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Career Success for All: An Overview of State CTE &
Career Readiness Policies
Kate Blosveren KreamerNACEP State Policy Workshop
October 2017
About Advance CTE
• (Formerly The National Association of State Directors of Career Technical Education Consortium (NASDCTEc)
• Non-profit established in 1920 to represent the state and territory heads of secondary, postsecondary and adult career technical education (CTE) across the nation
• Through leadership, advocacy and partnerships, support an innovative, high-quality CTE system
Support By the Numbers
500+ State policies passed since 2013
50 states +DC passed supportive policies related to CTE in past four years
405 U.S. Representatives voting to reauthorize Perkins (unanimously!)
Why So Much CTE Activity?
• Balance college and career readiness• Desire for more real-world skills among parents
and students• Cost of college – and increasing uncertainty in
college degrees• Strong message from business/industry • Politically popular and bi-partisan• Focus on quality
CTE Delivers
91%of parents of students in CTE believe their child is getting a
leg up on their career, compared to only 44% of
prospective parents.
82%of CTE students are satisfied
with their ability to learn real-world skills in school,
compared to only 51% of non-CTE students.
80%of parents of students in CTE are satisfied with their ability to participate in internships,
compared to only 30% of prospective parents..
• The high school graduation rate for CTE concentrators is about 90 percent, approximately 10 percentage points higher than the national average.
• Seventy-eight percent of CTE concentrators enroll in postsecondary education, full time, within two years of graduation.
• 84 percent of adult CTE concentrators went from CTE study to further education or employment within six months of completing their program.
www.careertech.org/recruitmentstrategies
National Initiatives
New Skills for Youth
• Objectives– To dramatically increase the number of students in the U.S. who
successfully complete career pathways that begin in secondary school and culminate in postsecondary degrees and/or industry credentials with labor market value; and
– Catalyze transformational approaches to the design and implementation of programs and policies to increase students’ career-readiness in a cohort of leading states and disseminate lessons learned to the rest of the country.
Putting Learner Success First: A Shared Vision for the Future of CTE
www.careertech.org/vision
Trend 1: Expanding Access to Quality Programs
All CTE programs are held to the highest standards of excellence
Trend 1: Expanding Access to Quality Programs through Program Design & Approval
Core Elements of a CTE Program Approval Policy
1. Rigorous course standards and progressive, sequenced courses
2. Secondary and postsecondary alignment and early postsecondary offerings
3. Industry involvement4. Labor market demand5. High-quality instruction6. Experiential learning
Trend 1: Expanding Access to Quality Programs through Program Design & Approval
The Tennessee Story – High Quality Programs of Study for ALL
Annual justification using labor marketing information
Employer-driven process to identify industry-recognized credentials
Statewide dual enrollment courses
Work-based learning
Trend 1: Expanding Access to Quality Programs through Credentials of Value
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State Industry Credential Policies • Funding• WIOA• ESSA • Validation
Process
Trend 1: Expanding Access to Quality Programs through Credentials of Value
• Credentials of value (industry-recognized credentials)
• 4000+ certification bodies
• Question of value, utility, quality
• Lessons learned:• Business and industry brought in early;• Credential review process involves a concerted,
cross-institutional effort;• Credentials differentiated based on rigor and
industry demand; and• Systems are designed to be adapative.
Trend 1: Expanding Access to Quality Programs through Credentials of Value
Trend 1: Expanding Access to Quality Programs
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2014 2015 2016
State Access & Equity Policies • Virtual learning• Targeted
funding• Scholarships• Using data
effectively
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Trend 1: Expanding Access to Quality Programs through Rural Investments
• Technology• Partnerships/consortia• Strategic investments• Leveraging existing infrastructure • Bringing world of work to learners
Trend 2: Empowering Learners
All Learners Are Empowered to Choose a Meaningful Education and Career
Trend 2: Empowering Learners through Work-Based Learning
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2014 2015 2016
State Work-Based Learning & Industry Partnerships Policies • Courses/
standards• Incentives• Count towards
credit• Partnerships• Accountability
metrics• Funding
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Trend 2: Empowering Learners through Work-Based Learning
Trend 2: Empowering Learners through Work-Based Learning
• Focus on providing work-based/experiential learning for all
• Strategy for ensuring professional/career-ready skills
• State role:• Set a statewide (or district or school-wide) vision• Leverage intermediaries• Address legal and liability barriers• Measure work-based learning for continuous improvement• Bring work-based learning to scale
Trend 2: Empowering Learners through Career Advisement
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2014 2015 2016
State Career & Academic Counseling Policies • Career planning
tools• Supporting
career counselors• Awareness
campaigns • Middle school
expansion*• Guided Pathways*
Trend 3: Supporting Transitions through Articulation/Transfer Policies
All Learning is Personalized and Flexible
Trend 3: Supporting Transitions through Articulation/Transfer Policies
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State Dual/Concurrent Enrollment, Articulation Policies • Funding for
dual/concurrent courses
• ESSA • Credit for prior
learning• Early college• Reverse transfers
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Trend 3: Supporting Transitions through aligned apprenticeships-CTE programs
• Historically disconnected• K-12 vs. postsecondary vs. labor
• Youth apprenticeships• Evolving from separate programs• South Carolina, Kentucky, Wisconsin
• Embedding apprenticeships into postsecondary programs/institutions
Trend 4: Preparing Learners through Knowledgeable Instructors
All Learning is Facilitated by Knowledgeable Experts
Trend 4: Preparing Learners through Knowledgeable Instructors
• 32 states report experiencing shortages of CTE teachers
• 57 percent of public high schools with CTE teacher vacancies reported that CTE teacher vacancies were difficult to fill (compared to 39 percent of public high schools with vacancies in any academic field)
Trend 4: Preparing Learners through Knowledgeable Instructors
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State Teacher Certification & Development Policies • Alternative
certification policies
• Expanding professional learning
• Externships
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Trend 4: Preparing Learners through Knowledgeable Instructors – Innovations
Alternative Certification
Beyond Alternative Certification
Leveraging Postsecondary Relationships
Trend 5: Building Systems of Career Readiness
All Systems Work Together to Put Learner Success First
Trend 5: Building Systems of Career Readiness
• 10 New Skills for Youth states• WIOA, ESSA, Perkins encourage “shared”
accountability • Combined state WIOA/Perkins plan• Required coordination• Integrated report cards• Career Pathways
Every Student Succeeds Act
• Eleven out of the first seventeen submitted plans identified at least one measure of career readiness in their accountability systems.
• AZ, DE, IL, LA, MI, NV, NM, ND, TN, VT*
• Fifteen states did signal that a “well-rounded education” should include, and that federal funds should be used locally to support, CTE and career readiness.
The Learning that Works Resource Center
The Learning that Works Resource Center is a repository of high-quality reports, policies and tools to advance CTE and career readiness
https://careertech.org/ resource-center
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