Senate Bill 881, An Act Concerning Workforce Development
Connecticut must do more to support residents’ ability to access high-quality jobs and meet the demands of the21st century nature of work. Governor Lamont proposes an Office of Workforce Strategy to coordinate resources across the state, measures to increase post-secondary enrollment particularly for our most vulnerable students, and investments in a world-class workforce data system and in CareerConnect, a high-quality short-term training program.
The Problem
Workforce development is the link to opportunity in Connecticut’s rapidly-changing 21st century economy. It is a crucial tool to allow Connecticut residents to access emerging industries and well-paying jobs, and it is an indispensable part of the formula that has allowed businesses to grow successfully in Connecticut. Our state’s strongest selling point to businesses is the quality and skill of our workforce; in order to improve our economy and create good jobs, we must continue to improve the educational outcomes and skills of our residents. The COVID-19 pandemic only makes these needs more stark, as too many residents have born the brunt of the changes to the economy precipitated by the pandemic. It is urgent that we provide increased workforce training opportunities, so that people can get the retraining they need to find quality, family-sustaining jobs.
Governor Lamont’s Solution
Governor Lamont proposes building a better pipeline between high school and postsecondary education, increasing access to workforce training programs, and improving use and collection of workforce data. His proposal also restructures the state agencies responsible for these areas to more nimbly and effectively ensure that residents are able to achieve their goals.
The Governor believes that all school children should be challenged and engaged in school, and that all children should be encouraged to complete postsecondary education, whether that is college, an apprenticeship, or another kind of program. The proposals in this bill will unlock tens of millions in increased Pell grant funding and meaningfully improve the percentage of high school students who go on to postsecondary education. The Connecticut Automatic Admissions Program will also likely increase the number of students staying in state for college. Key steps toward this vision include:
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Requiring completion of the Free Application for Federal Student Aid (FAFSA) form, a similar state form for students who are undocumented, or a waiver in order for students to graduate from high school or adult education programs in Connecticut;
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Creating an auto-admission program at the four campuses of the Connecticut State Universities to increase access to college for academically prepared high school students by simplifying the application process and removing application fees;
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Increasing access to Advanced Placement, dual credit, early college, and other high-quality courses by requiring that districts not prohibit students from taking such courses based solely on prior academic performance, and that districts automatically enroll students in advanced coursework if a student is academically prepared; and
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Creating an expanded transit pass program, similar to the UPass program used by students at the state’s public colleges and universities, that is open additional institutions including the state’s private universities and other training providers.
Other changes include raising the high school dropout age to 18, requiring districts to report if any eligible school does not participate in the Community Eligibility Program, requiring electronic submission of student success plans to the Department of Education, requiring districts to review their weighted GPA policies, and allowing CHESLA to offer student loans for nondegree credentials.
The proposal also creates an Office of Workforce Strategy, which will help improve coordination between state agencies in regard to workforce. OWS will be able to support agencies in reviewing program design and improving outcomes, in part by using data collected pursuant to this bill. OWS will help position the state to be more competitive for federal grant opportunities.
Lastly, the Governor’s bond bill proposes bond funding that can be used by DECD and OWS for a workforce training initiative called CareerConneCT. CareerConneCT will be funded with $40 million in bond funding over the biennium andlead to high-quality training for thousands of Connecticut residents looking to get ahead in life by training for their next job or learning new skills to advance in their current career. That kind of investment is critical because our state needs to provide training opportunities to individuals who have lost their jobs during the pandemic.
Section-by-Section
Section 1 (4-124w) establishes the Office of Workforce Strategy.
Section 2 (new) allows OWS to direct the creation of a workforce training program called CareerConneCT using bond dollars.
Sections 3-6 (new, 10a-34(l), 10a-35a) directs OWS to create a state credential registry and to identify credentials of value. A credential registry is a database that catalogs all postsecondary credentials offered in the state. From July 1, 2024, all postsecondary training providers in the state would have to upload their credentials into the registry. This database would obviate the need for OHE to collect similar information.
Section 7 (new) requires private occupational schools, from July 1 2023, to submit certain student data to the Office of Higher Education.
Section 8 (31-225a(j)(1)) establishes enhanced wage records for the state, starting July 1 2024. This section updates the state’s quarterly reporting requirements on businesses in regard to the unemployment system to include new measures: gender identity, race, ethnicity, veteran status, highest education completed, worksite location, SOC, hours worked, days worked, hourly pay rate (if paid hourly), salary (if salaried), start date on job, end date (if applicable). The vast majority of businesses should be able to easily comply as they already use automated payroll vendors. Enhanced wage records can significantly increase the ability to assess effectiveness of workforce programs, track mobility and progress of workers throughout their career, and better understand a regional or statewide labor market.
Section 9 (new) requires school districts to report to CSDE if and why any of their schools are not participating in the Community Eligibility Program. This language mirrors similar language in NJ.
Section 10 (10-221a(j)) amends the statute regarding student success plans. This section would require SSPs to be submitted electronically to CSDE, and would in turn allow CSDE to share SSPs with academic counselors at institutions of higher education.
Section 11(new) requires school districts to improve access and diversity for their career and technical education, work-based learning, service learning, dual enrollment, dual credit, early college, Advanced Placement, and International Baccalaureate programs. Prior academic performance cannot be the sole or predominant reason to preclude access.
Section 12 (new) requires school districts to establish a challenging curriculum policy. Such policy requires that districts automatically enroll students who are testing at or above grade level into challenging courses, with the goal of the student taking dual enrollment, dual credit, early college, advanced placement, or International Baccalaureate classes before graduating. Students and parents have ultimate choice over which courses to enroll in.
Sections 13-15, 18 (new, 10-69(b)) require that high school students and adult education students complete the FAFSA in order to graduate, starting in fall of 2023. Alternatively, a student can fill an alternative aid for students without legal immigration status, a waiver, or a district shall grant exemptions from this requirement to students unable to satisfy the requirement. Students may miss up to three hours of class time if they attend an event/counseling session to complete the FAFSA. The FAFSA is set to be dramatically simplified this year, which will help students/districts complete this mandate.
Sections 16-17 (10-184, 10-5) require a student to stay in school until age 18, unless they receive a high school degree at an earlier age. This tightens the current standard, which allows students to drop out at age 17, with parental permission.
Section 19 (10-220g) requires that districts should consider the impact of their weighted GPA policies on certain types of students, including students who take CTE coursework.
Sections 20-21 (new): requires the Board of Regents to create the Connecticut Automatic Admissions Program. This program will guarantee admission into the four Connecticut State Universities to any high school senior who is ranked above a certain threshold in their high school class. Such students will not have to pay any application fees. Other universities in the state may participate in this program.
Section 22 (new) creates a “bulk ride transit pass” program. Such program would be open to training institutions, educational institutions, employers, local or state agencies, or public or non-profit social service providers in the state of Connecticut. Usage of the program will be tracked, and contract renewals will account for actual usage. Affordable transportation to workforce training and educational programs continues to be one of the largest impediments for lower-income individuals in the state.
Sections 23-24 (10a-223, new) allow CHESLA to provide loans for high-quality nondegree postsecondary programs. Such programs are often ineligible for Pell grants or federal student aid.
Section 25 (new) OWS to submit reports to the BOR regarding credentials and skills that are in demand in the labor market.
Sections 26-27 repeal 10a-57a, 10a-57b, 10a-57c, 10a-57e, and Section 3 of PA 16-44. These sections are reporting requirements that are no longer necessary following the passage of this bill.