CTE Policy Watch: A blog for CTE advocates

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.

National Analysis of Area Technical Centers

Advance CTE has released a new report Building Better Futures for Learners: A 50-State Analysis of Area Technical Centers, which performs a national analysis of Area Technical Centers (ATC). In this report, an ATC is defined as a CTE-focused institution that serves learners from across multiple geographies, such as school districts, educational service areas, and workforce development areas or regions. These institutions offer secondary and sub-baccalaureate-level education and training and can serve secondary learners, postsecondary learners or both. 

This extensive analysis found 1,481 ATCs and affiliated campuses across 39 states from a scan performed on all 50 states, the District of Columbia and the U.S. territories. 

The report is housed within Advance CTE’s microsite for ATCs, which contains the full report, an interactive map of ATCs nationally that provides information about each center, five state profiles of effective ATC models, a fact sheet on ATCs and a short informational video explaining ATCs. 

The report provides guidance on how to effectively utilize ATCs to ensure learners can access and attain postsecondary education and related credentials of value. It includes a brief history of ATCs, how they are operated and the different structures that are used, learner populations served, the location of the centers, programs and credentials offered, accreditation and articulation, and recommendations for policymakers. Throughout the report, state and local spotlights are provided to highlight different ways states are utilizing ATCs. Some of the key findings from the report include:

• The history of CTE and ATC are closely linked. 
• ATC governance and funding structures vary depending on the state/territory.
• Twenty-seven states have ATCs that serve some postsecondary learners, however, most ATCs primarily serve secondary learners.
• ATCs serving postsecondary learners mainly utilize open admissions.
• ATCs offer programs for every CTE Career Cluster and programs that span the entire economy.
• Accreditation is not a limiting factor for programs offered for postsecondary learners, however, the type of accreditation or other related issues can cause some issues to ATCs integration into the wider postsecondary system, and can make transferring credits more difficult.

In addition to the report, there are five state profiles that exemplify leveraging ATCs to meet postsecondary attainment goals and learners needs. The five state profiles are Delaware, Florida, Ohio, Oklahoma and Utah. Each state profile provides an overview of an aspect of ATCs that other states can use when reviewing or creating their own ATCs. For example, Delaware created a model which uses ATCs to connect postsecondary and employers to further develop the state’s workforce.

CTE Creates the Energy Workforce

ACTE has updated its Sector Sheet on CTE’s role in developing the energy workforce with the latest on labor market demand, talent shortages and exemplary CTE programs.  

The energy industry employs 7 million workers who help power our homes, offices, schools, hospitals, cars and more. The need for more efficient, diverse energy sources is fueling demand for occupations such as electricians, technicians, plant/field operators, lineworkers and engineers. In addition, clean energy jobs are some of the highest-paying occupations for people with less than a bachelor’s degree. However, 80% of clean energy employers report they are having trouble filling job openings with qualified candidates.

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

CTE Educators Need in 2021: Early Results

Many thanks to the more than 570 ACTE members who have participated in our survey on CTE educator needs! If you haven’t responded yet, please complete the survey—there’s still time, and it should take you less than 10 minutes.

Here is a sneak peek of some early findings:

• Survey respondents report teaching in a variety of educational settings this school year. More rural and small town respondents are starting the new semester this January with almost all students learning in person, while respondents from cities and suburbs are more likely to be starting with all remote learning.
• Motivating and engaging learners is the biggest challenge this school year, followed by providing hands-on learning and/or lab hours.
• Other challenges include providing work-based learning experiences and preparing learners for industry certifications and other performance assessments. More than half of respondents report that their CTE programs are a little less effective or much less effective than in prior years at providing these program elements.
• By far the top priority for professional development this school year is around engaging instruction, followed by professional development related to facilities, equipment, technology and materials.
• Most respondents have consistently reliable access to the Internet and online technology, but characterize their students’ access as only somewhat reliable. Rural respondents are much more likely to report that their students' Internet and online technology access is not at all reliable.
• Most instructors feel very or somewhat supported by their leadership this school year.

Stay tuned for more results! In addition, please check out our new Techniques column chronicling the innovative ways that CTE continues to engage students as lifelong learners and prepare them for rewarding careers.

Research Round-up: Embedding Certifications into Bachelor’s Degrees, Meeting Adult Learners’ Needs, COVID-19 Impact on Women’s Employment

Making Online Learning Effective: A new report details evidence and recommendations for high-quality online learning during the COVID-19 crisis. The researchers offer 10 ways to make online learning successful, including providing teacher supports, connecting and building relationships between students, identifying and supporting underserved students and special populations, and others. Enacting these recommendations will help schools to provide access to more equitable, engaging and effective learning. 

Embedding Certifications into Bachelor’s Degrees: Workcred, in partnership with other stakeholder groups, released a new report identifying challenges and successes of current programs that integrate high-quality industry certifications into bachelor’s degree programs. To better understand the current models and practices of the programs, the researchers met with stakeholders in the health care, cybersecurity, manufacturing and liberal arts sectors, as well as representatives from postsecondary institutions. Out of these meetings, the researchers outlined three key findings:

• Support better understanding between participants, certification bodies and higher education institutions by creating a common language to facilitate communication and understanding of embedding certification into bachelor’s degrees. 
• Foster an emerging community of practice between postsecondary institutions and certification bodies to create an arena of collaboration and innovation.
• After collaborating, synthesize the convening outcomes and themes into a framework that identifies certification-degree pathway examples, challenges and opportunities associated with building these pathways. 

Meeting the Needs of Adult Learners: Strada Education Network conducted research with more than 350,000 participants to examine adult learners needs during their postsecondary education experiences. Three barriers identified for adult students returning for more education and training: competing obligations and logistics, self doubt and cost. The report outlines four key elements that adult learners need to succeed when returning for extra training and education:

• Guidance, mentoring and confidence
• Relevant coursework toward a meaningful career
• Applied learning experiences
• A completed degree

Data on Dual/Concurrent Enrollment: A new report from the National Center on Education Statistics uses data from the 2017-18 National Teacher and Principal Survey to examine participation and funding for dual and concurrent enrollment in grades 9-12. Some of the key findings include: 

• 82% of public schools offered dual and concurrent enrollment opportunities
• 90% of rural schools offered dual/concurrent enrollment opportunities, compared to 73% of schools located in cities, 80% of schools in the suburbs and 83% of schools in towns
• 78% of dual/concurrent enrollment funding came from the school, district or state
• In rural areas, funding was more likely to come from families or the students themselves, compared to other communities

Job Opportunities for Skilled Workers Without Degrees: Opportunity@Work in their new report found that across 292 occupations, 100 million projected job openings over the next decade could be filled by skilled workers who do not hold four-year degrees, but are Skilled Through Alternative Routes (STARs). In the report, the researcher identified several key findings:

• Low-wage jobs often require skills that are also needed for middle- and high-wage jobs.
• 71 million workers, or almost half of the working population, are STARs, and about 70% of STARs have the necessary skills to earn more than they are currently making.
• STARs have multiple pathways to increase their wages.
• Opportunity gaps exist among Black, Hispanic and women STARs, who are less likely to transition to higher paying roles.

The researchers call on employers, industries and workforce development leaders to reduce barriers for workers to get into high-paying jobs without a traditional four-year degree. 

New High School Benchmark Data: The eighth annual High School Benchmarks report released by the National Student Clearinghouse Research Center has new data on high school graduates’ postsecondary enrollment, retention and completion outcomes, as well as a special analysis of COVID-19 and the impact on postsecondary enrollment rates for 2020 high school graduates. Researchers found a limited impact of COVID-19 on graduation rates for high school students; however, there was a 21.7% decrease in high school graduates enrolling immediately in postsecondary institutions. Graduates from high-poverty, low-income and urban high schools were less likely to immediately go to postsecondary institutions after graduating, and the decline in enrollment at postsecondary institutions was disproportionately higher among low-income high schools during the pandemic. 

Impact of COVID-19 on Women’s Employment: The Congressional Research Service examined the long-term effects on women in the labor market during COVID-19 in their new report, The COVID-19 Pandemic: Labor Market Implications for Women. During the pandemic, women’s employment declined more than men’s, and the decline was even more drastic for Black women and Latinas. The researchers found two factors for the decline in employment:

• The industries that have been hit the hardest during the pandemic are those with higher shares of female employees..
• Women have increased caregiving responsibilities due to school closures, family illness and other family needs during the pandemic.

The researchers say the long-term impacts of these losses could be enduring. How long these losses will persist depends on how long the recession lasts, the speed and robustness of the subsequent recovery, how current employment status affects future job opportunities, and whether changes in choices about caregiving are lasting.

Analysis Shows Effectiveness of Short-Term Pell Pilots

A new study from the U.S. Department of Education’s Institute of Education Sciences (IES) examined two federal pilot programs and found positive impacts of extending Pell grant eligibility to short-term CTE programs. The two pilot programs were conducted between 2012 and 2017 to determine if access to credentials would improve low-income displaced workers’ job opportunities after the Great Recession (2007–2009). A total of 46 postsecondary institutions participated in the study, with 414 learners in the first experiment and 2,270 learners in the second experiment, each receiving an average of $1,800 in Pell grant aid.

The first pilot looked at income-eligible learners with bachelor’s degrees receiving Pell grants for short-term training programs lasting up to one year with full-time attendance (or two years with part-time attendance). The results from this group showed that learners were 26% more likely to enroll in short-term CTE programs if they received Pell funding. Program completion rates also increased by 17% compared to learners who did not receive Pell grant funds, and 11% of the grant recipients were more likely to complete a program in a high-demand field for their state.

The second pilot program focused on income-eligible learners who received Pell funds for very short-term programs lasting between eight weeks and 15 weeks. In this experiment, learners were 15% more likely to enroll in a short-term CTE program, 9% more likely to complete a program, and 8% more likely to complete a program in a high-demand field for their state.

The report found no compelling evidence that extending Pell funds for short-term programs would discourage learners from earning an associate degree. Also, learners who received the experimental grant aid were just as likely as other students to take out federal student loans with similar loan amounts. However, this effect was driven largely by the longer term programs; for the very short-term CTE programs, only 9% took out federal student loans and the amounts disbursed were smaller. 

Department of Education Request for Information on Work-based Learning – Please Respond!

On December 2, the U.S. Department of Education's Office of Career, Technical, and Adult Education published a formal "Request of Information" seeking input on successful approaches to expanding work-based learning (WBL) opportunities. The Department plans to use the information collected to help inform their work to implement Perkins V.

Comments on the request are due on January 13, 2021, and anyone may respond. They can be submitted electronically through the federal Regulations.gov portal, with more detailed instructions included in the notice. There are five key questions included in the notice:

1. What barriers have you seen in your state or community to helping 16- and 17-year-old students gain WBL experience?
2. What WBL programs and strategies at the state or local level do you consider successful or can be efficiently brought to scale, including apprenticeship opportunities for high school and college students?
3. What role does the public elementary and secondary education system currently play in the development of career readiness for youth, and what role should it play?
4. How can we better align resources and administrative, regulatory, and statutory requirements to allow for greater collaboration between educators and private and nonprofit employers?
5. What do state and local workforce development boards established by Title I of the Workforce Innovation and Opportunity Act and their partners need to do to facilitate better leveraging federal workforce dollars targeted at youth?

In addition, there are more detailed questions about successful strategies and practices; public and private partnerships; outcomes, data and evaluation; student barriers; and employer barriers. Respondents may provide information on as many or as few of the questions as desired, so we encourage you to respond and share any insights you have gained from your local WBL activities!

Research Round-up: Extending Pell Eligibility, Data on Prior Learning Assessment, Successful Strategies for a Prepared Workforce

Guided Pathways for Career and College Readiness: Guided pathways, a movement to redesign students’ journeys through postsecondary education to help achieve college completion and student success and to help close achievement gaps, is gaining momentum and is improving some student experiences, according to a new report from The Center for Community College Student Engagement. Approximately 300 community colleges used this program in the fall of 2019 as a tool to help students choose a program of study and prepare these students for college and career readiness. In the report, the researchers highlight that there are still several challenges with the programs, and understanding these gaps will help student achievement grow.

Benefits to Extending Pell Eligibility: The American Association of Community Colleges released a new report describing why community colleges should support extending Pell Grant eligibility to short-term programs. Researchers provide information on the financial benefits to students in both for-credit and non-credit short-term programs. Three case studies that focus on employment outcomes for short-term credentials in Virginia, Louisiana and Colorado are highlighted, as well as a case study in Iowa on the success of non-credit credentials, and a case study in Wisconsin on the financial benefit of short-term programs. 

Recommendations for Next Reauthorization of WIOA: Results for America encourages lawmakers to use data and other evidence to improve the outcomes for the national workforce system during the next reauthorization of the Workforce Innovation and Opportunity Act (WIOA), according to their new report, “Moneyball for Workforce Development”. To achieve their desired workforce outcomes, state and local governments need to use WIOA to regularly build, test and use data to know what is effective in WIOA grants and contracts; fund evidence-based interventions that have been proven to work; and ensure that evidence-based services are reaching unemployed and underemployed job seekers, current workers and businesses.

Measures of Holistic Success in Community College: Ithaka S+R released a new report, “Measuring the Whole Student: Landscape Review of Traditional and Holistic Approaches to Community College Student Success” and have found that traditional metrics of success for postsecondary institutions have not taken into account the various demographics of community college students nor their unique challenges. In the first report of the series, through the Holistic Measures of Student Success (HMSS) project, the researchers provide a review of how postsecondary metrics are prioritized, defined, quantified and used, and what is needed for a more holistic view to help identify and address gaps that students are experiencing at community colleges.

Labor Market Downturn Effects on Postsecondary Enrollment and Program Choice: A new report from the Education Finance and Policy journal uses the number of workers directly affected during mass layoffs as an indicator to define local labor demand during economic downturns and understand the effect on postsecondary enrollment and program choice. Some of the key findings in the report include an increase in two-year college enrollment, CTE course completion, and short-term certificates within previous mass layoffs. 

Lessons from Perkins IV in Oregon: Researchers studied participation and outcomes under Perkins IV in Oregon to help guide the implementation of the Perkins V updated state plan in a new report. Some of the findings show that participation and CTE concentrators increased overall, however, some disparities, such as by gender, economic disadvantage, special education status, and English learner status, persisted. CTE concentrators also were found to graduate from high school within four years at higher rates than non-concentrators, and had higher annual earnings. Based on these findings from Perkins IV, the researchers suggest recommendations for implementation of Perkins V to strengthen equity and access. 

Community Colleges Funding Shortfall: Community colleges receive $78 billion less than four-year colleges, according to a new report from the Center for American Progress. This gap in revenue makes it challenging for community colleges to have enough to spend on students’ success and wraparound services, even though the students going to community colleges have disproportionately higher needs and would benefit from more services provide by colleges, such as counselling and advising, child care and help with food and housing. The researchers encourage state and local officials to try and close the funding gap by providing equitable resources to two- and four-year institutions. 

Data on CTE Student Outcomes: A new report from the National Center on Education Statistics (IES) uses longitudinal data from graduates between 2012 and 2018 from Round Rock Independent School District in Texas to evaluate CTE student outcomes, including college enrollment, degree or certificate attainment, and employment, and the alignment between CTE programs and high-wage, in-demand career pathways. Graduation rates for students with one or more CTE study areas increased, and more than 80% of CTE graduates enrolled in a two- or four-year college or were employed within one year of graduating. The researchers also found over half of the CTE graduates completed course requirements that aligned with high-wage, in-demand career pathways.

Successful Strategies for a Prepared Workforce: The Southern Regional Education Board Commission on Strategic Partnerships for Work-Ready Students met to discuss promising practices to ensure students are prepared for the workforce. The Commission came up with 11 recommendations for states to adopt: 

• Strengthen business and industry partnerships in support of CTE.
• Prioritize funding to develop career pathways to in-demand jobs.
• Extend work-based learning to middle school.
• Include work-based learning in graduation requirements and school accountability ratings.
• Provide funding for compensation and liability for work-based learning placements.
• Provide funding for industry partnerships.
• Use incentives for employers to provide work-based learning opportunities.
• Increase wraparound services for career readiness.
• Utilize virtual solutions to expand work-based learning opportunities.
• Create a taskforce to identify, evaluate and approve industry certification examinations, technical skills assessments, dual credit courses and end-of-course assessments.
• Promote dual enrollment courses. 

Data on Post-College Outcomes for Graduates: Georgetown University Center on Education and the Workforce has released a report based on data from the Department of Education’s College Scorecard to evaluate post-college outcomes for students a year after graduation, including earnings by credential broken down by individual states, colleges and majors. On average, workers with more education earn more money in the first year of employment. However there is overlap in median earning ranges across all levels of education. More than a quarter of those with an associate degree earn more than the median earnings of those with a bachelor’s degree. As in earlier research on this topic, researchers found that the type of degree rather than the level of the degree can be a better indicator of potential earnings. 

New Data on Prior Learning Assessment: A new report from the Council for Adult and Experiential Learning and the Western Interstate Commission for Higher Education finds that students with prior learning assessment (PLA) credits are more likely to complete academic programs compared to students without PLA credits. Program completion increases to 49% for adult students across all demographics compared to 27% completion for students without PLA credit, and PLA credit saves students time and money. However, Black students, Pell Grant recipients and students who live in lower-income communities were least likely to have participated in PLAs. 

Kentucky’s FAME Program Case Study: Opportunity America and Brookings published a case study on Kentucky’s Federation for Advanced Manufacturing Education (FAME) program, which offers paid apprenticeships to students for credential attainment. Researchers explored the outcomes of FAME graduates, such as postsecondary enrollment and employment, and found that FAME graduates were more likely to complete their program of study compared to non-FAME participants. FAME graduates also had higher earnings both during their first year post-graduation and five years after graduation. Also included in the report are data from FAME graduates on the dimensions of the program that were most important to them.

Student Progress and School Quality on 2018-19 State Report Cards: Due to disruptions caused by the COVID-19 pandemic, the Data Quality Campaign decided to postpone the annual Show Me the Data 2020 report and instead looked at indicators of student progress and school quality provided in states’ 2018–19 report cards. The researchers insist that states must continuously provide transparent data to families and communities on their report cards by constantly evaluating the chosen data tool’s ability to meet the needs of the audience and provide clear, understandable information about school quality and student progress. Both progress and challenges that states are facing with their school report cards are highlighted in the report. 

New Web Tables from Postsecondary Institutions: The Integrated Postsecondary Education Data System has added new web tables including graduation rates for 2011-16, outcome measures for 2011-12, student financial aid in postsecondary institutions for 2018-19, and admissions in postsecondary institutions for fall 2019. Some key takeaways include: 21% of first-time, full-time students graduated in two years from a two-year postsecondary institution, 39% of first-time, full-time students graduated in four-years, and 44% of first-time, full-time students who received a Pell Grant completed a degree or certificate program. 

Pennsylvania CTE Funding Report: Pennsylvania Partnerships for Children released a report  on how CTE funding is structured in other states as well as recommendations for Pennsylvania to follow in order to be a leader in education for workforce preparedness. The report also recognizes the impact and challenges for CTE brought on by COVID-19. 

Top Five Competencies Sought by Employers: Georgetown University Center on Education and the Workforce released new data on employers’ top five in-demand competencies across the labor market. The top five competences were chosen out of 120 knowledge, abilities and skills and the ones that were the most important are communication, teamwork, sales and customer service, leadership, and problem solving and complex thinking.