CTE Policy Watch: A blog for CTE advocates

Nominations Open for Career Clusters Advisory Groups

Earlier this week, nominations were opened for a set of 15 national advisory groups that will help to provide input into potential changes to the National Career Clusters Framework. See the message below from Advance CTE for more information and instructions on how to apply:

When Advance CTE began the initiative to modernize the National Career Clusters Framework® (the Framework), the Advance CTE Boards of Directors approved the following purpose statement as a north star to guide changes to the Framework: “The National Career Clusters Framework® provides structural alignment and a common language to bridge education and work, empowering each learner to explore, decide and prepare for dynamic and evolving careers.”

To better stand up the Framework as a responsive bridge between education and work, the national project team is organizing 15 Industry Advisory Groups (IAGs) to serve as sector-specific representatives. The IAGs will consist of approximately 20-30 industry stakeholders representing a diverse range of attributes including company profile, geography, and racial diversity. The IAGs will meet virtually three times over the next year to help inform and validate potential changes to the Framework, provide key insights into additional stakeholder engagement and champion the future direction of the Framework. We anticipate the overall time commitment to not exceed a cumulative 10 hours.

To nominate yourself or someone you feel would be well-qualified for these groups and to view additional information about nomination qualifications, please visit this nomination form. Our national partners Indigo Education and WestEd will select the eventual participants for the IAGs; chosen nominees will be notified in late June, and not every nominee will be selected for participation. 

This form is open to the public and shareable; you may make as many nominations in as many fields as you would like. The form will close on Friday, June 9. 

This is one of several upcoming opportunities for all stakeholders to provide input to the National Career Clusters Framework modernization process. We hope you stay connected with our updates and this process to find additional ways to participate in the future.

For additional information, including methodology for determining the IAGs, please visit careertech.org/the-framework or email [email protected]. 

DC Digest: April 29-May 12

The primary focus in Washington this week was negotiations between President Biden and bipartisan congressional leadership meetings to tackle the debt ceiling impasse. In addition, preparation for Farm Bill reauthorization began with bi-partisan meetings at the White House, and hearings were held on appropriations and WIOA reauthorization. Both chambers will be in session next week, and in addition to a continued focus on the debt ceiling, they are also expected to cover the humanitarian crisis at the U.S. border. As we continue to monitor developments across a variety of subjects, here are the news items from this week in Washington:

• Secretary Cardona Testifies Before Senate Appropriations Committee on FY24 Budget Request: On May 11, Secretary of Education Miguel Cardona testified before the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies. This hearing focused on President Biden’s Fiscal Year (FY) 2024 budget request for the Department of Education, and included significant CTE content. . Read more about the hearing here.

• Career-Z Challenge Resources Available: The Career Z Challenge, a $2.5 million prize competition sponsored by the U.S. Department of Education Office of Career, Technical, and Adult Education (OCTAE) to support work-based learning, has extended its application deadline to June 6, 2023, at 6:00PM ET. Additional new materials can be accessed on the Challenge website.

• Department of Education Announces 2023 CTE Presidential Scholars: On May 10, the U.S. Department of Education announced its 2023 class of U.S. Presidential Scholars, including 20 CTE students. Read more about the winners here.

• Debt Limit Negotiations May Impact CTE Programs: Congress has made little progress in reaching a deal to extend the national debt limit and avoid default. Despite a meeting on Tuesday at the White House between President Biden and bi-partisan congressional leadership, no solution appears imminent. Read more about the implications for CTE here.

• Meet Jimmy Koch, ACTE's New Manager of Government Relations: Jimmy Koch has joined ACTE as our new Government Relations Manager. Read more about Jimmy here.

• House Education and the Workforce Subcommittee Holds WIOA Hearing: On May 11, the House Committee on Education and the Workforce’s Subcommittee on Higher Education and Workforce Development held a hearing titled “Examining America’s Workforce Challenges: Looking for Ways to Improve Skills Development.” The hearing focused primarily on potential reauthorization of the Workforce Innovation and Opportunity Act (WIOA). Read more about the hearing here.

• RAISE Act Reintroduced: On May 11, the Respect, Advancement, and Increasing Support for Educators Act, or RAISE Act, was reintroduced. The bill would provide all eligible educators with a $1,000 refundable tax credit, with an additional credit of up to $15,000 for teachers in under-resourced schools and communities. It would also double the educator tax deduction to $500 to offset the cost of school supplies. ACTE has endorsed the legislation.

• RETAIN Act Introduced: On May 11, Rep. Brad Schneider (D-IL) and Rep. Haley Stevens (D-MI), along with Senators Dick Durbin (D-IL), Tammy Baldwin (D-WI), and Tina Smith (D-MN), introduced the Retaining Educators Takes Added Investment Now (RETAIN) Act, which would also provide tax credits to improve teacher retention. ACTE has endorsed this legislation as well.

• Immersive Technology for the American Workforce Act Introduced: On May 11, Rep. Lisa Blunt Rochester (D-DE), with Rep. Tim Walberg (R-MI), introduced the Immersive Technology for the American Workforce Act, a bi-partisan bill that creates a 5-year grant program at the Department of Labor to support community colleges and CTE centers in developing education and training programs for workforce development utilizing immersive technology including augmented and virtual reality. ACTE has endorsed this legislation.

• Departments of Commerce, Labor and Education Announce SelectTalentUSA, New Partnership to Increase Quality Jobs through FDI: Secretary of Commerce Gina Raimondo, Secretary of Education Miguel Cardona and Acting Secretary of Labor Julie Su have announced the launch of SelectTalentUSA, a joint initiative to help build a pipeline of skilled workers to meet the growing workforce needs of foreign multinationals as they establish operations in the United States. Read more about the initiative here.

• Department of Education Officials Visit Career Pathway Programs: On May 4, Secretary of Education Miguel Cardona traveled to Miami, Florida, with Rep. Frederica Wilson (D-FL) to highlight William H. Turner Technical Arts High School’s medical, construction, and agricultural magnet programs. On May 8, the Secretary traveled to Hampton, Virginia, with House Education and Workforce Committee Ranking Member Rep. Bobby Scott to highlight high-quality career readiness programs at Bethel High School. In addition, Deputy Secretary of Education Cindy Marten continued the “Raise the Bar: Lead the World” tour in Atlanta, Georgia, at the Coretta Scott King Young Women’s Leadership Academy, which uses STEM education to accelerate learning and deliver comprehensive and rigorous instruction. You can read more about the visits by viewing Tweets from our Twitter page.

• Rehabilitation Services Administration Invites Applications for Improving Pre-Employment Transition Services for Youth with Disabilities: The U.S. Department of Education, Rehabilitation Services Administration has announced a notice inviting applications for the Disability Innovation Fund, Pathways to Partnerships Innovative Model Demonstration Project (Pathways to Partnerships). The application deadline is June 5, 2023. The Notice Inviting Applications and additional information, including the Application Package, can be found here.

• Department of Labor Announces Funding for Pathways to Good Infrastructure Jobs: The Department of Labor has announced the availability of $80 million in funding through its Building Pathways to Infrastructure Jobs Grant Program. Read more here.

• Department of Labor Awards Grants for Nursing Workforce Programs: The Department of Labor has announced the award of over $78 million in grants to support workforce training programs in 17 states and address staffing challenges nursing professionals face in the care economy. Read more about the awards here.

House Education and the Workforce Subcommittee Holds WIOA Hearing

On May 11, the House Committee on Education and the Workforce’s Subcommittee on Higher Education and Workforce Development held a hearing titled “Examining America’s Workforce Challenges: Looking for Ways to Improve Skills Development.” The hearing focused primarily on potential reauthorization of the Workforce Innovation and Opportunity Act (WIOA), which was last reauthorized in 2014. Witnesses from higher education, career support agencies and national workforce development stakeholders participated in the hearing.

Rep. Burgess Owens (R-UT), Chairman of the Subcommittee, expressed frustration with the workforce system as it stands in his opening statement.

“Employers across the country are searching for talent, and good-paying jobs are available for those who possess the right skills,” said Rep. Owens. “Only about one-third of those participating in WIOA engage in any type of skills development. Less than 100,000 individuals nationwide completed their program in the most recent year. We’re not going to close the skills gap if we stay on this trajectory.”

Lydia Logan, IBM’s Vice President for Global Education and Workforce Development, shared insights from the company’s perspective and outlined their workforce initiatives.

“To help close the skills gap, we offer a range of education, skills, and career readiness programs to U.S. students and job seekers at no cost,” said Logan. “Our programs help Americans get on the path to technology careers by reskilling people in early or mid-career job roles via our registered apprenticeship program or through collaborative partnerships with nonprofit organizations, education systems and skilling programs. Today, we have more than 30 different apprenticeship job roles, from cybersecurity to AI to digital design.”

Bruce Ferguson, CEO of CareerSource Northeast Florida, highlighted the need to simplify WIOA paperwork and offer additional support during the application process in order to ensure small businesses are not discouraged from participating in WIOA.

Dr. Harry Holzer, Professor of Public Policy at Georgetown University, outlined how chronically low levels of investment in WIOA are hampering its efforts. “The core programs in Titles I and II of the Workforce Innovation and Opportunity Act (WIOA) – the formula funding streams for adult, displaced worker and youth services plus adult basic education – receive just $4B in federal funding per year,” said Dr. Holzer. “Total funding levels for Titles I and II are now about $6B. In an economy whose Gross Domestic Product (GDP) is $25T, and with over 150 million adult workers, these levels are extremely low.”

The witnesses also shared several recommendations for any WIOA reauthorization:

• Aligning education and workforce systems
• Reforming the Eligible Training Provider List (ETPL)
• Making work-based learning a higher priority
• Boosting funding for career guidance and other support services for trainees
• Obtaining data on WIOA training providers, outcomes and labor market skill needs

The chairwoman of the full House Education and the Workforce Committee, Rep. Virginia Foxx (R-NC), also noted that career exploration must begin earlier than high school for students, while other Members of the Subcommittee highlighted the benefits of community colleges as training partners and called for additional funding for them – including for the U.S. Department of Labor’s Strengthening Community Colleges Training Grants program.

Committee Ranking Member Rep. Bobby Scott (D-VA) asked how program quality could be ensured if a short-term Pell proposal is signed into law, and Dr. Holzer noted that data would be critical to that effort, and that short-term Pell could serve as a supplement for existing workforce development funding.

You can watch the full hearing at the link here.

Secretary Cardona Testifies Before Senate Appropriations Committee on FY24 Budget Request

On May 11, Secretary of Education Miguel Cardona testified before the Senate Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies. This hearing focused on President Biden’s Fiscal Year (FY) 2024 budget request for the Department of Education and was wide-ranging. It covered many topics including restarting student loan payments, addressing teacher shortages and funding for Title I schools, as well as significant content on CTE. 

Chairwoman Tammy Baldwin (D-WI) opened the hearing by highlighting how the recent passage of the Limit, Save, Grow Act of 2023 (H.R. 2811) would negatively affect education funding and called for more funding for the department, including Perkins.   

Ranking Member Shelley Moore Capito (R-WV) also stressed CTE in her opening remarks, stating that the federal government should continue to invest in programs like Perkins CTE State Grants and explore how higher education programs can better support students seeking meaningful work-based learning opportunities. Capito also highlighted the areas of agreement between herself and the Biden administration, which include short-term Pell Grants. 

In his testimony, Cardona highlighted that the President’s budget provides $1.47 billion for the Perkins CTE State Grants Program, which is an increase of $43 million over the fiscal year 2023 enacted level. He stated that the goal is “to expand and build new models for workforce development starting in middle and high school.” He also highlighted the $200 million competitive grant program proposed in the budget – the Career-connected High Schools initiative, and added, “These pipelines are critical to providing more good-paying jobs for all Americans – and giving students a clear pathway to compete in an ever-changing economy.” 

In addition to the statements made on CTE, one of the key moments for the hearing came when Sen. Baldwin questioned the Secretary. She asked about how the Secretary’s request for the Career-connected High Schools program would connect and leverage resources provided through the core Perkins Basic State Grant program. While the Secretary did not really address the connection between the two funding streams, he said that it is important for high schools and institutions of higher education to form relationships and partnerships so they can expand their reach. When they can work together, then they can create more options for students, which create more pathways or students to succeed. He also said that states should be systematizing the work. That means that states should lift up good programs and use them as models for high schools to evolve.  

Sen. Cindy Hyde Smith (R-MS) used her time to ask about how to increase CTE programs in rural communities. Cardona said that industry partners should be connected to both high schools and institutions of higher education, so that schools are aware of the careers and industries that are available to their students. He then noted that rural communities often feel as if they are not being listened to as much, and he added that it is important for the department to continue to engage with rural communities so that they are aware of the resources that are available to them.. 

You can view our coverage of President Biden’s FY 2024 budget request here, our statement about the budget here, as well as the full hearing here. 

As the appropriations process continues, stay tuned to CTE Policy Watch for the most up-to-date information that may affect the CTE community. 

 

Department of Education Announces 2023 CTE Presidential Scholars

On May 10, the U.S. Department of Education announced its 2023 class of U.S. Presidential Scholars, including 20 CTE students. The Presidential Scholars program is designed to recognize top-performing high school seniors across the country, and was expanded in 2015 to include an “at-large” category for students who “demonstrate ability and accomplishment in career and technical education fields.”

CTE students are nominated by their states and then narrowed through a rigorous selection process. This year’s class of CTE Presidential Scholars includes:

• Tej Sandeep Desai, Paradise Valley High School, Phoenix, Arizona
• Sezen S. Musa, Adrian C. Wilcox High School, Santa Clara, California
• Katherine Jordan Little, Thomas Jefferson High School, Denver, Colorado
• Samra Iman Iqbal, Caesar Rodney High School, Camden, Delaware
• Puiyee Kong, Caesar Rodney High School, Camden, Delaware
• Sahil Sood, Lambert High School, Suwanee, Georgia
• Aira Dani, Northview High School, Duluth, Georgia
• Vaeanui Paiarii Peck, Kahuku High School, Kahuku, Hawaii
• Eshaan S. Chandani, Johnston High School, Johnston, Iowa
• Maxwell L. Neri, Waubonsie Valley High School, Aurora, Illinois
• Cecelia Ann Rogers, Nelson County High School, Bardstown, Kentucky
• Henry C. Knox, Upper Cape Cod Regional Vocational High School, Bourne, Massachusetts
• Alijandro Ian Mendoza, Worcester Vocational High School, Worcester, Massachusetts
• Hannah N. Rice, Brunswick R-II High School, Brunswick, Missouri
• Josiah Hailey Young, Hickory Ridge High School, Harrisburg, North Carolina
• Kaylee Mae Kirkeby, Grand Forks Central High School, Grand Forks, North Dakota
• Amy Park, West Career and Technical Academy, Las Vegas, Nevada
• Jay G. Patel, Butler Tech Bioscience Center, West Chester Township, Ohio
• Aaron Wang, Skyline High School, Salt Lake City, Utah
• Isabella Mackenzie Herrod, Liberty High School, Clarksburg, West Virginia

Debt Limit Negotiations May Impact CTE Programs

Congress has made little progress in reaching a deal to extend the national debt limit and avoid default on the federal debt. Financial experts have suggested that the debt limit could be reached as early as June 1, leaving little time for negotiations. Speaker Kevin McCarthy (R-CA) recently noted that a deal would need to be reached by next week in order to move it through the legislative process. However, despite a meeting on Tuesday at the White House between President Biden and bipartisan congressional leadership, no solution appears imminent.

As part of his negotiations to become Speaker of the House, Speaker McCarthy agreed to a plan that would cap non-defense discretionary spending at FY 2022 levels – an 8% cut for overall FY 2024 spending – and cap future spending at 1% annually until FY 2033. This plan, known as the Limit, Save, Grow Act of 2023 (H.R. 2811) passed the House on a 217-215 party-line vote on April 26.

According to the Department of Education, ED programs would be subject to a 22% reduction in funding if the spending cap from the Limit, Save, Grow Act is enacted, because Republican leaders have said that defense, border security and veterans’ funding would not face any cuts. This would leave programs like Perkins at risk of significant cuts that would harm CTE and workforce development programs, and greatly impact their ability to serve learners in high-quality CTE programs nationwide.

Democratic leadership have said that the Limit, Save, Grow Act as it stands is a non-starter and have requested a clean increase of the debt ceiling by June 1 that is not tied to discussions about spending cuts. President Biden remarked yesterday that he planned to continue discussions with congressional leadership on Friday.

Both the House Appropriations Committee and the Senate Appropriations Committee are delayed in marking up the FY 2024 Labor, Health and Human Services, Education and Related Agencies appropriations bill as a result of the debt limit impasse. Leaders are waiting to determine if an agreement on federal spending caps is included in any deal related to the debt limit before moving forward.

ACTE is closely monitoring developments in the debt ceiling negotiations, and we will keep you updated with any advocacy requests and continue to advocate for the highest possible levels of education spending. Please let us know if you have any questions!

Meet Jimmy Koch, ACTE's New Manager of Government Relations

This week, I joined the ACTE team as the new Government Relations Manager. I will be the association’s primary lobbyist, working alongside the public policy team to advocate for CTE priorities on Capitol Hill and with the Administration. Specifically, I will be focused on CTE funding through the federal budget and appropriations process as well as issues falling under the House Education and the Workforce Committee and the Senate Health, Education, Labor and Pensions (HELP) Committee. I will also be working on CTE issues pertaining to the Departments of Education and Labor. I am honored to be advocating for ACTE’s members, and I look forward to meeting everyone. I wanted to take a moment today to introduce myself to you in my first blog post.

Before joining ACTE, I was a public policy specialist for Bose Public Affairs Group. At Bose, I assisted clients with their legislative strategies before Congress, planning and executing their fly-ins, producing publications for association clients, communicating to clients on relevant breaking news and reporting on all votes that members of Congress took. I was fortunate to be able to build many relationships with Members of Congress and their staff, and I hope to be able to translate those relationships into success for ACTE members. 

I first started working in postsecondary education policy through Bose. I assisted many clients that were engaged in higher education topics, including reforming the federal student loan process. This was my first experience in education policy, and it was a vital experience for me as I realized my passion for education. The clients that I worked for all inevitably had one mission, which was to improve access to higher education. I am particularly excited to join ACTE because I truly believe in the value that CTE provides all learners.   

Upon graduating from Dickinson College in 2017 with a bachelor’s degree in political science, I began my career in the political world as an associate for Next Level Partners and eventually Capitol Compliance Associates. Both firms helped campaigns with their Federal Election Commissions compliance. It was through these experiences that I realized my true passion came from policy and the legislative process.  

In 2019, I made the decision to leave Capitol Compliance for an internship with my hometown Congressman, John Sarbanes (D-MD). I served in his office as a legislative intern where I listened to the concerns of his constituents and performed research on a variety of topics. At the beginning of 2020, I moved to the office of Senator Joe Manchin (D-WV) as a press intern. As his press intern, I was responsible for writing press releases for all of his work on the Senate Appropriations Committee. 

In addition to my professional experience, I am also working toward my master’s degree in public policy from American University. I expect to complete this degree in December 2023. 

I look forward to championing CTE on behalf of our members to help ensure that we provide generations to come with the skills they need to succeed in the modern workforce. If I can be a resource to you, please do not hesitate to reach out at [email protected] or at 703-683-9315 ext. 316.   

Research Roundup: The Impact of Apprenticeships

What Three High Schoolers Have to Say on the Transformative Impact of Youth Apprenticeships: A recent article by the Brookings Institution described the impact of youth apprenticeships on the employment and postsecondary outcomes of high school students. Specifically, a panel of students shared their experiences and takeaways from the Indianapolis Modern Apprenticeship program. The first two cohorts of this youth apprenticeship included 78 students and 40 employers in diverse fields such as health care, advanced manufacturing, information technology and financial services. The youth apprentices shared that their experiences helped them make more informed postsecondary choices and even helped one young woman earn a scholarship. However, they faced challenges navigating between school, work and extracurricular activities, which can be helped by flexibility from teachers, supervisors and counselors; transportation supports; and preparation activities like mock interviews.

State Funding Models to Support Youth Apprenticeships: Advance CTE and the Partnership to Advance Youth Apprenticeship (PAYA) recently produced a report evaluating state-level youth apprenticeship funding models and systems across the nation and describing sustainable funding strategies to embed youth apprenticeship within states’ career preparation systems. A survey of state CTE directors found that youth apprenticeships are typically funded by block and competitive grants, formula distribution, performance-based funding and allocation to intermediaries, with competitive grants and formula distributions as the most common funding models. Additionally, only eight states reported having dedicated funding for secondary youth apprenticeship programs. The report includes case studies of youth apprenticeship funding in Wisconsin, Utah, Michigan and Georgia.

Decoding the CareerWise Youth Apprentice Journey: The Harvard Business School recently released a report analyzing the success of the Colorado CareerWise Youth Apprenticeship program, which launched its first cohort in 2017. This apprenticeship program was created in partnership with business leaders, education innovators, public officials and other leaders. So far, this program has seen more than 1,400 apprentices hired by over 120 employers. The researchers found that nearly two-thirds of CareerWise students progress to postsecondary education, the workforce or both, with 20% of program participants becoming retained apprentices with the same employer and 27% becoming dedicated postsecondary students. In addition, the researchers found the following:

• Apprentices who are interested in remaining in the career field or industry in which they are apprenticing are much more likely to persist and complete the experience.
• Registered Apprenticeships have higher retention rates than other apprenticeship programs.
• Apprentices are more likely to complete financial services, IT and advanced manufacturing tracks, while business operations and health care tracks have lower retention rates.
• Apprentices from high-poverty schools and Black apprentices are more likely to leave the program in the first year.

Teacher Apprenticeships Are Booming in The Wake of Shortages: Teacher apprenticeship and residency programs across the United States are gaining popularity and momentum as a promising solution to the teacher pipeline problem. Education Week recently released an article detailing the most important facts that leaders and advocates should be aware of as these programs continue to boom. There are currently 16 states with U.S. Department of Labor Registered Apprenticeship programs for teachers across the country, which opens the opportunity for federal funding to pay for tuition assistance, wages, textbooks and other supportive services. Teacher apprenticeship programs can serve as powerful tools for reducing barriers to entering the teaching field and are often designed for paraprofessionals or high school students with an interest in teaching, with the idea of recruiting individuals who are rooted in a community. Research indicates that teacher apprenticeship and residency models help teachers stay in the field longer and lead to positive student outcomes.

DC Digest: April 22-28

While both chambers of Congress were in session this week, only a few votes were held. The House did vote on the Republican debt limit package, the Limit, Save, Grow Act of 2023 (H.R. 2811), and it passed on a party-line vote of 217-215. The package proposes significant cuts to non-defense discretionary spending and limits on future spending, which could impact education and workforce development programs. As this discussion continues, ACTE is continuing to communicate with congressional staff and stakeholders about the potential impact of these cuts and advocate for the highest possible levels of education spending. The House will be out of session next week, but the Senate is expected to continue discussions around this bill and the debt limit more broadly. In the meantime, here are some news and notes from the week:

• College Scorecard Update: The Department of Education has announced enhancements to the College Scorecard, including data on the median earnings of former graduates four years after completion of their requisite field of study; new demographic data, including race/ethnicity data for full-time staff and student-to-faculty ratios; and greater information for prospective graduate students on fields of study, earnings and student debt trends. Visit the College Scorecard here.

• House Small Business Committee Holds Hearing on Strengthening Small Business: On April 26, the House Committee on Small Business’s Subcommittee on Innovation, Entrepreneurship, and Workforce Development held a hearing titled “Help Wanted: Exploring How Alternative Paths to Student Debt Can Help to Strengthen Small Business.” The hearing featured several workforce development advocates that discussed a variety of career opportunities for students, and how CTE can help provide these opportunities. Read more about the hearing here.

• National Apprenticeship Act of 2023 Introduced: On April 25, House Education and the Workforce Committee Ranking Member Bobby Scott (D-VA) and Congressman Brian Fitzpatrick (R-PA) introduced the National Apprenticeship Act of 2023. Read more about the bill here.

• Coalition Partner Sends Letter on FY 2024 Appropriations: This week, the Campaign to Invest in America’s Workforce (CIAW), one of ACTE’s coalition partners, sent a letter calling on Congress to support robust funding for education and workforce development programs in FY 2024. ACTE joined the letter in support.

• National Apprenticeship System Enhancements Listening Session: On May 5, the Department of Labor will host a National Apprenticeship System Enhancements Listening Session at 3:00pm EST. You can register for the listening session here.

• HELP Committee Approves Julie Su’s Nomination as Secretary of Labor: On April 26, the Senate Health, Education, Labor and Pensions Committee votedto favorably report the nomination of U.S. Deputy Secretary of Labor Julie Su to serve as U.S. Secretary of Labor. It was a party-line 11-10 vote, and the future of her nomination is uncertain.

• Members of Congress Re-introduce College Transparency Act: On April 27, the College Transparency Act (CTA) was reintroduced in the House and Senate by a large group of lawmakers. The bill would improve the information available about postsecondary programs and outcomes and ease information sharing. ACTE has endorsed the legislation again this Congress.

OCTAE Equity Webinar Series Discusses Career-connected Education

The U.S. Department of Education’s Office of Career, Technical and Adult Education (OCTAE) recently held its second webinar series on equity titled Equity in Career-Connected Education: Advancing Economic Mobility.

The first webinar in the series, Work-based Learning Opportunities for Native American Students, featured guests from the Cook Inlet Tribal Council (CITC) Employment and Training Services Department such as Megan Mielke, the organization’s Youth Services Manager. This series opener covered how CITC provides work-based learning opportunities to learners through its Youth Services Program, which serves individuals aged 14-24 by assisting them in finding employment, furthering education and identifying leadership development opportunities. More specifically, this program provides students with the opportunity to engage in a 10-to-12-week paid internship in which they are employed by Cook Inlet or with a partner employer. Other services provided by the Youth Services Program include assistance with postsecondary education, GED completion, work-readiness training, career assessment, resume and cover letter writing, and interview coaching, among other activities.

The second webinar of the series titled Second Chance Pell and Historically Black Colleges and Universities (HBCUs) featured Kathie Stromile Golden, Ph.D., Provost and Senior Vice President of Academic Affairs, and Rochelle McGee-Cobbs, Ph.D., Lead Official of PEPP at Mississippi Valley State University (MVSU). In this webinar, speakers discussed MVSU’s Prison Educational Partnership Program (PEPP) with the federal government designed to offer incarcerated students the opportunity to earn a bachelor’s degree. MVSU will be the first HBCU in the state to provide postsecondary education to incarcerated learners. The program aims to advance enrollees’ educational attainment levels to improve employment prospects once released from prison, reduce their odds of recidivating and increase their levels of civic engagement and self-esteem. Students can pick from one of three majors with different concentrations: Business Administration, Computer and Information Science and Engineering Technology.

Lastly, the third webinar in the series was titled Michigan Vocational Village and the Second Chance Pell Grant and featured Heather Gay, the Education Manager for the Michigan Department of Corrections. This webinar focused on Michigan’s unique model for prisoner education, rehabilitation and preparation for release. Michigan uses vocational villages for its skilled trades training program, a first-of-its-kind format that aims to provide learning opportunities through CTE. Currently, three facilities throughout the state have a vocational village on-site. Prisoners who participate in the vocational village are housed together to create a positive learning environment. They have full days of training and classroom instruction to mimic a typical workday and upon completion of their courses, they receive state and nationally recognized certifications in their trade of choice. A total of 1,580 villagers have been paroled since 2016, with a 70% employment rate for graduates and only 193 recidivists.