CTE Policy Watch: A blog for CTE advocates

New Data on Postsecondary Enrollment Declines

Community college enrollment decreased by 11.3 percent in the spring, compared to a decrease of 9.5 percent in the fall of 2020, according to the most recent data from the National Student Clearinghouse Research Center. Four-year college enrollment also declined in the spring with a decrease of 5.9 percent compared to the spring of 2020.  

Trends of enrollment decline varied across student groups. For students between the ages of 18 and 20, the enrollment decline was about 7 percent at four-year colleges and about 15 percent at community colleges. Comparatively, enrollment for students between the ages of 21 and 24 and 25-29 declined by about 5 percent. When examining trends by race and ethnicity, Native Americans had the greatest enrollment declines with a 13 percent drop in spring 2021. Black, Latino and white students had relatively equal enrollment declines, approximately eight percent. However, Latino student enrollment in community colleges shifted the most during the pandemic compared to other student groups, decreasing approximately 14 percent. This is particularly notable because before the pandemic, Latino enrollment was increasing in these programs. 

Regarding program type, associate degree programs saw a greater enrollment drop than bachelor’s degree programs, however both types still saw a decrease (-10.9 and -2.2 percent respectively). Concerning specific majors and programs, healthcare and related clinical science programs did relatively well during the pandemic compared to other majors and programs. These programs were among the top five most common fields for those pursing an associate degree, and among the top 10 for those pursuing a bachelor’s degree.

Research Round-up

COVID-19's Impact on FAFSA Filings: A new report details survey findings about COVID-19 impacting FAFSA filings. Researchers found that the pandemic has further exacerbated many of the challenges students face when filing for the FAFSA, especially first-generation students and low-income students. Key findings from the report include: 

• Students, especially low-income and first-generation students, do not understand the FAFSA and mistakenly think they will not qualify for aid and therefore do not file. 
• When filing, low-income and first-generation students face greater challenges because they are often filing alone or with little help. 
• Student supports, such as counselors, teachers and employers, are harder to access due to the pandemic. 
• Students with the greatest needs often have the least support to file the FAFSA in the current environment. 

Understanding Student Experiences with Technology: In the fall of 2020, studies were performed to better understand students’ experiences with technology during COVID-19. The researchers found that over a third of students had difficulties finding internet connection to meet academic needs, and rural students struggled with this more than those in suburbs and cities. Also, almost half of students reported they were limited where they could access internet, with the primary location being a place of residence, and only 23 percent were able to use a public space on campus. 

Measuring the Economic Impact of Higher Education: Third Way released a report which describes a new Price-to-Earnings Premium approach to measure the economic value of higher education. This method was applied to bachelor’s-degree-granting institutions, associate-degree-granting institutions and certificate-granting institutions to assess the return on investments. The authors say that this helps students and families make informed decisions on choosing a pathway, and allows them to assess whether the value of their investment in an institution is worth the cost. 

Understanding the Impact of Transitioning to Online Learning: A blog from New America reported results of a survey of current, former and prospective community college students to understand the impact of transitioning to an online learning format. Key findings were: 

• The majority of students had doubts about the quality of online classes. 
• Most prefer to have a mix of both online and in-person classes. 
• Students with previous experience in online classes felt more positive about the transition. 
• For most students, there is a financial burden to maintaining internet access at home. 

Declining Enrollment in Dual Enrollment Programs: During the pandemic, fewer students were in enrolled in dual enrollment courses, according to a study from The Hechinger Report. The researchers suggest that this decline could mean that fewer students go into higher education because dual enrollment offers a free or reduced cost to earning college credit. The success rate in dual enrollment courses has also dropped due students struggling with increased remote learning. Both the enrollment and success rate has disproportionately affected Black and Latino students compared to their white counterparts. 

Making Dual Enrollment Programs More Equitable: Dual enrollment programs are rooted in a multitude of inequities and need to be rethought in order to expand postsecondary education to underserved students, according to a report from the Community College Research Center. The authors argue that the burden is largely placed on the student to reach out and set up dual enrollment opportunities instead of institutions actively reaching out to communities of color and underserved high schools to provide these opportunities. To overcome these obstacles, the researchers recommend that community colleges should:  

• Build partnerships with K-12 districts and schools. 
• Invest in coordination with schools. 
• Provide student advising and wraparound supports. 
• Provide program planning assistance for dual enrollment students. 

 

Research Round-up: Postsecondary Edition

Creating a Data-informed Campus Culture: The COVID-19 pandemic has increased the need for a new, innovative shift to a data-informed campus culture, according to a new report from the Institute of Higher Education Policy. According to the authors, the way to overcome some of challenges brought on by the pandemic is to create and strengthen a culture of data usage to support students most in need of social mobility and economic security, especially student groups that have been disproportionately impacted by the pandemic--Black, Latinx, Indigenous, Asian American and Pacific Islander students and low-income students. The report provides multiple approaches to create a data culture, which were created from interviews of institutional experts on developing data-informed interventions that close gaps in access and completion.  

Survey Results on COVID-19 Impacting Community College Students’ Plans: The Center for Community College Student Engagement surveyed students entering community college to understand the impact of the pandemic on learners’ postsecondary decisions. The results from the survey show that some student groups were impacted more greatly than others, however, most students' plans about the postsecondary institution they attended, whether they attended part-time or full-time, and their chosen pathway of study, did not change due to COVID-19.  

Examining the Needs of Community College Students: The Community College Academic and Student Support Ecosystems project examined academic and student support services at associate degree granting postsecondary institutions to find the most effective ways to advance student success. The project shed light on new organizational strategies colleges are employing to align supports with student needs, challenges and success factors in connecting students with appropriate resources, the impact of COVID-19 on student support needs and service provision, as well as additional considerations.  

Analyzing Why Men Stopped Out of Community Colleges: As part of a larger series examining the reasons for the steep decline in enrollment at community colleges during the pandemic, New America released a recent report on why men decided against going to community college during the pandemic. Some of the key findings include: 

• Men were more likely than women to be worried about taking an in-person class, less likely to take an online class, and had more issues with unreliable internet access. 
• Men in computer and information science and manufacturing and construction programs were more likely than women to dropout. 
• A higher percentage of men of color respondents were more likely than white men to cite work as the reason for stopping out of school and felt that the pandemic more negatively impacted their career choice, and they had a higher response rate of not wanting to taking online classes.

Research on Increasing Community College Enrollment: Community college enrollment has drastically declined. However, the percentage of work-age adults, 25- to 64-year-olds, who intend to enroll within the next two years has not declined; therefore, continuing to invest in community colleges to help provide resources for these potential learners will provide a pathway toward economic mobility, according to a new report from Strada. The report provides overall data on enrollment trends, best practices for encouraging learners to move from intending to apply to enrolling in a community college, and strategies for implementing solutions for enrollment, completion and careers. Spotlights from Florida, Missouri, New Jersey, New York, North Carolina and Texas are also provided for an in-depth look at state specific data and potential solutions to increase community college enrollment. 

Understanding Community College Enrollment Trends: New America conducted interviews with postsecondary leaders from 20 community colleges to understand the effects of the pandemic on enrollment. From their interviews, the researchers found four main takeaways: 

• Community college enrollment has declined across the country. 
• Declining enrollment varies depending on the student group such as differing patterns in enrollment by age. 
• Decline in programs varied among colleges, such as some schools were seeing declines in academic programs while CTE programs remained steady. 
• Meeting students' basic needs—food, shelter, internet, technology—is a shared challenge among the colleges. 

Families Want More Alternatives for Postsecondary Education: 46% of parents want their children to have alternatives to four-year college, according to new survey results from the Carnegie Corporation of New York and Gallup. Though many parents still hope their child will receive a bachelors degree, many are interested in skills and work-based learning opportunities such as apprenticeships and internships. According to the researchers, the barriers to alternative postsecondary paths include lack of information about available programs or local access to a desired program. These can be overcome by providing better guidance to students as they consider next steps after graduating high school, and creating a seamless pathway between high school and postsecondary education and to the students’ first job.

Research Round-up: Equitable Work-based Learning Opportunities, Policy Recommendations for a More Skilled Workforce, On-The-Job Training Focus During COVID-19

Providing Equitable Access to Work-based Learning Opportunities: High-quality work-based learning opportunities must be accessible to every learner, says Advance CTE’s newest publication. Within the report are five strategies states can use to build, implement and scale high-quality work-based learning experiences. Each section provides a real-world view of what this looks like in practice, a rationale for each strategy and best practices from state and local programs.  

Creating Equitable Construction Apprenticeship Programs and Employment Opportunities: While the number of Black and Latina women in construction apprenticeships has been growing rapidly, still only one in 25 apprentices are women according to a new report. The research draws from several focus groups with women who completed at least two years of a construction apprenticeship, and highlights some of the challenges they faced and recommendations on best practices for registered apprenticeship programs to create a diverse and inclusive construction trade workforce. 

Study Comparing Online to In-person Learning Outcomes: A new study assesses administrative data from Columbia to assess the differences between online and in-person postsecondary programs. One of the key findings was that in general, students who participated in shorter technical certificate programs online performed significantly worse on the exit exams compared to their on-campus student counterparts. However, students who were enrolled online in the largest public vocational institution (SENA) in the country performed better on their exit exams compared to their in-person counterparts. From these findings, the researchers suggest potential recommendations from the lessons learned by SENA’s success, such as providing synchronous yet flexible online coursework and using hands-on projects to engage students and enhance their learning. 

Policy Recommendations to Build a More Skilled Workforce: ExcelinEd created 20 state- and learner-centered policies to help build an education-to-workforce development pathway in order to prepare learners for the future workforce. Along with the recommended policies are examples of three learners’ pathways that lead them to success in the workforce, as well as case studies of states implementing a continuum of education to work-force policies.  

Increased Focus of On-The-Job Training During COVID-19: Based on surveys of employees and managers at large U.S. companies, researchers from the Milken Institute and Infosys reported that on-the-job training was the most important type of skills training during the pandemic. Obtaining a license or a certificate was the second most popular type of skills training, while online training and university degrees were less favored among the respondents. 

Report on the Impacts of a Potential Infrastructure Package: Georgetown University Center on Education and the Workforce released a new report endorsing a $1.5 trillion infrastructure plan. The researchers argue that it would create or save over 15 million jobs over 10 years and would increase the share of infrastructure jobs from 11% to 14% of all U.S. jobs. Other key findings include: 

• 90% of infrastructure jobs are held by men, and the majority of new jobs created would be in male-dominated fields. 
• An infrastructure program would create 8 million jobs for workers with a high school diploma or less, 4.8 million jobs for workers with more than a high school diploma but less than a bachelor’s degree and 2.25 million jobs for workers with bachelor’s degrees and above. 
• An infrastructure stimulus would expand broadband internet access to 21.3 million more Americans. 
• An infrastructure program would create 3.4 million jobs in the Southeast, 3.2 million jobs in the Pacific Coastal region, 2.8 million jobs in the Midwest, 2.4 million jobs in the Mid-Atlantic, 1.9 million jobs in the Southwest and 713,000 jobs in New England. 

ACTE Releases Report on CTE During and After COVID-19

While COVID-19 has led to many challenges for CTE over the past year, the pandemic has also created opportunities for experimentation and innovation in delivery of CTE programs and programs of study. ACTE’s latest publication, High-quality CTE During COVID-19: Challenges and Innovations, generously sponsored by MajorClarity, describes these challenges, shares examples of innovative practices, and provides recommendations for how CTE leaders can better prepare the post-COVID-19 workforce and embrace lessons learned during the pandemic.

In response to surveys fielded to ACTE members in January and February 2021, CTE professionals report that the biggest challenges they are facing during the 2020-21 school year are motivating and engaging learners and providing hands-on learning and lab hours. Providing work-based learning experiences and preparing students for industry certifications and other performance assessments are also significant challenges. And about one-fifth of CTE professionals identified internet/technology access and supporting special and underserved populations as major issues.

In addition to these delivery challenges, CTE administrators report significant enrollment declines in many CTE programs this year as well as possible funding declines and CTE instructor shortages in the years to come.

In the face of these challenges, CTE educators have risen to the moment with flexibility, creativity and perseverance. This report describes many innovative practices in CTE from the past year, including but not limited to:

• The outdoor CTE classroom at Rockbridge County High School in Lexington, Virginia, enabled students to complete performance assessments and check off competencies in an open-air, socially distanced setup.
• YouthForce Internship, a project of New Orleans-based YouthForce NOLA, developed virtual "consultancies" in which students worked together to solve a business problem identified by an employer.
• Adult nursing students at Assabet Valley Regional Technical School in Marlborough, Massachusetts, are gaining experience and earning clinical hours by administering COVID-19 vaccines.
• Kansas DECA is organizing virtual challenges to continue to develop students' technical, employability and leadership skills.
• High school students at the Teacher Academy of Renton School District 403 in Renton, Washington, have been working remotely one-on-one with elementary students who need extra emotional or academic support.

As COVID-19 moves into a new phase, CTE educators are considering how lessons learned from this past year can support teaching and learning that is more equitable, more flexible, more diverse in its delivery and more focused on competencies in order to meet an anticipated surge in demand for CTE programs that prepare youth and adults with the skills and credentials needed in the post-pandemic workforce.

To make the most of this moment, ACTE recommends that CTE leaders pursue the following recommendations, which are further elaborated in the report:

• Reassess labor market alignment
• Skill and reskill the workforce
• Commit to equity
• Embrace innovative tools and delivery models
• Develop and support CTE professionals
• Advocate for CTE

Research Round-up: Equity in CTE Research, Expanding Opportunities for Work After COVID-19, Certification and License Findings

Analysis of State Work-based Learning Policies: Working to Learn and Learning to Work, a report from American Student Assistance, is a state-by-state analysis of high school work-based learning policies. The researchers found six key themes: 

• State high school work-based learning policies largely fall into two categories: centralized and decentralized. 
• Most states have eligibility standards to participate in secondary work-based learning opportunities, while only a few make these opportunities accessible to all students. 
• Only a small number of states have developed policies or programs to support high-need students and removed barriers to access and success in these opportunities. 
• Federal funds for work-based learning are largely used to fund high school work-based learning. Only a few states provide dedicated state funding, incentives and other infrastructure supports specific to work-based learning. 
• Only a few states communicate available high school work-based learning opportunities well. 
• Few states have set up clear quality and accountability expectations or developed systems to collect and use data on high school work-based learning for program improvement. 

Report on Certification and License Findings: People 25 and older are more likely to have attained a certification or license and have higher earnings with a certification or license than people younger than 25, according to new findings from the Labor Market Information (LMI) Institute. Additional findings  confirmed what other reports have already noted regarding licensure and certification, such as employed people with a certification or license tend to have higher earnings and employed people with higher levels of education are more likely to have obtained a certification or license.  

Equity in CTE Research: Most CTE research does not disaggregate outcome measures by student subgroups to better explore equity issues, a new literature review and framework on equity in CTE reveals. In addition, most CTE research addresses equity by looking at access and participation measures, such as high school graduation rates and GPA, and the research is usually limited to a single state, district or school. The researchers provide best policies and practices to address these issues and recommendations for future research.  

Guidance on State Accountability Systems During the Pandemic: COVID-19 caused much uncertainty about how to meet federal and state accountability requirements, but offers an important opportunity to improve on the existing state accountability systems, according to a brief from the Center on Reinventing Public Education (CRPE). CRPE convened a group of education policy experts to discuss what state accountability should look like in 2021 and beyond.  

Expanding Opportunities for Work After COVID-19: Across eight of the world’s largest economies, 107 million workers, 60-70% of those low-wage workers, will need to find a different occupation by 2030 due to disruptions caused by COVID-19, according to a new report from the McKinsey Global Institute. To combat these challenges, CTE and work-based learning opportunities, such as technical training, apprenticeships and credentialing, need to be greatly expanded to secondary students.  

Perceptions on Using CTE to Upskill: 34% of all Americans believe that they will need to acquire new skills to advance their careers, and more than half of Americans under 40 believe they will need to upskill, according to a new survey from the Charles Koch Foundation and the SkillUp Coalition. In order to gain these skills, 36% of respondents said they would acquire them through CTE, and 70% said they believe the country would benefit from an increase in enrollment in CTE programs. Additionally, 13% of respondents answered that they would encourage a student just graduating high school to enroll in a CTE program, which was the second highest-rated answer, just below encouraging graduates to enroll in a traditional, residential four-year college. 

Research Round-up: Resources for College and Career Readiness Pathways and Measures, Data Quality and Use Policy Benchmark Tool, 2019 Digest of Education Statistics

Digest of Education Statistics Released: The Institute of Education Sciences released its Digest of Education Statistics 2019, a comprehensive compilation of statistical information for all levels of education. Included in the Digest are seven chapters, such as elementary and secondary education, postsecondary education, federal funds for education and related activities, and outcomes of education, among others. Here are some of the key findings from the report:  

• Between 2000 and 2018, the secondary dropout rate decreased from 10.9% to 5.7%.
• The number of Hispanic students enrolled in a postsecondary institution increased from 4% to 20% between 1976 and fall 2018. Also during this time, Black student enrollment at postsecondary institutions increased from 10% to 13%.
• Between 2009 and 2019, the percentage of 25- to 29-year-olds who completed at least high school increased from 89% to 94%, and the percentage who had completed a bachelor's or higher degree increased from 31% to 39%. 

Report on Work-based Learning for Communities of Color: The Aspen Institute released a report highlighting the benefits of work-based learning for people of color. The researchers investigated four organizations who engage young adults of color and employers to create and manage work-based learning opportunities. They also show how practitioners have tailored these experiences to meet the needs of the learners, as well as strategies to help employers develop, structure and support work-based learning opportunities. 

Data Quality and Use Policy Benchmark Tool Released: Advance CTE, in partnership with Education Strategy Group, released a new Career Readiness Data Quality and Use Policy Benchmark Tool. This tool is designed to assist state leaders in strengthening the quality and use of their career readiness data. Resources in the toolkit include: 

• A roadmap to navigate core elements of a high-quality career readiness data ecosystem; 
• Six case studies of best practices for improving data quality; 
• A needs assessment to evaluate policy and practice at the state or system level; 
• A strategic action plan for the effective collection and use of data and for addressing pressing data quality challenges; and 
• A repository with tools, templates and models to help with the implementation of the action plans. 

Resources for College and Career Readiness Pathways and Measures: A new report from the Alliance for Excellent Education describes the results of a national scan of graduation pathways that are currently in effect and shares how policymakers can create graduation pathways that are focused on rigor, quality, and equitable access and opportunity for all. The authors report that 29 states offer multiple pathways to a high school diploma but caution against offering too many pathway options, which can create confusion and inequities.  

The Alliance also released a collection of fact sheets, which evaluate three policy areas that states have used in advancing their career readiness efforts: high school graduation pathways, competency education policies and state accountability systems. Two of the key findings from this collection include: 

• 19 states offer career-focused graduation pathways, and of those 19 states, 17 states require students to show competency in order to complete the pathway, usually through a career-related assessment. 
• 35 states and D.C. include a college and career readiness indicator in their accountability systems; however, students only need to meet one college or career readiness measure to be deemed “ready.” According to the authors, this does not accurately capture readiness, which can lead to inequitable access to high-quality opportunities for college and career preparation.  

Research Round-up: Work-Based Learning Opportunities for Youth, Virtual Learning Barriers, Using Data Systems for Credential Transparency, 2020 Dual Enrollment Policies

2020 Dual Enrollment Policies: The College in High School Alliance found 195 bills last year introduced in 36 states related to college in high school programs, which resulted in 21 new laws in 14 states. The two most common policy topics for 2020 were finance and course access and availability. The report includes a map of college in high school policies in each state, along with a summary of every new college in high school law passed in 2020.

Most Common Credentials Earned in Virginia: A new report on CTE credentials that Virginia high school graduates most commonly earned between 2011 to 2017 found that the top five credentials were W!se Financial Literacy Certification, Workplace Readiness Skills assessments, Customer Service and Sales Certification, Microsoft Office Specialist Word, and Microsoft Office Specialist PowerPoint examinations. The researchers found that the top credentials earned did not align specifically to a certain occupation or industry. In addition, the analysis concluded that English learners and students with disabilities earned these credentials at lower rates than other graduates.

Best Practices for Special Populations: The National Alliance for Partnerships in Equity (NAPE) released a new resource with best practices for serving the nine special population groups that are defined in Perkins V. The researchers compiled these practices to help states address the equity gaps for special populations that were uncovered during the comprehensive local needs assessment, and can be used to create strategies in addressing these gaps.

Findings from a Pilot to Increase STEM & CTE Participation: NAPE, in partnership with the National Science Foundation, released findings from a pilot program that implemented the Intermountain STEM network (IM STEM) network. The IM Network consisted of state and local partners across six states--Colorado, Idaho, New Mexico, Nevada, Utah and Wyoming--that used a collective impact model to create system-wide changes to increase access and opportunities to participate and succeed in STEM and CTE. Key findings are summarized, as well as recommendations for using a collective impact model to create systemic changes.

Using Data Systems for Credential Transparency: Credential Engine’s new brief, Credential Transparency & P-20W: Aligning Education and Employment Information to Meet State Goals, describes how a connected, open-access data network, and an understanding of how to better align data to aid in decision-making, can support statewide postsecondary credential goals. In order for states to be transparent about the skills and credentials needed for the workforce, states will need to invest in better education and workforce data systems to enable users to analyze and successfully utilize the data.

Reforming Federal Laws to Create Pathways to Good Jobs: In order to create effective and equitable pathways from education and training to the workforce, the federal government must break down policy barriers between the sectors and establish a shared set of definitions, rules and practices applied equally across all laws, according to a new report from the Center for American Progress. The brief offers five recommendations for Congress to consider:

• Align the reauthorization schedule with federal education and workforce development laws without creating legislative gridlock.
• Create a common set of rules and practices around defining quality.
• Create parameters for job quality that are included in federal education and workforce development laws.
• Align key legislative elements of federal education and workforce development laws with good jobs.
• Require states to implement federal education and workforce development laws collaboratively across the education and workforce training systems.

Work-Based Learning Opportunities for Youth: The Office of Career, Technical and Adult Education released a summary of comments provided in response to a request for information on Work-Based Learning (WBL) Opportunities for Youth. Comments were provided by a diverse group of stakeholders, including ACTE. Suggested strategies address how to utilize strategic partners to expand participation in WBL, essential components for success, and metrics to measure WBL outcomes.

Virtual Learning Barriers: The Georgetown University Center on Education and the Workforce has found that, although K-12 students’ access to a computer for educational purposes has improved during the pandemic, lower-income students are experiencing a greater challenge in accessing the internet. These students have less contact with their teachers, whether that contact is in person, by phone or by video, compared to higher-income students. The researchers warn that this technological gap for lower-income students could lead to negative long-term implications for student learning.

State Policies Impacting CTE: 2020 Year in Review

In 2020, CTE adapted to the challenges brought about by the coronavirus, continuing to deliver high-quality programming nationwide across all learner levels despite significant disruptions to education delivery. Because the pandemic was on the forefront of federal, state and local governments’ agendas, fewer policies and budget provisions for CTE were enacted than in previous years. Last year, 31 states enacted or passed 67 policy actions related to CTE and career readiness, including legislation, executive orders and budget provisions that significantly impacted funding, as documented in the newly released publication State Policies Impacting CTE: 2020 Year in Review.

The policy areas that states focused on in 2020 were similar to previous years. States most frequently addressed the following topics:

• Funding;
• Industry partnerships and work-based learning;
• Access and equity;
• Dual/concurrent enrollment, articulation and/or early college; and 
• Data, reporting and/or accountability.

This report from ACTE and Advance CTE, with research support from the Education Commission of the States, is the eighth annual review of CTE and career readiness policies across the United States. Unlike past reports, this year’s publication does not describe every policy enacted within each state but instead focuses on policy trends across states. Readers looking for specific state policies can visit the online state policy tracker.

In addition to reading the report, you can also join ACTE and Advance CTE on Tuesday, March 2, 3:00-4:00pm EST for a webinar that will explore trends in state CTE policy and discuss implications for 2021 state policy. Participants will hear from state leaders in Indiana and Michigan about major policies enacted and successful initiatives in response to the pandemic.

Sign up for this one-hour webinar at https://acte.zoom.us/webinar/register/WN_7hcZ23RSQ6qOdg95gc2Oiw

New Paper on Adjusting Perkins Performance Targets

As with many other aspects of CTE, the COVID-19 pandemic introduced uncertainty into the Perkins V performance accountability system. Each state originally included performance targets for each of the core indicators of performance in their Perkins state plans approved last spring, but many of the underlying assumptions that states used in developing those targets are no longer valid. States must now decide whether to use the "unanticipated circumstances" provision in the law to adjust their performance targets or stay the course with current goals.

To help CTE leaders think through the nuances of this important decision, ACTE joined Advance CTE to release "Mitigating Unanticipated Circumstances: Resetting Perkins V State Determined Performance Levels During the COVID-19 Pandemic." This resource provides an overview of four steps states can take to think through the decision about adjusting performance targets:

1. Quantify the impact 
2. Explore options 
3. Revise targets
4. Engage the public 

This tool is designed for states that are considering resetting their Perkins V performance targets, but local CTE leaders might find the sections on reviewing leading indicators and other data sources useful as well. In particular, the data sources mentioned in the report can be used to help think through the impact of the pandemic on student performance and intervene early in or seek support for programs that are struggling. Local CTE leaders should also be on the lookout for opportunities to weigh in on the performance target conversation in your states, as any changes to state targets could have an impact on local targets as well.