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Transcript of Legislative Workforce Policy Group California EDGE Campaign Linda Collins Career Ladders Project...
Legislative Workforce Policy GroupCalifornia EDGE Campaign
Linda CollinsCareer Ladders ProjectLearningWorksJune 6, 2013
Status of CTE Funding and Strategies for Reform
FUNDING CAREER TECHNICAL EDUCATION
Wage Outcomes Statewide median for wages 5 years after award
$52,700 for Associate Degrees, $49,700 for Certificates and $42,200 for Locally Approved Certificates & Awards.
Median wages 5 years after award for students with associate degrees in vocational disciplines was $66,600 compared to $38,500 for those with non-vocational associate degrees.
Patrick Perry, CCC Chancellor’s Office Student Success Update: Scorecard and WageTracker, May 2013
Wage Outcomes• Nearly 50% of students from CCC who earned an AA/As and who
had not transferred to a four year institution had median wages 5 years after earning the award of more than $54,000, the median wage for those in California whose highest degree was a Bachelor’s Degree.
• 25% of students from CCC who earned an AA/AS and who had not transferred to a four year institution had median wages 5 years after earning the award of more than $81,000. This was higher than the median income for those in California who’s highest degree was a Master’s Degree ($72,000).
Patrick Perry, CCC Chancellor’s Office Student Success Update: Scorecard and WageTracker, May 2013
Wage Outcomes
Associate Degrees with the highest median incomes 5 year after award include Registered Nursing ($81,640), Radiologic Technology ($81,573) and Respiratory Therapy ($72,582).
Certificates with the highest median incomes include Paramedic ($113,360), Electrical Systems & Power Transmission ($107,466) and Water & Wastewater Technology($79,205).
Patrick Perry, CCC Chancellor’s Office Student Success Update: Scorecard and WageTracker, May 2013
Recognition, Downsizing and Contraction
Recognition of looming “skills gap” + “demographic gap”
Growing recognition of role of community colleges, particularly in workforce and economic development
Increased emphasis on completion But, downsizing and contraction over last several
years: Overall loss of funding results in decrease of some 600,000
students across the CCC system Downsizing of Adult Education since “flexing” of funds in
2009 Disproportionate cuts to CTE programs
Is our system trending the right way?
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students 6
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-1128.50%
29.00%
29.50%
30.00%
30.50%
31.00%
31.50%31.35%
30.68%
30.33%
29.86%29.96%
29.90%
30.19%
29.81%29.88%
29.63%
Source: CCCCO MIS
10 year decline in “CTE as a % of FTES”
7
State apportionment not proportionally being used on CTE.
2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110
200,000
400,000
600,000
800,000
1,000,000
1,200,000
1,400,000
353,946 353,882 336,969 325,715 333,899 339,513 369,355 391,997 392,966 379,214
NonCTE FTESCTE FTES
Source: CCCCO MIS
FTES
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students
Your region’s 10-year trend in career technical education (CTE) portfolio as % of FTES
California Community Colleges – Chancellor’s Office | 112 Colleges | 72 Districts | 2.6 Million Students 8
The CTE Dilemma: An Undervalued Mission CTE subordinated to transfer mission –
In governance, funding and relative status Applied learning frowned on by CSU and UC; no applied
baccalaureate Flat reimbursement model – no differential funding
for high cost programs Need for “venture capital” and seed funds as well as
ongoing support Overreliance on short-term grant funds; constant fund raising to
run core Competition prioritized over collaboration Loss of instructional equipment categorical a critical factor
Intense competition for seats in high demand/high wage programs Reverse transfer crowds out first generation and low-income
students Lack of prioritization and disconnection from basic skills
instruction
Strategies . . . Provide funding for instructional equipment Differential funding for enrollments in high cost/high need
courses/programs Target support for expansion of high need programs,
particularly for underserved regions or populations Base funding for pathways development and maintenance Support contextualized & integrated approaches:
Prioritize Basic Skills Initiative funds for contextualized and accelerated learning
Provide higher support if address basic skills and CTE together Reduce barriers to joint enrollment in basic skills and credit CTE Remove barriers/support cohort-based enrollments
Move non-credit CTE to credit where appropriate Examine/reconsider workload, minimum quals, pay
structures and assignment issues for faculty and staff Incentivize/support consortia and regional work
Strategies for Reform: Reallocate Current Funding Streams + Grow New Ones
Shift funds from ineffective strategies to effective, evidence- based practices (internal reallocation) Calculating “downstream FTES savings” and ROI for innovation Document CTE credential attainment/employment outcomes
Support joint use and development of facilities and resources with K16, adult ed and private partners
Remove barriers and prioritize leveraged use of state and federal funds to support credential attainment CCC/WIA/TANF/Apprenticeship/ETP/Adult Ed, etc.
• Support creative public/private financing mechanisms (a la SB594)
• Incentivize private investment in CTE/pathway programs
Principles for Restructuring Adult Education
Adequate, guaranteed funding. A focus on transition to college and career. A commitment to student success.
Students should not be forced to take duplicative, disconnected courses.
Students should not be rigidly defined by levels. Approaches that accelerate learning (such as
contextualization co-enrollment, integration) should be encouraged.
A varied and well-integrated delivery system, ideally of consortia of CCCs, adult education providers, and others.