Understanding Experiential Learning Through Work-Based College Course Taking: Evidence from Transcript Data Using a Text Mining Technique: The Community College Research Center at Columbia University recently released a study that explored work-based coursetaking at the postsecondary level. This paper examined patterns of work-based coursetaking and post-degree labor market outcomes at two- and four-year public institutions using a text mining technique to identify these courses from college transcripts.

Researcher Rachel Yang Zhou found that 11% of enrollees and 31% of graduates at two-year colleges took a work-based learning course within six years of entering postsecondary education, while the same was true for 17% of enrollees and 29% of graduates at four-year institutions. Work-based coursetaking varied widely by field of study. Two-year college completers were most likely to pursue work-based courses in the fields of education, law and social and behavioral sciences, followed by business and skilled trades. At four-year institutions, graduates in education were far and away the most likely to take work-based courses. Individuals studying engineering, natural sciences and math were less likely to go for these types of experiences at both two- and four-year colleges.

In analyzing employment outcomes, the author concluded that taking work-based courses leads to better post-graduation employment within the first three years after attaining a degree. The earnings picture was more complicated, with some evidence that four-year graduates with work-based courses have higher earnings than their peers but that two-year graduates earn no more or even less than their peers. This could be related to differential wages across career fields as well as the relationship between community and technical college learners’ earnings while in school and their work-based course decisions. The researcher recommends that postsecondary administrators pay careful attention to how work-based courses interact with students’ other working opportunities.

­From College to Career: Students’ Internship Expectations and Experiences: The Strada Education Foundation recently released a report that compared the internship expectations and outcomes of first-year university students to fourth-year students and soon-to-be graduates. In this research, internship is used as an umbrella term for internships, co-ops, field experience, student teaching and clinical placement.

• Researchers found that 70% of first-year students expect to have an internship, yet less than 50% of fourth-year students have completed one.

• Underrepresented groups such as African American and Latino students had high expectations – 69% and 67% of first years intended to participate in an internship, respectively – yet only 36% of African American students and 39% of Latino students actually did so. In comparison, 71% of white first-year students expected to participate in an internship and 54% of white fourth-year students did so.

• Participation varied by first-generation student status, with this group of individuals less likely to participate (41%) than non-first-generation students (55%).

• Women (50%) were more likely than men (44%) to participate in internships.

• Seniors who had participated in internships reported more confidence in communicating their skills and experiences to potential employers.

These findings highlight the need for postsecondary institutions to expand access to work-based learning experiences and address gaps and disparities in participation.

A Status Report on Work-Based Learning in Construction: The National Center for Construction Education and Research (NCCER) recently released a report on the status of work-based learning across the United States based on feedback from instructors who are members of the NCCER Craft Instructor Forum. These instructors come from postsecondary and secondary institutions as well as industrial training centers and contractor organizations.

Most respondents reported that the quality of work-based learning in their regions was average or better, and several cited the increase in adoption of work-based learning as a major win in the past three years. However, when asked to describe work-based learning in their region with one word, instructors responded minimal, lacking and underutilized, among similar terms.

To better support work-based learning in the construction industry, NCCER has developed a Connection Map that can help match CTE programs and training providers with industry partners for work-based learning, donations and other forms of collaboration.

This week Congress conducted hearings and continued working through the appropriations process for FY 24 funding. The Senate and House held Subcommittee and Committee markups for appropriations bills, but they have yet to announce a date to markup the Labor, Health and Human Services, Education and Related Agencies bill, which will provide more insights into implications for Perkins funding and CTE programs. At the end of the week, Congress headed out of town for a two-week recess, so policy activity will be relatively light until after the July 4th holiday. Here are a few other notes and news from this week:

• Appropriations Update: As the appropriations process begins to play out, there are significant differences between the House and Senate topline spending numbers for the Labor, Health and Human Services, and Education appropriations bill. While the Senate is remaining close to numbers from the Fiscal Responsibility Act, the House proposed significantly lower topline spending numbers. Read more about these updates here.  
   
• CEF and CNSF Host Panel on the Importance of STEM Investments: On Wednesday, the Committee for Education Funding (CEF) and the Coalition for National Science Funding (CNSF) co-hosted a webinar highlighting the importance of further investments in STEM. Read more about the webinar here.  
   
• Department of Education Releases Statement in Response to Long-term Trend Assessment: Recently released scores from the National Assessment of Educational Progress (NAEP) show significant underperformance in math and reading amongst 13-year-olds. In response, Secretary of Education Miguel Cardona released a statement highlighting the learning impacts of COVID-19 and committing to increased academic support. Read the full statement here.  

• House Education and Workforce Committee Holds Hearing on Skills-Based Hiring: On Thursday, the committee questioned witnesses related to best practices for transitioning towards an increasingly skills-based hiring approach. The witnesses recommended federal support in removing some bachelor’s degree requirements, increasing use of pre-employment assessments and implementing additions to a reauthorized Workforce Innovation and Opportunity Act (WIOA). Read more about the hearing here.  
   
• OCTAE to Host Webinar on Advancing Economic Mobility for LGBTQ+ Youth: The Office of Career, Technical and Adult Education (OCTAE) will host a live webinar on Advancing Economic Mobility for LGBTQ+ Youth on Tuesday, June 27, from 2:00 – 3:00 pm ET. Register at this link. 
   
• Secretary of Education Visits Bismarck State College to Highlight CTE Programs: This Friday, Secretary Cardona visited Bismarck State College as part of his trip to North Dakota with a specific focus on educational access for rural and tribal communities. He toured the campus and held a roundtable discussion about CTE programs with educators. Read more about his visit here. 

On June 22, the House Education and Workforce Committee held a hearing titled “Competencies Over Degrees: Transitioning to a Skills-Based Economy.” The hearing was a response to what committee members described as an ongoing disconnect between employers and the skilled workforce.  

Those testifying on this matter were Dr. Karin Kimbrough, LinkedIn’s Chief Economist; Dr. Mark Smith, the Society for Human Resource Management’s Director of HR Thought Leadership; Dr. Papia Debroy, Senior Vice President of Insights for Opportunity@Work; and Mr. Dan Healey, SAP’s Head of People for Customer Success.  

The witnesses stated that high demand for skilled labor exists in many sectors, but many of these positions utilize bachelor’s degrees as proxy indicators of skill level, and therefore eliminate a large portion of the potential workforce. While continuing to emphasize the importance of post–secondary education, committee members questioned the witnesses on best practices to transition to alternative measurements of skill. Chairwoman Virgina Foxx (R-NC) stated: “The old ways of developing talent are not working for today’s economy.”  

Dr. Karin Kimbrough shared that LinkedIn’s research found that when shifting to a skills-first hiring approach, the number of qualified eligible workers increased by nearly 20 times. With an estimated 1.6 unfilled positions for every unemployed individual, Kimbrough suggested to the committee that skills-based hiring allows employers to satisfy their demand for skilled labor.  

Along with echoing these arguments, Dr. Mark Smith presented the effectiveness of pre-employment assessments to gauge skill levels. When questioned about how to best facilitate transitioning to skills-based hiring, he encouraged the committee to incentivize and support employers in their use of these assessments.  

Rep. Glenn Thompson (R-PA), citing his role as co-chair of the House CTE Caucus, questioned the witnesses on how CTE programs specifically can connect skilled students to employers. Mr. Dan Healey stated that developing relationships between employers and administrators of these programs would allow students to develop skills aligned with local employment needs.  

Throughout the hearing, the committee, supported by recommendations from the witnesses, enthusiastically committed to bipartisan efforts to reauthorize the Workforce Innovation and Opportunity Act (WIOA) and expand its reach to those not previously touched by its programs through specifically implementing a skill-based hiring approach.  

With the enactment of the Fiscal Responsibility Act (FRA), appropriators in the House and Senate are now working on their respective appropriations bills that will make up the federal budget for FY24. This year’s appropriations process was expected to feature spending caps that were imposed by the FRA, which after adjustments hold non-defense spending roughly flat in FY 2024 and increase it by 1% in 2025.  

However, the House has chosen to use much lower caps for discretionary spending. In the House, legislators have proposed a topline number for the Labor, Health and Human Services (HHS), and Education appropriations bill of $147.1 billion, or a 29 percent cut. The Senate is sticking much closer to the FRA deal and approved its individual bill allocations this week. In the Senate, $195.23 billion will be available for the Labor, HHS, and Education bill, which is only a 5.9 percent cut from FY23.  

Markups of some appropriations bills have begun in both the House and Senate, with the Senate Appropriations Committee most recently approving bills for both the Agriculture, Rural Development, Food and Drug Administration and Related Agencies the Military Construction, Veterans Affairs and Related Agencies bills. The House Appropriations Committee has approved these bills, as well as Homeland Security and the Legislative Branch, and House Subcommittees have also considered the Energy-Water Bill and Financial Services. You can view the status of all 12 appropriations bills here. A date to mark up the Labor, Health and Human Services, Education and Related Agencies bill has not been announced, so we do not yet know how these lower funding levels could affect Perkins funding or CTE programs.  

As legislators consider these bills, ACTE is closely monitoring developments in the appropriations process. We will keep you updated so that you can continue to advocate for the highest possible levels of CTE spending. Don’t forget to contact your House members in particular about protecting Perkins funding! Please let us know if you have any questions! 

On Wednesday, the Committee for Education Funding (CEF) and the Coalition for National Science Funding (CNSF) co-hosted a webinar highlighting the importance of further investments in STEM. The panel spoke amid the House Appropriations Committee’s recent approval of FY 24 funding levels that could lead to a significant cut of almost 30% to the Labor, Health and Human Services, and Education appropriations bill. With critical STEM education funding in jeopardy, the panel outlined the existing impact and further need for STEM investments.  

Dr. Amy Burke of the National Center for Science and Engineering Statistics presented her organization’s data regarding the development of STEM talent. When analyzing the composition of talent in STEM fields, she emphasized the prevalence of workers in the science- and engineering-related occupational group that did not hold a bachelor's degree. As conversations about STEM talent often focus on bachelor's degree holders, she provided a more inclusive view of the STEM field that highlighted the role of all workers. Additionally, Dr. Burke presented data that emphasized the significant underrepresentation of Black, Latino and Native American science and engineering degree recipients at the bachelor’s level and above relative to their population shares. Another gap identified was that students eligible for free or reduced lunch programs tested proficient in the National Assessment of Education Progress (NAEP) science assessment significantly less than their peers. These data sets highlight areas that demand new or further investment in STEM education.  

With the backdrop of this data, Dr. Andre Green, professor and Associate Vice President of Academic Affairs at the University of Southern Alabama, shared his personal STEM educational journey. He recounted underinvestment in STEM programs at his school in rural Georgia, but mentioned that his teachers' support and investments from the National Science Foundation propelled him to continue on a STEM path. He explained how he embodied the investment in STEM and is an example of why the government must allocate more funding to STEM education.   

To facilitate such STEM education, Billy Mawhiney, Executive Director of the South Dakota Afterschool Network, emphasized the importance of after-school programs in providing students with exposure to STEM. To expand such exposure, his organization is developing “Think, Make, Create” Mobile Labs that will bring STEM activities to kids across South Dakota this summer. As part of these efforts, the organization particularly seeks to provide STEM experiences to Native American students who are underrepresented in STEM programs. This initiative and others with similar goals require further investments to create equitable access to STEM.  

Presenting data, personal experiences and current initiatives, the panel highlighted the importance of STEM education and the need for greater investments. While not a focus of the panel specifically, supporting and expanding CTE programs is another important way to address the need to develop students with the knowledge and skills necessary for STEM-related jobs.  

This week in Washington, Congress was focused on moving several pending nominations and moving forward with the FY 24 appropriations process. The House Appropriations Committee held markups of several appropriations bills and approved overall committee allocations, while Senate appropriations leaders have begun preparing a few bills for full committee markup next week. However, no information has been provided on the timing of either the subcommittee or full committee markup of the Labor, Health and Human Services, Education, and Related Agencies appropriations bills in either chamber. In the meantime, here are the most important things to note:

• Ask Your Representative: Support Perkins in FY 2024 Appropriations: The official topline funding level for the House’s FY 2024 Labor, Health and Human Services, and Education appropriations bill is $147.1B, which could result in an almost 30% cut to the bill. The impact on Perkins funding and CTE programs could be significant. As the House starts to consider their appropriations bills, we need to generate support for CTE to ensure the highest possible level of funding for Perkins within these tight caps. ACTION NEEDED: CLICK HERE to ask your representative to support robust funding for Perkins CTE in the Fiscal Year (FY) 2024 Labor, Health and Human Services, and Education appropriations bill!

• College Transparency Act Reintroduced by Sen. Bill Cassidy (R-LA): On June 14, Sen. Bill Cassidy (R-LA), Ranking Member of the Senate Health, Education, Labor and Pensions Committee, reintroduced 1972, the College Transparency Act (CTA), legislation that would reform postsecondary data reporting ensure students have better information on student success and outcomes as they compare higher education options. ACTE has been a long-time supporter of the CTA. You can view a fact sheet on the CTA here.

• Department of Education and Civic Nation Launch Campaign for Access to Affordable High-Speed Internet: The Department of Education and Civic Nation have launched Online for All, a digital equity campaign working to close the digital divide by focusing on internet access, affordability and equity for students and families. Learn more about the campaign and how you can obtain affordable internet access here.

• House Education and Workforce Committee Holds Hearing on Postsecondary Education: On June 14, the Higher Education and Workforce Development Subcommittee of the House Education and Workforce Committee held a hearing entitled “Postsecondary Innovation: Preparing Today’s Students for Tomorrow’s Opportunities.” The hearing primarily focused on higher education issues. You can watch the full hearing here.

• Senate Environment and Public Works Committee Holds Hearing on Infrastructure Implementation: On June 15, the Senate Environment and Public Works Committee held a hearing with testimony from Administrator Shailen Bhatt of the Federal Highway Administration. The hearing addressed the I-95 bridge collapse, road safety, project grant applications and electric vehicles.

• OCTAE to Host Webinar on Integrated Education and Training in Corrections: The Office of Career, Technical and Adult Education (OCTAE) and ADVANCE Integrated Education and Training (IET) will host a live webinar on Connecting Jail-Based IET Programs to Career Pathways on July 11, 2023, from 3:30 – 4:30 pm ET. Register at this link.

Credit for Prior Learning Messaging Toolkit: Advance CTE recently published a messaging toolkit focused on communicating about credit for prior learning (CPL) to increase the participation of adult learners pursuing career pathways and CTE programs of study for in-demand fields. This publication serves as a resource for postsecondary institutions and systems to develop messages and dissemination strategies to support CPL policy and increase use of CPL. Research shows that 49% of adult learners who earn CPL go on to complete their credential or degree, while only 27% with no CPL do so. Earning CPL also boosts completion rates for underrepresented learners with African American and Latino students and Pell Grant recipients with CPL earning credentials at more than twice the rate of their peers without CPL. Sample messages recommended by the toolkit for communicating with leaders, learners and postsecondary faculty and staff explain CPL and its benefits, demystify the application process and correct myths about CPL. This toolkit is a companion to Advance CTE’s Embedding Credit for Prior Learning in Career Pathways Policy Benchmark Tool.

Integrating Microcredentials into Undergraduate Experiences: Workcred and the University of Texas System recently released a report on re-imagining the undergraduate experience by integrating microcredentials. This report describes microcredentials, factors to consider when building or selecting a microcredential, and the relationship between microcredentials and badges, among other things. Researchers note that when developing a microcredential program, the following points are crucial to provide maximum utility for students seeking to better their career outcomes through these types of programs:

• Microcredentials should be developed to provide career-focused skills that prepare and connect students to professional opportunities like internships or directed study programs.
• Understanding the differences between credit and non-credit-bearing microcredentials is crucial as they lead to different outcomes for different populations.
• Undergraduates, graduates, incumbent workers and continuing education students can all benefit from microcredentials, but a program should be designed with only one population in mind.

Paving The Path to Debt-Free College: The Institute for College Access & Success recently published a report on expenses, funding and barriers to access to the postsecondary education system in the United States, as well as what current and persistent problems within the system mean for the future of students. Researchers highlighted community colleges and CTE-focused education as important parts of the vision of postsecondary education as a public good that is accessible to all. The publication also delves into funding for educational institutions defined as Regional Comprehensive Universities (RCUs), Rural Serving Institutions (RSIs) and Minority-Serving Institutions (MSIs) as compared to flagship and research institutions. Researchers find that most undergraduate students (86%) are enrolled in either an RSI, RCU or MSI while only 14% are enrolled at selective flagships and research institutions. Despite this statistic, flagship and research institutions receive an endowment per FTE student of over $260,000 in comparison to just under $19,000 for RSIs, RCUs and MSIs. RSIs, RCUs and MSIs also have higher average institutional expenses per FTE student than research institutions and flagships, compounding this inequity.

The researchers call for achieving a more affordable college experience for all by such considerations as directly delivering funds to campuses and using allocation metrics that align with the unique institutional characteristics of RSIs, RCUs and MSIs.