CTE Policy Watch: A blog for CTE advocates

Running Thread: COVID-19 Resources, Laws, Updates for CTE Programs

The ongoing pandemic has had massive implications for people all across the world. First and foremost, ACTE and its staff hope that you are staying safe, and we are keeping everyone affected by this terrible virus in our thoughts. We realize that COVID-19 has had a tremendous impact on, among other things, education. This running thread aims to provide resources and updates that may be useful for CTE professionals.

 

RESOURCES

• ACTE Resources on Distance Learning
• CDC Coronavirus Webpage
• CDC Guidance on School Closures
• State-specific COVID-19 Education System Actions (Excellence in Education)
• U.S. Department of Education Coronavirus Webpage
• U.S. Department of Education Fact Sheet on Online Learning for Students with Disabilities
• U.S. Department of Education Fact Sheet on Grant Funds During the Coronavirus Crisis
• U.S. Department of Education Allocations for the CARES Act
• News Story Featuring ACTE Board Members on Distance Learning in CTE

 

RELEVANT ENACTED LAWS

• Coronavirus Preparedness and Response Supplemental Appropriations Act, 2020 (Phase I): The law provides $8.3B in emergency funding for various federal agencies in light of COVID-19. Funding is provided for, among other things, vaccines and medical supplies, grants to public health agencies and organizations, small business loans, emergency preparedness, and humanitarian assistance. The bill was signed into law on March 6. The text of the law can be found here, and a detailed summary here.
• Families First Coronavirus Response Act (Phase II): The law includes new paid sick leave provisions for certain workers, and it expands the Family and Medical Leave Act to additional employers. The law also provides additional funding for unemployment insurance and coverage for COVID-19 testing. The bill was signed into law on March 18 and will take effect on April 2. The text of the law can be found here, and a detailed summary here.
• Coronavirus Aid, Relief, and Economic Security Act (Phase III): The CARES Act is a wide-ranging, more than $2 trillion package that includes a variety of provisions, from direct assistance to Americans to hospital funding, unemployment insurance, and small business and corporate relief. On the education front, the law allows Federal Work Study payments to continue, doesn't penalize students who dropped out of school from Pell Grant eligibility, allows additional flexibility on the student loan front, provides the Secretary of Education with certain waiver authority, defers student loan payments/principal/interest for 6 months on all federally owned loans without penalty, provides local workforce boards with additional flexibility under WIOA, and exempts teachers from certain requirements related to TEACH grant obligations or Teacher Loan Forgiveness if they can't finish the teaching year. It also appropriates $30.9 billion to the Department of Education, including for a stabilization fund for states and local school districts, $13.5 billion in formula funding to states through the ESSA formula and $14.25 billion in higher education funding to meet a variety of coronavirus-related needs, and more. You can read the text of the bill here, a summary of various provisions here, and summary of appropriations here. You can also find a summary of the education-related provisions released by the Congressional Research Service here. ACTE has also written a specific blog post on the law, available here. The Department of Education has released the allocations for Section 18004(a)(1) of the CARES Act, which you can find here. 

 

ACTE Letters to Federal Policymakers

• ACTE, Advance CTE Response to the HEROES Act and Lack of Dedicated CTE Funding (5/13/20)
• Cross-Organizational Letter Urging Inclusion of School Infrastructure Legislation in future COVID-19 Relief Package (5/7/20)
• Cross-Organizational Letter Urging Inclusion of 501(c)(6) Nonprofits in Coronavirus Relief (4/30/20)
• Cross-Organizational Letter Urging Broadband Affordability Measures in Coronavirus Relief Package (4/29/20)
• Cross-Organizational Letter Supporting Legislation Funding Emergency Connectivity Fund to Support Distance and Remote Learning (4/29/20)
• ACTE and Advance CTE Letter on Concerns Regarding Certain Coronavirus Student Aid Exclusions (4/23/20)
• Cross-Organizational Letter Endorsing Funding to Support Distance and Remote Learning for Students Without Home Internet (4/22/20)
• ACTE and Advance CTE Coronavirus-related Funding, Waiver and Policy Priorities (4/8/20)
• Cross-Organizational Letter Requesting Workforce Development Investments in Fourth Stimulus Package (4/1/20)
• ACTE & Advance CTE Letter on CTE-related Coronavirus Investment Priorities (4/1/20)
• Requesting Emergency Stimulus Funding to Support Nonprofit Associations (3/24/20)
• ACTE and Advance CTE Concerns Related to Coronavirus Pandemic (3/20/20)

 

RUNNING UPDATES THREAD

May 20, 2020

• CDC Guidance on School Reopening: The Centers for Disease Control and Prevention has issued guidance on the reopening of schools. Included in the guidance is that staff should wear face coverings, desks should be six feet apart, cafeterias should be closed, and class sizes should be small. Read an Education Week write-up of the guidance here, or the full guidance here.

May 12, 2020

• House Democrats Release $3T Package: House Democrats have released the Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act. The $3T package includes $90 billion for an education stabilization fund that would be distributed to states who would then provide subgrants at both the K-12 and postsecondary levels. The bill also includes CTE-related waivers. Read the full bill here, or ACTE's summary blog post here.

May 1, 2020

• $1B Perkins Proposal Introduced: House Education and Labor Committee Chairman Bobby Scott (D-VA) introduced a coronavirus relief package that, among other things, includes $1B for Perkins and another $2B for community college and industry partnerships. Read ACTE's joint press release here, the bill text here, and a section-by-section summary of the bill here.

April 30, 2020

• ED Announces Additional CARES Act Funding for Smaller Postsecondary Institutions: The Department of Education has announced that some postsecondary institutions will be eligible for additional emergency relief funding to bring them up to $500,000. Read ACTE's blog on the topic here, and the Department's announcement here.
• ED Issues Fact Sheet on Equipment/Supplies: The Department of Education released a fact sheet providing additional details on the ability of federal grantees and subgrantees to repurpose equipment and supplies purchased with federal funds to help combat the coronavirus. Find the fact sheet here.

April 27, 2020

• Sec. DeVos Declines Waivers for FAPE, LRE: Secretary Betsy DeVos announced that she would not seek waiver authority from Congress related to the Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE) requirements within the Individuals with Disabilities Education Act (IDEA). In a news release, the Department reiterated the Secretary's "long-held position that individualized education must take place for all students."

April 23, 2020

• ED Announces $13.2B for K-12 Coronavirus Relief: As part of the CARES Act, Secretary of Education Betsy DeVos has announced that $13.2B in emergency relief funds have been made available to states for distribution to local education agencies. The funds are intended to support K-12 learning for students who have been impacted by the coronavirus. In its announcement, the Department touted a streamlined application process and flexibility within the use of funds. Find additional details and the full news release here.

April 21, 2020

• ED Makes Additional $6.2B Available for Higher Ed: On Tuesday, the Department of Education announced an additional $6.2 billion would become available to higher education institutions through the CARES Act. You can read ACTE's blog post on this funding here, or the Department's news release here.

April 14, 2020

• ED Releases Guidance on PPE Donations: The Department of Education has released guidance that permits CTE programs to donate PPE and other medical equipment purchased with federal funds. Programs donating/loaning items must keep appropriate records. Read the full guidance here and ACTE's blog on the subject here.
• Ed Announced $3B in Education Grants: The Department o Education announced it would make $3 billion in emergency education funding available to governors through block grants. The funding, authorized by the CARES Act, is intended to be flexible to allow governors to determine how it can best meet the needs of students and institutions. Read more about the announcement here.

April 10, 2020

• ED Releases Second Q&A Guidance on Coronavirus: The Department of Education issued its second Q&A response document offering guidance on CTE and coronavirus-related matters. In the document, the Department clarified that states can extend local recipients' one year local applications by three months, that stakeholder engagement need not be in-person and that performance data on core indicators is not required for state and local recipients for FY 2019-20. You can read the full guidance here and ACTE's blog on the guidance here.

April 9, 2020

• ED Releases CARES Act Distribution: The Department of Education has released the allocations it will make to institutions under the CARES Act, which you can find here. Secretary DeVos announced that this funding to postsecondary institutions will be distributed immediately. The formula used weighs the number of full-time students who are Pell-eligible, among other things. You can read the full press release on the announcement here. 

April 8, 2020

• ED Fact Sheet on Grant Funds During Pandemic: The Department of Education released a fact sheet on several questions related to the use of grant funds during the coronavirus pandemic. The questions involved compensation for employees paid through grants but who could not work during the crisis, conferences/trainings that were canceled due to the coronavirus and travel insurance purchases. Read the fact sheet here.

April 2, 2020

• All 50 States Granted Federal Statewide Testing Waiver: The U.S. Department of Education has granted waivers to federal requirements in ESSA around statewide testing to every state, in addition to the District of Columbia, Puerto Rico and the Bureau of Indian Education. This is the first such broad-sweeping waiver granted since the requirements were first imposed. Read more in Education Week here.

March 31, 2020

• OCTAE Releases Some Guidance: On Tuesday, the Office of Career, Technical, and Adult Education within the U.S. Department of Education released guidance related to CTE and the coronavirus. The guidance included an extension for states to submit their Perkins V plans, clarification that states may award a Perkins V subgrant to local recipients prior to fully approved local applications, and confirmation that states may provide local Perkins V recipients additional time to complete their local applications. You can read the guidance here, or ACTE's summary here.

March 27, 2020

• President Trump Signs CARES Act Into Law (Phase III): On Friday, President Trump signed the CARES Act into law. This is the third coronavirus-related package to be enacted. The signing came after a voice vote in the House of Representatives earlier in the day. See the "Relevant Enacted Laws" section above for a summary of the legislation.
• Sec. DeVos Speaks at Coronavirus Task Force Briefing: Secretary of Education Betsy DeVos spoke at the White House Coronavirus Task Force briefing on Friday to share the Department of Education's efforts to address the global pandemic. The Secretary acknowledged school closures across the country and the challenges of distance learning. She pitched the Department's coronavirus website, and touched on a variety of relevant proposals, including a new proposal to provide microgrants to teachers to help them adapt to online education. You can read the Secretary's full remarks here.

March 25, 2020

• Senate Passes CARES Act (Phase III): Late Wednesday evening the Senate passed the Coronavirus Aid, Relief, and Economic Security Act (CARES Act) on a bipartisan 96-0 vote. See the "Relevant Enacted Laws" section above for a summary of the legislation.
• Collection on Defaulted Federal Student Loans Stopped: The Department of Education has ordered private collection companies to stop any collection actions on defaulted federal student loans until further notice. The order is retroactive to March 13. This is projected to impact roughly 9 million student loan borrowers in default.

March 23, 2020

• House Democrats' Coronavirus Package Directs $60B to Education (Phase III): House Democrats introduced their coronavirus response stimulus package, which would create a $50 billion fund for education, with at least $15B aimed directly at K-12 and another $15B earmarked for institutions of higher education, and another ~$10B for emergency relief. Grants would be based on both population and Title I ESSA numbers. Additionally, the bill provides relief to student loan borrowers, allows Federal Work Study payments to continue, extends federal student aid, and supports child care providers, among other things. You can find the text of the bill here, and a summary of the education-related provisions here.

March 22, 2020

• Senate Fails to Pass Republican Coronavirus Bill (Phase III)​: On Sunday, the Senate failed (47-47) to pass a procedural hurdle required to advance legislation offered by Republican leadership. Most notably for CTE, the bill did include grants to states for elementary and secondary education. The majority of these funds would be required to be provided to local education agencies as subgrants, and the bill specifically stated that any activity authorized under Perkins (among other laws) would be an acceptable use of funds. You can read the text of the bill here, and a summary of the bill and politics surrounding the vote here.

March 21, 2020

• ED Releases Fact Sheet on Special Ed Online Learning: Amid some confusion and uncertainty surrounding how school districts are to provide for students with disabilities as closures continue across the country, the U.S. Department of Education released a fact sheet to clarify that federal law does not prevent online learning opportunities from being offered to students with disabilities. You can find the fact sheet here, and more background on the issue here.

March 20, 2020

• Announcement on Standardized Testing, Student Loans: President Trump announced that the U.S. Department of Education would not enforce standardized testing rules on K-12 schools in light of the COVID-19 pandemic. Additionally, the President announced that federal student loan borrowers would have the option to pause payments for at least 60 days without incurring a penalty.

March 19, 2020:

• Senate Republicans Releases Coronavirus Response Proposal (Phase III): A wide-ranging proposal from Senate Republicans called the Coronavirus Aid, Relief, and Economic Security Act (CARES Act) would include a number of education-related provisions. Among other things, the bill would allow the Secretary of Education to waive a number of requirements related to Perkins, HEA and ESSA; would ensure student grants and aid continues regardless of any school interruption; and would suspend student loan payments for three months without the accrual of interest, with the possibility of the Secretary extending this for another three months. The bill would also provide direct payments to Americans in certain income brackets, loans to businesses and corporations, and delayed tax filings, among other things. You can find the text of the bill here, and a summary of the education-related provisions here.

March 18, 2020:

• President Signs Coronavirus Relief Package (Phase II): The President signed into law a bipartisan proposal, the Families First Coronavirus Response Act, originally negotiated by Speaker Nancy Pelosi (D-CA) and Treasury Secretary Steven Mnuchin. The law extends paid sick leave and paid family and medical leave to certain workers, provides funding for SNAP, free testing, and welfare benefits. You can read the text of the law here, or a summary here.
• DOL Announces National Health Emergency Dislocated Worker Grants: The U.S. Department of Labor announced a $100 million grant fund for dislocated workers to address the impacts of COVID-19. States, outlying areas and Indian Tribal Governments are eligible to apply for the grants, which will be used for both disaster-relief employment and employment and training activities. You can learn more about the grant and the application process here.

March 17, 2020:

• Trump Administration Proposes $100M School Stimulus: A proposed $100M in supplemental funding for the Department of Education would be available to both k-12 and postsecondary institutions, and funneled through Project SERV, which aims to assist schools following traumatic events. Funds could be used for cleaning and distance/online learning, among other things. Additionally, the Administration is proposing additional spending for loan servicing, telework for Department of Education staff, and cleaning for Indian Education program facilities. Read the full proposal here.
• Department of Education Suspends Some College Accreditation Requirements: To limit interruptions in postsecondary education as a result of the inability to conduct in-person inspections, the Department of Education has given accreditors the go-ahead to conduct virtual site visits. Additionally, accreditors now have the power to extend accreditation for institutions facing renewal or loss of status if the accreditor is unable to perform a site visit or hold a hearing.
• House, Senate Education Democrats Release Coronavirus Bill (Phase III): Leaders of the House and Senate Education Committees released the Supporting Students in Response to Coronavirus Act. The legislation provides $3B in new funding for a variety of purposes, including cleaning facilities, providing meals, preparing for extended school closures, emergency aid for postsecondary students. Read the fact sheet here and full proposal here.

March 14, 2020

• House Passes Coronavirus Bill (Phase II): A bipartisan proposal to provide, among other things, financial assistance, paid sick and family leave, and guaranteed free testing overwhelmingly passed the House. Read ACTE’s summary of the legislation here.

March 6, 2020

• President Signs Emergency Coronavirus Funding Bill (Phase I): President Trump signed legislation providing $8.3B in Coronavirus-related funding. The bulk of the funding is allocated to the Department of Health and Human services for prevention, medical supplies and vaccine research, among other things. The text of the law can be found here, and a detailed summary here.

Survey Results on CTE Planning for 2020-21

ACTE received an incredible amount of feedback--nearly 1,200 responses--from a recent survey about how CTE stakeholders are planning for the 2020-21 school year and where the greatest challenges lie.

The survey asked two main questions:

1. What combination of in-person and distance learning is your state/district/school/institution planning for when students return?
2. Please rate your level of concern about the following topics in preparing for the possibility of distance or blended learning (i.e., some combination of distance learning and in-person learning) when students return.

About 60% of the respondents said that their schools, districts or institutions were undecided about plans for when students return to campus, or they were unaware of those plans. The next most frequent response was blended learning, with 26% of all respondents indicating that their programs would operate in a blended environment, with both in-person and distance learning available. This is the most common scenario that both secondary and postsecondary CTE educators are anticipating for school return. However, 18% of postsecondary CTE stakeholders are also preparing for  almost all distance learning, compared to only 3% of all respondents.

The results from the second question indicate that CTE educators’  biggest concerns are lab hours and hands-on learning in distance or blended environments, and this was true for both secondary and postsecondary respondents. Student engagement, funding for CTE programs, access and equity, internet access and online learning technology, and technical assessments and industry credentials were among the next top concerns for CTE stakeholders. In contrast, respondents are relatively less worried about instructor staffing and professional development, credit transfer, articulation and dual and concurrent enrollment and industry advisory boards and business partnerships.

These survey responses are informing ACTE’s efforts to help CTE programs and professionals prepare for the new school year. We are launching a webinar series on June 9, High-quality CTE: Planning for a COVID-19-Impacted School Year, and will release a related guide this month. 

DC Digest: May 25-31

With the Memorial Day holiday shortening the week and the Senate in recess, activity was lighter this week. The House was in session for most of the week, and considered minor changes to the Paycheck Protection Program. The Senate will return to the Hill June 1. Read more to find out what has been happening!

• Second Wave of CTE State Plans Approved: The Department of Education (ED) announced that they have approved the second wave of CTE state plans! This wave included 9 states: Georgia, Iowa, Michigan, Montana, North Dakota, Oregon, South Dakota, Vermont and Wyoming. More information on their plans can be found on the ED’s website.
  
  
• House Summer Schedule Announced: On Friday, House Majority Leader Steny Hoyer sent a letter to Representatives announcing tentative plans for summer. June will be dedicated primarily to Committee work, with only one day of votes scheduled unless additional COVID-19 legislation is ready for floor action. 

Middle Grades CTE: Work-based Learning

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this fourth entry in the blog series, we will examine the core programmatic element of experiential learning, which includes work-based learning (WBL).

To reach students at their developmental level, middle grades CTE must be based in experiential experiences that engage students and get them excited to learn about careers. One common approach is offering early experiences on the WBL continuum (e.g., career fairs, guest speakers and job shadowing). These WBL experiences provide students with opportunities to engage directly with employers and gain skills and knowledge about careers and about themselves, as they seek to develop an occupational identity.

A number of states, districts and schools have demonstrated a commitment to delivering WBL in the middle grades. West Virginia is piloting middle school empowerment academies at several middle schools in the state. These academies are experimenting with flexible, innovative models for career exploration, project-based learning and workplace environments in the middle grades. For instance, at Peterstown Middle School, students have organized a lunch for local business leaders, met with employers in various craft industries and created promotional materials for the local Chamber of Commerce. At Westwood Middle School, students have conducted phone interviews with police officers and others who serve in the community, visited the local news station and welcomed a radio station to broadcast from the school. These academies also serve as incubators for the Simulated Workplace model that is expanding across the state. Through Simulated Workplace, students transform their classrooms into business to create an authentic workplace environment; industry partners assist in development and act as company inspectors.

In Utah, middle school students must take the College and Career Awareness course, which requires a minimum of six WBL experiences across multiple career fields, including career fairs, field studies, guest speakers and job shadows. These experiences emphasize career awareness and exploration, help students understand how what they’re learning applies to careers, and teach and reinforce positive work habits. Work-based learning coordinators in each district can help facilitate these experiences.

On the local level, Denver Public Schools CareerConnect provides opportunities for K-8 learners to begin exploring their interests and passions, and how these connect to the world of work. One option, Spark Industry Introduction, enables students in grades 6-8 to visit workplaces, where they meet industry professionals and engage in hands-on projects. Spark aspires to motivate students to pursue high-demand, high-wage careers they may never have considered before.

INSPIRE Sheboygan County, a nonprofit education-industry collaborative in Wisconsin, is one example of a local provider that has pivoted to offering virtual WBL—in this case, virtual job shadows for middle and high school students—during the pandemic. Almost 1,000 viewers participated in the first set of virtual job shadows offered in April.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

• Is WBL available to all middle grades students?
• Are there efforts to identify and eliminate barriers to access, participation and success for marginalized or special populations of students?
• Are there clear standards for WBL that are available both during and outside of school?
• Are educators provided with the time, resources and supports necessary to implement quality WBL experiences?
• Is there a clear continuum of WBL experiences that begins in the middle grades (or earlier) and builds in intensity as students progress through their education?
• Is there clear guidance around the role of employers in the design and delivery of WBL at the middle grades level?
• How are students and their families provided adequate information on opportunities for WBL?
• How are WBL opportunities evaluated or monitored to ensure student growth?

For additional resources relevant to WBL in the middle grades, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

DC Digest: May 18-24

We hope you had a good Memorial Day! Last week was quite lively for federal activity with Perkins CTE State Plan approvals as a major highlight! The House was out last week but will return for votes later this week, and the Senate is now in recess and will return on June 1. 

• Six CTE State Plans Approved: Six CTE State Plans for Perkins V have been approved by the Department of Education (ED)! The states that were approved are Hawaii, Illinois, Maine, Maryland, Massachusetts, and New Hampshire. More information on their plans can be found on the ED’s website. 
  
  
• 2020 U.S. Presidential Scholars Announced: The Department of Education recognized 161 high school seniors as 2020 U.S. Presidential Scholars. These students were accomplished in academics, the arts, and CTE fields.
  
  
• New CDC Guidance for Educational Institutions: The CDC released guidance related to the reopening of schools and postsecondary institutions (as well as other settings). First, there was a 60-page document outlining a variety of recommendations. You can find information on schools beginning on page 45. Later in the week, the webpage providing information for colleges and universities was also updated and that guidance can be accessed here.   
  
  
• Update on CARES Act Funding Student Eligibility: The Department of Education announced Thursday that it would not enforce some of the earlier guidance that had been issued related to which students were eligible for direct student aid under the CARES Act. You can read more about the rollback in an article from the National Association of Student Financial Aid Administrators here, and access the full announcement posted in red at the top of the CARES Act webpage.
  
  
• New Skills Renewal Act: On May 20, U.S. Senators Tim Scott (R-SC), Amy Klobuchar (D-MN), Ben Sasse (R-NE), and Cory Booker (D-NJ) introduced the Skills Renewal Act to provide workers who have lost their jobs with $4000 skills training credits to be used for any type of postsecondary education.  
  
  
• Meeting on Opportunities to Transform Workforce Credentials Post COVID-19: On Wednesday, ThirdWay hosted speakers from the policy, industry and training communities to showcase different ways to help people earn credentials and make the credentialing system more connected during this time of workforce disruption.

Middle Grades CTE: Career Advisement

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this third entry in the blog series, we will examine promising state and local practices to support career advisement for middle grade learners.

Career advisement is an integral part of any middle grades CTE program and one that will require states and districts to ensure there is capacity – in terms of time, resources, knowledge and tools – among both teachers and counselors to support each and every learner. Yet, according to research from Advance CTE, career advisement strategies remain somewhat limited at the middle grades level, with 51 percent of states funding or providing professional development, 47 percent developing and adopting statewide career advising and development standards, and 31 percent of states funding full-time or part-time positions focused on career advising and development for the middle grades. However, some states and local districts have picked up the mantle to support career advisement for all middle grades students.

Starting as a pilot in high-need, hard-to-reach communities in 2010, the Arkansas College and Career Coach program has gained legislative support over the years and been expanded to reach tens of thousands of students across the state. Through the program, coaches provide support for 7th-12th grade students as they plan and prepare for life after high school. Coaches are each stationed at a partnering institution of higher education, an education service cooperative or a non-profit organization, and are responsible for providing services and supports to students.

Wisconsin’s Academic and Career Planning (ACP) process goes beyond requiring students to simply complete an individualized learning plan (ILP) but rather helps schools and school counselors leverage the ILPs to start conversations with students about their future career possibilities. ACP begins with helping students in grade 6 explore their interests and strengths and then guides them through career exploration and planning, with regular check-ins throughout middle and high school to recalculate plans as needed. The ACP integrates CTE coursework, work-based learning and credentials. Districts have been given flexibility in how they implement ACP, but DPI provides regular guidance and training, as well as numerous support materials.

North Carolina supports career development coordinators (CDC) across the state. Randolph County Schools has a full-time CDC at each high school who also serves that high school’s feeder middle schools. CDCs function as the point person for career development across institutions and collaborate with school counselors, teachers, dropout prevention specialists and career coaches provided by the local community college. The Randolph County CDCs support middle school CTE courses and course sections, work-based learning experiences, career exploration events, career and academic planning, and a career exploration and management course for ninth graders.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

• Is career advisement provided to all students? Is it designed to provide individualized supports to students?
• Do middle grades CTE programs attend to students’ aptitudes, interests and preferences, or do they overly focus on just one of those dimensions?
• Are career advisement activities aligned to age-appropriate standards?
• Are career advisement activities sequenced from early education into the middle grades and then into high school as part of a broader continuum?
• Do counseling professionals get the supports, training and tools necessary to deliver effective career advisement at the middle grades level?
• Are all students guided in the development of an individualized career/academic plan for the future by knowledgeable adults?
• What role do employers play in supporting career development and advisement activities?
• Are career advisement activities prioritized within instructional time?
• How are families appropriately involved in student career planning activities?

For additional resources relevant to middle grades career advisement, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup

This blog series is being cross-posted with Advance CTE's blog. 

Annual Report on The Condition of Education 2020 Released

The annual congressionally mandated report The Condition of Education 2020 was released by the National Center for Education Statistics on May 19. Within the report, researchers present 47 data indicators such as enrollment levels, academic progress, educational attainment, financial status and others to illustrate new developments and trends in education. These indicators are categorized into four areas: preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. 

Some of the most relevant findings include:

• Enrollment for K-12 in 2017-18 was 50.7 million and expected to increase to 51.1 million in 2029.
• The graduation rate for K-12 students during the 2017-18 school year was unchanged from the previous year at 85%. This is the highest rate since first measured in 2010-11.
• College enrollment for traditional aged students (18-24 year-olds) increased between 2000-01 and 2018-19 from 35% to 41%.
• Postsecondary certificates earned between 2017–18 increased by 117% at public institutions compared to 2000-01 (from 310,000 to 672,000). The number of associate degrees between 2017–18 increased as well, by 94% at public institutions (from 456,000 to 886,000).
• Educational attainment rates increased on all levels between 2000-01 and 2018-19 for students aged 25 to 29. Specifically, attainment of a high school degree or higher increased from 88% to 94%, attainment of an associate degree or higher increased from 38% to 49%, and attainment of a bachelor’s degree or higher increased from 29% to 39%.
• An increase in average median earnings positively correlated with higher levels of education in 2018-19 for 25-34 year-olds.
• Compared to other Organization for Economic Cooperation and Development (OECD) countries, the percent of 25-34 year-olds in the United States who had completed high school  was 92%, while the OECD average was 85%.

These trends can help policymakers and other stakeholders track progress on leading educational indicators and make informed decisions to address areas needing improvement in the future.

Middle Grades CTE: Course/Activity Structure and Scheduling

There is widespread agreement that high school is too late to begin to expose learners to careers and the foundational skills needed to access and succeed in careers, but there remains a lack of consensus about what CTE and career readiness should entail at the middle grades level.

Advance CTE, with support from ACTE, convened a Shared Solutions Workgroup of national, state and local leaders to identify the core components of a meaningful middle grades CTE experience. This collaboration resulted in Broadening the Path: Design Principles for Middle Grades CTE and a companion blog series exploring each of the core programmatic elements of middle grades CTE defined in the paper. In this second entry in the blog series, we will examine the core programmatic element of course/activity structure and scheduling.

Inclusivity and flexibility are at the core of state and local decision-making about middle grades CTE structure and scheduling. Whether middle grades CTE is integrated across the curriculum or offered through individual courses or course units, specific and regular time should be dedicated to CTE in the middle grades so that all learners can benefit. In particular, careful attention must be paid to ensure that learners who need additional academic supports are not kept from experiencing CTE due to scheduling constraints. Decisions about middle grades CTE delivery may affect master schedules, the availability and qualifications of educators, and even graduation requirements.

States and local districts are implementing a variety of delivery options for middle grades CTE. Utah’s one-credit College and Career Awareness course is required for all students in grade 7 or 8 and uses project-based learning to help students explore high school, postsecondary and career options; investigate programs of study relevant to the Utah labor market; and develop workplace skills.

Delaware also uses a course model to deliver middle grades CTE, but courses are developed on the local level. Local education agencies complete an application that identifies course skill standards and curriculum as well as end-of-course assessments, affiliated career and technical student organizations, teacher qualifications and aligned CTE programs of study at the high school level.

In response to 2017 legislation expanding CTE into the middle grades, Maine is in the process of developing standards for middle school CTE and awarding grant funding to pilot a range of middle grades CTE delivery models. These pilot projects are developed in partnership among career and technical centers, CTE regions and area middle schools. The aim is to provide multiple, standards-based avenues and opportunities for middle grade students to explore CTE.

Many pilot sites are trying out a variety of CTE experiences and exposures. For instance, Lewiston Regional Technical Center is piloting week-long exploration camps, multi-week summer camps and guidance sessions. This work is supported by two dedicated staff members, a CTE exploration instructor and a CTE exploration coordinator/counselor. Mid-Maine Technical Center is matching middle school students with high school mentors to work together on applied learning projects, among other activities, while one of Biddeford Regional Center of Technology’s projects connects middle school students with local employers in the manufacturing sector through guest speakers and industry tours. Oxford Hills Technical School operates the Viking Voyages program, through which area middle school students take part in week-long, project-based learning experiences during the school year with the technical school, secondary students and community members.

As you reflect on this element of middle grades CTE in your state, district or school, consider such questions as:

• Are CTE courses or experiences structured in such a way that all students have access — or do students have to make choices between CTE and other experiences?
• Are there efforts to identify and eliminate barriers to participation and success in CTE courses or experiences for marginalized or special populations of students?
• Is enough time and space dedicated to middle grades CTE experiences to enable experiential or hands-on learning both within and outside the school day?
• Is enough time dedicated to middle grades CTE experiences to provide the necessary depth and breadth of content and deliver on student outcomes?
• How are experiences/courses sequenced from early education into the middle grades and then into high school as part of a broader continuum?
• Is information about course options and scheduling choices communicated clearly to students and their families?

For additional resources relevant to middle grades CTE course/activity structure and scheduling, check out the Middle Grades CTE Repository, another deliverable of this Shared Solutions Workgroup.

This blog series is being cross-posted with Advance CTE's blog. 

DC Digest: May 11-17

The House returned to session on Friday, and activity is picking up on the Hill.  You can read more about the House vote on their next coronavirus relief package here. Catch up on the other happenings from the Hill and Administration below!

• Presidential Cybersecurity Education Award Winners: The Department of Education has awarded Donna Woods from California and Kara Four Bear from North Dakota the inaugural Presidential Cybersecurity Education Award. The criteria for the award were “superior educator accomplishment, academic achievement indicators, and leadership contributing to educational excellence” in cybersecurity education.
  
  
• Senate Hearing on COVID-19: Safely Getting Back to Work and Back to School: On Tuesday, May 12, the Senate Health, Education, Labor and Pensions Committee held a hearing where Senators heard testimony from four top health officials and were able to ask questions about issues affected by COVID-19. Regarding the safety of opening up schools again, officials were hesitant to give an answer and stated that it would depend on the landscape of where the country and local communities are in August. You can watch the hearing here.
  
  
• Cohort Announced for the Pathways to Credentials Initiative: The Department of Education’s Office of Career, Technical and Adult Education announced the cohort for a new initiative, Pathways to Credentials. The goal is to increase postsecondary institutions’ capacity for stackable, industry-recognized credentials. The cohort consists of 10 community colleges who will receive technical assistance between May 2020 and July 2021.
  
  
• New Grant Competition for Student-Centered Funding Program: The Department of Education has announced a new $3 million grant, funded through ESSA, to give an opportunity to school districts to launch student-centered funding programs. The program will allow local districts the flexibility to spend funds on individual student needs. 
  
  
• New CDC Decision Chart on Reopening Schools: The Center for Disease Control released a new decision chart to provide guidance on when and how schools should reopen. The guidance states that schools should only reopen if there is ongoing monitoring in place which includes screening protocols, daily evaluating of any staff or students with symptoms or previous exposure, and promoting healthy habits such as hand washing and face coverings among other measures.

House Passes $3 Trillion Coronavirus Relief Package

On Friday, the House passed H.R. 6800, the HEROES Act, by a party line vote of 208 to 199. The $3 trillion proposal provides $1 trillion to aid state and local governments, funding to increase coronavirus testing capacity, almost $100 billion in education funding, provisions to strengthen the Paycheck Protection Program, and waivers to give education leaders additional flexibilities with Perkins funds to ensure the continuation of high-quality CTE programs, among other provisions. For a more detailed summary of the legislation, click here to read our recent blog post.

Next steps for the bill are unclear, as Senate Republicans have expressed deep concerns with numerous provisions. Senate Majority Leader Mitch McConnell (R-KY) has stated that Congress needs to “pause” and reassess the measures they have already taken to get a better understanding of what still needs to be done. It is not expected that a coronavirus proposal will receive any action in the Senate until after the Memorial Day recess.

This inaction provides CTE advocates a unique opportunity to continue to advocate to Congress the need for dedicated CTE funding in the next package that is taken up in both chambers. As our nation continues to battle this global pandemic and its economic fallout, dedicated CTE funding is critical to ensuring that students can gain skills that are needed to help combat the pandemic and that will be needed by business and industry as we shift toward long-term economic recovery. Although dedicated CTE funds were not included in the HEROES Act, ACTE will continue to advocate for these resources to be included in the next relief package.

We need your help to emphasize this message with Congress. Click here to ask your Members of Congress to support the inclusion of funds for CTE, as provided in the Relaunching America’s Workforce Act, in the next relief package.

Members of Congress prioritize action requests from their constituents, so contacting them makes a huge difference. Please contact them today and urge them to show their support for CTE programs by supporting the inclusion of Relaunching America’s Workforce Act in the next comprehensive coronavirus relief package! You can also call the U.S. Capitol switchboard at (202) 224-3121. An operator will then connect you with your requested office.

House Democrats Release HEROES Act; $3 Trillion Coronavirus Relief Package

Earlier this week, House Democrats released H.R. 6800, the Health and Economic Recovery Omnibus Emergency Solutions (HEROES) Act, a $3 trillion, 1,800 page follow-up coronavirus relief package. The proposal provides significant support to state and local governments, hazard pay to front-line workers, resources to increase coronavirus testing, additional direct payments to Americans, and provisions to strengthen the Paycheck Protection Program, among other provisions. To view the 90-page section-by-section summary, click here.

From an education standpoint, the proposal creates a $90 billion education stabilization fund that would be distributed to states, who would then provide subgrants at both the K-12 and postsecondary levels. Allowable uses of funds include those under the Every Student Succeeds Act, the Individuals with Disabilities Education Act, the Carl D. Perkins Career and Technical Education Act, and other federal laws. Further, the bill provides $1.5 billion for the E-Rate program, which helps schools and libraries provide internet and connectivity-related services to students.

Specifically related to CTE, the proposal provides a retention of funds waiver, which will allow school districts to retain funds not spent this current school year for an additional year, instead of having to return them to the state. It also allows for Perkins recipients to pool funds together to support the transition from secondary education to postsecondary education or employment for CTE participants. Some waiver requirements around the use of Perkins funds for professional development activities were also included, which will make it easier for educators to receive professional development opportunities during the pandemic. All of these waivers were originally included in the Relaunching America’s Workforce Act and are top priorities of ACTE.

Although the proposal makes important, substantial investments into our education system, it failed to properly invest into our CTE and workforce systems. With over 30 million Americas who’ve already filed for unemployment, it is vital Congress acts swiftly to mitigate employment and economic disruptions, particularly for the most vulnerable, while also preparing a talent pipeline for industries that are in high demand and most impacted.

In early May, Rep. Bobby Scott (D-VA) and Sen. Patty Murray (D-WA) introduced H.R. 6646/S. 3659, the Relaunching America’s Workforce (RAWA) Act, which provides over $15 billion in funding for various federal workforce programs in response to the economic fallout created by COVID-19, including $1 billion through the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), and $2 billion for community college and industry partnerships.

We are continuing to advocate for these critical resources directly for CTE and workforce programs to be included in the next relief package to ensure learners are prepared for labor market needs, particularly as the economy begins to rebuild after the pandemic. We need your help quickly to emphasize this message with Congress as the bill moves forward in the House! Click here to ask your Members of Congress to support the inclusion of funds for CTE, as provided in the Relaunching America’s Workforce Act, in the next relief package.

Members of Congress prioritize action requests from their constituents, so contacting them makes a huge difference. Please contact them today and urge them to show their support for CTE programs by supporting the inclusion of Relaunching America’s Workforce Act in the next comprehensive coronavirus relief package! You can also call the U.S. Capitol switchboard at (202) 224-3121. An operator will then connect you with your requested office.