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The article presents survey in members of organization California Teachers Association concerning the role of teachers in achieving college and career readiness goal for public school students in California.

The article offers information on the Workforce Innovation and Opportunity Act, P.L. 113-128, which allows new opportunities for the career and technical education sector and the workforce system to coordinate in order to meet in-school and out-of- school youth occupational and educational needs. The requirements needed by the state to create a single unified plan is stated. According to Bryan Wilson of the National Skills Coaliton, alignment can occur in the labor market information.

The article reports on the statements of North Carolina superintendent of public instruction June Atkinson at a legislative conference in regarding the focus on career and technical education (CTE) by colleges and universities in various U.S. states. The remarks of Atkinson are proved by a study from the National Association of State Directors of Career Technical Education Consortium and the Association for Career and Technical Education, which found the increase of funds for CTE in 2014.

Information on the panel discussion hosted by the U.S. Senate Career and Technical Education Caucus in January 2015 on career and technical education (CTE) is discussed. The panel discussion tackled the CTE opportunities for students living in more remote areas, the role of CTE programs in preparing rural community students for college and careers and the challenges facing rural CTE programs. The participants of the discussion include Senator Tim Kaine.

The article reports on the challenges faced by some U.S. states and districts on the implementation of the Elementary Secondary Education Act (ESEA) Flexibility waiver that aims to provide career preparedness and development to students.

The article focuses on the arguments of experts during the field hearing held by the House Career and Technical Education Caucus regarding the need to begin in K-12 settings to address the skills gap and to meet the workforce needs in the U.S. in the 21st century. Tamar Jacoby of Opportunity America says that more training without collaboration will not save the workforce problems. It includes the views of human resource manager Amanda Novak on the relevance of career technical education (CTE).

The article discusses the Career and Technical Education Caucus (CTE) briefing titled "Narrowing the Skills Gap: Best Practices for Preparing Workers with Skills to Fill Today's Jobs" in 2014. Topics include career and technical education in the U.S., the passage of the Workforce Innovation and Opportunity Act, and the workforce. The event featured U.S. Labor Department assistant secretary Portia Wu, Danny Hunley of Newport News Shipbuilding, and superintendent Charles Speelman.

The article reports on the possible failure of industry-based standards in aligning with the Common Career Technical Core (CCTC) of the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) in the U.S. It mentions its establishment by states which provides information on a student's completion of a technical education study program and career. An overview of the perspective of the consortium's director Kate Blosveren on the issue is also presented.

The article declares the partnership of the Delaware Early Care and Education Office with Teach for America (TFA) to train infant and toddler teachers using Race to the Top-Early Learning Challenge Funds and state funding streams. Topics discussed include TFA's early childhood teacher training program that started in 2006, the importance of fostering early education for Delaware which does not have universal preschool and how professional development on oral language helps teachers.

The article discusses the signing of Fiscal Year (FY) 2014 Consolidated Appropriations Act, H.R. 3547, by U.S. President Barack Obama which provides funds for Science, Technology, Engineering, and Mathematics (STEM) education, and Career and Technical Education (CTE) programs. It reports the administration's aim at improving the quality of STEM education and CTE programs to restore training opportunities for middle and high school students. It cites the plan as an approach to reducing deficit.

The article offers tips for career and technical education (CTE) teachers on how to create a safe and productive learning environment for students. Arizona Future Educators Association (FEA) State Director Gerry Corcoran suggests that creating a structured classroom provides a safe learning environment for students where they have a place to learn without being disrupted. Corcoran's recommendation for teachers to use a variety of different teaching methodologies to reach all students is given.

The article reports on the plan of the U.S. Department of Labor (DOL) to award 100 million dollars in grant funds through the Youth CareerConnect Grant Program to strengthen college and career readiness, as of December 2013. The DOL plans to award grants from 2 million to 7 million dollars which may be used for job-training services and related activities. Core elements of the program include employer engagement, individualized career and academic counseling, and program sustainability.

The article discusses proposals for reauthorization of the Carl D. Perkins Career and Technical Education Act (CTE). Topics include comments from John Kline, House Education and the Workforce Committee Chairman, Brenda Dann-Messier, assistant secretary of the Education Departments Office of Vocational and Adult Education, and the establishment of CTE Innovation and Transformation Fund. Attention is paid to the Workforce Investment Act and the Elementary and Secondary Education Act.

The article presents information on the U.S. Senate Health, Education, Labor and Pensions Committee's bipartisan bill to reauthorize the U.S. Workforce Investment Act, S 1356 (WIA). The Association for Career and Technical Education (ACTE) is encouraged by the bill's promotion of programs for industry-recognized postsecondary credentials. The ACTE is however concerned about the requirement that all partner programs contribute 1.5% to support the One Stop Career Centers infrastructure.

The article discusses a study to evaluate the extent to which the accountability systems in development by the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced will be capable of supporting goals in order to prepare students for careers in the 21st century. The new assessments are expected to result in more rigorous classroom instruction as compared to the current education system being followed once implemented in second year (SY) 2013-2014.

The article presents information on the student certification assessment system developed by the U.S. National Academy Foundation (NAF) and WestEd nonprofit education organization. The author looks at the U.S. Common Core State Standards, career and technical education (CTE) programs, and Hunter R. Rawlings III, president of the Association of American Universities.

The article reports that the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) has released a set of standards for 16 technical education career paths. Known as the Common Career Technical Core (CCTC), the standards identify what students should learn to complete instruction for a specific career. These career areas include agriculture, architecture and construction, and health science.

The article reports on the announcement made by the U.S. government of the release of "Investing in America's Future: A Blueprint for Transforming Career and Technical Education," a plan for the reauthorization of the Carl D. Perkins Career and Technical Education (CTE) Act of 2006 due for 2013. A proposed one billion U.S. dollars increase for CTE in the fiscal year (FY) 2013 budget is included in the blueprint to increase the number of high quality academies.

The article reports that the U.S. Education Department (ED) has proposed a reform of U.S. career and technical education (CTE) through the reauthorization of the Carl D. Perkins Career and Technical Education Act as of April 2012. U.S. Secretary of Education Arne Duncan said that the proposal includes alignment of CTE with labor market demand, collaboration between educational institutions and employers, and better CTE educational accountability measures.

The article presents information on the report "Career Clusters: Forecasting Demand for High School Through College Jobs, 2008-2018," by the National Research Center for Career and Technical Education and the National Association of State Directors of Career Technical Education Consortium. The report addresses the relationship between postsecondary education, job training, career and technical education (CTE), and job eligibility for high school dropouts and high school graduates in the U.S.

The article discusses the Partnership for Assessment of Readiness for College and Careers' (PARCC) creation of educational content frameworks for mathematics and English/Language arts. PARCC is requesting feedback from K-12 teachers, curriculum experts, and higher education faculty. The framework will assist the 24-state consortium in determining future compliance in educational programs, and may influence teacher training, curriculum, and instructional materials.

The article discusses a legislative bill proposed by Health, Education, Labor and Pensions Committee of the U.S. Senate to reauthorize the Workforce Investment Act and examines recommendations provided by the Association for Career and Technical Education (ACTE) on how to better align the goals of the educational and labor systems in the U.S. Specific topics explored include language in the bill related to workforce development and funding for youth job-training programs.

The article discusses a statement issued by U.S. Secretary of Education Arne Duncan which will require career and technical education (CTE) schools to provide data showing that CTE programs improve student academic achievement and career success in order to receive federal funding through the Carl D. Perkins Vocational and Technical Education Act. It presents comments from National Research Center for Career and Technical Education (NRCCTE) director James Stone on the feasibility of the request.

The article focuses on the report "Conducting Return on Investment Analyses for Secondary and Postsecondary CTE: A Framework," by Kevin M. Hollenbeck and commissioned by the National Research Center for Career and Technical Education (NRCCTE). The report addresses the use of return on investment (ROI) studies on career and technical education (CTE) programs. Other studies on the topic from the Center for American Progress and the Alliance for Excellent Education are also explored.

The article discusses the study "Conducting Return on Investment: Analyses for Secondary and Postsecondary CTE: A Framework" by economist Kevin M. Hollenbeck and commissioned by the National Research Center for Career and Technical Education (NRCCTE). The study addresses the rate of return on investment (ROI) of career and technical education (CTE) programs in the U.S., as well as their effectiveness in connecting secondary education, economic needs, and workforce development.

The article discusses support for the U.S. Carl D. Perkins Career and Technical Education (CTE) Act by the U.S. Education Department's Office of Vocational and Adult Education (OVAE). It particularly examines the need for access to high-quality teachers and for preparation for postsecondary education. The author explores the possible effects of CTE in aiding economic recovery and creating skilled workers.

The article discusses the educational report by the Association for Career and Technical Education (ACTE) called "Expanding Career Readiness Through Online Learning." In the report, the ACTE affirms that virtual or online education is a viable option for children to learn necessary skills. The educational benefits of web-based instruction are outlined, particularly for those students interested in getting a career and technical education (CTE).

The article discusses a court case wherein the U.S. District Court, Eastern District of New York was not able to determine a New York district's motive for the reassignment of a career and technical education (CTE) teacher resulting to the need for a trial. In Saunders v. New York City Dept. of Educ. case, the court stated that the district must defend itself from the claims of age and race discrimination against a 50-year-old Afro-American teacher when it dissolved the teacher's position and reassignment.

The article discusses the educational reform initiatives undertaken by the California high school system in 2010, including teacher preparation programs to improve secondary educational methods and quality, increased attention to career and technical education (CTE) programs, and promoting links between education and local labor demands in the state.

The article discusses the U.S. Congressional funding for the Carl D. Perkins Career and Technical Education Act, which authorizes funding for vocational-technical education programs and services to youth and adults. According to the article, the last measurable increase in funding for the legislation occurred in fiscal year 2002 and enrollment in career and technical education (CTE) courses have reached record high levels since. The annual federal funding average for CTE programs is discussed.

The article discusses alternative certification processes and programs for Career and Technical Education (CTE) teachers in several states, including California, Alabama and Oregon, which are experiencing severe shortages. The goal is to attract industry and business professionals into the classroom. Gwen Crawford, education specialist at the Alabama Education Department, states that efforts are resulting in the hiring of more CTE teachers.

The article discusses how the National Association of State Directors of Career Technical Education Consortium and the Association for Career and Technical Education are advocating that the U.S. Dept. of Education include career and technical education in the Race to the Top Fund (RTF) which provides education grants. It outlines the Dept. of Education's guidelines on how states must apply for grants and language that the two groups would like incorporated into the guidelines.

The article discusses the American Graduation Initiative, which U.S. President Barack Obama proposed to expand course offerings and dual enrollment programs at high schools and universities. The initiative was unveiled on July 14, 2009 by the Obama administration and would also promote the transfer of credit among colleges and align graduation and entrance requirements of high schools, community colleges, and four-year colleges and universities.

The article reports on reforms proposed in the U. S. Department of Education 2010 budget. Pell Grants, increases to Title I School Improvement Grants, and increases to the Teacher Incentive Fund are discussed. The disappointment felt by some educators over flat funding for programs such as 21st Century Community Learning Centers (CCLC) and career and technical education (CTE) under the Perkins Act is discussed. The response to the elimination of the Even Start program is also examined.

The article concerns use of funds from Part D of the American Recovery and Reinvestment Act (ARRA). It states that Part D, Subpart 2 will support special education students transitioning from correctional facilities back to local schools, dropout prevention programs, coordination of health and social services, career and technical education and mentoring and peer mediation programs. Programs are expected to involve hiring or job retention rather than acquisition of equipment.

The article discusses a report by the U.S. Chamber of Commerce suggesting that career and technical education (CTE) may help improve the U.S. workforce. The report, "The Skills Imperative: How Career and Technical Education Can Solve the U.S. Talent Shortage," suggests that industries can cooperate with school systems to improve CTE. The report suggests that industry experts should evaluate CTE curricula and offer students learning opportunities at worksites.

The article reports on the advantage of federal funding through the Carl D. Perkins Career and Technical Education Act to Career and Technical Education (CTE) programs in K-12 and post-secondary sectors in the U.S.

The article discusses the importance of the National Career Readiness CertificateTM (NCRC) which enhances job prospects and measures the job skills of the students. Several benefits which have been given by the NCRC and other workforce credentials are also presented including the verification of fundamental job skills, assessment of students' level of skills and the focus on job searching, and the improvement of the rigor of Career Technical Education (CTE) programs.

The article discusses the study conducted by researchers from the Consortium for Policy Research in Education on the funding levels of high-performing schools in the U.S. The study found that the average funding levels of high-performing schools are adequate, however, schools and districts are often misguided on how they will use the money. The study also assessed local politics as factor that may lead to poor allocation decisions among school administrators and suggested more funding for professional development interventions.

The article reports that over $65 million in funding has been given to the Florida Department of Education (FDOE) by the Carl D. Perkins Fund in the interest of improving career and technical education programs. $27 million of the money will go toward supporting secondary career and technical education programs. It is believed that an increase in student access to technical training will result in additional economic opportunities.

The article reports on the role of career and technical education in high school reform in the shape of career clusters or academies. It states that school leaders are applying the cluster approach to bring relevancy to students' studies and make them ready for workforce. According to Kimberly Green, executive director of National Association of State Directors of Career and Technical Education Consortium, students should be prepared to transfer their skills and develop with the demands of the 21st century.

The article discusses the importance of using robotics in career and technical education. Smaller robotics models are significant to preparing students in their career. According to Rick Johnson, assistant industrial technology professor at Ball State University in Muncie, Indiana, it takes imagination to instruct students on using smaller robots. Several tips are offered for integrating robotics into a career and technical education program.

The article discusses the Krause versus Spencer-Van Etten Central School District Board of Education. The state commissioner of education claimed that the school district committed a violation by assigning a home economics teacher to teach its home and career skills course to seventh-graders. The local board eliminated the teacher's position for fiscal reasons.

The article deals with the reauthorization of the No Child Left Behind Act (NCLB) and its impact on career and technical education (CTE) in the U.S. According to career education supporters, CTE programs are not mutually exclusive of NCLB's goals. The reauthorized CTE law is connected to NCLB in accountability, as students in these programs must meet the same academic standards as other students.

The article reports on the approval of a set of guidelines for career and technical education (CTE) standards by the California Board of Education. The state has created a comprehensive plan for CTE instructors and school administrators to implement a variety of academic and technical standards. The framework combines with the CTE standards adopted in 2005, which span 58 career pathways within 15 industry sectors.

The article reports on the appointment of Troy Justesen as assistant secretary for the U.S. Education Department's Office of Vocational and Adult Education (OVAE) Troy Justesen. His main goal at OVAE is cited. His greatest challenge will be as point man for the administration of President George W. Bush, who wanted to remove programs covered by the Carl D. Perkins Career and Technical Education Improvement Act.

Interviews Pennsylvania Representative John Peterson about career education in the state. Factor that influenced his interest in career and technical education (CTE); Views on CTE funding; Notions about the position of the Pennsylvania State University on CTE.

This article focuses on several strategies of promoting gender equity in career and technical education. Women must be informed of career opportunities in the technical industries. Girls at an early age must be given the opportunity to participate in activities that enable them to explore science, technology, engineering and math careers.

Offers tips on helping at-risk students who might consider dropping out of school, succeed in career and technical education (CTE). Significance of hands-on learning style and customized instruction within CTE to students; Common characteristic of at-risk students which can be addressed by CTE; Ways to encourage students to develop critical thinking skills and teamwork facilitation skills.

Encourages the incorporation of electronic learning (e-learning) into career technical education (CTE) programs in the U.S. Concept of e-learning; Benefits of e-learning to vocational students; Tips by Myk Garn, senior advisor for academic affairs with the Kentucky Council of Postsecondary Education, to CTE instructors in integrating e-learning into their CTE program. INSET: Upcoming tech trends: M-learning.