U.S. Supreme Court 2022-23 Term Preview

The U.S. Supreme Court convened Monday, Oct. 3 to begin its 2022-23 term. State policymakers are gearing up to hear several cases in which states are participants. In the coming weeks, CSG will provide further analyses of these and other disputes as they come before the court.

Case: Delaware v. Pennsylvania and Wisconsin

Background: MoneyGram Payment Systems is a national company incorporated in Delaware. The company markets what it calls “official checks” that can be used in financial transactions. Customers pay for the amount of the checks, plus a transaction fee. In 2016, MoneyGram gave unclaimed checks to the government of Delaware.

Legal Issue: The federal Disposition of Abandoned Money Orders and Traveler’s Checks Act requires that “…a money order, traveler’s check, or other similar written instrument (other than a third party bank check)…” that goes unclaimed is the property of the state in which the check was purchased. Pennsylvania and Wisconsin argue the checks are covered by the federal act so unclaimed checks purchased in their states are their property. MoneyGram and Delaware argue the checks at issue are “third party” checks and are Delaware property, according to state law. As much as $150 million in unclaimed checks is at stake. Are the checks subject to federal law?

State Participation: Twenty-seven states have joined Pennsylvania and Wisconsin as parties in the case.

Case: Mallory v. Norfolk Southern Railway Company

Background: Robert Mallory sued Norfolk Railway Company in Pennsylvania state court, claiming that he contracted cancer because he was exposed to toxic chemicals as an employee of the company. The company is headquartered in Virginia, but is registered to do business in Pennsylvania. Mallory is not a Pennsylvania resident and he does not allege his injury occurred in the state.

Legal Issue: Does a company consent to be accountable to a state court system when the company registers to do business in the state?

State Participation: Eight states have filed a legal brief supporting the company.

Case: Moore v. Harper

Background: The North Carolina state legislature adopted a new map for its federal congressional districts in November 2021. A group of officeholders and private organizations and individuals filed suit, claiming the map was a partisan gerrymander in violation of the state constitution. The North Carolina Supreme Court blocked the state from using the map and order the original trial court to adopt a new map. The trial court then adopted a map created by three people appointed by the court. The state legislature filed a petition with the U.S. Supreme Court requesting the original map be reinstated. The court declined to do so, but agreed to hear the case. The trial court-approved map is in place for the 2022 election cycle.

Legal Issue: The U.S. Constitution states: “The Times, Places and Manner of holding Elections for Senators and Representatives, shall be prescribed in each State by the Legislature.”The state legislature asserts this clause gives the branch exclusive authority on the drawing of maps. North Carolina state law says that state courts can hear “[a]ny action challenging the validity of any act of the General Assembly that apportions or redistricts State legislative or congressional districts.” Do state courts have a legal role to play in disputes over redistricting?

State Participation: Thirteen states have filed a legal brief supporting the North Carolina legislature.

Case: Merrill v. Milligan

Background: In 2021, the Alabama legislature designed the districts for the state’s seven seats in the U.S. House of Representatives. A group of private citizens sued, claiming the map is drawn to reduce the influence of Black voters in violation of the federal Voting Rights Act. A federal district court sided with the plaintiffs and ordered the map be redrawn. In February 2022, the U.S. Supreme Court put the district court’s order on hold and agreed to hear the case. The state legislature’s original map is in place for the 2022 election cycle.

Legal Issue: Does the legislative map violate the Voting Rights Act?

State Participation: Fourteen states have filed a legal brief supporting the Alabama legislature.

Case: National Pork Producers Council v. Ross

Background: In 2018, California voters approved a law that prohibits the sale of pork from pigs confined in ways that are inconsistent with California state regulations. The council sued, arguing that the California decision discriminates against pork producers in other states, where regulations on animal treatment differ.

Legal Issue: The U.S. Constitution states: “Congress shall have the power to regulate commerce among the several states.” Does the Constitution prohibit a state from passing laws that have a discriminatory economic impact in other states?

State Participation: Twenty-six states have filed a legal brief supporting the council. Fourteen states have filed a legal brief supporting California.

Case: Sackett v. Environmental Protection Agency

Background: The Sacketts (private citizens) have been prevented from building a home in Idaho because the Environmental Protection Agency raised concerns about the impact of construction on wetlands on the property.

Legal Issue: The federal Clean Water Act gives the EPA the authority to regulate pollutants dumped into “navigable waters.” Neither the act nor the Supreme Court have clearly defined the term, leaving it to the EPA to determine the scope of its authority. The Sacketts argue that the EPA is abusing its power under the act. Are wetlands subject to EPA authority under the Clean Water Act?

State Participation: Twenty-six states collectively and Alaska individually have written a legal brief supporting the Sacketts. Seventeen states and Washington D.C. collectively and Colorado individually have filed legal briefs supporting the EPA.

Case: U.S. v. Texas

Background: In September 2021, the U.S. Department of Homeland Security issued a memo prioritizing the deportation of three groups of undocumented individuals: suspected terrorists, people who have committed serious crimes and people caught at the border. Texas and Louisiana sued the federal government, claiming that the Biden administration was selectively enforcing federal immigration law in violation of federal administrative requirements. A district court blocked the administration from enforcing the new policy. The administration requested the U.S. Supreme Court intervene and lift the district court order. The Supreme Court declined to do so but agreed to hear the case.

Legal Issue: Does the Department of Homeland Security have discretion to prioritize particular individuals and groups in the application of federal immigration law? State Participation: Nineteen states filed a legal brief supporting Texas and Louisiana. Sixteen state and Washington D.C. and 21 local government entities filed a legal brief supporting the Department of Homeland Security.

The Council of State Governments Announces its 2022 20 Under 40 Leadership Award Recipients

Oct. 4, 2022

Contact:
The Council of State Governments
[email protected]

FOR RELEASE ON TUESDAY, OCT. 4 AT 11 A.M. ET

The Council of State Governments Announces its 2022 20 Under 40 Leadership Award Recipients

Lexington, KY — The Council of State Governments is excited to announce the 2022 recipients of the CSG 20 Under 40 Leadership Award. This annual honor recognizes the outstanding work of 20 up-and-coming elected and appointed officials from across the country who not only exemplify strong leadership skills but have also demonstrated a true commitment to serving the citizens of their states.

“The state officials recognized this year come from diverse backgrounds, different political parties, different branches of state government and from every region of our country, but they share a singular commitment to make a difference for those they serve,” said David Adkins, CSG executive director/CEO. “They are hard-working leaders who have demonstrated the ability to productively collaborate to achieve consensus and produce results, and their public service honors the oldest and best values of our democracy.”

Congratulations to these 20 leaders:

Sen. Raumesh Akbari, Senate Democratic Caucus Chairwoman, Tennessee

Rep. Liz Berry, Washington

Assemblymember Sabrina Cervantes, California

Rep. Jordan Harris, Pennsylvania

Rep. Greggor Ilagan, Hawaii

Rep. Iman Jodeh, Colorado

Assemblymember Alex Lee, California

Rep. Susan Manchester, Ohio

Sen. Zellnor Myrie, New York

Rep. David Nelson, Alaska

Rep. Daniel Pae, Oklahoma

Sen. Marie Pinkney, Delaware

Sen. John Michael Montgomery, Oklahoma

Sen. Michael Rohl, South Dakota

Franklin Perry II, Chief of Staff, General Assembly House Democrats, Connecticut

Sen. James Sturch, Arkansas

Rep. Jordan Teuscher, Utah

Rep. Landon Brown, Wyoming

Rep. Daniel Elliott, Kentucky

Rep. Demi Busatta, Florida

Recipients of the 20 Under 40 Leadership Award are selected from a competitive pool of applicants from across the country and all three branches of state government.

“The CSG 20 Under 40 Leadership Award Class of 2022 winners are a testament to the tremendous efforts our state officials contribute each and every day to making their states better,” said Lorna Patches, CSG deputy director of membership engagement and leadership development.

Award recipients will be honored at the 2022 CSG National Conference in Honolulu, Hawaii, in December.


To learn more about the CSG 20 Under 40 Leadership Award, visit web.csg.org/20-40. Discover more resources from The Council of State Governments, the nation’s only nonpartisan organization serving all three branches of state government, at csg.org.

About The Council of State Governments

Founded in 1933, The Council of State Governments is the nation’s only organization serving all three branches of state government. CSG is a region-based forum that fosters the exchange of insights and ideas to help state officials shape public policy. This offers unparalleled regional, national and international opportunities to network, develop leaders, collaborate and create problem-solving partnerships. Learn more at csg.org.

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The Farm Bill Title I: Commodities

Aja Croteau

The Farm Bill Title I: Commodities

The Federal Farm Bill is developed and enacted into law roughly every five years. This bill establishes U.S. agricultural policy and is divided by topic into 12 titles. Title I of the bill covers commodities and assistance programs for the farmers that grow them. Added to the bill in 2014, the title sets “effective reference prices” for major commodity crops such as corn, soybeans and wheat. These reference prices are designed to respond to the movement of market prices for crops and provide the basis for two federal programs—Price Loss Coverage and Agriculture Risk Coverage-County—which are sources of additional income for producers to offset declines in crop prices or revenue. Each commodity crop has its own set effective reference price, which is set based on the average of previous prices for each commodity or the reference price in the 2014 Farm Bill.

Title I also includes the Market Assistance Loan Program, which provides loans to producers at a statutorily fixed rate and allows them to use eligible commodity crops as collateral. Assistance programs like these have existed in various forms since the 1930s and provide much needed income stability to producers across the U.S.

Title 1 also includes provisions around sugar, dairy and disaster assistance programs for commodities not eligible for crop insurance.

Why it matters….

Title I covers programs administrated at the federal level, but its contents can have a significant impact on producers across states. The stability of agricultural operations is a key component in state economies, especially for states like California, Iowa and others that lead the country in agricultural production. These programs are crucial to midwestern states that are major producers of food. In 2021, midwestern states had 155,000,000 enrolled base acres across both the Price Loss Coverage and Agriculture Risk Coverage-County programs.[1] Base acres are defined as the crop-specific acreage on a farm that are eligible for enrollment in these assistance programs. Full eligibility requirements can be found on the USDA Farm Service Agency website.

Commodity prices have been strong recently, but producers across the globe are facing drastically increased production costs for necessities like fertilizer, machinery and labor. Some of these costs may decrease in the future, but there is a possibility of commodity prices shifting first, given their variable nature. Supply and demand for commodity crops can change quickly and are influenced by a multitude of factors including consumer behavior, international trade disputes, extreme weather and the markets for related industries. For example, a spike in fossil fuel costs can cause the demand for corn to increase drastically due to an increased demand for ethanol, which is produced from corn. A steep decline in commodity prices can impact overall farm revenues, which can increase farmers’ reliance on these assistance programs to survive. Staying up to date on the programs covered by this title can be invaluable to estimating the impact of shifting commodity prices on a state’s agricultural economy.

What changes can we expect to see in the next Farm Bill?

As with each iteration of the farm bill, the statutory reference prices for commodities will be reviewed and may be adjusted if Congress determines it necessary. Changes may also occur to the assistance programs as Congress accounts for climate change and the severe weather patterns that come with it. These patterns can significantly impact agricultural production, as well as increase reliance on assistance programs, particularly those aimed at disaster relief. An increased focus on small farms and ranches may also come into play as the next farm bill is developed. Current House Agriculture Chairman David Scott has indicated this as a priority issue for him with his introduction of the Small Family Farmer and Rancher Relief Act earlier this year.[2] Supporting small businesses has long been a priority for Chairman Scott, and as Chairman of the House Agriculture Committee, it is unsurprising to see this priority extend into farming.

Title I will impact communities in every state and affect farm policy decisions at the state level. The U.S. Senate and House encourage producers, consumers and other stakeholders to provide input by attending field hearings and submitting thoughts through their websites.

Senate Farm Bill Input Form

House Farm Bill Input Form

Resources

Farm Bill Primer: What is the Farm Bill? (Congressional Research Service, 6/28/2022)

Preparing for the Next Farm Bill (Congressional Research Service, 3/31/2022)

The National Agricultural Law Center

Title I: Crop Commodity Program Provisions After Enactment of the Agriculture Improvement Act of 2018 (USDA Economic Research Service, 9/7/2022)

Senate Hearings Schedule

House Hearings Schedule

ARC/PLC Definitions (USDA Farm Service Agency)

[1] https://www.fsa.usda.gov/programs-and-services/arcplc_program/arcplc-program-data/index

[2] https://agriculture.house.gov/uploadedfiles/h.r._8590.pdf

CSG Launches New Initiative to Expand Civic Sector Apprenticeship Programs in the States

By: Mary Wurtz

The Council of State Governments (CSG) and the Urban Institute have earned funding from Ascendium Education Group to expand civic sector apprenticeship programs focused on low-income rural learners in Idaho and Maine. CSG and Urban will provide resources, guidance, technical assistance and incentive funding to support state and local agencies in developing apprenticeships to meet their workforce needs, and in recruiting, enrolling and supporting low-income rural apprentices.

CSG will support these states in developing apprenticeships to address growing workforce shortages in the civic sector. State and local governments are struggling to fill open positions and retain employees long-term. The sharpest monthly decline on record in state and local government employment took place in early 2020. This decline was a continuation of existing trends in the public sector.

The “silver tsunami,” or the increasing percentage of state workers reaching retirement age, has led to a massive wave of departures from the public sector, including 28.6 million workers alone in the third quarter of 2020. Civic sector apprenticeships will continue to be a key strategy for state and local governments to address these workforce gaps because apprenticeship opportunities lead to increased retention of employees, ensure workers have the right skills and reduce liability costs through appropriate training of workers.

Apprenticeships combine paid on-the-job training with classroom instruction to prepare workers for highly skilled careers in a variety of occupations in addition to the traditional trades. State and local governments are beginning to use apprenticeships to fill civic sector positions in health care, information technology and human resources in addition to construction and electrical technician roles. Federal, state and local government agencies can administer these programs as apprenticeship sponsors, taking responsibility for the recruitment and on-the-job training of apprentices. Sponsors then partner with local community colleges and other education centers to offer coursework to supplement on-the-job apprentice learning.

Apprenticeships can be a useful tool for government agencies to hire members of historically underserved populations. This is especially true for low-income individuals with fewer avenues to economic mobility since apprentices pay little or nothing for training and earn wages throughout the apprenticeship. This project focuses on low-income learners in Idaho and Maine living in rural areas where state and local governments report high workforce needs.

In 2021, CSG and Urban convened the Public Sector Apprenticeship Consortium with California, Colorado, Idaho, Maine, Michigan and Virginia to equip and empower policymakers to develop and implement apprenticeships in their state agencies. The initiative brought together legislators and executive branch officials to discuss existing apprenticeship efforts in their states and create an action plan for developing public sector apprenticeships. Through this civic sector apprenticeship expansion, CSG will extend its consortium efforts to include workforces in Idaho and Maine to support states’ initiatives to use apprenticeships to fill public sector positions.

Over the next three years, CSG and Urban will collaborate with apprenticeship stakeholders in Idaho and Maine to:

  • Assemble state teams focused on developing new civic sector apprenticeships. Teams will consist of sponsor agencies and organizations providing related instruction and support to apprentices.
  • Train and guide state team members in overcoming key challenges in developing and operating apprenticeships, including aligning registered apprenticeship and civil service requirements.
  • Identify localities and positions for apprenticeships, including locations with high concentrations of low-income rural learners and high-quality jobs
  • Develop and register 3-4 new civic sector apprenticeship programs in each state.
  • Enroll and support 20-25 low-income rural apprentices in newly created programs in each state.

For more information, please contact Elise Gurney ([email protected]), Dina Klimkina ([email protected]) or Mary Wurtz ([email protected]).

About Our Partners

Founded in 1933, The Council of State Governments (CSG) is the nation’s largest nonpartisan organization serving state elected and appointed officials in all three branches. The mission of CSG is to champion excellence in state government and the organization executes that mission through four major platforms: the CSG National Office, CSG Regional Offices, the CSG Justice Center and affiliated organizations.

The Urban Institute is a nonprofit research organization that provides data and evidence to help advance upward mobility and equity. Urban is a trusted source for changemakers who seek to strengthen decision-making, create inclusive economic growth and improve the well-being of families and communities. For more than 50 years, Urban has delivered facts that inspire solutions.

Ascendium Education Group is a 501(c)(3) nonprofit organization committed to helping people reach the education and career goals that matter to them. Ascendium invests in initiatives designed to increase the number of students from low-income backgrounds who complete postsecondary degrees, certificates and workforce training programs, with an emphasis on first-generation students, incarcerated adults, rural community members, students of color and veterans. Ascendium’s work identifies, validates and expands best practices to promote large-scale change at the institutional, system and state levels, with the intention of elevating opportunity for all.

Increasing Early Childhood Education Training and Credentialing

By Andrew Johnson

Research shows that “investments in quality preschool programs bolster student success.” Preschool programs prepare students for success in elementary grades, specifically in areas such as literacy and math. A 2020 policy brief further outlines the impact of quality preschool programs, including positive generational gains, enhanced social and emotional learning skills and spillover effects to students who did not participate.

A recent study also shows that additional training for educators and caregivers further strengthens the impact of those learning experiences. State policymakers across the country are working to implement policies that expand and enhance training and credentialing opportunities for in-service and pre-service early childhood educators in a variety of ways. The study argues for sufficient funding for services and training for teachers and mentors.

Specific, Relevant Professional Development Training

Many state policies focus on specific instruction. For policymakers and educators, there is a major emphasis on improving literacy outcomes. Early childhood education is especially important, as it provides the foundation for future literacy development. As a result, policymakers are working to better equip early childhood education and child care practitioners in establishing a foundation of literacy.

  • Arizona and Delaware require specific literacy instruction in line with the science of reading.  
  • Connecticut directs the Department of Education Center for Literacy Research and Reading Success to develop a plan to improve reading, including research-based literacy training for providers of early child care and other instructors working with children under five.

Other states are adding specific literacy instruction to pre-service courses and programs for early childhood educators.

  • Kentucky requires pre-service early childhood teachers to receive training in reading instruction in phonemic awareness, phonics, fluency and vocabulary. The state further requires that pre-service teachers complete an assessment on reading instruction knowledge and skills. 
  • Minnesota and Oregon require pre-service teachers to receive instruction on dyslexia and reading difficulties generally.  

While most research does not specify the time requirements necessary to ensure high-quality professional development, some states are striving to ensure in-depth literacy training for early childhood educators.

  • Arizona requires either 45 classroom hours or three college credit hours of literacy training within three years of obtaining a teaching certificate.
  • Florida requires in-service pre-kindergarten teachers complete three emergent literacy training courses, then complete one course every five years.  

Numeracy—the practice of applying mathematic skills and ability—is a topic not commonly observed in pre-K training policies. However, Alabama established a task force to provide guidance for higher education institutions in training early childhood educators, based on current research in mathematics.

Another topic of emphasis is social-emotional learning. This is used to teach and practice interpersonal skills and self-awareness/regulation. Several states have enacted policies to support professional development training in social-emotional learning.

  • Colorado created the early childhood mental health consultation initiative to expand and enhance practices throughout the state.
  • Florida requires training in social-emotional behavior intervention models.
  • Maine makes available a voluntary early childhood consultation program to provide support, guidance and training to early childhood educators in social and emotional learning strategies.
  • Oklahoma provides trauma-informed care training to child care providers.

Funding Opportunities for Training

Many states are funding various opportunities to expand and enhance the training for early childhood educators. Some policies provide opportunities for professional development and credentialing training for early childhood educators.

  • Minnesota uses grant funds to provide economically disadvantaged individuals job skills training and other career assistance to help them obtain a Child Development Associate credential.
  • Utah uses available appropriations to provide scholarships to early childhood education teachers seeking a Child Development Associate credential.
  • Washington provides scholarships to underqualified staff to earn credentials or stackable certificates from state community and technical colleges.  

Other policies fund scholarship opportunities for students pursuing a degree in early childhood education. For example, Washington established a pipeline for paraeducators conditional scholarship program for non-certified teaching assistants without a college degree and recently expanded eligibility from requiring three years of experience to one, while giving more time to complete the degree.

States are also funding financial and career incentives for early childhood educators and child care workers who pursue further education and credentials.

  • California requires preschool/child development programs to have a career ladder that allows employees to increase their salary as they earn additional education.
  • Texas provides stipends for early childhood professionals seeking additional education. 
  • Washington’s child care collaborative task force incentivizes advancements in higher education credentials and other equivalencies (as well as experience and training) through increased compensation. The state’s Department of Education provides support for implementing trauma-informed training, including additional compensation for staff who have an infant and early childhood mental health or other specialty credential.

Coaching and Mentoring Provisions

Some states focus on teacher coaching/mentorship.

  • Colorado provides payments to child care providers to promote teachers to coaching and mentorship roles. 
  • Connecticut provides scholarships for early childhood educator training, including the training of mentor teachers. 
  • Washington, D.C. requires child development centers/homes to partner with child development hubs to create and implement a quality improvement plan, including aligning program policies and procedures to support on-site coaching and professional development.

While state policymakers are working to expand and enhance training and credentialing opportunities for early childhood educators, states are also implementing a variety of other policy measures to support early child care beyond supporting educators. As states continue to look for ways to support early childhood education, policymakers can compare methods across the states to support their own education workforce improvement policies. 

Oregon Combines General Funds and ARPA Funds to Support People with Disabilities: The Future Ready Oregon Initiative 

By Rachel Wright, Policy Analyst

The social and economic disruptions caused by the pandemic have highlighted significant disparities in how the workforce system serves marginalized groups such as people with disabilities, communities of color and people with low incomes. People with disabilities have remained engaged in the labor market throughout the pandemic and their labor force participation rate has not dropped appreciably. However, studies show that people with disabilities have experienced high percentages of employment changes and disruption (e.g., decreased pay, reduced work hours). 

As communities emerge from the COVID-19 pandemic, access to skills training and postsecondary credentials will be critical to facilitating an inclusive recovery. Recognizing this, Oregon Governor Kate Brown convened the Workforce and Talent Development Board and the Racial Justice Council in 2021. The Workforce Workgroup – as the collaboration came to be known – sought to develop a proposal for the 2022 legislative session that advanced equitable and racially just economic opportunity and education recovery. 

The Future Ready Oregon Initiative – $200 Million in Workforce Investments 

The efforts of the Governor’s Workforce Workgroup culminated in the Future Ready Oregon Initiative (Senate Bill 1545). The initiative was approved by the legislature and signed into law in April of 2022. It includes $200 million in funding to support comprehensive workforce investments aimed at advancing an equitable workforce system that better serves people of color, people with disabilities, people with low incomes, rural Oregonians, and other underserved populations.  

The Future Ready Oregon initiative is funded through a combination of state and federal resources. State general funds were supplemented by American Rescue Plan Act dollars to expand existing successful workforce programs and create new, innovative workforce programs. Funded programs provide historically underserved groups with the education, training and resources they need to attain “family-wage careers.” The initiative includes people with disabilities among its listed priority groups. Provided below are programs funded by Future Ready Oregon that support people with disabilities. 

Local Workforce Boards – $37 Million for the Prosperity 10,000 Program 

Future Ready Oregon invests approximately $37 million in Oregon’s nine local workforce development boards to administer the Prosperity 10,000 Program. This program was established by House Bill 4104 (2022) and is intended to augment the Supplemental Nutrition Assistance Program’s (SNAP) Employment and Training program.  

The Prosperity 10,000 program is designed to serve at least 10,000 low-income job seekers most impacted by the COVID-19 pandemic, including Oregonians who receive SNAP or Temporary Assistance for Needy Families. According to a 2020 survey conducted by the Center on Budget and Policy Priorities adults with a disability were more than twice as likely to report difficulty paying for usual expenses (e.g., food, rent or medical bills) than adults without a disability. In addition, approximately 22% of SNAP recipients in Oregon are “non-elderly disabled” individuals. 

The Prosperity 10,000 program will provide qualifying individuals with career coaching, occupational training and job placement services. Further, the program seeks to ensure that historically underserved populations, including people with disabilities, successfully complete the program. To facilitate this, priority populations can receive:  

Wraparound supports and services that help facilitate reengagement with the workforce, including, but not limited to transportation, childcare and rental assistance. Paid work experiences, including stipends, wages and other supports. 

Targeted recruitment and engagement efforts. 

Grants to Local Workforce Development Boards – $10 Million for Benefits Navigators 

The Future Ready Oregon initiative sets aside $10 million in grants to be awarded to local workforce development boards for the placement of workforce benefits navigators in WorkSource Oregon centers and community-based organizations. WorkSource Oregon is a free, one-stop career center for people with disabilities, veterans and people who are unemployed. Workforce benefits navigators will help priority populations, including people with disabilities, access workforce programs and apply for benefits and services that are available under these programs.  

Workforce benefits navigators have already been placed at Oregon community colleges through House Bill 2835 (2021). Benefits navigators have helped students access SNAP food benefits, the SNAP employment and training program, housing assistance and other basic resources. According to Chemeketa Community College President Jessica Howard, workforce benefits navigators are a key strategy “to create an equitable recovery from the recent recession, particularly for Oregonians from rural, racially diverse, and economically challenged communities.” 

Oregon Colleges and Universities – $10 Million to “Scale Up” Credit for Prior Learning 

An additional $10 million in funds were allocated to scale up Credit for Prior Learning (CPL). CPL, as defined in Oregon House Bill 4059 (2012), refers to the “knowledge and skills gained through work and life experience…military training… and through formal and informal education and training from institutions of higher education.” The allocated funds are intended to scale up CPL by helping public institutions develop methods and refine processes for rewarding prior learning.  

CPL can be an important steppingstone toward a college degree for individuals with disabilities. The U.S. Bureau of Labor Statistics estimates that approximately 70% of people with no disability complete some college or earn an associate degree compared to 21% of people with a disability. Awarding credit for prior learning experiences can help close this gap by providing additional avenues through which students can fulfill their degree requirements. 

Assessment and Accountability – $1.5 Million to Measure Impacts  

To gauge the impacts of these investments, Senate Bill 1545 provides $1.5 million for assessment and accountability activities. This funding is intended to enhance the capacity of the Higher Education Coordinating Commission to collect, integrate, analyze and report on key data. The Higher Education Coordinating Commission is tasked with reporting to the Oregon Workforce Talent Development Board, the legislature and the governor’s office on the state’s progress toward meeting key milestones and implementing plans for continuous improvement. 

As state and local economies recover from the COVID-19 pandemic, policy makers can address employment barriers experienced by people with disabilities through instituting inclusive workforce development policies and programs. A recent CSG report developed in collaboration with the State Exchange on Employment & Disability titled Facilitating a Safe and Inclusive Return to the Workplace: COVID-19 Policies and Guidance provides policymakers with policy considerations on this topic. For further resources and information on building a stronger, more inclusive workforce, please reach out to the disability employment policy team at CSG.