ACTE: connecting policy to real life.

DeWitt, Stephen

AS I WAS SITTING IN A MEDICAL FACILITY WAITING ROOM earlier this year, I overheard one of the employees say to his colleague: "If I get that certification, I can earn more money and then I can go back to school to get my degree." Those were his exact words, and I imagine many of you reading this article are nodding your heads in agreement, as I was.

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President Obama and other leaders, both Democrat and Republican, are increasingly discussing the value of certifications, two-year degrees and other credentials in addition to a four-year college degree. This is a great sign that we are making progress, but discussion does not always translate into full understanding.

Unfortunately, even though Congress and legislators voice support for multiple credentials and pathways, too many remain under-informed. Many do not appreciate the necessity and implications of the multiple options students need and how those options improve lives by providing flexibility. Most Members of Congress and their staffs have followed the four-year college route themselves, which perhaps contributes to the ignorance concerning this matter.

The statement from the medical employee got me excited because it was an instant testimonial about the value of certifications and the career and technical education (CTE) programs which support students to earn those credentials. If more legislators and their staffs truly understood the value of various credentials and the impact on individual lives, they would be more inclined to develop and enact supportive policies. We need to ensure policymakers see CTE programs in action and hear from individual CTE students on a regular basis.

In addition to your own direct advocacy, your ACTE dues and donations to the CTE Support Fund are helping with this work. Here are a few examples from the past year:

Earlier this year, the Association for Career and Technical Education (ACTE) produced an issue sheet explaining various credentials so that there is a common understanding of, and clarity about, the breadth of credentials that exist. Staff distributed the document on Capitol Hill, using it in meetings with legislative staff.

ACTE has been a vocal contributor to the Career Readiness Partner Council, which developed a statement acknowledging the multiple pathways students take to prepare for today's 21st-century careers. The statement reflects ACTE's "What Is Career Reach?" definition and includes nearly 30 organizations who signed on in agreement.

ACTE staff have spent many hours this year advocating for an expanded focus on career readiness, career guidance, academic and CTE integration, and recognition of CTE school improvement strategies, as the Elementary and Secondary Education Act ESEA is reauthorized.

ACTE produced the "Taking Business to School" series that highlights education-business partnerships, which are providing CTE pathways that are helping support students and fill the worker pipeline. This series has been valuable in highlighting some of the effective practices between education and specific employers.

ACTE also provides resources for you to get more involved in helping Members of Congress and legislators know more about CTE. Through ACTE and your advocacy, we can help policymakers understand the connection between policy and real life. For more resources on policy and advocacy, visit www.acteonline.org/policy.

The CTE Support Fund directly benefit ACTE's advocacy efforts to support and advance CTE across the country. Learn more and make a crucial donation at www.acteonline.org/supportfund.

Stephen DeWitt is senior director of public policy at ACTE. He can be contacted at sdewitt@acteonline.org