CTE Policy Watch: A blog for CTE advocates

House Appropriations Subcommittee Holds Hearing on Fiscal Year 2023 Department of Education Budget Request

On April 28, the Subcommittee on Labor, Health and Human Services, Education, and Related Agencies of the House Appropriations Committee held its first hearing in the Fiscal Year (FY) 2023 funding cycle to examine the Department of Education’s FY 23 budget request, including testimony from Secretary of Education Miguel Cardona. During the hearing, several Members of Congress on the subcommittee highlighted the need for strong workforce investments, although the Perkins Basic State Grant was not a topic of discussion.

Rep. Chuck Fleischmann (R-TN) noted that millions of STEM jobs must be filled and that one way to help close the skills gap in computer science and STEM education could be through public-private partnerships. Rep. Fleischmann asked Secretary Cardona what the Biden Administration is doing to improve computer science curriculum and literacy.

Sec. Cardona highlighted the Administration’s proposed Career-Connected High Schools Initiative as one potential pathway. Rep. Fleischmann followed up with a call for bipartisan co-sponsors of

Rep. Brenda Lawrence (D-MI) and Sec. Cardona mentioned a recent visit to Henry Ford Community College in Michigan, where he observed students making career connections. Rep. Cheri Bustos (D-IL) celebrated the increase to TEACH grants provided in the budget request.

Two Members of Congress, Reps. Andy Harris (R-MD) and Lucille Roybal-Allard (D-CA) each mentioned the stigma of learning a trade skill instead of attending a four-year institution - Rep. Harris discussed the shortage of auto mechanics, while Rep. Roybal-Allard expressed the need to fix the stigma of choosing work-based learning.

You can watch the full hearing at the link above.

Secretary Cardona and Rep. Joe Courtney (D-CT) Highlight Connecticut Manufacturing Programs

On January 14, Secretary of Education Miguel Cardona and Rep. Joe Courtney (D-CT) visited Ella T. Grasso Southeastern Technical High School and Thames River Magnet Elementary School in Groton, Connecticut, to highlight each school’s manufacturing programs. The programs are helping to meet workforce needs in eastern Connecticut and develop the next generation of highly-skilled workers across the state. In addition, the two policymakers reiterated the need for federal CTE and workforce development funding to train workers to do the in-demand jobs of the future. 

“Career [and] technical education is a priority for this administration. It's a priority for me,” Cardona told New London, CT’s The Day newspaper. 

At Grasso High School, 50% of students attending the manufacturing program have jobs lined up after they graduate, including one student who recalled being able to help their family replace a water heater on their own, saving time and money. Groton has expanded access to STEM courses across its public schools, as the district was recently awarded a Defense Education Activity grant from the Department of Defense to expand career pathways in STEM fields and health care. The school is also launching a co-op with nearby Fitch High School to send Fitch students to Grasso for after-school classes to earn credit. 

During the visit to Grasso, Rep. Courtney added to the conversation by explaining to students that their career paths and fields of study align with current and future workforce needs being seen across the country. Courtney cited the Infrastructure Investment and Jobs Act that was signed into law in November as just one example of a bill that will create jobs to be filled with skilled workers in in-demand fields, including electric vehicle technology, building technology and climate change. 

Grasso also hosts the Three Rivers Community College Manufacturing Apprenticeship Center, which provides training for secondary and adult learners. Students may take courses in machining, welding, electrical, mechanical, shipfitting, pipefitting, maintenance, design engineering, or in any customizable program that is designed to fit a local employer’s needs. 

Sec. Cardona and Rep. Courtney also noted that American Rescue Plan (ARP) funds are supporting programs like those at Grasso and at Thames River, helping Connecticut to serve as a model for the nation. Connecticut plans to spend $70 million in ARP funds on workforce development programs across the state.

House Appropriations Defense Subcommittee Holds Hearing on Defense Workforce

On October 26, the Defense Subcommittee of the House Appropriations Committee held a hearing to discuss workforce development and the Department of Defense. 

Several members of the subcommittee highlighted the need for high-quality CTE programs to help prepare the future of the defense workforce. Reps. Tim Ryan (D-OH) and Marcy Kaptur (D-OH) both asked the witnesses how CTE can combat the shortage of skilled workers in the defense industry. 

Xavier Beale, vice president of trades for Newport News Shipbuilding, Huntington Ingalls Industries, noted the importance of early exposure to career opportunities and exploration. He added that schools across Virginia have implemented career connections programs to engage middle school students with welding and robotics equipment, putting them on the path to think about pursuing CTE in high school and diversifying the skilled trades workforce. 

“If students are going to choose to enter CTE training programs in high school, they need to be exposed to and sold on these career pathways as early as middle school,” said Beale. 

Hawk Carlisle, president and CEO of the National Defense Industrial Association (NDIA) emphasized that CTE is too often overlooked as a way to create career pathways into the defense industry. Carlisle called for expanding apprenticeship opportunities to help increase interest in defense manufacturing programs. 

William Bonvillian, MIT Lecturer, summed up the difficulties faced in workforce education and development:

• Workforce education has faced disinvestment by government and employers. Despite the growing workforce needs, workforce spending by both has been in decline. 
• Few federal programs reach higher technical skills and incumbent workers. We need to upskill and reskill the current workforce.
• Community colleges are underfunded.
• Colleges and universities are disconnected from workforce education. 

“We have a disconnect between work and learning,” said Bonvillian. “We have school on one side and work on the other, but few clear routes from school to job. They are disconnected.” 

Dr. Jose-Marie Griffiths, president of Dakota State University, pointed to stackable, industry-recognized credentials as another way to rapidly skill, reskill and upskill workers to fill open positions in the defense industry. 

ACTE recently updated its Sector Sheet on the aerospace and defense industries. ACTE’s Sector Sheet series is generously sponsored by Pearson. 

You can watch the full hearing here.

Research Round-up: Equity in Dual Enrollment Programs, Understanding Inequities in CTE and STEM, Impact of COVID-19 on Youth Employment Rates

Creating Equity in Dual Enrollment Programs: Many CTE programs that offer dual credit opportunities face gaps in alignment between secondary and postsecondary learner levels that lead to quality and equity inconsistencies in these programs, according to new research from Advance CTE. This policy brief is the second in a series designed to offer strategies to help CTE programs overcome the barriers to participation in early postsecondary opportunities and credit transfer so learners can have access to high-skill, high-wage and in-demand careers. The policy brief offers four key strategies for states to use to overcome these barriers, and provides best practice examples from Ohio, Tennessee and Utah.  

Exploring the Impact of COVID-19 on Youth Employment Rates: The COVID-19 pandemic exacerbated youth unemployment rates and youth have experienced unique challenges in employment during the pandemic, according to a new report from the Center for Promise at America’s Promise Alliance. The researchers surveyed 16–24-year-olds about their professional journeys over the past year and wrote about five key findings: 

• Young workers are facing challenges with finances and mental health, and are facing significant barriers to employment 
• The pandemic has increased concern about the future workforce 
• Young people are experiencing pervasive race- and gender-based discrimination in the workforce 
• Professional connections and support networks help these youth reach their work goals 
• Only half of the youth have hope about the future workforce  

Promoting Economic Mobility in Postsecondary Institutions: Following earlier work on analyzing ways to measure economic outcomes, a new report continues exploring these topics to promote economic mobility and social justice in postsecondary institutions. The researchers call on postsecondary institutions to provide more information to help students make more informed decisions about going to a postsecondary institution, eliminate completion gaps and remove affordability as an indicator of institutional value. The report also addresses the inequities students face based on race, socioeconomic and gender status, as well as the gaps in completion rates, retention rates and income later in life. 

Exploring the Root Causes for Inequities in CTE and STEM: The National Alliance for Partnerships in Equity (NAPE) released a new resource exploring the root causes of inequities in CTE and STEM programs and providing strategies on how to overcome these barriers. Included in the resource is a literature summary and infographic framework of a system of equity in CTE and STEM. The framework provides four different interdependent elements to examine how individual learners are affected by the dynamics within education, careers and community.  The researchers also provide theories and strategies aimed at identifying and addressing the elements that perpetuate inequities to promote sustainable and equitable change.   

Research on Equitable Education Practices to Improve Student Outcomes: A new research report investigates educational technology practices that are positively influencing the educational outcomes of specific racial and ethnic groups. By identifying institutional, instructional and educational practices, the researchers want more programs to better understand how equitable and inclusive learning experiences can be implemented across postsecondary institutions. The researchers analyzed peer-reviewed studies and came up with recommendations for different postsecondary populations, such as administrators and staff, faculty and instructors, and students. 

Economic Impact of Racial and Socioeconomic Inequities in Postsecondary Institutions: The U.S. economy loses hundreds of billions of dollars every year due to racial and socioeconomic inequities in postsecondary education, according to a report from Georgetown University Center on Education and the Workforce. The report hypothesizes what would happen if the bottom 40 percent of earners received postsecondary degrees at the same rate as the top 60 percent and if postsecondary attainment was the same across all racial groups. Testing this theory, the researchers found that over half the population would have postsecondary degrees, and postsecondary attainment would significantly increase for low-income, Black, Latino and Asian American populations. The authors argue that more people earning more degrees would increase tax revenue because there would be more spending. The authors also argue that postsecondary attainment correlates with lower incarceration rates and better health outcomes, leading to less annual spending on the criminal justice system, public health benefits and public assistance programs. 

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

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

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

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

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

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

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

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

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

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

Legislation to Expand STEM Exposure for Young Children Passes Committee

During the Senate Commerce, Science, and Transportation Committee mark up last week, legislation aimed at expanding STEM opportunities was reported favorably out of committee and is poised to be considered on the Senate floor.

The Building Blocks of STEM Act, S. 737, introduced by Senator Jacky Rosen (D-NV), would create and expand upon STEM education initiatives at the National Science Foundation (NSF) for young children, according to the lawmaker. More specifically, it would direct NSF to award research grants to increase understanding of the factors that contribute to the participation of females in STEM activities at younger ages and to develop interventions in pre-K and elementary school classrooms to increase the participation of females in computer science.

Identical legislation has also been introduced in the House by Congresswoman Haley Stevens (D-MI) and Congressman Jim Baird (R-IN) – who are the Chair and Ranking Member of the House Science, Space, and Technology Committee’s Subcommittee on Research and Technology. ACTE will continue working with Members of Congress in both parties to address workforce shortages in a variety of industries that transcend the American economy.

Bipartisan, Bicameral Legislation Introduced to Address Cybersecurity Workforce

A group of bipartisan members in the House and Senate have introduced identical legislation to address workforce shortages within the cybersecurity field. The Cyber Ready Workforce Act was introduced by Senators Jacky Rosen (D-NV) and Kevin Cramer (R-ND) in the Senate, and Congresswomen Susie Lee (D-NV) and Elise Stefanik (R-NY) in the House. Among other things, the bill directs the Secretary of Labor to award grants to workforce intermediaries to support the creation, implementation and expansion of registered apprenticeship programs in cybersecurity, according to the lawmakers.

The prospects of the Cyber Ready Workforce Act are uncertain, as its bipartisan nature is promising but few Members of Congress have thus far signed on. ACTE will continue working with Members of Congress in both parties to address workforce shortages in a variety of industries that transcend the American economy.

White House STEM Announcement

On Tuesday, the White House unveiled a STEM strategic plan intended to guide the next five years: Charting a Course of Success: America's Strategy for STEM Education. Having identified STEM skills as critical in the 21st century economy, the goal is to increase STEM opportunities for students nationwide. This is the second five-year STEM plan released by a presidential administration, with the Obama Administration first releasing one in 2013.

The plan is described as "an urgent call to action for nationwide collaboration with learners, families, educators, communities, and employers." As U.S. News & World Report highlights, the administration's three main goals are for Americans to acquire basic STEM concepts, increase STEM access to underserved students, and encourage the pursuit of STEM careers.

The plan was developed by the White House Office of Science and Technology Policy, and the National Science and Technology Council Committee on STEM Education. Embedded in the plan is a reinforcement of the importance of things like project-based learning and CTE, with the report noting that "[e]ducation systems that combing high-quality career and technical training with college preparatory curriculum are particularly effective at preparing students for both employment and post-secondary study, especially when training required to obtain industry-recognized credentials is embedded in the coursework."

In terms of the federal government's role, the report notes that "Federal agencies can help post-secondary institutions better align their programs with secondary school STEM and CTE curricula through meetings and workshops, studies, and grant funding." The report also noted teacher pipeline issues in STEM and the resulting challenges it has presented. This of course is an issue across CTE that ACTE continues to work to address.

ACTE understands that STEM is an important part of CTE, and has held a "STEM is CTE" symposium at CareerTech VISION for the past three years.

CTE: The Pathway to Cybersecurity Careers

This week ACTE is releasing a new infographic describing opportunities in cybersecurity and how CTE prepares students for this high-wage, highly-skilled and fulfilling career pathway.

With more than 300,000 unfilled jobs in the United States needing cybersecurity skills, CTE programs—including courses, work-based learning, career and technical student organizations and opportunities to earn recognized postsecondary credentials—are critical for developing the current and future workforce in this sector.

The infographic was developed in consultation with the National Initiative for Cybersecurity Education (NICE), a partnership between government, academia and the private sector focused on cybersecurity education, training and workforce development, led by the National Institute of Standards and Technology in the U.S. Department of Commerce.

Parents and students can learn more about cybersecurity careers with ACTE’s STEM Parent program, which immerses students in a multi-year interactive experience exploring and test-driving some of the most in-demand STEM careers. The connected mobile app for parents keeps families apprised of their child’s progress. ACTE STEM Parent is powered by LifeJourney, a technology for families to explore careers with leading industry mentors at internet scale.

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.