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

Linda CollinsLCollins@CareerLaddersProject.org

FOR MORE INFORMATION:

www.The Career Ladders Project.org

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.