CTE Policy Watch: A blog for CTE advocates

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.

Policymaker Perspectives: A Discussion with Rep. Jacky Rosen

Policymaker Perspectives:
A Discussion with Representative Jacky Rosen

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.

Rep. Jacky Rosen was first elected to Congress in 2016 and represents Nevada’s Third Congressional District, which encompasses southern Nevada, including the suburbs of Las Vegas. She earned her bachelor’s degree from the University of Minnesota, Minneapolis, paying for her education by taking out student loans and waiting tables. After graduation Rep. Rosen pursued her interest in computer science and has a unique background as a former computer programmer and systems analyst.

In Congress, Rep. Rosen serves on the House Science, Space and Technology Committee, and on the Armed Services Committee. In addition, she’s a member of a variety of congressional caucuses, including the Cybersecurity Caucus and Middle Class Jobs Caucus. In her short time in Congress, Rep. Rosen has quickly shown her passion for CTE, demonstrated by the fact that half of the bills she has introduced have focused on STEM issues. Rep. Rosen recently introduced two bipartisan bills aimed at investing in early childhood STEM education.

Representative Rosen is a longtime southern Nevada resident. Her husband is a radiologist and her daughter is currently in college. ACTE spoke with Rep. Rosen as part of our Policymaker Perspectives discussion series.

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ACTE: A Brookings Institution report has found that “[h]alf of all STEM jobs are available to workers without a four-year college degree, and these jobs pay $53,000 on average…” Another study found that nearly half of all talent recruiters at Fortune 1000 companies report trouble finding qualified candidates with two-year STEM degrees to fill vacant positions. How can congress help address workforce shortages in CTE fields?

Representative Rosen: There is a high demand for jobs in the STEM field across the country, with 500,000 computing jobs unfilled. I believe that we should be encouraging individuals, especially young students, to become well versed in STEM education and do more to highlight the many possibilities that a STEM education can provide. As a Congresswoman, I have made it a focus to introduce and co-sponsor legislation such as my Building Blocks of STEM Act and the Code Like a Girl Act. Both bills are bipartisan and would invest in early childhood STEM education.

 

ACTE: This Congress could consider the reauthorization of the Higher Education Act. As a first generation college graduate who took out student loans and worked her way through school, what lessons have you learned that you will now draw from as a policymaker? Is it important for postsecondary students – whether they are seeking a credential or a two- or four-year degree – to have access to federal student financial aid?

Representative Rosen:  I believe that education should be accessible and affordable for all Americans, which is why I wholeheartedly support federal student financial aid programs. In Congress, I am a cosponsor of the Federal Perkins Loan Program Extension Act of 2017 (H.R. 2482), which would extend the Perkins Loan Program for 2 years. We should be working to ease the burden of student borrowers and their families in order to better give all Americans access to quality affordable education.

 

ACTE: Two of the bills you have introduced this year address access to STEM. The first, H.R. 3316, “direct[s] the National Science Foundation to award grants to encourage young girls to participate in computer science and other STEM activities…” The other, H.R. 3397, “direct[s] the National Science Foundation to support STEM education research focused on early childhood.” Why is increasing access to STEM such an important issue for you?

Representative Rosen: As one of the few women who built her career in what’s been long considered a male-dominated industry, we’ve made progress; however, women and minorities are still underrepresented in STEM fields. I believe we must provide equal access and build a more inclusive workforce. The disparity in diversity in STEM fields is depriving our country of talented minds that could be inventing the next breakthrough technology, founding the next big startup, or keeping our nation safe from cyberattacks. In Nevada, there are close to 3,000 open jobs in computing, but not enough candidates who are qualified to fill these positions. By increasing the number of women and minorities in STEM careers - the qualified labor pool that the U.S. relies on for innovation and production – we will maintain our global competitiveness and expand our economy. That’s why since entering Congress, I’ve made it a top priority to promote opportunities for women and minorities in STEM by supporting legislation that breaks down barriers for all.

 

ACTE: The Committee on Science, Space, and Technology was originally a committee created in response to the space race in the 1950s. As a member of the committee with jurisdiction over a significant amount of scientific research and development, does the United States have the workforce necessary to continue to lead in scientific and technological innovation and discovery? Does CTE play an important role in helping to prepare the next generation of astronauts, programmers and engineers?

Representative Rosen: America has a rich and illustrious history of being on the cutting edge of STEM. My district is home to the Hoover Dam - one of the most impressive engineering marvels of our time. From putting a man on the moon to accomplishing breakthroughs in computing, technology and science, our country has consistently been on a sprint towards exploring the new frontiers. We must always work to encourage and embolden the fire of innovation that is at the very heart of this country. It is up to all of us - educators, public servants, and organizations like ACTE - to help to kindle the inspiration and drive for science and technology that can be brought forth in future generations of Americans. I look forward to working with CTE however I can to help prepare the next generation of leaders who are ready to solve our country’s biggest challenges.

Policymaker Perspectives: Rep. Bradley Byrne

Policymaker Perspectives:
A Discussion with Representative Bradley Byrne

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 Bradley Byrne was first elected to Congress in 2013 and represents Alabama’s First Congressional District, encompassing the southwestern corner of the state. Rep. Byrne attended Duke University and the Alabama School of Law. Before his election to Congress, Rep. Byrne served on the state school board, in the state senate, and as chancellor of the state’s community college system.

Representative Byrne is a leader on education issues and serves on the House Committee on Education and the Workforce. There, he chairs the Workforce Protections subcommittee and also serves on the Higher Education and Workforce Development subcommittee. He also is a member of the House Armed Services and Rules committees. This year, Rep. Byrne was an original cosponsor of H.R. 2353, the Perkins reauthorization bill that passed the House unanimously earlier this year.

Representative Byrne and his wife, Rebecca, live in Fairhope and are parents and grandparents.

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

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ACTE: On your website, you specifically identify “workforce training and technical education” as a top priority of yours. Why is CTE so important for both your constituents and the country at large?

Representative Byrne: CTE is an important program for providing skills and technical education to high school students and older students in America’s community and technical colleges.  Here is the way I look at it. If we get an individual the skills they need to obtain a high paying job, then that person’s life is made intrinsically better. At the same time, by adding another skilled worker to the workforce, we are further growing our economy and boosting overall output. Even more, by doing this we are saving taxpayer’s money by having another productive member of society and one less person on our welfare rolls. CTE is not, and should not be viewed, as a secondary option. It is the best option for so many individuals in today’s economy.

 

ACTE: As the former chancellor of Alabama’s community college system, you have a unique perspective into the postsecondary CTE ecosystem. There have been some indications that this Congress may consider the reauthorization of the Higher Education Act. What changes do you believe can be made during the reauthorization process to better reflect and support today’s postsecondary CTE?

Representative Byrne: Reauthorizing the Higher Education Act is a top priority of the Committee and Chairwoman Foxx, as it should be. I think CTE must and will play a crucial role in our higher education system. We should also look for ways to make programs more flexible in order to meet the interests of today’s students and the needs of our workforce.

 

ACTE: You have supported legislation to ensure students can access Pell Grants year-round. Why is year-round Pell important? Though it was reinstated in the FY17 budget, what are the prospects for year-round Pell in the future and in FY18?

Representative Byrne: Year-round Pell has broad bipartisan support in Congress, so I think the outlook is very bright. I have heard from both colleges and universities and students about the importance of year-round Pell, and I think their points are absolutely valid. I will continue to advocate for the program because it is important to our nation’s workforce.

 

ACTE: You previously sponsored a bill to make computer science a core academic subject and include computer science teachers in professional development activities. Information Technology (IT) jobs pay more than double the national average and IT employment is projected to increase by 18 percent through 2022, outpacing the average occupation growth. What else is Congress doing to support the growing demand for skilled labor in new and innovative career fields?

Representative Byrne: We have to make sure all of our workforce training programs, including CTE, are focused on in-demand skill areas. A great example is with computer science and other STEM fields. There is a real demand for workers in these areas, and I want to make sure that we are creating opportunities for people in these fields at every level of education. Exposure to these fields is a big part of the battle, but we must also follow through to ensure our CTE programs have the resources necessary to adequately train workers in these high-tech fields.

Policymaker Perspectives: Rep. Raja Krishnamoorthi

 

 

 

 

 

Policymaker Perspectives:
A Discussion with Representative Raja Krishnamoorthi

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 Raja Krishnamoorthi is serving his first term in Congress and represents Illinois’ Eighth Congressional District, located in the suburbs of Chicago. Congressman Krishnamoorthi  graduated from a public high school before earning a mechanical engineering degree from Princeton and a law degree from Harvard. He later returned to Illinois and took up public service in a variety of capacities, including as an Illinois Special Assistant Attorney General and Illinois Deputy Treasurer. Rep. Krishnamoorthi also served as the Vice-Chair of the Illinois Innovation Council and co-founded a non-profit that prepares inner-city students and veterans for careers in solar technology.

In Congress, Rep. Krishnamoorthi has quickly made a name for himself as a leader on workforce development and education issues. This year, he introduced H.R. 2353, the Perkins reauthorization bill that recently passed the House, with Representative Glenn Thompson (R-PA). He also co-founded the Middle Class Jobs Caucus, and is a member of the Congressional CTE Caucus, Manufacturing Caucus and Community College Caucus. Rep. Krishnamoorthi serves on the Committee on Education and the Workforce and the Committee on Oversight and Government Reform.

Rep. Krishnamoorthi and his wife, a physician, live in the Chicago suburb of Schaumburg with their two sons and daughter.

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

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ACTE: After taking office earlier this year, workforce development issues quickly emerged as a top priority for you. For example, you are now a member of the CTE, Manufacturing and Community College caucuses. Why is CTE such an important issue for you and your constituents?

Representative Krishnamoorthi: I was elected to Congress to fight for working families by strengthening and expanding the middle class. Part of that, is helping the families that have already made it into the middle class stay there and the other part is expanding the opportunities Americans have so we can keep everyone on the up escalator of the economy. CTE is one of our best approaches to achieving both these goals because it provides so many Americans with the skills they need for good-paying, family-sustaining jobs. CTE already help millions of Americans and our bill will strengthen and modernize these programs so they can help millions more.

 

ACTE: President Trump recently released his FY18 budget, which outlined a 13 percent cut to the Department of Education and a 15 percent cut to Perkins Basic State Grants. Further, Secretary DeVos has shown an openness to cutting her agency, saying that she can “guarantee there are things the department has been doing that are probably not necessary or important for a federal agency to do.” Do you believe that the federal government and Department of Education play an important role in supporting career and technical education programs across the country?

Representative Krishnamoorthi: I believe the federal government and Department of Education play an essential role in supporting career and technical education programs across the country. While I have serious concerns with the President’s FY18 budget proposal, he seems to have shifted away from many of its proposed cuts and has also embraced the potential of career education. It’s essential we not only continue to support funding for Perkins grants but expand them, as our bill will. Considering his more recent comments on apprenticeships and career training, I’m hopeful the President will embrace our bipartisan legislation to help navigate it through the Senate and sign it into law.

 

ACTE: In the 2014-15 school year, Illinois served over 250,000 CTE high school students and over 160,000 CTE postsecondary students. You introduced a Perkins reauthorization bill that just passed the House. If enacted into law, how would H.R. 2353 strengthen the CTE ecosystem for students in Illinois’ Eighth Congressional District and beyond?

Representative Krishnamoorthi: Our bill will provide more resources for CTE programs through increasing funding for Perkins grants by 9 percent over 6 years, but this legislation also expands accountability and efforts to connect students with local employers. Perkins funding goes to both high schools and Community Colleges and under the previous law, school districts submitted a local plan to their state department of education. Under our updated bill, districts will submit a more detailed application that includes information on how their programs will train students in the skills they need for in-demand careers through building relationships with local businesses.

 

ACTE: Earlier this year you co-founded the Middle Class Jobs Caucus. What was the impetus for starting that caucus? How does your work on CTE issues overlap with the issues that the caucus addresses?

Representative Krishnamoorthi: I founded the Middle Class Jobs Caucus earlier this year with my Republican Co-Chair Congressman Mike Gallagher because middle-class jobs are at the heart of our country’s success and the success of working families. I’m afraid Congress loses sight of that too often and this caucus is about maintaining the focus we need on creating those jobs. Strengthening our career education programs and infrastructure are fundamental to creating middle-class jobs and both are central to the work our caucus does.

 

ACTE: Before your election to Congress, you co-founded InSPIRE, a non-profit that prepares students for careers in the growing field of solar technology. Renewable energy technologies are creating new jobs every day. In fact, according to the Bureau of Labor Statistics, the fastest-growing occupation is wind turbine service technicians, who earn a median salary of greater than $50,000 per year. What role does CTE play in the growing renewable energy field?

Representative Krishnamoorthi: Renewable energy’s been a focus of mine as a co-founder of InSPIRE and also as the former president of a green energy company. The environmental benefits of these technologies are enormous but their potential to create jobs and strengthen our economy is just as important. As our clean energy sector continues to grow and mature, CTE-trained workers will continue to be on the frontlines of making that technology work, improving it, and bringing it into more American homes.

Policymaker Perspectives: A Discussion with Representative Drew Ferguson

Policymaker Perspectives: A Discussion with Representative Drew Ferguson

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 Drew Ferguson (R-GA) was first elected in 2016 to represent Georgia’s Third Congressional District, located southwest of Atlanta. He previously served as the mayor of West Point, GA for eight years. Rep. Ferguson is a dentist by trade and established a family dental practice in his hometown after graduating from the Medical College of Georgia.

In Congress, Rep. Ferguson has quickly demonstrated leadership on CTE issues. He is a member of the Congressional CTE Caucus and an original co-sponsor of H.R. 2353, the House Perkins reauthorization bill. As a member of the Committee on Education and the Workforce, and as the Freshman Policy Representative for the 115th Congress, Rep. Ferguson is in a strong position to strengthen the CTE ecosystem. He also serves on the Budget Committee and Transportation and Infrastructure Committee.

Congressman Ferguson has deep family roots in his district, and together with his wife Buffy, have four children.

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

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ACTE: Though you only took office in January, you have quickly become a leader on CTE issues by joining the CTE Caucus, writing an op-ed, and co-sponsoring H.R. 2353. Why is CTE such an important priority for you?

Representative Ferguson: As a local mayor in a manufacturing community I saw firsthand the shrinking pool of individuals who were properly prepared to fill our workforce needs. I also saw how innovative CTE programs in Georgia’s Third District filled that void with a new generation of workers who were graduating from these programs with the skills they needed to thrive. These students were able to immediately secure well-paying, meaningful jobs. I believe that creating a modern American workforce requires enabling programs like these across the nation to meet the needs of our modern workforce and make America the most competitive place to do business.

 

ACTE: As a dentist and an employer, you have firsthand knowledge of the types of careers that are available to CTE students. For example, the Georgia Department of Education lists dental hygienist as a “hot career” with 350 annual openings and an annual wage of more than $65,000 per year. What’s more, dental hygienists only need a two-year degree, which can be obtained at community colleges. In addition to careers in dentistry, countless other occupations also require education beyond high school but below a bachelor’s degree. Did CTE programs help provide skilled workers for your dental practice? Further, do you see community colleges playing an increasingly important role in the nation’s higher education system to ensure a skilled workforce?

Representative Ferguson: CTE programs in the Third District and throughout Georgia provided a number of skilled workers for my own dental practice over the years. Community colleges absolutely play an important role in our higher education system. Whether it’s allowing students to receive a certification, two-year degree or providing another option to gain credits towards a four-year degree, we need to ensure students have flexible options that work for their lives and goals.

 

ACTE: Since Fiscal Year 2007, federal funding for states through the Carl D. Perkins Career and Technical Education Act has declined by 23 percent when adjusted for inflation. In fact, Georgia received over $3 million less this year than it did in FY 2010. ACTE is appreciative of a bipartisan letter you signed in April to leaders on the Appropriations Committee urging “strong funding” for the Perkins Act in the Fiscal Year 2018 budget. What are the prospects for federal CTE funding in FY 2018? What can advocates do to encourage policymakers to restore harmful cuts to CTE funding?

Representative Ferguson: H.R. 2353 authorizes a gradual increase in Perkins CTE funding over the next 5 years. I believe this is the appropriate way to scale up our support. I hope that Appropriators can also support this strategy, but I understand the challenges. Our nation is facing an ever-growing debt crisis as mandatory spending continues to go unchecked. As a member of the House Budget Committee, it is a priority of mine to address and solve our long-term fiscal challenges in order to ensure sustained funding for important programs like CTE in the future.

 

ACTE: In a joint session of Congress earlier this year, President Trump said he would be “asking Congress to approve legislation that produces a $1 trillion investment in the infrastructure of the United States.” Both Republicans and Democrats have since indicated that an infrastructure package could be an area of bipartisan agreement. As a member of the Transportation and Infrastructure Committee, what are your priorities for an infrastructure package? Do you believe it is important to include a CTE component to ensure there are enough American workers with the skills to plan, build, operate and maintain the nation’s infrastructure?

Representative Ferguson: Targeted investments in infrastructure are key to developing our economy and making America the most competitive place in the world to do business. I’m glad there is bipartisan agreement on this topic, and we are having thoughtful conversations about what exactly that package should look like. I think we should focus firsts on projects that are already in the pipeline and have demonstrated clear economic development benefits for our communities. This demonstrates again why completing Perkins Reauthorization is so critically important so we can continue to enhance our investment in the skilled workforce to meet the needs of tomorrow.

Policymaker Perspectives: Rep. Jim Langevin

 
  Policymaker Perspectives: A Discussion with Representative Jim Langevin

Editor's Note: Policymaker Perspectives is a new 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 Jim Langevin represents Rhode Island’s Second Congressional District and was first elected to the U.S. House of Representatives in 2000. Previously, Rep. Langevin served as Rhode Island’s secretary of state and as a member of the state house. He currently serves on the House Armed Services and Homeland Security Committees.

As a member of the Democratic leadership’s senior whip team, Rep. Langevin works with his fellow Democrats to educate them on policy issues and craft his party’s legislative agenda. In addition to his leadership within the Democratic caucus, Rep. Langevin co-chairs the Congressional CTE Caucus, Bipartisan Disabilities Caucus and the Congressional Cybersecurity Caucus, among others. 

Representative Langevin is also the first quadriplegic to ever serve in Congress. At the age of 16 he was injured while working with the local police department through the Boy Scout program when a gun accidentally discharged. Following the accident, he graduated from Rhode Island College and received his master’s degree from Harvard University’s Kennedy School of Government.

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

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ACTE: As the co-chair of the Congressional CTE Caucus, you are one of CTE’s strongest advocates on Capitol Hill. What led to your interest and involvement in CTE?

Representative Langevin: My interest in career and technical education stems from visits I have made to businesses across Rhode Island. Business leaders repeatedly told me they were unable to find workers with the skills to match their job openings. This skills gap was particularly striking around the time of the Great Recession, when unemployment was at an all-time high but positions continued to go unfilled. Through these interactions, in addition to discussions with educators and other experts in CTE, I became convinced that by expanding CTE at every level, from elementary school to college and beyond, we could turn out highly-skilled and motivated workers. Now, as a co-chair of the CTE Caucus, I am working with my colleagues to achieve these goals by increasing funding for and modernizing CTE programs.

 

ACTE: In Rhode Island there are nearly 15,000 CTE high school students and 95 percent of CTE concentrators graduated high school in the 2014-15 school year. How important is CTE to both Rhode Island’s education system and the state’s workforce?

Representative Langevin: The skills gap has been a significant drag on Rhode Island’s economy, and the demand for middle-skill jobs in the state continues to exceed the workforce supply. Rhode Island has developed some wonderful examples of partnerships that align workforce training with the needs of employers, including apprenticeship programs, and these programs need to be nurtured and expanded. I’m encouraged by the growing number of credentialed CTE programs and students in the Ocean State, which have strengthened the workforce and stimulated the economy. Through continued investment in CTE programs, I am confident that we can keep shrinking the skills gap.

 

ACTE: In 2015 you introduced H.R. 1079, the bipartisan Counseling for Career Choice Act. The bill would aid development of comprehensive career counseling programs in an effort to provide high school students with complete information about their postsecondary education and career options. Why do you believe career development professionals are such an integral part of career and technical education?

Representative Langevin: Professional school counselors have a profound impact on students’ postsecondary decisions, and we must ensure they are equipped to inform students of all possible educational and career pathways. For some students, the right path could be a traditional four-year university degree. Other students might benefit the most from a two-year course of study at a community college. Still others will find that a professional certification is the best way to achieve professional success and personal fulfillment. Counselors help provide students with the guidance they need to find the best fit for their skills and interests, and I was pleased that Congressman Glenn ‘G.T.’ Thompson and I were able to include an amendment to the Every Student Succeeds Act encouraging states to provide career counseling services to students. Now we must ensure counselors receive the resources they need to help their students.

 

ACTE: According to a report published earlier this year, by 2022 there will be a shortage of 1.8 million information security workers. As the co-chair of the Congressional Cybsersecurity Caucus, how are workforce shortages impacting the cybersphere? What role do you see for CTE in addressing these workforce shortages?

Representative Langevin: The need for a trained cyber workforce continues to grow. New threats are appearing in cyberspace every day, and without the proper tools in place and a workforce trained to use them, we will remain vulnerable to cyber attacks. CTE programs can help us develop a well-trained workforce to shore up our cyber defenses, but academia, government, and industry must work together to meet this challenge. To inspire these practices, I have encouraged participation in programs like Cyber Patriot, a competition that engages high school students and helps them develop their computer security skills. By building cyber skills early, we can grow a workforce capable of meeting the demands of the Information Age.

 

ACTE: The Individuals with Disabilities Education Act (IDEA) is due for reauthorization. Like any other student, students with disabilities can benefit from CTE programs. ACTE has heard from its members that they would like to be more included in the IEP process during the planning stages and that CTE teachers and administrators should be more significantly involved in transition services and planning. As the co-chair of the Bipartisan Disabilities Caucus and the House CTE Caucus, what role does CTE play for students with disabilities? Does the caucus have any CTE-related priorities in IDEA reauthorization or in any other disabilities-focused legislation?

Representative Langevin: Access to CTE for students with disabilities is not only a crucial part of a successful transition into the workforce, it is an educational right. I was pleased that the Perkins reauthorization bill that passed the House last Congress contained provisions to expand access to CTE for students with disabilities, and I am continuing to work with my colleagues in the 115th Congress to further this goal. The IDEA reauthorization presents another opportunity to ensure equal access to CTE, and as a co-chair of the Bipartisan Disabilities Caucus, I am always exploring new policy avenues to help individuals with disabilities succeed in school and in the workforce.