Career Readiness and Workforce Development: State Policy Trends from Youth to Adults
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1 Career Readiness and Workforce Development: State Policy Trends from Youth to Adults Lexi Anderson Jennifer Zinth Oklahoma Works Summit
2 Agenda Who Are We? Postsecondary Workforce Legislation Employer Demands and State Action Alignment/Key Components Postsecondary Takeaways Career Awareness, Exploration & Advising High-Quality Coursework Support for PS, Workforce Transitions
3 Who we are The essential, indispensable member of any team addressing education policy.
4 What we do We believe in the power of learning from experience and we know informed policymakers create better education policy.
5 How we do it
6 2018 Legislative Year Activity (In Progress*) 166 bills introduced 32 states and District of Columbia 28 enacted 17 states and District of Columbia *Includes carry over from 2017 sessions
7 2018 Enacted Legislation WA OR CA MT ID NV AZ UT WY CO NM TX OK KS NE SD ND MN IA MO AR LA MS AL GA FL SC TN NC IL WI MI OH IN KY WV VA PA NY ME VT NH NJ DE MD Washington D.C. MA CT RI AK HI PR
8 Policy Action Themes Financial incentives Targeted programs and pathways Longitudinal data-systems Establishment of working groups and task forces
9 Financial Incentives Michigan SB 941 Establishes and provides funding for the Michigan Talent Pledge Scholarship program assisting low-income individuals with the cost of obtaining a qualifying degree or credential in a high-demand field. Utah SB 104 Creates the Talent Development Incentive Loan Program to recruit and train individuals to work in certain jobs that have a high demand for new employees and offer high wages.
10 Targeted Programs and Pathways Vermont HB 919 Directs the State Workforce Development Board to collaborate across agencies to align, coordinate and engage workforce development stakeholders. The board must create supports including: Career pathways beginning no later than 7 th grade Career readiness programs for middle school students Funding for adult training programs Adult training programs offered at regional CTE centers, nonprofit and private entities, and institutions of higher education
11 Longitudinal Data Systems Maryland HB 1216 Requires the Maryland Higher Education Commission to collect and provide to the Maryland Longitudinal Data System Center information on specified business licensees and students receiving industry and vocational certifications. Student information includes: Program sequences taken Start and end dates of enrollment Program completion status Credentials earned
12 Working Groups and Task Forces Indiana SB 50 Creates the Governors Workforce Cabinet required to: Identify workforce needs in Indiana and recommend a strategic plan to meet the investment needs Develop a career navigation and coaching system for the state and require all high schools to participate Conduct a college and career funding review Study the advisability of creating real world career readiness programs
13 Employer Demands & State Response Survey data from National Association of Colleges and Employers Professionalism and work ethic: 90%/30% Oral and Written communication: 79%/42% Critical thinking: 80%/56% When it comes to the types of skills and knowledge that employers feel are most important to workplace success, large majorities of employers do NOT feel that recent college graduates are well prepared AAC&U Report So how are states bridging the gap for students and employers?
14 Indiana Next Level Jobs Indiana: Focuses on high demand industries driving 1 million job openings through 2025 Workforce Ready Grant: Covers tuition for high demand certificates Employer Training Grant: Reimburses employers who train, hire, and retrain workers in high demand fields
15 Oregon WorkSource Oregon: Provides multiple work centers across the state to help increase training and skills Unified State Plan for the Workforce System: A centralization of all of OR s workforce related agencies Dislocated Worker Program: Supports both employers and employees during layoffs
16 South Carolina ReadySC: Central CTC system support new and existing employers Apprenticeships Carolina: Support for employers to create apprenticeship programs Chamber Education & Workforce Foundation: Promotes collaboration with private sector SC Future Makers: Expose students to a range of education and career paths
17 Alignment: State Case Studies ECS Interviewed four states Connecticut Oregon South Carolina Texas How does your state align postsecondary outcomes with workforce needs? What are the key components of an integrated workforce development system?
18 Connecting Workforce and Postsecondary Alignment of postsecondary education programs with workforce needs is a top-level state policy topic Alignment conversation is informed by discussions of: Programs meeting high-demand needs Postsecondary access for adults ROI for individual degrees/certifications Curricular design and creating employable graduate Incentives and actions for on-time completion Each element of discussions reflected in legislative activity
19 Workforce Development Systems: Key Components Data Utilization Coordination and Collaboration Leadership Outcomes Alignment Funding
20 Postsecondary Takeaways Significant state policy activity aimed at developing workforce programs around specific careers Greater focus on outcomes and earnings Policy addresses financial, curricular, and informational issues Questions remain in supporting adult learners from access to completion Federal policy changes may impact states ability to continue to develop programs
21 Before postsecondary Regardless of what career [STEM or otherwise] a student might land in What can we do to increase students awareness and excitement about and interest in pursuing a career [STEM or otherwise] by high school graduation?
22 Career Awareness and Exploration Activities in elementary, middle critical Students make decisions about STEM interest, ability before HS All students Not those who self-select into CTE, electives
23 WBL: Continuum Starting in Early Grades
24 Learning Blade Students solve game-based missions exposing them to an array of STEM careers Why missions?
25 Learning Blade From STEM in the Middle: Girls especially respond more to careers that help others Women are attracted to engineering through the altruistic work that engineers do Yet high school girls often do not know what engineering is
26 Learning Blade Participating students indicate increased: STEM career awareness Awareness of relevance of learning to careers Interest in STEM careers and advanced coursetaking (TSIN Learning Blade Initiative Year One Final Report and related Battelle Report, STEMWorks evaluation)
27 Learning Blade Tennessee and Arkansas: Statewide Learning Blade licenses Idaho: Competitive grants for licenses Georgia and Ohio: Piloting state initiatives
28 Career awareness and exploration Nevada: STEM Career Matchmaker Quiz Identifies in-demand jobs linked to student skills/interests Simple interface can be used by elementary through PS students
29 Nevada STEM Career Matchmaker
30 Nevada STEM Career Matchmaker
31 Nevada STEM Career Matchmaker
32 Illinois and Idaho: Mentor Matching Engine Created by Illinois Science & Technology Institute Connects HS students, educators with STEM professionals as online mentors Students: Create a teacher-approved project Invite mentor who matches a STEM subject area tagged to the project Mentor accepts/declines invitation
33 Mentor Matching Engine Student and mentor can: Forum-style chat Videoconference Share documents All mentors undergo background checks
34 Career Counseling and Advising Arkansas and North Carolina: Embedded career counselors in HS Teacher and counselor externships
35 Arkansas College & Career Coach Program Work with students grades 7-12 Collaborate with counselors, career orientation instructors Connect students with career and academic resources
36 Iowa: STEM Teacher Externships Full-time, 6-week summer placements Secondary math, science, tech teachers $4,800 stipend + 1 graduate CE credit
37 Iowa: STEM Teacher Externships Source: Real-World Externships for Teachers of Math and Science: Report of Findings
38 Iowa: STEM Teacher Externships Source: Real-World Externships for Teachers of Math and Science: Report of Findings
39 Indiana: Counselor Externships
40 Ensuring Access to High-Quality Coursework Iowa STEM Scale-Up Iowa STEM BEST
41 Iowa: STEM Scale-Up Provides grants to support approved K-12 STEM programming Approved Scale-Up programs On annual menu (here s ) May be offered during school day or via extended day programs
42 Iowa STEM Scale-Up: Programs demonstrate: Appeal to diverse youth Positive impact on academic performance Integration of STEM concepts School-business-community partnerships Financial sustainability (Iowa Governor s STEM Advisory Council STEM Scale- Up Program webpage)
43 Iowa: STEM Scale-Up Grantees may be: PK-12 public, private school teachers Youth organization leaders Home school associations Informal education professionals Others who provide STEM programming $3 million/year annually since FY14
44 Iowa: STEM Scale-Up Source: Iowa STEM Evaluation Report
45 Iowa: STEM BEST STEM BEST = Businesses Engaging Students and Teachers Awards grants to business/industry and educators partners to support Curriculum development Local needs assessment Facilities, technology PD for STEM teachers and partners Other allowable costs
46 Iowa: STEM BEST Rigorous vetting to approve grantees
47 Support for PS, Workforce Transitions STEM dual enrollment Work-based learning Incentives for district offering, student completion of industry-recognized credentials HS graduation requirements District financial incentives Covering tuition, exam fees
48 STEM Dual Enrollment: Model Policy Components ECS report released Oct. 25! Intended to answer the question: If STEM dual enrollment were used as a strategy to increase PS STEM completion including among females and students of color what policies might be needed to support program access and quality, and student participation & success?
49 STEM Dual Enrollment: Model Policy Components
50 Work-Based Learning: Model Policy Components
51 Incentives: HS Graduation Requirements Virginia: All students complete stateapproved CTE credential Eff. Class of 2022: AP, IB class OR stateapproved CTE credential Carnegie Plus : Students complete credits + external validation of CCR Industry-recognized credential Youth apprenticeship ASVAB
52 Financial Incentives for Districts Kansas: District receives $ for each graduate earning credential from stateapproved list before HS graduation. Colorado: Districts, charters receive $ for each qualifying program a student completes. Industry-recognized credentials Pre-apprenticeship/apprenticeship 3 on AP CSP or CS A + course
53 Covering tuition, exam fees for cert/licensure Idaho: Each public school student has $4,125 that may be used for: Overload courses Dual enrollment tuition Exam fees, incl. professional certification exams Kansas: Students do not pay tuition, exam fees for certain tiered CTE courses leading to an approved credential
54 Questions?
55 Contact Us Lexi Anderson, EdD, Jennifer Zinth,
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