CTE Policy Watch: A blog for CTE advocates

DC Digest: October 1-7

• More new grants for Education and Workforce Development: In addition to the Perkins Innovation and Modernization grants released this week (read the full blog here), several other new grants have been awarded related to CTE. The Department of Labor awarded workforce development grants to 18 organizations in the Appalachian and Delta regions that are recovering slowly from economic transition. The Department of Education also announced that it awarded 41 grants from the Education Innovation and Research (EIR) program to improve academic achievement for high-need students, and to conduct an evaluation for these results to be researched and built on by others. Within these grants, 29 grantees will focus on STEM education.
• National Blue Ribbon Schools Awards: A number of schools that have a significant focus on CTE were recognized by the Department of Education as Blue Ribbon Schools! See the complete list here.
• Presidential Cybersecurity Education Award Nominations: Starting in the spring of 2020, the Presidential Cybersecurity Education Award will be awarded to two educators, one elementary and one secondary, for their excellence in teaching and mentoring students in the field. Nominations are open now and will close on January 31, 2020.
• Google Workforce Development CTE Opportunities: Google is expanding its online training program with an IT Support Professional Certificate at 100 community colleges. This move is to educate and train the current workforce as part of the White House’s Pledge to America’s Workers. The announcement was made at a roundtable in Texas with Ivanka Trump and Google CEO Sundar Pichai.

ED Announces Grantees for Innovation & Modernization Grant Program

On Thursday, the Department of Education announced the recipients of the Innovation & Modernization (I&M) Grant, a new competitive grant program established under the “National Activities” section in Perkins V. The I&M Grant is designed to identify new evidence-based and innovative strategies that increase CTE program effectiveness and alignment, and improve student outcomes. The awards range from $450,000 to $500,000 for one 36-month long project period, with an opportunity for extension. To read more about the specific requirements and use of funds for the I&M Grant, please visit our previous blog post highlighting the program.

The recipients of the grant funding include:

• Lorain County Community College District (OH)
• Research Foundation CUNY (NY)
• Old Dominion Research Foundation (VA)
• School Board Miami-Dade County (FL)
• Multnomah-Portland Public Schools (OR)
• Gwinnett County Public Schools (GA)
• Wyoming Department of Education (WY)
• Orange County (CA),
• Northeast State Community College (TN).

 

Of the nine grantees, three (OH, WY, TN) are serving rural communities, which is a priority for the Department because rural communities tend to have less resources and ability to “innovate in the ways that the I&M grants encourage.”

To read the Department of Education press release and learn more about the grantees, click here.

Credentials: Defining Quality, Evaluating Outcomes

New resources from researchers and national organizations are adding to our knowledge about quality credentials, particularly non-degree credentials.

Defining quality for non-degree credentials: The National Skills Coalition (NSC) recently defined a quality non-degree credential and, in consultation with 12 leading states, developed a set of criteria that states can adopt for their own quality assurance systems. ACTE was among the national education and workforce organizations who were also consulted during the development process.

According to NSC, a quality non-degree credential—a postsecondary certificate, industry certification, occupational license or apprenticeship certificate—is “one that provides individuals with the means to equitably achieve their informed employment and educational goals. There must be valid, reliable and transparent evidence that the credential satisfies the criteria that quality:”

1. Substantial job opportunities (required)
2. Transparent evidence of the competencies mastered by credential holders (required)
3. Evidence of the employment and earnings outcomes of individuals after obtaining the credential (required)
4. Stackability to additional education or training (strongly preferred)

State policies can support equitable access to quality credentials through financial aid; supportive services (such as transportation, child care and housing assistance); career counseling, industry partnerships and work-based learning; stackable credentials; integrated education and training (IET) programs for low-skilled adults; and comprehensive data systems.

Counting credentials: A new report from Credential Engine estimates that the United States has at least 738,000 unique credentials across different providers. This number includes degrees as well as about 475,000 non-degree credentials such as postsecondary certificates, apprenticeship certificates, licenses, industry certifications, badges and more.

Knowing how many credentials are available is a necessary first step in learning more about credential value. To further this work, Credential Engine has been building the Credential Registry, a real-time source for credential information based on a common language and common definitions.

Credential outcomes:

• A report from Strada Education Network and Lumina Foundation, based on a nationally representative survey of U.S. adults, finds that individuals with a certificate or certification but no college degree have higher full-time employment rates than their peers without a credential (85 percent to 78 percent) and higher median annual incomes ($45,000 to $30,000). They also perceive themselves as more marketable and report greater happiness. However, wage gains vary greatly based on occupation, and wage premiums are much larger for men than women.
• The findings of seven independent analyses link postsecondary certificates and other college-issued credentials to higher rates of employment. Earning gains are larger and more consistent for credentials that take at least six months to complete. While labor market benefits can be found in both the health care and manufacturing sectors, absolute earnings are typically higher in manufacturing.
• An analysis from ExcelinEd and Burning Glass examines data from three states to assess the relationship between CTE high school students’ attainment of credentials and their education and employment outcomes. Across all three states—Florida, Indiana and Kentucky—earning a credential was associated with an increase in on-time graduation. Florida CTE students who earned credentials were more likely to enroll in and graduate from community college. Similarly, evidence from Kentucky linked high school credential attainment with a greater likelihood of earning an associate degree. Finally, data from Florida and Indiana demonstrated that high school credential attainment was associated with higher wages.
• Recent research from Giani, Attewell and Walling (2019) evaluates the employment and earnings outcomes of one cohort of Texas high school graduates. The researchers found that individuals with some college but no credential were more likely to be employed 15 years later and earned more than their peers who did not attend postsecondary education.

Research Round-up: Workforce Preparation, Pre-Apprenticeships, Career Readiness Framework, Perceptions of Additional Education for Those Without Degrees

Recent publications describe various CTE topics ranging from perceptions of having students participate in workforce preparation to a proposed five-pillar framework to ensure high-quality career development systems.

Views on workforce preparation: PDK Polling found in their survey that few parents, teachers and other adults think that preparing students for work should be K-12 education’s primary goal. However, learning jobs skills is a priority among all groups. The three most broadly supported job skills subjects among parents are computer programming, health and medical studies, and information technology hardware and systems.

Framework for pre-apprenticeships: Pre-apprenticeships are designed to help students enter and complete an apprenticeship successfully. JFF developed a framework of six elements for administrators to use to evaluate if programs offered are both high quality and promoting equity:

1. Transparent entry and success requirements
2. Alignment with skills sought by local employers and high-quality apprenticeship programs
3. Culmination in one or more industry-recognized credentials
4. Development of skills through hands-on activities and work-based learning
5. Offering of academic, career exploration and wraparound supports
6. Transition into a registered apprenticeship or other high-quality apprenticeship program

Career readiness framework: In order for career readiness to become a top priority nationwide, the Coalition for Career Development proposes a five-pillar framework to ensure high-quality career development systems. These pillars show the areas that need reform; strategies that will be imperative for change; and the benefits that will come to students, educators and the economy.

Data on the need for additional education: A Strada-Gallup Education Consumer Survey reports that almost half of Americans feel they need more education. Adults without degrees are more likely to seek out additional education from employers rather than from traditional educational institutions. 

CTE in a 21st-century workforce system: RAND Corporation has released a report describing the need for an integrated, data-driven, equitable 21st-century workforce development and employment system to enable lifelong learning and career progress. Recommended strategies include secondary and postsecondary CTE and career development that responds to current and evolving needs.

DC Digest: September 24-30

• Eguene Scalia Confirmed as New Labor Secretary: On Thursday, the Senate confirmed Eugene Scalia to replace Alex Acosta as the Secretary of Labor by a vote of 53-44. Son of late Supreme Court justice Antoine Scalia, his background is in cooperate law. Scalia will take over the lead of the Department of Labor, which oversees the Workforce Innovation and Opportunity Act and apprenticeships, among many other programs.
• Federal Focus on School Safety: On Wednesday, the Trump Administration released a new school safety district guide as part of an effort to support schools in developing and maintaining emergency and operations plans. The House of Representatives also maintained its spotlight on school safety issues. On Thursday, the House Subcommittee on Emergency Preparedness, Response and Recovery held a hearing about perceptions on school security, as well as testimony from family members of those killed in the 2018 Marjory Stoneman Douglas High School mass shooting.
• Decrease in Federal Aid for Children: A new report from the Urban Institute found that federal spending on children (including funds spent on education, health care, nutrition and various tax benefits) is at the lowest level in a decade, below two percent of the country’s gross domestic product, and funds are projected to continue to decline from the current level of $41 billion in 2018 to $36 billion in 2029. Although overall investments in children has decreased, federal investments in programs that benefit children from low-income families increased to 61 percent of all child-related expenditures.

New Department of Education Perkins-related Resources

In recent weeks, the Department of Education has released several new or updated resources related to CTE and Perkins V:

• An updated set of state Perkins profiles is now available at https://cte.ed.gov/profiles/national-summary. These profiles now contain the breakdown of state-level funding for FY 2019, the first year of Perkins V implementation, as well as copies of each state’s transition plan (available under the “Data Downloads” tab).
• A new video and discussion guide around Career Guidance in Perkins V is available at https://cte.ed.gov/legislation/perkins-v. The video features an introduction from Assistant Secretary Scott Stump and is designed to provide conversation starters for states and local leaders as they work to address this topic within state plans, and an example from the state of Pennsylvania about their work in this area.
• A new “CTE Data Story” has been released by the Department and is available at https://www2.ed.gov/datastory/cte/index.html. This interactive, visual piece integrates data from several sources, including the High School Longitudinal Study of 2009 and the 2018 Perkins Consolidated Annual report, among others, to share information about CTE participation and outcomes.

Rep. Trahan (D-MA) Introduces Legislation Aimed to Strengthen Postsecondary CTE Programs

On September 18, Representatives Lori Trahan (D-MA), Chris Pappas (D-NH), Kendra Horn (D-OK), and Abby Finkenauer (D-IA) introduced H.R. 4371, the Strengthen CTE in Higher Education Act. This legislation would authorize the creation of a five year, $181 million grant program aimed to foster greater investments in postsecondary CTE programs. The program would also specifically increase funding for tribally controlled postsecondary CTE institutions by $10.5 million. Under the bill, additional funding would be distributed through the existing Perkins formula to institutions of higher education who established partnerships across the education and workforce system to carry out CTE programs of study.

To read the text of the bill, click here. A press release, including a quote from ACTE’s Executive Director LeAnn Wilson, can be found here. 

2028 Employment Projections Show Relevance of CTE

WorkforceGPS has released long-term employment projections for 2018 to 2028 that cover more than 800 occupations and 290 industries at the national level. The report presents trends and projections for in-demand industries, and the growth and decline in different sectors.

The first key trend is the slowing population and slowing labor force growth. The analysis projects only half of a percentage point of growth in the labor force between 2018 and 2028, which is significantly slower than in prior decades. Though labor force and population growth are both slowing, labor force growth is declining faster than population growth because of the aging population. Unemployment is still low, even though the boost in employment that occurred between 2010 and 2018 is no longer present.

Another finding is that health care occupations are projected to increase faster than any other sector, with 6 of the 10 fastest-growing occupations related to health care. Following health care, the next two fastest-growing occupations are in personal care and service, followed by computer and mathematical occupations. The jobs that are projected to decline are production, office and administrative support, and sales and related occupational groups. Automation is mostly driving the decline in these areas.

The last key finding is that low-skilled occupations have the most job openings. However, occupations that require some kind of postsecondary education pay more and are projected to grow faster.

Racial Equity in CTE Programs

Addressing equity in middle-skills jobs is essential for the growth of the nation’s businesses, economy and workers. In order to advance racial equity, the National Skills Coalition recommends nine steps that states can take to increase the diversity in the workforce. These recommendations include adopting racial equity goals; investing in local infrastructure, technical assistance and guidance; providing support services; developing stackable credentials; removing barriers to educational entry; and utilizing industry and business partnerships to advance racial equity.

The report presents several recommendations specific to CTE. The first recommendation is to include racial equity goals in the new Perkins V state plans. The publication encourages states to build on federal requirements by adding specific goals for racial equity through access and outcomes measures. Other recommendations include increasing funding for classes that contextualize English language learning within CTE, increasing the diversity and inclusion practices of industry and business partnerships, and helping students find a career path more quickly. To achieve this, secondary CTE programs should combine high school credentials with postsecondary, industry-recognized credentials. Schools and programs need to invest more and increase technical assistance to enhance diversity and inclusion to achieve success.

Perkins V also addresses racial equity through the comprehensive local needs assessment (CLNA), for which local recipients must review their data to find and address equity gaps for a number of students groups, including by race and ethnicity. Additionally, local recipients and states must report data disaggregated by gender, race and ethnicity, and special population status for federal accountability purposes.

To support CLNA, ACTE has developed a local guide to CLNA, which includes guiding questions to ask, materials to review and stakeholders to consult as part of evaluating the root causes of access and performance gaps and developing strategies to increase access and equity in CTE programs. In addition, Access and Equity is one of the 12 elements of high-quality CTE in ACTE’s Quality CTE Program of Study Framework. Our related High-quality CTE Tools online library includes resources ranging from toolkits to reports, addressing topics such as inclusivity in promotional materials and strategies for equity gap and root cause analysis.

Senate Passes CR, Extends Funding Until November 21

On Thursday, the Senate passed H.R. 4378, the Continuing Appropriations Act, 2020, and Health Extenders Act of 2019, by a vote of 82 – 15. This bill, known as a continuing resolution (CR), extends government funding at the current Fiscal Year (FY) 2019 levels, with several exceptions, until November 21, 2019. Congress regularly uses CR’s to fund the federal government for a limited amount of time to avoid a government shutdown and give lawmakers more time to enact the appropriation bills that are necessary to fund the federal government for the full fiscal year.

This specific measure not only extends funding, but also temporarily reauthorizes several programs that were scheduled to expire at the end of FY2019. These programs include the National Flood Insurance Program, Temporary Assistance for Needy Families (TANF), and the Export-Import Bank of the United States, among others. Further, the bill includes a provision that allows the Department of Agriculture to continue making payments to farmers that have been affected by the tariffs in the on-going trade situation with China.

The White House has signaled its support for the legislation and the President intends to sign it into law.

Moving Forward

This resolution now gives the House and Senate an additional seven weeks to reach an agreement on spending for the 12 appropriations bills for FY2020 before facing a government shutdown. As of September 25, the House has passed 10 appropriation bills, including the Labor, Health and Human Services (HHS) and Education bill, but the Senate has yet to pass any, so there is still significant work to do. Once each perspective chamber passes its funding bills, they will “go to conference.” That is when a temporary committee is formed, made up of members from both the House and Senate, to work out the differences between the two versions of each bill. Then, the bills go back to each chamber to be voted upon, before going to the President to be signed into law.

In terms of Perkins funding, the House-passed Labor, HHS and Education bill would provide an additional $47 million to Perkins Basic State Grants, bringing the total to $1.31 billion. In the Senate, Labor, HHS and Education Subcommittee Chairman Roy Blunt (R-MO) introduced a bill that would level fund Perkins Basic State Grants at FY2019 levels, or $1.263 billion. There is still time for the funding levels to change as the process unfolds. We urge you to contact your Senators and ask them to increase Perkins funding in FY20 to at least match the House totals.