ECP Education Career and technical education state plans approved in 15 states.

Approval of nine additional career and technical education (CTE) state plans

Georgia, Iowa, Michigan, Montana, North Dakota, Oregon, South Dakota, Vermont, and Wyoming

also

Hawaii

  • Implements new criteria for size, scope, and quality for its CTE programs.
  • Develops data dashboards to display outcomes of systemic, systematic, and equity successes, improvements, and ongoing challenges, gaps, and disparities that exist across its CTE programs.
  • Uses targeted funds for design and integration of continuums of work-based learning, counseling and advising, and transferable skills for its CTE programs.

Illinois

  • Introduces its program to prepare educators holding a teaching license in another content area to teach CTE that includes externships in industry and co-teaching and mentoring opportunities with an experienced CTE teacher.
  • Expands its continuous improvement efforts through survey data administered to grades K-12 to include CTE-specific items in grades 5-12.
  • Initiates collaborative efforts to provide students with greater exposure to aspects of industry through contextualized learning with hands-on activities and work-based learning by convening secondary schools, post-secondary institutions, and employers to share region-specific needs and opportunities.

Maine 

  • Offers structured, yet flexible, training programs through the Maine Apprenticeship Program, designed to meet the specific needs of employers through on‐the‐job learning and related classroom instruction.
  • Provides eligible high school students with opportunities to receive dual credits toward a high school diploma and an associate‐ or baccalaureate‐level degree, through enrollment and successful completion of college‐level courses through its Aspirations Program.
  • Offers secondary CTE students the opportunity to earn up to 25 college credits while attending high school through its Early College Program, resulting in the opportunity for students to complete their associate degree within 12 months after high school graduation.

Maryland

  • Expands work-based learning opportunities for CTE students through its Apprenticeship Maryland initiative.
  • Increases opportunities for CTE students to earn both a high school diploma and no-cost associate degree upon high school graduation through its Pathways in Technology Early College High Schools (P-TECH) initiative.
  • Focuses on the recruitment of CTE teachers, especially in in-demand, hard-to-fill career areas, through its Teacher Academy of Maryland.

Massachusetts

  • Links employers and schools for work-based learning experiences and career development activities through its Connecting Activities initiative – including a special focus on STEM employers.
  • Expands access to an array of engaging academic and career programs of study in strong and growing industries and occupations through its High-Quality College and Career Pathways Initiative (HQCCP).
  • Requires internship or capstone experiences through its Innovation Pathways structure that connects student learning to an in-demand industry sector within its regional and state economy.

New Hampshire

  • Promotes CTE teacher recruitment by developing an alternative credentialing program for new teachers.
  • Collaborates with its community college system to offer a three-year CTE teacher preparation program through its educational intern’s certification program — at no cost to the educator.
  • Uses employment information to determine the continued alignment of CTE programs to in-demand occupations and employment sectors.

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