CTE Policy Watch: A blog for CTE advocates

Policymaker Perspectives: Rep. Suzanne Bonamici

ACTE is re-launching our Policymaker Perspectives discussion series! In this first Policymaker Perspectives of 2023, ACTE’s Public Policy Department recently heard from Rep. Suzanne Bonamici (D-OR), who represents Oregon’s First Congressional District.

Rep. Bonamici joined the Congressional Career and Technical Education (CTE) Caucus as the lead Democratic co-chair in the House of Representatives at the start of the 118^th Congress in January 2023. She was first elected to the House in November 2011.

Rep. Bonamici attended Lane Community College and the University of Oregon. In Congress, she is a member of the House Education and the Workforce Committee. She is a committed advocate for policies that support our nation’s education and workforce development systems and works to advance legislation that supports CTE programs and the students they serve. Read on to learn more about the Congresswoman’s top CTE priorities!

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ACTE: You attended Lane Community College in Lane County, Oregon. How did this experience shape your education and career path and your views and understanding of CTE today?

Rep. Bonamici: Community college changed my life. I would not be where I am today without the opportunities provided to me by Lane Community College. The two-year associate degree program I completed gave me confidence and provided an affordable higher education that opened doors and allowed me to pursue my passion of helping others.

Community colleges are a great starting point for many paths. I chose to continue my education at the University of Oregon, where I earned my undergraduate and law degrees. Many people receive the education and training they need to enter good-paying jobs directly after community college, including through the CTE programs they offer.

I was able to graduate from college with a manageable amount of debt using a combination of loans, grants, and work study. It is more difficult to do that today, but the affordability and value of a community college education continues to be significant. In my role as a senior member on the House Education Committee, I am committed to making opportunities like those I received through my community college education available to all, including by expanding and strengthening CTE programs.

 

ACTE: As a CTE Caucus co-chair, how will you work to advance legislation in support of high-quality CTE? What are some of your top policy priorities within CTE and workforce development?

Rep. Bonamici: I am always looking for ways to strengthen and expand CTE programs. The main source of federal funding for CTE is the Perkins Career and Technical Education Act. I enthusiastically supported its reauthorization in 2018 and look forward to working with my friend and CTE Caucus Co-Chair Congressman GT Thompson on its update. I’m advocating for this bipartisan legislation to be responsive to the growing needs of CTE programs, students, and educators by supporting innovative programs, increasing access among historically underserved students, and fostering collaboration among schools, parents, colleges, and employers. 

I am also eager to leverage the historic federal investments in workforce development we have made in recent years. Last Congress, I helped pass the bipartisan Infrastructure Investment and Jobs Act and CHIPS and Science Act, and I was glad to help create more pathways to good-paying, family-wage jobs in the Inflation Reduction Act. Additionally, I worked with my colleagues on the Education Committee to advance the bipartisan National Apprenticeship Act reauthorization and a comprehensive reauthorization of the Workforce Innovation and Opportunity Act, both of which would provide training and career services to help workers find and keep good jobs. These bills passed the House but not the Senate, and I will keep working to get them across the finish line.

 

ACTE: You represent Oregon’s First Congressional District. Can you pinpoint some of the innovative approaches to CTE in your district? What lessons can we learn from them?

Rep. Bonamici: Oregon is leading the way in making CTE programs more accessible – CTE Programs of Study exist in nearly every Oregon high school and at all 17 community colleges, providing opportunities to more than 150,000 students each year.

Portland Community College in NW Oregon is a leader in preparing students for careers in different in-demand industries, including aviation, construction, agriculture, semiconductors, and advanced manufacturing. Century High School, St Helens High School, and other schools in the district I represent engage their students in high-quality CTE programs that prepare them for good-paying jobs in a range of industries. St. Helens High School has eight different CTE programs, including auto repair and early childhood education. At Century High School I was able to meet with students participating in a semiconductor youth apprenticeship program that provides them hands-on experience with state-of-the-art equipment so they can learn the skills needed to land a high-quality, good-paying job in the semiconductor industry. Programs like these demonstrate the important role that industry and sector partnerships with K-12 schools and community colleges can play in building a diverse, skilled, and well-prepared workforce.

 

ACTE: How can members of the CTE community best work together with federal policymakers?

Rep. Bonamici: I encourage you all to tell your stories and share your experiences with Members of Congress and their staff. Stories are powerful – many people have spoken with me about how CTE programs have changed their lives. I have drawn from their powerful narratives and experiences to advocate for improving and expanding CTE programs. Talk about your successes with CTE programs and be candid about what you need from us. You can also express why it would be helpful to pass long-overdue reauthorizations of the National Apprenticeship Act and Workforce Innovation and Opportunity Act, and what priorities you hope to see included in an update of the Perkins Act. We can accomplish a lot by working together, and I am grateful for your tireless advocacy.

Policymaker Perspectives: Rep. Glenn “GT” Thompson

ACTE’s Public Policy Department heard from Rep. Glenn “GT” Thompson for this edition of Policymaker Perspectives. Rep. Thompson represents Pennsylvania’s 15^th Congressional District, and he was first elected to the House of Representatives in 2008. He is currently serving his fifth term as a co-chair of the House Career and Technical Education (CTE) Caucus. 

Rep. Thompson currently serves as the chairman of the House Agriculture Committee and is a senior member of the House Education and the Workforce Committee.

Rep. Thompson was the lead sponsor of H.R. 2353, the Strengthening Career and Technical Education for the 21st Century Act, which was signed into law on July 31, 2018. The bill reauthorized and updated the Carl D. Perkins Career and Technical Education Act, and is commonly referred to as “Perkins V.” He has been a leading congressional advocate for CTE programs and students throughout his time in the House.

Rep. Thompson attended Penn State University and Temple University. Learn more below about the Congressman’s passion for CTE, his work serving on House committees and more!                                       

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ACTE: As both the co-chair of the House CTE Caucus and the lead sponsor of legislation reauthorizing Perkins, you have spent your time in Congress championing CTE. What led to your interest in CTE and why do you feel it is so important to advocate for CTE students and programs?

Rep. Thompson: My appreciation for CTE came at an early age. My father went through a CTE program, leading him to become a tool and die maker. Eventually, he decided to start his own business which became quite successful. From agriculture to the arts and from marketing to manufacturing, CTE programs work to develop America’s most valuable resources – its people.

Representing Pennsylvania’s 15^th Congressional District has reinforced my belief that the key to developing the workforce of the future is reinvigorating career and technical education across the United States. Pennsylvania is home to more than 80 CTE centers, including nine in my district, and I have seen firsthand the benefits and importance of these programs in developing a skilled workforce. With more than 12 million students enrolled in CTE programs and nearly 10 million job openings throughout the country, Congress needs to work to close the skills gap and modernize federal investments in these programs.

We are providing the education and the tools to equip a 21st-century workforce by supporting these programs, and I will continue to be a strong advocate for giving people from all walks of life an opportunity to succeed and restore rungs on the ladder of opportunity.

 

ACTE: As a member of the House Committee on Education and the Workforce, you work to support policies to help deliver on the needs of employers for a 21^st-century skilled workforce. How do you work with your fellow Members of the Committee to support and advance CTE?

Rep. Thompson: CTE is one of those unique issues that unites Democrats and Republicans here in Washington and across the country, and I believe the work we do in the CTE Caucus is a prime example of that. We have 107 bipartisan members, and counting, and I am grateful for the partnership and friendship of the Caucus’ Co-Chair, Congresswoman Suzanne Bonamici, who is also a senior member on the Education and the Workforce Committee. Together, we have been able to introduce and advance proposals ranging from workforce investments in infrastructure projects to increasing awareness for career counseling programs within the existing Workforce Innovation and Opportunity Act (WIOA) framework that helps connect adult learners with educational and career opportunities.

Lawmakers at every level of government are hearing from their constituents about the challenges in attracting and retaining a talented, skilled workforce, and we do not have the luxury of sitting back and throwing up our hands. My colleagues and I have rolled up our sleeves and begun addressing these issues, and there is no better evidence of this than the passage of Perkins V in 2018. That legislation passed both the House and Senate by voice votes before being signed into law by President Trump. That kind of support on such a large and impactful piece of legislation is practically unheard of, but it is a testament to the bipartisanship of this issue and a strong commitment on both sides of the aisle to promote alternative career pathways.

I stand ready to continue to work with any of my colleagues on both sides of the aisle, as well as educators and industry stakeholders, to advance meaningful CTE legislation.

 

ACTE: How best can CTE advocates work with their policymakers back home to help them gain an understanding of the opportunities that CTE programs offer? As a policymaker, are there elements of CTE programs that you haven’t yet been able to observe up close that you would like to see in action?

Rep. Thompson: One of the things that we, as a society, have unfortunately gotten away from is storytelling. Sharing your personal experiences with lawmakers on a range of issues, from agriculture to health care to CTE, helps us make informed decisions and improves the quality of federal programs. As we work to combat the stigma that sometimes still exists surrounding CTE programs, it is perhaps more important than ever to get the success stories of CTE out as far and wide as possible.

I have been fortunate during my time in Congress to visit many of the CTE programs and schools in Pennsylvania’s 15^th Congressional District and throughout the Commonwealth. Early on when I would visit these schools, many classrooms were mostly empty and some programs were really struggling. Now when I tour these centers, I almost always find that there is a waiting list to get into these programs. I think that shows we are doing something right and starting to get the word out about how these programs help folks climb the next rung on the ladder of opportunity.

I think it’s impossible to observe every program under the umbrella of CTE – which is a good thing. Well over half of new jobs today require skills that can be learned and developed through technical training, and the breadth that CTE covers ensures that we are building our workforce to face tomorrow’s challenges. Speaking of those challenges, I am closely following the new cybersecurity programs many CTE centers have established. Being able to confront malicious foreign actors with a highly skilled and trained workforce helps ensure our national security and protect everything from the electrical grid to our supply chain.

 

ACTE: As Chairman of the House Agriculture Committee, you will be taking the lead on the upcoming Farm Bill reauthorization. What are some of your top priorities as you craft the bill? What are some of the top workforce needs you are seeing in agricultural-based and rural communities?

Rep. Thompson: I am excited about the opportunity for the House Ag Committee to play a role in developing and improving USDA programs to help address workforce shortages in rural America. According to the 2020 Census, our rural population decreased. This marked the first decade-long fall in rural population in American history.

Opportunities in the American economy are changing as a result of developments in industry, technology, and the global market and so must our career training and education. The impacts of America's economic growing pains are uniquely felt in rural America by rural residents, who face comparatively high rates-of long term unemployment and lack access to training opportunities, and by many employers, who are finding it difficult to find appropriately skilled workers. As a result, employers are creating their own methods for finding and hiring talented people through a range of workforce development initiatives that equip applicants with the precise abilities required to carry out a job effectively.

While not directly in the purview of the Ag Committee, the Committee has authorized several programs looking at building a robust, rural workforce pipeline through the Farm Bill. In the 2018 Farm Bill, we established the Rural Innovation Stronger Economy (RISE) Grant Program, which offers grant assistance to rural areas to create high-wage jobs, accelerate business, and support industry clusters. USDA also has the Rural Workforce Innovation Network, which highlights USDA Rural Development programs and helps communities recruit, retain, and further educate individuals in rural America.

I have always said the number one asset any organization has is a high-quality, high-skilled workforce. It is important that Congress, through the Farm Bill, consider any and all opportunities to address the workforce challenges in rural America. With its unique reach, expertise, and experience serving rural America, USDA is well-positioned to help local communities develop and implement workforce development strategies.

Perkins V Resources: Data Sharing & Analysis

State and local CTE leaders need accurate data to identify problems, iterate solutions and make informed decisions about programs and funding. Perkins V allows states to invest additional resources in building their data and reporting systems and requires more data-informed decision making through the comprehensive local needs assessment.

As we close this week celebrating Perkins V’s fifth birthday, we’re sharing tools and resources that ACTE has developed or co-developed to support data reporting, analysis and sharing:

• Beyond the Numbers: Design Principles for CTE Data Reporting: This Advance CTE and ACTE report describes principles for reporting, sharing and communicating data. A related toolkit includes a data communications planning tool and numerous templates for CTE data tools.

• Achieving Inclusive CTE Goal-setting Tool: This Advance CTE and ACTE tool can help state and local CTE leaders assess learner group data to recruit, engage and support underrepresented learner groups.

• High-quality CTE Library: Data and Program Improvement: ACTE’s online library of resources contains publications and tools for CTE data reporting, analysis and sharing and how to use data to close gaps and support continuous improvement.

State and local leaders can use these resources to enhance their data reporting systems and maximize their understanding of how data leads to better CTE implementation. ACTE and Advance CTE have also collaborated to provide targeted technical assistance to states and local CTE programs focused on effectively using and sharing CTE data.

Perkins V Resources: Middle Grades & Career Development

Perkins V recognizes the importance of beginning career exploration as early as possible by enabling Perkins funds to be spent starting in grade 5. The legislation also includes new definitions and provisions that focus on expanding and improving work-based learning and career development.

As we continue our celebration of five years of Perkins V, take a look at these resources from ACTE and its partners with tips for and examples of effective strategies for career development and middle grades CTE:

• Broadening the Path: Design Principles for Middle Grades CTE: This Advance CTE and ACTE resource lays out a theory of action for CTE in the middle grades, defines outcomes for student learning, and introduces 10 design principles that should be part of any middle grade CTE program.

• Student Career Development series: This ACTE series of briefs and webinars dives into topics such as social emotional learning, work-based learning and equitable career development through technology.

• High-quality CTE Library: Student Career Development: ACTE’s online library of resources includes publications and more on how to empower and prepare learners for the workforce through career development.

CTE educators and career development professionals can use these resources to support career advisement, exploration and more, including programming in the middle grades.

Research Roundup: CTE at Community Colleges

Analysis of Community College Health Care Training Programs: The Community College Research Center at Columbia University recently published a report in which researchers used 2019-20 data from the U.S. Department of Education to examine community colleges’ contributions to the health care workforce.

The results showed that community colleges are responsible for much of the health care programs and graduates in allied health, nursing, mental health and clinical laboratory science. Additionally, researchers looked at the demographics of community colleges and earnings outcomes that students achieve upon completion. The following represent some of the most notable findings:

• Community colleges were cited as responsible for 76% of all postsecondary programs in mental/social health, 68% in allied health and 58% in practical nursing. They were also responsible for similar percentages of graduates in those programs across the postsecondary sector.
• Public health programs were noted for their diverse recruitment with Latinx and African American students comprising 22% and 20% of all graduates, respectively.
• For many health care programs, certificates are more common than longer-term awards.
• Median hourly wages vary by program and attainment level, with the highest wages associated with two-year degrees in dental support services.

Community Colleges: Achieving Their Potential for Workforce Development: A report recently published by the American Enterprise Institute analyzed the role of public community colleges in preparing learners to enter the workforce and meet labor demand.

Community colleges are facing many hurdles, including providing academic and career supports, purchasing equipment for in-demand fields, the lack of Pell Grant access for students in non-credit programs, and the transfer disconnect with four-year institutions, among other things. Researchers highlighted some of the following recommendations for policymakers and administrators to better support these institutions:

• Update recruitment and hiring practices to attract instructors with relevant industry experience.
• Use labor market information and employer engagement to improve labor market alignment and better integrate work-based learning with classroom instruction.
• Create flexible pathways and stackable opportunities in and among for-credit and non-credit programs.
• Invest in staff who specialize in building relationships with employers and community partners.

The publication highlights examples such as Project QUEST in San Antonio, Texas, which offers community college training that supports the certification of students in high-earnings fields such as health care, manufacturing and information technology as well as the Good Jobs Challenge, which has awarded $500 million in grants extending into 2027 to regional workforce training partnerships of industry, community colleges, training partners, community-based organizations and unions.

Strategies and Resources to Align Non-credit and Credit Programs: Education Strategy Group recently published a series of resources, which share research, strategies and examples of success aimed at supporting community colleges in the pursuit of more closely aligning non-credit workforce training and degree-focused credit programs. Despite this separation often being beneficial, having two different systems internally can cause content duplication, lack of communication, missed opportunities to build and collaborate and an inequitable student experience, particularly for non-credit students.

Researchers propose the following key tenets for framework alignment:

• Treat non-credit students the same as those in for-credit programs. Ensure every institutional decision or action is taken with both types of learners in mind.
• Do not make non-credit programs an educational dead end. Instead develop seamless transitions between non-credit programs and credentials and associate degree programs.
• Reorganize for joint leadership between non-credit and credit departments and be prepared to modify institutional curriculum development and design processes for better alignment.
• Ensure that industry-focused programs are credit worthy and credit based with bridge tools like credit matrices, articulation and equivalency agreements.

House Education and Workforce Committee Holds Hearing on Skills-Based Hiring

On June 22, the House Education and Workforce Committee held a hearing titled “Competencies Over Degrees: Transitioning to a Skills-Based Economy.” The hearing was a response to what committee members described as an ongoing disconnect between employers and the skilled workforce.  

Those testifying on this matter were Dr. Karin Kimbrough, LinkedIn’s Chief Economist; Dr. Mark Smith, the Society for Human Resource Management’s Director of HR Thought Leadership; Dr. Papia Debroy, Senior Vice President of Insights for Opportunity@Work; and Mr. Dan Healey, SAP’s Head of People for Customer Success.  

The witnesses stated that high demand for skilled labor exists in many sectors, but many of these positions utilize bachelor’s degrees as proxy indicators of skill level, and therefore eliminate a large portion of the potential workforce. While continuing to emphasize the importance of post-secondary education, committee members questioned the witnesses on best practices to transition to alternative measurements of skill. Chairwoman Virgina Foxx (R-NC) stated: “The old ways of developing talent are not working for today’s economy.”  

Dr. Karin Kimbrough shared that LinkedIn’s research found that when shifting to a skills-first hiring approach, the number of qualified eligible workers increased by nearly 20 times. With an estimated 1.6 unfilled positions for every unemployed individual, Kimbrough suggested to the committee that skills-based hiring allows employers to satisfy their demand for skilled labor.  

Along with echoing these arguments, Dr. Mark Smith presented the effectiveness of pre-employment assessments to gauge skill levels. When questioned about how to best facilitate transitioning to skills-based hiring, he encouraged the committee to incentivize and support employers in their use of these assessments.  

Rep. Glenn Thompson (R-PA), citing his role as co-chair of the House CTE Caucus, questioned the witnesses on how CTE programs specifically can connect skilled students to employers. Mr. Dan Healey stated that developing relationships between employers and administrators of these programs would allow students to develop skills aligned with local employment needs.  

Throughout the hearing, the committee, supported by recommendations from the witnesses, enthusiastically committed to bipartisan efforts to reauthorize the Workforce Innovation and Opportunity Act (WIOA) and expand its reach to those not previously touched by its programs through specifically implementing a skill-based hiring approach.  

Policymaker Perspectives: A Discussion with Dr. Michael Wooten

Policymaker Perspectives: A Discussion with Dr. Michael Wooten

Policymaker Perspectives is a discussion series between ACTE and federal policymakers. It is intended to allow CTE professionals to hear directly from policymakers about their priorities and the work taking place in Washington to strengthen the CTE ecosystem.

Dr. Michael Wooten is the Deputy Assistant Secretary for Community Colleges in the U.S. Department of Education. He also serves as the Acting Assistant Secretary for the Department's Office of Career, Technical and Adult Education (OCTAE). As Acting Assistant Secretary, Dr. Wooten oversees more than $2 billion in funding, including funding under the Perkins CTE Act.

Prior to his appointment at OCTAE, Dr. Wooten served as Deputy Chief Procurement Officer for the District of Columbia. He also served as the Chief Learning Officer for the District's Contracting and Procurement office. He has served on Northern Virginia Community College's Board of Directors, including as chairman, and served in an interim capacity on the Prince William County Public School Board. Dr. Wooten also taught at Defense Acquisition University and served for two decades in the U.S. Marine Corps, retiring at the rank of major.

Dr. Wooten has a diverse educational background of his own, first earning his associate's degree at Georgia Perimeter College and then a bachelor's degree at Chapman University. He has three master's degrees from Norwich University, the Naval Postgraduate School, and the George Washington University. Additionally, he earned a doctorate from the University of Pennsylvania in higher education management.

In addition to his degrees, Dr. Wooten has completed career and technical education training in graphics and air traffic control. He received the certified tower operator qualification from the FAA in 1985.

ACTE recently spoke with Dr. Wooten as part of our Policymaker Perspectives discussion series.

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ACTE: You have experience at both the secondary and postsecondary education levels, having served on a local school board and on the board of a community college. One aspect of high-quality CTE programs are strong connections between secondary and postsecondary institutions. It is important to ensure that students' secondary CTE coursework transitions smoothly into a postsecondary program as students work toward earning a credential. What can secondary and postsecondary programs do to strengthen their connection with one another?

Dr. Wooten: A high priority of this Administration is providing options to students and their parents to pursue educational opportunities that meet their interests and needs. For too many years, high school graduates throughout the United States faced a fork in the road. One path led to a four-year college, the other to an entry-level job. Some students chose for themselves, while others were tracked based on aptitude and, all too often, on race and income. In today’s 21st century global economy, the choices are much more complex and interconnected, and the fork in the road has been replaced by numerous paths, all of which require a rigorous and rich high school experience that prepares all students—not just some—for college and a career.

Career pathways, and the multiple on ramps and off ramps they build, go a long way toward providing such options and ensuring that all students are able to develop the academic, employability, and technical skills they need for further education and employment. To support meaningful pathways, secondary and postsecondary education must plan and work together. They must align the curriculum at the secondary and postsecondary levels, offer students the opportunity for dual and concurrent enrollment, and ensure that credits earned at the secondary levels are accepted at the postsecondary level. Secondary and postsecondary programs should also seek to streamline and integrate their business and industry advisory boards. One advisory board should meet together to provide vision and leadership for CTE programs that meet labor market demand.

In addition, I encourage secondary and postsecondary institutions to consider using a stackable credentials approach to education, training, and workplace learning. Stackable credential programs allow working students to develop the skills they need to advance their careers while simultaneously earning credentials to further their studies. This helps them on their way to degree completion and/or job advancement. The recently-published Stackable Credentials Tool Kit, developed by the Mapping Upward project, has more information for those community and technical colleges interested in this approach.

 

ACTE: Career and technical education can be a valuable tool for veterans transitioning into the civilian workforce. It can help veterans, among other things, earn credentials that build on the skills they learned in the military. What is your office and the Department broadly doing to help ensure veterans are both aware of CTE programs and have access to them?

Dr. Wooten: The U.S. Department of Education is pleased to support veterans’ efforts to pursue further education and training after they exit the military. The Veterans Upward Bound program awards grants to institutions of higher education and public and private agencies to support projects designed to prepare, motivate, and assist military veterans in the development of academic and other skills necessary for acceptance into and success in a program of postsecondary education.

It is important to note that many veterans leave the armed forces with exceptional technical skills but encounter problems obtaining appropriate recognition of those skills in the labor market and at institutions of higher education. The Education Commission of the States recently reported that 29 states and the District of Columbia have a policy to award academic credit for military experience. That is encouraging news, but it is clear that we have more work to do. I encourage ACTE members to look into how they can facilitate the recognition of veterans’ skills in postsecondary CTE programs and other CTE programs that serve adults.

 

ACTE: The President has recently called for expanding Pell grant eligibility to shorter term programs to grow access to CTE for students seeking postsecondary certificates that can be earned quickly, instead of longer-term certificates or a two- or four-year degree. Why is this important, and what can be done to ensure that the programs where these short-term Pell grants would be used offer high-quality CTE that will put students in a position to succeed in the workforce?

Dr. Wooten: President Trump is proposing to expand Pell Grant eligibility to institutions that offer high-quality, short-term programs that provide students with a credential, certification, or license in a high-demand field. Students often face many obstacles in choosing the best education option available for them. Students who attend some short-term postsecondary programs are not eligible to receive federal student aid due to time and program length requirements. We think that Federal law and regulations should be updated to facilitate, not impede, students from acquiring the skills needed in today’s workforce. This proposal would help low-income or out-of-work individuals access training programs that provide them with the skills needed to secure well-paying jobs in high-demand fields more quickly than traditional 2-year or 4-year degree programs. We recognize that there are some concerns about quality assurance as we expand Pell eligibility to shorter-term programs and we will be working with Congress to put in place sufficient guardrails to balance students’ needs with protecting taxpayers’ interests.

 

ACTE: A critical piece of the workforce development system is the actual workforce—employers and industry. How can industry better connect with CTE programs and the learning taking place in secondary and postsecondary classrooms? In addition to offering apprenticeships, are there ways that industry can help support CTE programs and their students?

Dr. Wooten: There are so many ways that employers and educators work together now and can continue working together to improve student outcomes. First, as previously mentioned, business and industry must continue to advise secondary and postsecondary CTE programs on labor market demand. They must help to identify what skills and certifications are recognized and valued by employers and what programs are best suited for students to earn those credentials.

Employers must continue to provide a full range of work-based learning opportunities, from short-term job shadowing and career days to longer-term internships and apprenticeships. Each of these experiences help students gain the general workplace readiness skills and technical skills needed to enter the workplace and progress along a career pathway.

Employers can also play a key role in advocating for CTE programs and helping to eliminate the unfortunate stereotype that CTE programs prepare students only for low-skill, routine, and “dirty” jobs. Employers might even consider inviting parents and other community stakeholders to experience the modern, highly technological, and ever-changing workplace of the 21st century.

 

ACTE: Nationally, the CTE system is facing a teacher shortage. Some states have responded by streamlining or offering provisional licenses for educators who come straight from industry. What can the federal government and the Department of Education do to help grow the CTE teacher pipeline while ensuring these educators are fully prepared to deliver high-quality CTE instruction?

Dr. Wooten: The best solutions will always come, not from Washington, but from those closest to students. To that end, last year, the Department launched the Career and Technical Education Teacher Pathway Initiative to identify and fund innovative state and locally-driven strategies for addressing CTE teacher shortages.

Through this initiative, we awarded six grants to a diverse group of entities: two State departments of education (New Jersey and Tennessee), a community college (Portland Community College in Oregon), a school district (Broward County Public Schools in Florida), and an intermediate education agency (Southeast Kansas Education Service Center in Kansas). This spring we will award a contract to document and evaluate these projects and to identify some promising, field-initiated solutions to CTE teacher shortages. We invite you to stay tuned to our Perkins Collaborative Resource Center at https://cte.ed.gov for resources and tools that are developed through this initiative.

Policymaker Perspectives: Rep. Bobby Scott

Policymaker Perspectives:
A Discussion with Representative Bobby Scott

Policymaker Perspectives is a discussion series between ACTE and federal policymakers. It is intended to allow CTE professionals to hear directly from policymakers about their priorities and the work taking place in Washington to strengthen the CTE ecosystem.

Congressman Bobby Scott (D-VA) was first elected to represent Virginia’s Third Congressional District in 1992. Prior to his election, he served in both chambers of the Virginia Legislature and practiced law. Rep. Scott is the first African-American elected to Congress from Virginia post-Reconstruction, and is the first voting member of Congress with Filipino ancestry. He attended Harvard College and Boston College Law School, and served in the Massachusetts National Guard and United States Army Reserve.

In 2014, Rep. Scott was elected to serve as the Ranking Member of the Committee on Education and the Workforce. As the top Democrat on the committee, he plays a crucial role in setting the nation’s education and workforce development policy. He was one of four primary negotiators of the Every Student Succeeds Act, has fought for affordable higher education, and has prioritized reforms to assist at-risk youth and juvenile offenders.

The Congressman was raised in Newport News as the son of a surgeon and educator. He has continued to live there since graduating from law school. ACTE recently spoke with Representative Scott as part of our Policymaker Perspectives discussion series.

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ACTE: The passage of the Every Student Succeeds Act (ESSA) was important to the CTE community because it prioritized alignment of academics and CTE, emphasized students’ access to career exploration and recognized CTE as an important part of a well-rounded education. The law largely took effect at the beginning of this school year. What are your thoughts on its implementation thus far?

Representative Scott: When Congress came together to draft ESSA, it was important to recognize improvements in the delivery of high quality CTE and its important role in expanding educational opportunity, especially for low-income and at-risk students. That’s why I, along with Senator Murray, fought to ensure that the law pushed states to better align CTE with general education academic standards. When students have access to quality CTE programs, they’re more engaged, less likely to drop out of school, and graduate college- and career-ready. ESSA turned a lot of decision-making on how to improve student outcomes and struggling schools over to state, and especially local, school leaders. But with flexibility comes responsibility – states and districts can make good decisions and not-so-good decisions. It will be up to teachers, parents, students, and communities to hold those decision-makers accountable for meeting the needs of all students. I am hopeful that states and districts will use this new-found flexibility to employ innovative approaches to improve educational equity, including through expanding opportunities for vulnerable students to benefit from excellent CTE programs.

 

ACTE: Late last year the Committee on Education and the Workforce passed a Higher Education Act reauthorization bill called the PROSPER Act. You and every Democrat on the committee opposed the bill. What are your priorities for a higher education bill? How can the higher education landscape better reflect today’s CTE system?

Representative Scott: Committee Democrats believe quality higher education must be accessible and affordable. It must empower America’s working families to succeed in our economy. By forcing students to borrow more, pay more, and pay more to borrow more, the PROSPER Act (H.R. 4508) makes college more expensive for millions of students. H.R. 4508 also waters down accountability standards while removing student protections from fraud and abuse. It puts corporate profits before students, asking families and students to pay more for a lower quality education.

On access: Higher education is out of reach for too many students. Many families have never sent a member to college and think that higher education is unattainable, unnecessary, or too expensive even though studies and projections tell us that some form of higher education will be necessary to succeed in the 21^st century economy. CTE and the partnerships created between K-12 schools and community colleges should play an important role in increasing access, whether through dual enrollment programs, early college, pathways to four-year degrees, better marketing of opportunities, or demonstrated career success of graduates. Access, however, should not come at the cost of quality and the promotion of for-profit programs that cost more than community colleges even though their graduates have worse outcomes. H.R. 4508 would create an unregulated apprenticeship program ripe for abuse by for-profit colleges that already have a track record of fraudulent behavior. Committee Democrats are supportive of creating high-quality apprenticeship programs, but those programs should have protections for students and be administered by the Department of Labor, not legislated through the Higher Education Act, which is administered by the Department of Education.

On affordability: Due to state budget cuts, growth in college costs have outpaced inflation by approximately two percent each year over the last 20 years. On top of that, Federal student aid programs, such as the Pell Grant, have not kept up with the rising cost of college. In 1980, the Pell Grant covered 77 percent of the cost of attendance at a four-year public college. Now it’s 29 percent. The purchasing power of a Pell Grant doesn’t fare much better for a two-year degree or certificate. It used to cover 100 percent of costs, it now covers 62 percent. Instead of making financial aid more robust, H.R. 4508 eliminates important Federal financial aid programs and replaces them with one loan program that will push students to borrow more and pay more interest over the life of the loan. Committee Democrats support a reauthorization that helps CTE students attend a postsecondary institution so they can complete their program of study.

On completion: The face of the average American postsecondary student has changed. More students are taking classes part-time while working a job and providing for a family. Others are starting school at an older age and taking classes over a longer period of time. Some are completing industry-certified certificates while serving prison terms. Quality CTE programs provide great opportunities for all of these students. These programs are successful not just because of their excellent teaching and partnerships with local industry, but also because of the student supports they provide. These supports range from providing child care for student-parents to counseling programs for first-generation postsecondary students or students recovering from addiction. H.R. 4508 does not increase supports for these programs. In several cases, the bill actually removes funding for postsecondary institutions to provide these supports. Committee Democrats support reauthorization that increases investments for programs that help support students from all backgrounds complete their degree or industry-recognized credential.

Unfortunately, H.R. 4508 does not make quality degrees that lead to a good-paying job more affordable or accessible, which is why Committee Democrats were unified in opposition to the bill.

 

ACTE: You are a leading voice in Congress on criminal justice reform, particularly as it relates to juvenile justice issues. What role does CTE have to play as a resource for at-risk youth and juvenile offenders?

Representative Scott: For most of my time in Congress, I served on both the Education and the Workforce Committee and the Judiciary Committee, and when addressing students, I’d often say that the students will take advantage of the laws we pass on one committee or feel the effects of the laws we pass on the other committee. We know that many adult criminals start on the path to prison at an early age, falling into what has been termed the school-to-prison pipeline. While there are many factors that contributed to its creation, poverty, a struggling education system, and an unresponsive, punitive juvenile justice system are the most impactful ones.

I worked on a bipartisan basis to write and pass the bipartisan Juvenile Justice Reform Act (H.R. 1809) this year to reauthorize the Juvenile Justice and Delinquency Prevention Act (JJDPA), which includes a version of my Youth PROMISE Act in the bill. This provision provides funding to dismantle the cradle to prison pipeline and create a cradle to college and career pipeline. Without access to engaging, meaningful programs designed to capture their curiosity and create a sense of belonging, students can easily fall prey to gangs and crime, searching for purpose and community. I continue to be an advocate of working with localities to create alternative pipelines of evidence-based programs designed to engage students at every age, get them on the right track, and keep them there until they are either in college or in the workforce. Evidence shows that continuums of programs like these will result in money saved and reduced crime. We are engaged with the Senate and hope to have a bill that includes a version of the Youth PROMISE Act on the President’s desk by the end of the year.

High-quality CTE programs also play a strong role in dismantling those pipelines. They can serve as school engagement programs that promote attendance and show real world application of theoretical academic concepts. The clear applicability of CTE courses helps students recognize career opportunities that may have otherwise seemed unobtainable or irrelevant. They can serve as re-entry programs giving juveniles leaving detention facilities a better chance to re-establish themselves in society and the education system. And most importantly, CTE programs can be tools to close the opportunity gap and provide students who may have become disconnected from school or the workforce a second chance.

 

ACTE: The Committee on Education and the Workforce passed overwhelmingly bipartisan legislation in the past two sessions of Congress to reauthorize the Carl D. Perkins Career and Technical Education Act. Both times, you co-sponsored the legislation. Why is a strong CTE system important for your district and the nation?

Representative Scott: In several good-paying industries, thousands of jobs go unfilled because of a lack of skilled workers. For example, in my state of Virginia businesses are looking to fill 30,000 technology positions, 17,000 of which are in cybersecurity, but cannot find qualified applicants. The average starting salary for a cybersecurity job is $88,000. Strong CTE systems have the ability to prevent this mismatch and help individuals find employment in fulfilling jobs. Virginia is a leader in CTE, with more than half a million sixth through twelfth grade students participating in CTE across the Commonwealth. The state has expanded access to CTE programs that equip secondary school students with recognized postsecondary credentials through innovative programs, such as dual enrollment and registered apprenticeships. In my district, there are several Governor’s STEM academies and a joint health science academy between Newport News and York County. With continued collaboration and investments in these efforts, Virginia can create a future workforce qualified to fill ever-changing industry needs.

The Federal government needs to support state efforts, like the ones in Virginia, and ensure CTE systems promote equity and opportunity. The Strengthening Career and Technical Education for the 21^st Century Act does that, which is why the House of Representatives passed the legislation unanimously. I encourage ACTE members to request the Senate to pass this legislation as well.

The bill received such strong support because it increases funding for state CTE systems while also pushing CTE programs to improve outcomes for students, employers, and communities. The legislation increases accountability for student outcomes; emphasizes collaboration between businesses, communities, and schools; ensures opportunity in CTE programs for underserved youth, and focuses on high-skill, high-wage careers. I am hopeful that this legislation will become law so students can benefit from high-quality CTE systems.

Policymaker Perspectives: A Discussion with Representative Brett Guthrie

Policymaker Perspectives: A Discussion with Representative Brett Guthrie

Policymaker Perspectives is a discussion series between ACTE and federal policymakers. It is intended to allow CTE professionals to hear directly from policymakers about their priorities and the work taking place in Washington to strengthen the CTE ecosystem.

Congressman Brett Guthrie (R-KY) was first elected in 2008 and represents Kentucky’s Second Congressional District, which begins just south of Louisville, extends all the way to Bowling Green, and reaches Owensboro and Nicholasville on the district’s western and eastern edges, respectively. He is a graduate of West Point and Yale University, and is the former vice president of an automotive parts manufacturing business that was started by his father. Before his election to Congress, Rep. Guthrie served in the Kentucky Senate for a decade.

In Congress, Rep. Guthrie has made workforce and education issues a priority. He was an original cosponsor of the Workforce Innovation and Opportunity Act in 2014, and was a sponsor of the Perkins reauthorization bill that passed the House in 2017. He is a member of the Congressional CTE Caucus. The Congressman serves on the House Committee on Education and the Workforce, where he chairs the Higher Education and Workforce Development Subcommittee. He also serves on the Energy and Commerce Committee, and is an assistant whip for the Republican Conference.

Congressman Guthrie and his wife, Beth, have three children. ACTE recently spoke with Representative Guthrie as part of our Policymaker Perspectives discussion series.

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ACTE: Prior to your public service, you were vice president of a manufacturing company. In 2012, one in six private-sector jobs was in manufacturing, which accounted for 12 percent of the nation’s GDP. Estimates show that by 2020, more than half of manufacturing jobs will require some type of postsecondary degree. Based on your experience in industry and in Congress, what can be done to ensure people are equipped with the skills they need in the 21st century economy – both in manufacturing and beyond?

Representative Guthrie: Something I hear over and over again from employers in the Second District is that if someone has the right skill set, they would hire that person immediately – whether or not they were even hiring in the first place. Technical skills are in high demand throughout the country, so we need to make it possible for people to get these skills and meet the demand. For someone who works at a factory and has a family but never went to college, the idea of going to school can seem daunting. Some of the ways we can help both traditional and nontraditional students alike are year-round Pell grants, apprenticeship programs, and offering class credit for experience. There is a significant population of workers who would jump at the chance for further education but who do not fit the mold of traditional four-year institutions.

ACTE: In October, you co-authored an op-ed titled, “Closing the Cyber Skills Gap.” In it, you raised the idea of recruiting military veterans for cyber careers and improving partnerships between industry and education institutions. You have a unique perspective as both a veteran and someone who worked in industry. How can we increase opportunity for veterans in CTE fields? How can we strengthen connections between industry and education?

Representative Guthrie: Our military is made up of millions of dedicated Americans who all play a specific role in defending and protecting our country. Those specific roles are often incredibly technical in nature – engineers, mechanics, and pilots, for example. When workers who have already gone through extensive technical training through the military want to fill positions in the private sector requiring technical skills, there should be a process for them to be able to do so without simply retaking all the required classes as a civilian. We need to make professional certification and skills training programs more flexible to accommodate these types of transitioning workers. The dedicated men and women of the Armed Forces are exactly the type of leaders we want in our civilian workforce when they complete their service.

ACTE: You are the sponsor of the “Empowering Students Through Enhanced Financial Counseling Act,” a bill that would require annual – not just entrance – counseling for students at institutions of higher education. What was the impetus for this bill and why is it important?

Representative Guthrie Too many young adults are drowning in student debt, which places a drag on our economy because the longer it takes to pay off the debt, the longer it takes for them to buy a home, start a business, etc. Oftentimes, the ones who have the most debt are the ones who completed a semester or two of higher education and then stopped – so they don’t have the benefit of a degree to help them pay off their student loans. By helping students manage their money more strategically throughout their higher education, we can set students up for success once they enter the workforce.

ACTE: The House Committee on Education and the Workforce passed the "Promoting Real Opportunity, Success, and Prosperity through Education Reform (PROSPER) Act" in December. As a cosponsor of this higher education bill, what impact do you believe the PROSPER Act will have on postsecondary CTE students and educators?

Representative Guthrie: If signed into law, the PROSPER Act would make higher education more accessible for both traditional and nontraditional students, whether they pursue a typical four-year degree or take a nontraditional track such as a professional certification program. If a high school CTE student wants to get into an apprenticeship to help him learn new skills and launch his career, the PROSPER Act will help him to do so. If a single mom who possesses certain skills wants to go back to school, the PROSPER Act will help her go to an accelerated course and get credit for the skills she already has. CTE programs have been great for our high schoolers in Kentucky, and we wanted to continue to support that progress through the PROSPER Act.

Policymaker Perspectives: A Discussion with Rep. Donald Norcross

Policymaker Perspectives: A Discussion with Representative Donald Norcross

Policymaker Perspectives is a discussion series between ACTE and federal policymakers. It is intended to allow CTE professionals to hear directly from policymakers about their priorities and the work taking place in Washington to strengthen the CTE ecosystem.

Congressman Donald Norcross (D-NJ) was first elected in 2014 to represent New Jersey’s First Congressional District, located in the southwestern part of the state. He graduated from Camden County College and a skilled apprenticeship program, and is an electrician by trade. After college he installed power lines, and later became a business agent for Local 351 of the International Brotherhood of Electrical Workers and president of the Southern New Jersey AFL-CIO. He also served in both the New Jersey General Assembly and State Senate, where he championed CTE issues by making county colleges more affordable, connecting local employers to CTE programs, and expanding access to the workforce for underrepresented populations.

In Congress, Rep. Norcross has continued his strong support for CTE initiatives, and co-sponsored H.R. 2353, the Perkins Act reauthorization bill. He also introduced H.R. 1837, the 21st Century Energy Workforce Act, a bill to direct the Department of Energy to establish an advisory board to align apprenticeship programs and industry certifications. He is also a co-author of H.R. 3395, the 529 OPTIONS Act, which would allow individuals enrolled in a registered apprenticeship to use money from their 529-education savings account, tax-free, to pay for expenses associated with being an apprentice.

Rep. Norcross serves on the House Committee on Education and the Workforce, where his top priority is raising the minimum wage for hardworking families, and he is a member of the House Armed Services Committee. For the Democratic caucus, he serves as assistant whip and sits on the Steering & Policy and Communications Committees. Rep. Norcross is a founding member of the bipartisan Building Trades Caucus, and is also a member of the Congressional CTE Caucus.

The Congressman and his wife lives in Camden City, and they have three adult children and two grandchildren. ACTE recently spoke with Representative Norcross as part of our Policymaker Perspectives discussion series.

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ACTE: Policymakers are increasingly looking at apprenticeships as an important component of many students’ education. You are unique among Members of Congress in that you actually were a registered apprentice. What was the experience like for you, and what would you tell a student considering a registered apprenticeship?

Representative Norcross: Technical training shaped my life – taking me from Community College to construction work to Congress. I never forget that. I became an electrician’s apprentice in 1979 and, in that year, every spot in my program was accounted for – with a waiting list for more people who wanted to join. Today, there is a stigma surrounding apprenticeships in America.

Let’s all remember that our country needs electricians and computer programmers, just like we need doctors and judges.

I am one of four boys; I was always the one taking apart our bicycles to see how they worked. I loved working with my hands. There are many kids and teens out there who are probably like me, but are pushed toward a four-year college. I would tell a student considering a registered apprenticeship how the trades gave me the tools I needed to make a living and life for my family. I learned about the dignity of a hard day’s work from my apprenticeship.

 

ACTE: In 2016, you co-founded the Congressional Building Trades Caucus in an effort to bring together both parties to discuss the challenges people face in the construction industry. A recent report found that the construction workforce will face a deficit of at least one million workers by 2020. What is Congress doing to address this issue? What motivated you to create the caucus?

Representative Norcross: As mentioned in the question, we created the bipartisan Congressional Building Trades Caucus to discuss issues that affect the millions of construction workers who keep our economy moving. I’m an electrician; I worked for years connecting and restoring power for New Jersey homes and businesses, and when I first arrived in Congress, it was clear to me that many of my colleagues didn’t understand the day-to-day needs of our workers.

There are 211 lawyers in Congress, but only one electrician. As that one person, I feel a real responsibility to make sure workers’ voices are heard.

In terms of addressing the projected deficit in the construction workforce, Congress needs to do a better job on two fronts: 1) encouraging young people to follow whatever path suits them best and 2) putting millions of Americans to work rebuilding our crumbling infrastructure.

The four-year college experience is critical for many, but it’s not for everyone. Some kids want to go to college, some kids want to build the college and some kids want to protect the college. In Congress, we should be supporting each of those kids equally. That’s why I introduced the 529 OPTIONS Act (H.R. 3395). The bipartisan bill allows students and families to use 529 college savings accounts for skilled-based education.

The next part of the equation involves a real, robust investment in our infrastructure. We need to repair our roads, bridges, ports and airports. We need to ensure we have clean drinking water, a hardened electric grid, and safe transit systems that bring people where they need to go. When Congress invests, workers will see the high-wage job opportunities available when you work with your hands. Then, and only then, will we increase the amount of people who are proud to put on shoes with steel tips instead of wing tips.

 

ACTE: Your bill, the 21st Century Energy Workforce Act (H.R. 1837), focuses on ensuring that educational and apprenticeship programs help meet the energy industry’s skilled workforce demands. In fact, the fastest-growing occupation, an energy industry-related career, requires postsecondary education beyond high school but below a bachelor’s degree, and has a median salary of more than $50,000 per year. Why did you introduce this bill and how will it help New Jersey? What are the bill’s prospects?

Representative Norcross: I introduced this bill because investing in America’s energy infrastructure is vital to my state and our country’s growth. We need an energy grid that’s safe, reliable, and secure – and one that delivers power to our homes and businesses utilizing multiple sources. But to accomplish these goals, we need to train workers for tomorrow’s skilled jobs, now.

The 21^st Century Energy Workforce Act has support from bipartisan members of Congress, industry and labor. While that broad support doesn’t mean it will definitely move here in Washington, it is a good sign that there’s consensus around the Act. During Infrastructure Week this year, I co-authored an op-ed about how we are partnering to deliver America’s energy future with my Republican colleague David McKinley, the President of the Edison Electric Institute and the President of the International Brotherhood of Electrical Workers.

 

ACTE: As an assistant whip and member of the Steering & Policy and Communications Committees for the Democratic caucus, can you talk about House Democrats’ priorities on CTE and workforce development issues for this Congress?

Representative Norcross: House Democrats are laser-focused on workforce development. We recognize that far too many workers have been left behind, and that the social contact that guided us for decades – which said if you work hard and play by the rules, you can make it in America – is broken. We’ve come together with A Better Deal – one that offers good-paying, high-growth jobs. A key component of the Deal involves expanding registered apprenticeships and work-based learning programs.

Plus, the House Democratic Caucus recently created Jobs for America task forces and asked me to serve as a Co-chair of the Rebuilding American Task Force. I am sharing my knowledge of the construction industry with colleagues as we come up with policy solutions to improve our aging infrastructure and raise wages.

Earlier this year, Democrats also worked with Republicans in the House to unanimously pass H.R. 2353, the Strengthening Career and Technical Education for the 21st Century Act. The House-passed bill includes my provision that extends the allowable use of funding for career-building programs. It’s now up to the Senate to pass this bill that gets us one step closer to helping more Americans enter the workforce with the skills they need to compete for high-skilled, high-wage jobs.

Policymaker Perspectives: Rep. Trey Hollingsworth

Policymaker Perspectives:
A Discussion with Representative Trey Hollingsworth

Policymaker Perspectives is a discussion series between ACTE and federal policymakers. It is intended to allow CTE professionals to hear directly from policymakers about their priorities and the work taking place in Washington to strengthen the CTE ecosystem.

Representative Trey Hollingsworth (R-IN) was first elected to Congress last year to represent Indiana’s Ninth Congressional District, which begins just south of Indianapolis and extends to Indiana’s southern border. Rep. Hollingsworth comes from the business world, and ran on bringing his entrepreneurial experience to Congress. His company rehabilitates abandoned warehouses and manufacturing sites, and now includes over 65 facilities employing thousands of people. He also started an aluminum remanufacturing business in Indiana.

In Congress, Rep. Hollingsworth serves on the House Financial Services Committee. Among other federal policy areas, the committee is tasked with economic, banking, housing and insurance issues. He earned a bachelor’s degree from the University of Pennsylvania and a master’s degree from Georgetown University. Rep. Hollingsworth and his wife, Kelly, live in Jeffersonville, Indiana.

ACTE spoke with Representative Hollingsworth as part of our Policymaker Perspectives discussion series.

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ACTE: A recent report indicated that 80 percent of manufacturers say talent shortages will impact their ability to meet customer demand. As a businessman in the manufacturing field, do you see workforce shortages in the industry as a critical issue? How did they impact your business?

Representative Hollingsworth: Absolutely, this is a critical issue. As a businessman, I can tell you that the strength of your business is in direct proportion to the strength of your team, and I hear all across the District from businesses struggling with talent shortages. It is so frustrating to hear how many Hoosier businesses have the right product, have the right customers, and have the right amount of capital but cannot find the right employees necessary to pursue their American Dream.

 

ACTE: In response to a question you were asked last year about ensuring students have affordable access to postsecondary education and training, you underscored the importance of students understanding their choices. Unfortunately, not all students are made aware of the many opportunities available to them in CTE. What is your message to high school students in Indiana considering postsecondary CTE and a 2-year degree or credential?

Representative Hollingsworth: I want Hoosier students to understand all of their options for pursuing their bright futures. There are an abundance of opportunities — and I mean genuine well-paid career-tracks — available to those who undertake vocational, technical, or certificate training. Students should understand that these options are not a “Plan B” but could be a viable “Plan A.”

 

ACTE: Earlier this year you cosponsored H.R. 3145, the bipartisan ISA Act of 2017. The bill essentially provides the framework for an arrangement between private funders and students whereby the funder would pay for a student’s postsecondary education and would later be repaid at a rate equal to a set percentage of the student’s salary upon graduation. Can you tell us more about the bill and why you decided to cosponsor it?

Representative Hollingsworth: Too many students are graduating with a load of debt that will plague them for decades. We need to empower students with more options to decide how to finance their educational opportunities. One size does not fit all; one approach means less competition to deliver the lowest-cost financing to students. I want students to have many companies competing to deliver them innovative, customized, and low-cost financing solutions.

 

ACTE: In a roundtable discussion earlier this year with German Chancellor Angela Merkel, President Trump spoke about the importance of apprenticeships. Apprenticeships can give employers access to a highly-skilled workforce while providing paid job training, and eventually career opportunities, to students. How can Congress support and encourage apprenticeship programs?

Representative Hollingsworth: Companies of all sizes are looking for ways to develop their workforces and also grow new potential hires in the community through apprenticeships. It is important for people to see the exciting careers available in manufacturing and have a pathway to the right skills for them to succeed for their and their family’s futures.