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: 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.