youth access to apprenticeships in rural communities across the country, highlighting examples of successful partnerships in several regions.

Vanessa Bennett, associate director of Jobs for the Future (JFF)’s Center for Apprenticeship & Work-Based Learning and Amy Haden, director of the Deep East Texas College & Career Academy, discussed their work and findings with apprenticeships related to rural east Texas.

JFF and DETCCA found that:

• Investments in transportation and digital access are essential for success.
• Place-based strategies and solutions are critical for rural areas.
• Work-based learning is an effective entry point into registered apprenticeships.

DETCCA partnered with local workforce boards and Texas’s Office of Apprenticeship to become a registered apprenticeship sponsor, integrated pre-apprenticeship and registered apprenticeship into DETCCA programs, provided training to employers and community partners on apprenticeship and expanded partnerships with Chambers of Commerce, business groups and industry.

Zach Boren, Bhavani Arabandi and Jacqueline Rayfield of the Urban Institute discussed recommendations to advance apprenticeships for rural youth. The recommendations included:

• establishing apprenticeship coordinators
• advancing group (multiple employer) apprenticeships
• addressing the digital divide
• improving transportation (for youth) in the rural landscape

The team from the Urban Institute also addressed Iowa’s High School Apprenticeship Initiative, which is one example of a state program that has taken these recommendations to scale. The program has occupational focuses in manufacturing, welding, health care, child care and information technology, with approximately 40 high schools as sponsors of apprenticeship programs with nearly 100 employers in one- to two-year apprenticeships.

You can view the full webinar and supporting materials by creating an account on the WorkforceGPS website and visiting the Events tab.

Department of Labor CTE-Related Grant Opportunities

The Department of Labor currently has several open competitive grant opportunities for CTE stakeholders to apply for and obtain funding. We’ve reported on many of these grants as they were announced, but wanted to provide them here again all in one place! Here is a rundown of the available grant funding opportunities in order of soonest closing date: 

• Pathway Home 3 
  Designed to support justice-involved individuals and incarcerated adults, this grant closes on April 19, 2022. Eligible entities include re-entry organizations, employers, faith and community-based organizations, unions, nonprofit entities, state and local governments, Tribal governments and public institutions of higher education. Apply for the grant here.

• Growth Opportunities
  For this grant, grantees will need a violence prevention partner with significant experience in culturally competent outreach to individuals with a high risk of committing violence. The goal is to interrupt the cycle of violence. Eligible entities include labor organizations/unions, Native American Tribal organizations and governments, local governments, nonprofit entities and faith and community-based organizations. This grant closes on April 21, 2022. Apply for the grant here. 
   
• Workforce Pathways for Youth 
  These grants will fund national Out of School Time (OST) organizations that serve historically underserved and marginalized youth ages 14 to 21. These grants will place an emphasis on age-appropriate workforce readiness programming to expand job training and workforce pathways for youth, including soft skill development, career exploration, job readiness and certification, summer jobs, year-round job opportunities and apprenticeships. This program aims to also support partnerships between workforce boards and youth serving organizations and establish lasting connections and partnerships with state and local workforce partners to introduce youth to career-related services. This grant closes on April 25, 2022 and is open to nonprofit entities. Apply for the grant here.

• Apprenticeship Building America Grant Program 
  This grant emphasizes partnerships with employers and labor organizations in high-demand, critical industries, including those in the supply chain. The grant will focus on four categories: state apprenticeship system building and modernization; expansion of registered apprenticeship opportunities for youth; ensuring equitable apprenticeship pathways through pre-apprenticeship and registered apprenticeship hubs. Eligible entities include labor organizations/ unions, state and local governments and workforce boards, Tribal governments and organizations, nonprofits, for-profit organizations other than small businesses, public and private higher education institutions, HBCUs, MSIs, school districts, alternative high schools and faith and community-based organizations. This grant closes on April 25, 2022. Apply for the grant here. 
   
• WIOA Indian and Native American Programs - Employment and Training Grants 
  This grant is tailored specifically to Tribal governments and organizations. The funding will be used to help eligible Indians and Native Americans, Alaska Natives and Native Hawaiians with employment, financial assistance for education and training, and other supportive services. Native American, Alaskan and Native Hawaiian organizations, as well as Native American, Alaskan and Native Hawaiian Tribal governments are eligible to apply. This grant closes on May 6, 2022. Apply for the grant here.
   

• Strengthening Community Colleges 
  This grant will focus on accelerated learning strategies that support skill development, rapid reskilling and employment through targeted industry sectors and career pathway approaches. Eligible applicants include community colleges that are public institutions of higher education, or consortia, including Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities, Hispanic-Serving Institutions, and Asian American and Native American Pacific Islander-Serving Institutions. This grant closes on June 2, 2022. Apply for the grant here.

If you have any questions about these grants, contact ogm@dol.gov for general questions or contact the primary point of contact listed on each grant application.

Senate HELP Committee Holds Hearing on Workforce Development

On February 15, the Senate Health, Education, Labor and Pensions (HELP) Committee held a hearing titled, “Supporting Quality Workforce Development Opportunities and Innovation to Address Barriers to Employment.” Four witnesses testified about their workforce development strategies and recommendations to confront the nation’s skills gap. 

Melinda Mack, Executive Director of the New York Association of Training and Employment Professionals. noted the importance of Workforce Innovation and Opportunity Act (WIOA) in New York, where half a million New Yorkers utilize resources like American Job Centers. Mack added that childcare, transportation, access to career navigation and case management, and continued access to benefits like Temporary Assistance for Needy Families (TANF) and Supplemental Nutrition Assistance Program (SNAP) are key to worker success in job training programs. 

In response to business demand, the local workforce board in the rural Southern Tier of New York, the regional adult education provider and a state-funded workforce intermediary partnered with four local businesses to design an accelerated machining training program. The program invested WIOA funding to provide individualized case management to ensure workers could navigate the program and access public resources to support childcare needs. 

Peter Beard, Senior Vice President for Regional Workforce Development - Greater Houston Partnership, observed that in Houston, upskilling appears to be more effective when provided in the context of an individual’s current employment, in part because the additional skills workers obtain are generally context specific. 

Sen. John Hickenlooper (D-CO) noted that there are opportunities for workers to pursue postsecondary and apprenticeship programs if they wish, and that engaging learners and parents in career exploration is extremely beneficial. “Ultimately, more career exposure is necessary to make sure we are getting through to adults and parents, because many don't know what exists in their region. [Showing] them the facilities makes a huge difference.” 

Ashli Watts, President and CEO of the Kentucky Chamber of Commerce, said, “We hear the rhetoric that college is not for everyone. What we should be saying is that something past high school is for everyone. In Kentucky, we are looking at Union Scholarship dollars so children can go to the pathways that we need for the logistics and manufacturing sectors. We are completely aligned. In Kentucky, our system has been at the forefront of making sure we have the students that are going to meet the needs of our employers in Kentucky.” 

Sen. Tim Kaine (D-VA) added that the JOBS Act, which would expand Pell Grants to short-term postsecondary programs, would help solve or address several of the workforce barriers that the witnesses addressed. 

Each witness emphasized the need to support sector-based training models and industry or sector partnerships to bring businesses of all sizes together with education providers. These partnerships would increase employment opportunities for workers, as well as support learning on the job, including through work-based learning, apprenticeship, and incumbent worker training. You can watch the full hearing here.

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.