Credential Transparency: Judging the Return on Investment: The American Enterprise Institute recently published a report exploring the major shortage of highly skilled workers across the nation and the actions that state leaders and policymakers can take to close the talent gap through increased credential transparency methods. Researchers found that 26 states across the nation are working on increasing Credential Transparency Description Language (CTDL) adoption and registries within their territories. The analysts focused particularly on Texas, Indiana and Arkansas and found the following:

• Texas is publishing in-house data about credentials, competencies, program quality and student outcomes across three states agencies that hold responsibility for education and occupational credentials in an effort to widen its registry.
• Indiana’s Commission on Higher Education is working to increase transparency and publish information on more than 3,600 state credentials like certificates, degrees, apprenticeships, micro-credentials, occupational licenses, industry certifications and more.
• Arkansas created the Governor’s Workforce Cabinet and appointed local workforce leader Mike Rogers from Tyson Foods as the chief workforce officer to jointly spearhead creating an easily navigable Employment Record (LER) System for workers and employers that will match the two parties based on job skills using digital technology.

New Measures of Postsecondary Transfer: A report recently published by the U.S. Department of Education analyzes recent transfer and completion rates for community college students to better understand the barriers that learners face and inform leaders and policymakers working to change transfer policies and practices. Researchers discovered that only 16% of students who start in community colleges go on to earn bachelor’s degrees within six years, with lower rates for individuals of color and individuals from low-income backgrounds.

Researchers looked at both the community college with the highest transfer-out rate and the four-year institution with the highest transfers’ bachelor’s completion rate in each state and found the following:

• The average community college transfer-out rate was 38%, ranging from a high of 71% to a low of 19%.
• The average transfer bachelor’s completion rate at four-year institutions was 66%, ranging from a high of 89% to a low of 30%.
• Dyad completion, the rate at which students transfer and graduate between specific pairs of institutions, was 8%, ranging from a high of 20% to a low of 1%.
• Having high-performing dyads in a state is significant to learners’ overall transfer performance with Virginia and California topping the list for the best-performing states.

Three Ways States Can Lead on Postsecondary Education Reform: The Foundation for Research on Equal Opportunity recently published a brief that analyzes the current state of the postsecondary education landscape by focusing on outcomes-based funding (OBF), state authorization reform and state-imposed degree requirements as three key policy areas for immediate state reform consideration.

The report describes recent trends for each policy area across multiple states, including the following:

• At Texas State Technical College (TSTC), alumni wages have increased by 42% over the past 10 years thanks to an OBF formula. The “Returned-Value’’ formula calculates the difference between former students’ wages and the minimum wage, with a portion of that added value returning to TSTC as state funding for instruction and administration.
• Maryland is one of the first states in the country to remove degree requirements for employment within the state executive branch. This initiative led to a 34% increase in job applications from individuals with relevant skills and experience, which emphasizes the need to expand these types of measures across the board.
• State authorization reform is the policy area making the slowest progress. As demand for postsecondary education increases, the number of degree-granting institutions is stagnant owing to logistical hurdles.

The biggest news in Washington this week was the approval of a new continuing resolution to keep federal programs operating through early 2024. You can read more about this update on the CTE Policy Watch Blog. More news and updates below:

• White House Releases Playbook Identifying Effective Workforce Investments: The Biden-Harris Administration has released a playbook that discusses workforce development strategies being used by states and local governments through American Rescue Plan funding. Read more in the CTE Policy Watch Blog.

• Department of Education Launches Initiative to Promote Multilingual Education for a Diverse Workforce: ED has launched “Being Bilingual is a Superpower” to bolster high-quality language programs and a diverse multilingual educator workforce across the nation as a part of the Raise the Bar: Create Pathways for Global Engagement The initiative will aim to promote research-based bilingual educational opportunities and language instruction in early educational settings.
• CTE Caucus Chairs Recognize National Career Development Month: On November 16, Reps. G.T. Thompson (R-PA) and Suzanne Bonamici (D-OR) introduced a resolution declaring November as National Career Development Month. This resolution aims to raise awareness of future career opportunities and development programs for all individuals.

• Department of Education Office for Civil Rights Releases Data on Student Educational Access During Pandemic: ED’s Office for Civil Rights (OCR) has released new data from the 2020-21 school year offering crucial insights regarding civil rights indicators during the COVID-19 pandemic year. This data reflects the differences in student’s experiences across the nation’s schools and will provide leaders and policymakers insights for future improvements.

• White House Releases Proclamation on National Apprenticeship Week: The Biden-Harris Administration has released a statement pledging its support for the development of registered apprenticeship programs all across the nation as a part of its November 2023 celebration of National Apprenticeship Week. In the statement, the White House commits its support to these programs and recognizes their importance in offering America’s workers direct pathways to good-paying jobs and opportunity to hone their skills while they learn.

• Department of Education Announces New Tools to Combat Antisemitism, Islamophobia, and Related Forms of Discrimination and Bias: ED has announced multiple efforts aimed at ensuring that schools and college campuses have the tools and resources they need to protect students from discrimination and harassment because of their race, color or national origin, including learners who are or are perceived to be Jewish, Muslim, Israeli, Arab or Palestinian.

• Department of Education Releases New Data on the Redesigned FAFSA: ED has released a new state-by-state dataset that displays how the new FAFSA form will help more than 1.5 million students receive the maximum amount of Pell Grant funding, bringing the total number of eligible students to more than 5.2 million learners. These changes will start in the 2024-25 award year and will better help students by reflecting improved updates to student aid calculations.

The White House recently released a playbook centered around effective workforce development strategies utilized by states and local governments through funding from the American Rescue Plan. It encourages leveraging the $350 billion State and Local Fiscal Recovery Funds program (SLFRF) to invest in evidence-based registered apprenticeships programs, community college programs and supportive services, and it shares a series of models from across the country. 

The playbook emphasizes the importance of Registered Apprenticeship programs stating that 90% of those who complete an apprenticeship program obtain employment. It cites Harris County, Texas’s $10.9 million investment in its Apprenticeship Advantage Initiative, which provides the opportunity to join union apprenticeships and technology programs to over 1,000 low-income residents. Additionally, it highlights programs from Louisville, Kentucky’s workforce development board including Kentuckiana Builds, which provides pre-apprenticeship programs in the construction trades to underrepresented populations; and Reentry Works, which administers career guidance and support to formerly incarcerated individuals. Lastly, it shares how Maine’s $11 million investment in its apprenticeship program is expected to double its number of apprentices through the expansion of apprenticeship opportunities within 14 state-selected organizations. 

Shifting to identifying exemplary investment strategies within community and technical colleges, the playbook emphasizes their importance as “a linchpin of our nation’s education and workforce training system.” It highlights Oklahoma's Nursing Workforce Expansion Program, which includes $80 million in funding toward developing a larger and more highly trained nursing workforce in response to nursing shortages. Additionally, it cites Indiana Ivy Tech’s investment in construction of a technology-driven lab to provide valuable hands-on training opportunities to manufacturing workers. 

The White House intends for these programs to serve as models across the country in investing American Rescue Plan funds to implement high-quality workforce development approaches. To learn more about these programs, read the full report here.

On Wednesday, the Senate voted 87-11 to approve legislation that would fund the government into next year, clearing the measure for President Biden’s signature. The continuing resolution (CR) would fund part of the government until January 19 and the rest of the programs until February 2. The House passed the measure in a bipartisan 336-95 vote on Tuesday. 

The CR temporarily keeps funding levels the same as in Fiscal Year (FY) 2023, a significant victory given some of the other recent proposals. Under the bill, funds would expire for the Departments of Veteran Affairs, Agriculture, Transportation, and Housing and Urban Development on January 19. The remaining departments, including the Departments of Education and Labor, would expire on February 2. 

The “laddered” deadlines in the bill are designed to give the House and Senate more time to negotiate and pass full-year spending bills.  

When Congress returns after Thanksgiving, lawmakers will resume consideration of the remaining appropriations bills, including the Labor-Health and Human Services-Education spending bill. As this process continues, ACTE will continue to advocate for the higher overall funding levels included in the Senate bill and the highest possible funding level for CTE! 

Today marks the beginning of National Apprenticeship Week! Occurring annually, National Apprenticeship Week recognizes the value of apprenticeships, and this year the theme is “Registered Apprenticeship: Superhighway to Good Jobs.” 

In the lead up to this week, Vice President Kamala Harris spoke at an apprenticeship event on Thursday in Boston in a moderated Q&A session with union members that have completed apprenticeship programs. As part of the conversation, she emphasized the importance of apprenticeship programs in supporting the economy and providing pathways to good jobs.

When asked about why she values apprenticeships, the Vice President discussed their ability to provide opportunities to many Americans and enable the United States to lead around the world. She also praised the community created within apprenticeship programs that provides a valuable support network for participants. 

Vice President Harris also emphasized that the Administration is working to ensure “that apprenticeship programs will very much be the way to go to build up the workforce to then do the work we have funded.” She sighted funding from the Infrastructure Investment and Jobs Act and the Inflation Reduction Act as creating demands for a larger skilled workforce that apprenticeship programs can help address.

Additionally, the Vice President discussed the importance of building pathways for minorities through apprenticeships and emphasized the need to bring more underrepresented groups into these programs. 

She concluded her remarks by committing to continued support: “When we are thinking about what we are working for, we have you guys in mind.”

This week in Washington, most activity revolved around the appropriations process. The expiration of the current continuing resolution that is keeping the government open is steadily approaching on November 17. To keep Government operations in full-swing, Congress will have to enact another continuing resolution before the deadline or enact full-year 2024 funding bills, which is not likely at this point. The Senate has currently passed three bills while the House has passed 7 of the 12 bills. Only Military Construction-VA has been passed by both chambers. Read more news and updates below:

• Department of Commerce Releases Progress Report on Building the Semiconductor Workforce: DOC has released a brief on the implementation of the Chips and Science Act signed into law by President Biden in August of 2022. The brief outlines the Administration’s vision for CHIPS, which includes goals such as doubling the semiconductor workforce, tripling the number of graduates in semiconductor-related fields and training 100,000 new technicians. Read more on the CTE Policy Watch Blog.

• Department of Education Announces Initiatives for Elevating the Teaching Profession: ED has announced the launch of a campaign that is aimed at elevating the teaching profession and promoting educator diversity by inspiring young people—especially those from underrepresented communities—to become teachers..

• Department of Education Convenes Postsecondary Leaders to Address Student Transfer and Degree Completion: This week, ED hosted “Raise the Bar: Tackling Transfer to Increase Access, Improve Completion, and Prepare Today’s Workforce National Summit,” an event that focused on helping students transfer from two-to four-year postsecondary institutions . The agency also released new data that shows the most productive transfer partnerships between community colleges and four-year institutions.  

• White House Holds Workforce Hub Convenings in Augusta and Pittsburgh, Announces Commitments to Expand Pathways into Good-Paying Jobs: The Biden-Harris Administration held a series of workforce hub convenings across Augusta, Georgia, and Pittsburgh, Pennsylvania that focused on enhancing equitable workforce development. Augusta focused on developments in its new registered apprenticeship program and the over $1 million in employer investments for workforce pipelines. Pittsburgh outlined its goal to create over 1,000 new jobs and expand apprenticeship programs throughout industries spurred by legislation from the Investing in America Agenda.

• Department of Education Announces Increase of Borrowers Enrolled in SAVE Plan: ED has announced that approximately 5.5 million borrowers are now enrolled in the Saving on a Valuable Education (SAVE) plan, the Department’s new income-based student loan repayment plan.

• Office of Civil Rights Releases New Dear Colleague Letter: On November 7, the Department of Education’s Office of Civil Rights issued a Dear Colleague Letter outlining schools’ legal obligation to protect all students from discrimination in light of recent increases in hate crimes and harassment.

A Profile of CTE Teachers in the 21st Century: The Annenberg Institute at Brown University recently published a report that examines nationally representative data from 2004 to 2018 on the CTE teacher workforce. Researchers discovered that CTE teachers are increasingly more prepared and qualified to teach in the field, with aspiring professionals being 16 percentage points more likely to be qualified specifically for CTE – defined as holding a state certification in a CTE subject or having their first or second major be in a CTE field.

The following list presents more findings and insights from the observed period of 2004 to 2018. For more recent data on the CTE teacher workforce, see ACTE’s analysis here:

• Average CTE teacher salaries and CTE teacher demographics remained stable over time.
• There was a higher concentration of CTE teachers in rural schools than in urban settings.
• CTE teachers had slightly higher year-over-year retention rates in comparison to non-CTE teachers (87.3% vs. 86.3%).
• By 2018, CTE teachers became significantly more likely (+10%) to teach in majority-minority schools than their non-CTE counterparts.

The report closes by recommending that policymakers and school leaders continue to strive towards increased diversity by targeting induction programs and mentorship initiatives for novice CTE teachers from underrepresented backgrounds.

Conditions That Teachers of Color Perceive as Contributing to a Sense of Belonging at School: The RAND Corporation recently published a report that examines the conditions that teachers of color describe as contributing to a sense of belonging in schools. Researchers focused on school climate, demographics, relationships with colleagues and school efforts to educate about race and culture. The analysis found that a majority of teachers of color (almost 60%) surveyed described school celebration and recognition of race and culture as a key action by administrators to cultivate a sense of belonging.

More insights and findings from the report below:

• About one-third of survey respondents noted that factors such as demographic composition, teacher camaraderie and a general sense of inclusivity contributed toward an increased sense of belonging.
• Seeing their identify represented in the workplace, especially in school administration, was reported by respondents as a crucial factor for contributing to a sense of belonging, especially for instructors who identified as Black/African American.
• 89% of all teachers described positive relationships with colleagues as contributing to a sense of belonging. Opportunities for social gatherings, teacher recognition and collaboration were reported as crucial actions.

Researchers also recommend that school administrators establish teacher diversity support groups since previous data indicates that thoughtfully implemented networks or equity teams can lead to increased diversity.

How Do Teachers Spend Professional Learning Time?: In another report recently published by the RAND Corporation, researchers analyzed data from the American Instructional Resources Survey given to K-12 teachers across multiple subjects to describe their usage of professional learning (PL) time. Researchers discovered that the most frequent PL was collaborative learning, with a majority of instructors considering this the most beneficial use of their time.

The following list describes more findings and insights from the analysis:

• Less than 15% of teachers indicated having access to expertise on subject-area materials or content through their PL.
• Teachers who frequently participated in PL reported higher levels of standard-aligned classroom practices than their counterparts who did not.
• About 75% of teachers who serve a high concentration of economically disadvantaged students reported being frequent participants in collaborative learning.

Building Effective Teaching Apprenticeship Models: The Pathways Alliance Coalition recently published a resource that aims to provide evidence and examples from across the nation on building and supporting effective teacher apprenticeship models. For instance, at Ball State University in Indiana, students can earn multiple education-related certifications and gain hands-on experience through a five-year course of study based on the Grow Your Own model. Students can enroll in this program as early as junior year through dual-enrollment coursework. And at Brazosport Independent School District in Texas, an apprenticeship program offers aspiring teachers the opportunity to earn a salary while working towards their bachelor’s degree at Brazosport College. Apprentices work under the guidance of a certified teacher while completing requirements to be an accredited teacher with INSPIRE TEXAS.