By: Steve

Within the last few years, the federal and state governments have been focused on increasing the number of students earning higher degrees. The focus is intended to fill skills gaps, and applied baccalaureate degrees are one solution to meeting the need. I’m attending the Lumina Foundation’s Applied Baccalaureate conference this week which is focused on the issue. One of the foundation’s goals is to increase the proportion of Americans with high-quality degrees and credentials to 60 percent by the year 2025 (the percentage is currently around 35%).

Two state panels, and researchers from the University of Illinois Office of Community College Research and Leadership which is funded by Lumina to conduct research on applied baccalaureate degrees, spoke during the conference. They discussed the varying ways that applied baccalaureate programs have been initiated. There are currently 27 states that offer applied baccalaureate programs at 4-year institutions only and another nine states that offer the degrees at both two-year and four-year institutions. This is significant growth since the 1970s when applied baccalaureate degrees were first initiated. A lot of that work has been the result of state policies developed in the 1990s. Those state policies differ; some states ban 2-year institutions from offering baccalaureate degrees.

There was also discussion about whether “mission creep” is an issue. In other words, does allowing community and technical colleges to offer four-year degrees change the mission of these institutions and is it their role? Some community colleges have removed “community” from their name. Lumina does not take a position, but several panelists and attendees said that as long as the degrees are meeting student and employer needs, the answer is they are meeting their mission. One panelist said that “mission authentic” rather than “mission creep” might be more appropriate terminology.

By: Sabrina

It’s that time of year again! ACTE’s Annual Convention is three months away, and we are working on planning this year’s CTE Networking Reception. This year’s event will be on Friday night, instead of Thursday night, in Las Vegas, and it’s starting earlier at 5:00 p.m.!

I have confirmed that Chef Jeff Henderson, last year’s opening speaker, will be attending this year’s reception. He is going to kick off the live auction at 6 p.m., and he will be auctioning off lunch/dinner for two with him in Las Vegas. Along with the live auction, we are going to have a silent auction with lots of items, including four baseball tickets to a Washington National’s game for the 2011 season.

New prizes this year include a 50/50 raffle, which is a $1 raffle with the winning ticket taking home half of the final pot. In order to win, you must be present, and the drawing takes place at 6:45 p.m. We are also going to have a $5 raffle for a door prize. This year’s reception will be from 5:00 p.m. - 7:00 p.m. in the Las Vegas Hilton Ballroom B&C, with a $5 suggested donation at the door. Attendees will also have a chance to mingle with Chef Jeff and the candidates for the ACTE Board of Directors.

If you would like to donate an item for the auction, please e-mail me by October 29. Items that have sold well in the past are: gift baskets featuring regional items, sports/entertainment memorabilia, tools, crafts, home décor items, student made items and gifts for the holiday season. Money raised during the reception will go towards the CTE Support Fund, which helps raise awareness about CTE with policymakers, media and your community. All donations are tax deductable.

By: Chris

Recent reports from Reuters and Marketplace Radio highlight a study by Manpower Inc which reveals that specialized skills like electricians, carpenters and welders are in critically short supply in many large economies.

According to the Manpower report, a recent survey of 35,000 employers found a shortage of skilled workers to be the number one or number two hiring challenge in six of the ten biggest economies. In the U.S., a shortage of skilled workers is the number one hiring challenge; as is the case in ten of the seventeen European countries surveyed. The study also notes that this shortfall presents a serious obstacle to the global economic recovery.

The shortage of workers is attributed by the Manpower report to both “older, experienced workers retiring” and their younger replacements “not having the right training because their schools are out of touch with modern business needs.” At the same time, based upon a poll conducted by the Organization for Economic Cooperation and Development, which found that the next generation, overwhelmingly, does not see itself working in skilled trades, the Manpower report also contends that the social stigma attached to these specialized jobs contributes to the shortage as well. In the U.S., only one in ten teenagers see themselves in a blue-collar job at age thirty.

As Manpower’s CEO Jeff Joerres notes, since the 1970s, parents and students have been told that a university degree is the only means to a financially secure profession. Yet, as Joerres points out, “all of the skilled trades offer a career path with an almost assured income” and, furthermore, “make it possible to open one's own business.”

This report, similar to the one by Skills2Compete, demonstrates the significant need for middle-skill jobs and, thus, the importance of CTE programs to train the workers who will fill these jobs. Yet, if the evidence for the importance of these jobs and programs is repeatedly made clear, why are CTE programs and middle-skill jobs continually marginalized? 

 

By: Gabbie

On August 26, the Department of the Treasury posted a notice in the Federal Register inviting the public to comment on a proposed set of financial education core competencies. According to the Financial Literacy and Education Commission, the financial education field lacks a standard curriculum. Specifically, there is no agreement on the appropriate basic content for financial literacy and education. In response, the Commission developed a set of core competencies, which would help establish a better understanding of what individuals should know and the basic concepts program providers should cover. The Department identified five core concept areas:

• earning
• spending
• saving
• borrowing
• protecting against risk

Specific core competencies for each concept area can be found in the table in the Federal Register.

Ultimately, the Department’s goal is to format these core competencies in such a way that is easily remembered, such as the ``food pyramid,'' and they could have an impact on financial literacy instruction in schools and CTE programs. Therefore, it is important to comment by September 12 if you have any input on the Department’s proposed set of financial education core competencies. Comments are requested specifically on whether the list of Core Competencies is complete and whether there are portions that should be deleted, revised, or expanded. Written comments can be sent via e-mail to FLECstrategy@do.treas.gov or by mail to the Department of the Treasury, Office of Financial Education and Financial Access, 1500 Pennsylvania Avenue, NW, Washington, DC 20220.
 

By: Jamie

In hopes of recruiting new members, the House Congressional Career and Technical Education Caucus is circulating a “dear colleague” letter asking representatives to join the caucus to show united support for CTE issues.

If your representative has not joined the caucus, now is the time to encourage him/her to do so. With August being a quiet time in Washington, it is more likely that the education staff member for your representative will be able to review the recruitment letter and add the Member of Congress.

To effectively get your representative to join the Congressional Career and Technical Education Caucus, call your representative’s office and ask to speak to the person who handles education issues. After you introduce yourself, bring the dear colleague letter to the staff member’s attention and then discuss why you would like to see your representative join. Be specific when explaining how CTE is crucial to your community and why the policymaker’s support is important. Also, since Congress is on recess, you might be able to ask your representative in person, for tips on how to do that, please see ACTE’s August recess packet.

The caucus, which is co-chaired by Reps. Baird (D-WA) and LaTourette (R-OH), was created in 2007 and has 59 members. Unfortunately, at the end of 2010, Congressman Baird will be retiring from Congress and relinquishing his role as co-chair. ACTE is currently working with the Caucus to find a new leader. If your representative is a strong champion for CTE programs, and you think would be interested in leading the caucus, please contact Jamie Baxter, advocacy manager, at ACTE.

By: Chris

Yesterday, Gallup and Phi Delta Kappa International (PDK) hosted a summit, “School of Thought: Data Driven Insights to Inform Education Policy,” in which they released new findings from two national research initiatives -- Phi Delta Kappa's annual education survey, which measures public attitudes and opinions about America's public schools, and the Gallup Student Poll, a joint initiative with America's Promise Alliance and the American Association of School Administrators to measure the hope, engagement, and well-being of students in grades five through twelve.

Several findings reveal interesting aspects of public opinion:

From the PDK/Gallup Poll:

• 92 percent of parents believe their children will go to college
• 75 percent of Americans believe college education is necessary for success in today’s world
• 49 percent of Americans grade schools in their community either an A or B, yet only 18 percent of Americans grade the nation’s schools either an A or B
• 36 percent of Americans said funding is the biggest problem facing the schools in their community
• 44 percent of Americans believe improving the quality of teaching is the main thing a school can do to earn an A grade

From the Gallup/ America’s Promise Alliance Student Poll:

• 92 percent of students strongly believe they will graduate from high school
• 63 percent of American students are engaged—highly involved and enthusiastic about school
• 49 percent of American students strongly believe that they will find a good job after graduation

Both the high percentage of students who believe they will graduate from high school and of parents who believe their children will go to college is striking when contrasted with the actual number who graduate and go to college. What creates this disconnect?

At the same time, these findings should encourage educators to capitalize on high student expectations and engagement, as it would seem, theoretically, that students who are engaged and expect to go to college will be more receptive to learning the skills necessary to succeed in college and careers. In other words, it seems there is a “will” in the students; consequently, educators must now provide an effective “way.”

By: Gabbie

Federal funding will soon be available for educational institutions wishing to develop or improve their training programs. In March 2010, Congress authorized the Community College and Career Training Grant program in the Health Care and Education Reconciliation Act, with appropriations of $500 million each year for Fiscal Years 2011 through 2014. This grant provides another opportunity for educational institutions to develop, offer and improve educational or career training programs for workers eligible for training under the Trade Adjustment Assistance Act, a program which provides aid to workers who lose their jobs or whose hours of work and wages are reduced as a result of increased imports.

ACTE will host a webinar on the Community College and Career Training Grant on September 9, 2010 at 1 P.M. EST (10 A.M. PST) in preparation for the grant application process. Led by Mason Bishop, former deputy assistant secretary at the Department of Labor, and Brent Orrell, former deputy assistant secretary at the Department of Health and Human Services, the briefing will cover the grant’s background, eligibility and application process, followed by a Q&A.

With the current economic climate and ongoing budget cuts, ACTE urges you to consider this an opportunity to develop and broaden your education and training programs. If you are interested in learning more about the Community College and Career Training Grant, please register for the event.

By: Alisha

On August 24, a few days earlier than originally expected, the Department of Education announced the final 10 winners of the Race to the Top competitive grant competition. The winners are:

• District of Columbia
• Florida
• Georgia
• Hawaii
• Maryland
• Massachusetts
• New York
• North Carolina
• Ohio
• Rhode Island

Each state will now begin working with local school districts who signed on to participate in winning grants to implement their plans. CTE educators in winning states should be “at the table” within their districts as these final plans are discussed and should be ready to play an active role in implementation. For example, in Florida’s Race to the Top plan, local school districts must implement at least one additional high school career and technical program that provides training for a STEM-related occupation and persistently low-achieving high schools will be provided with specific funding to expand and improve CTE offerings.

In announcing the grant winners, Secretary of Education Arne Duncan said, "Every state that applied showed a tremendous amount of leadership and a bold commitment to education reform. The creativity and innovation in each of these applications is breathtaking." The Department of Education has requested additional funding for another round of Race to the Top grants next year.

By: Jamie

Has your representative or senator gone above and beyond to make CTE a priority? If so, consider nominating one of them for ACTE’s Policymaker of the Year Award. This award is presented annually by ACTE’s Board of Directors to recognize federal policymakers who have made a contribution of national significance to CTE.

If your Member of Congress has made a significant impact on policy related to CTE in the past year or over an extended career of public service, please submit a cover letter stating the nominee’s qualifications for the award and include supporting information listing significant legislative and other appropriate accomplishments related to CTE. Each nominee must be endorsed or sponsored by an association, agency, group, several individuals or a combination of these.

The deadline to submit a nomination is October 31. The Board of Directors will choose the Policymaker of the Year award winners (there can be more than one) in November. Please see ACTE’s Web site for more information, or contact Jamie Baxter in the Public Policy Department.

 By: Jamie

Recently, the Coalition on Human Needs hosted a Webinar titled “Deficit Fever”, which focused on the nation’s large deficit. The expert on this Webinar was John Irons, research and policy director for the Economic Policy Institute. According to Mr. Irons, the federal deficit is not growing at an alarming rate. He says that although the actual numbers are higher than they have been in the past, when you formulate the numbers in relation to the Gross Domestic Product (GDP), the figure is similar to what the nation has experienced with past deficits.

Mr. Irons discussed President Obama’s plan to freeze non-security discretionary spending and how this is “mostly for show” and will have little impact on reducing the federal deficit. Mr. Irons suggests that the U.S. should increase taxes for the wealthiest individuals and put that money into social programs, such as food stamps and student aid. He believes that if we would do this, lower income individuals would spend the money quickly, and we would see an increase in the country’s revenue. This revenue is a key component to economic recovery.

Mr. Irons continued by discussing the long term economic picture. According to him, increasing health care costs will most likely put the U.S. on a grim economic path; therefore, he believes that additional health care reform is needed to address these rising costs. Mr. Irons concluded the Webinar by saying that he believes that if rising health care costs are addressed and if we do not cut existing programs, the economy will begin to recover; however, additional stimulus efforts may be necessary in the immediate future.

By: Alisha

For the past year, we have had high hopes that the discussion about new energy legislation in Congress would lead to additional resources for CTE. Last June, the House passed H.R. 2454, the American Clean Energy and Security Act. This comprehensive energy legislation includes language that would authorize the Secretary of Education to award grants for the development of CTE programs of study focused on emerging careers and jobs in renewable energy, energy efficiency and climate change mitigation (language derived from an earlier bill, H.R. 1775, from Rep. Jerry McNerney (D-CA)). H.R. 2454 also includes an expanded section related to green workforce development. It authorizes an "Energy Efficiency and Renewable Energy Worker Training Fund," a clearinghouse to provide CTE and job-training programs with resources related to renewable-energy sectors, and a green construction careers demonstration program.

However, progress in the Senate has been much slower. There have been several competing bills introduced or proposed, including S. 1733, the Clean Energy Jobs and American Power Act, and most of them do contain education- and training-related language similar to that in the House bill. Unfortunately, none of these bills have generated enough consensus to be brought up for a vote. There was some discussion right before the Senate adjourned for the August recess about passing a more streamlined bill that would not have included any of the provisions of interest to CTE, but consideration of that bill was also postponed.

Most recently, some senators and Administration officials have mentioned the possible lame duck session after the November elections as a potential time to address a comprehensive energy and climate bill, although that has been met with opposition from Republican opponents of the legislation. ACTE will continue to follow the energy discussion and advocate for strong education and job training provisions in whatever bill is ultimately considered!

By: Gabbie

With resources scarce and threats of education budget cuts very real around the country, it is important for CTE educators to look beyond traditional sources of funding to continuously improve the quality of our programs. One option that might be considered is a congressional earmark for a specific project or activity. A congressional earmark is a legislative provision that directs appropriated funds for specific projects in districts and states. Earmarks constitute approximately 2 percent of the federal budget. These projects can include road and highway projects, water and sewer system improvements, community development, or improvements to local hospitals, universities and non-profit organizations (among others). For example, Joppatowne High School in Maryland received $143,000 for their CTE program in FY 2009. Earmarks are also most often rewarded through a competitive application process and are sponsored by specific Members of Congress.

If you are interested in applying for congressional earmarks, ACTE has prepared an Earmark Toolkit to help guide you through the earmark and appropriations process. This toolkit provides background information on the process, a suggested application timeline and a checklist and worksheet to help you keep organized.

By: Gabbie

In 2008, the Center for Energy Workforce Development (CEWD), a non-profit consortium of electric, natural gas and nuclear energy utilities, conducted a survey, which assessed the current workforce levels in the electric and natural gas industries. Their survey finds significant training and skills gaps in the workforce. Specifically, CEWD projects that by 2013:

• 49% of skilled technicians may need to be replaced
• 48% of those employees who operate gas and coal fired generation will be eligible to retire
• 45% of engineering job in all disciplines could become vacant
• 40% of lineworker jobs may need to be filled

Department of Energy Under Secretary Kristina M. Johnson finds these projections alarming, because a shortage of training and skills is the leading barrier to the United State’s transition to a clean energy economy and energy-efficiency growth.

On August 11, the U.S. Department of Energy (DOE) issued a Request for Information (RFI) to gain public input on its energy education and technical training efforts. The DOE seeks to gauge the status, prevalence, quality and gaps in education and workforce development related to energy and technologies. ACTE urges you to respond to the Department of Energy’s RFI by 8 P.M. EST on September 3, 2010. Your input can help strengthen DOE planning and decision-making on future education and workforce development activities.

By: Molly

On August 18, ACT released the report, The Condition of College and Career Readiness: 2010, which provides an analysis of results from those students scheduled to graduate in 2010 who took the ACT test during high school. ACT developed College Readiness Benchmarks using both actual grades earned by students in college and by analyzing trends. Based on these benchmarks, a definition of college and career ready was developed and performance results were reported relative to that goal.

Data from the 2010 study indicate a slow but continued upward trend in the number of high school students graduating college and career ready by ACT’s definition. According to the results, 24 percent of students tested were at or above the college readiness benchmarks in all four core subjects: English, reading, mathematics and science. This is an increase from 21 percent in 2006 and 23 percent in 2009. The population of ACT-tested graduates increased by 30 percent since 2006, and despite this increase in participation – and, therefore, diversity – the five year trend for the ACT results continued upward, which is encouraging.

ACT identified course taking as one area that has a strong relationship with college and career readiness. Students who took the recommended minimum core high school curriculum – four years of English and three years each of math, science and social studies – were more likely than those who took less than the core requirements to pass or surpass the ACT benchmark. Completion of additional courses beyond the minimum curriculum increased the likelihood of achieving the benchmark score.

ACT’s report defined and focused on the academic skills students need for college and career. View ACTE’s “What is Career Ready?” definition for information on the full set of skills students need to be career ready.

By: Sabrina

Today, I attended an event called “Education and the Media: How to be Heard” hosted by the Committee for Education Funding (CEF). Panelists included four reporters/editors from national and local newspaper outlets. They provided insight into the types of stories they cover, how to pitch story ideas, and future trends in education. One of the biggest issues they write about in education is funding issues and streams, including the Elementary and Secondary Education Act (ESEA), i3 grants, Race to the Top grants, and appropriations.

One of the major trends they see coming is the impact of these funding initiatives on the education system at both the local and national level and whether or not schools have improved. Although some of the journalists on the panel have been overwhelmed with all the different funding streams, they said that each type of funding program is a story because it has real dollars attached to it.

Another trend is the midterm election and the potential impact it will have on education funding and the reauthorization of ESEA. They also mentioned that they are going to watch how school systems are linking student performance (test scores and growth) to teacher effectiveness. This will be a very hot issue in the coming year.

An editor during the meeting said, “Reporters are only as good as their thread of resources.” This reinforces the critical need for CTE educators to reach out to their local media and build relationships, because reporters and editors will reach out to sources in their rolodex when they are facing a deadline for a story.

By Alisha:

As ACTE staff have interacted with members around the country this summer at conferences and through other avenues, we’ve gotten several questions about the use of federal Perkins funds for CTSOs. The Perkins Act does list “to assist career and technical student organizations” as a permissive use of local funds and recognizes the important role these organizations play in CTE student success.

In addition, the Department of Education has released guidance about the use of Perkins funds to support individual student attendance at national CTSO conventions. The guidance states:

The Department’s long-standing interpretation regarding the types of CTSO costs that may be paid from Federal grant funds is that Perkins funds used for the support of CTSOs may not be used for lodging, feeding, conveying or furnishing transportation to conventions or other forms of social assemblage. See 34 CFR 403.71(c)(3), originally implementing Perkins II.

Perkins funds may be used for these types of direct assistance if the costs are (1) related to a CTSO that is an integral part of the curriculum, and (2) part of a larger program to serve special populations or nontraditional students, as discussed below.

The guidance goes on to give the example that funds could be used for transportation to, and lodging and meals at, a technical skills competition at a national CTSO convention for students who are members of special populations. Special populations include:

• individuals with disabilities
• individuals from economically disadvantaged families, including foster children
• individuals preparing for non-traditional fields
• single parents, including single pregnant women
• displaced homemakers
• individuals with limited English proficiency.

Also, after additional clarification from the Department of Education, it is acceptable use Perkins funds to pay for travel expenditures for teachers accompanying students to CTSO state and/or national leadership conferences. However, states and even school districts may place additional restrictions on funding beyond what the federal law requires, so it is always important to make sure you know what decisions have been made locally.

Please keep this guidance in mind as you make spending decisions related to CTSOs! ACTE will continue to work with the department on additional clarification and flexibility related to using Perkins funds on these important CTSO activities.

By: Sabrina

Recently, I went to an event that discussed how to improve the image of engineering and science, technology, science and math (STEM) careers. The event was presented by the Entertainment Industries Council’s (EIC) Entertainment Media & Communications Institute. The half-day session focused on how engineers can influence the entertainment industry to portray engineering in a better light. Panelists included representatives from Black Entertainment Television, National Geographic Channel, The Science Channel, a former correspondent, anchor and producer from CNN, and a senior researcher and writer from the Fox series “Lie to Me.”

They provided insight into how ideas for television shows develop into a series/program. The most important thing is to convince producers that the idea will result into a hit for the network. Many of the strategies they discussed can be applied to CTE and how CTE educators can increase awareness with the media and policymakers.

Here are a few tips they emphasized:

• You have to illustrate how exciting engineering is in order for producers to care.
• Think “broader” in terms of the types of engineering that’s available, increase awareness, and be a resource for the producers.
• Tackle stereotypes by telling great stories.
• You need the element of surprise.
• You need to have a spokesperson for engineering, especially someone that can resonate with the audience.
• Discuss how people use math and science to solve crimes and educate people with information about STEM/CTE.
• Find facts that affect people’s emotions and present the “why” to the media.

This event reinforced the critical role ACTE members play in helping to dispel the stereotypes of CTE. It’s critical that we continue to find elements of CTE that will not only excite but also provide an element of surprise for parents, policymakers and businesses.

By: Jamie

Members of Congress have returned to their home districts and states this month, and in anticipation of this, ACTE has put together a Congressional recess packet for CTE advocates to use during this summer break.

It is very important that you contact your legislators this August to advocate on behalf of your CTE programs! With much ongoing discussion about economic challenges and pending action on laws including appropriations funding, the Elementary and Secondary Education Act and Workforce Investment Act, the CTE voice must be heard. Despite the general support that many Members of Congress proclaim, the Carl D. Perkins Career and Technical Education Act has not received an increase in funding since Fiscal Year 2002, and there is an overall lack of understanding and appreciation for the value of CTE. We must each carry the message.

Members of Congress want and need to hear from their constituents, so take this opportunity to participate in activities that can raise CTE’s profile and get real results in Washington. The recess packet explains in detail how to effectively meet with a legislator, use social media to initiate a coalition of CTE supporters, take advantage of town hall meetings and make the most out of a site visit during August, when Members of Congress are most likely to be accessible and in your state and congressional district.

Remember, it is up to you to represent CTE in your home school. Show Congress how crucial CTE programs are to students, parents, local businesses and to the entire community!

By: Gabbie

On August 5, the Senate passed the Healthy, Hungry-free Kids Act of 2010 (S. 3307) by voice vote. This bi-partisan legislation aims to renew federal nutrition programs, which were set to expire on September 30, 2010. First lady Michelle Obama had also supported this bill as part of her campaign to reduce childhood obesity. This legislation authorizes approximately $4.5 billion for the programs over ten years. Major reforms include:

• expanding national afterschool meals programs
• improving nutrition education
• enhancing food safety and food quality

If signed into law, it will be the first time that the federal government has increased funding for the programs since 1973. More importantly, the bill gives the Department of Agriculture the authority to set nutrition standards for all foods sold in schools, which could impact CTE-related school-based businesses that sell food. This provision would permit the exemption of some school-sponsored fundraisers, depending on the time of day, frequency of events and other factors. ACTE is working with Congress and the Administration to ensure that CTE programs are considered as this discussion unfolds.

The House Education and Labor Committee passed its version of the bill, the Improving Nutrition for America’s Children Act (H.R. 5504) on July 15, 2010. This bill also contains the requirement for new nutrition standards. The House of Representatives would need to pass its bill in time for President Obama to sign the legislation before September 30. The House is not expected to take up the child nutrition bill until after the August recess.

By: Chris

The Joyce Foundation and the Workforce Strategy Center are partnering on a new survey designed to collect information on postsecondary “bridge programs” being offered around the country. Bridge programs enable adults with reading and mathematics skills at or below the ninth-grade level to advance to better jobs and to further their education and training. Successful completers of bridge programs move on to college-level education and training, or they gain sufficient career-focused skills to obtain an entry-level skilled job.

According to Julian Alssid of the Workforce Strategy Center, the survey hopes “to cast as wide a net as possible,” with the results giving “funders and other key stakeholders a better sense of the depth and breadth of the field.”

To complete the survey, click on the following link.

The survey will be active until September 10, 2010. All respondents will be entered into a drawing for a chance to win an Apple iPad!