Congress is nearing the final stretch of the recess period before the midterm elections. If you have the opportunity to attend a campaign event in the next week or two, this is a great chance to get some “face time” with the candidates in your area and inquire about their understanding and support of CTE. After the election, a brief but busy “lame-duck” session will be held before the formal swearing-in of the 118th Congress, where the bulk of the focus will be on fiscal year (FY) 2023 appropriations bills. ACTE will be providing you with the resources you need to effectively develop relationships with new Members of Congress and urge them to support policies that will help advance high-quality CTE for all learners. In the meantime, here is a brief update from Washington:
- Student Debt Relief Update: On October 20, the Department of Education formally opened the application for student loan borrowers to obtain up to $20,000 in student loan debt forgiveness. However, the program has been temporarily paused from processing debt discharges after the 8th Circuit Court of Appeals issued a stay of the program until it hears further testimony. Visit the Department of Education’s Federal Student Aid (FSA) website for further information.
- National Student Clearinghouse Research Center Releases Postsecondary Enrollment Data: On October 17, the National Student Clearinghouse Research Center released postsecondary enrollment data covering the fall 2022 semester. Key findings revealed that overall postsecondary enrollment is down, but community colleges are continuing to see strong enrollment numbers boosted by increasing numbers of matriculating students. You can read the full report here.
- Election Watch 2022: State Ballot Measures: State ballot measures are important components of the voting process in which citizens are provided the opportunity to voice their input on various legislation topics, including education. Gathered using the Statewide Ballot Measures Database by the National Conference of State Legislatures, ACTE has compiled some of the education-related state ballot measures that will be determined by voters in November. Read more about the state ballot measures that could impact CTE here.
- National Science Foundation Launches Workforce Program for Emerging Technology Jobs: The National Science Foundation (NSF) has announced a grant opportunity to fund partnerships between workforce development entities and organizations with expertise in emerging technologies. The Experiential Learning for Emerging and Novel Technologies (ExLENT) program will provide $30 million to increase access to career pathways in emerging technology fields, such as advanced manufacturing, advanced wireless, artificial intelligence, biotechnology, quantum information science, semiconductors and microelectronics. Read more about the grant here.
COVID-19 Relief Spending: Recently, FutureEd analyzed COVID-19 relief spending plans from a nationwide sample of 5,000 K-12 school districts and charter organizations and conducted additional research with the 100 largest K-12 school districts in the United States about their plans for Elementary and Secondary School Emergency Relief (ESSER III) aid. The following summarize key trends from the report on COVID-19 relief spending plans among K-12 districts:
- Staff numbers: The majority of school districts in the national sample and the largest districts plan to use funds to hire new teachers and pay teachers and other staff.
- Recruitment and retention: Around 20% of school districts in the national sample and 47% of the largest districts are using ESSER funds to recruit and retain teachers.
- Financial incentives: Roughly 33% of the largest districts are using funds for additional pay and stipends to help with teacher retention, and 10% of districts in the sample are offering retention bonuses.
- More hours: One-third of the largest districts are dedicating relief funding to pay teachers a stipend for working additional hours.
- Professional development: About 43% of school districts in the national sample plan to use relief funding for professional development.
Post-Pandemic Practitioner Reflections: Last month, the Coalition on Adult Basic Education (COABE) released the latest issue in their peer-reviewed, practitioner-focused themed journal on adult education. This issue features nine articles with reflections from and innovations used by adult education practitioners during the COVID-19 pandemic. Some topics the articles discuss include serving English learners, developing statewide collaboration, devising innovative learning strategies for incarcerated learners and using remote learning to expand access to adult education.
Online Course Enrollment & Completion: A report published by the University of Florida studied the impact of online course enrollment on community college students’ degree completion, with an emphasis on outcomes among traditionally underserved student groups. The author examined 2009-19 transcript data from a high-enrollment community college and found that students who enrolled in some, but not all, online courses were more likely to earn their associate degree and/or bachelor’s degree. In contrast, students who enrolled in all online courses were less likely to earn a degree. Both trends held true for Black, Hispanic and low-income student groups.
Online Learner Perspectives: In the spring of 2022, Wiley University Services surveyed 2,500 high school graduates nationwide that had been enrolled, were currently enrolled or planned to enroll in a fully online undergraduate or graduate degree or certificate program in the next 12 months to better understand online learners’ motivations, preferences and outcomes. The following highlight key findings from the report:
- One in three respondents hadn’t considered an online program until the COVID-19 pandemic, with most of these respondents being young adults.
- Online learners’ top motivations to apply to an online program included affordability (59%), program completion time (33%) and accreditation (32%).
- Although most online learners prefer asynchronous and fully online programs, of the 18% of online learners who must complete lab work for their program of study, the majority stated that they would prefer to complete these courses in person.
- About 36% of current online learners and recent graduates reported a salary increase, 26% began a new job, 22% switched careers, 20% were promoted, 19% started their careers and 18% have more responsibilities at work.
- About 60% of online learners are open to pursuing an alternative credential, including trade credentials, industry certifications and non-credit options such as micro-credentials and digital badges.
ACTE’s recently updated “What is a Credential?” fact sheet defines different types of credentials, including alternative credentials, to help CTE advocates and stakeholders better understand the credential landscape.
Recently, ACTE released an updated “STEM is CTE” fact sheet to describe how CTE is developing students’ science, technology, engineering and mathematics (STEM) skills and preparing students to enter the STEM workforce.
CTE programs across the 16 Career Clusters® enable students to master STEM skills, such as computational thinking, that are increasingly required for both STEM jobs and for jobs not classified as STEM. CTE students also earn STEM industry credentials most requested in job as well as educational credentials that allow them to pursue high-wage STEM careers in areas like data science, cybersecurity and data center operations.
We encourage ACTE members and CTE advocates to share this resource with students and families, education and workforce leaders, and policymakers to improve the public’s understanding of the connection between and the benefits of STEM and CTE.
Relatedly, this past week, the U.S. Department of Education announced their new “YOU Belong in STEM” initiative. This initiative will focus on improving student outcomes in STEM by promoting positive conditions for learning and development, such as by increasing students’ sense of belonging in the STEM classroom. In the coming weeks, the Department will provide more information related to guidance and technical assistance to elevate STEM teaching and learning.
Graduate Earnings: The Texas Public Policy Foundation analyzed recent program-level data from the U.S. Department of Education’s College Scorecard to identify the median annual earnings of postsecondary students three years after graduation, mainly for those who graduated during the 2014-15 and 2015-16 academic years. The following are some of the report’s key findings:
- Annual earnings for undergraduate certificate and associate degree holders were $25,273 and $34,123, respectively, compared to $46,865 for bachelor’s degree holders.
- Associate degree holders’ earnings were greater than bachelor’s degree holders’ in some states, including Alabama, Montana and North Dakota.
- Among the most popular programs on the associate degree level, the top-earning programs included electromechanical instrumentation, nursing, industrial production, dental support and electrical transmission installation, with annual earnings for some reaching over $60,000.
- Among the most popular programs on the associate degree level, electromechanical instrumentation, industrial production and vehicle maintenance experienced the largest growth in earnings, with increases of more than $6,000 over the three years after graduation.
Federal Student Aid: In August, the National Association of Student Financial Aid Administrators released their annual report on postsecondary student aid. The report reviews the most recent statistics available for each federal aid program, including the average amount awarded, the percentage of recipients by institution type and federal appropriations. One key finding from the report is that during the 2019-20 award year, 29% of Pell grant recipients, 26% of Federal Supplemental Educational Opportunity Grant Program recipients, and 12% of Federal Work-study recipients were enrolled at public two-year institutions. You can read more in-depth findings from the report here.
Postsecondary Education Perceptions: New America recently published results from their sixth annual nationally representative survey on postsecondary education. For the 2022 edition, researchers surveyed adults over the age of 18 about their perceptions of the value of postsecondary education:
- Since early 2020, the percentage of adults stating that postsecondary institutions are leading the U.S. in a positive direction declined from 69% to 55%.
- About 73% of adults believe that a postsecondary credential is needed to ensure financial security and 76% say that postsecondary education is a good return on investment.
- Out of all postsecondary education institutions, most adults stated that community colleges contribute to a strong workforce.
Postsecondary Enrollment: A recent research study conducted by HCM Strategists and Edge Research on behalf of the Bill & Melinda Gates Foundation, surveyed between January and April 2022 high school graduates aged 18 to 30 who decided not to enroll in postsecondary education or stopped out of a two-year or four-year program. As postsecondary enrollment drops nationwide, the findings from this survey aim to determine why individuals are choosing not to attend or complete their education:
- About 46% of respondents plan on enrolling in or returning to postsecondary education, 41% are unsure and 13% don’t plan on going.
- Respondents had experience with or are currently pursuing other educational options, with the most popular choices being YouTube online courses as well as courses that lead to licenses and certificates.
- The most valued educational opportunity cited by respondents was on-the-job training. In fact, 70% agreed that on-the-job training is the best path to career advancement.
- Financial constraints, stress, current employment and uncertainty about their career were top reasons for not enrolling or completing their postsecondary education.
- After financial assistance, respondents stated that program flexibility, job counselors and opportunities for real-world, hands-on opportunities would help them complete or get a degree.
Relatedly, Strada Education Network studied the perspectives of individuals who hold an associate degree or less on the possibility of future postsecondary education enrollment. Researchers surveyed respondents between spring 2020 and fall 2021 and followed up with some individuals in spring 2022 to reveal the following:
- In fall 2021, 44% of respondents said they were likely to enroll in postsecondary education, a significant increase from spring 2020, with higher percentages among respondents aged younger than 34, Black respondents and respondents with some college, but no credential.
- According to the follow-up survey, one out of six individuals who were likely to enroll did so.
- Respondents echoed similar opinions as those from the HCM Strategists and Edge Research survey about supports that would help them enroll such as flexibility, financial aid and work-based learning.
Congress spent last week wrapping up work before adjourning for the elections. Before the House and Senate adjourned, their primary goal was to pass a short-term government spending measure to extend funding beyond the end of the fiscal year on September 30, which you can read more about below. The House also passed legislation to provide additional compensation to support the families of 9/11 victims and the Senate continued negotiations on environmental permitting legislation and potential Electoral College reforms. The House and Senate are both set to return in mid-November to complete the legislative work for the year, which could include a potential tax bill negotiation and fiscal year (FY) 2023 appropriations bills, which have not been completed. ACTE will be providing timely updates both pre- and post-election to ensure that CTE stakeholders have the information they need to build relationships with members of the incoming 118th Congress and effectively advocate for CTE in the coming months.
- House and Senate Pass Continuing Resolution to Fund Government: On September 29, the Senate passed a short-term government spending bill, which was then passed by the House on September 30. The President signed the bill into law, extending government funding at current levels through December 16.
- FAA Youth Access to American Jobs in Aviation Task Force Holds Final Meeting: On September 22, the Federal Aviation Administration (FAA) Task Force on Youth Access to American Jobs in Aviation held its final meeting, during which the task force shared its findings and recommendations for aviation workforce stakeholders. You can watch the full meeting here for more insight into the task force’s work.
- Senate Commerce Committee Holds Hearing on Infrastructure Investments: On September 29, the Senate Committee on Commerce, Science and Transportation held a hearing on new investments from the CHIPS and Science Act, particularly in the fields of autonomous technology and artificial intelligence. Witnesses from across the academic and business spectrum were present, and workforce development was a key topic of the hearing.
- NCES Survey on Teacher and Other Vacancies in Public Schools: The Department of Education’s National Center for Education Statistics (NCES) has released the latest data from the August 2022 School Pulse Panel that found more than half of all public schools “reported feeling understaffed entering the 2022-23 school year.” Of districts with a vacancy, 74% reported a very or somewhat difficult time filling CTE teacher positions.
- Department of Education Awards Funding to Strengthen the Teacher Pipeline: The Department of Education has announced new awards to further address the teacher shortage and help ensure long-term investments in teacher pipeline and development programs across the country. New investments under the Supporting Effective Educator Development (SEED) program include 22 new three-year grants totaling more than $60 million. The SEED program supports evidence-based practices that prioritize educators’ growth across the continuum of their careers.
- Department of Education Launches Future Finder Challenge: The Department of Education has announced the launch of Stage 1 of the Future Finder Challenge, a $1 million challenge to reimagine career navigation for adult learners. The Department’s Office of Career, Technical, and Adult Education (OCTAE) invites innovators to build digital tools that better support adult learners as they launch and advance their careers. Creators must submit prototypes by 6:00 p.m. ET on December 15, 2022. The online submission should outline how the digital tool will be designed to improve adult learners’ career navigation outcomes, such as increased self-awareness, career knowledge, confidence and/or job attainment in high-quality, in-demand occupations and high-growth industries.
- ACTE and Illinois ACTE Holding Joint Media Tour: ACTE is holding a joint media tour in southern Illinois with Illinois ACTE, where there will be tours of nine CTE programs between Monday, October 3 and Thursday, October 6. The tour includes stops at innovative CTE programs at the secondary and postsecondary level. This program tour will give attendees the chance to learn more about CTE programming at the secondary and postsecondary level and underscore the important role CTE plays in preparing Illinois students for careers of their choice in the 21st century workforce, as well as in supporting the needs of businesses and industries across Illinois. ACTE will have more coverage of the media tour over the coming days.
State Work-based Learning Toolkits: State work-based learning (WBL) toolkits provide guidance to educators, administrators and other career development professionals about effective WBL program implementation in that state. In June, Advance CTE created a tracker of state WBL toolkits. According to the tracker, of the 54 states and territories analyzed, 41 currently have WBL toolkits. The tracker lets users filter by key components that WBL toolkits may include, such as WBL definitions, training forms and employer resources, and explore innovative approaches used by toolkits. You can find a more in-depth analysis of Advance CTE’s State WBL Toolkit Innovation Tracker here.
The Case for Paid Work-based Learning: Recently, New America conducted a study of paid WBL program models at five community colleges across the nation to better understand their design, goals and outcomes. Currently, it is estimated that around one million students receive offers for unpaid internships each year, which can pose significant barriers for students from historically underserved backgrounds. Through interviews with program directors and senior campus administrators, New America found the following themes present among the paid WBL models studied:
- Paid WBL programs enhance a community colleges’ retention strategy, with prior evidence showing that paid experiential learning opportunities can result in higher retention rates.
- On-campus or local paid WBL opportunities can alleviate barriers related to transportation as well as work and family obligations.
- Many programs offered various wraparound services such as reimbursements for travel and course expenses, childcare vouchers and career readiness services.
- Programs were funded in a variety of ways including COVID-19 federal relief funding, donor contributions, corporate sponsorships and local or state appropriations.
- Programs reported a lack of longitudinal data on student outcomes and could only share baseline demographic data on student participation trends.
Equity in Apprenticeships for Young People: Recently, Jobs for the Future (JFF) analyzed federal Registered Apprenticeship data between 2010 and 2020 to gain insight about the demographics and outcomes of youth apprentices – those aged 16 to 24. The following are some of the study’s key findings:
- Between 2010 and 2020, the number of youth apprentices grew 113%, a much faster rate than registered apprentices of all ages.
- When compared to the general population, Hispanic youth are slightly overrepresented as young apprentices (21%) while Black youth are underrepresented (8%).
- Women compromised about 7% of all young apprentices and the top occupations between men and women vary, with women in more service-oriented careers and men in more trades-related careers.
- The average hourly exit wage for all young apprentices was $31. White and Hispanic apprentices roughly matched this average, while Black apprentices made $23 per hour. Additionally, the hourly exit wage for female apprentices was $18 per hour, $13 less than male apprentices.
Tech Apprenticeships in Missouri: In 2020, the Missouri Chamber Foundation created the Industry-Driven IT Apprenticeship Program, which is a four-year program funded by a U.S. Department of Labor grant that provides reimbursements to IT companies that are creating or expanding Registered Apprenticeship programs. Recently, the foundation released new data on the program’s progress over the past two years:
- More than 700 apprentices have completed the program.
- Over 95% were hired for permanent, full-time jobs with an average starting salary of $61,000.
- More than 640 of the participating apprentices identify as a person of color and 605 as women.
- Since its inception, the program has funded 113 apprentices with disabilities and 40 veterans.
- The program is on track to create more than 5,300 total apprenticeships.
Interest In & Exposure to Careers: YouScience released results from their aptitude-based career guidance assessments taken by high school students nationwide in 2021. The analysis found that students have higher aptitude than interest in many career areas, especially those with significant predicted job growth. For example, students had more than three times the aptitude for advanced manufacturing careers than interest and more than two times the aptitude for computer technology careers than interest. The report also revealed the effect of gender stereotypes on interest in careers. For instance, females had a much greater difference between aptitude and interest for advanced manufacturing careers than males. The authors conclude that students need more exposure to a variety of careers to find a match between their talents, interests and goals.
Impacts of Industry-recognized Credentials: A recent study by the Thomas B. Fordham Institute examined how completing industry-recognized credentials (IRCs) in high school impacted students’ short-term postsecondary education and employment outcomes. Researchers utilized data from Texas high school students who graduated between 2017 and 2019 to uncover the following:
- IRC completion was weakly associated with a higher likelihood of employment in the short term.
- IRC completion was associated with a 9% increase in annual earnings in the short term, with the largest benefits to students not enrolled in a postsecondary institution and those who completed an IRC in education, cosmetology or transportation.
- IRC completion is positively correlated with postsecondary enrollment and persistence. In fact, students who completed an IRC were 3 percentage points more likely to remain in postsecondary education for a second year.
- The majority of students who completed an IRC were not pursuing education or employment in their IRC field of study.
- While CTE concentrators as well as Hispanic, Asian and higher-achieving students were most likely to earn IRCs, the high school one attended is the most important predictor of earning an IRC.
Labor Market Experiences of Recent Graduates: In May 2022, Cengage Group conducted a survey of respondents who completed a degree or non-degree postsecondary education program within the past 12 months to better understand recent graduates’ perspectives on the labor market. The following are some of the report’s key findings:
- Half of recent graduates had second thoughts about the program they were studying, but felt it was too late to switch, with non-degree graduates experiencing less of this regret.
- Nearly half of recent graduates didn’t apply for entry-level jobs because they felt underqualified, with degree graduates slightly more likely to report this. About 60% of graduates found a job within 12 months in 2022, which is 19 percentage points higher compared to 2021, and degree graduates found jobs quicker than non-degree graduates.
- Almost all graduates said they would pursue online training if their employer covered the cost.
- Roughly 61% of graduates think that employers should stop requiring a two- or four-year degree for many occupations.
Employer Policies & Economic Mobility: Recently, WorkRise released a report that summarizes research on employer policies and how these affect economic security and mobility for individuals who have faced historical exclusion in the labor market. Researchers specifically studied pay, scheduling, leave, hiring, retention, work systems, and diversity, equity and inclusion (DEI) employer policies. Overall, the report found that promising practices for increasing economic mobility exist in compensation, hiring, promotion, scheduling, work systems and DEI policies, without negatively impacting a firm’s performance. However, researchers emphasized that there are gaps and exceptions to these promising practices in research that must be studied further.
Alternative Teacher Certification: The Center for American Progress recently published an analysis of alternative teacher certification programs sponsored by organizations other than institutions of higher education (IHEs). Researchers examined the types of sponsors, states in which these programs operate and how enrollment varies by demographics to reveal the following findings:
- Regional education service agencies (50%), non-profit organizations (23%) and for-profit programs (14%) were the largest operators in the non-IHE alternative sector in 2018-19.
- Despite only being 14% of the non-IHE alternative sector, for-profit programs enrolled 70% of students in non-IHE alternative programs, a nearly 280% increase since 2010.
- Between 2010-11 and 2018-19, enrollment in non-IHE alternative certification programs grew by 76%, while IHE-based programs experienced an overall decline. Despite enrollment increases in the non-IHE sector, completion rates dropped by 19%.
- From 2010-11 to 2018-19, non-IHE alternative programs enrolled a higher percentage of students of color than IHE-based programs.
Teacher Shortages: Recently, Brown University released a report and an accompanying interactive map that provides national- and state-level estimates from 2014-22 on the K-12 teacher shortage. Researchers examined news reports, U.S. Department of Education data and publicly available information on teacher vacancies and certifications to uncover the following:
- An estimated 36,504 full-time teacher positions are unfilled; however, this number may be as high as 52,800. Overall, vacancies amount to almost 2% of positions nationwide.
- About 163,650 positions are filled by teachers who are teaching a subject different than their area of preparation or have an alternative, temporary or emergency certification.
- Mississippi had the highest relative vacancies with 68 vacancies per 10,000 students while Missouri had the lowest with less than one vacancy per 10,000 students. (Thirteen states did not have credible data related to teacher shortages).
General Education Data: In May, the National Center for Education Statistics released its annual Condition of Education report, which summarizes the latest data available on P-12 and postsecondary education in the United States. The following are some of the report’s main findings:
- P-12 public school enrollment decreased from 50.8 million in fall 2019 to 49.4 million in fall 2020, a 3% drop, which is the largest single-year decline since 1943.
- In 2017-18, there were 3.5 million full-time and part-time public school teachers. About 8% of these teachers held a provisional, probationary or emergency teaching certificate, and 2% held no certification.
- Between fall 2009 to fall 2020, postsecondary undergraduate enrollment declined by 9%, which was driven by a 35% drop at two-year institutions. In fall 2020, 31% of undergraduate students (4.9 million) were enrolled in a two-year institution.
- The number of associate degrees earned increased by 20% from 2010 to 2020. The most popular fields of study included business, health professions and STEM.
State Report Cards: The Data Quality Campaign released its annual analysis of state school report cards for the 2020-21 school year to identify what school data is accessible, or may be missing, for students and their families. At the time of the study, 43 states had submitted their 2020-21 report cards. The following are some of the analysis’ key findings:
- Twenty-eight states disaggregated data by all federally required student groups.
- Many states did not include data on the 2020-21 school year. For instance, 16 states did not include 2021 assessment data, 25 states did not include 2021 graduation rates and 26 states did not include 2021 chronic absenteeism data.
- About 25 states included some form of language translation for their state report card; however, only seven states had high-quality translations.
Congress is still adjourned for the August recess and will not return to Washington until after Labor Day. Washington is very quiet, but early last week President Biden signed the Inflation Reduction Act (IRA), legislation that contains climate change, tax and health care provisions. Many Members of Congress are still holding constituent events during the next few weeks, and you can visit this blog post to learn more about capitalizing on those opportunities. In the meantime, here are some news and notes:
- Department of Education Announces $8 Million in New Grants to Help Colleges Strengthen and Diversify the Teacher Workforce: The Department of Education has announced $8 million in grant funding through the Augustus F. Hawkins Centers of Excellence (Hawkins) program, which supports comprehensive, high-quality teacher preparation programs at historically Black colleges and universities (HBCUs), Minority Serving Institutions (MSIs) and Tribal Colleges and Universities (TCUs). The Hawkins Program will focus on key aspects of a high-quality teacher preparation pipeline, including evidence-based, comprehensive teacher preparation programs that provide extensive clinical experience. Read more about the grant funding here.
- Department of Labor Announces Programs that will Support Justice40 Initiative: The Department of Labor has announced the addition of four programs administered by the Department’s Employment and Training Administration to the Justice40 Initiative: Reentry Employment Opportunities, YouthBuild, Job Corps and the Workforce Opportunity for Rural Communities program. The Justice40 initiative aims to deliver 40% of the overall benefits of climate, clean energy, training and workforce development, and other federal investments to disadvantaged communities. Read more about the Justice40 initiative here.
- Department of Labor Announces ApprenticeshipUSA Branding Effort and Public Conversations: The Department’s Office of Apprenticeship has created the “ApprenticeshipUSA” brand to establish an identity and shared understanding of the national registered apprenticeship system. In addition, the Department has begun a national online public dialogue on registered apprenticeships, which will remain open through September 5, 2022.
- Department of Education Announces Application Opportunity for CTE Research Network Grant Lead: The CTE Research Network, authorized under Perkins National Programs and operated through the National Center for Education Research at the Institute of Education Sciences (IES), conducts research on CTE through projects funded by other IES grant competitions. This competition is for a new network lead beginning in FY2023. Applications are due February 23, 2023.
Analyzing Pathways Data: The Strategic Data Project at Harvard University published a CTE Diagnostic toolkit which provides guidance and examples to postsecondary leaders about analyzing student progress and success in various CTE pathways. The toolkit offers proposed questions, sample data visualizations and summaries of analyses to conduct. It is structured around four topics: student completion, student progress, “gateway” courses (courses that prevent students from completing pathways), and credit accumulation. Additionally, it is accompanied by a technical guide that provides more detailed information about how to execute the examples featured in the toolkit.
Improving Pathways Programs: According to research featured in a brief by MDRC, community college career pathways programs can significantly increase credential completion and employment in targeted industries but may not improve earnings. Taking these findings into account, the brief offers several evidence-based strategies, as well as examples, that community colleges can employ to boost student success and economic mobility in career pathways programs. Some highlighted practices include integrating private sector training approaches, targeting family-supporting careers, providing comprehensive supports, and connecting students with employers and work-based learning experiences.
Measuring Beyond Completion: Recently, Strada Education Network released a report that integrates postsecondary student completion data with earnings and personal fulfillment data to provide insight into how postsecondary completion impacts students beyond graduation. Researchers used public data and data from Strada’s own surveys of postsecondary completers to reveal the following:
- About 58% of adults with an associate degree or higher earn at least 20% more than the median for a high school graduate and reported higher personal fulfillment through their education and training.
- Occupation is a strong predictor of earnings and personal fulfillment outcomes. For instance, completers employed in STEM, business and health care experience better outcomes compared to completers in service occupations.
- Higher levels of postsecondary attainment are associated with better economic and personal fulfillment outcomes; however, these results vary by race and gender.
Pell Grant Access and Completion: The Institute for College Access & Success (TICAS) released an analysis that provides information about Pell Grant recipient enrollments and completion rates at community colleges. Researchers gathered data from the U.S. Department of Education’s College Scorecard and Pell Grant Volume reports and shared the following findings:
- About 2 million Pell Grant recipients attend community colleges, representing one third of all Pell Grant recipients.
- In 2020-21, 25% of all community college students received a Pell Grant. This statistic has been declining since the Great Recession, especially in recent years, largely due to decreased enrollment among low-income students during the COVID-19 pandemic.
- In 2020-21, the three-year Pell completion rate was 25%, which is more than double the rate from the early 2000s.
Wraparound Supports: A brief by the Hunt Institute describes how wraparound supports are critical to ensuring that an increasingly diverse postsecondary population has the necessary resources to complete a postsecondary education. The brief outlines common barriers students may face when navigating, financing and prioritizing postsecondary education and accessing socioemotional health services. Additionally, the brief provides examples of innovative state- and local-level practices to address each barrier.
