Kisha Bird, Director, Youth Policy The Reaching At-Promise Students Association (RAPSA) April 1, 2016 Making High School Relevant – A Framework for Career Technical Education

Over the past 20 years, peak summer employment for teens has fallen to 34.3 percent, which is a 37 percent decline and a near-record low. Employment-Population Ratios Of Year Olds By Race-Ethnic Group, U.S to 2005 (July, in %) Source: Labor Force Statistics from the Current Population Survey. (Unadj) Employment- Population Ratio yrs. Data extracted on: December 2, youth of color are disproportionally impacted, especially black teens

In school year 2011–12, nearly 4 out of 5 students receive a regular high school diploma within 4 years of starting 9th grade for the first time American Indian/Alaska Native, Black, and Hispanic students had a 4-year ACGR below the national average at 67, 69, and 73 percent, respectively Female students are graduating at higher rates than their male counterparts (85 percent for females vs. 78 percent for males in SY 2011–12) U.S. Department of Education, Public High School Four-Year OnTime Graduation Rates and Event Dropout Rates: School Years 2010–11 and 2011–12 First Look, APRIL 2014,

 5.5 million young people ages are out-of-school and out-of-work  They are nearly twice as likely to live in poverty  They are nearly three times as likely to have left high school  without a diploma  They are nearly two and a half times as likely to have a high school diploma as their highest educational credential  Disconnected girls and young women are more than three times as likely to have a child as their connected counterparts  They are three times as likely to have a disability Kristen Lewis and Sarah Burd-Sharps, Zeroing In on Place and Race: Youth Disconnection in America ’s Cities, Measure of America (June 2015).

Expand and tailor services to the needs of youth with barriers to employment– low-income youth of color, opportunity youth, justice-involved and foster youth Improve cross-systems funding, coordination and implementation of services with local workforce/education systems Maximize opportunities in federal policy – WIOA, Perkins- CTE

75% of Youth funds required to be spent on out-of-school youth New age range for out-of-school youth eligibility Requires at least 20 percent of Youth Formula Funds be spent on paid and unpaid work experiences (including Summer Jobs programs) Adds youth “living in a high-poverty area” to the low- income criterion for youth activities In-school youth eligibility includes low-income individuals ages 14 to 21 who are English language learners and those who have a disability

WIAWIOA OUT-OF-SCHOOL YOUTH.—The term ‘‘out-of-school youth’’ means— (A) an eligible youth who is a school dropout; or (B) an eligible youth who has received a secondary school diploma or its equivalent but is basic skills deficient, unemployed, or underemployed. The term‘ ‘out-of-school youth’’ means an individual who is— (i) not attending any school (as defined under State law); (ii) not younger than age 16 or older than age 24; and (iii) one or more of the following: (I) A school dropout. (II) A youth who is within the age of compulsory school attendance, but has not attended school for at least the most recent complete school year calendar quarter. (III) A recipient of a secondary school diploma or its recognized equivalent who is a low-income individual and is— (aa) basic skills deficient; or (bb) an English language learner. (IV) An individual who is subject to the juvenile or adult justice system.

WIAWIOA OUT-OF-SCHOOL YOUTH.—The term ‘‘out-of-school youth’’ means— (A) an eligible youth who is a school dropout; or (B) an eligible youth who has received a secondary school diploma or its equivalent but is basic skills deficient, unemployed, or underemployed. (V) A homeless individual (as defined in section 41403(6) of the Violence Against Women Act of 1994 (42 U.S.C e–2(6))), a homeless child or youth (as defined in section 725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C a(2))), a runaway, in foster care or has aged out of the foster care system, a child eligible for assistance under section 477 of the Social Security Act (42 U.S.C. 677), or in an out- of-home placement. (VI) An individual who is pregnant or parenting. (VII) A youth who is an individual with a disability. (VIII) A low-income individual who requires additional assistance to enter or complete an educational program or to secure or hold employment.

WIAWIOA ELIGIBLE YOUTH.—Except as provided in subtitles C and D, the term ‘‘eligible youth’’ means an individual who— (A) is not less than age 14 and not more than age 21; (B) is a low-income individual; and (C) is an individual who is one or more of the following: (i) Deficient in basic literacy skills. (ii) A school dropout. (iii) Homeless, a runaway, or a foster child. (iv) Pregnant or a parent. (v) An offender. (vi) An individual who requires additional assistance to complete an educational program, or to secure and hold employment. IN-SCHOOL YOUTH.—In this section, the term ‘‘in school youth’’ means an individual who is— (i) attending school (as defined by State law); (ii) not younger than age 14 or (unless an individual with a disability who is attending school under State law) older than age 21; (iii) a low-income individual; and (iv) one or more of the following: (I) Basic skills deficient. (II) An English language learner. (III) An offender. (IV) A homeless individual (as defined in section 41403(6) of the Violence Against Women Act of 1994 (42 U.S.C e– 2(6))), a homeless child or youth (as defined in section 725(2) of the Homeless Assistance Act (42 U.S.C a(2))),

WIAWIOA ELIGIBLE YOUTH.—Except as provided in subtitles C and D, the term ‘‘eligible youth’’ means an individual who— (A) is not less than age 14 and not more than age 21; (B) is a low-income individual; and (C) is an individual who is one or more of the following: (i) Deficient in basic literacy skills. (ii) A school dropout. (iii) Homeless, a runaway, or a foster child. (iv) Pregnant or a parent. (v) An offender. (vi) An individual who requires additional assistance to complete an educational program, or to secure and hold employment. - a runaway, in foster care or has aged out of the foster care system, a child eligible for assistance under section 477 of the Social Security Act (42 U.S.C. 677), or in an out of-home placement. (V) Pregnant or parenting. (VI) A youth who is an individual with a disability. (VII) An individual who requires additional assistance to complete an educational program or to secure or hold employment.

WIOA Title I Youth and Title I Adult Formula  One Stop Centers are not always equipped to serve youth (older youth/young adults)  WIOA proposed regs make clear individual training accounts can/should be used for year olds – with youth and adult funds  WIOA makes clear that there is no “sequence of services” youth can go straight to training  Consider procurement processes – cohort training models for OSY

The term "career pathway'' means a combination of rigorous and high-quality education, training and other services that (A) aligns with the skill needs of industries in the economy of the State or regional economy involved; (B) prepares an individual to be successful in any of a full range of secondary or postsecondary education options, including apprenticeships registered under the Act of August 16, 1937 (commonly known as the "National Apprenticeship Act"; 50 Stat. 664, chapter 663; 29 U.S.C. 50 et seq.) (referred to individually in this Act as an "apprenticeship", except in section 171); (C) includes counseling to support an individual in achieving the individual's education and career goals; (D) includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster; (E) organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable; (F) enables an individual to attain a secondary school diploma or its recognized equivalent, and at least 1 recognized postsecondary credential; and (G) helps an individual enter or advance within a specific occupation or occupational cluster. [Sec. 3(7)]

1. Well-connected and transparent education, training, credentials, and support services Increasing skills, competencies, and credentials e.g., license, industry credential 3 rd Job in Career Path 2 nd Job in Career Path 1 st Job in Career Path informed by industry/employers e.g., certificate, diploma e.g., 2-year degree e.g., 4-year degree N th Job in Career Path 2. Multiple entry points – for both well-prepared students and targeted populations bridge(s) 3. Multiple exit points e.g., high school or CTE e.g., adult education or workforce system e.g., military or civilian workplace e.g., postsecondary system e.g., apprenticeship Three Essential Features of Career Pathways

14 Targeted Support for Low-Income Populations Within-state allocation formula: 70% based on poverty Requirement to ensure access for “special populations” w/difficulty in attaining employment  individuals with disabilities  economically disadvantaged families, incl. foster children  individuals preparing for nontraditional fields  single parents, including single pregnant women  displaced homemakers  individuals with limited English proficiency Overcoming past stigma – “tracking”

15 Align with WIOA  Expand “Special Populations” to enhance focus on low- income adults and youth  Require/Encourage services to Out-of-School Youth and Other Student Populations with Barriers to Employment and Education Advancement o Dropout Recovery and Over-age and Under-credit students  Connect Perkins “Programs of Study” to WIOA and HEA Ability to Benefit Career Pathways  State and Local Planning  Performance Measures (focus on post-secondary performance and WIOA alignment)

Summer Jobs Occupational Training Transitional jobs Internships Pre- apprenticeships Career Exploration Work-Based Learning National Service Integrated education/training

CLASP’s comments to the Departments: Unified and Combined State Plans, Performance Accountability, and the One-Stop System Joint Provisions (Joint DOL/ED)Unified and Combined State Plans, Performance Accountability, and the One-Stop System Joint Provisions Workforce Innovation and Opportunity Act provisions administered by DOLWorkforce Innovation and Opportunity Act provisions administered by DOL Title II Adult Education and Literacy administered by ED WIOA Game Plan for Low-Income People USDOL “Enough is Known for Action” Youth TA Webinars: last Wednesday of each month, 2-3:30p Eastern. Access past material and sign up for future via (go to calendar of webinars, click on last Weds of each month; began in Feb. 2015)

Kisha Bird, Director, Youth Policy, CLASP, (202)

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