||Features This Month
State and System Policies Related to Career Technical Education: Program Offerings — a Working Paper
IHELP has been engaged in a four-part research project on Career and Technical Education (CTE) in the California Community Colleges. The project is aimed at identifying ways that state and system policy can best support the CTE mission so that colleges can be more effective in helping students earn credentials of value in the workplace and helping employers and industries in their regions obtain a skilled workforce. As part of this project, we have identified a number of problems that we believe could be addressed with selective changes to state laws and regulations.
This IHELP working paper examines policies that relate to (1) the degrees and certificates offered and (2) the processes for program approval, review, and discontinuation that affect the specific mix of programs available. In this paper, we identify several problems, examine laws and regulations related to those problems, and offer suggested policy changes to address them. We will release other working papers and then pull all the topics together into a final report, in Spring 2013, that will summarize our findings and offer a range of possible policy changes.
View the working paper
In Case You Missed It - Career Technical Education and the College Completion Agenda – Part III: Promising CTE Policies from Across the States
This IHELP report is the third in the four-part series on career technical education in the California Community Colleges with a goal of identifying necessary changes to state and system policies to improve CTE. This report examines policies in other states that might offer helpful lessons for shaping CTE in California to better meet student and employer needs. It provides examples in the following five policy areas: degree and certificate programs offered; curriculum structure and delivery; high school – community college – workplace pathways; financing CTE – college and student costs; and accountability. Researchers explain how each policy area relates to an effective CTE program and provide brief descriptions of relevant policies in place in other states with endnotes that provide references to further detail on the policies.
View the report
Cornerstones of Completion – Community colleges participating in the Completion by Design initiative have announced strategies for developing structured pathways or routes to help students through college to completion. These strategies aim at helping students enroll early in programs that lead to credentials with high market value. However, the effective implementation of some of these strategies may require changes to state policies so that institutional change efforts can be sustained and brought to scale.
A new report by Lara Couturier of Jobs for the Future, presents findings from a review of the participating states. It offers ten high-leverage policy recommendations that can accelerate institutional change toward systemic, student-focused structured pathways. These policies are explained in the report, “Cornerstones of Completion,” and include topics such as faculty-led curricular alignment, building CTE pathways, accelerating developmental education, supporting college advising, and using real-time labor market information. For more information and to view the report, please click the links below.
Jobs for the Future Policy Brief – Cornerstones of Completion
Completion by Design Initiative