Part 1: Key Facts
Student & Teacher Information
According to 2004-2005 data from the U.S. Department of Education (the latest numbers publicly available), the total number of CTE students in Alabama was 193,503. This includes the following:
- Secondary: 140,377
- Postsecondary: 53,126
There are about 2,450 CTE teachers in Alabama.
Delivery System/School Information
There are 131 local school systems and two state-supported agencies, the Department of Youth Services school district and the Alabama Institute of the Deaf and Blind, in the Alabama secondary school system. Secondary CTE programs are conducted in regional tech centers and middle, junior, and senior high schools.
At the postsecondary level, CTE is delivered through 22 community colleges, four technical colleges, two Statewide Mobile Industrial Training units and five Alabama Skills Training Consortia.
Funding/Financing for CTE
Federal: Alabama is estimated to receive $19,774,207 from the Perkins Basic State Grant and $1,995,785 from Tech Prep in FY 2007.
State: For state funding for local school districts, a small factor is taken into account for the additional costs of operating a CTE program.
For the first time in 2007, a special appropriation from the state legislature made $5 million available in Fiscal Year 2008 for secondary CTE. The funding will be used for special purposes such as online career interests and education plans for eighth graders, providing funds for students and systems to sustain changes for CTE, implementing the Alabama Reading Initiative with a CTE focus, and implementing a Math-in-CTE initiative. In 2008, the State Legislature is considering an additional special appropriation for CTE.
Part 2: State Administration
Key State CTE Contacts
Sherry A. Key
Director
Career and Technical Education
Alabama State Department of Education
Post Office Box 302101
Montgomery, AL 36130-2101
Phone: 334-242-9111
Fax: 334-353-8861
State Agencies
The Alabama State Board of Education, an elected body, is solely responsible for public education in Alabama. It is responsible for polices of the Alabama Department of Education and the Alabama Department of Postsecondary Education (two-year colleges and institutions). Policies and procedures for local and statewide articulation have been established and approved by the Alabama State Board of Education.
The State Superintendent of Education has appointed a full-time State Director of Career and Technical Education. The State Director represents the State Superintendent in administering all career and technical education programs, services, and activities operated by and through local education agencies.
At the secondary level, the Career and Technical Education Section in the Alabama State Department of Education is responsible for facilitating CTE programming at the state and federal level in all local education agencies and in selected institutionalized environments. The CTE director reports to the Deputy State Superintendent of the Professional Services Division who reports directly to the Superintendent. About 40 people work in the CTE Section.
At the postsecondary level, the Department of Postsecondary Education in the Alabama College System/State Board of Education is responsible for CTE. The chancellor of the Department of Postsecondary Education reports directly to the State Board of Education. The Alabama Department of Postsecondary Education is the administrative agency for the state’s two-year college system. The Department is a sub-grantee of Perkins funds from the State Department of Education, the fiscal agent for the funds. The Division of Instructional and Student Services administers the Perkins funds allocated for use at the postsecondary level.
State Standards for CTE
The Alabama Courses of Study: Career and Technical Education provides the framework for career and technical education in Alabama’s public schools. Content standards in this document define the minimum requirements of the Code of Alabama (1975), §16-35-4. They are fundamental and specific but not exhaustive. When developing local curriculum, school systems may include additional content to reflect local philosophies and may add implementation guidelines, resources, and/or activities. The content standards represent a combination of 21st century learning skills and pathway content with the goal of industry certification.
Each course of study includes the national skill standards that are developed and available at the time of publication. Courses of study are revised every six years and are posted on the Alabama Department of Education web site and the Alabama Career and Technical Education Web site. They are distributed to every teacher through regional teacher in-service programs. Courses of study include the integrated academics, career and technical skills, employability skills, and related technology skills necessary for success in the program area. Content standards may be added to a course of study at the discretion of local education agency (LEA) and program advisory committees.
The Alabama Administrative Code requires that CTE courses be developed as a part of the courses of study. A course of study is defined as a curriculum document containing content standards that specify what students should know and be able to do by the end of the course. Local education agencies may request approval of pilot implementation for courses not contained in the courses of study. Approval will be based on emerging need for newly recognized pathways that represent high skill, demand and wage criteria.
Program Approval/Quality Control
Secondary: Local boards shall submit an approvable Local Program Application and Accountability Plan (Local Application) as required by federal law and in accordance with the State Plan for Career/Technical Education. The Local Application is a part of the local education agency (LEA) Comprehensive Plan. The Local Application shall serve as a program improvement plan containing measurable goals and objectives. The Alabama State Department of Education shall approve continuation, deletion, and addition of local program components through the annual Local Application process.
- Occupational programs shall be planned in collaboration with workforce development partners to meet community employment needs. Labor market information (LMI) data shall be used and local employment surveys shall be conducted to ensure that career/technical programming is appropriate to meet changing business and industry needs.
- Local career/technical education advisory councils and committees shall participate in the process for planning and evaluation of long- and short-range goals and objectives.
- All planning efforts toward program improvement shall reflect the goals and objectives of the career/technical education strategic plan.
In 1998, Alabama business and industry persons developed a certification process that establishes and maintains a quality-oriented accountability system for the improvement and enhancement of Career/Technical Education. Business/Industry Certification (BIC) promotes program improvement that enhances the preparedness of Alabama’s students for society and tomorrow’s workforce. Alabama is the only state in the nation to require all CTE programs to certify to industry standards, either through the state’s BIC process or through a national certification process. The BIC process is certified to the standards as developed by the International Organization for Standardization (ISO) and these standards are referred to as ISO 9001:2000 certification
The Alabama Department of Education determines the appropriate certification agency for all programs. The current national program certifying agencies are: Graphic Arts Education Research Foundation (GAERF) for graphic arts programs; National Association for Technician Education Foundation (NATEF) for automotive service technology, collision repair technology, and diesel technology programs; and National Institute for Metalworking Skills (NIMS) for precision machining programs. The current state certifying processes are: Business/Industry Certification (BIC); and Associated General Contractors (AGC) for all construction-related programs. BIC is mandated for use by the Department for all programs that do not have a Department-approved national program certification process.
Postsecondary: The normal approval process for new instructional programs occurs in three phases:
- An institution must include an Intent to Submit a Program Application (ISPA) for AAS, AAT or Certificate Awards on Form DPE-27 in its Institutional Management Plan in the academic year preceding the submission of an Application for New Instructional Programs.
- Once an institution, based on the result of the joint review of the ISPA by DPE and ACHE staff, has determined than an instructional program is desirable and feasible; the institution makes a formal application for approval of the new program utilizing The Alabama College System Application for New Instructional Programs on form DPE-28.
- A new program approved by SBE may be subject to pre-implementation conditions. Such conditions specify certain requirements imposed on the college either prior to implementation or concurrent with implementation of the new program.
Postsecondary CTE programs of study (career clusters), along with instructional practices, are guided by input from Program Industry Advisory Committees at each college. Advisory committees include representatives from local high school CTE programs. Programs are evaluated on performance measures including those indicating the degree to which academic and technical competencies are implemented, the percentage of CTE students who maintain a grade point average of 2.0 or higher in general education (academic) coursework and the percentage of CTE students who maintain a grade point average of 2.0 or higher in technical education coursework.
Part 3: CTE Initiatives & Related Policies
State Education & Workforce Agenda
In his 2007 State of the State address, Governor Bob Riley indicated his proposal to increase education funding by more than $390 million and fully fund requests made by the State Board of Education.
Specifically, the governor’s proposal was to increase the Alabama Math, Science and Technology Initiative (AMSTI) from $22 million to $33 million and implement the program in 614 schools, serving 304,000 students by the end of 2008, and to expand the Alabama Reading Initiative to all grades across the state’s 910 schools.
The ACCESS distance learning program, which is already in 44 schools, would be expanded to an additional 26 high schools to offer access to courses including AP, foreign language, and advanced math and science. Another 150 high schools will receive ACCESS technology if the budget passes and implementation of distance learning labs in all high schools by 2010.
Another proposal by the governor is to create a "Back to School" Tax Credit to encourage adult workers to go back to school and receive job training in high growth, high demand and high paying jobs.
The Department of Postsecondary Education will focus on five major initiatives designed to implement the Workforce 21 strategic plan; implement the 2000-2005 State Plan for Career and Technical Education; and position The Alabama College System to more effectively carry out its role in the state's workforce and economic development efforts.
Alabama has put a major emphasis on career technical student organizations (CTSOs). Focusing on results for students, additional funds have provided the following benefits:
- Teachers without extended contracts can write for a competitive grant for CTSO activities.
- Additional state level staff are provided for CTSO activities so there are more opportunities for students and better alignment of funding across the CTSOs.
- Students and teachers get leadership development through local and statewide events to better deal with gaining support and to communicate what they do.
High School Redesign
The State Board of Education has approved six diploma options for students, including three diplomas and three endorsements. These options are: the Alabama High School Diploma, the Alabama High School Diploma with Advanced Academic Endorsement, the Alabama High School Diploma with Career and Technical Endorsement, the Alabama High School Diploma with Advanced Career and Technical Endorsement, the Alabama Occupational Diploma, and the Alternate Adult High School Diploma. Each of these options requires students to earn 24 credits, and Alabama’s high school graduates must pass the Alabama High School Graduation Exam.
The Alabama courses of study shall be followed in determining minimum required content in each discipline. Students seeking the Alabama High School Diploma with Advanced Academic Endorsement shall complete advanced level work in the core curriculum. Students seeking the Alternate Adult High School Diploma shall complete the prescribed credits for the Alabama High School Diploma and pass the test of General Education Development (GED).
Those students who meet the requirements for the general high school diploma with no endorsement and who complete a career major of three or more sequenced courses are eligible for the career/technical endorsement. Those students who meet the requirements for the advanced academic endorsement on the high school diploma and who complete a career major of three or more sequenced courses are eligible for the advanced career/technical endorsement. Some students will earn the advanced academic and advanced career technical endorsement for the high school diploma concurrently.
Alabama supports the High Schools That Work (HSTW) and Making Middle Grades Work reform initiatives. The ten key practices of the High Schools That Work (HSTW) education reform initiative are being implemented in Alabama high schools. This reform initiative, sponsored by the Southern Regional Education Board, places an emphasis on high standards for career-bound youth. The HSTW reform initiative is managed through the Professional Services Unit of the Office of Career and Technical Education and will continue to be emphasized.
CTE-Related Graduation Requirements Summary: According to the Education Commission of the States, Alabama students may substitute an approved CTE course for a standard core course to meet high school graduation requirements. A state-level CTE diploma or endorsement is available.
Career Academies
Career Academies are a valued reform strategy, with approximately 20 career academies in Alabama that are registered with the Career Academy Support Network.
Role of Career Clusters
During the 2006-2007 school year, Alabama completed a revision and re-write of the 2002 Alabama Courses of Study: Career and Technical Education. This revision moves Alabama away from a five clusters model towards one based on the 16 career clusters in the States’ Career Clusters Initiative. Within the career clusters, content standards have been developed for fifty separate career pathways.
Academic & CTE Integration
Secondary CTE courses are cross-walked with academic courses to verify the math and science content of the course. Embedded academic credit is awarded for the identified CTE course if the career and technical education teacher is highly qualified (HQ) in the academic subject area; i.e., Agriscience teachers who are certified to teach science.
Academic competencies have been documented in many career and technical programs through the validation process for embedded credit which lead to a graduation diploma. Academic competencies have been documented in Healthcare Science and Technology programs and in Family and Consumer Sciences programs, which allows for substitution as a science credit.
Secondary/Postsecondary Linkages
The 2007 Alabama Courses of Study: Career and Technical Education revision/re-write is based on the 16 national clusters format and will support 51 of the 81 pathways that support careers that meet the definition of high skill, high wage, and high demand. The high-skill, high-wage, and high-demand list of pathways that will be supported is based on research between the Alabama Department of Industrial Relations (Alabama’s Labor Market Information agency) and the Alabama Department of Education.
Each sub-recipient will be required to implement a minimum of one of the national 16 clusters during the first year (2008-2009) of implementation. The components of each cluster will include a foundation course and other courses identified in the Alabama Courses of Study. Courses in the appropriate postsecondary pathway will complete the required components of each cluster.
The Alabama Department of Postsecondary Education, Curriculum and Instruction Unit, will continue to develop and upgrade competency-based plans of instruction (POIs) for all career and technical education (CTE) courses in the programs of study (career clusters). High-skill, high-wage, and high-demand programs will receive priority for POI development.
To date, POIs in approximately 33 CTE programs are complete, and the Chancellor of The Alabama College System and the State Superintendent of Education have established 70 statewide articulation agreements. Perkins funds will be used to support POI development and subsequent statewide articulation agreements.
Both state and federal funds will be used to develop new programs of study in the 16 cluster areas and the 51 pathways supported in Alabama. Federal funds will target those pathways leading to high-skill, high-wage, and high-demand occupations.
Tech Prep/Consortia: During the transition year, Alabama consolidated approximately 75 percent of the Tech Prep funds received under Title II into the basic grant. Each recipient, both secondary and postsecondary, was required to document expenditures of no less than 10 percent of their allocation on the elements of Tech Prep identified in the legislation. A competitive request for proposals will be offered for the remainder of the funds received. The decision to keep Tech Prep separate or to consolidate all funds in the five-year plan will be based on the ability of the Tech Prep recipients to provide the required documentation for the additional indicators.
College CTE Credit for High School Students: Policies approved by the Alabama State Board of Education allow qualifying CTE high school juniors and seniors to earn college credits while in high school by participating in dual enrollment, accelerated credit, and the Early College Enrollment Program (ECEP).
Local boards of education may establish dual enrollment programs allowing certain high school students to enroll in postsecondary institutions in order to dually earn credits for a high school diploma and/or a postsecondary degree at both the high school and participating postsecondary levels. All postsecondary CTE programs of study (career clusters) accommodate dual/accelerated credit.
Alabama allows for dual enrollment through its Early College Enrollment Plan (ECEP) for the CTE student. Students are not charged for enrollment under the ECEP policy, but the reduced tuition comes out of the schools’ per pupil allocation. Dual enrollment is not an entitlement. If there is no money available, schools can deny participation. There are a wide array of local articulation agreements and some statewide agreements that have been approved by the chancellor of postsecondary education and the state superintendent of education.
Career Guidance & Advisement
The Alabama Administrative Code requires that all eighth-grade students complete a four-year plan of study that includes postsecondary information and guidance. The Comprehensive Counseling and Guidance State Model for Alabama Public Schools is the model that the Board of Education and State Superintendent supports and recommends for Alabama schools to create the schools’ and the students’ guidance plans. Career and technical education program of study (career cluster) information will be provided to recipients during the planning process.
All secondary students are required to have a four-year plan upon entrance into high school. Interest inventories (Career Scope, Kuder, et. al.) at the eighth-grade level are used to assist students and their parents in selecting a program of study that is academically and technically challenging and that will also lead to postsecondary education opportunities or entry in to a high-skill, high-wage or high-demand occupation.
Technical Skills Assessments
The Alabama College System has identified industry-recognized credentials specific to its CTE programs of study (career clusters). Where applicable, curricula lead to either the awarding of or preparation for an industry credential (e.g., RN license, FAA Certified Airframe and Power Plant Mechanic). Relevant curricula development and delivery will be supported with postsecondary Perkins funds. In addition to industry-recognized credentials, the following skills certificates and degrees are available for completers of CTE programs of study at the postsecondary level: Skills Training Certificate, Short-term Certificate, Certificate, and Associate Degree.
Business & Industry Involvement
The Alabama Department of Industrial Relations has developed several new labor market information resources that will help economic developers, workforce professionals, educators, students, and others to make well-informed choices that enhance the advancement of the state of Alabama. High-demand occupations through 2014 have been identified, and posters have been developed and provided to all school systems. The list of high-demand occupations is not only based on projected job openings, but also on projected growth. They also provide access to a table of industry projections by major industry groups for all the local workforce investment areas and workforce investment advisory areas.
Each program will have a Career and Technical Advisory Committee. The committee is composed of members from business, industry, and the community who can provide assistance in creating a career/technical education program that meets the needs of the students and business/industry in the community. Each career and technical program will be assisted by a Program Committee to ensure curriculum content, equipment, and materials in keeping with current practices in the field.
All postsecondary CTE programs will have active Program/Craft Advisory Committees that advise colleges regarding technical and academic content of programs. Perkins funds will support Industry Advisory Committee activities.
All secondary career and technical education programs are required by the Alabama Administrative Code to become business/industry-certified.
Educator Development
Technical assistance is provided to secondary programs through a New Administrators’ Academy and New Teacher Institutes that are held during the summer for newly appointed administrators and teachers and at mid-year for those who were not able to attend or did not complete the certification requirements. The New Teacher Institute and The New Administrator Academy are both mandated by Alabama law to be given to all new CTE teachers and administrators.
A performance measure indicating the degree to which CTE faculty participate in technical skills upgrade activities will be included in the College Plan. The measure, and subsequent improvement practices, will be evaluated during the approval process. Postsecondary Perkins funds will support technical skills upgrades through professional development activities.
Part 4: Results
Coming Soon!
This state profile was developed by the Association of Career and Technical Education with the assistance of the Meeder Consulting Group, LLC. If you need further information or more specific details, please contact ACTE. Customized reports can be developed on specific topics or entities.
Last Updated 7/17/08
