Framework of Policies
Creating opportunities for learner success through state policy
State policy is a critical lever for ensuring all learners—regardless of age—have access to high-quality pathways that lead to higher-wage careers.
With a combination of 20 key education-to-workforce policies, organized within 6 focus areas, we can deliver success to learners and value to communities.
Explore the six focus areas
Learner Pathways
Ensure vertical alignment to workforce needs, robust funding, collaboration across agencies and equitable access for all students.
- K-12
- SUB-ASSOCIATE
- ASSOCIATE
- BACHELOR'S OR HIGHER
- WORKFORCE
- High-Quality CTE Programs
- Targeted CTE Program Funding
- Return on Investment Analysis
- State Cross-Agency Shared Priorities
Learner Pathways
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Learner Pathways
High-Quality CTE Programs
Align all CTE programs with high-demand, high-skill and high-wage occupations that reflect the state’s economic and workforce priorities. Ensure that these programs feature the academic and technical skills and knowledge learners will need to be successful.
Why This Policy?
Too many CTE programs are low quality, still aligned to low-wage and low-skill occupations, or both. Strong policies can help ensure high-quality curriculum, instruction and learner experiences.
Successful States Have:
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Well-articulated CTE pathways spanning from K–12 through postsecondary education that lead to employment in high-demand, high-skill, high-wage occupations.
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Established processes for regular review and revision of CTE programs, standards, curriculum and instructor qualifications to ensure quality and alignment.
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Aligned local CTE program approval and review processes based on clear state definitions for a high-quality program of study.
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Collaborative partnerships across K–12, postsecondary and workforce to inform CTE offerings and outcomes.
- Related Policies:
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Learner Pathways
Targeted CTE Program Funding
Dedicate state funding for CTE programs—but only if they are aligned to high-demand, high-skill and high-wage occupations. Target specific funds for pathway completion and demonstrated learner outcomes.
Why This Policy?
Federal Perkins grant funding is not enough to build robust state CTE programs. State funds can incentivize school districts to promote growth in priority areas such as starting a new CTE program or increasing the number of students earning industry credentials.
Successful States Have:
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State funding streams that grow and sustain CTE programs aligned with high-demand, high-skill, high-wage occupations.
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Recurring funds that remove burdensome costs for K–12 learners, including tuition and/or fees for industry credentials and college acceleration experiences.
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Incentives that reward districts, schools and teachers for desired learner outcomes, such as attainment of high-value industry credentials or program completion.
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Learner Pathways
Return on Investment Analysis
Conduct a biennial return on investment (ROI) analysis of CTE programs to assess whether all learners have access to high-demand, high-skill and high-wage pathways. Collect school- and student-level data to evaluate outcomes of CTE programs against established shared metrics for quality and equity.
Why This Policy?
State policymakers and education leaders often do not know if CTE program offerings meet rigorous benchmarks for quality. Moreover, where high-quality CTE programs exist, they may not be widely accessible to all learners—particularly low-income learners or learners of color. The comprehensive approach of the ROI analysis ensures program quality, alignment and availability are measured alongside detailed learner participation and completion data to identify program strengths and expose equity gaps. With this data, local and state policymakers can make informed decisions to ensure all learners can access – and succeed in high-quality CTE programs.
Successful States Have:
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Robust data defined, collected and accessible in a longitudinal data system used to analyze program quality and equity.
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An established process to evaluate alignment of CTE program offerings with postsecondary programs, as well as current and future economic and labor market information and expectations.
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A biennial, or annual, evaluation of CTE offerings and completion across programs, regions and learner demographics.
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Program review processes that utilize the data and findings from the ROI analysis to inform strategic planning and decisions.
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Learner Pathways
State Cross-Agency Shared Priorities
Establish shared priorities and collective accountability across state agencies and education systems for learner pathway development, supports and success. Ensure that business and industry have a seat at the table and can lead discussions related to demand and training requirements.
Why This Policy?
Though many state agencies and public entities share the same goal—success for their state—their efforts are often disconnected. Working together, agencies can leverage existing programs, resources, relationships and expertise to avoid duplication, reduce costs and increase return on investment. Strategic coordination will accelerate improvements to education to workforce pathways, benefiting learners and families in the short and long term.
Successful States Have:
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A clearly articulated vision and goals prioritized and supported by the state’s executive leadership.
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A convening agency, council or intermediary that manages coordination across agencies.
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Defined and outlined each agency’s role, responsibilities, priorities and resources.
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Aligned success definitions and metrics supported by appropriate data collection and transparent reporting processes.
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Postsecondary Acceleration
Streamline postsecondary learning and empower high school students to earn credit to reduce the time required to earn postsecondary degrees.
- K-12
- SUB-ASSOCIATE
- ASSOCIATE
- BACHELOR'S OR HIGHER
- WORKFORCE
- College Acceleration
- Credit For Prior Learning And Credentials
- College Articulation Agreements
- Remediation
Postsecondary Acceleration
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Postsecondary Acceleration
College Acceleration
Provide and incentivize a range of options for learners to earn college credit while in high school. Ensure that all learners have access and financial support to accelerate their journey to a postsecondary credential.
Why This Policy?
Learners who participate in college acceleration opportunities are more likely to graduate high school, go on to college, earn college degrees on time and have reduced college costs. Despite these many benefits and the long history of success, many states fall short delivering quality, value, access and equity with their college acceleration programs and offerings—especially for rural and low-income learners and learners of color.
Successful States Have:
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Requirements for each public high school to offer a minimum number of opportunities to learners from a diverse portfolio, such as Advanced Placement, dual enrollment, International Baccalaureate, Cambridge and College-Level Examination Program (CLEP).
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Multiple measures to determine learner enrollment eligibility.
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Dedicated funding to reduce or remove the cost of tuition, lab, book and exam fees for learners.
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Equity and funding in learner access, enrollment and attainment—supported by public, disaggregated data
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Postsecondary Acceleration
Credit For Prior Learning And Credentials
Implement a consistent state policy for awarding postsecondary program or elective credit for prior learning, work experience and earned industry credentials.
Why This Policy?
Many learners enter postsecondary education possessing knowledge and skills from prior experiences. This is particularly true of working adults and military personnel. By recognizing these mastered skills and competencies through the awarding of credit, learners can accelerate their timeline leading to an awarded credential
Successful States Have:
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Standardized policies on awarding of credit and/or hours for workplace and military training, earned credentials, and prior learning assessments.
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Rigorous review processes to ensure the correct awarding of prior learning credit.
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Clear communications to eligible individuals.
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Postsecondary Acceleration
College Articulation Agreements
Establish statewide articulation agreements to ensure college credits earned in K–12 or at one institution transfer and count toward a degree at another. Minimize or eliminate credit loss and misalignment for transitioning learners.
Why This Policy?
Unfortunately, some college acceleration or transfer course credits fail to convert into meaningful postsecondary credit for learners. These “stranded credits”—credits that are not applicable toward a learner’s chosen pathway or accepted at their postsecondary institution—waste valuable time and resources for both the learner and state. Though articulation or transfer agreements are fairly common, they often vary across schools, districts and postsecondary institutions and are simply not comprehensive enough to be meaningful.
Successful States Have:
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Statewide articulation agreements for transfer learners and uniform policies on the awarding of credit
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Clear transfer pathway programs, including a core of general education courses with common course numbering and transfer library.
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Statewide articulation agreements for awarding of college acceleration credit.
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Clear communications about how earned credits can be applied to varying levels of college credentials at public institutions (and non-public institutions, as applicable).
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Postsecondary Acceleration
Remediation
Replace outdated developmental and remedial education with college credit bearing options paired with intensive supports. Adopt co-requisite remediation programs or offer remediation to learners before they graduate high school.
Why This Policy?
Learners required to register and pass a remedial non-credit bearing course prior to full admission to a postsecondary institution are more likely to drop out and never earn a postsecondary credential. A high-quality requisite or co-requisite remediation model allows a learner to receive the intensive support needed in one or more subject areas while continuing with credits or credentials.
Successful States Have:
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Clear indicators of learners needing additional support or remediation in high school and college.
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System-wide co-requisite remediation programs.
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College remediation programs integrated into the senior year of high school.
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Multiple measures to determine if a learner should be identified for remediation.
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Postsecondary Credential Attainment
Reduce barriers—such as funding, lack of alignment and missed opportunities—to help more students attain postsecondary credentials.
- K-12
- SUB-ASSOCIATE
- ASSOCIATE
- BACHELOR'S OR HIGHER
- WORKFORCE
- Reverse Transfer Credentials
- Last Dollar / Last Mile Financial Aid
- Outcomes-Based Funding
- Stackable Degrees and Credentials
Postsecondary Credential Attainment
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Postsecondary Credential Attainment
Reverse Transfer Credentials
Establish a statewide policy to allow students to earn an associate degree while continuing to work toward a bachelor’s degree. Ensure two-year and four-year college credits can be combined toward the credential.
Why This Policy?
Learners often transfer from a two-year to a four-year institution to continue their education prior to earning an associate degree. Unfortunately, not all go on to earn a bachelor’s degree, and many end up without a postsecondary credential at all. With a reverse transfer policy, learners can earn an associate degree from the two-year institution when the combination of coursework from both institutions meets the necessary requirements. This policy benefits learners, institutions and states by increasing employability, earnings and attainment and strengthening the overall state workforce.
Successful States Have:
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Codified requirements for minimum credits earned, time limitations and other criteria to determine eligibility.
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Statewide standardization of reverse transfer degree review processes, roles and responsibilities across two- and four-year postsecondary systems.
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Data systems that support efficient processing of reverse transfer degrees and that allow for public reporting of degrees awarded (disaggregated).
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Clear communications mechanisms to notify learners (both currently enrolled and not enrolled) of the reverse transfer opportunity.
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Postsecondary Credential Attainment
Last Dollar / Last Mile Financial Aid
Provide dedicated state financial aid to qualifying learners that fills in gaps in federal assistance (last dollar) and promotes attainment for learners just shy of completing a degree (last mile).
Why This Policy?
Nearly 36 million Americans are part of the “Some College, No Degree” population—meaning they have some postsecondary education and training but did not finish and are no longer enrolled. “Last dollar” financial aid covers remaining balances associated with tuition and other mandatory fees after Pell or existing state or other federal assistance programs are taken into consideration. “Last mile” financial aid provides incentives for learners who left college but are just 25 percent away from completing their associate or bachelor’s degree. Removing financial barriers through this targeted financial aid increases the number of learners who enroll and complete their postsecondary credentialed programs, resulting in a stronger state economy and workforce.
Successful States Have:
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Stable, recurring funding for last dollar grants for both high school seniors and adults without an associate degree or higher.
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Stable recurring funding for last mile grants.
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Funding for additional items outside of tuition such as fees, books and transportation.
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Learner support structures such as mentoring or guidance for first generation college learners.
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Clear communications about eligibility requirements (initial and maintenance), resources and deadlines.
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Postsecondary Credential Attainment
Outcomes-Based Funding
Transition postsecondary funding models from those based on learner enrollment to ones based on learner outcomes. Dedicate more funding to programs and institutions that show demonstrated success in meeting success metrics such as job placement and long-term wage earnings.
Why This Policy?
Enrollment-based funding puts quantity over quality, providing more funding to postsecondary institutions simply based on the number of learners enrolled, not the success of their programs or graduates. This hurts learners and the state economy. Allocating funding based on results, such as job placement of graduates in high-demand, high-skill, high-wage occupations, puts quality over quantity. This results in data-driven programs and institutions building pathways that reflect, and grow, regional and state economies.
Successful States Have:
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Completion or attainment goals with accompanied, transparent data tracking and reporting.
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Recurring base funding and a significant level distributed based on performance.
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Prioritized outcomes (weighted funding) for underrepresented learners.
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Clear criteria and regular review of the outcomes-based formula to ensure responsiveness to state and regional labor market demands.
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Postsecondary Credential Attainment
Stackable Degrees and Credentials
Define and promote a combination of industry and academic credentials that reflect articulated pathways to advanced learning and employment. Ensure that postsecondary credential programs are widely accessible to all learners and reflect value in the labor market.
Why This Policy?
Navigating the multitude of programs, degrees, institutions and even employers offering training and credentials is overwhelming for learners of all ages. Time, resources and money are wasted when learners earn credentials or pursue opportunities that are not applicable to their career path or lead to dead-end pathways. States can work with institutions and employers to clearly define how learners can “stack” credentials to gain the knowledge and skills that lead to high-demand, high-skill, high-wage pathways.
Successful States Have:
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Aligned, clear definitions and criteria for credentials of value across K–12 and postsecondary systems.
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Collaborative partnerships across K–12, postsecondary and employers to inform offerings.
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A codified process to evaluate the alignment of promoted stackable credentials with postsecondary and current and future economic and labor market information and expectations.
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Statewide articulation agreements.
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Clear communications showing entry and exit points using credentials.
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Workforce Readiness
Ensure the skills, credentials and apprenticeships students pursue help to prepare a strong workforce within the state.
- K-12
- SUB-ASSOCIATE
- ASSOCIATE
- BACHELOR'S OR HIGHER
- WORKFORCE
- Work-Based Learning
- Apprenticeships
- Industry-Valued Credentials
- Skills Retraining / Credentialing
Workforce Readiness
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Workforce Readiness
Work-Based Learning
Establish a statewide K–12 and postsecondary work-based learning program that promotes learning through a series of progressive learner experiences both in the classroom and in a work setting. Provide guidance and support for how education and business and industry collaborate to achieve mutual priorities.
Why This Policy?
Too often, work-based learning is associated only with capstone experiences completed by high school juniors and seniors. This narrow approach results in learners being exposed to real-world work environments too late in their pathways. A high-quality work-based learning program must be an embedded component of all CTE programs of study and allow learners to engage with employers and industries along a continuum of progressive experiences in K–12 and postsecondary.
Successful States Have:
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A statewide vision, definitions, a continuum of experiences and a strategic plan developed by cross-agency, cross-sector stakeholders.
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Regular evaluation of work-based learning program quality based on established indicators and analysis of barriers to quality and equity.
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Data systems to capture learner and employer work-based learning participation, quality and outcomes.
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Guidelines, resources and professional development to support high-quality work-based learning implementation.
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Workforce Readiness
Apprenticeships
Establish clearly defined program guidance for state-promoted registered apprenticeships and apprentice programs outlining prerequisites, requirements, funding, stakeholder incentives and participant outcomes.
Why This Policy?
Though long-established, most registered apprenticeship programs lack the breadth, depth and quality necessary to meet learner and workforce needs. They are a valuable and often underutilized opportunity that can provide learners with direct employer engagement, increasing their overall employability skills while allowing them to earn a paycheck. States can leverage registered apprenticeships by outlining expected processes for the operation and management of state-promoted approved apprenticeship programs resulting in consistent program quality and shared priorities for all participants.
Successful States Have:
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Guidelines for the requirements of registered apprenticeships and apprenticeship programs, including postsecondary credit/credentialing opportunities and alignment with high-demand, high-skill, high-wage careers.
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Regular evaluation of apprenticeship program quality based on established program quality indicators and analysis of barriers to quality and equity.
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Data systems to capture learner and employer apprenticeship participation, quality and outcomes.
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Stable funding to support the development and implementation of apprenticeships in high-demand, high-skill, high-wage occupations.
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Workforce Readiness
Industry-Valued Credentials
Ensure all industry credentials earned in K–12 or postsecondary are aligned with high-demand, high-skill, high-wage occupations and valued by state and regional employers.
Why This Policy?
Fewer than 20 percent of credentials earned in K–12 programs are aligned with employer demand or meet a basic wage threshold of $15 per hour. This wide disconnect between what learners are earning and what is valued in the labor marketplace wastes the time and resources of both education systems and learners and regrettably will not help open doors. Ensuring state credential and program offerings lead to those valued most in their state’s unique workforce will benefit learners, employers and the state.
Successful States Have:
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Aligned, clear definitions and criteria for credentials of value across K–12 and postsecondary systems—with the input of business and industry.
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Codified processes for a regular review and revision of promoted credentials to ensure alignment with workforce demands.
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Data collection, evaluation and public reporting on offerings and attainment for K–12 and postsecondary, with data collected directly from credentialing entities.
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Clear communication on the value of credentials across sectors and audiences.
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Recurring funding for promoted K–12 credentials, including funds for learner fees and financial incentives to reward schools when learners earn high-value credentials.
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Processes for regular review of CTE curriculum, including standards, to ensure alignment with identified industry credentials.
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Workforce Readiness
Skills Retraining / Credentialing
Identify and promote non-degree programs and credentials that support new, transitioning and displaced learners in career change and advancement. Ensure that supports include funding supports for learners and incentives for participating employers who train or retrain them.
Why This Policy?
Technological advancements and expanding automation are constants in today’s evolving job market. But these changes do not mean fewer jobs—they just mean different jobs. Adult workers must adapt and reskill to avoid being left behind. Their success depends on the support and coordination of employers and the state to create and promote non-degree programs and credentials designed to upskill and retrain adult workers in high-demand, high-skill, high-wage fields that hold value in the workforce.
Successful States Have:
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Promoted programs aligned with high-demand, high-skill, high-wage job fields, developed with business and industry stakeholder input and involvement.
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Recurring funding for individuals or employers for reimbursement upon attainment of promoted non-degree programs and credentials.
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Codified processes for a regular review and revision of promoted credentials to ensure alignment with workforce needs and expectations.
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Strong collaboration between postsecondary and workforce agencies at the state and local levels.
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Employer Engagement
Incentivize workforce engagement in student pathways and reduce the barriers that keep employers from participating.
- K-12
- SUB-ASSOCIATE
- ASSOCIATE
- BACHELOR'S OR HIGHER
- WORKFORCE
- Industry Engagement Incentives
- Legal Barriers
Employer Engagement
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Employer Engagement
Industry Engagement Incentives
Establish, sustain and promote a comprehensive set of industry and employer engagement incentives for supporting education to workforce pathways. Incentives may include grant funds, tax credits, or local and regional support services.
Why This Policy?
While employer and industry engagement is critical to success, these essential stakeholders are often underrepresented or completely missing from the process. Investing in their involvement will lead to a more valued and skilled workforce. By offering various approaches to incentivizing employer engagement, states can grow the ranks of small, medium and large companies that are engaged routinely in the continuum process, ensuring programs are aligned with local, regional and state needs.
Successful States Have:
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Multiple types of incentives, including tax credits, grants and reimbursement for earned credentials funded by employers.
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Resources to develop and support the capacity of regional/local intermediaries to amplify employer engagement.
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Clear communications about the value and return on investment of various types of engagement.
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Employer Engagement
Legal Barriers
Remove or lessen legal barriers such as liability insurance, workers’ compensation and worksite age restrictions to provide more learners with work-based learning opportunities.
Why This Policy?
All too often, employers cite legal barriers (perceived or real) as reasons for not engaging in the education process. By removing or lessening these identified barriers, more learners can experience and strengthen their technical and employability skills in actual work settings with engaged employers.
Successful States Have:
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Conducted an audit of barriers to determine the need for legislation, policies or clearer communication on allowable activities.
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Allowed districts to purchase insurance coverage for learners participating in site-based activities.
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Identified third-party companies to cover learners as temporary employees.
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Removed or revised age-restriction worksite policies.
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Strong communication with employers about perceived legal barriers and what is actually allowed.
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Data-Driven Decision Making
To ensure the strength of all the other policies, there must be cross-sector agreement on outcomes, strategies to get there and data to track progress.
- K-12
- SUB-ASSOCIATE
- ASSOCIATE
- BACHELOR'S OR HIGHER
- WORKFORCE
- Program Quality Measures
- State Longitudinal Data System
Data-Driven Decision Making
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Data-Driven Decision Making
Program Quality Measures
Establish shared statewide definitions and indicators for quality of and success in education to workforce pathways. Ensure these shared priorities extend across agencies and systems and inform decisions about program offerings, funding and outcomes.
Why This Policy?
As with shared cross-agency priorities, many state agencies and public entities share the same goal—success for their state. However, efforts are often disconnected, creating inconsistencies and confusion for stakeholders, especially learners. When agencies work together to outline and define programs, policies and measures of success, they create consistency, collective engagement and shared accountability. Strategic coordination reduces costs, increases return on investment and accelerates improvements to education to workforce pathways.
Successful States Have:
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Cross-sector coordination on program and funding priorities and goals.
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Consistent statewide data source definitions, criteria and methodology to determine high-demand, high-skill, high-wage occupations.
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Aligned accountability systems and program review/approval processes leveraging shared program quality indicators.
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Data-Driven Decision Making
State Longitudinal Data System
Ensure the state’s cross-agency data system collects and reports on data needed to evaluate education workforce programs against shared metrics for quality and success. Data should span agencies and education systems and into the workforce to inform decision-making and drive outcomes.
Why This Policy?
Though most states possess some type of longitudinal data system, functionality, access and data quality vary greatly. Quality systems combine data from across multiple agencies spanning early childhood to the workforce to create linked data and an understanding of outcomes. Stakeholders in turn must use this data to develop strategies to improve quality, ensure equity and maximize return on investment across systems.
Successful States Have:
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Strong governance structures, data-sharing agreements and data access/request processes.
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Linked data across entities and over time, providing a complete academic and performance history for learners.
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Regular public reporting and outcomes data clearly communicated back to stakeholders such as schools and postsecondary institutions.
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Cross-agency agreed-upon processes to utilize the data for future strategic planning and decisions.
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