Study on the Funding and Governance of Career Technical Education in Vermont
Prepared for the State of Vermont Legislative Joint Fiscal Office in 2023
Augenblick, Palaich and Associates, Inc. (APA), with its partner National Center on Education and the Economy (NCEE) was contracted by the State of Vermont, Legislative Joint Fiscal Office in October 2022 to conduct a study on the funding and governance structures of career technical education (CTE) in Vermont, authorized by Act 127 of 2022, Section 17.
Background and Review. Vermont’s CTE system has multiple regional governance structures and a rather complex funding model. For several decades, challenges associated with the funding and governance of CTE in Vermont have been a topic of discussion and study among stakeholders in the state. This study was built upon that foundation of knowledge and included literature/document reviews, national and international CTE policy scans, stakeholder engagement, and data analysis.
The 50-state review of governance and funding policies found a variety of state approaches and that no single approach to either is most common. Governance structures are typically district-based, regional-based, or a mixed approach. Funding approaches include weighted funding or foundation formula, categorical funding, unit-based or resource-based funding, reimbursement, other, or no direct state CTE funding. States approach CTE governance and funding differently, and Vermont is unique in its approach.
Stakeholder Engagement. During stakeholder engagement, the study team spoke directly to 140 people through interviews, focus groups and listening sessions, and had around 750 respondents to an online survey, including 260 students. Stakeholders generally felt positive about the responsiveness of their local CTE center to student and industry needs, but also identified barriers and disincentives to CTE participation that can lead to inequity.
Data Analysis. High level data analysis examined the relationships between governance structures, performance, funding, and student participation in CTE in Vermont.
No clear relationships exist between governance structures, student performance, funding, and student participation.
Local decisions at the individual center level, and in the communities that support the centers, seem to be a more significant contributor to the opportunities offered for students.
Proximity to the CTE center corresponds with the level of CTE participation by students.