Youth Apprenticeship Outcomes: A recent report by the Project on Workforce at Harvard University examines retention, completion and outcomes for youth apprentices in the Colorado CareerWise program, a three-year youth apprenticeship program in which students split their time between the classroom and the workplace with the goal of continuing onto postsecondary education and/or employment. Researchers analyzed the outcomes of over 200 apprentices from 2017 and 2018 cohorts as well as application data from 2019 to reveal the following:

• About 39% of participants completed their apprenticeship or accepted a full-time employment offer with their apprenticeship host site prior to the three-year mark. Of program completers, 57% received an offer from their employer, 59% entered the same industry as their apprenticeship occupation and 57% pursued postsecondary education.
• Interest in one’s apprenticeship field and registered apprenticeship status were drivers of program retention. Apprentices from high-poverty schools and Black apprentices faced more barriers to completion, which lowered their retention rates.
• In the 2019 applicant pool, females were underrepresented while applicants’ race/ethnicity closely matched the population of Colorado’s public school system. Additionally, students from schools with high shares of low-income students were less likely to apply and to be accepted.

The Apprenticeship Landscape: This month, Work Shift released a guide providing an overview of the evolving landscape of apprenticeship programs in the United States. The report covers how employers, non-profit intermediaries and postsecondary institutions are modernizing apprenticeship programs and features a case study on how North Carolina’s community colleges have grown their apprenticeship programs through retention and inclusion efforts. Additionally, the report discusses the impact of apprenticeship scholarship programs, the role of labor unions and the heightened focus on technology apprenticeship programs.

Internships & Experiential Learning Experiences: In August, Inside Higher Ed and College Pulse surveyed more than 2,100 students enrolled in two- and four-year institutions about their experiences with internships and experiential learning, such as community service, undergraduate research or student teaching. The following are some key findings from the survey:

• Overall, 39% of students have not participated in an internship or experiential learning activity, with students at two-year institutions more likely to report not participating in these experiences than those at four-year institutions.
• Around 57% of students who participated in internships were paid, 14% earned credit and 11% received both.
• When asked how their institution could help them find and secure internships, most students said they would like to see their institution partner with companies to offer internships and create pathways to hire interns and work with organizations that help students find internships.
• Students said that financial assistance, guidance on networking and workshops on internship success are internship-related supports they would most like to see from their postsecondary institution.

Work-based Learning Data Collection Study: Recently, the CTE Research Network announced that it is conducting a new study over the next year that will compile and synthesize best practices that school districts are using to collect work-based learning (WBL) data. As a part of the study, the CTE Research Network is inviting nominations for districts or CTE programs with innovative or exemplary WBL data collection. The goal of the study is to help district administrators and data coordinators apply best practices to improve their WBL collection. If you would like to nominate a district or CTE program, contact project director Kelly Reese at kreese@air.org.

On November 15, the Senate CTE Caucus, alongside the Swiss and Austrian Embassies, held a Capitol Hill briefing on Women in Apprenticeship to highlight both National Apprenticeship Week and the Austrian and Swiss apprenticeship models.

Welcoming remarks were made by Ambassador of Switzerland Jacques Pitteloud and the Austrian Chargé d'Affairs Günther Salzmann. Both expressed a desire to broaden the influence of the Swiss and Austrian apprenticeship models in the United States.

Sen. John Hickenlooper (D-CO) offered additional remarks, highlighting the connection between CTE and apprenticeships. He discussed how recent federal investments will ensure that CTE is at the forefront of preparing apprentices and all learners for good-paying, in-demand jobs. Sen. Hickenlooper also declared that he had officially joined the CTE Caucus!

A panel discussion followed and was moderated by Thomas Mayr of Austria’s Vocational Education and Training department. Apprentices and representatives from four Swiss and Austrian companies, Zurich Insurance of Illinois, Swiss Krono of South Carolina, Egger Wood Products of North Carolina and Engel Machinery of Pennsylvania, each spoke about the recruitment challenges, opportunities, supports needed and benefits of their apprenticeship programs. Each apprentice expressed that if given the chance to pursue an apprenticeship again, they would make the same decision.

In October, the Urban Institute released a research report that examines the debt outcomes of postsecondary CTE programs, including associate degree and certificate programs. Researchers used a variety of sources such as the College Scorecard to explore debt, earnings and debt burden levels (debt as a share of earnings) of learners two years after graduation for six fields of study: health sciences, business and marketing, computer and information sciences, repair services, protective services and culinary services.

The data used in this analysis does not capture students who graduate without debt because they pay for their education out of pocket or have federal Pell Grants – a sizeable proportion of students in postsecondary CTE programs. For instance, about 42% of community college students in 2017-18 received Pell Grants.  

Among students in postsecondary CTE programs who graduate with debt, the researchers found the following:

• The median debt of postsecondary CTE programs is $16,077. However, this figure varies significantly by field of study: students in computer and information sciences graduated with the highest median debt while students in repair services graduated with the lowest median debt, in part because programs in repair fields tend to be shorter in length.
• Two years after graduating, median annual earnings for graduates are about twice graduates’ median debt, $32,234, with the highest-earning programs being health sciences and computer and information sciences and the lowest earning being personal and culinary services.
• Together, a student’s chosen field of study and credential level contribute the most to CTE program outcomes, particularly when it comes to earnings. Institutional characteristics also play a significant role, particularly for debt and debt burden outcomes.
• While, in the aggregate, student demographics and labor market characteristics are not significant drivers of debt and earnings outcomes, significantly lower earnings for graduates of programs with large shares of women and people of color make it more difficult for these individuals to pay off debt.

The report concludes with policy, program and research strategies that can help students maximize the value of their postsecondary CTE credentials. Strategies mentioned include providing strong career guidance about institutions, fields of study and credential types; assisting adult learners and women with debt relief; removing barriers to high-value programs; examining debt and earnings outcomes beyond two years after graduation; and capturing outcomes for students who do not complete a CTE program of study.

To help more people access CTE programs without incurring debt, ACTE supports expanding Pell Grant access to short-term programs. Expanding Pell grants to support the costs of high-quality, short-term education programs will help more Americans earn credentials and enter the workforce – or begin new careers – in high-wage, high-demand industries like manufacturing, health care and transportation.

Today, ACTE published a new infographic that highlights ways to use the ACTE Quality CTE Program of Study Framework^TM and its companion self-evaluation instrument. The Framework helps CTE educators to assess quality in their CTE programs of study through more than 90 criteria organized under 12 elements, capturing the full range of activities across a CTE program.

As described by the infographic, the Framework and self-evaluation tool can be used by educators, administrators and leaders to support educator preparation programs, help new CTE instructors, identify professional development needs, conduct the Perkins V comprehensive local needs assessment and recognize CTE program quality. Since its launch in 2018, the online Framework self-evaluation has been used over 4,000 times to support CTE program of study quality across secondary and postsecondary programs and spanning all 16 Career Clusters®.

We encourage ACTE members and CTE supporters to read and share this infographic with colleagues and other CTE stakeholders to learn about how the ACTE Quality CTE Program of Study Framework ^TM can support CTE program improvement.

Click here to access more tools related to the Framework including publications, webinars, courses and more.

On Monday, the eighth annual National Apprenticeship Week kicked off nationwide as workforce development stakeholders, advocates and more join together to celebrate the benefits of registered apprenticeship programs. This year, National Apprenticeship Week will be held from November 14-20, 2022.

During the week, more than 1,000 official events celebrating registered apprenticeship will take place. The Department of Labor plans to highlight key segments of apprenticeship during the week, including registered apprenticeships in new and emerging industries, pre-apprenticeships and youth apprenticeships, increasing registered apprenticeship awareness and access for underserved populations, women in apprenticeships, public sector apprenticeships and veterans in apprenticeships. President Biden has also issued a Proclamation on National Apprenticeship Week.

Ways you can celebrate NAW 2022 include: 

• Issue a proclamation that celebrates registered apprenticeships 
• Submit an event, highlights and/or photos to the Department of Labor 
• Promote National Apprenticeship Week using the hashtag #NAW2022 
• Participate in one or more NAW 2022 events

You can read more about National Apprenticeship Week here. A full list of resources to help stakeholders celebrate NAW 2022 is available at apprenticeship.gov/national-apprenticeship-week.

National attention was focused on the mid-term elections last week, but Congress returns for the final weeks of the 117th Congress November 14. The agenda remains largely unchanged from the last several weeks, with lawmakers facing a deadline of December 16 to extend government funding for FY 2023 while juggling votes on the annual National Defense Authorization Act (NDAA), tax credits, debt ceiling reform, marriage equality and other remaining issues. The 118th Congress will begin right after the new year, on January 3. To prepare for the start of the new Congress, check your inbox or the link below – ACTE will be distributing a quick guide and list of actions that you can take in the immediate days after the mid-term elections. Stay tuned during the coming weeks, as ACTE will share more information on the impact of the election on CTE, including information on committee leadership, new Members of Congress and other resources relevant to CTE stakeholders. In the meantime, here are some updates from Washington.

• Action Alert: Learn About Your Representatives for the 118th Congress: With Election Day in the rearview mirror, now it is time for new representatives and senators-elect to start the process of hiring staff, opening offices and developing their legislative philosophies and agendas. While we are still awaiting final election results in several races, this is a critical time for CTE and CTE advocates. Read more about actions to take before the beginning of the 118th Congress here.
• CTE Caucus Co-Chairs Thompson and Langevin Introduce Resolution Celebrating National Career Development Month: Representatives Glenn “GT” Thompson (R-PA) and Jim Langevin (D-RI), co-chairs of the bi-partisan House CTE Caucus, introduced a resolution recognizing November 2022 as National Career Development Month. Read the press release, including a quote from ACTE Executive Director LeAnn Wilson, here.
• Federal Student Loan Forgiveness Update: On November 10, the U.S. Fifth Circuit Court struck down the Department of Education’s federal student loan forgiveness program. The Biden Administration plans to appeal the ruling. Read more about the ruling here, and view a statement by Secretary of Education Miguel Cardona here.

• Election Watch: Democrats Hold on to Senate: Democratic control over the Senate has been solidified for the next two years after Democrats held onto all incumbencies and picked up one Senate seat. There is just one race left outstanding – Sen. Raphael Warnock (D-GA) is headed to a runoff against Herschel Walker – which will determine whether Democrats will expand their majority by one seat or remain at 50/50. Read more about the balance of power in the Senate here.

Over the weekend, Sen. Catherine Cortez-Masto (D-NV) was declared the winner of her re-election bid by a very narrow margin, solidifying Democratic control over the Senate for the next two years. In additional to holding onto all their incumbencies, Democrats picked up one Senate seat with Senator-Elect John Fetterman’s victory in Pennsylvania to replace the retiring Sen. Pat Toomey (R-PA). There is just one race left outstanding – Sen. Raphael Warnock (D-GA) is headed to a runoff against Herschel Walker – which will determine whether Democrats will expand their majority by one seat or remain at 50/50. Should Republicans win the runoff, Vice President Kamala Harris would remain the tie breaking vote.  

This result means that Democrats will remain at the helm of all the committees in the Senate, including the Senate Committee on Health, Education, Labor and Pensions (HELP Committee) and the Senate Committee on Appropriations. It is expected that Sen. Patty Murray (D-WA) will move from being the chairwoman of the HELP Committee to chairwoman of the Appropriations Committee, likely paving the way for Sen. Bernie Sanders (I-VT) to be the chairman of the HELP Committee in her place. With the Republican ranking members of both the HELP and Appropriations committees retiring, it is still uncertain who will take their places.  

Control over the House of Representatives has yet to be determined; however, Republicans will most likely hold a very slim majority. As of the morning of November 14, there are 19 races still too close to call as election officials continue to count ballots. Once enough races have been called to determine whether Republicans or Democrats will hold a House majority, ACTE will provide analysis of how this will affect the federal education policy landscape.  

As a reminder, ACTE is a nonpartisan organization that does not—and will not—support or oppose any candidate for public office.