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NSC’s new SkillSPAN will increase skills & job training opportunities for thousands in 25 states over next five years

  ·   By Andrew Bradley and Brooke DeRenzis
NSC’s new SkillSPAN will increase skills & job training opportunities for thousands in 25 states over next five years

Today, National Skills Coalition launches SkillSPAN (Skills State Policy Advocacy Network), a first-ever nationwide network of non-partisan coalitions that will bring skills and job training opportunities to thousands of people through policy changes in 25 states over the next five years.

SkillSPAN and NSC’s new Business Leaders United (BLU) state affiliate network will pass policies in the postsecondary education, workforce training, adult education, career and technical education, and safety net arenas to expand economic opportunities for workers and their families while boosting local business capacity.

We are launching this network at a critical time: skills training is a popular, bipartisan issue and many of the country’s governors ran on skills training as a critical plank in their education and economic platforms. SkillSPAN and BLU are poised to help these and other state leaders deliver on their skills training promises and address key economic challenges in their states.

SkillSPAN coalitions will include policy organizations, workforce advocates, community colleges, community-based organizations, businesses, unions, and others advocating for a shared agenda.

Ten state coalitions will join SkillSPAN in 2019, with an additional ten joining in 2020, and further growth in 2021. Fifteen states will have BLU affiliates by 2020. With an initial $3 million grant from Ballmer Group, NSC will provide grants to SkillSPAN coalitions and BLU state affiliates, along with an infrastructure to support cross-state learning and technical assistance.

Seizing an economic and political moment

Despite economic, political, and geographic differences, every state in the nation faces a common labor market challenge: jobs that require education and training beyond high school but not a bachelor’s degree make up the largest portion of the labor market; yet too few workers have access to training for these jobs, many of which pay family-supporting wages.

With unemployment at a record low and technology changing the way we work now and in the future, everyone who wants to build their skills – from people who are looking for a job to low-wage workers who want to upgrade their skills and take the next step in their career — should have the opportunity to do so. Training is important for people who want good jobs that can support their families, for businesses looking to adapt to continual industry changes, and for states whose economic growth and competitiveness depends on building a skilled and inclusive workforce.   

Across political parties and regions of the country, people have called on policy leaders to recognize this need and include skills training in education and jobs proposals. As governors and state legislators begin new terms this month, they are looking to respond.

SkillSPAN and the BLU affiliate network will provide capacity and infrastructure to seize these economic and political opportunities. In every statehouse, policymakers can support workers and businesses while strengthening the economy by investing in the skills of people – from the father who wants to train for a new career after being laid off to the young woman who wants to take on an apprenticeship instead of college debt.

As a national network, SkillSPAN will leverage the combined expertise of state coalition members and amplify their collective voices in state capitols across the nation.


Scaling what works for workers and business

SkillSPAN coalitions will advance policy changes that impact workers and businesses across a range of areas, including:

  • Protecting and increasing vital funding for successful skills training programs
  • Turning back efforts to impose work requirements in safety net programs and replacing them with polices to provide job training and supports to low‐income people, including those utilizing TANF, SNAP, and other income supports
  • Expanding apprenticeship and other forms of wage‐earning, work‐based learning, particularly for low‐income working adults and out‐of‐school youth
  • Making financial aid available to working people and creating new pathways into college programs for low‐skilled workers, along with support services
  • Helping states invest in sector partnerships so that participating companies—particularly small‐ and medium‐sized businesses— inform training and higher education efforts connected to their industry
  • Creating new opportunities for low‐wage workers with limited basic or English skills to acquire these skills in partnership with their employers, as well as local schools, community organizations, community colleges and unions
  • Expanding state data systems and publicly-available data tools so that policymakers and the public can know which programs place people in jobs and raise their incomes

Across these issues, SkillSPAN coalitions will work to ensure that policy changes advance racial equity in the workforce.

Inaugural coalitions

In 2019, coalitions in 10 states will join SkillSPAN. Despite a wide range of political and policy environments, these states share a need for comprehensive policies that secure a skilled workforce and a strong economic future for all residents. NSC has selected a nonprofit organization to lead each state coalition. The 2019 states and coalition lead organizations are:

  • California: California EDGE Coalition
  • Georgia: Georgia Budget & Policy Institute
  • Illinois: Chicago Jobs Council
  • Indiana: Indiana Institute for Working Families
  • Iowa: United Way of Central Iowa
  • Massachusetts: SkillWorks
  • Michigan: United Way for Southeast Michigan
  • North Carolina: North Carolina Justice Center
  • Tennessee: Complete Tennessee
  • Washington state

As they work to advance skills policies, SkillSPAN coalitions will leverage the voice of businesses in their states through NSC’s new BLU state affiliate network. In March 2019, National Skills Coalition will announce the members of that network in partnership with the Association of Chamber of Commerce Executives. BLU is supported by NSC and National Fund for Workforce Solutions, and includes businesses from a range of industries who are working with local partners to train and hire residents for skilled jobs, or upskill their existing workforce, and who want policymakers to follow their lead and invest in workers’ skills. By working in partnership on shared agenda items, SkillSPAN coalitions and BLU affiliates will achieve policy wins for workers, businesses, and the economy.

Posted In: SkillSPAN, Massachusetts, Michigan, California, Georgia, Illinois, Indiana, Iowa, North Carolina, Tennessee, Washington
Indiana students visit NSC, ask their reps to #MakePellWork

Recently, a group of students from Indiana’s Ivy Tech Community College-LaFayette Campus stopped by NSC's office to prepare for meetings with their members of Congress.

These students are part of Ivy Tech’s Associate Accelerated Program (ASAP), which provides high-school graduates with small group classes and dedicated instructors that help them navigate the coursework, develop productive study habits, and tackle issues at home that may affect their studies. For Ivy Tech, this learning environment has resulted in a higher retention rate. Students participating in the program are required to attend school full time, not work, and continue living with their parents or guardians. Most of them qualify for federal and state grants that cover their tuition, including Pell grants. 

NSC’s Senior Policy Analyst Katie Brown and National Network Manager, Jessica Cardott provided students with federal advocacy training in preparation for their visit to D.C. As part of these remote classes, the students learned how to talk about their own experience in navigating financial aid for a career-driven education and discussed how modernizing the Pell grant system and postsecondary data policy could have make this experience easier – all to prepare the students for conversations with their Members of Congress.

NSC hosted the students during their time in D.C, for a final advocacy lesson and “mock” hill visits where they practiced their messages and talking points prepare for meetings with their representatives. During this time, NSC also provided the students with best practices for keeping the momentum going and elevating their conversations on the Hill once back in Indiana.

Posted In: Higher Education Access, Indiana

NSC announces Work-Based Learning Academy state teams

  ·   By Rachel Hirsch,
NSC announces Work-Based Learning Academy state teams

National Skills Coalition is pleased to announce the five state teams that have been selected to participate in our 2018-2019 Work-Based Learning Academy: Connecticut, Illinois, Indiana, Oklahoma, and Washington. Through the Academy, state teams will advance state policies to expand work-based learning opportunities for low-income communities. Teams will work together with faculty advisors and participate in peer-to-peer learning.

Work-based learning helps workers build new skills while earning a paycheck. Through work-based learning models like apprenticeship, the skills that workers build can translate into higher wages and industry-recognized credentials. Work-based learning is an issue of increasing interest among state policy leaders, spurred by federal investment, attention to apprenticeship by the previous and current Presidential administrations, and state-level technical assistance projects. While some states have adopted policies to support apprenticeship, few have policies aimed at expanding work-based learning opportunities for low-income adults and out-of-school youth. Expanding work-based learning to these communities would allow low-wage workers to advance to good jobs and help employers train a skilled workforce.

Some state teams will work on state programs to support work-based learning intermediaries. Intermediaries can help employers establish apprenticeship and work-based learning programs; they also serve as the connection point between business, education and training programs, and workers to streamline services and increase capacity to serve more people. Other teams will focus on state polices to provide support services, like childcare, transportation, and career navigation, to help people succeed in work-based learning.

The selected five state teams are:

  • Connecticut 
    • Connecticut Business and Industry Association’s Education and Workforce Partnership
    • Connecticut Department of Labor
    • Capital Workforce Partners
    • Connecticut State Colleges and University System
    • Connecticut Technical Education and Career System


  • Illinois
    • Chicago Cook Workforce Partnership
    • Associated Builders and Contractors
    • Young Invincibles
    • Chicago Jobs Council
    • Harold Washington College


  • Indiana
    • Indiana Institute for Working Families
    • Indiana Department of Workforce Development
    • REAL Services Inc.
    • United Way of Howard County
    • Indiana Family and Social Services Administration


  • Oklahoma
    • Oklahoma Office of Workforce Development
    • Oklahoma Institute for Child Advocacy
    • Dell
    • Oklahoma City Black Chamber of Commerce
    • Oklahoma Association of Community Action Agencies


  • Washington
    • Washington State Department of Social and Health Services
    • Washington State Board for Community and Technical Colleges
    • Construction Center of Excellence

Teams will be partnered with faculty advisors who are experienced in their field of interest. The Academy’s faculty advisors are:

  • Earl Buford, Partner4Work
  • Susan Crane, SkillUp Washington
  • Mark Kessenich, Wisconsin Regional Training Partnership
  • Pat Steele, Central Iowa Works
  • Matt Williams, Mississippi Low-Income Child Care Initiative

The Work-Based Learning Academy will begin with a kick-off event in Milwaukee, WI on June 5-6, which will include a site visit at Wisconsin Regional Training Partnership. The Academy will run from June 2018 – June 2019. If you are interested in learning more about the Academy or NSC’s work on work-based learning in the states, please contact state network manager Rachel Hirsch at rachelh@nationalskillscoalition.org.

Posted In: Work-Based Learning, State Initiatives and Academies, Washington, Oklahoma, Indiana, Illinois, Connecticut
New Indiana and Washington state fact sheets: immigrants can help meet demand for middle-skill workers

Two new fact sheets from National Skills Coalition highlight the important role that immigrant workers play in filling middle-skill jobs in Indiana and Washington State.

Since 1990, immigrant populations have more than doubled in both states, demonstrating the growing role that immigrant workers can play in helping the states meet the demand for middle skill workers and respond to local industries’ talent needs.

To meet these demands, states will need to ensure that their talent-development pipelines are inclusive of the many immigrants who are poised to benefit from investments in their skills: 54 percent of adult immigrants in Indiana and 43 percent in Washington have not gone beyond high school in their education.

Indiana: A strong and growing immigrant population presents an opportunity to meet an ambitious postsecondary goal

Indiana has a steadily growing immigrant population.  The state has seen its foreign-born population more than double from 2 percent in 1990 to 5 percent today.

Immigrants in Indiana are much more likely to be of working age:  82 percent are between the ages of 18-64, compared to just 61 percent of native-born residents. Indiana immigrants also have a higher labor force participation rate: 65.2 percent of adult immigrants in Indiana are in the labor force, compared to 63.4 percent of native-born adults.

The state has recently established an ambitious goal for postsecondary attainment: By 2025, Indiana aims to increase the percentage of state residents with a postsecondary degree to 60 percent. Meeting this goal will require investments in skill-building for all Hoosiers, including those born abroad. Indiana has already begun to make such investments through its innovative WorkINdiana program and related activities. NSC’s new fact sheet outlines additional opportunities for the state to consider.  See the fact sheet: Middle-Skill Credentials and Immigrant Workers: Indiana’s Untapped Assets

Washington: A trailblazing state sets an aspirational goal

Washington State is home to a sizeable population of 1 million immigrants, who comprise almost 14 percent of state residents.  As a result, they make up a vital role in Washington’s labor market. This role will continue growing as the immigrant population increases; already, the share of immigrants in the state’s population has had a 100 percent increase – going from 7 percent in 1990 to 14 percent today.

Washington has also set an aggressive goal for postsecondary attainment, aiming to increase the percentage of state residents ages 25-44 with a postsecondary credential to 70 percent by 2023.  This goal will help focus state policy and spending decisions towards middle-skill opportunities.

The demand for middle-skill workers is anticipated to remain strong in Washington, with 42 percent of new job openings expected to be at the middle skill-level. In order for Washington to capitalize on this demand and draw on the full talents and abilities of their residents, the state will need to invest in the skills of native-born and immigrant workers alike.

Already, the state has been a trailblazer in skill-building investments, while at the local level the Seattle Office of Immigrant and Refugee Affairs represents an important partner.  Learn more in our new fact sheet: Middle-Skill Credentials and Immigrant Workers: Washington State’s Untapped Assets.


Posted In: Adult Basic Education, Immigration, Indiana, Washington

Indiana Increases Transparency for Data Access

  ·   By Jenna Leventoff,
Indiana Increases Transparency for Data Access

Indiana has intensified efforts to ensure that all stakeholders have a transparent process by which to request access to data they need to make better decisions about education and the workforce. The Indiana Network of Knowledge (INK) is Indiana’s longitudinal data system, legislatively created to link data from the state’s Department of Education, the Commission for Higher Education, the Family Social Service Administration, and the Department of Workforce Development, over a period of time. The data in INK not only benefits policymakers, but also educators, researchers, and the public.

In order to promote the availability of INK data for use by all of its stakeholders, INK recently hosted a “Data Day” to provide an overview of INK, explain which data is available, and outline how to request it. In addition, Data Day featured a panel of data requesters from a variety of entities to discuss how the data request process has worked for them. This included frank discussion of how the data request system has and hasn’t met the requestors’ needs, in order to help INK improve its process for data sharing.

In addition, INK has published a list of its completed data requests online so that other users can better understand the types of data they can request, and how the request will be handled. The page shows requests that were fulfilled, requests that were forwarded to a single state agency, requests that were denied, and requests that were canceled by the requestor.

The webpage shows that INK data has been used by the Commission for Higher Education to complete a Return on Investment report, by the Department of Workforce Development to determine starting salaries for recent high school graduates, and by Indiana University - Perdue University Indianapolis to find the outcomes of its graduates to review its program offerings.

INK’s website also has a page devoted to outlining the data request process.

WDQC supports INK’s efforts to ensure that all stakeholders have a transparent process by which they can obtain the data they need to make better decisions. If your state is interested in making data available to more stakeholders, please reach out to our staff, who can provide technical assistance.


Posted In: Indiana, Workforce Data Quality Campaign

Governors unveil 2017 workforce proposals

  ·   By Sapna Mehta
Governors unveil 2017 workforce proposals

Governors across the nation are proposing new measures to increase middle-skill training.  Among the most common proposals are state support for apprenticeships and new investments in community college training, including free tuition. 

California Governor Jerry Brown proposed an additional $150 million for grants to support community colleges to develop and implement “guided pathways programs, an integrated, institution-wide approach” to improve student success.  The Governor also proposed utilizing $923,000 in federal funds to expand existing apprenticeship programs and create new programs in non-traditional and emerging industries.

Governor Rick Snyder of Michigan proposed $41 million for the Going Pro Program, a job training program that focuses on in-demand occupations in advanced manufacturing, construction, information technology and healthcare. The Governor also spoke of the need to work with legislators and the private sector to increase the number of registered apprenticeships in the state.

Governor Brian Sandoval of Nevada proposed a $21 million investment in career and technical education programs at the state’s four community colleges. 

Pennsylvania Governor Tom Wolf requested $12 million in new funding to establish the Manufacturing PA initiative – a partnership between the Department of Community and Economic Development, research universities, community colleges, and other training providers to foster growth and innovation in manufacturing.  Of the $12 million, $5 million is for a manufacturing training-to-career grant program, which would facilitate partnerships between manufacturers and community colleges and technical providers, to link job training to career pathways through programs such as apprenticeships, on-the-job training, and paid internships. The Governor also proposed $4 million to expand apprenticeship opportunities, including grants for employers of up to $2,000 for each registered apprentice.

Governor Scott Walker of Wisconsin proposed a $5 million increase in state funds and a new $5 million program for the Department of Workforce Development to make grants to the Wisconsin Technical College System for in-demand certification programs for high school students. The Governor also proposed $5 million for a registered apprenticeship program.

Maryland Governor Larry Hogan proposed the Student Debt Relief Act, which would allow “Marylanders to deduct one hundred percent of the interest paid on their student loans from their state income tax return.” Additionally, as part of the Governor’s $5 million 2017 Maryland Jobs Initiative, he proposed opening six new P-TECH high schools, and funding to support students currently enrolled in existing schools.  P-TECH schools partner with employers and colleges to provide secondary to postsecondary pathways in STEM.   The Jobs Initiative also includes a $3 million investment in cyber job training grants, modeled after Maryland’s Employment Advancement Right Now (EARN) workforce training program.  The Governor also announced a $1 million investment in Maryland Partnership for Workforce Quality, to encourage employers to invest in employee training.   

Massachusetts Governor Charlie Baker proposed the $4 million Learn to Earn program, which would offer scholarships for training and certificates in certain fields, as well as transportation and child care subsidies to make it easier for people to attend the trainings.

Governor Gina Raimondo of Rhode Island proposed $2 million for the Community College of Rhode Island Westerly Job Skills Training Center, which prepare students for jobs in advanced manufacturing in partnership with employers, and $2 million for the state’s TechHire initiative for training in technology related fields.  The Governor also proposed free tuition for two years at the state’s public colleges: University of Rhode Island, Rhode Island College and the Community College of Rhode Island.  Additionally, she proposed expanding P-TECH high schools.  

Indiana Governor Eric Holcomb proposed investing $2 million to create regional Jobs Ready Grants to help incumbent workers earn in-demand credentials or certificates.

Virginia Governor Terry McAuliffe proposed a budget enhancement of $1 million for the New Economy Workforce Credential Grant Program, which supports 124 different training programs at Virginia’s Community colleges.  The Governor also proposed requiring community colleges to award college credit for apprenticeships and other related programs, expanding access to in-demand credentials for non-traditional students. 

New York Governor Andrew Cuomo proposed the Excelsior Scholarship Program, a “last-dollar scholarship” to provide free tuition at the state’s public two- and four-year colleges to residents earning up to $125,000 annually.

Tennessee Governor Bill Haslam proposed tuition-free community college education for all adults without a post-secondary degree.  Currently, adults without post-secondary degrees can attend Tennessee Colleges of Applied Technology tuition-free through Tennessee Reconnect, and only recent high school graduates can apply for “last-dollar scholarships” to attend the state’s community colleges through Tennessee Promise. Funding for the new adult scholarships would come from the state’s lottery proceeds.

Ohio Governor John Kasich proposed piloting the Accelerated Completion of Technical Studies program, which would provide financial support to low-income students pursuing associate degrees at community colleges for in-demand jobs.  This is modeled after a similar successful program at the City University of New York.

Governor Asa Hutchinson of Arkansas proposed free tuition at two-year colleges and technical schools for high school students who enroll in high-demand fields, such as computer science or welding.  The grants, known as Arkansas Future Grants, would be available on a first-come, first-serve basis.  They would be paid for by repurposing $8.2 million in general revenue funds from other workforce and higher education grants.

Posted In: Arkansas, California, Michigan, Massachusetts, Maryland, Nevada, New York, Indiana, Pennsylvania, Rhode Island, Tennessee, Virginia, Wisconsin
Department of Education calls for second round of applications for Performance Partnership Pilots

On April 26, the Department of Education announced the availability of funding for the second round of up to 10 Performance Partnership Pilots (P3s) to develop innovative strategies to engage and improve outcomes for youth who are out of school and not working. The P3 program provides these partnerships with flexibility in spending funds from the departments of Education, Labor, Health and Human Services and Justice, and Housing and Urban Development. The flexibility is meant to encourage better alignment and integration in spending funds at the state and local level.

Pilots that target disconnected youth living in communities that have experienced civil unrest, rural communities, Promise Zones, in one or more Indian tribes, and who have significant barriers to education and employment such as youth with disabilities, those living in neighborhoods with high concentrations of poverty or those involved in the justice system will be given priority. Partnerships are also given priority under the request for applications if they provide disconnected youth with work-based learning opportunities.

Under the first round of the P3 initiative, pilots were launched in the following areas:

  • Baton Rouge, Louisiana
  • Broward County, Florida
  • Chicago, Illinois
  • Indianapolis, Indiana
  • Los Angeles, California
  • The State of Oklahoma
  • Seattle, Washington
  • Southeastern Kentucky, including Bell, Clay, Harlan, Knox, Leslie, Letcher, and Perry Counties
  • Ysleta del Sur Pueblo

Applications for this second round will be accepted through June 27, 2016 and a call for a third round of applications is anticipated in the next few months. 

Posted In: Federal Funding, Florida, California, Indiana, Illinois, Kentucky, Louisiana, Washington

New Indiana legislation mandates supply/demand analysis

  ·   By Jenna Leventoff
New Indiana legislation mandates supply/demand analysis

Last month, the Governor of Indiana signed IN S 301, which will require the Department of Workforce Development (DWD) to produce an occupational demand report. The report will show Indiana’s expected workforce needs over the next decade, as well as the education and training necessary to meet those needs.

The occupational demand report will categorize workforce needs and training requirements by job classification, for both the state as a whole and designated regions. DWD will have to submit the report to relevant stakeholders by July 1, 2016. Once released, the report will be used to align secondary and postsecondary career, technical, and vocational education programs with workforce needs.

This report will not be the first time Indiana has analyzed whether its occupational supply meets demand. In 2014, the Indiana Career Council released a Demand and Supply analysis in order to create regional workforce policies. That report demonstrated that the state might benefit from more information technology, healthcare, and manufacturing training programs.

WDQC applauds Indiana for moving one step closer towards achieving the Industry Skills Gaps element of our State Blueprint for strong state data systems. That element encourages states to assess the alignment between education and workforce programs and labor market demand to ensure that individuals are prepared for jobs that require skilled workers. Last year, Indiana reported that they were “In Progress” towards achieving this measure.

Once achieved, Indiana will join ten other states who reported having “Achieved/Mostly Achieved” this measure. These states include Florida, who will publicly release The Florida Occupational Supply/Demand System in the fall. The system will allow users to access comprehensive job opening information, as well as information on graduates and job seekers, in order to create standardized and customizable reports about how the two align. Washington State also compares the annual supply of workers to demand, based on data from the Bureau of Labor Statistics’ Occupational Outlook forecast. You can read more about Washington’s process for conducting Supply/Demand analysis in the National Skills Coalition’s report “How Many More Skilled Workers Do We Need?”


This blog was originally posted on Workforce Data Quality Campaign's blog

Posted In: Data and Credentials, Indiana, Workforce Data Quality Campaign

Workforce Data Explained: Making Data Work for Business in Indiana

  ·   By Christina Pena,

WDQC interviewed Carol O. Rogers, Deputy Director of the Indiana Business Research Center, about the critical role data play in aligning education with industry demand. This video is the fourth in a series that showcases how states are using education, training and workforce data to advance their skilled workforce.

Background information and resources:

  • The Indiana Business Research Center is part of the Kelley School of Business at Indiana University.
  • The Indiana Career Council is a government initiative that focuses on the coordination of various participants in the education, skills development and career training system. See WDQC's blog post on the Indiana Career Council's first statewide analysis of occupational supply and demand data.
  • In 2014, House Enrolled Act (HEA) No. 1003 mandated the bringing together of data from K-12 schools, colleges, the state’s workforce development agency, and businesses to enable trend analysis and help schools adapt to employer needs. HEA 1003 also transferred administration and oversight of the longitudinal data system from the Indiana Career Council to a governance committee and a governor-appointed executive director.
  • Indiana Network of Knowledge (INK), Indiana's statewide longitudinal data system.
  • WDQC’s survey of Indiana in 2014: Mastering the Blueprint.

See other videos in the Workforce Data Explained series from Arkansas, Minnesota, and Mississippi.

Posted In: Indiana, Workforce Data Quality Campaign

NSC highlights skills policies adopted in states’ 2015 legislative sessions

  ·   By Brooke DeRenzis
NSC highlights skills policies adopted in states’ 2015 legislative sessions

In 2015, numerous states enacted legislation to address the needs of workers and employers and close the middle-skill gap. As highlighted in NSC’s 2015 state legislative round-up, states increased access to career pathways and set policies to support job-driven training.  They also took steps to implement the federal Workforce Innovation and Opportunity Act (WIOA), which became effective on July 1, 2015.

To hear more about the actions governors and state legislatures took in 2015 to close the skills gap, register for our 2015 State Policy Legislative Round-Up, hosted on July 28 at 2pm ET.

Career Pathways 

At least nine states enacted legislation to support career pathways policies. Career pathways combine education, training, career counseling and support services that align with industry skill needs so participants can earn secondary school diplomas or their equivalent, postsecondary credentials, and get middle-skill jobs. In 2015, Colorado and Minnesota adopted legislation that will increase investments in career pathway strategies in their states.

 Career pathways include adult basic education, typically offered concurrently with and in the same context as general workforce preparation and training for an occupation. In 2015, Arkansas, California, Georgia, and Ohio increased investments in adult basic education.

Tuition assistance is also critical to ensuring that career pathways lead to postsecondary credentials, particularly for part-time, working students. In 2015, Indiana, Nebraska, and Oregon all passed legislation that expands tuition assistance.

Job-Driven Training 

Job-driven training prepares workers for jobs available in the economy. In 2015, a handful of states passed legislation to advance job-driven training.

California, Colorado, and Washington enacted legislation to expand work-based learning in their states by making investments in apprenticeship programs, paid internships in key industries, and apprenticeship preparation and supportive services respectively.

Hawaii and Oklahoma both passed legislation establishing bodies to advise the state on healthcare workforce policy.

Arkansas and Maine passed legislation to support employer-driven training programs developed through partnerships between employers and educational institutions.

WIOA Implementation

In 2015, Arkansas and Louisiana were among states that enacted WIOA implementation legislation specifying the type of workforce plan the state should submit to the federal government under the new federal law. 

In 2015, California, Florida, and Virginia all enacted legislation that emphasizes skills strategies, such as sector partnerships and career pathways, as part of WIOA implementation.

Posted In: Job-Driven Investments, Career Pathways, Arkansas, California, Florida, Louisiana, Virginia, Maine, Oklahoma, Hawaii, Colorado, Washington, Nebraska, Indiana, Minnesota, Georgia
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