Strong Workforce: CCCs and K-12

California Community Colleges Dr. Lynn Shaw California Community Colleges Chancellor’s Office

Strong Workforce Program Minimum qualification for apprenticeship instructors

Strong Workforce Program Funding Overview JILL/MATT

Strong Workforce Program FundiNG $248 million in Career Education funding for 2017-18 and 2018-2019 60% of funds go to districts, 40% of funds go to regions (after 5% goes to state leadership) Per legislation, incentive funding is required beginning 2017-18 All components of incentive funding model are fixed in the legislation

SWP Allocation Model for the Funds: Variables and Weighting 1. Unemployment Rate 2. Proportion of CTE FTEs 3. Projected job openings 4. Successful Workforce Outcomes

17% Committee Included all major college roles, industry representative, Chancellor’s Office staff & researchers Developed the model after reviewing research from other states and consulting with experts Tested models to ensure fairness Selected model showed no bias toward specific types of colleges based on location, size, scale of CTE offerings, and type of students served

K-12 Strong Workforce Program Minimum qualification for apprenticeship instructors

K-12 Strong Workforce Program Funding Overview JILL/MATT

Policies Fostering K–14+ Career Pathways Success Administered by the CA Department of Education $15M – SB1070/SB70/CTE Initiative $500M - CA Career Pathway Trust ($250M for two years) $900M – CTEIG Funds (paid over three years) $150M - CTEIG Funds (ongoing) Administered by the CA Community Colleges Chancellor’s Office $$48M - SB1070 /SB70 Doing What MATTERS for Jobs & the Economy $248M CA Community Colleges Chancellor’s Office (CCCCO) Kindergarten through grade twelve (K–12) Strong Workforce Program (K–12 SWP) (ongoing) $164M - K–12 SWP (ongoing) Aligned metrics

K–12 SWP Funding Administered by the CCCCO $150M– administered by the CCCCO, partnered with CDE Emphasis on collaborative approach between systems Create, support, and/or expand high-quality CTE programs at the K–12 level that are aligned with and the workforce development efforts occurring through the K–12 SWP and regional priorities Increase the transition from secondary to post secondary programs, and career pathways Competitive; available only to K–12 $14M – administered by the CCCCO, partnered with CDE K–12 Workforce Pathway Coordinators (est.114) Network of Kindergarten through grade fourteen (K–14) Regional Technical Assistance Provider (est. 8) Statewide K–14 Regional Technical Assistance Provider (est.1) CTE Regional Consortia administrative costs

Collaboration with the CDE Fostering K–14+ Career Pathways Success Face-to-face work sessions Monthly joint meetings with Department of Finance and Legislative Staff Ongoing review of legislation to ensure non-duplication of efforts Reciprocity in attending regional meetings Joint communications and presentations Ongoing collegial strategic discussions

Career Technical Education A program of study that involves a multi-year sequence of courses that integrate core academic knowledge with technical and occupational knowledge, and skills to provide students with a pathway to postsecondary education and careers Informed by industry and labor market Progression of work-based learning experiences Industry credentials and certifications Early college credit opportunities Credentialed teachers with industry experience Career Technical Education (CTE) Model Curriculum Standards adopted in 2013

K–14 Technical Assistance Providers, K–12 Selection Committees, and K–14 Pathway Coordinators K–12 SWP Coordinators Network of K–14 Regional Technical Assistance Providers K–12 SWP Selection Committee: Each CTE Regional Consortium shall form a K–12 Selection Committee, made up of individuals with expertise in K–12 CTE and workforce development (specific list provided in statute)

K–12 SWP Selection Committee Each CTE Regional Consortium shall form a K–12 SWP Selection Committee, made up of individuals with expertise in K–12 CTE, and workforce development, which meet the following requirements: Current or former K–12 CTE teachers and administrators. Charter school representatives, including representatives of charters operating pursuant to EC Section 47612.1(a). Career guidance counselors. Representatives of industries that are prioritized by the consortium. At least one CA Community College faculty or administrator. Other K–12 educators or other stakeholders as determined by the consortium. The K–14 Technical Assistance Provider in each consortium shall serve as a consultant to the K–12 Selection Committee.

California Workforce Pathways Joint Advisory Committee Members CA Community Colleges Board of Governor’s Members Amy Costa Jolena Grande, Chair Vacant State Board of Education Members Feliza Ortiz-Licon Patricia Rucker Ting Sun, Vice Chair Ex-Officio Members Kristin McCabe, Young Invincibles David Rattray, Los Angeles Area Chamber of Commerce

Goals Increase credential obtainment by 20% Increase transfer by 35% to UC and CSU Decrease unit obtainment for a degree Increase employment for CE students Reduce and erase equity gaps Reduce regional gaps

Commitments Focus on students’ goals Design with the students’ experience in mind High expectations and high support Evidence-based decisions Own student performance Cross-system partnership Thoughtful innovation and action

Attempt/Completion of 30 or More Credits by Race, Ethnicity NOT ENOUGH OF OUR STUDENTS ATTEMPT TO GO FULL TIME – AND WHEN THEY DO THEY DON’T HAVE THE PROPER FINANCIAL SUPPORT TO SUCCEED NEED TO REPACKAGE FINANCIAL AID FOR OUR STUDENTS THE DATA MAKES THE CASE FOR CHANGE, AND THE VISION FOR SUCCESS EMBRACES URGENCY AND AN ETHOS THAT PUTS STUDENTS AT THE CENTER OF ALL DECISIONS

3-year Completion Rate by Race, Ethnicity NEW SIMPLIFIED METRICS – THREE YEAR (NOT SIX-YEAR) COMPLETION RATES AVERAGE IS 28 PERCENT FAR LOWER FOR BLACKS AND LATINOS, AMERICAN INDIAN AND PACIFIC ISLANDERS

Excess Units Toward Earning a Degree FOR STUDENTS WHO DO EARN A CERTIFICATE OR DEGREE, IT TAKES THEM TOO LONG

Student Experience # of people that finished the app 2,133,531* # of people that enrolled first time (includes summer, fall, winter & spring) # of people lost between app & enroll % of applicants that never enrolled 2,133,531* 604,449** 1,529,082 71.7 % (*) Source: CCC Tech Center 2016-17 Academic Year Data (**) Source: CCC MIS 2016-17 Academic Year Data

The Year Ahead -- Cal Grant Changes to Advance the Vision for Success Entitle students to awards based on their financial need Redesign the Cal Grant program by eliminating age and GPA requirements Ensure Cal Grants cover all high-quality certificate and associate degree programs offered at community colleges Redesign the Cal Grant program to link the maximum awards to the total cost of attendance (rather than tuition). Entitle students to awards based on the student’s financial need as defined by the expected family contribution (rather than age, how recently they graduated from high school, or what their grade point average was). Ensure Cal Grants cover all high-quality certificate and associate degree programs offered at community colleges.

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