Eleven CTE programs were selected for 2016 “Excellence in Action” awards by Advance CTE, a national association of state CTE directors. The awards are intended to highlight high quality Career Cluster-based programs of study that have a meaningful impact on student achievement and success. More information about the award program and its winners can be found on the Advance CTE website.
Congratulations to the eleven CTE programs receiving awards:
Tulare Join Union High School District Farm
Agriculture Education, California
Advanced Technologies Academy
Architectural Design, Nevada
Vista PEAK Preparatory
Business Education, Colorado
Peoria Unified School District
Early Childhood Education, Arizona
Hamburg High School
Academy of Finance, New York
Waubonsee Community College
Emergency Medical Technician – Paramedic, Illinois
Des Moines Independent School District
Central Campus Culinary Arts and Restaurant Management Academy, Iowa
Southwest High School
Computer Maintenance Technology & IT Certification Program, Texas
Carl Wunsche Sr. High School
Legal Studies, Texas
Desert View High School
Precision Machining and Mechanical Drafting, Arizona
Traverse Bay Area Intermediate School District Career-Tech Center
Manufacturing Technology Academy, Michigan
Good health is really important. That is why we all need access to health care we can afford. Regardless of our age. Up until January 2014, foster youth over the age of 18 did not have that access. It was at that time that the Patient Protection and Affordable Care Act required states to provide Medicaid coverage for foster youth until they turned 26, as long as they were in foster care and receiving Medicaid at age 18. This was a huge step forward.
As a biological sister to siblings who aged out of foster care, I know all too well that eighteen is too young an age for many youth and young adults to be without financial, social, and emotional support. Having been adopted, I, like many youth, was not suddenly expected to be fully independent and entirely self-reliant the day I turned eighteen.
– Isabel Soto
Still, foster youth need more. The needs of foster youth are no different than the needs of other youth or young adults. We should make sure youth who age out of foster care can access the same services and supports our own young adult children can until they are stable and on their feet. In fact, data show that a growing number of young adults are living with their parents well into their thirties. And, recent U.S. Census data show that 18- to 34-year olds are less likely to be living on their own today than they were during the Great Recession.
Parents of young adults make sure their kids have continued care and support as they mature, pursue a higher education, or test the job market in search of their first or that next better paying job. So why aren’t we ensuring the same for foster youth or youth who have aged out of the foster care system? This makes no sense.
The good news is that several states are thinking about this and are taking steps to extend benefits and services, other than health care, beyond age 18. Today, almost every state has extended benefits to foster youth past the age of 18 and up to age 21 with federal Title IV-E funding. However, not all states are alike in the way they treat this issue. Two states have extended foster care services for youth up to age 19, two states to age 20, forty-two states to age 21, one state to age 21 ½, two states to age 22, and one state to age 23. These differences are causing some new challenges. Medicaid coverage, for example, is not transportable for many young people who move out of state and we know very little about the number of states that offer coverage to out-of-state youths today. Again, these differences in access make no sense.
Over the last couple of years, our colleagues at the Department of Health and Human Services and our team have had quite a few opportunities to talk with and listen to both current and former foster youth. We heard their stories. We learned about their dreams. We learned about the many obstacles standing in the way of them achieving those dreams. From these conversations, we have concluded that these are reasonable next steps to ensure improved career and life trajectories for foster youth:
Youth in transition from foster care are often left to navigate their instantaneous life as independents alone. Policies and programs designed to assist this population accomplish little to nothing if foster youth do not know such services are available. For this reason, it is critical to first ensure that current and former foster youth are made aware of and able to access the resources available to them.
It is essential to have child welfare and education related staff and relevant community partners trained to help youth gain access to available supports that will help them transition to independent living.” Further, it is important that they know how to help youth access and maintain safe and stable housing, transportation, financial resources, and access to postsecondary education and career opportunities.
States are the entities deciding whether to extend benefits to foster care services for youth to 21, 23, and beyond. States are the entities that will decide to offer coverage to out-of-state youths. We realize it may take states some time to get there. The important thing is that we continue to work together at the national, state, local, and tribal levels to extend services for these youth well into their twenties and to ensure all services are transportable from state to state.
There are approximately 20,000-25,000 youth who emancipate every year. These young adults face more obstacles as they transition to adulthood such as homelessness, unemployment, difficulty accessing postsecondary education, and financial instability. This does not have to and should not be the case.
Johan E. Uvin is the Deputy Assistant Secretary (delegated the duties of Assistant Secretary) for Career, Technical and Adult Education at the U.S. Department of Education
Isabel Soto is a former foster youth and Confidential Assistant in the Office of Career, Technical, and Adult Education at the U.S. Department of Education
Adults with low literacy skills are four times more likely to report poor to fair health than adults with higher skills. This is two times the international average according to recent data from the Survey of Adult Skills (October, 2013), which is part of the Organization for Economic Cooperation and Development’s (OECD) Program for the International Assessment of Adult Competencies (PIAAC).
This correlation between skills and health presents great challenges to both the individual and his or her healthcare providers to communicate and address the prevention, management, and treatment of disease and healthy behaviors. Poor literacy, numeracy, and problem solving skills adversely affect health care, health information access, health outcomes, and appear to limit engagement in positive, preventative behaviors. At a time when the U.S. is spending more than $2 trillion a year on healthcare ($2.5 trillion in 2009, according to the Surgeon General’s National Prevention Strategy), even a fraction of improved outcomes could save millions of dollars. As a reference, the U.S. federal investment in the Adult Education and Family Literacy Act (AEFLA), which funds adult basic education and English proficiency classes, is $563 million.
U.S. adults ages 16-65 performed poorly on all measures of the Survey of Adult Skills, with average scores below international averages in literacy, numeracy, and problem solving in a technology-rich environment. While there are high performers in each domain, the U.S. population has a greater proportion of adults of working age with low skills (defined as below Level 2 on a five level scale) than the comparison countries (see more about the findings here).
The relationship between skills and health provides a strong case for investing in upskilling adults. The economic returns to skill development are clearly demonstrated in the Survey through the correlation of skills to higher wages, more permanent employment, and greater use of skills on the job. The returns to improved health are likely to be at least as important. A healthier workforce is more productive with fewer days lost to illness. The healthcare costs of poor health literacy is demonstrated through higher costs for service, more emergency room visits, and fewer preventative services accessed.
There is a great opportunity to think about addressing skills and health simultaneously in a more holistic approach, as called for in the National Action Plan to Improve Health Literacy, issued by the U.S. Department of Health and Human Services in 2010. Embedding opportunities for skill development and practice in community health efforts is an underutilized approach. While contextualizing literacy in the context of health has been a promising practice, see resources at the LINCS Health Literacy Collection, too little has been done to use community-based health interventions as the anchor for literacy and numeracy interventions.
Community health workers – whether in hospitals, health centers, private primary care practices or as part of home health care or visiting nurse services – can help low-skilled adults apply the skills they do have to the immediate situation. Health professionals can use plain language and teach back methods of communication, and work closely with local educational service providers to make referrals more seamless and less stigmatized. Similarly, adult education workers can assist individuals with accessing health care, finding insurance, following treatment instructions, applying literacy and numeracy skills to everyday practices, and providing navigation assistance to services that can enhance healthy behavior. Services could be co-located for greater coordination and impact. Cross-training or shared training and professional development within a community could strengthen relationships and referral networks.
The Survey of Adult Skills (OECD, 2013) is clear that skills and quality of life issues are deeply interrelated, especially in the United States. The findings echo a recent report from the Institute of Medicine, U.S. Health in International Perspective: Shorter Lives, Poorer Health. Communities need to address these challenges as related, not separate issues, and find the means to take a holistic view of the quality of life issues faced by low-skilled, low-income, and low-English proficient populations when proposing solutions. Conducting a local health needs assessment and asset map of existing challenges, resources, and future growth projections can be a way to engage the community. Prevention and health safety campaigns are ideal opportunities to involve the full range of family-serving organizations in a community.
In November 2013, the U.S. Department of Education launched a national engagement effort to explore ways to increase our national capacity to improve the foundation skills of adults in the United States. Regional events have been held through the winter and communities are being asked to provide input and feedback from their own locally-hosted roundtable discussions to inform a national action plan.
In order to assist communities in hosting roundtable discussions, the Department created a set of resources and an online submission form. See www.TimetoReskill.org for the following tools:
Consultation Paper, a 10-page paper that can be shared in advance of an event to provide background on the skills issue and the framework for the national action plan.
Toolkit, a step-by-step guide to running a local roundtable from types of people to invite to the questions to pose.
Online feedback form for submitting feedback. (Please submit comments by March 14 to be considered in the Plan.)
We hope community health partners will be part of the solution! Consider hosting a roundtable discussion in your area and contributing to the national action plan.
Johan Uvin is the Deputy Assistant Secretary for Policy and Strategic Initiatives at the U.S. Department of Education, Office of Career, Technical, and Adult Education
Assistant Secretary Brenda Dann-Messier has her blood pressure measured by Cassandra Eddy, a student at Union County Vocational-Technical School in Scotch Plains, New Jersey – photo by Kathryn Forsyth, NJCCVTS
Rutgers University. Yale University. Northeastern University. Stevens University. University of Medicine and Dentistry of New Jersey. These are among the colleges that seniors from Union County Vocational-Technical Schools in Scotch Plains, New Jersey are headed this fall.
As one parent of a Yale-bound senior put it, “This is what high school should be for every student.” The Administration agrees, having issued both its blueprint for Perkins reauthorization in April 2012 and proposed a $300 million High School Redesign in the FY 2014 budget. Assistant Secretary for Vocational and Adult Education Brenda Dann-Messier states, “Our students shouldn’t have to make a decision between college or a career; every student needs to be prepared for both.” Union County Vocational-Technical Schools has turned this vision into a reality and, at the same time, become a school of first choice for students in Union County. Assistant Secretary Dann-Messier had the opportunity to experience the vision first-hand during her recent visit on May 23.
It used to be that enrollment in career and technical education, much less a full-time area career center, would not be the best option for students preparing for college, particularly at one of the leading universities in the nation. Union County Vocational-Technical Schools has fundamentally changed this situation and now makes enrollment in career and technical education the “sought-after option” for high school students.
Union County Vocational-Technical Schools offers five academy schools on its campus, including The Academy for Allied Health Sciences, The Academy for Information Technology, and a Magnet High School which focuses on STEM-related programs. Students participate in rigorous academic courses that are integrated with their career and technical education courses, complete work-based learning, earn college credit for courses taken during high school, and earn industry-recognized certificates.
School administration officials attribute their schools’ success to ongoing partnerships with business/industry and postsecondary education to develop and implement their programs. Students credit the teaching staff and career guidance counselors who help them acquire work-based learning opportunities, complete FASFA forms, and submit college applications. Parents recognize the entire school team for helping students gain the academic, career-related, and employability skills that help them prepare for their future.
The U.S. Department of Labor reported that the economy added 236,000 non-farm jobs in February, according to their preliminary figures. Industries that added workers in Career and Technical Education pathways include Construction, Healthcare, Leisure and Hospitality, and the Motion Picture and Sound Recording Industries.
Industries with the most workers added to payrolls in the last month include:
+44,100 Admninistrative and Waste Services
+39,100 Health care and Social Assistance
+31,700 Specialty Trade Contractors
+23,700 Retail Trade
+20,800 Motion Picture and Sound Recording
+26,800 Professional and Technical Services
+20,600 Accomodations and Food Services
Industries with largest reductions in the number of workers in the last month include:
-31,700 Electronics and Appliance Stores
-14,700 Educational Services
Visit www.BLS.gov to see the press release, access employment figures by industry, and dig deeper into state and local data.
Employment figures based on preliminary data reported by BLS for February 2013.