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.

In his opening statement, Sen. John Hickenlooper (D-CO) noted the importance of developing a skilled workforce to fill positions created by these new investments.

Dr. Nancy Albritton of the University of Washington urged lawmakers to continue federal support of the CHIPS and Science Act initiatives. “Sustained federal investment in these programs are essential for our ‘one nation’ to remain a leader in a fierce global landscape, to leverage opportunities for collaboration between government, academic, and business sectors, and to build a workforce that reflects the rich diversity of our nation.”

Each of the witnesses present expressed the opinion that building the technology workforce must be a top priority.

Steven Lupien of the University of Wyoming Center for Blockchain and Digital Innovation noted his institution’s efforts to introduce students to STEM career options. “We have a secondary goal of introducing girls and women to these opportunities as they are presently underrepresented in the workforce. I encourage you to look at how programs such as these can be made available nationwide.”

Dr. Bob Sutor, Vice President of ColdQuanta, Inc. added that those with advanced degrees will not be the only workers needed to fill new jobs. “Just as today, we will need trained workers in manufacturing, IT and software and hardware engineering. There will be many new jobs and types of jobs, and we must have a trained workforce to fill them.”

You can watch the full hearing here.

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.

Four main actionable recommendations were presented, including: 

• Early awareness and engagement 
• Information access 
• Collaboration 
• Addressing financial hurdles

The task force members expressed the need for communication to tie together national and state efforts to implement these recommendations. Specifically, a group of “Regional Advisory Councils” and a “National Advisory Council” should be created to work together and support access to aviation careers among aviation stakeholders.

To address the challenges of early awareness and engagement and information access, the task force proposed several items to build awareness of aviation careers through education. These include allowing federal funding to be used to support purchasing aviation-themed books and media, providing aviation career information to teachers and career counselors, offering after-school aviation programs and building base knowledge of aviation careers as pre-service teachers enter the profession.

Potential collaboration opportunities discussed included expansion of pre-apprenticeships and registered apprenticeships to grow the future aviation workforce, dual enrollment programs and outreach to historically underserved populations.

Finally, financial hurdles could be addressed by increasing the allowable flight simulator time to obtain pilot certification, increasing the maximum Pell Grant amount and developing a national aviation scholarship program.

You can watch the full meeting here for more insight into the task force’s work.

Despite both chambers of Congress remaining in Washington, it was another quiet week for CTE-related items. The agenda for lawmakers included legislation to support law enforcement, actions to shore up funding for the Food and Drug Administration (FDA), energy permitting regulations, committee hearings and a few pending nominations. Both chambers continue their work this week, where the top priority is developing an omnibus spending bill, discussed in more detail below. As this process unfolds, ACTE will keep you updated on the CTE news you need. In the meantime, here are some news and notes.

• Department of Education Guidance on Public Service Loan Forgiveness (PSLF) and TEACH Grants: Recent changes to the Public Service Loan Forgiveness program (PSLF) and updates to the TEACH Grant program may provide ACTE members with an opportunity to receive PSLF credit for federal student loan payments previously made and enjoy streamlined requirements for the TEACH Grant program. Read more about the changes here.

• Department of Labor to Rescind Industry-Recognized Apprenticeship Program: The Department of Labor has announced that it will rescind the Industry-Recognized Apprenticeship Program and focus resources on registered apprenticeships. The Federal Register is scheduled to publish the final rule on September 26, 2022. You can view the draft rule here.

• Sens. Roger Marshall (R-KS) and Chris Coons (D-DE) Introduce Senate Companion to Supporting Small Business and Career and Technical Education Act of 2022: On September 19, Sens. Marshall and Coons introduced the Supporting Small Business Career and Technical Education Act, which directs Small Business Development Centers (SBDCs) and Women Business Centers (WBCs) to assist small businesses in hiring career and technical education (CTE) program graduates. The bill also gives CTE program graduates access to SBDC and WBC resources that are useful for starting a small business. Read more about the bill here.

• Fiscal Year 2023 Appropriations Update: Senate Majority Leader Chuck Schumer (D-NY) has announced that the Senate will hold weekend talks in hopes of drafting an “omnibus” funding bill to extend government funding beyond September 30. Of the 12 appropriations bills Congress develops each fiscal year, none have passed and been signed into law for fiscal year (FY) 2023. A stopgap funding measure will be required to avoid a government shutdown. Lawmakers will also try to insert their own spending priorities into the omnibus bill, including humanitarian, immigration and defense aid. The Senate plans to begin floor consideration of the spending package on Tuesday, September 27. ACTE will keep you posted on all developments in the appropriations process.

• House and Senate Introduce Resolutions Marking September as Workforce Development Month: On September 20, S. RES. 780, to designate September 2022 as “National Workforce Development Month,” was considered and agreed to in the Senate. A companion resolution was introduced in the House on September 22.

• ACTE Joins Statement on Sustainable Systems for Quality Teaching: ACTE has signed on to a letter outlining the need to support the educator workforce. You can read the full letter here.

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.

Recent changes to the Public Service Loan Forgiveness program (PSLF) and updates to the TEACH Grant program may provide ACTE members with an opportunity to receive PSLF credit for federal student loan payments previously made and enjoy streamlined requirements for the TEACH Grant program.

You may be able to receive credit for student loan payments that did not qualify for PSLF under the previous rules. Now until October 31, 2022, all periods of repayment of your federal student loans will count toward your PSLF eligibility, regardless of whether you hold Direct Loans, Perkins loans or another loan type. If you have federal student loans, this is a great opportunity! Many of those working with and teaching in CTE programs may qualify for the expanded PSLF waiver. Additionally, if you received Teacher Loan Forgiveness (TLF), that period of service will concurrently count toward (PSLF). There are a few steps you should take to take advantage of these benefits:

If you currently have direct federal loans and have not applied for PSLF:

• Make sure your employer is eligible for PSLF through the PSLF tool. 
• Consolidate your loans, if you wish. 
• Apply for PSLF before October 31, 2022. 

If you have already received credit toward PSLF:

• No further action will be needed, unless the Department of Education contacts you. 

If you were denied from receiving PSLF previously: 

• You will need to submit a new PSLF form to reevaluate your eligibility for PSLF. 

Recent changes to the TEACH Grant program will also mean that borrowers who received these grants will not be subject to the same requirements as in previous years. Specifically, these new changes include:

• Only four complete teaching certifications across the eight-year requirement 
• Expanded fields of eligibility for TEACH recipients  
• Entrance, exit and loan conversion counseling

The Department of Education will also reconsider grant-to-loan conversions, extend the time to meet service, and remove interest and negative reporting.

You do not need to take any action to take advantage of these new TEACH Grant changes.

You can view a recording of a recent webinar explaining these opportunities at the link here. If you have questions about PSLF and/or TEACH Grants, please contact ACTE Government Relations Manager, Zach Curtis, at zcurtis@acteonline.org.

Last week in Washington, lawmakers in both chambers returned to a relatively light September legislative agenda. Lawmakers’ primary focus in the next week or so will include negotiating and passing a stopgap “omnibus” spending bill to avoid a government shutdown after current funding expires on September 30. Members of Congress may also try to insert other provisions into the bill, including aid for Ukraine and COVID-related aid. ACTE will continue to monitor the budget process for fiscal year (FY) 2023 as work continues on those appropriations bills. As we await further CTE-related news, here are some news and notes:

• ACTE Region V Vice President Shani Watkins Testifies Before House Small Business Committee: On September 15, the House Committee on Small Business, Subcommittee on Innovation, Entrepreneurship and Workforce Development, held a hearing titled, “Back to School, Back to Startups: Supporting Youth Apprenticeship, Entrepreneurship, and Workforce Development,” featuring ACTE Region V Vice President Shani Watkins. During her testimony, Watkins described the CTE programs offered at her school and her varied business partnerships, including how those partnerships provide students with access to paid work-based learning experiences and connections to apprenticeships and future careers. Read more about the hearing here.

• Department of Education Awards Funding to Support and Develop the Educator Workforce: The Department of Education has announced new grant awards to help recruit, prepare, develop and retain a strong, effective and diverse teacher workforce through the Teacher Quality Partnership (TQP) grant program. This year’s investment includes 22 new five-year grants totaling $24.8 million. The TQP program funds teacher preparation programs in high-need communities at colleges and universities for the undergraduate and “fifth-year” level, and for teaching residency programs for individuals new to teaching with strong academic and professional backgrounds. Learn more about the grants here.

• White House Issues Executive Order on Biotechnology Workforce: President Biden has issued an executive order to expand training and education opportunities in biotechnology and biomanufacturing. Within 200 days, the Secretary of Commerce, the Secretary of Labor, the Secretary of Education and other relevant agencies shall produce and make publicly available a plan to coordinate and use relevant education and training programs, such as opportunities at technical schools and certificate programs, CTE, and expanded career pathways into existing degree programs for biotechnology and biomanufacturing. Read the full Executive Order here.

• Sen. Luján (D-NM), Reps. Leger Fernández (D-NM) and Jahana Hayes (D-CT) Introduce Legislation to Expand Federal Loan Forgiveness for Educators: Sen. Ben Ray Luján and Reps. Teresa Leger Fernández and Jahana Hayes have introduced the Loan Forgiveness for Educators Act of 2022 to expand the federal Teacher Loan Forgiveness (TLF) program. The Loan Forgiveness for Educators Act of 2022 updates the TLF program by expanding the most robust benefits to all teachers and leaders working in high-need schools, including CTE teachers. It also enhances benefits and allows service under this program to concurrently count toward the Public Service Loan Forgiveness Program. Read more about the bill here.

• House Education and Labor Chairman Introduces College Affordability Legislation: The LOAN Act would lower the cost of college for current and future student borrowers and their families. The legislation doubles the federal Pell Grant by increasing the max award over 5 years to $13,000, building on the $1,775 increase to the maximum award as proposed in President Biden’s budget; improves the Public Service Loan Forgiveness program by shortening the time to forgiveness and broadly codifying the current PSLF waiver; makes loans less expensive by expanding access to subsidized loans, limiting capitalization of interest including after forbearance and deferment, and creating a safety net for vulnerable borrowers; and lowers interest rates by ensuring that no new loan will have an interest rate higher than 5 percent and allowing both federal and private borrowers to take advantage of these lower rates. Read more about the bill here.

• Rep. Virginia Foxx (R-NC) Shares Thoughts on Higher Education: House Education and Labor Committee Ranking Member Rep. Virginia Foxx shared her thoughts on higher education legislation and the Republican’s Higher Education Act proposal in a recent speech at the American Enterprise Institute. She mentioned an alternate proposal to the JOBS Act and expanding Pell Grants to short-term postsecondary programs, offering “We must change our mentality and recognize there are many paths to the American Dream. The REAL Reforms Act takes the first step towards doing just that. It opens up opportunities to the middle class beyond the traditional college model by expanding the Pell Grant to career-focused credentials offered at a fraction of the cost of that model.”

• Department of Education Names 2022 National Blue Ribbon Schools: Secretary of Education Miguel Cardona has recognized 297 schools as National Blue Ribbon Schools for 2022. The recognition is based on a school’s overall academic performance or progress in closing achievement gaps among student subgroups. View the full list here. 

On September 15, the House Committee on Small Business, Subcommittee on Innovation, Entrepreneurship and Workforce Development held a hearing titled, “Back to School, Back to Startups: Supporting Youth Apprenticeship, Entrepreneurship, and Workforce Development,” featuring ACTE Region V Vice President Shani Watkins.

During her testimony, Watkins described the CTE programs offered at her school and her varied business partnerships, including how those partnerships provide students with access to paid work-based learning experiences and connections to apprenticeships and future careers.

Watkins was asked questions by several members of the subcommittee, including Reps. Jason Crow (D-CO) and Roger Williams (R-TX), about her experiences as the director of West Sound Technical Skills Center in Bremerton, Washington.

Rep. Williams asked how businesses can form partnerships with CTE programs, and how West Sound Technical Skills Center is preparing students for in-demand careers.

“A huge part of that goes back to what parents understand, and what our typical rhetoric has been, which is college for all,” said Watkins. “So, I think a big part of this goes back to exposing students at younger ages to a variety of careers that go beyond what is typically addressed in an academic environment.”

“It’s like a stool with three prongs – [CTE] has government support, it has business support and it has school support.” 

Rep. Crow asked Watkins what barriers students are facing to accessing CTE and work-based learning experiences. 

“First of all, transportation is a huge challenge for us,” observed Watkins. “We are very rural. We have students that travel an hour and a half one way each day to participate in CTE programs with us because they are not offered in their areas, and those students have less access to viable careers in their industries locally.”

“We have a lot of students that have to support their own families, and so that creates a barrier when internship opportunities and work-based learning opportunities are non-paid.” 

The full hearing can be viewed at the link here.