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The views, opinions, services, and products shared in this post are only for educational purposes, do not mean the consent and recommendations of Advance CTE, and are not mentioned similar brands, products, and services. It does not mean discrimination against.

In recent years, career exploration in junior high school has attracted attention as a basic element of career technology education (CTE). As many of the CTE directors and leaders in the state know, the Carl, D. Parkins, Career, and Technical Education Law (Parkins V) signed in July 2018 is a carrier from the early fifth grade of perkins. I allowed it for the first time to use it for search programming. The following is based on a recent national survey on a junior high school career exploration program entrusted by American Student Assistance® (ASA), to expand and strengthen career exploration programs in preparation for education and career success after the completion of secondary education. In addition, there are four strategic actions that each state can take.

A clearly defined junior high school's career exploration is clearly defined, and after the K-12, secondary education training, a unified definition of related organizations and partners, such as labor, local community-related organizations, will be adopted. Hig h-quality definitions are clearly defined as junior high school students' career quests as a strategy for learners to deepen their understanding of their career interests and deepen their perceptions and understanding of career opportunities.

When a clear definition is established, the entire state leadership, including departments that promote studying, guidance, school counseling, CTE, vocational training, etc., will be adjusted to the relevant initiatives and support for support. In order to support the overall vision for the success of learners, the leaders of each program should cooperate and establish a cooperation system that incorporates the elements of each program. The views, opinions, services, and products shared in this post are only for educational purposes, not the consent and recommendation of the ADVANCE CTE, and similar brands that are not mentioned. It does not mean discrimination against products and services.

When a clear definition is established, the entire state leadership, including departments that promote studying, guidance, school counseling, CTE, vocational training, etc., will be adjusted to the relevant initiatives and support for support. In order to support the overall vision for the success of learners, the leaders of each program should cooperate and establish a cooperation system that incorporates the elements of each program. The views, opinions, services, and products shared in this post are only for educational purposes, do not mean the consent and recommendations of Advance CTE, and are not mentioned similar brands, products, and services. It does not mean discrimination against.

Congress Unveils FY24 Funding Package

Build career exploration into accountability and data collection systems. The last two years of high school are not enough to dramatically improve learners’ readiness for postsecondary and career opportunities. States can use the program quality indicators in Perkins V and ESSA state plans to formally set measurable goals for middle school career exploration and integrate them into existing College and Career Readiness (CCR) goals. States can also use data collection systems to identify middle school career exploration participants and determine active participation in high school CTE programs, as well as ensure program quality through assessments and learner-based software platforms.

The report also highlights seven states that have distinguished themselves by creating formal accountability mechanisms to ensure that districts and schools focus on meaningful career exploration. Federal changes from the ESSA reauthorization allow states flexibility in the metrics they use to evaluate districts and schools, but only two states, Pennsylvania and Georgia, have used this flexibility to include career exploration as a component of their federal accountability systems. Five states, Missouri, Kansas, Utah, South Carolina, and Michigan, have also incorporated middle school career exploration into their state accountability systems to evaluate the quality of career guidance services and activities.

Lawmakers Propose Slight Increase in Perkins State Grant Funding

Assess and address state policies that may limit learners' access to a variety of career exploration opportunities. This includes limiting CTE course enrollment by grade level or grade point average minimums.

It is important to provide innovative and comprehensive career exploration, including CTE. According to the ASA report, only 33 states promote exploration through a course or series of courses that serve as an on-ramp to CTE pathways. In contrast, Utah's College and Career Awareness Program mandates classes for students in grades 7 and 8 that allow them to explore high school, college and career options based on their individual interests, abilities and skills. A team of CTE teachers, school counselors and work-based learning coordinators teach the courses and provide career development guidance.

This comprehensive and effective approach provides all learners to understand their options, get enough information about the future and confidently make a decision.

Julie Ramers is an Advocacy of American Student Assistance® (ASA) and a senior vice president in charge of social responsibility. Julie has led ASA's philanthropy strategy and advocacy activities at the Federal and State Level. Julie worked for ASA since March 2010.

ETA Assistant Secretary Confirmed

March 22, 2024 (Friday

This week, the Federal Congress announced a lon g-awaited budget proposal for the remaining federal budget, including the Ministry of Education (ED) and the Ministry of Labor (DOL). The Senate has approved DOL's new leadership to supervise the implementation of labor development activities.

Legislative Update: Consensus on FY24 Remains Elusive as Artificial Intelligence Comes into Focus

As ADVANCE CTE mentioned earlier, the U. S. Federal Congress ended the year before March 22, the Federation year (FY24), including the Ministry of Education (ED) and the Ministry of Labor (DOL), and today. The decision has been decided and passing through for about six months. In the early morning of yesterday, Congress leaders announced the lon g-awaited yea r-old FY24 fund package (also called minibus) textbooks.

It is noteworthy for the CTE community is that this package proposes $ 10 million in the state funds program of the Karl, D, Parkins, Career, and Technical Education Law (Parkins V). The FY24 passing package will provide $ 79. 1 billion on the ED budget and $ 13. 7 billion on the DOL budget, all of which are slightly lower than the FY23 enactment level. Many education and labor development programs have received almost the same funding as FY23 or funding for the strict budget constraints demanded by the fiscal liability law (Fiscal Responsitude Act) known as the Fiscal Responsitude Act. It will be slightly reduced. This comprehensive and effective approach provides all learners to understand their options, get enough information about the future, and confidently make decisions. 。

Congress No Closer to Agreement on Fiscal Year 2024 (FY24) Education Spending

March 22, 2024 (Friday

Biden Administration Unveils Artificial Intelligence Executive Order

Senate Examines AI’s Impact on the Workforce

It is noteworthy for the CTE community is that this package proposes $ 10 million in the state funds program of the Karl, D, Parkins, Career, and Technical Education Law (Parkins V). The FY24 passing package will provide $ 79. 1 billion on the ED budget and $ 13. 7 billion on the DOL budget, all of which are slightly lower than the FY23 enactment level. Many education and labor development programs have received almost the same funding as FY23 or funding for the strict budget constraints demanded by the fiscal liability law (Fiscal Responsitude Act) known as the Fiscal Responsitude Act. It will be slightly reduced. This comprehensive and effective approach provides all learners to understand their options, get enough information about the future and confidently make a decision.

ED Distributes New Funding for Educator Diversity and Compensation Efforts

Legislative Update: House Advances FY24 Appropriations With Steep Cuts to Domestic Programs

It is noteworthy for the CTE community is that this package proposes $ 10 million in the state funds program of the Karl, D, Parkins, Career, and Technical Education Law (Parkins V). The FY24 passing package will provide $ 79. 1 billion on the ED budget and $ 13. 7 billion on the DOL budget, all of which are slightly lower than the FY23 enactment level. Many education and labor development programs have received almost the same level of funds as FY23 due to severe budget constraints demanded by the fiscal liability law (Fiscal Responsitude Act), known as the Fiscal Responsitude Act. It will be reduced slightly.

The FY24 budget also includes a reduction in Parkins V's national activity budget for $ 20 million. ADVANCE CTE and partner have long been shared concerns about the program, and have called for more resources through the Parkins V's state subsidy program to enhance investment by the federal government to CTE. In addition to these aspects of the FY24 mini bass, fund package provides significant new funds to childcare and childhood education initiatives, and the title I-A Formula funds approved by the "ESSA) to succeed for each student. Increase slightly.

The parliament must work quickly today, before the 0:00 am on March 22, which is the abov e-mentioned on March 22, for the vote of the 2014 budget plan. Representatives have approved the minibus by 286 to 134, and have begun deliberations and approval in the Senate. Depending on how quickly the Senator could pick up the bill today, there is still the possibility that the budget will expire in a short period of time. The Advance CTE is carefully monitoring this process and will provide more information in the CTE community as these initiatives progress.

On March 21, the Senate plenary session acknowledged Jose Jose Javier Rodriguez's employment training (ETA) Secretary of the ETA with a 50-48 difference. Rodriguez had been nominated by President Biden since the beginning of the government, but was delayed in the Senate due to the opposition of Senator Joe Manchin (Democratic Party) and Senator Bob Meneration (Democratic Party). Yesterday's approval voting will lead the first Leader of the Senate under the Biden administration to the ETA, the lower institution of DOL, which manages and supervises the Labor Force Innovation and Opportunity Law (Wioa).

Steve Boytech Policy Advisor

November 3, 2023 (Friday)

This week, the Federal Congress has continued to gradually progress on the federal budge t-related bills, while members of the Diet and President Biden have begun to examine how to manage the future use of artificial intelligence (AI) technology. The FY24 budget also includes the $ 20 million of Parkins V's national activity budget. ADVANCE CTE and partner have long been shared concerns about the program, and have called for more resources through the Parkins V's state subsidy program to enhance investment by the federal government to CTE. In addition to these aspects of the FY24 mini bass, fund package provides significant new funds to childcare and childhood education initiatives, and the title I-A Formula funds approved by the "ESSA) to succeed for each student. Increase slightly.

Steve Boytech Policy Advisor

November 3, 2023 (Friday)

This week, the Federal Congress has continued to gradually progress on the federal budge t-related bills, while members of the Diet and President Biden have begun to examine how to manage the future use of artificial intelligence (AI) technology. The FY24 budget also includes a reduction in Parkins V's national activity budget for $ 20 million. ADVANCE CTE and partner have long been shared concerns about the program, and have called for more resources through the Parkins V's state subsidy program to enhance investment by the federal government to CTE. In addition to these aspects of the FY24 mini bass, fund package provides significant new funds to childcare and childhood education initiatives, and the title I-A Formula funds approved by the "ESSA) to succeed for each student. Increase slightly.

College in High School Series: a Look at CHSA’s State Policy Roadmap

Steve Boytech Policy Advisor

November 3, 2023 (Friday)

With new House Speaker Mike Johnson (R) inaugurated and a potential government shutdown two weeks away, a new sense of urgency has gripped Congress this week as both chambers try to pass several budget bills. In the House, the Labor-HHS-ED budget bill, a bill that would provide funding for the Carl D. Perkins Career and Technical Education Act (Perkins V) and other critical career and technical education (CTE) related investments, has moved directly to the House floor for discussion and is scheduled for a vote the week of November 13. Of note, if enacted, the bill would cut Title I funding for the Every Students Succeeds Act (ESSA) by 80% and significantly reduce or completely eliminate funding for many other education and workforce development programs such as the Workforce Innovation and Opportunity Act (WIOA).

The Senate has not yet scheduled discussion of its own version of the bill, which recently passed the Appropriations Committee and is awaiting consideration in the Senate. Unlike the House bill, which would freeze current funding for the Perkins V Basic State Grant Program, the Senate proposal would increase support for key federal investments in CTE by $43 million.

Under Speaker Johnson’s new leadership, the House of Representatives has continued to pass spending bills that would drastically reduce federal funding for a variety of programs, well below the spending targets outlined in the Fiscal Responsibility Act (FRA). At the same time, the Senate continues to introduce spending bills that are in line with the FRA agreement. With both houses proposing starkly different visions for the FY24 budget, it remains unclear by the middle of this month how lawmakers will move. Unless an agreement is reached by early 2024, across-the-board spending cuts for all federal programs mandated by the FRA will be in place. As these efforts continue, Advance CTE continues to work with partners on Capitol Hill to ensure the funding needs of the broader CTE education community are met as part of this process.

On Monday, October 30, President Biden announced a wide-ranging Executive Order on "Developing and Using Safe, Secure, and Trusted Artificial Intelligence (AI)." The Order includes several noteworthy provisions for the CTE community, including directing federal agencies to consider how to support workers displaced by AI, strategies to attract and retain AI talent, and ways to strengthen and expand pathway programs leading to AI and adjacent career fields. The Order also directs the U. S. Department of Education (ED) to develop resources, policies, and guidance on AI in education within one year, as well as directing the Department of Labor, Department of Commerce, and others to develop similar recommendations for legislative and regulatory actions to better support workers and learners navigating a world changed by the adoption of AI and related technologies. Learn more about these efforts in this fact sheet. Earlier this week, the Senate Subcommittee on Employment and Work Safety held a hearing entitled "AI and the Future of Work: Moving Forward Together". The hearing featured testimony from witnesses representing the private sector and explored the potential impacts that AI will have on jobs and potential strategies to mitigate the negative effects. A major theme of the hearing was the growing importance of lifelong learning, including the need to reform how the federal government supports post-secondary learners. To that end, Senator Kaine (D) emphasized the importance of Congress passing the JOBS Act, a bill that would expand Pell Grant eligibility for high-quality, short-term CTE programs.

Last weekend, the U. S. Department of Education announced that it would award $115 million in new funding through the Teacher and School Leaders Incentive Program, an initiative authorized by ESSA. These funds will support approximately 30 projects aimed at addressing teacher shortages and increasing diversity in education staff. As part of the announcement, U. S. Secretary of Education Miguel Cardona said, "This investment will help states and school districts recruit and retain new talent, increase compensation, and address educator shortages."

Steve Voytek, Policy Advisor

Monday, July 17, 2023
This week, House members introduced a new funding bill for the upcoming federal fiscal year 2024 (FY24). Meanwhile, Senators introduced a new Data and Research bill that would improve career readiness opportunities for learners.
House Ways and Means Committee Introduces FY24 Labor, Health, and Education Bill

The three weeks before Congress’ August recess will be a busy period for lawmakers. Topping the agenda is the need to address the FY24 annual budget bill. The recently passed Fiscal Responsibility Act (FRA), which outlines spending caps for FY24 and FY25, aims to freeze federal funding at roughly current FY23 levels.
However, shortly after the passage of FRA, House Republican leadership announced plans to push a series of appropriations bills that would further reduce federal spending to FY22 funding levels rather than the FY23 investment levels required by FRA. Shortly after this announcement, Senate leadership outlined a plan for FY24 that more closely matches FRA requirements. In effect, these differing approaches to appropriations for FY24 will likely leave Congress at odds over the direction of federal spending later this year.
In recent weeks, the House and Senate Budget Committees have been advancing roughly half of the 12 individual appropriations bills that make up the federal budget. Last weekend, Republican leaders of the House Labor-HHS-ED Budget Subcommittee released their FY24 Labor-HHS-ED budget bill, an annual bill that funds programs such as the Perkins V Act. The bill proposes an overall 28% cut to the Department of Education (ED) budget, taking into account existing funding that would be rescinded under the bill, and a 29% cut to the Department of Labor (DOL) budget. Despite these proposed significant funding cuts, the bill proposes to maintain the Perkins V Basic State Formula Grant Program at its current FY23 level.
Worryingly, however, the bill would significantly reduce and in some cases completely eliminate many education and workforce development programs overseen by ED and DOL that intersect with or complement CTE. For example, ESSA (Every Student Succeeds Act) Title I funding would be cut by 80%, and WIOA (Workforce Innovation and Opportunity Act) core Title I funding would be cut to less than half of its current level. While Advance CTE appreciates Congress’ recognition of continuing to invest in career technical education (CTE), these proposals would severely undermine the ability of schools, districts, and educational institutions to provide quality learning opportunities for all students. In light of this, Advance CTE and our partners issued a statement in opposition to the proposal and urging the House to course-correct on this approach to the FY24 budget.

On Friday, the House Labor, Health, Human Services, and Education Appropriations Subcommittee voted along party lines to pass the bill. Timing for a budget comparable to the Senate Labor, Health, Human Services, and Education bill remains to be seen. Either way, the two chambers will need to reconcile these differing visions for the FY24 budget in the coming weeks and months ahead of the official FY24 budget opening on October 1. As this effort progresses, Advance CTE is closely monitoring the process and working with our partners on Capitol Hill to ensure that the funding needs of the CTE community are realized as part of the FY24 continuing appropriations and appropriations process.
*As amended by the Strengthening Career and Technical Education for the 21st Century Act.

Senators introduce CTE data bill
Last Thursday, Baldwin (D-Wi), Young (R-In) and Kane (D-VA) submitted the Data for American Jobs Act (S. 2290). This bill has been renewed from the Educational Science Reform Law (ESRA) to strengthen the focus on the CTE of the law, further collaborate with the state data system and the federal government's related investment, and the transparency of data. And enhances the quality. "Achieving the success of all learners through CTEs requires practical, transparent and reliable data. Advanced CTE promotes better understanding of CTE and modern for each state. I am happy to be able to support Data for American Jobs ACT, taking advantage of the national research efforts and resources to develop a differen t-connected data infrastructure. It was submitted before the Senate Health, Labor and Welfare Pension Committee (HELP), which is scheduled in the second half.
P3 Pilot application announcement

Recently, the US Ministry of Education Career, Technology, and Advanced Agency (OCTAE) has announced the selection of performance partnership pilots (P3) for the cu t-off youth. This trial authority has been recognized by Congress since 2014, and ED and other federal government agencies have specific requirements for existing federal government funds such as ESSA, perkins V, and other similar investments. The purpose is to provide a better support for the cu t-off youth group by permission to exempt. By doing so, the beneficiary of these funds will be able to make the federal resources easier and mix, and will be able to adjust the services for these people. 。 Click here for details of this announcement, such as how to apply.
The Ministry of Energy announces funding for school infrastructure
In recent weeks, the Ministry of Energy in the United States has announced that it will provide a new subsidy of $ 178 million to 22 states through the Renew America's Schools program. The subsidy program was founded in Congress and was founded as part of the ultr a-controlled infrastructure development method signed by President Biden. The program aims to help schools and districts improve energy efficiency and to improve facilities to foster a more healthy learning environment. Click here for details of subsidies.
Steve Boytech (Policy Advisor)

June 14, 2023 (Wednesday)
ADVANCE CTE has a national, state, and local organizations so that high school students can enter a ful l-fledged and affordable college passway, aiming to obtain a degree and qualifications after the completion of secondary education with appropriate support. He is a member of the "College in the High School Alliance" to cooperate. This blog, the second time in the series, introduces CHSA's "Unlocking Potential" guide.
Resource overview

College in High School Alliance (CHSA): A State Policy Roadmap for Equity & Amp; Fair access to the i n-high school program We provide a comprehensive policy proposal for the state. The guide provides policy proposals for state and local managers and executable items, and is concluded with other examples of state tools and resources.

College in High School Alliance defines high school college enrollment programs as dual enrollment, concurrent empty, and Early College High School. These programs are formed by a partnership with a school district and a high school student, and provides high school students after the secondary education, which leads to college admission and degree.

The number of students participating in the College in high school program has increased, providing opportunities for more than 5. 5 million secondary educators, and the career technology education (CTE) course accounts for on e-third of the registrants. (1). These programs are very popular and have proven to be high in demand, but the attributes of registrants do not fully reflect the diversity of learners. For all learners, especially lo w-income people, colored races, rural areas, and firs t-generation learners of college, there are major opportunities to reduce barriers in access to university college programs in high school.

"Unlocking Potential" introduces proposals and initiatives on state policy to promote the fairness and quality goals of high schools in high schools.
The number in the image is the page number of the resource guide for each category.

Fortune goals and public reports

Looking Back to Look Forward and the Implications for Career Technical Education

Fairly set public targets for learners who have not received enough education in the early stage after the completion of secondary education after the completion of secondary education.

Report and accountability of progress to achieve the goal

Introducing cases in Louisiana, Montana, Minnesota, and Washington

Support and promote the opportunity to complete hig h-quality early secondary education.

Building a partnership beyond sector between the secondary and the pos t-secondary
Create articulation aggulation to remove barriers in the transfer of students.
Introduced cases in California, Colorado, Florida, Louisiana, Minnesota, and Texas.
For lo w-income and mediu m-income students who wish to enroll early after the completion of secondary education, we will build a financing mechanism to remove economic barriers.
Introducing examples of Arkansas, Georgia, Nebraska, Utah, Vermont, and Washington.
For all learners, remove access to the course and use potential.

By providing international passway opportunities and providing academic and career search opportunities, the learner will maximize the experience of acquiring university universities.

Practice in Colorado, Florida, Georgia, Kentucky, Maine, and Virginia have been featured.

Recruit instructors with appropriate qualifications to teach universities in high school courses, provide support, formulate strategies for diversification.
Build a high-quality partnership between the K-12 and the post-secondary partner as a college in high school program.

Expand the scale of the College in high school program and create sustainability.

Introducing practice in Hawaii, Kansas, Minnesota, and Ohio.
Give priority to student navigational support.

Strengthen the current advanced mechanism.

Introduced cases in California, Colorado, Montana, Ohio, and Tennessee.

Legislative Update: President Biden Releases Congressional Budget Request

Policy proposals are presented in accordance with the continuity of basic policies, advanced policies, and exceptional policies. Basic policy is a policy that all states must have to support learners best.

For example, under the "fair goal" and "public report", the requirements for data reporting of ESSA (Every Student Succeeds Act) are regarded as basic policies. On the other hand, each state can enhance the same data reporting requirements by creating a tool kit and providing technical support in order to remove the learner's barriers and create a more fair program.

See the Advance CTE report "The State of CTE: Early Postsecondary Opportunities" for how the early completion of CTE (EPSO), such as Dual Enrollment, is useful for learners. This 50 state report, which was provided in a partnership with Colley in the high school, revealed important discoveries about how EPSO is useful for CTE learners, and state leaders these experiences. We provide proposals to utilize the state infrastructure and cooperation to enhance fairness.

Current status of CTE: Early second and secondary education opportunity

Release the possibilities

Senior Policy Associate Sera Cera

May 11, 2023 (Thursday)

The US Chamber of Commerce (USCF) launched a new report "The Future of Data, Assessments, and Accountability In K-12 EDUCATION" Table We held a webinar. This report comprehensively analyzes groundbreaking education policies for the past 20 years, from the "falling prevention education law (NCLB)" to the "Every Student Succeeds Act (ESSA)".

In this event, Mr. Maya Martin Kadgan (PARENTS AMPLIFYING VOICATION founder and Executive Director), Dr. Ivane (HIGHLINE PUBLIC SCHOOLS) Alder American Institute for Research), Dr. Chris Steward (BRIGHTBEAM, the highest executive officer) has discussed a report and the future impact on the role of federal policy in the educational system from kindergarten to high school. Panelists also considered the opportunity to make use of the viewpoints, data, and lessons that were missing in the report.

Key point

The reforms of this era were important in that we started practicing new data collection, which focuses on the needs of individual student groups.

The report emphasizes a dual review of whether the reform has not worked in the past 20 years of educational reform (from NCLB to ESSA). Unfortunately, this means that the analysis does not have many nuances of how states and LEA affect the results.

The federal government is responsible for distributing data to each state. The state and LEA are responsible for converting this data into information that informs each situation and a reasonable method for the local community to provide practice to deal with specified disparity.

Legislative Update: New Congress Starts Amidst Uncertainty

The U. S. education system still relies on achievement tests to measure student and school performance. However, despite education advocates for such changes, more information is needed about other types of assessments to measure student learning and hold schools accountable.

The authors identified strategies that stakeholders believe have had the greatest impact in increasing public proficiency and demand for quality educational opportunities. These include intentional buy-in from stakeholders, persuasive, multifaceted communication strategies, and long-term leadership.

Next Steps for State CTE Leaders

As states consider their next Perkins V state performance determination levels or broader changes to Perkins V plans, consider the following actions:

Visit Careertech. org to subscribe to the Advance CTE blog newsletter and learn more about data initiatives and data tools to improve equity and access in CTE! Use Advance CTE's Inclusive CTE Goal-Setting Tool to further explore equity gaps in your data.

Leverage data collected through Comprehensive Local Needs Assessments (CLNAs), which must be completed by Perkins V Tuition Recipient districts and updated every two years to ensure programs are aligned with workforce needs and economic priorities and serve learners equitably.

To learn more about CLNAs, watch Advance CTE's guide or watch this recording on the Perkins Collaborative Resource Network.

To learn more about each state’s thinking and approach to CLNA, read Lessons in Collaboration and Innovation: The Impact and Promise of the Comprehensive Local Needs Assessment.

Achieving a comprehensive CTE goal-setting tool will address and mitigate the opportunities uncovered through the CLNA process.

Legislative Update: Full-Year Spending Package for FY22 with CTE Implications

Friday, March 10, 2023

This week President Biden released his long-awaited FY24 (FY24) Congressional Annual Budget Request. House Republicans also made rule changes to the proposed budget that will impact CTE funding. Advance CTE urges our members to lobby their congressional representatives to support high-need reforms to Federal Pell Grants.

President Biden Releases FY24 Budget Request

Earlier today, President Biden released his long-awaited fiscal year 2024 (FY24) federal budget request to Congress. The request proposes a $43 million increase to the Carl D. Perkins Career and Technical Education Act (Perkins V) Basic State Grant Program, a 3% increase compared to the FY23 enacted level. Advance CTE and the Association for Career and Technical Education (ACTE) have advocated for a $400 million increase to the program to close a funding gap caused by inflation that has grown significantly since FY2004. Advance CTE will continue to pursue this goal with our congressional partners in the FY24 process later this year.

In addition, the Biden Administration renewed its request for $200 million in new funding, first requested last year, to create a new competitive grant program known as "Career Connected High Schools." The initiative seeks to prioritize dual and concurrent enrollment, work-based learning, industry-recognized credentials, and career counseling. Notably, Perkins V’s basic state grant program includes these priorities as a use of funds. Advance CTE raised equity concerns about the “Career Connected High Schools” grant program estimated by the administration last year, given the limited scope and targeting of the competitive grant program. Advance CTE and ACTE issued a statement outlining these concerns after the budget proposal was officially released.

Encouragingly, the budget request proposes significant new mandatory and discretionary funding to make two years of community college tuition free, as long as students and institutions meet certain criteria. It also proposes a $25 million increase to the Student Assistance and Academic Enrichment Grant (Title IV-A of the Every Student Succeeds Act), another important source of federal funding that can be used to support CTE. For the Department of Labor (DOL) portion, it proposes $50 million in additional funding for the Registered Apprenticeship Program, $200 million to create a Sector Partnership Grant Program, and $11 million (nearly double the FY23 enacted level) for the Workforce Data Quality Initiative. Other parts of the budget propose additional investments to improve labor market information and modernize outdated IT systems to better serve workers.

The budget details are expected to be released next week. The release of the budget formally kicks off the FY24 budget and appropriations process in Congress. As this process unfolds, Advance CTE will continue to work with our partners in Congress to ensure the funding needs of the CTE community are reflected in the final bill.

House Republicans Ban Education Budget

In recent years, members of Congress have been able to make specific funding requests to support projects and initiatives related to their states and districts. Formally called “Community Project Funding” in the House and informally “Earmarks” elsewhere, these requests totaled $290 million in last year’s (FY23) spending package for career education. Last week, House Appropriations Chair Kay Granger (D-TX) announced new guidance for the upcoming FY24 budget and appropriations process. Most notably, the Labor, Health, and Education bill, which is the source of funding for Perkins V, will not allow earmarks in the next budget and appropriations cycle. Meanwhile, the Senate has announced that it will allow such requests again this year, with an April 13 deadline.

Lobby Congress to Support Near-Term Expansion of Pell Grants Encouragingly, the budget request proposes significant new mandatory and discretionary funding to make two years of community college tuition free, as long as students and institutions meet certain criteria. It also proposes a $25 million increase to the Student Assistance and Academic Enrichment Grant (Title IV-A of the Every Student Succeeds Act), another important source of federal funding that can be used to support CTE. For the Department of Labor (DOL) portion, it proposes $50 million in additional funding for the Registered Apprenticeship Program, $200 million to create a Sector Partnership Grant Program, and $11 million for the Workforce Data Quality Initiative (nearly double the FY23 enacted level). Elsewhere in the budget, it proposes additional investments to improve labor market information and modernize outdated IT systems to better serve workers.

Budget details are expected to be released next week. The budget announcement officially kicks off the FY24 budget and appropriations process in Congress. As this process unfolds, Advance CTE will continue to work with our partners in Congress to ensure the funding needs of the CTE community are reflected in the final bill.

House Republicans Ban Education Appropriations

In recent years, members of Congress have been able to make specific funding requests to support projects and initiatives related to their states and districts. Formally called "Community Project Funding" in the House and informally "Earmarks" elsewhere, these requests totaled $290 million in last year's (FY23) spending package for career education. Last week, House Appropriations Chair Kay Granger (D-TX) announced new guidance for the upcoming FY24 budget and appropriations process. Most notably, the Labor, Health, and Education bill, which is the source of funding for Perkins V, will not allow earmarks in the upcoming budget and appropriations cycle. Meanwhile, the Senate has announced that it will grant such requests for the current fiscal year, which is due on April 13.

Encouragingly to encourage Congress to support a short-term expansion of Pell Grants, the budget request proposes significant new mandatory and discretionary funding to make two years of community college tuition free, as long as students and institutions meet certain criteria. It also proposes a $25 million increase to the Student Assistance and Academic Enrichment Grant (Title IV-A of the Every Student Succeeds Act), another important source of federal funding that can be used to support CTE. For its part, the DOL proposes $50 million in additional funding for the Registered Apprenticeship Program, $200 million to create a Sector Partnership Grant Program, and $11 million for the Workforce Data Quality Initiative (nearly double the FY23 enacted level). Other parts of the budget propose additional investments to improve labor market information and modernize outdated IT systems to better serve workers.
Budget details are expected to be released next week. The budget release officially begins the FY24 budget and appropriations process in Congress. As this process unfolds, Advance CTE will continue to work with our partners in Congress to ensure the funding needs of the CTE community are reflected in the final bill.

House Republicans Ban Education Appropriations

In recent years, members of Congress have been able to make specific funding requests to support projects and initiatives related to their states and districts. Formally called "Community Project Funding" in the House and informally "Earmarks" elsewhere, these requests totaled $290 million in last year's (FY23) spending package for career education. Last week, House Appropriations Chair Kay Granger (D-TX) announced new guidance for the upcoming FY24 budget and appropriations process. Most notably, the Labor, Health, and Education bill, which is the source of funding for Perkins V, will not allow earmarks in the upcoming budget and appropriations cycle. Meanwhile, the Senate has announced that it will grant such requests again this year, with the deadline of April 13.

Looting Congress to Support Short-Term Expansion of Pell Grants

Senator Tim Kane (Democratic Party, Virginia Selection) and Senator Mike Brown (Republican Party, Indiana) have r e-submitted the Jobs (Jumpstarting Our Businesses by Supporting Students) (S. 161). Recently, Representative Bill Johnson (ROH), Lisa Brandt Rochester (DE), Representative Michael Turner (ROH), and Representative Mikky Cheryl (D-NJ) to the House of Representatives (H. R. 793). A related bill was also submitted.
This bill is a lon g-standing priority of federal policy for Advance CTE, and is an important way to expand the access of learners to hig h-quality CTE program opportunities at the level after the completion of secondary education. We recommend that you work with members of the Career Education Association (ACTE) to support this extremely important bill and share this information on a wider network.
Click here to contact Congress about the Jobs method!

Legislative Update: Short-term Extension of the Debt Limit, Newly Approved State ARP Plans and ECF Applications

January 6, 2023 (Friday)

Immediately before the holiday season, the 117th Federal Congress has passed the yea r-end expenditure package to increase priority on career technology education (CTE) and other CT E-related priority. The New 118 parliament was scheduled to start officially this week, but in recent days, it has been hit by many challenges as follows.

Federal Parliament passed FY23 years old package

Before the holiday season, the 117th Federal Congress was struggling to agree on the yea r-old budget for the 2023 fiscal year (FY23). This important bill was the last agenda that the members needed to pass before the 117th Federal Congress. A few days before the temporary financing bill expires, the members of the Diet remain the remaining FY23 for the operation and programs of all federal governments, such as Karl, D. Parkins, Career, and Technical Education Law (Parkins V). Announced a $ 1. 7 trillion omnibus expenditure package. The tw o-hospital members immediately picked up the bill, and the lower house was approved by 225 to 201, and the Senate agreed with a large difference of 68 to 29, and passed by a superb. Soon after the approval, President Biden signed the bill (H. R. 2617).

The new law increases the US Ministry of Education (ED) budgets by $ 3. 2 billion, about 4 % from FY2012. It should be noted for the CTE community that the Omnibus expenditure package provided an additional $ 50 million funds for the Parkins V's Basic State Program. In addition, $ 25 million has been added to the "Innovation and Modernization" subsidy program approved under Article 114 of the Parkins V Act, providing a competitive subsidy to support innovative approaches to CTE. It will be done.

Furthermore, members have increased their funds to the title IV-A (student support and academic enhancement subsidies) of the ESSA (Every Student Succeeds Act), an important funding source for CTE for secondary education institutions (7. 8 %). Increase). In addition, the law also invests $ 50 million in the expansion subsidy of the technical training. ADVANCE CTE is praised for this result and is looking forward to cooperating with the CTE Congress to secure additional investment in CTE as part of the Federal Budget and budgeting process in FY2014.

The 118th Federal Council starting in uncertainty

This week, the newly selected members of the Upper and Latays were convened, and the 118th parliament was officially started. In the Senate, the Democratic Party maintained a majority of 51 to 499, and the Republican Party won the Republican Party with a narrow margin of 222 to 213. In the Senate, the beginning of the new parliament was short. The Senator gathered all day on Tuesday, January 3rd, swears a new member, officially nominated the Senator Patty Malay (Democratic Party) as a temporary chair (as the second Democratic member of the Democratic Party in the Senate). He attended the other pos t-supported housekeeping items required to start the New 118 Congress. After these activities, the Senate was closed until January 23. The new law increases the US Ministry of Education (ED) budgets by $ 3. 2 billion, which is about 4 % from FY2012. It should be noted for the CTE community that the Omnibus expenditure package provided an additional $ 50 million funds for the Parkins V's Basic State Program. In addition, $ 25 million has been added to the "Innovation and Modernization" subsidy program approved under Article 114 of the Parkins V Act, providing a competitive subsidy to support innovative approaches to CTE. It will be done.

The 118th Federal Council starting in uncertainty

This week, the newly selected members of the Upper and Latays were convened, and the 118th parliament was officially started. In the Senate, the Democratic Party maintained a majority of 51 to 499, and the Republican Party won the Republican Party with a narrow margin of 222 to 213. In the Senate, the beginning of the new parliament was short. The Senator gathered all day on Tuesday, January 3rd, swears a new member, officially nominated the Senator Patty Malay (Democratic Party) as a temporary chair (as the second Democratic member of the Democratic Party in the Senate). He attended the other pos t-supported housekeeping items required to start the New 118 Congress. After these activities, the Senate was closed until January 23. The new law increases the US Ministry of Education (ED) budgets by $ 3. 2 billion, about 4 % from FY2012. It should be noted for the CTE community that the Omnibus expenditure package provided an additional $ 50 million funds for the Parkins V's Basic State Program. In addition, $ 25 million has been added to the "Innovation and Modernization" subsidy program approved under Article 114 of the Parkins V Act, providing a competitive subsidy to support innovative approaches to CTE. It will be done.

Furthermore, parliamentarians have increased their funds to the title IV-A (student support and academic fulfillment) of ESSA (Every Student Succeeds Act), an important source of funds for CTE for secondary education institutions (7. 8 %). Increase). In addition, the law also invests $ 50 million in the expansion subsidy of the technical training. ADVANCE CTE is praised for this result and is looking forward to cooperating with the CTE Congress to secure additional investment in CTE as part of the Federal Budget and budgeting process in FY2014.

The 118th Federal Council starting in uncertainty

However, in the House of Representatives, the initiative to formally start the new parliament was ruined because the Republican New Chair was not selected. Representative Kevin McCarsey (selected in California), who was regarded as the best candidate for the House of Representatives, was unable to collect 218 votes required to be inaugurated. At the time of the writing, the lower house tried to vote 12 times, but none of the new chairs were elected. The minority of the Republican Party has opposed McCarthy. It is still unknown when and how these differences in the Republican Party will be solved. On the other hand, the House of Representatives, on the other hand, has not been officially called the 118th Federal Congress, including the oath of new members, because the chairman has not been elected. Advance CTE will continue to watch these trends.

Policy Advisor Steve Boytech

March 11, 2022 (Friday

This week, the Federal Parliament has passed the lon g-awaited Federal FY2011 (FY22) yea r-end expenditure package. This bill provides an incredible increase in programs that the career technology education (CTE) community is interested in. In addition, Advance CTE has encouraged members and partners to support the Jobs (Jumpstart Our Businesses by Supporting Students) Act, a bill to make the federal Pel Grant Program. Finally, the US Ministry of Labor (DOL) has made many new presentations, including the possibility of the use of new discretionary subsidies.

The lower house has passed the budget plan for FY2012 including the increase in CTE funding

For the first six months of FY22, the parliament, which rely on a series of shor t-term budget extensions (known as a continuation resolution or CR), has finally set up on a cliff to enact a comprehensive expenditure bill. Early in the morning on Wednesday, March 9th, Representative House of Representatives announced a $ 1. 5 trillion FY22 omnibus expenditure bill. This is a compilation of 12 regular budget bills that cover the entire federal government and related programs this year in one legislative package. Initially, the bill also included additional supplementation assistance to cope with the crisis during Ukraine and respond to unresolved needs by pandemic. However, in the lower house, an initiative to formally start the new parliament was ruined because the Republican New Chair was not elected. Representative Kevin McCarsey (selected in California), who was regarded as the best candidate for the House of Representatives, was unable to collect 218 votes required to be inaugurated. At the time of the writing, the lower house tried to vote 12 times, but none of the new chairs were elected. The minority of the Republican Party has opposed McCarthy. It is still unknown when and how these differences in the Republican Party will be solved. On the other hand, the House of Representatives, on the other hand, has not been officially called the 118th Federal Congress, including the oath of new members, because the chairman has not been elected. Advance CTE will continue to watch these trends.

Policy Advisor Steve Boytech

March 11, 2022 (Friday

School-Based Mental Health Initiatives Challenges and Considerations for Policymakers

For the first six months of FY22, the parliament, which rely on a series of shor t-term budget extensions (known as a continuation resolution or CR), has finally set up on a cliff to enact a comprehensive expenditure bill. Early in the morning on Wednesday, March 9th, Representative House of Representatives announced a $ 1. 5 trillion FY22 omnibus expenditure bill. This is a compilation of 12 regular budget bills that cover the entire federal government and related programs this year in one legislative package. Initially, the bill also included additional supplementation assistance to cope with the crisis during Ukraine and respond to unresolved needs by pandemic. However, in the House of Representatives, the initiative to formally start the new parliament was ruined because the Republican New Chair was not selected. Representative Kevin McCarsey (selected in California), who was regarded as the best candidate for the House of Representatives, was unable to collect 218 votes required to be inaugurated. At the time of the writing, the lower house tried to vote 12 times, but none of the new chairs were elected. The minority of the Republican Party has opposed McCarthy. It is still unknown when and how these differences in the Republican Party will be solved. On the other hand, the House of Representatives, on the other hand, has not been officially called the 118th Federal Congress, including the oath of new members, because the chairman has not been elected. Advance CTE will continue to watch these trends.

Policy Advisor Steve Boytech

March 11, 2022 (Friday

Key Findings

This week, the Federal Parliament has passed the lon g-awaited Federal FY2011 (FY22) yea r-end expenditure package. This bill provides an incredible increase in programs that the career technology education (CTE) community is interested in. In addition, Advance CTE has encouraged members and partners to support the Jobs (Jumpstart Our Businesses by Supporting Students) Act, a bill to make the federal Pel Grant Program. Finally, the US Ministry of Labor (DOL) has made many new presentations, including the possibility of the use of new discretionary subsidies.
The lower house has passed the budget plan for FY2012 including the increase in CTE funding
For the first six months of FY22, the parliament, which rely on a series of shor t-term budget extensions (known as a continuation resolution or CR), has finally set up on a cliff to enact a comprehensive expenditure bill. Early in the morning on Wednesday, March 9th, Representative House of Representatives announced a $ 1. 5 trillion FY22 omnibus expenditure bill. This is a compilation of 12 regular budget bills that cover the entire federal government and related programs this year in one legislative package. Initially, the bill also included additional supplementation assistance to cope with the crisis during Ukraine and respond to unresolved needs by pandemic.
Late on Wednesday, Representatives of Representatives passed the omnibus package in a superb partist and separate vote. Late last night, the Senate picked up omnibus and passed with a large difference of 68 to 31. The current federal budget is expired today (March 11), and Advance CTE hopes that President Biden will immediately sign this bill to avoid the expiration of the federal budget.

Overall, the bill provides an additional budget of $ 2. 3 billion to the US Ministry of Education (ED), 3. 2 % higher than the FY21 (FY21) level. FY22 Omnibus also contains a lot of new investments that are notable for the CTE community. Among them, it includes an additional $ 45 million funds to the State subsidy program of the Career and Technical Education Law for the 21st Century (Parkins V). With this new level of investment, the total Parkins V State subsidy was $ 1. 38 billion (up 3. 4 % of the FY21 level). Furthermore, the omnibus provides additional funds for $ 60 million (up 5 %) for student support and academic enhancement subsidies included in the title IV-A (Every Student Succeeds Act). The bill also increases Per Grant's maximum amount of $ 400 and $ 6, 895 per case.

Omnibus also provides DOL about $ 500 million additional funds, which is equivalent to 3. 6 % for DOL. The important thing is that the expansion of the registration apprentice program is provided with additional funds of $ 50 million (up 27 %), and the total funding for this purpose reaches $ 235 million. As a whole, this bill has increased $ 249 million for programs approved under the Workforce Innovation and Opport Unity Act (Wioa), and the total for these activities is $ 5. 66 billion (about 4. 6 % compared to FY2011. It becomes an increase). Finally, the $ 50 million of the total funds provided by the Wioa is specialized in expanding career training and education programs provided by community college (including other qualified secondary educational institutions' consortium). be. Late on Wednesday, the lower house was passed by the Omnibus package by a bipartinese and separate voting. Late last night, the Senate picked up omnibus and passed with a large difference of 68 to 31. The current federal budget is expired today (March 11), and Advance CTE hopes that President Biden will immediately sign this bill to avoid the expiration of the federal budget.

Introduction

Omnibus also provides DOL about $ 500 million additional funds, which is equivalent to 3. 6 % for DOL. The important thing is that the expansion of the registration apprentice program is provided with additional funds of $ 50 million (up 27 %), and the total funding for this purpose reaches $ 235 million. As a whole, this bill has increased $ 249 million for programs approved under the Workforce Innovation and Opport Unity Act (Wioa), and the total for these activities is $ 5. 66 billion (about 4. 6 % compared to FY2011. It becomes an increase). Finally, the $ 50 million of the total funds provided by the Wioa is specialized in expanding career training and education programs provided by community college (including other qualified secondary educational institutions' consortium). be. Late on Wednesday, Representatives of Representatives passed the omnibus package in a superb partist and separate vote. Late last night, the Senate picked up omnibus and passed with a large difference of 68 to 31. The current federal budget is expired today (March 11), and Advance CTE hopes that President Biden will immediately sign this bill to avoid the expiration of the federal budget.

ADVANCE CTE praises these and other extremely important investments made through this law, and will continue to provide the latest information on the CTE community on the impact of this bill on states, districts, schools, and educational institutions. I will do it. Until then, you can see the ADVANCE CTE federal agenda here.

Let's support the modernization of Per Grant

The ADVANCE CTE and its partner have established the Jobs method (a bill that has been a lon g-standing improvement for the federal Pel Grant Program by expanding qualifications to CTE programs after completing high quality shor t-term shor t-term shor t-term shor t-term training). Is continued to propose. In order to improve the competitiveness of the US economy, this reform has a way for workers and learners to acquire valuable secondary education qualifications that workers and learners need in today's economy. It will dramatically improve the abilities of the provided country.		ADVANCE CTE is prior to the legislation expected in the second half of this year to understand the importance of this bill and the role played by this bill to ensure the global economic competitiveness of the United States. Call for local CT E-related organizations, especially no n-profit CTE educational institutions, to support this letter.	Dol and dot signed the memorandum	On Monday, 7th, the Ministry of Labor Employment (DOL) and the US Ministry of Transport (DOT) signed a memorandum (MOU) that officially promised to cooperate in two major fields:
Employment quality, fair employment creation, labor standards: Employment quality, fair employment creation, labor standards: Both ministries can improve employment quality, free selection of union formulas, and the diversity of infrastructure categories. It is affiliated to incorporate the clause into the dot subsidy.	Fair and effective labor development: The two ministry jointly supports the creation and expansion of hig h-quality, fair labor development programs that linked workers and local communities to hig h-quality infrastructure and transportation work.	This memorandum aims to support the continuous implementation of the ultr a-partic "Act on Infrastructure and Employment" (IIJA) passed last year. Click here for a press release for this announcement.	DOL subsidy recruitment	In recent weeks, DOL has announced the following discretionary subsidies that the CTE community is interested in: < SPAN> Advance CTE praised these and other extremely important investment conducted through this law. We will continue to provide the latest information to the CTE community about the impact of this bill on state, district, school, and educational institutions. Until then, you can see the ADVANCE CTE federal agenda here.
Let's support the modernization of Per Grant	The ADVANCE CTE and its partner have established the Jobs method (a bill that has been a lon g-standing improvement for the federal Pel Grant Program by expanding qualifications to CTE programs after completing high quality shor t-term shor t-term shor t-term shor t-term training). Is continued to propose. In order to improve the competitiveness of the US economy, this reform has a way for workers and learners to acquire valuable secondary education qualifications that workers and learners need in today's economy. It will dramatically improve the abilities of the provided country.	ADVANCE CTE is prior to the legislation expected in the second half of this year to understand the importance of this bill and the role played by this bill to ensure the global economic competitiveness of the United States. Call for local CT E-related organizations, especially no n-profit CTE educational institutions, to support this letter.	Dol and dot signed the memorandum	On Monday, 7th, the Ministry of Labor Employment (DOL) and the US Ministry of Transport (DOT) signed a memorandum (MOU) that officially promised to cooperate in two major fields:
Employment quality, fair employment creation, labor standards: Employment quality, fair employment creation, labor standards: Both ministries can improve employment quality, free selection of union formulas, and the diversity of infrastructure categories. It is affiliated to incorporate the clause into the dot subsidy.	Fair and effective labor development: The two ministry jointly supports the creation and expansion of hig h-quality, fair labor development programs that linked workers and local communities to hig h-quality infrastructure and transportation work.	This memorandum aims to support the continuous implementation of the ultr a-partic "Act on Infrastructure and Employment" (IIJA) passed last year. Click here for a press release for this announcement.	DOL subsidy recruitment	In recent weeks, DOL has announced the following discretionary subsidies that the CTE community is likely to be interested in: ADVANCE CTE has praised these and other extremely important investments made through this bill. We will continue to provide the latest information to the CTE community about the impact on states, districts, schools, and educational institutions. Until then, you can see the ADVANCE CTE federal agenda here.

Let's support the modernization of Per Grant

The ADVANCE CTE and its partner have established the Jobs method (a bill that has been a lon g-standing improvement for the federal Pel Grant Program by expanding qualifications to CTE programs after completing high quality shor t-term shor t-term shor t-term shor t-term training). Is continued to propose. In order to improve the competitiveness of the US economy, this reform has a way for workers and learners to acquire valuable secondary education qualifications that workers and learners need in today's economy. It will dramatically improve the abilities of the provided country.

ADVANCE CTE is prior to the legislation expected in the second half of this year to understand the importance of this bill and the role played by this bill to ensure the global economic competitiveness of the United States. Call for local CT E-related organizations, especially no n-profit CTE educational institutions, to support this letter.

Dol and dot signed the memorandum

Recent Expansion

On Monday, 7th, the Ministry of Labor Employment (DOL) and the US Ministry of Transport (DOT) signed a memorandum (MOU) that officially promised to cooperate in two major fields:

Employment quality, fair employment creation, labor standards: Employment quality, fair employment creation, labor standards: Both ministries can improve employment quality, free selection of union formulas, and the diversity of infrastructure categories. It is affiliated to incorporate the clause into the dot subsidy.

Fair and effective labor development: The two ministry jointly supports the creation and expansion of hig h-quality, fair labor development programs that linked workers and local communities to hig h-quality infrastructure and transportation work.

This memorandum aims to support the continuous implementation of the ultr a-partic "Act on Infrastructure and Employment" (IIJA) passed last year. Click here for a press release for this announcement.

DOL subsidy recruitment

In recent weeks, DOL has announced the following discretion subsidies that the CTE community is likely to be interested in:

This is aimed at the purpose of public and stat e-standing hig h-education institutions and community colleges, which aim to improve the ability to develop the ability development of employers and workers as an individual or group. It is. The ministry will give up to $ 1. 6 million for a single educational institution and a maximum of $ 5 million for the consortium.

The ApprenticeShip Building America will issue $ 113 million. Up to $ 50 million, it is specialized in fair partnerships and activities before the start of the apprentice system, aimed at promoting the subscription to the registered apprentice system. Application qualifications are scheduled for no n-profit organizations, labor organizations, public / state high education institutions, county governments, etc., which is planned to be $ 1 to 8 million.

This is intended to reduce the barriers to employment by providing training and employment services to prioritations before being released from the state orthodox facilities and county and local detention centers. This subsidy program is aimed at reducing employment barriers by providing training and employment services to inmates before being released from the state orthodontic facilities, county and regional detention centers. The aim is to reduce the barriers of employment by providing training and employment services to inmates before being released from the county and local detention centers.

Steve Boytech Policy Advisor

Evaluating the Evidence

October 22, 2021 (Friday)

Claim: School-Based Services Increase Treatment Access

In the last two weeks, the Federal Congress has approved a shor t-term extension of the national borrowing authority, further improving the budget for the fiscal year (FY22). Federal agencies have also approved each state's new American Rescue Plan (ARP) funding proposals, and has made efforts to distribute additional funds for broadband connections. In recent years, while the Senate has additionally approved candidates for the US Ministry of Education (USED), President Videnn has issued a presidential decree aimed at promoting black economic and educational opportunities.

Potential Harm

A shor t-term agreement on the debt limit has been established This is a public / stat e-based highe r-education institution and community college as an individual or group to deal with fair differences and meet the needs of the ability to develop employers and workers. The purpose is to improve the ability. The ministry will give up to $ 1. 6 million for a single educational institution and a maximum of $ 5 million for the consortium.

Steve Boytech Policy Advisor

October 22, 2021 (Friday)

Risk of Overidentification

A shor t-term agreement on the debt limit is concluded this, which is a public / stat e-standing higher education institution and community college as an individual or group to deal with fair gaps and improve the ability to develop the ability to develop employers and workers. It is intended to be made. The ministry will give up to $ 1. 6 million for a single educational institution and a maximum of $ 5 million for the consortium.

Steve Boytech Policy Advisor

October 22, 2021 (Friday)

Poor Targeting

A shor t-term agreement on debt maximum is established

During the week of October 11, the House of Representatives formally considered and approved a short-term increase in the nation's borrowing authority, known as the debt ceiling. Lawmakers passed the bill by a cross-party vote of 219-206. After passage, President Biden signed the bill, providing the U. S. Treasury Department with an additional $480 billion in borrowing authority. The extension is expected to ensure sufficient borrowing authority through early December. This is also the time when Congress must act to pass full-year funding measures for this fiscal year (FY22) for programs such as the Strengthening 21st Century Career and Technical Education Act (Perkins V Act).

However, ahead of the vote, Minority Leader Mitch McConnell (R-Calif.) sent a letter to President Biden making it clear that his party will likely filibuster any future attempts to pass long-term legislation to extend or suspend the current debt ceiling.

Make Your Voice Hear

This short-term agreement on the debt ceiling provides more time for congressional Democrats, who are currently debating the size and scope of a future domestic spending package that could provide an additional $4 billion in funding for Perkins V, modeled on President Biden's "Build Back Better" agenda.

At this stage in the negotiations, it is important for the career and technical education (CTE) community to use their voice to ensure that the final agreement includes an increase to the Perkins Fund. Be sure to contact your legislators to remind them of the importance of investing in CTE. To do so, click here!

Claim: Mental Health Services Improve Academic Outcomes

Senate Releases Remaining FY22 Appropriations Bills

On October 18, the Senate Appropriations Committee released draft versions of the remaining nine FY22 appropriations bills that had not yet been considered by the committee. Of these, the Labor-HHS-ED Appropriations Bill provides funding for USED and related federal programs that USED oversees. If enacted, the bill would provide $98. 4 billion to USED, an increase of $24. 9 billion from the previous fiscal year. Most of the increase would go toward nearly doubling the size of the Every Student Succeeds Act (ESSA) Title I formula funding.

The important thing is that the Parkins V State Basic subsidy program proposes $ 50 million. This proposal is in line with the bill passed at the House of Collectors earlier this year, and will increase the total of about $ 1, 385 million if it is established.

Conflicting Goals of Education and Mental Health

However, the bill has no plans to be officially deliberated in the Senate. Rather, these bills will be used as the basics of the tw o-hospital supervisor negotiations to raise funds through the year, which will have to be completed by December 3, when the current shor t-term funds have expired. 。 As these efforts are progressing, Advance CTE will continue to assert a solid investment in the basic state subsidy program of Pecins V as part of a more widespread 2010 process.

FCC approves an additional application for an emergency connection fund

The Federal Commission (FCC) has announced a new commitment of $ 1. 1 billion as part of the second fund distribution of the Emergency Connectivity Fund (ECF). The funds are used for 2. 4 million equipment and 1. 9 million broadband connections. Approved projects benefit from 2, 471 school students, staff, and 205 library users. The FCC has approved more than half of the application submitted during the first application of the program, and will be approved for the remaining eligible applications in the next few weeks. When the COVID-19 (Coronavirus) epidemic began, securing the initial funds for the ECF as part of a wide range of efforts to eliminate the "homework gap" was an important advantage of Advance CTE.

USED approves further 4 ARP plans

This spring, the Democratic Party of the United States has passed the ARP bill and approved that the school district from kindergarten to high school will provide $ 122 billion subsidies. Since then, USED has distributed tw o-thirds of the funds through the formula to support schools and states to support the ongoing Coronavirus pandemic. However, the Ministry of Education of the United States to hold the remaining thre e-thirds of funds and support learners to support the state and the prosperity of the public health crisis and the confusion of school education. He called for a detailed plan to use these new financial resources. The important thing is that it proposes $ 50 million to the Parkins V State Subsidy Program by $ 50 million. This proposal is in line with the bill passed at the House of Collectors earlier this year, and will increase the total of about $ 1, 385 million if it is established.

FCC approves an additional application for an emergency connection fund

USED approves further 4 ARP plans

This spring, the Democratic Party of the United States has passed the ARP bill and approved that the school district from kindergarten to high school will provide $ 122 billion subsidies. Since then, USED has distributed tw o-thirds of the funds through the formula to support schools and states to support the ongoing Coronavirus pandemic. However, the Ministry of Education of the United States to hold the remaining thre e-thirds of funds and support learners to support the state and the prosperity of the public health crisis and the confusion of school education. He called for a detailed plan to use these new financial resources. The important thing is that the Parkins V State Basic subsidy program proposes $ 50 million. This proposal is in line with the bill passed at the House of Collectors earlier this year, and will increase the total of about $ 1, 385 million if it is established.

Schools Are Not Clinical Settings

FCC approves an additional application for an emergency connection fund

USED approves further 4 ARP plans

As part of this continuous initiative, USED has regularly reviewed and approved the state's ARP plan. On October 14, USED approved Guam, Maryland, Nebraska and Virginia. The seven states and Puerto Rico are still waiting for approval from the ministry with the release of the remaining ARP funds. The current status of the ARP plan in Jeonju, including the highlights of the USED approved so far, can be seen here.

President Biden announces a presidential decree to promote the fairness of education

On October 19, President Biden has announced a new presidential decree on the promotion of educational fairness, outstanding, and economic opportunities for blacks. The Presidential Ordinance has already taken the Biden administration to provide a greater economic opportunity for black families and local communities, correct the education achievement gap between black learners, and improve the health of these local communities. It lists some actions to be taken, and outlines some other measures, especially in other factors, especially in criminal judicial reform. The important thing is that EO assumes CTE as an important way to achieve these purposes, and some of them are "dual emotion, career and technical edition, registration apprentice system, Through programs such as work, bass de learning, and other programs, it is stated that by linking education to the needs of the labor market, it will promote racial equality and economic opportunities. "

In order to eliminate such unfairness, not only occupational guidance, etc., but also the experience needed to succeed in careers, such as mentorship, sponsorship, internship, registration apprentice, and opportunities for professional learning and leadership It is necessary to expand access to. In addition, the order will set up a member of the USED government working group, including the USED Federal CTE representative, to support the extensive duties of this initiative. Click here for related fact sheets that summarize the overview of this order.

The Senate approved the OCR reader and aimed at the OCTAE nomination next week As part of this continuous initiative, USED has regularly reviewed and approved the state's ARP plan. On October 14, USED approved Guam, Maryland, Nebraska and Virginia. The seven states and Puerto Rico are still waiting for approval from the ministry with the release of the remaining ARP funds. You can see the current status of the ARP project in the Jeonju, including the highlights of the plan approved by the USED so far.

Ambiguity Reduces Accountability

President Biden announces a presidential decree to promote the fairness of education

In order to eliminate such unfairness, not only occupational guidance, etc., but also the experience needed to succeed in careers, such as mentorship, sponsorship, internship, registration apprentice, and opportunities for professional learning and leadership It is necessary to expand access to. In addition, the order will set up a between the USED Federal CTE representatives, and will support this extensive duties of this initiative. Click here for related fact sheets that summarize the overview of this order.

As part of this continuous initiatives, the Senate approved the OCR reader and aimed at the OCTAE nomination next week, USED regularly reviewed and approved the state's ARP plan. On October 14, USED approved Guam, Maryland, Nebraska and Virginia. The seven states and Puerto Rico are still waiting for approval from the ministry with the release of the remaining ARP funds. The current status of the ARP plan in Jeonju, including the highlights of the USED approved so far, can be seen here.
President Biden announces a presidential decree to promote the fairness of education
On October 19, President Biden has announced a new presidential decree on the promotion of educational fairness, outstanding, and economic opportunities for blacks. The Presidential Ordinance has already taken the Biden administration to provide a greater economic opportunity for black families and local communities, correct the education achievement gap between black learners, and improve the health of these local communities. It lists some actions to be taken, and outlines some other measures, especially in other factors, especially in criminal judicial reform. The important thing is that EO assumes CTE as an important way to achieve these purposes, and some of them are "dual emotion, career and technical edition, registration apprentice system, Through programs such as work, bass de learning, and other programs, it is stated that by linking education to the needs of the labor market, it will promote racial equality and economic opportunities. "
In order to eliminate such unfairness, not only occupational guidance, etc., but also the experience needed to succeed in careers, such as mentorship, sponsorship, internship, registration apprentice, and opportunities for professional learning and leadership It is necessary to expand access to. In addition, the order will set up a between the USED Federal CTE representatives, and will support this extensive duties of this initiative. Click here for related fact sheets that summarize the overview of this order.
The Senate approves the OCR reader and aims to nomination next week
On October 20, Catherine Ramon was approved by the Senate that the USED Civil Rights Bureau (OCR) would be appointed as the Deputy Secretary. The voting was equally performed along the party, and it was necessary to have the same number of votes by Vice President Kamara Harris. Ramon previously led an OCR under President Obama and supervised the controversial title IX regulations.
In addition to Ramon's approval, the Senate Health, Education, Labor, and Pension (HELP) Committee will be the next name of the next career, adult, and technical education bureau (OCTAE) of two USED officials, including Amy Lloyd. , Sandra Blues's next director's nomination will be deliberated. ADVANCE CTE strongly supports Lloyd's nomination and hopes that a quick approval procedure will be performed in the next few weeks to several months.
Steve Boytech Policy Advisor
Mental health initiatives based on schools have expanded for the past half a century. In recent years, the troublesome increase in school violence and the spread of mental distress of youth promoting a sense of crisis to policy creators and investing billion dollars every year to strengthen these programs. It led to action.
Mental health intervention for youth is not a panacea, but must be used carefully. The goals of the educational system and the mental health system are often confronted.

Policy creators and educational authorities should have a clear eye on these issues and unintended results for managing mental health services through educational systems. The achievements of several decades of consistent, inconsistent profits, inadequate implementation, and some harmful evidence are effective and comprehensive schoo l-based mental health services and are desirable. I am weakening my conviction that there is. On October 20, the Senate was approved in the Senate that Catherine Ramon would be appointed as the Deputy Secretary of the USED Civil Rights Bureau (OCR). The voting was equally performed along the party, and it was necessary to have the same number of votes by Vice President Kamara Harris. Ramon previously led an OCR under President Obama and supervised the controversial title IX regulations.

In addition to Ramon's approval, the Senate Health, Education, Labor, and Pension (HELP) Committee will be the next name of the next career, adult, and technical education bureau (OCTAE) of two USED officials, including Amy Lloyd. , Sandra Blues's next director's nomination will be deliberated. ADVANCE CTE strongly supports Lloyd's nomination and hopes that a quick approval procedure will be performed in the next few weeks to several months.

Steve Boytech Policy Advisor

Mental health initiatives based on schools have expanded for the past half a century. In recent years, the troublesome increase in school violence and the spread of mental distress of youth promoting a sense of crisis to policy creators and investing billion dollars every year to strengthen these programs. It led to action.

Mental health intervention for youth is not a panacea, but must be used carefully. The goals of the educational system and the mental health system are often confronted.

Policy creators and educational authorities should have a clear eye on these issues and unintended results for managing mental health services through educational systems. The achievements of several decades of consistent, inconsistent profits, inadequate implementation, and some harmful evidence are effective and comprehensive schoo l-based mental health services and are desirable. I am weakening my conviction that there is. On October 20, Catherine Ramon was approved by the Senate that the USED Civil Rights Bureau (OCR) would be appointed as the Deputy Secretary. The voting was equally performed along the party, and it was necessary to have the same number of votes by Vice President Kamara Harris. Ramon previously led an OCR under President Obama and supervised the controversial title IX regulations.

Steve Boytech Policy Advisor

Recommendations

Mental health intervention for youth is not a panacea, but must be used carefully. The goals of the educational system and the mental health system are often confronted.

Roll Back Universal Mental Health Programs

High-quality evidence supporting school-based mental health initiatives is lacking. Rigorous evaluations of universal programs of mental health literacy, awareness, prevention, and screening, and many social-emotional learning programs have not found a reduction in rates of mental health conditions or an improvement in academic achievement.

The concept of school-based mental health, as currently provided in typical neighborhood public schools, is disjointed because it primarily targets youth who do not specifically need mental health treatment while underserving youth with mental disorders.

While some youth can benefit from high-quality mental health services, universal mental health programs pose underestimated potential harms directly through poor quality care, overdiagnosis, and misallocation of expenditures, and indirectly through wasted instructional time and reduced accountability in the mental health and education systems.

Renew Focus on Core System Responsibilities

Federal agencies responsible for school-based mental health programs have not provided meaningful, coordinated guidance on essential questions such as what it means for a program to be effective, what expectations exist for “mental health deserts,” and how schools should sift through the many overlapping initiatives.

Federal policy should clarify that the core goal of the public education system is to provide academic learning as preparation for productive participation in society, and the core responsibility of the public mental health system is to address untreated serious mental illness and serious emotional disturbance in adolescents. Neither system is mandated to pursue these goals through an approach that seeks to improve the mental health and wellness of everyone in society. In fact, such an approach has been counterproductive and has reduced accountability in both systems.

Universal mental health and wellness programs should be rolled back, and schools should instead pursue structural solutions, such as setting and following school-wide behavioral expectations and maintaining a full school day. Youth mental health policy should prioritize providing services across the full continuum of care to adolescents with current cases of mental disorders.

What is school-based mental health?

The focus of this report is an intervention provided by a public school near the K-12 [1]. A huge number of commercial programs, conceptual frameworks, and approaches for schoo l-based mental health are not unanimous, applied, or agreed.

These programs are often classified into hierarchical structures, depending on how much the target is narrowed down and how much mental illness is treated and treated. Table 1 shows what programs and services apply to this preventive structure.

The first stage is a universal prevention program, and is carried out by all students, regardless of the need for mental health treatment. The second stage is composed of a more focused preventive program, and is usually intended for students who are considered to have the risk of developing mental illness based on the environment and family disadvantageous characteristics. The third stage is composed of interventions that provide access to treatment and other services [4], and is for students who have already been diagnosed with psychiatric disorders or indicate signs and symptoms. The third phase intervention is composed of treatment, but it is also considered a preventive intervention in that it is aimed at preventing more greater disability due to mental disorders by managing symptoms.

Table 1

Gradid framework for schoo l-based mental health intervention

Program/ support

Reduce Ambiguity in Federal Policy and Guidance

subject

Purpose/ explanation

Acknowledgments

General example

Appendix

First stage

All students

All schools to prevent emotional or mental problems

About the Author

Mental health literacy, recognition, suicide prevention, social and emotional learning programs, universal screening tests

Second stage

Endnotes

Selective or secondary

5 % to 15 of students

Assistant Commissioner of School Quality and Support

The purpose is to prevent students who are determined to be risky, and to prevent emotional or mental health issues through early intervention.

Applicable to more direct students' screening, school counseling sessions, individuals and group therapy, and Tier 1 programs to more targeted students. Third stage

Tertiary or adaptation

3 % to 5 students

It is implemented for students with established conditions and symptoms, and aims to treat and prevent more major disability. The focus of this report is an intervention provided by a public school near the K-12 [1]. A huge number of commercial programs, conceptual frameworks, and approaches for schoo l-based mental health are not unanimous, applied, or agreed.

Table 1

Gradid framework for schoo l-based mental health intervention

Program/ support subject Purpose/ explanation

General example

First stage Universal

All students

All schools to prevent emotional or mental problems

Mental health literacy, recognition, suicide prevention, social and emotional learning programs, universal screening tests

Second stage

Selective or secondary

5 % to 15 of students

The purpose is to prevent students who are determined to be risky, and to prevent emotional or mental health issues through early intervention.

Applicable to more direct students' screening, school counseling sessions, individuals and group therapy, and Tier 1 programs to more targeted students. Third stage

Tertiary or adaptation

3 % to 5 students

Department Information

Table 1

Gradid framework for schoo l-based mental health intervention

Program/ support

subject

Purpose/ explanation

General example
First stage
Universal
All students
All schools to prevent emotional or mental problems
Mental health literacy, recognition, suicide prevention, social and emotional learning programs, universal screening tests
Second stage
Selective or secondary
5 % to 15 of students

Description of Job

The purpose is to prevent students who are determined to be risky, and to prevent emotional or mental health issues through early intervention.

Applicable to more direct students' screening, school counseling sessions, individuals and group therapy, and Tier 1 programs to more targeted students.

Third stage

Tertiary or adaptation

3 % to 5 students

It is implemented for students with established conditions and symptoms, and aims to treat and prevent more major disability.

Treatment of individuals or family and caregivers, individualized plans, wrap around services, psychiatrics, coordination care for young people involved in multiple systems (boy judiciary, child welfare, etc.), and other individualized. Introduction to intervention.
Note: The hierarchy and explanation are a humanistic intended to represent the array and general example of schoo l-based mental health services, but the universal conceptualization or definitions for each level are educational and definitions. It does not exist among mental health practitioners or between educational and mental health practitioners.
Source: Krista Kutash, Albert J. Duchnowski, and Nancy Lynn, "School-Based Mental Health: Eric J. Bruns et Al. Velop An Continuum of BEHAVIORAL HEALTH SERTH SUPPPORTS in SCHOOLS, "American Journal of Orthopsychiatr Y 86, No. 2 (MARCH 2016): 156-70
Today, most public schools in the neighborhood offer some mental health programs. The most common thing is a clearly packaged Tier 1 program [5], provided by experts hired by counselors [6], and on e-o n-one or group counseling. I'm going [8]. For example, schools may purchase the "second step" [9], which is a study (SEL) program, which is provided to teachers and students to teachers and students, and exports to goals and emotions. It is composed of activities that explain why it is important.

The first universal program related to sociality and emotional health, emotional health, prevention, and early intervention is a potential by promoting attention to emotional status and providing literacy on emotional and mental disorders. The main purpose is to increase awareness of mental health issues. The purpose is that teachers and students recognize abnormal emotions, behaviors, and mental illnesses "upstream", leading more people to mental health services. Theoretically, this reduces the rate of disability, reducing relevant harmful symptoms and impacts.

There are several factors behind the past half a century, where the schoo l-based mental health initiatives in the United States have expanded. In the 1970s, the public education system became legal responsibility to educate children with disabilities, including mental disorders, by providing special support education and related services. [14] Apart from this, the mental health policy has given priority to preventing mental illness by promoting the health and emotional health of society as a whole. Because it is compulsory education [16], the school became a natural place for these efforts. Similarly, the United States' educational policies have been more important to wellness, as they are recognized as relevant between academic performance and social and emotional development.
The requirements for public schools to provide education and services to students with disabilities from mental conditions are cultivated in Part B of the Disabled Education Law (IDEA), which provides grants from the federal government to the state. Payed [18]. [19] LEA evaluates whether the identified child is qualified to receive special support education [20], and provides services that are judged to be necessary for the child to benefit from education. [21]. For example, in the case of students with emotional disorders (legal disability categories) [22], if they are recommended as part of individual educational programs (IEP), related services are mental health services such as counseling [. 23] is included. Sometimes severe disability and pain, youth, need a typical school other than a typical school, such as hospitals and youth admission, to benefit from education. If a service in such an environment is specified in IEP, LEA is responsible for the cost of such a facility. There are several factors behind the past half a century, where the schoo l-based mental health initiatives in the United States have expanded. In the 1970s, the public education system became legal responsibility to educate children with disabilities, including mental disorders, by providing special support education and related services. [14] Apart from this, the mental health policy has given priority to preventing mental illness by promoting the health and emotional health of society as a whole. Because it is compulsory education [16], the school became a natural place for these efforts. Similarly, the United States' educational policies have been more important to wellness, as they are recognized as relevant between academic performance and social and emotional development.
The requirements for public schools to provide education and services to students with disabilities from mental conditions are cultivated in Part B of the Disabled Education Law (IDEA), which provides grants from the federal government to the state. Payed [18]. [19] LEA evaluates whether the identified child is qualified to receive special support education [20], and provides services that are judged to be necessary for the child to benefit from education. [21]. For example, in the case of students with emotional disorders (legal disability categories) [22], if they are recommended as part of individual educational programs (IEP), related services are mental health services such as counseling [. 23] is included. Sometimes severe disability and pain, youth, need a typical school other than a typical school, such as hospitals and youth admission, to benefit from education. If a service in such an environment is specified in IEP, LEA is responsible for the cost of such a facility. There are several factors behind the past half a century, where the schoo l-based mental health initiatives in the United States have expanded. In the 1970s, the public education system became legal responsibility to educate children with disabilities, including mental disorders, by providing special support education and related services. [14] Apart from this, the mental health policy has given priority to preventing mental illness by promoting the health and emotional health of society as a whole. Because it is compulsory education [16], the school became a natural place for these efforts. Similarly, the United States' educational policies have been more important to wellness, as they are recognized as relevant between academic performance and social and emotional development.
The requirements for public schools to provide education and services to students with disabilities from mental conditions are cultivated in Part B of the Disabled Education Law (IDEA), which provides grants from the federal government to the state. Payed [18]. [19] LEA evaluates whether the identified child is qualified to receive special support education [20], and provides services that are judged to be necessary for the child to benefit from education. [21]. For example, in the case of students with emotional disorders (legal disability categories) [22], if they are recommended as part of individual educational programs (IEP), related services are mental health services such as counseling [. 23] is included. Sometimes severe disability and pain, youth, need a typical school other than a typical school, such as hospitals and youth admission, to benefit from education. If a service in such an environment is specified in IEP, LEA is responsible for the cost of such a facility.
The school has become an unofficial health system as the focus of the US mental health policy is to provide access to care to those who have already suffered from mental illness, to prevent and early intervention. The role has been expanded beyond the IDEA requirements. Schools currently identify people with dysfunction due to diagnostic disabilities, not only provide services, but also provide health promotion and enlightenment activities, and screen for people who are facing various social evil and adversity. It is often expected to provide mental health services such as counseling other than schools.
In particular, in the past 10 years, other troublesome indicators, such as shooting at schools [25] and youth mental distress [26], have strengthened the support of bipartisan factions based on schools [27. ], Federal government's funding has reached an unprecedented level. [28] Tier 1 universal program has been a characteristic of larg e-scale school gun shooting cases [30] since the Sandy Hook Elementary School Gunfunction Case in New Town, Connecticut in 2012 [29]. 。 The 2022 supervisory Safer Community Law, which was established in the case of a Rob Elementary School Gun shooting in Jubardde, Texas, has assigned nearly $ 1 billion to expand such programs.
In the educational policy, the 2002 "Defeat Prevention Education Law" (NCLB) and the successor to the 2015 successive method of the Student Health Promotion Law (ESSA) promoted mental health and wellness programs. The two bills emphasized the "whole child" approach to education, and adopted indicators other than schools that show the success of schools, such as a provision that encourages a safe and cooperative learning environment. [32]
2020 Coronavirus Support / Relief / Economic Security (CARES) Law, 2021 Coronavirus compatible / Relief Subsidies, Pandemi c-related funds by American Rescue Plan [34] are universal programs, schoo l-based programs. Counseling and LEA provided funds to build abilities to introduce external services. [35] The school will fulfill the focus of mental health policy in the United States as an unofficial health system, as the provision of access to care to those who have already suffered from mental illness, to prevention and early intervention. The role that has come to be expanded beyond the IDEA requirements. Schools currently identify people with dysfunction due to diagnostic disabilities, not only provide services, but also provide health promotion and enlightenment activities, and screen for people who are facing various social evil and adversity. It is often expected to provide mental health services such as counseling other than schools.
In particular, in the past 10 years, other troublesome indicators, such as shooting at schools [25] and youth mental distress [26], have strengthened the support of bipartisan factions based on schools [27. ], Federal government's funding has reached an unprecedented level. [28] Tier 1 universal program has been a characteristic of larg e-scale school gun shooting cases [30] since the Sandy Hook Elementary School Gunfunction Case in New Town, Connecticut in 2012 [29]. 。 The 2022 supervisory Safer Community Law, which was established in the case of a Rob Elementary School Gun shooting in Jubardde, Texas, has assigned nearly $ 1 billion to expand such programs.

In the educational policy, the 2002 "Defeat Prevention Education Law" (NCLB) and the successor to the 2015 successive method of the Student Health Promotion Law (ESSA) promoted mental health and wellness programs. The two bills emphasized the "whole child" approach to education, and adopted indicators other than schools that show the success of schools, such as a provision that encourages a safe and cooperative learning environment. [32]

2020 Coronavirus Support / Relief / Economic Security (CARES) Law, 2021 Coronavirus compatible / Relief Subsidies, Pandemi c-related funds by American Rescue Plan [34] are universal programs, schoo l-based programs. Counseling and LEA provided funds to build abilities to introduce external services. [35] The school has become an unofficial health system as the focus of the US mental health policy is to provide access to care to those who have already suffered from mental illness, to prevent and early intervention. The role has been expanded beyond the IDEA requirements. Schools currently identify people with dysfunction due to diagnostic disabilities, not only provide services, but also provide health promotion and enlightenment activities, and screen for people who are facing various social evil and adversity. It is often expected to provide mental health services such as counseling other than schools.

In particular, in the past 10 years, other troublesome indicators, such as shooting at schools [25] and youth mental distress [26], have strengthened the support of bipartisan factions based on schools [27. ], Federal government's funding has reached an unprecedented level. [28] Tier 1 universal program has been a characteristic of larg e-scale school gun shooting cases [30] since the Sandy Hook Elementary School Gunfunction Case in New Town, Connecticut in 2012 [29]. 。 The 2022 supervisory Safer Community Law, which was established in the case of a Rob Elementary School Gun shooting in Jubardde, Texas, has assigned nearly $ 1 billion to expand such programs.

Minimum Qualifications, Substitutions, Conditions of Employment & Appeal Rights

2020 Coronavirus Support / Relief / Economic Security (CARES) Law, 2021 Coronavirus compatible / Relief Subsidies, Pandemi c-related funds by American Rescue Plan [34] are universal programs, schoo l-based programs. Counseling and LEA provided funds to build abilities to introduce external services. [35]
Mental health initiatives based on schools are mainly the Ministry of Education of the United States [36], and institutions including the US Ministry of Justice (SAMHSA), the Ministry of Justice (DOJ) [37], and Medicade [38 ] Is receiving funding. [38] Federal government funding for mental health at school is small, which accounts for the entire expenditure to primary and secondary education, but the Ministry of Education's funding for mental health efforts is compared to the past few years. [39] has increased significantly, and the percentage of funding requests for primary and secondary education has increased by nearly 350 % (see Figure 1; also appendix).
Note: The described funds are conservative, not comprehensive. Included: Counseling for safe, no drug-free schools and local communities, full-service community schools, ESEA IV-A student support and enhancement (SSAE) subsidies (students, these funds) The minimum amount of mental, behavioral health, school culture, and school safety is required in the district). Not included: Ministry of Education ESSA Title LI subsidies (used for training educator related to student mental health), special education, funds for abandoned and delinquent students, other federal agencies (SAMHSA, CMS, CDC) , Funding for Initiative through the Judicial Ministry.
Source: 2013-23 Federal Congress decision, Ministry of Education of the United States
The outline of the state level is out of the scope of this report [40], but in addition to those that are required by federal law, each state has its own laws and funds for various programs. Schools based on schools mainly include the US Ministry of Education [36], and the institutions that include the U. S. Pharmaceutical Mental Health Service Bureau (Samhsa), and the Ministry of Justice (DOJ) [37]. He has received funds through Medicade [38]. [38] Federal government funding for mental health at school is small, which accounts for the entire expenditure to primary and secondary education, but the Ministry of Education's funding for mental health efforts is compared to the past few years. [39] has increased significantly, and the percentage of funding requests for primary and secondary education has increased by nearly 350 % (see Figure 1; also appendix).
Note: The described funds are conservative, not comprehensive. Included: Counseling for safe, no drug-free schools and local communities, full-service community schools, ESEA IV-A student support and enhancement (SSAE) subsidies (students, these funds) The minimum amount of mental, behavioral health, school culture, and school safety is required in the district). Not included: Ministry of Education ESSA Title LI subsidies (used for training educator related to student mental health), special education, funds for abandoned and delinquent students, other federal agencies (SAMHSA, CMS, CDC) , Funding for Initiative through the Judicial Ministry.
Source: 2013-23 Federal Congress decision, Ministry of Education of the United States
The outline of the state level is out of the scope of this report [40], but in addition to those that are required by federal law, each state has its own laws and funds for various programs. Mental health initiatives based on schools are mainly the Ministry of Education of the United States [36], and institutions including the US Ministry of Justice (SAMHSA), the Ministry of Justice (DOJ) [37], and Medicade [38 ] Is receiving funding. [38] Federal government funding for mental health at school is small, which accounts for the entire expenditure to primary and secondary education, but the Ministry of Education's funding for mental health efforts is compared to the past few years. [39] has increased significantly, and the percentage of funding requests for primary and secondary education has increased by nearly 350 % (see Figure 1; also appendix).
Note: The described funds are conservative, not comprehensive. Included: Counseling for safe, no drug-free schools and local communities, full-service community schools, ESEA IV-A student support and enhancement (SSAE) subsidies (students, these funds) The minimum amount of mental, behavioral health, school culture, and school safety is required in the district). Not included: Ministry of Education ESSA Title LI subsidies (used for training educator related to student mental health), special education, funds for abandoned and delinquent students, other federal agencies (SAMHSA, CMS, CDC) , Funding for Initiative through the Judicial Ministry.
Source: 2013-23 Federal Congress decision, the Ministry of Education of the United States
The outline of the state level is out of the scope of this report.
The enormous literature established for decades has evaluated the effectiveness of various mental health and wellness programs based on schools. The result is clear. As a means of reducing the percentage of disorders due to mental illness and mental illness and improving academic achievement, support universal programs centered on mental health lotitellacy, wellness, awareness, screening, SEL, and prevention. There is almost no strict evidence. [42] Furthermore, serious issues for providing mental health treatment through education systems are often raised, but have not been fully discussed. Mental health initiatives may have a material burden on schools and educators, and educators have many demands of competing for time, and the academic program is crowded.
The strongest claim for schoo l-based mental health is to increase mental healthcare access. For example, a randomization contrast test surveyed the impact of the model at a miniapolis public school. In this model, as part of the model, clinicians hired by the regional spiritual health service agency have been placed at schools to provide services to students who are often introduced by school counselors. This intervention increased the use of student psychotherapy [46], but the increase in service use should not always be considered success.
There is a limit to mental health treatment, there is almost no effective treatment [48], it is difficult to provide [49], not a therapeutic but generally preventive [50]. It tends to be more useful for youth. [51] Clinicians are concerned that treatment is risky, and the concerns that there is a high possibility that there is only a slight profit, but the potential harm has been underestimated. [52] The enormous literature established for decades has appreciated the effectiveness of various mental health and wellness programs based in schools. The result is clear. As a means of reducing the percentage of disorders due to mental illness and mental illness and improving academic achievement, support universal programs centered on mental health lotitellacy, wellness, awareness, screening, SEL, and prevention. There is almost no strict evidence. [42] Furthermore, serious issues for providing mental health treatment through education systems are often raised, but have not been fully discussed. Mental health initiatives may have a material burden on schools and educators, and educators have many demands of competing for time, and the academic program is crowded.
The strongest claim for schoo l-based mental health is to increase mental healthcare access. For example, a randomization contrast test surveyed the impact of the model at a miniapolis public school. In this model, as part of the model, clinicians hired by the regional spiritual health service agency have been placed at schools to provide services to students who are often introduced by school counselors. This intervention increased the use of student psychotherapy [46], but the increase in service use should not always be considered success.
There is a limit to mental health treatment, there is almost no effective treatment [48], it is difficult to provide [49], not a therapeutic but generally preventive [50]. It tends to be more useful for youth. [51] Clinicians are concerned that treatment is risky, and the concerns that there is a high possibility that there is only a slight profit, but the potential harm has been underestimated. [52] The enormous literature established for decades has evaluated the effectiveness of various mental health and wellness programs based on schools. The result is clear. As a means of reducing the percentage of disorders due to mental illness and mental illness and improving academic achievement, support universal programs centered on mental health lotitellacy, wellness, awareness, screening, SEL, and prevention. There is almost no strict evidence. [42] Furthermore, serious issues for providing mental health treatment through education systems are often raised, but have not been fully discussed. Mental health initiatives may have a material burden on schools and educators, and educators have many demands of competing for time, and the academic program is crowded.
The strongest claim for schoo l-based mental health is to increase mental healthcare access. For example, a randomization contrast test surveyed the impact of the model at a miniapolis public school. In this model, as part of the model, clinicians hired by the regional spiritual health service agency have been placed at schools to provide services to students who are often introduced by school counselors. This intervention increased the use of student psychotherapy [46], but the increase in service use should not always be considered success.
There is a limit to mental health treatment, there is almost no effective treatment [48], it is difficult to provide [49], not a therapeutic but generally preventive [50]. It tends to be more useful for youth. [51] Clinicians are concerned that treatment is risky, and the concerns that there is a high possibility that there is only a slight profit, but the potential harm has been underestimated. [52]
Adolescents who receive mental health treatment often receive poor quality services that do not align with established guidelines and best practices.[53][57] Furthermore, the effectiveness of such programs is often diminished or erased outside of research settings that are no longer supervised by highly skilled mental health professionals.[58] Having a mental health diagnosis can affect coping behaviors and lead to feelings of isolation.[61] The causes of most mental disorders are still unknown and poorly understood, so a diagnosis cannot explain the underlying cause of the disorder.[62] Some federal, international, and clinical guidance advise against screening interventions, and some guidance specifies that they should be avoided if appropriate referral, diagnostic, or treatment resources are not available.
Children and adolescents who are appropriately identified as needing mental health interventions are less likely to receive timely and appropriate care, but are at high risk of being inappropriately treated in emergency departments (EDs). [65] Adolescent mental health visits to emergency departments have increased over the past decade,[66] as has the rate of "boarding," where adolescents are placed in emergency departments due to the lack of an appropriate intensive treatment environment.[67]
[70] is increasingly concerned about the universal program adverse effects. The preemptive intervention is related to the worsening of social emotional behavioral functions [71], depression of depression [72] [73], and a significant decrease in the quality of paren t-child relationships [74]. 74] For example, awareness of mental health reduced the prejudice against several disabilities and treatment [75], but increasing the social acceptance of mental illness normalizes suicide behavior [76]. It has a negative effect of pathologicalization [77], encouraging a diagnosis [78], and hindering the overcoming adversity. [78] Students whose classmates have been diagnosed with mental illness are highly at risk of being diagnosed later, especially the risk of mood disorders, and eating disorders, so the diagnosed disorders have been diagnosed. It is suggested that it may be propagated via a network. [79] This means that social transmission can cause depression, [80] suicide, [81] sel f-harm, [82] guns, bullying, bullying online, and violent crimes. [83]

Supplemental Information

A recent report suggests that the number of teenage young people who declare sel f-diagnosed disabilities to teachers is increasing. [85] A poll of the EducationWeek Research Center reported that 85 % of students used social media to diagnose other people's mental health. Many students who enter university have disability, psychiatric treatment, or psychiatric hospitalization history. College students who sel f-reported that they were depression had low ability to deal with pain and plan, were less aware of control for depression, and had a more positive attitude toward pharmacotherapy [. 87]
The most common schoo l-based program is not a direct mental health service [88], but a program aimed at leading more youth to mental health services. However, there is evidence that suggests that overstatement (and erroneous identification) for mental health treatment is common. There are increasing concerns about the adverse effects of the universal program. [70] The preemptive intervention is related to the worsening of social emotional behavioral functions [71], depression of depression [72] [73], and a significant decrease in the quality of paren t-child relationships [74]. 74] For example, awareness of mental health reduced the prejudice against several disabilities and treatment [75], but increasing the social acceptance of mental illness normalizes suicide behavior [76]. It has a negative effect of pathologicalization [77], encouraging a diagnosis [78], and hindering the overcoming adversity. [78] Students whose classmates have been diagnosed with mental illness are highly at risk of being diagnosed later, especially the risk of mood disorders, and eating disorders, so the diagnosed disorders have been diagnosed. It is suggested that it may be propagated via a network. [79] This means that social transmission can cause depression, [80] suicide, [81] sel f-harm, [82] guns, bullying, bullying online, and violent crimes. [83]
A recent report suggests that the number of teenage young people who declare sel f-diagnosed disabilities to teachers is increasing. [85] A poll of the EducationWeek Research Center reported that 85 % of students used social media to diagnose other people's mental health. Many students who enter university have disability, psychiatric treatment, or psychiatric hospitalization history. College students who sel f-reported that they were depression had low ability to deal with pain and plan, were less aware of control for depression, and had a more positive attitude toward pharmacotherapy [. 87]

The most common schoo l-based program is not a direct mental health service [88], but a program aimed at leading more youth to mental health services. However, there is evidence that suggests that overstatement (and erroneous identification) for mental health treatment is common. [70] is increasingly concerned about the universal program adverse effects. The preemptive intervention is related to the worsening of social emotional behavioral functions [71], depression of depression [72] [73], and a significant decrease in the quality of paren t-child relationships [74]. 74] For example, awareness of mental health reduced the prejudice against several disabilities and treatment [75], but increasing the social acceptance of mental illness normalizes suicide behavior [76]. It has a negative effect of pathologicalization [77], encouraging a diagnosis [78], and hindering the overcoming adversity. [78] Students whose classmates have been diagnosed with mental illness are highly at risk of being diagnosed later, especially the risk of mood disorders, and eating disorders, so the diagnosed disorders have been diagnosed. It is suggested that it may be propagated via a network. [79] This means that social transmission can cause depression, [80] suicide, [81] sel f-harm, [82] guns, bullying, bullying online, and violent crimes. [83]

A recent report suggests that the number of teenage young people who declare sel f-diagnosed disabilities to teachers is increasing. [85] A poll of the EducationWeek Research Center reported that 85 % of students used social media to diagnose other people's mental health. Many students who enter university have disability, psychiatric treatment, or psychiatric hospitalization history. College students who sel f-reported that they were depression had low ability to deal with pain and plan, were less aware of control for depression, and had a more positive attitude toward pharmacotherapy [. 87]

Benefits

Elim Poon - Journalist, Creative Writer

Last modified: 27.08.2024

By Jillian Luchner, Christopher Neitzey, and Austin Estes from Advance CTE. This is a cross-post of the first blog post in a series on the. West Virginia's statewide CTE program, Simulated Workplace, supports high school completion and postsecondary readiness by immersing high school students in. ESSA represents an opportunity for CTE to demonstrate how career-related programs and activities contribute to overall student success.

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