Empowering Veterans! Successes of Veterans Upward Bound at UT
April 29, 2024
As we reflect on the achievements of the Veterans Upward Bound (VUB) Program at the University of Tennessee Knoxville for the 2022-2023 project year, it is evident that its impact has been far-reaching. The aim of VUB is to provide veterans with academic support and resources essential for acquiring the necessary skills to succeed in postsecondary education. Our program serves 150 veterans across 16 counties in the greater Knoxville area. The program not only met but exceeded its goals set by the Department of Education, marking a significant milestone in its mission to support veterans in pursuing higher education. One of the program’s standout accomplishments lies in its dedication to inclusivity and accessibility. Of the 150 veterans served, 101 were potential first-generation college students from low-income backgrounds, representing a crucial demographic often faced with barriers to accessing higher education. Despite these challenges, 97% of participants successfully completed the program! Academic improvement is at the core of VUB’s objectives, and the results speak volumes. An outstanding 92% of veterans showed advancement in standardized tests, underscoring the program’s commitment to enhancing academic skills and preparing participants for success in higher education.
Furthermore, the impact of the program extends beyond completion, with an impressive 95% of veterans who finished the program in the 2022-2023 year transitioning into post-secondary education. This statistic not only highlights the efficacy of VUB in facilitating access to higher education but also demonstrates its role in empowering veterans to pursue their academic goals. Inclusivity is not just a goal but a fundamental principle of the VUB Program, as evidenced by the participation of female veterans and veterans from diverse racial backgrounds. While there is still progress to be made in achieving full representation, the inclusion of 15% female veterans and 13% non-white participants signifies a commitment to diversity and equity within the program.
Looking ahead, the success of VUB at UT serves as an opportunity for veterans in the greater Knoxville area and beyond. By continuing to provide individualized support, resources, and mentorship, VUB remains on its mission to empower veterans on their journey toward higher education and career success!
Halle L. Timpson PI/Project Director Veterans Upward Bound (VUB)
Self-care across all facets of life, including higher education, is essential for numerous reasons. Self-care is crucial for maintaining physical, mental, and emotional well-being. It allows individuals to maintain their health with activities such as exercise, sufficient sleep, meditation, or hobbies that can reduce stress. Self-care activities can improve mood and mental clarity. Taking time for yourself allows you to recharge and better cope with life’s challenges. It can also enhance self-esteem and self-confidence. In the past, I’ve struggled with engaging in self-care but thanks to one of my professors, I’ve learned about an easy and fun way to embed taking care of myself into my daily routine. Finch is a safe and trustworthy self-care pet app that helps individuals feel prepared and positive one day at a time. This app is free and available on Apple, Android, Google Play, and even Windows.
Users can take care of their pets by also taking care of themselves. The app provides self-care features such as mood assessments, habit monitoring, guided breathing sessions, motivational and inspiring quotes, and in-depth analysis of your emotional well-being. The better you take care of yourself, the more nurturing attention your virtual pet receives. You can even customize and name your pet. The more self-care you engage in, the more prizes and accessories you have access to also increase.
For example, here is my pet Hope. I’ve earned all these free clothes, shoes, and accessories for Hope and her room just by taking care of myself.
The app allows individuals to choose from a wide variety of personalized self-care exercises. You can set goals for each day, check them off as you go about your day, and earn energy for your pet to grow. In addition to this, there is an option for you to self-reflect into your journal as you wish. The app allows you to do quests, shop for your pet and its home, open daily gift boxes, and even collaborate with other friends. You can invite a friend to your tree town to send them positive messages and see how their pet grows. In addition to that, daily affirmations are presented with an option to express how you are currently feeling at the press of a button.
Using Finch for the past couple of months has significantly helped my self-esteem, confidence, and motivation. It’s easy to embed into my daily schedule and is a fun, easy, and helpful way to engage in taking care of myself. I enjoy having access to this app at my fingertips to reflect and express my emotions whether I’m having a good or bad day. I’ve even been able to encourage some of my friends to download the app and have been able to see how they and their pets are growing. I encourage everyone to embed self-care into their everyday life routines because it can only help an individual. I encourage you to check out the Finch app or incorporate self-care into your daily routine somehow because self-care helps you feel prepared and positive, one day at a time.
by Aliyah Galvan, Intern of Pre-College Upward Bound
*Disclaimer: The Education Research & Opportunity Center is not sponsored by, does not sponsor, or affiliate with this app.
On February 27, the TRIO programs at UTK ERO hosted the Tennessee TRIO National TRIO Day student conference. Over 380 program participants and staff traveled from all over Tennessee to learn more about leadership, compete in academic competitions, and overall learn more about what Rocky Top has to offer for future undergraduate students.
Four different types of TRIO programs were in attendance: Talent Search (TS) serves middle and high school students, Upward Bound or Upward Bound Math and Science (UB/UBMS) serves high school students, and finally, Student Support Services (SSS) serves colleges students at a community college or four-year college or university. Attendees came from Douglas-Cherokee Economic Authority (UB/UBMS), Dyersburg State Community College (UB/UBMS), East Tennessee State University (TS, UB/UBMS), Maryville College (SSS), Middle Tennessee State University (UB/UBMS), Monroe County Schools (TS), Tennessee State University (UB/UBMS), Tusculum University (TS, UB/UBMS), University of Tennessee at Chattanooga (UB/UBMS), and University of Tennessee at Knoxville (UB/UBMS).
The keynote speaker for the day was Vice Chancellor for Access and Engagement, Dr. Tyvi Small. Dr. Small spoke about his pursuit of education and how he persevered through the many challenges of enrollment, degree completion, and obtaining a terminal degree. Dr. Small spoke of how his experience in Student Support Services, a TRIO program for college students, made a significant impact on his life.
ERO staff Stephanie Langley and Halle Timpson organized the Veterans Upward Bound and the Educational Opportunity Center essay competitions, where participants provided a short essay about how TRIO services impacted their ability to overcome the barriers of postsecondary education. This was the first time that the state was able to offer this competition for adult participants.
ERO staff Charles White, Leigh Ann Elkins, and Jonathan Curry coordinated the academic bowl (competition for TRIO students in the Talent Search program), scholars bowl (competition for TRIO students in Upward Bound/ Upward Bound Math and Science), and academic workshops based on leadership. Topics covered first-gen success, emotional intelligence and soft skills, conflict management, and etiquette. The UT College of Law provided a mock trial where students played the roles of lawyer, judge, witness or juror to learn more about the legal system and how to practice law.
Wrapping up the day, the ERO Center presented Tennessee TRIO with a proclamation from the City of Knoxville Mayor Indya Kincannon to publicly recognize National TRIO Day. The proclamation helped showcase a “calling for a community-wide commitment to educational equity, access, and opportunity for all.”
For more information about the Tennessee TRIO and the impactful work being done through TRIO programs, please visit https://www.tasptrio.org/.
Jonathan Curry PI/Project Director Pre-College Upward Bound (PCUB)
The Free Application for Federal Student Aid (FAFSA) has long been the gateway for students across the United States to access federal, state, and institutional financial aid. This year, FAFSA has undergone some changes that came to be through the FAFSA Simplification Act which introduced a new formula that could impact financial aid packages, with a direct data exchange with the IRS and far fewer questions. However, the 2024-25 FAFSA has introduced significant changes that simplify the process and present new challenges, especially for first-generation and low-income students.
FAFSA soft-launched on December 30, with a significant redesign intended to streamline the process and reduce the number of questions. However, there have been some challenges with the launch. Financial aid packages are expected to be delayed, with the U.S. Education Department beginning to send FAFSA information to colleges only in mid-March. Despite the delays and issues, it’s crucial to submit FAFSA to unlock various forms of federal, state, and school-based financial aid.
Key Changes and Issues
The redesigned FAFSA launched after a three-month delay and represents the most substantial overhaul of the application process since the Reagan administration. This new version aims to streamline the experience with fewer questions. However, its roll-out has not been without problems. Some notable technical issues have emerged, including difficulties entering spouse information for married students or parents, challenges for students without a Social Security number, and errors related to federal school codes for inactive schools. These glitches have necessitated specific workarounds and underscore the importance of comprehensive support from educational institutions.
Additionally, colleges will receive student’s information in mid-March. Colleges may need to rethink or change the timelines for their incoming classes. However, this also means incoming students will have a shorter time frame to make informed financial decisions on the colleges they may want to attend. The new FAFSA creates additional barriers for first-generation and low-income students, who already face unique social, academic, and financial challenges in accessing higher education. The current issues with the FAFSA, combined with a lack of awareness and support, could exacerbate these challenges. The total impact of these setbacks will not be known until later this year.
How Colleges and Universities Can Help
Educational institutions have a critical role in supporting students through these challenges. By increasing awareness, providing personalized assistance, and creating easy-to-understand resources, colleges can help demystify the FAFSA process. Hosting events, leveraging technology, and offering multilingual support are strategies to improve accessibility and encourage timely completion. Moreover, collaboration with high schools and peer mentoring programs can prepare students before they reach the college application process, ensuring they are better equipped to tackle financial aid hurdles. Due to the setbacks with this revised FAFSA, the approaching months will be crucial for universities and colleges as they assess financial aid packages and admission decisions, potentially necessitating adjustments to their decision timelines.
Our Outreach Team
At the Education Research & Opportunity Center (UTK ERO), our outreach team is doubling down on assisting students with the new FAFSA. The Educational Opportunity Center (EOC) offers resources and personal 1:1 support to assist students, incoming students, and families with financial aid counseling. The financial literacy expertise provided by EOC is essential in supporting our participants, who are predominantly from low-income backgrounds and are the first in their families to pursue higher education. Our principal investigator, Stephanie Langley, will lead our EOC team through these challenges, ensuring that we navigate them effectively and make informed decisions. Given the setbacks with this revised FAFSA, March is critical for students, universities, and colleges. To facilitate this process, our EOC team is diligently working through the university spring break to ensure we meet these critical deadlines and provide the best support possible.
The EOC team will be available to help students complete or troubleshoot their FAFSAs every Friday between now and April 19 (except for 3/15 and 3/19) from 11 a.m. – 4 p.m. at the Center for Financial Wellness across from One Stop. You can also request 1:1 support by calling the ERO Outreach Office at 865-974-4466. If you have a question about your specific financial aid package, your first call should be to One Stop https://onestop.utk.edu/, but EOC professionals are well-trained and ready to help students navigate this new FAFSA!
Despite the initial hiccups, the simplified FAFSA represents a step forward in making financial aid accessible to all students. It is crucial for educational institutions to actively guide students through the application process and advocate for continued improvements to the system. As policymakers and educators work to refine the FAFSA, the collective goal remains clear: to ensure that every student can pursue higher education without financial barriers. By addressing the current challenges and supporting all students through the application process, we can move closer to realizing this goal.
Upcoming Presentation: A Deep Dive into Community Colleges and Public Investment with Sophie McGuiness
February 21, 2024
We cordially invite you to attend an insightful guest presentation by Sophie McGuiness, a distinguished Ph.D. candidate from Vanderbilt University. This event is planned to take place on Thursday, March 7, at noon in Claxton Complex, Room 206.
Sophie McGuiness, a member of the Leadership, Policy, & Organizations Program at Vanderbilt University’s Peabody College, is set to deliver a presentation titled “Can Public Investment in Community Colleges Draw Learners Away from For-Profits?” McGuiness will share her expertise and findings from her comprehensive research. This forward-looking discussion will explore the impact of for-profit colleges in the landscape of adult education and reskilling in the United States. Despite the apparent benefits these institutions offer, McGuiness will examine the contrasting outcomes for graduates from for-profit colleges versus their public sector counterparts, such as the disparities in debt, earnings, and employer callback rates.
Leveraging historical and recent federal investments in community college capacity, McGuiness will present her research on whether increasing funding to these institutions can shift student enrollment preferences away from for-profit colleges. Utilizing data from the Free Application for Federal Student Aid (FAFSA) and the Department of Education, she will present the preferences of students at open-access institutions, filling a crucial gap in educational literature. The presentation promises to unveil significant findings, such as the sensitive response of for-profit enrollments to public sector funding, and the effects of targeted grants, which could potentially lower the odds of community college applicants also applying to for-profit colleges. Students, faculty, and those interested in educational policy and economics are encouraged to attend this engaging session. It will be an exceptional opportunity to gain insights into the dynamics between public investment and educational institution choices, and how community colleges can position themselves in the competitive market.
Mark your calendars for what promises to be an incredible session with Ph.D. Candidate Sophie McGuiness. We look forward to seeing you at Claxton Complex, Room 206, next month for a thought-provoking presentation and discussion.
On February 4, 2024, the TRIO programs at UTK ERO proudly represented our university and center at the annual conference of the Southeastern Association of Educational Opportunity Program Personnel (SAEOPP) in Savannah, GA. This significant event brought together over 500 TRIO professionals from across eight states, underlining the importance and impact of TRIO programs in fostering educational opportunities and support. The conference serves as a platform for sharing insights, strategies, and successes among professionals dedicated to expanding educational access and success for underrepresented students. Among the highlights were presentations from ERO Center’s very own staff, who shared their expertise and innovative approaches to addressing the unique challenges faced by their program participants.
Our Educational Opportunity Center (EOC) project director Stephanie Langley and one of our EOC educational specialists Caroline Milne, delivered a compelling presentation titled “Getting Back on Course: Closing the Education Gap for Formerly Incarcerated Adults.” Their talk focused on the critical work being done with system-involved individuals, showcasing the strategies and programs designed to reintegrate formerly incarcerated adults into educational settings. Their presentation not only highlighted the successes but also served as a guide for other TRIO programs looking to implement similar initiatives. In another session, our Academic Enrichment Upward Bound project (AEUB) director Charles White and our AEUB educational specialist Liaren Gladfelter presented “How to Teach Everything Your Students Ever Wanted to Know but Were Afraid to Ask.” This presentation addressed the challenges of teaching difficult but necessary topics to the populations served by TRIO programs. They offered practical advice and techniques for successfully engaging students in these critical conversations, thereby enhancing their educational experience and life skills.
The SAEOPP conference was an opportunity for TRIO professionals to learn from one another, share best practices, and celebrate the achievements of programs that make a significant difference in the lives of students across the Southeastern United States. The participation of the ERO Center’s TRIO programs not only underscored their commitment to educational equity and success but also positioned them as leaders in the field, willing to share their knowledge and experience for the betterment of all TRIO initiatives.
For more information about the SAEOPP and the impactful work being done through TRIO programs, please visit https://www.saeopp.org/about-us. This conference reaffirms the essential role that these programs play in breaking down barriers to higher education and supporting students in their journey toward academic and personal success.
Yes, you read that right…Kiltathon! It is, in fact, the fourth annual event. Let me explain:
In the gray beginnings of 2021, a former participant in the Academic Enrichment Upward Bound program came to me with a problem. She had graduated from high school and was now a graphics design student. That meant she had to have a new computer for her major. Unfortunately, she had zero funds for the computer as she and her family were living hand to mouth. She was working; her mother was working; everyone was doing all that they could. Normally, when one of our kids needs something that is outside of the parameters of the grant, I either reach into my own pocket or I hit up a friend or two that owe me favors. However, over a thousand dollars for the computer she needed was a little bit steep. In talking with my staff, we came up with the most ludicrous of ideas…I’ll wear one of my nine kilts each day in March and get people to sponsor me for $1 per day. “Well, that’ll never work!”
Except, it did work. Each day I posted a picture on Facebook of me in my kilt and people checked in and commented – people were engaged and supportive. We were able to purchase the computer and some peripherals for the student. It was life-changing for her.
And it kept working. In 2022 the Kiltathon grew and so did its support. The goal for that year was $3,000. People gave. For some that meant contributing in ways to promote the Kiltathon. One contributor who has the technical skills that I do not pitched in and now the Kiltathon has a website of its own. (www.greatkiltathon.com) People checked the website to see the daily pictures. We exceeded the goal by about $500 dollars. I say we because the Kiltathon was beginning to have a following of its own. All the funds went to pay for needs that the grant cannot cover for our low-income, first-generation potential and current college students. We assisted with tuition, bought books, paid rent, replaced tires…well, you get the picture. We raised over $3,500, but we gave away over $4,000. The needs always exceed the resources. So, we kept at it.
In 2023 the Kiltathon raised just over $5,000. As of this writing, we have given away about $3,750. This year expenses covered have included all of the usual things – tuition assistance, housing deposits, general student supplies for alumni, and food assistance – as well as some equally important but less commonplace things like assistance with funeral expenses after the sudden death of a participant’s mother and rental assistance to prevent a family from being evicted.
Of course, none of this is related to The University of Tennessee in any way. We do not use the UT name at all. It is all very informal and personal. It is people pooling resources (usually $31 at a time), coordinated by someone they know and trust (that is me, believe it or not), to make a difference in the lives of a group of kids who have needs and nowhere else to turn. This is grassroots philanthropy. It is not tax-deductible. Donors are listed on the website and that is all the “tangible” rewards they get.
The Fourth Annual Great Kiltathon kicks off on March 1, 2024. Do you have $31 you can spare?
Empowering Students for Success: Renda Crowe’s Impact through the ACT Bootcamp Initiative
December 8, 2023
by Karina Beltrán
As an Educational Specialist with Pre-College Upward Bound (PCUB), Renda Crowe has had the unique opportunity to make a tangible difference in the academic journeys of high school students. Her role is centered on unlocking the potential of high school students as they navigate the often challenging path towards college readiness. In this post, I’m excited to share some news and reflections on a recent initiative that has become a cornerstone of PCUB’s program’s success: the ACT Bootcamp. This year, PCUB took a proactive step in preparing our juniors for the ACT. Recognizing the importance of early preparation, PCUB encouraged students to take the ACT in December, a shift from the usual spring timeline. To support this, our Educational Specialist Renda Crowe organized an ACT Bootcamp after school on Tuesdays throughout October and November, specifically tailored for Blount County PCUB students at William Blount High School.
Bootcamp Breakdown: Structure and Success
The ACT Bootcamp is more than just a series of tutoring sessions. It’s a comprehensive, strategic program designed to equip students not only with the knowledge they need to succeed in the ACT but also with the confidence and skills that will serve them well beyond the test. The Bootcamp’s structure was both comprehensive and engaging. The program was divided into sessions, each focusing on a different section of the ACT – English, Math, Reading, and Science. Before diving into practice tests, students explored various tips and tricks for tackling each section. This approach not only equipped students with practical strategies but also helped build their confidence. Renda Crowe shared that one of the most rewarding aspects was seeing the direct impact of their efforts. The idea for the Bootcamp stemmed from a student’s request for help with ACT practice. Recognizing the wider need, Renda extended the invitation to all juniors in our program. The enthusiastic response confirmed the demand for such targeted support.
A Community Effort
In each session, students graded the practice tests and delved into the reasons behind missed questions. This process of review and correction is crucial for growth and understanding. Renda shared that she often recommended that students dedicate 15 to 20 minutes each night to studying through ACT.org or using the ACT study books provided by our PCUB program. Renda recognizes the invaluable role of community collaboration in the success of the program. Special thanks are due to Julie Brown at William Blount Library and Kim Duckett for their significant contributions. Their assistance in managing logistics was instrumental, ensuring the provision of a supportive and effective learning environment every Tuesday from 3:30 to 5pm.
Leveraging Past Experience for Current Impact
Renda credits her previous experience in private ACT tutoring and as a high school English teacher as key factors in the successful implementation of this boot camp. This rich background provided her with the comfort and confidence necessary for effective program delivery, enabling her to utilize her skills to their fullest potential.
Looking Ahead: Responding to Students’ Needs
The PCUB program is dedicated to adapting and responding to the changing needs of our students. With an increasing demand for tutoring services, we are actively seeking new ways to expand our support in the upcoming months. As we conclude this year’s Bootcamp and anticipate the upcoming ACT on Saturday, Renda is actively guiding our students to meticulously review the topics they have studied, emphasizing that their preparation is a reflection of the comprehensive and collaborative journey they have undertaken together.
It is our hope that by sharing the story of the ACT Bootcamp, we can provide valuable insights and inspiration to others in their educational pursuits. Here’s to empowering a greater number of students to achieve their utmost potential!
Thank you for reading! If you have any questions or thoughts, you can always get in touch with us through our Instagram at utk_ero or through email at mailto:utkero@utk.edu.
Renda Crowe is an exceptional Educational Specialist within Pre-College Upward Bound (PCUB). Renda is dedicated to serving Heritage and William Blount County.
As a political scientist, it is common in my field to debate over the efficacy and efficiency of government-funded after-school programs. As someone who has benefited greatly from my time as a participant in an Upward Bound program, I can say with all certainty that politics be damned because TRiO works. I was a participant from 2011-2015 in Pre-College Upward Bound, one of the federal Department of Education grant-funded programs housed at the University of Tennessee. My participation in the program provided a solid basis to persist through challenges I faced during high school and helped to qualify my higher education goals. Though I was fortunate to attend a school with a relatively diverse population, Upward Bound exposed me to other students from across the region who were facing many of the same aspirations and challenges as I was. Bringing students together who are facing similar socioeconomic situations builds community and strengthens resolve through establishing a common sense of belonging. That type of commonality between participants in these programs serves as the baseline for their social and professional development.
In addition to the usual college prep services (ACT testing prep, assistance with college searches and application processes, etc.) that were available to all its participants, Upward Bound was a personal resource for me: providing information related to my academic goals and making the information applicable to my situation. This function of making information applicable to specific student needs is one of the greatest benefits for participants, as the students who are eligible for these services (low-income and potential first-generation) are also the least likely to have a support system in place to encourage and facilitate their progress toward a higher education degree. Along those same lines, these programs work to destigmatize the pursuit of higher education for those families who have yet to successfully embark on such a journey and may be fearful or hesitant to do so. All in all, from a previous student participant’s perspective, I can assert with confidence that Upward Bound is a stable educational home for motivated yet underprivileged students, as it is a community based on shared experiences and always feeling welcomed and valued.
The experiences and community I have described is exactly the reason I have chosen to stay with these programs and have continued to give back. As the directors of these programs often say, I have done it all since beginning to work with the programs in 2015: I have worked as a regional tutor, residential assistant, educational specialist, instructor of summer courses, research mentor and facilitator of research projects, and workshop contributor (a role I inhabit now as I finish my Ph.D. studies). I have persisted in my support for these programs for two reasons: I want to ensure that students that benefit from these programs receive the same level of care and support that I did, and I value being a part of ensuring these students have more than a fighting chance at succeeding academically. The other reason is one I think many of us find we can relate to: the idea that Upward Bound is something I truly believe in. It is rare in our lives to discover a cause, mission, movement, or program that we deeply believe in – usually these are the ones we are willing to fight for and defend. Upward Bound is that for me, as it provides life-changing opportunities as I have described above. As I continue my academic career, I will continue to hold Upward Bound close and will always seek opportunities to promote the mission of its programs and others like it. Whereas I can honestly say that without Upward Bound my life would have taken a different path, I cannot express in words my gratitude for the path forward it has provided me.
#TRiOworks
George T. Fields
George T. Fields is a Ph.D. candidate within the Department of Political Science and holds a Master’s in Public Policy and Administration. George’s primary area of focus lies in Public Administration, complemented by minor concentrations in American Government and Politics, as well as Methodologies. His research within public law delves into intricate topics such as the Supreme Court, issues of judicial deference, judicial policymaking, and the dynamics of judicial activism and restraint. Prior to embarking on his academic doctoral journey, George was an active participant in the Pre-College Upward Bound program from 2011 to 2015 and has since continued to work with Math and Science Upward Bound.
How Will AI Automation Affect Career and Technical Education?
September 14, 2023
I’ve been on ChatGPT a lot lately and—apparently—I’m not the only one. I’m not actually using it (though I intend to); I’m there to gawk over what it can do—and, spoiler, it goes well beyond producing first-year term papers. At a recent social gathering, one of my colleagues demonstrated that—if given a fictional research question—the generative artificial intelligence behind ChatGPT can write nearly flawless computer code for a certain syntax-based statistical package commonly used among policy-researcher types, like myself. It was humbling; I’ve spent years learning to write such code, to middling ability. As you might imagine, this demonstration led to some inevitable—and now ubiquitous—hand-wringing about automation and the implications for society.
After Career and Technical Education (CTE) month in February, my mind naturally returned to an area of inquiry I’ve had for some time now: To what degree can automation affect the career outcomes of graduates of CTE programs? I’ve done some preliminary digging and have an idea, but a quick CTE primer is a useful starting point.
Today’s “career and technical education” is yesterday’s “vocational education,” though not really. Like previous iterations, contemporary CTE focuses on equipping high school and community college students with technical skills that are closely tethered to specific workforce applications—think carpentry or plumbing. By contrast, courses and programs within the “academic” curriculum emphasize subject-matter knowledge and the development of broadly applicable skills—think history, science, language studies, etc.
Modern-day CTE advocates would argue the similarities to former vocational education models end there, however, and would likely (and rightly) assert that making the “academic” versus “vocational” education distinction is a bit anachronistic given the college- and career-readiness movement, and material changes to federal CTE legislation have, over time, successfully blurred the lines between the two. There’s a collective (and bipartisan!) sense that these changes have steered CTE in a positive direction, toward “relevance and rigor,” and away from its “dark history” of tracking disadvantaged students into low-wage, low-opportunity occupations.
My recent ChatGPT experience has me wondering about this consensus opinion, however. Let me explain.
To begin, jobs requiring skills that are difficult to automate with available technologies are at lower risk of automation. These skills include things like two-way communication, critical thinking, creativity, planning, management, and problem-solving. These are transferable skills, not technical skills. Career and technical education courses and programs need to equip students with both. Not only will the combination of technical and transferable skills help CTE students compete for the automation-resilient jobs of today (which tend to require bachelor’s degrees), the combination will give them greater agility when automation threats come knocking tomorrow.
This shouldn’t be a stretch; a key element of contemporary, “rigorous and relevant” CTE is a push to better integrate academic content within technical learning contexts. The concern I have is that “academic integration” is mostly open to interpretation, and there’s not a lot of guidance for how to do it well across the16 different trades-based (e.g., Architecture & Construction, and Manufacturing), service-based (e.g., Education & Training and Human Services) and tech-based (e.g., Information Technology and Science, Technology, Engineering and Mathematics (STEM)) CTE fields of study or “career clusters.” There’s also little accountability for academic integration baked into federal policy. Consequently, states, districts, schools, and teachers take different approaches to academic integration, and some approaches are more successful than others.
The importance of—and challenges to—carving out space in every CTE classroom in every CTE career cluster for the development of transferable, nontechnical skills becomes especially salient when you analyze automation risks across the different CTE career clusters. To do this, I merged Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) data with an available automation-risk index that assigns each occupation an individual risk score. This particular index has a base of 100; occupations with a score above this base have higher risks of automation, and occupations below the base have lower risks of automation. I calculated the average automation risk (weighted by total 2019 employment) for each CTE career-cluster area by entry education level (see Figure 1). Several things stand out.
Note: AFNR = Agriculture, Food & Natural Resources, AC = Architecture & Construction, AV = Arts, A/V Technology & Communication, BM = Business Management & Administration, ED = Education & Training, FIN = Finance, GOV = Government & Public Administration, HS = Health Science, HOSP = Hospitality & Tourism, HUM = Human Services, IT = Information Technology, LAW = Law, Public Safety, Corrections & Security, MAN = Manufacturing, MARK = Marketing, STEM = Science, Technology, Engineering & Math, TRAN = Transportation, Distribution & Logistics. Source: Bureau of Labor Statistics Occupational Employment and Wage Statistics.
First, average automation risks decrease as education level goes up, largely because jobs requiring bachelor’s degrees involve a greater number of transferable skills that are less easy to automate. Second, some CTE career-cluster areas have average automation risks that are low: Education & Training, Health Sciences, Information Technology, and Science, Technology, Engineering and Math. Other CTE career-cluster areas have automation risks that are high: Architecture & Construction, Hospitality & Tourism, Manufacturing, and Transportation, Distribution & Logistics. Third, the gap between the lowest and highest levels of education is greatest in clusters with the highest aggregate automation risk, which suggests the academic-integration hurdle is higher in these clusters compared with others.
All this matters because existing research indicates CTE participation can be stratified by race, gender, income, and rurality. Consequently, some student groups may be overrepresented in at-risk clusters. In other words, exposure to automation risk can be correlated with student characteristics. And if our efforts to equip these students with automation-resilient, transferable skills are not successful in these clusters, we risk the possibility of, once again, funneling disadvantaged students into low-wage, low-opportunity occupations. CTE’s “dark history” becomes its future.
Can contemporary CTE shield students against risks posed by automation? Absolutely. In theory, CTE students should be better prepared for automation. The pieces are there; done right, academic integration, work-based learning, the Comprehensive Local Needs Assessment, and apprenticeship models can work to close the gap between the skills students have and the skills employers need, today and tomorrow. And the “special populations” set-aside now within federal CTE legislation that requires providers to allocate funds toward recruiting low-income, disabled, and racially marginalized students into CTE should help diversify cluster pipelines and mitigate tracking. It’s always been important to get these things right, but the arrival of ChatGPT means it’s now more important than ever.
