This past summer the White House hosted the first-ever United State of Women Summit announcing efforts taken under the Obama administration to ensure that all women and girls have equal rights, treatment, and protections. The goal of the summit was to build a roadmap for future policymakers, stakeholders and advocates to continue to increase opportunities for women and girls.
Left to right: Harvard Students Daniel Parino, Jyoti Jasrasaria, with HNMCP Clinical Instructor, Heather Kulp, Johan Uvin, and Carol Aguirre
One of the many initiatives announced at the summit was the collaboration between the U.S. the Department of Education’s (ED), Office of Career, Technical, and Adult Education (OCTAE), the U.S. Department of Labor’s Women’s Bureau, and the Harvard Negotiation & Mediation Clinical Program (HNMCP) to develop a salary negotiation toolkit for community college students as part of the Administration’s efforts to advance equal pay policies. This toolkit provides community college students, including young women, with the knowledge and tools that can help them better prepare to negotiate their first salary. As we know, negotiating your salary early in your career can boost your lifetime earnings.
Today, the typical woman who works full-time earns 79 cents for every dollar a man makes and the gap is even wider for women of color. In 2014, the Shriver Report released A Woman’s Nation Pushes Back from the Brink, where they report that black women make only 60 cents, while Latinas make 55 cents, for every dollar that a white man earns.
Three possible explanations for a difference in pay between women and men are unintentional gender-based discrimination, a difference in the way women and men approach salary negotiations, and overt sexism. While many individuals experience difficulties negotiating job terms or an increase in pay, women experience additional challenges when negotiating pay and other job benefits.
Over the last eight years new efforts and initiatives were set in place to better address the gender gap pay, encouraging men and women to demand equality and fairness in the workplace. However, very few salary negotiation resources, if any, exist specifically for community colleges students. This is why OCTAE partnered with HNMCP to create the Salary Negotiation Toolkit. The toolkit was created by Jyoti Jasrasaria and Daniel Parino under consultation with OCTAE and the Women’s Bureau, as part of their second year law program at Harvard Law School. The Toolkit is now available for free on HNMCP’s website.
While much has changed, there remains much to be done. Help bridge the gender gap by practicing and implementing negotiating skills, sharing resources, like the Toolkit, and most importantly, know your worth in the workplace.
Are women in the United States more dangerous and prone to criminal activity than those in other countries? Looking solely at criminal justice statistics, one may tend to believe this idea. While incarceration rates for women have reached historic highs, women in this country are no more likely to be a threat to our society as they would be in any other country. Why, then, has the U.S. disproportionately put women behind bars?
Decades of questionable criminal justice policies in our country have created a culture of over incarceration that is unmatched by any other nation. We need to pay more attention to the plight of incarcerated women in order to ensure they are offered the same educational and workforce opportunities as men. The Department of Education’s National Center for Educational Statistics (NCES) recently conducted a survey of the competency levels of incarcerated adults. Amongst the data, they found that 85 percent of incarcerated women did not complete any form of education beyond a high school diploma or GED while incarcerated. Today’s economy is increasingly demanding and it is important that everyone is prepared to compete in it. It is estimated that as early as 2018, nearly two-thirds of all job announcement will require applicants to have achieved some level of postsecondary education.  We as a society cannot afford to continue to incarcerate our mothers, sisters, and daughters without giving them the proper resources for a second chance.
While only 5 percent of the world’s population of women live in the U.S., our country is home to almost 30 percent of the world’s incarcerated women (twice the percentage as China and four times as much as Russia). In fact, the top 44 jurisdictions of incarcerated women in the world are composed of individual U.S. states (with the exception of the U.S. as a whole and Thailand). Women represent the fastest growing segment of the incarcerated population with an incarceration rate that is double that of men in the past 30 years. From 1980 to 2014, the number of incarcerated women increased by more than 700 percent, from 26,378 in 1980 to 215,332 in 2014.
This skyrocketing number of incarcerated women is clearly a problem. So how did we get here? While there is no single reason for this spike, however, the war on drugs is one possible explanation for the increase. A zero tolerance anti-drug campaign combined with the adoption of mandatory minimum sentencing guidelines for drug offenses played a role in contributing to increased incarceration rates. Women today are twice as likely to be incarcerated for drug offenses as they were in 1986 and almost twice as likely to be incarcerated for drug offenses as men.
Increased contact with the justice system is not just a problem for adult women. The largest percentage of incarcerated girls are incarcerated due to status offenses (crimes that would not otherwise be classified as a crime for adults such as skipping school and running away) and technical violations. Entering the justice system at this young age may create a dangerous cycle of incarceration that is difficult to escape. This cycle can be exacerbated if proper intervention and support is not provided.
While this over-incarceration presents a serious problem for our country, a tremendous opportunity is also ahead of us. Criminal justice reform is a topic that has sparked a bipartisan interest. In 2014 and 2015 alone, 46 states enacted 201 bills, executive orders, and ballot propositions to reform some aspect of their criminal justice system. While this is encouraging, it is important to point out that while the rates and population of incarcerated women have significantly increased, women represent only 7 percent of the U.S. incarcerated population today. It may be easy for a jurisdiction to overlook the alarming trends of incarcerated women if they look at their population in the aggregate. As criminal justice reform continues, it is important that we take into account the unique challenges facing women when we design policies and interventions to enact these reforms.
Guest Blogger: Daniel Gaytan Policy Analyst U.S. Department of Education Office of Career, Technical, and Adult Education
Providing incarcerated women with the same educational and workforce resources that are currently available to men is an important and easy first step to reduce their chances of recidivating. It is up to each of us in our communities, counties, and states to ensure that we are providing men and women the opportunity for successful reentry. We know that incarcerated individuals who participate in correctional education are 43 percent less likely to recidivate and 58 percent more likely to find post-release employment than individuals who do not participate. It is time women are given equal access to these programs.
 Rampey, B.D., Keiper, S., Mohadjer, L., Krenzke, T., Li, J., Thornton, N., and Hogan, J. (2016). Highlights from the U.S. PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and Training: Program for the International Assessment of Adult Competencies: 2014 (NCES 2016-040). U.S. Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016040.
 Anthony P. Carnevale, Nicole Smith, and Jeff Strohl, Help Wanted: Projections of Jobs and Education Requirements through 2018 (Washington, DC: Georgetown University Center on Education and the Workforce, 2010).
 Sickmund, M., Sladky, M., Kang, T.J., and Puzzanchera, C. (2015). Easy Access to the Census of Juveniles in Residential Placement. Washington, DC: Office of Juvenile Justice and Delinquency Prevention.
 Rebecca Silber, Ram Subramanian, and Maia Spotts. Justice in Review: New Trends in State Sentencing and Corrections 2014-2015. New York: Vera Institute of Justice, 2016.
 Rampey, B.D., Keiper, S., Mohadjer, L., Krenzke, T., Li, J., Thornton, N., and Hogan, J.
 Davis, Lois M., Jennifer L. Steele, Robert Bozick, Malcolm Williams, Susan Turner, Jeremy N. V. Miles, Jessica Saunders and Paul S. Steinberg. How Effective Is Correctional Education, and Where Do We Go from Here? The Results of a Comprehensive Evaluation. Santa Monica, CA: RAND Corporation, 2014. http://www.rand.org/pubs/research_reports/RR564.html, 15.
The Higher Education Act (HEA) was amended to restore the ability to benefit (ATB) provisions, thus allowing individuals without a high school diploma or its recognized equivalent to access Title IV financial aid as long as they are enrolled in an eligible career pathway consistent with the Workforce Innovation and Opportunity Act (WIOA).
Join a webinar on Thursday, Oct. 27 from 3:00-4:30 pm Eastern Time, hosted by the U.S. Department of Education on administering the ATB provisions under the HEA. The webinar will share guidance from the Department and present strategies for developing and strengthening local career pathways programs. Additionally, postsecondary institutions will share lessons learned and promising practices from ATB program implementation.
The Mapping Upward project, a national activity led by OCTAE’s Division of Academic and Technical Education, selected four sector-focused networks representing twelve colleges to receive technical assistance to support the embedding of stackable, industry-recognized credentials within technical associate degree programs. The four college networks selected to participate in the project include:
Bakersfield College, Shasta College, and Reedley College (California, Horticulture focus)
Forsyth Technical Community College, Catawba Valley Community College, Isothermal Community College, and Piedmont Community College (North Carolina, Advanced Manufacturing focus)
Luzerne County Community College, Lehigh Carbon Community College, and Northampton Community College (Pennsylvania, Advanced Manufacturing focus)
Rowan-Cabarrus Community College and Mitchell Community College (North Carolina, Advanced Manufacturing focus)
Thirty-one individuals representing the college teams participated in the Mapping Upward Technical Assistance Institute, July 21-22 at Gateway Technical College in Kenosha/Racine, Wisconsin. The teams were immersed in sessions with content experts on topics ranging from employer engagement strategies and program design to credit issues and work-based learning experiences. Teams also met in small groups to work on action plans that will be the focus of their technical assistance activities for the next year. College teams will tackle institutional issues as well as collaborate with their in-state partners on the broader goals of their network. All twelve colleges are engaged in an online community of practice for resource sharing and exchange of promising practices. Each network is receiving dedicated technical assistance from a coach as well as support from subject matter experts on targeted topics.
Earning a postsecondary degree or credential has become a prerequisite for the growing jobs of the new economy. President Obama has challenged every American to commit to at least one year of higher education or postsecondary training to better prepare themselves for the challenges they will face in the ever-evolving workforce. OCTAE is committed to supporting community college students and, in turn, strengthening the coordination and alignment between adult education and developmental education programs at community college campuses to better prepare students for the 21st century job market. The Supporting Student Success: Adult Education and Remedial Education Reform in Community Colleges initiative is a technical assistance activity, funded by OCTAE to support the President and the Department’s goals.
As part of Supporting Student Success, OCTAE, through the support of the Manhattan Strategy Group is hosting three Community of Practice (CoP) discussions this fall. The CoPs will be hosted on the LINCS online platform. To comment in the discussions, free membership to LINCS is required, but no membership is necessary to read the discussion. Make sure you are subscribed to Postsecondary Completion LINCS Community of Practice group for more information. Learn more about LINCS here. We highly encourage you to join the CoPs by signing up prior to the start of the discussion.
Get involved! The CoP discussion of best practices listed below will be led by current practitioners of adult education and developmental education programming.
Building Bridges Between Adult Basic Education and Developmental Education: October 17-21, 2016
This discussion is designed to present strategies and models for collaboration and communication between Adult Basic Education (ABE) and Developmental Education (Dev Ed) programs based on work being done at Amarillo (TX) College and Gateway (CT) Community College.
Intensive Skill and College Readiness Programs at Community Colleges: November 7-11, 2016
This discussion will lead with the presentation of two programs, St. Louis (MO) Community College’s Academic Academy and Gateway Community College’s Academic Bootcamp. They will provide information about their opportunities surrounding skill development, college and work readiness competency development, and career guidance.
Re-Visioning Student Instruction and Support: December 1-8, 2016
This discussion is designed to present national programming which incorporates intensive support services. Individuals from St. Louis Community College and Amarillo College will begin by sharing some of their practices which include, but is not limited to: face-to-face advising, online media instruction, and community based supports integrated into training.
Guest blogger: Erin Berg, OCTAE Community College Program Specialist
As we approach the end of summer, it is important to reflect on ways that we can all support students and families preparing to attend college next year. For the first time this fall, students are able to complete the Free Application for Federal Student Aid (FAFSA) beginning on October 1st. This earlier date allows students to explore further financial aid options before most college’s deadlines. As a result, students will have more college options than in the past.
On average there are 482 high school students for every college counselor, each looking for their own set of advice in regards to the college application process. In addition to those students who have overworked counselors there are many youth and adults who are deciding to return to school and who lack access to free college counseling. For these reasons, in September 2015, the U.S. Department of Education redesigned the College Scorecard to provide the clearest, most accessible, and most reliable national data on college cost, graduation, debt, and post-college earnings. This tool was improved with feedback from students, families, and counselors to help ensure that families and future postsecondary students make the most informed decisions when choosing a college.
Increasing cooperation among community colleges that serve a large minority population or populations is widely viewed among community college faculty and leaders and policymakers as an integral element in ensuring that these institutions improve their capacities to serve their varied student populations. In furtherance of this collaborative effort, OCTAE, on Thursday, May 19, hosted an all-day virtual event to build upon the efforts begun during its Minority-Serving Community College convening at the Department of Education last fall. Approximately 70 individuals or groups joined to hear updates on a variety of topics and concerns for minority-serving community colleges. Future content and events will be announced through the OCTAE newsletter, OCTAE Connection, the OCTAE Community Colleges website, as well as the Minority-Serving Community Colleges and Affiliates LINCS group, which can be joined here.
The first topical session was hosted by Amy Firestone of the U.S. Department of Labor on the Registered Apprenticeship College Consortium. Registered Apprenticeships and the College Consortium will be considered in more detail in a future issue of OCTAE Connection. The second presentation focused on White House initiatives that support each of the designated categories of minority-serving institutions. Each of these initiatives undertakes activities designed to support their particular constituencies. The third presentation by OCTAE Policy Analyst Kiawanta Hunter-Keiser focused on the Department’s initiatives to support equity in career and technical education, both internally and externally. The fourth session, hosted by Luke Wood and Marissa Vasquez Urias of San Diego State University, discussed the role of faculty in supporting men of color at community colleges with a special emphasis on the need for research, training, and assessment. Drs. Wood and Vasquez Urias invited convening attendees to join the National Consortium on College Men of Color and attend the June 9-10, 2016 working group meeting in San Diego, CA. The topic of the final session was a presentation by some of the lead institutions for the Minority-Serving Community Colleges Communities of Practice initiative regarding a research conference for minority-serving institutions, an Asian American and Pacific Islander initiative, and on middle-college pathways.
Guest blogger: Erin Berg, OCTAE Community College Program Specialist
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
The National Week of Making is quickly approaching! We are less than one month away from the June 17th kick-off! There are plenty of ways you can get involved.
Learn about the National Week of Making
Webinars are being held to provide information about the National Week of Making. The next webinar is being held on Thursday, May 19, at 12:00 pm Eastern Time. If you are not able to make that session, there will be an additional webinar next week. Registration links are provided below:
Let the White House know what new actions, commitments, or other activities you or your organization might be considering by going to the Nation of Makers website and submitting your information on the “What are you making?” form.
Nominate a Champion of Change
If you know someone who has had a significant impact on moving Making forward, you can nominate them as a Champion of Change. As part of the National Week of Making, the White House will be sharing stories of the countless leaders, innovators, entrepreneurs, and educators who work daily within their local communities across the country. The Administration wants your help to identify Champions of Change who are working to make advances in technology, platforms, educational opportunities, or spaces that empower even more Americans to become tinkerers, inventors, and entrepreneurs.
OCTAE launched the CTE Makeover Challenge to encourage more makerspaces in high schools. Contact your local high school to see if they were one of the more than 600 schools that entered the Challenge. You can learn more information about the Challenge at CTEMakeoverChallenge.com. The CTE Makeover Bootcamp phase of the Challenge will be concluding on May 22 when schools will submit Blueprints for their makerspaces. Stay tuned on #CTEMakeover.
We are looking forward to the National Week of Making and invite you to join forces with us from June 17th through the 23rd and get involved in your local community. Here are a few ways folks in the maker community are already active:
Posting photos using #NationOfMakers to show your latest creation and share news about your events.
Organizing an event and/or hosting an open house at your local school, library, rec center, makerspace or set up a hangout online to connect and share your inventions with Makers across the country. Some have posted their events on a community website such as weekofmaking.org
Volunteering to be a mentor for someone who is interested in learning a new skill or find a mentor who would be interested in teaching a new skill you’ve been wanting to learn for a while.
Organizing a maker roundtable, maker town hall, or maker tour to convene thought leaders and decision makers in your community. (See what was done in Cleveland.)
Your brilliant idea here!
More information about the National Week of Making, National Maker Faire, and Making can be found on the following websites, and share your thoughts and ideas using the following hashtags.
A new funding opportunity was announced by the National Initiative for Cybersecurity Education (NICE) to establish state or regional consortia to identify cybersecurity workforce development pathways that address local workforce needs. The goal of these Regional Alliances and Multistakeholder Partnerships to Stimulate (RAMPS) Cybersecurity Education and Workforce Development awards is to enhance and create partnerships of employers, schools, and community organizations that focus on cybersecurity skill shortages within a local or regional economy. The program provides an opportunity for secondary and postsecondary educational institutions to help meet the growing need for cybersecurity professionals.
The program supports the President’s job-driven Ready to Work Initiative and focuses on the critical national need to build a high quality cybersecurity workforce.
A webinar will be held on Wednesday, May 18, 2016 at 11:00 a.m. Eastern Time to provide general information regarding this opportunity, offer general guidance on preparing applications, and answer questions. The grant is being funded by the National Institute of Standards and Technology (NIST).
(all times Eastern Time) Application Open Date: Wednesday, May 11, 2106 Informational Webinar: Wednesday, May 18, 2016 11:00 a.m. Application Deadline:Tuesday, July 12, 2016, by 11:59 p.m.