On May 17, the House Education and Labor Subcommittee on Civil Rights and Human Services held a hearing titled, “Examining Ways to Improve the Juvenile Justice System and Support America’s Young People.” While this hearing mainly discussed mental health supports and facilities offered to justice-involved youth, CTE was highlighted various times.

Four expert witnesses testified during this hearing:

• Lissette Burton, Chief Policy and Practice Advisor of the Association of Children’s Residential and Community Services
• Hasan Davis, Founder/Director of Hasan Davis Solutions L.L.C.
• Alan Loux, President and CEO of Rawhide Youth Services
• Karen Kolivoski, Associate Professor at Howard University School of Social Work

During the witness testimonies, Mr. Loux described his behavioral and mental health non-profit, Rawhide Youth Services, which provides justice-involved youth with education and work experiences, such as participation in an auto maintenance program.

After highlighting how CTE programs can provide both opportunities for justice-involved youth and address the nation’s skills gap, Rep. Glenn Thompson (R-PA) asked Mr. Loux how Rawhide Youth Services’ work experiences have improved outcomes for justice-involved youth.

Mr. Loux noted that 50% of Rawhide’s participants don’t believe they can obtain a successful career upon entering the program, emphasizing the important role work experiences play in increasing self-esteem, building life skills and securing a job.

Rep. Thompson posed a similar question to expert witness Ms. Burton who provided findings from a study on Bonnie Brae, a New Jersey-based school that offers job training for justice-involved youth. The study found that Bonnie Brae youth who participated in job training were more likely to experience positive outcomes related to employment, school attendance, substance abuse and contact with the justice system compared to non-job training participants at Bonnie Brae.

Additionally, Rep. Thompson emphasized the importance of utilizing Perkins funding for CTE-related programs that engage justice-involved youth. States can use part of their Perkins funds allocated for state leadership activities for serving students in juvenile justice facilities or correctional institutions (along with other state institutions). Up to 2% of their overall allocation can be used in this way. In addition, local recipients could also choose to use their Perkins funds to support justice-involved youth in a number of ways.

Lastly, expert witness Mr. Davis discussed the need to increase job training opportunities for workers in the juvenile justice system to better meet the needs of justice-involved youth.

You can watch the full hearing here.

On May 18, the House of Representatives passed a reauthorization of the Workforce Innovation and Opportunity Act (WIOA) by a vote of 220-196, with just four Republicans joining the Democrats in favor of the bill. If passed by the Senate and signed into law by President Biden, it would replace the current WIOA rlaw that was passed by Congress in 2014. Due to differing priorities, however, it is unlikely to be brought up in the Senate this year. That said, it could serve as a blueprint for the next Congress to include in negotiations.  

This bill made some changes that were very favorable to the CTE community: 

• Modifies the sharing requirements for the infrastructure costs of one-stop centers by providing dedicated funding through WIOA 
• Eliminates the federal mandate of the split of youth funds 
• Codifies the Workforce Data Quality Initiative into law
• Authorizes additional funds for data system infrastructure improvements 
• Includes a strong overall commitment to equity 

The bill does need further refinements that ACTE has expressed to the House Education & Labor Committee, including:  

• The definition for “eligible youth” is very narrow, raising concerns about how it would limit CTE programs’ ability to link learners to WIOA supports 
• There is a lack of required CTE representation on workforce development boards (the bill does, however, encourage CTE representation) 
• The bill overly restricts the use of online services provided by one-stop centers 

In general, ACTE is continuing to work with policymakers to build more meaningful connections between CTE and workforce systems. Should the Senate decide to take up WIOA reauthorization this year, we will keep you updated on any changes or progress. Given the bill’s Senate prospects, however, it is most likely that we will see no further action on this bill until after the next Congress is sworn in.

On May 20, the House Science, Space and Technology Committee held a field hearing in Michigan on the development of the electric vehicle workforce.  

Rep. Haley Stevens (D-MI) highlighted the need for workforce training that can meet the demands of new investments in infrastructure, including electric vehicle manufacturing and related infrastructure, such as charging stations. 

“We will need a highly trained workforce capable of installing and maintaining these charging stations,” said Stevens. “Unfortunately, we may be faced with a shortage of these qualified electricians right when we need them the most. We have heard from stakeholders that in Southeast Michigan, about 35% of this workforce is retirement-ready and may leave in the next 5 to 7 years.” 

Rep. Eddie Bernice Johnson (D-TX) added that the semiconductor manufacturing provisions included in the America COMPETES Act would go a long way toward solving many of these challenges. 

“These technologies have the potential to launch entirely new industries,” said Johnson. “But the vision laid out in COMPETES can only be realized if we have a skilled STEM workforce in place to translate research and innovation into products and services.” 

Jennifer Mefford, national co-chair of the Electric Vehicle Infrastructure Training Program (EVITP), emphasized the importance of registered apprenticeships.  

“The best way to get more qualified electricians into the field is through U.S. Department of Labor registered apprenticeship programs and quality pre-apprenticeship programs that prepare and place individuals in registered apprenticeship programs.” 

Ben Cruz, director of the Center for Advanced Automotive Technology (CAAT) at Macomb Community College, noted the current shortages of electric vehicle workers.  

“Currently, we have a shortage locally in EV technical skilled workers that needs attention,” said Cruz. “Representatives from several of the companies I’ve named have come to Macomb Community College to look for potential employees. In most cases, they are also looking for training programs to upskill their incumbent workers. Developing courses and training programs in emerging technologies requires input from industry experts.” 

You can watch the full hearing here.

Some College, No Credential: This month, the National Student Clearinghouse Research Center released their annual progress report that examines adults who have some postsecondary experience but did not earn a credential, identified as some college, no credential (SCNC) students. When looking at student enrollment records from 3,600 postsecondary institutions, researchers revealed the following key findings:

• Since 2019, the number of SCNC students increased by 8.3% to total 39 million for the 2020-21 academic year. Forty-eight states and D.C. experienced an increase in SCNC students with Alaska, Oregon and Washington representing the largest SCNC populations per 1,000 undergraduates.
• Re-enrolling in a community college was the most common pathway for SCNC re-enrollees.
• Women SCNC students outnumbered men in re-enrollment, persistence and credential attainment, especially younger women and racial/ethnic minority women.
• Certificates and associate degrees were the most likely credentials earned by SCNC re-enrollees, especially among Latinx and Black SCNC re-enrollees.

Returns to Credentials: In a recent report by the National Bureau of Economic Researchers, researchers examined the returns on investment from different institutions, academic programs and credentials, including two-year postsecondary institutions and postsecondary CTE programs, certificates and degrees. The following summarize a few findings on these topics:

• The report concluded that students receive a positive return on investment for partially completing a two-year postsecondary program, even those who completed only one semester.
• However, completing an associate degree consistently produces substantially higher earnings compared to those who did not obtain a degree.
• Sub-baccalaureate CTE degrees, diplomas and certificates generated positive returns on investments. However, there was some variability by program of study.

On a related note, Georgetown University released a tracker this winter that ranks 4,500 postsecondary institutions by their return on investment using new data from the College Scorecard. Users can filter by institution level and type, degree and state to explore measures such as graduation rates, earnings-to-price return and much more. This tracker is meant to accompany Georgetown’s 2019 report A first try at ROI: Ranking 4,500 colleges.

Alternative Credentials & Hiring: A recent report by the Society for Human Resource Management (SHRM) outlines employers’ views of alternative credentials during the hiring process. In 2021, SHRM surveyed executives, supervisors and human resource professionals as well as workers. The following detail the report’s key findings:

• Almost half of U.S. workers hold an alternative credential with the most common being training certificates, course completion certificates and industry or professional certifications.
• While all three employer groups indicated alternative credentials as valuable to the workplace, each consistently valued work experience and traditional degrees more.
• Most often, executives and supervisors said variability in quality among credentials prevents their wider acceptance in the hiring process while HR professionals reported that skills earned by credentials are not always clear.
• Of 45% of HR professionals who say that their organization uses an automated prescreening system to review job applications, only 32% say their system recognizes alternative credentials.
• Most executives and supervisors and over half of HR professionals agree that recognizing alternative credentials would increase their ability to hire more diverse candidates.

The Coalition for Career Development Center (CCD Center) recently released their inaugural Condition of Career Readiness in the United States report, which
summarizes state-level progress toward a nation in which young adults are both college and career ready. This blog post will outline the report’s key findings related to career readiness policies, investments and outcomes.

Career Readiness Policies: To measure the quality of states’ career readiness policies, the CCD Center performed a policy analysis focused primarily on states’ personalized and academic plans (PCAP). The report found that 30 states have high-quality PCAP policy language and guidance. Additionally, 36 states identify PCAP standards or curriculum for districts and schools, and 32 offer PCAP-related professional development opportunities. However, only 20 states have identified funding to support PCAP implementation and even fewer states provide students with free access to a PCAP technology platform.

Career Readiness Investments: Complementing prior research with their own, the CCD Center examined states’ career advising, postsecondary readiness and work-based learning policies to measure career readiness investments. In addition to other indicators, researchers examined Perkins V state plans and CTE concentrator rates as part of their analysis. They concluded that 24 states identified career advisement strategies in their Perkins V state plans, primarily on the secondary level, while more than half of states are using Perkins funds to support work-based learning opportunities. Their analysis also found that, across the nation, 42% of CTE participants on average were gaining the required credits to be considered a CTE concentrator in 2020, with a very wide range in variation across states: from 5% to 83%.

Career Readiness Outcomes: Lastly, the report analyzed high school completion, postsecondary engagement, wages and youth not involved in education or the workforce to assess state-level career readiness outcomes. Researchers found that, in nearly every state, 90% or more of CTE concentrators graduated high school in 2018. In the same year, on average, 84% of CTE concentrators immediately entered postsecondary education, the military or the workforce after graduation, with state-level variations between 45% and 100%.

The report includes an abundance of state and local examples of career readiness policies and programs and details five steps that states can take to improve career readiness: prioritizing career planning, expanding access to career advising, increasing work-based learning opportunities, providing access to career development technology and ensuring accountability when measuring career readiness.

ACTE Senior Director of Public Policy Alisha Hyslop contributed to the development of this report.

On May 17, the Department of Labor’s Employment and Training Administration (ETA) hosted a meeting featuring stakeholders focused on how to expand access to apprenticeships. 

Amy Kardel, senior vice president for strategic workforce relationships at the Computing Technology Industry Association (CompTIA), discussed industry engagement in new and emerging sectors, where several recommendations and best practices were highlighted:

• The Department of Labor should not require established intermediaries that meet predetermined quality and performance criteria to reapply for grants if they continue to meet the criteria. 
• The Department of Labor should coordinate efforts and resources to ensure that apprenticeship development and expansion in new and emerging sectors sufficiently incorporates technology and technology skills. 
• The apprenticeship system needs to address challenges unique to the technology sector (e.g., relying on contingent or contract workforces; challenges resulting from technology workers operating remotely).

Noel D. Ginsberg, CEO of Intertech Plastics, Inc. presented on pre-apprenticeship and youth apprenticeships, noting the importance of two key points:

• prioritizing employers and registered apprenticeship programs that invest in pre-apprenticeships 
• more intentional coordination of CTE pre-apprenticeship efforts and funding between the Departments of Education and Labor 

The Advisory Committee on Apprenticeship provides advice and recommendations on issues related to registered apprenticeships. The committee seeks to align apprenticeship opportunities with education and workforce systems, leading to more equitable access for all workers to participate and succeed in the national apprenticeship system and the expansion, modernization and diversification of apprenticeships in new industries. 

You can view a full list of the committee’s resources here.

On May 17, the House Appropriations Committee's Subcommittee on Labor, Health and Human Services, Education, and Related Agencies held a hearing with Secretary of Labor Marty Walsh to discuss the Fiscal Year (FY) 2023 budget request for the Department of Labor. This hearing followed Education Secretary Cardona appearing before the Subcommittee a few weeks ago.  

Secretary Walsh highlighted the Biden Administration’s workforce initiatives, such as the Department’s trucking apprenticeship challenge, registered apprenticeship programs and grants, and the Good Jobs Initiative. 

In response to a question from Rep. Josh Harder (D-CA), Secretary Walsh highlighted the importance of community colleges in developing the career interests of young people. “We have an opportunity to get them into innovative careers,” said Secretary Walsh. “We have to meet young people where they are at.” 

Rep. Brenda Lawrence (D-MI) asked about upskilling, particularly in the automotive industry and technology sectors. Secretary Walsh responded, “We need to do a better job, whether it is through pathways to apprenticeships or workforce development programs, of making investments in American workers.” 

Additional topics of discussion included the ongoing baby formula shortage, unemployment insurance, wage theft legislation, immigration reform, equity and expanding access to jobs for historically underrepresented populations, such as women and people of color. 

You can watch the full hearing at the link above.