CTE Policy Watch: A blog for CTE advocates

Changes to College Scorecard Announced

On May 21, Secretary DeVos announced that improvements have been made to the College Scorecard, the Department of Education’s consumer-facing postsecondary outcome research tool. Among the improvements is more comprehensive information about student graduation rates, now including part-time and transfer students in some calculations. In the past, graduation rates were only provided for first-time, full-time students, who make up only a small percentage of students at some postsecondary institutions, like community and technical colleges.

New information has also been added for approximately 2,100 non-degree-granting institutions that participate in federal financial aid programs, including many area CTE centers. About 3,700 degree-granting institutions were included previously. And finally, the Department is releasing preliminary information on student loan debt by postsecondary program (previous information on loan debt was only available at the institution level). Researchers have been cautioned that this information is still under review by colleges though, and could be adjusted.

In announcing these chance, Sec. DeVos said, "We committed to students that we would continually improve the College Scorecard so that they could access relevant, accurate and actionable data as they make decisions about their education after high school. The updates released today are another step in fulfilling that promise. We look forward to seeing how students, parents, institutions and researchers utilize this important information."

Unfortunately, much of the most valuable information in the Scorecard as it relates to CTE is limited—with only institution-level data or only information on students participating in federal financial aid. ACTE will continue to work with policymakers to increase the amount of robust, valid data that is available on CTE student outcomes.

Senate Caucus Briefing Explores CTE Data

The U.S. Senate CTE Caucus hosted a briefing this week that addressed the wide universe of data relevant to CTE program quality and improvement.

ACTE Research Manager Catherine Imperatore moderated the briefing. Panelists from national organizations and a state department of education addressed the opportunities for improved data alignment and quality provided by Perkins V, through the law’s enhanced connections to WIOA and ESSA and through its focus on data-driven decision-making. They also discussed challenges, such as difficulty aligning state secondary, postsecondary and workforce data systems and difficulty in accessing administrative data, particularly for post-school placement.

In addition, panelists shared best practices from states in accessing unique sources of data to improve systems alignment, such as Department of Motor Vehicle records, and in working to access data directly from industry certification providers. Nicassia Belton from Maryland described how the state shares data with stakeholders through interactive dashboards and how it disaggregates data to help CTE programs identify and address equity gaps.

The panelists were:

• Dr. Nicassia Belton, Program Manager and Methods of Administration Coordinator for CTE Student and Assessment Services at the Maryland State Department of Education
• Austin Estes, Senior Policy Associate at Advance CTE
• Dr. Bryan Wilson, Director of the Workforce Data Quality Campaign, a project of the National Skills Coalition

Perkins V Needs Assessment: Guide for Local Leaders

One of the most significant changes in Perkins V is the new requirement for local eligible recipients to conduct a comprehensive local needs assessment and update it at least every two years.

To help local CTE leaders conduct a needs assessment that is a valuable tool for program improvement and spending decisions, without undue burden, ACTE has published Maximizing Perkins V’s Comprehensive Local Needs Assessment & Local Application to Drive CTE Program Quality and Equity: A Guide for Local Leaders.

This brief describes the foundations of a rigorous assessment process and translates needs assessment language in Perkins V into meaningful action items, including suggestions on materials to review, stakeholders to consult and questions to ask to further your analysis.

The guide includes links to resources from ACTE and organizations, such as Advance CTE and the National Alliance for Partnerships in Equity, that can support needs assessment. One of these tools is the ACTE Quality CTE Program of Study Framework Self-evaluation Instrument, which includes nearly 100 criteria across 12 elements of high-quality CTE. This tool can help you evaluate your programs to determine strengths, weaknesses and areas for improvement and efficiently and comprehensively fulfill this Perkins V requirement.

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: Adult Ed, Career Pathways, Access and Equity, Support for Skills

CTE is not only a popular topic in media coverage these days. A number of organizations are also weighing in on CTE and career readiness through new research and publications, including organizations that have long been active in this space and groups that are newer to CTE.  

Voters support skills: Ninety-three percent of likely voters support more investment in skills and technical training, and 51 percent strongly support it, according to a recent poll commissioned by the National Skills Coalition.

Of eight economic policy proposals that were presented to the people polled, the most popular was increasing investment in skills and technical training. It was even more popular than cutting taxes for the middle class or providing a job for any American who wants one.

In addition, there was strong, bipartisan support for a range of skills investment proposals, including creating closer links between community colleges and businesses, providing tax incentives to employers who invest in the skills development of their workers, and helping workers laid-off by automation find new jobs through no-cost skills retraining.

Adult education and CTE: In addition to this data, National Skills Coalition has recently produced briefs on enhancing collaboration between adult education and CTE and on scaling work-based learning and on-the-job training through sector partnerships.

The first brief provides an in-depth case study of Socorro Independent School District in El Paso, Texas, which is using high school CTE facilities, equipment and teachers to teach adult learners in the evenings. To support adult education-CTE collaboration, the publication recommends building on aligned language and provisions in Perkins V and the Workforce Innovation and Opportunity Act (WIOA) and creatively combining different federal and state funding sources.

Career pathways: Career pathways are also explored in a recent brief from CLASP. The publication examines the shared definition of career pathways across Perkins V, WIOA and the Higher Education Act, and outlines how CTE programs of study can better align with career pathways for low-skilled adults.

In addition, CLASP recently published a blog highlighting the needs of adult students in postsecondary CTE programs and addressing how state and local leaders can leverage the Perkins V planning process to ensure that this population can access and succeed in postsecondary CTE.

Chiefs for Change: CTE’s value is highlighted in a recent report from Chiefs for Change, a nonprofit led by state education chiefs that advocates for access to excellent schools for all students. The publication packs a lot of information into its 17 pages, reviewing research and providing recommendations to state leaders on how to support and strengthen CTE. Their recommendations address improving quality, aligning with business and across education levels, expanding access to work-based learning and career advising, coordinating with stakeholders and ensuring equity. The report shares examples from Tennessee, Nevada, Denver and San Antonio, and lessons from the international context.

CTE playbook: ExcelinEd has concluded its CTE Playbook series with two new publications. The first looks at the different ways states fund CTE and considers how states can drive CTE quality and value through tiered funding, funding incentives and Perkins Reserve funds, and by leveraging program review and approval processes and accountability and reporting. Four states—Arkansas, Indiana, North Carolina and Ohio—are profiled.

The CTE Playbook series concludes with a brief on the importance of high-quality, aligned CTE programs of study. It recommends a CTE program audit and outlines how to develop a “theory of action” for better aligning CTE programs of study that moves from a vision to specific action to verification and ultimately to achievement.

Access and equity in CTE: Advance CTE has expanded its Making Good on the Promise series with a brief on rebuilding trust with marginalized communities through:

1. Acknowledging that inequity is a problem
2. Promoting a culture that values equity and diversity within the state agency and instructor workforce
3. Committing to transparency and advancing only high-quality CTE programs of study
4. Implementing strategies to gain buy-in from communities and stakeholders
5. Celebrating, lifting up and replicating successful programs of study and practices

The report highlights specific state strategies. For instance, Oklahoma created a position in the state CTE agency focused on equity and diversity, while Wisconsin established a strategic plan to increase the percentage of teachers of color and the Wisconsin Technical College System formed a Diversity, Equity and Inclusion Work Group. Additional examples are provided from Massachusetts, Idaho and Nebraska.

Non-degree credentials: An analysis by the American Enterprise Institute shows different patterns of non-degree credential attainment for different groups of Americans. Individuals with a bachelor’s degree or higher are just as likely to have industry certifications, and much more likely to hold licenses and have participated in work experience programs, than those with less education. In contrast, individuals with a high school diploma, some college or an associate degree are more likely to have postsecondary certificates. Differences are apparent in field of study, too: Higher-income individuals are more likely to have credentials in the trades or STEM, while working-class and lower-income adults are more likely to have health care credentials.

More reading: Research for Action has taken a deep dive into the relationship between outcomes-based funding policies, education and employment data, and postsecondary certificates. And a report from the Brookings Institution explores good jobs—jobs that provide stable employment, middle-class wages and benefits—and promising jobs that can lead to good jobs. In 2017, 11.4 million jobs held by workers without a bachelor’s degree in the nation’s 100 largest metro areas qualified as good jobs.

State CTE Policies: 2018 Year in Review

On the federal and state levels, 2018 was a significant year for CTE. The President signed the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) into law, signaling a federal commitment to and a recognition of the promise and value of high-quality CTE.

On the state level, in 2018, 42 states and Washington, D.C., passed a total of 146 policy actions related to CTE and career readiness, including legislation, executive orders, board of education actions, budget provisions and ballot initiatives, as documented in State Policies Impacting CTE: 2018 Year in Review. States most frequently addressed the following priorities:

• Funding
• Industry partnerships/work-based learning
• Dual/concurrent enrollment, articulation and early college
• Industry-recognized credentials, tied with graduation requirements
• Access/equity

This report from ACTE and Advance CTE, the sixth annual review of CTE and career readiness policies across the United States, summarizes each state’s CTE policy activity and describes major themes across states.

In addition to reading the report, you can also join ACTE and Advance CTE on Thursday, February 14, 2:00-3:00pm EST for a webinar that will explore trends in state CTE policy and discuss implications of Perkins V for 2019 state policy. Participants will also hear from state leaders in Michigan about the state’s Marshall Plan for Talent and other CTE initiatives.

Sign up for this one-hour webinar at https://acte.webex.com/acte/onstage/g.php?MTID=e51335fc5c59fff9cac1e542425b4b58a.

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 Creates the Aerospace and Defense Workforce

The aerospace and defense sector directly and indirectly employs 2.4 million Americans. Learn how CTE prepares the future workforce in this sector with ACTE’s updated Sector Sheet. This brief has been revised with the latest on job demand, talent shortages and exemplary CTE programs.  

This sector typically pays well above the national average, and is protected from outsourcing by the need for government clearances. Despite the attractions of working in this industry, three-quarters of aerospace and defense CEOs are concerned about workforce skills. Highly skilled individuals are needed in this sector with expertise in information security, unmanned systems and additive manufacturing, among other fields.

To engage and prepare students for careers in this sector, the Aviation and Aerospace Academy at B.C. Rain High School in Mobile, Alabama, provides a project-based curriculum in aerospace technology and aerospace, aeronautics and astronautics engineering that integrates technical, academic and employability skills. Hands-on learning is facilitated by equipment such as a flight simulator, drone and U.S. Navy trainer aircraft. Among the academy’s business and education partners are Airbus, ST Aerospace and Alabama Aviation College at Ozark, and the school is also home to a U.S. Army JROTC program that supports and collaborates with the academy.

On the postsecondary level, students at Washington’s Green River College can earn postsecondary certificates in advanced manufacturing tailored to the aerospace sector after 20 weeks, or 400 hours of training. Boeing and several other industry partners have provided input to and approval of the curriculum. Opportunities abound in the aerospace industry in the state, which is home to 1,400 aerospace-related companies.

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

 

ACTE Releases Updated Quality CTE Framework and Program Self-evaluation

As part of its ongoing work to help CTE educators and administrators develop and improve the quality of their CTE programs, ACTE recently released the 2018 version of its Quality CTE Program of Study Framework.

High-quality CTE has become a national catchphrase in use by policymakers, practitioners, and education and workforce development stakeholders. But what is high-quality CTE? To bring clarity to this conversation, ACTE has created an evidence-based framework defining high-quality CTE across 12 elements:

Standards-aligned and Integrated Curriculum Sequencing and Articulation Student Assessment Prepared and Effective Program Staff Engaging Instruction Access and Equity

Facilities, Equipment, Technology and Materials Business and Community Partnerships Student Career Development Career and Technical Student Organizations Work-based Learning Data and Program Improvement

The 2018 version of the framework is the culmination of research, several rounds of feedback and pilot testing. It is accompanied by a program self-evaluation instrument, which can be completed in print or using our new online evaluation form. If filled out online, users can receive automatically calculated scores, save and print their results, and be connected to the High-quality CTE Tools online library for areas identified as needing improvement.

In addition to being a voluntary tool for self-assessment and program improvement, the Quality CTE Program of Study Framework also serves as a guide for ACTE’s work in disseminating best practices and providing professional development. ACTE will be releasing additional quality resources in 2019 and 2020, including a new Techniques column, a new paper series and an expanded rubric that will more specifically describe what progress and success looks like for each of the criteria. ACTE will also institute a revision process for the framework, so that we can keep it up-to-date as the CTE field evolves and changes.

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.