by Andrew Johnson and Anna Lucchese
How can education policy better respond to workforce needs? That’s the question educators and policymakers have been addressing in recent decades as schools across the country have developed education policies to ensure “college and career readiness.”
According to the College and Career Readiness and Success Center, 37 states had formal definitions for these terms as of 2014. Thirty-three of the 37 combined “college” and “career” in their definition, indicating the view that post-graduation success looks similar in school and the workforce. By blending the two, policymakers open an opportunity for school and workforce systems to support each other and build workforce pipelines. Currently, policymakers are using this connection to better support career development through education policy to build a workforce that responds to the demands of employers.
States have used innovative approaches in doing so. Some policies modify school operations, such as funding and state evaluations, to ensure students have opportunities to explore various career pathways through the academic curriculum. Other programs provide students with hands-on training in the field in specific, high-demand sectors.
Curriculum-Based Approaches
One policy approach seeks to incorporate skill development for various careers into in-school instruction. This is typically done through a focus on Science, Technology, Engineering, and Math (STEM) and Career and Technical Education (CTE). These measures teach students about future career endeavors in scientific fields and include programs designed to address growing workforce needs in local communities. For example, the Virginia state legislature established a funding mechanism for the STARBASE Youth Education Program to prepare students for STEM-related careers. This Department of Defense-supported program teaches students math and science skills through practical learning experiences. In the program, which primarily focuses on fifth graders, students experience 25 hours of hands-on classroom instruction that encourages critical thinking skills and STEM application. In 2019, 1,207 students graduated from the program, with 96% of them coming from Title I schools. Other states have implemented the STARBASE program as well, including Georgia, Kansas and Michigan.
Other policies are designed to focus on skills that can be generally applied to several occupational fields. In Maryland, the state legislature implemented the Blueprint for Maryland’s Future, which provides funding for general education programs, transitional support, English language learners, special education and support for early childhood development. This program works with students of all ages to develop general skills that can be applicable to a wide range of career opportunities. For high school students, the program creates new curriculum standards and expands CTE programs to help students be better equipped for post-graduation learning and future careers. The program also includes provisions to support teacher career development, which in turn supports student achievement. Together, these measures holistically improve Maryland’s education and workforce.
Some state workforce development policies support workforce development through improved school standards. The Ohio legislature created a performance ranking system to measure overall academic performance by schools across the state. One of the metrics used to assess effectiveness is based on how well each school prepares its students to enter the workforce. Through this system, schools that have a relatively high percentage of students enrolled in career-technical and college credit courses receive higher performance rankings. According to this statute, college credit is available through earning industry-recognized credentials, completing a pre-apprenticeship or apprenticeship in the student’s desired career path and achieving proficiency on three or more state technical assessments.
States also are ensuring students and their families know about current workforce opportunities. Maine and Michigan require schools to provide students information about work-based learning/CTE opportunities, as well as up-to-date workforce analysis. Michigan specifically requires analyses of in-demand occupations in the school’s local region, while Maine requires employment projections throughout the state.
Work-Based Learning Programs
Many states are establishing work-based learning opportunities for secondary and postsecondary students. Work-based learning can take different forms across states, schools and industries, but generally gives students access to learning outside the classroom. Students work with local industries to receive on-the-job training while receiving in-class instruction. The most recognized applications of work-based learning are apprenticeships and internships. In 2018 the Brookings Metropolitan Policy Program reported that well-designed work-based learning experiences provide students with age-appropriate and supported guidance to “develop the skills that employers seek in new hires.” Work-based learning is often associated with trade and labor professions, but increasingly encompasses multiple industries, including non-profit organizations and the public and private sectors.
Idaho legislators recognized the wide-ranging application of work-based learning in schools, and recently passed legislation codifying and ensuring equal access to such opportunities across the state. This legislation sets a framework for how worksite-based learning experiences can qualify for education credit, such as contributing to graduation requirements or mastery of state/local standards. The state identifies a broad range of possible apprenticeship agencies, including non-profit organizations, local businesses, trade associations and the military.
Apprenticeships and other work-based learning programs can be used to fill the needs of the future workforce as well. The Bureau of Labor Statistics estimates a substantial growth in industries like health care and broader social services between 2020 and 2030. Demand for home health and personal care aides is estimated to grow 32.6%, while demand for medical assistants is estimated to grow 18.4%. Montana, for example, reports that occupations that can be filled through apprenticeships represent nearly 47% of their projected worker demand. Healthcare and Social Assistance, a recently incorporated industry, was the second largest industry sponsor for apprenticeships in 2019.
Some states are seeking to use apprenticeship programs to solve specific workforce shortages in the public sector, such as in P-12 teaching. In 2019, Colorado’s Cherry Creek School District started its Future Educator Pathway, which allows high school juniors and seniors to work in the district in apprenticeships as paraprofessionals. Students take education classes counting toward high school and college credit while spending part of the day working in elementary schools as members of the district staff. The program gives students hands-on experience as education professionals, which can support recruitment and retention in the local area.
Tennessee recently became the first state to establish a permanent “grow your own” model approved by the U.S. Department of Labor. According to Gov. Bill Lee, “these apprenticeships will create a pipeline of experienced teachers with valuable on-the-job training and help ensure quality education for generations of Tennessee students.”
New Jersey’s Approach to Apprenticeships
New Jersey showcases the versatility of designing apprenticeship policy to grow the workforce. In early 2020, the state created the High-Growth Industry Regional Apprenticeship Development Grant Pilot Program to provide funding for newly created apprenticeships in high-growth industries and establish geographic service areas. The state also recently created a task force to diversify apprenticeships. The task force develops industry-specific recommendations to expand apprenticeship services to historically underrepresented groups. Shortly after, the state enacted an apprentice mentorship program to support women, minorities and people with disabilities in high-demand industries.
In a recent CSG webinar, “The Future of Apprenticeship: Inclusion and Expansion in a Post-Pandemic World of Work,” New Jersey state Sen. Teresa Ruiz discussed her state’s accomplishments and how she navigates the policy sphere of apprenticeships. Apprenticeships are an opportunity to improve student education outcomes, while growing the state workforce. Ruiz saw an opportunity to improve apprenticeship equity. “There is a need to make sure that we are training individuals all across the state of New Jersey, so our workforce spaces look exactly like we are in the state of New Jersey,” she said.
Whether by prioritizing work-based learning or refining classroom courses and curricula, state policymakers are finding solutions to meet the developing demands of existing employers and potential employees. By reinforcing educational connections to the workforce, states are providing additional opportunities for students to be prepared for workforce needs.
This article appeared in the CSG Capitol Ideas magazine (2022, Issue 2). View current and past issues at csg.org/publications/capitol-ideas.