This session was the second in Advance CTE’s Lunch & Learn series focused on exploring each of the principles from Without Limits: A Shared Vision for the Future of Career Technical Education. Attendees were introduced to the second principle of the vision, “each learner feels welcome in, is supported by, and has the means to succeed in the career preparation ecosystem.” Vision partners and supporters shared the ways that their organizations are identifying and dismantling the institutional and systemic barriers that limit access, opportunity and outcomes for some learners.
Attendees were introduced to the first principle of the vision, “each learner engages in a cohesive, flexible and responsive career preparation ecosystem” and the roles of secondary and postsecondary education systems in accomplishing this principle. Attendees left this session with an increased awareness of the aspirations of this principle and strategies to apply it to their own work.
Despite the many benefits for learners, Career Technical Educations (CTE) is still often seen as a program that is ‘less than’ a more traditional academic experience. Advance CTE hosted a webinar to share new research on how to communicate with learners and their guardians about CTE programs to combat long-held misconceptions on CTE. Building on research released in 2017, Advance CTE conducted a series of focus groups and a national survey of nearly 2,000 learners and guardians to understand their motivations and barriers to enrolling in CTE programs.
Data is a powerful tool to strengthen Career Technical Education (CTE) program quality, improve equity, empower stakeholders and enhance storytelling. But all too often, state agencies struggle to connect learner-level data across education levels and coordinate data collection and reporting to ensure all stakeholders have access to the information they need when they need it. In this session, Advance CTE introduced a new framework to help state leaders strengthen their career readiness data ecosystem.
In this review of state-level policy for 2020, participants heard trends for the 2020 policy landscape, including top policy categories and examples for each. After a presentation of findings, state and local leaders shared examples of policy and impacts from their state, as well as potential trends for 2021.
Presented in the right way, data can be a powerful tool to support access to high-quality CTE and prepare learners for economic success during COVID-19 and beyond. But how can state leaders translate data into relevant insights and present information in a way that is understandable and actionable to key audiences? In this session, participants learned design principles for CTE data reporting and strategies for communicating data effectively.
Attendees learned from a panel of state administrators about the paths they took to determine the development of their equity priorities within their Perkins V plans, including funding mechanisms for identified equity gaps, prioritization of specific goals and how the goals are implemented within post-secondary and secondary settings. The Q&A portion of this webinar is transcribed and viewable here.
On this webinar, Advance CTE presented its newest 50-state report - The State of Career Technical Education: An Analysis of States’ Perkins V Priorities. This webinar shared major findings and takeaways from Advance CTE’s analysis of all 50 states’ and DC’s Strengthening Career and Technical Education for the 21st Century Act (Perkins V) plans, and how states have leveraged the new law and planning process to advance and expand quality and equity within their CTE systems.
This esteemed panel of the current and former Assistant Secretaries that lead the office overseeing the federal investment in Career Technical Education took a walk down memory lane, discussing the relationship between the federal office and Advance CTE and how federal policy has influenced the direction of CTE. The panelists shared what they are most proud of accomplishing during their tenure at the U.S. Department of Education, as well as the work they believe still to be attended to.