Educators press for details on governor's proposed statewide CTE 'BOCES' and funding changes

Chelsea Myers, executive director of the Vermont Superintendents Association, told the House Committee on Commerce and Economic Development on Feb. 19 that superintendents have not yet taken an official position but are raising detailed questions about the governor's proposal to create a statewide education service agency for career and technical education.

The governor's proposal “would restructure career and technical education in Vermont by establishing a statewide education service agency referred to as a CTE BOCES to oversee all center based CTE programs,” Myers said. She and other witnesses said the proposal's broad goals—statewide oversight and a new funding model—need clearer implementation details before educators can assess likely effects on students and districts.

Why it matters: The proposal would change who governs and pays for CTE programs that currently operate under several different local structures. Witnesses warned that an unclear transition could reduce services or funding available to students and local schools.

Myers listed more than a dozen categories of unanswered questions she said are central to district concerns: what mechanisms will ensure proposed changes “enhance CTE rather than disrupt existing programs and partnerships,” how much local input would be retained, whether a CTE BOCES could raise funds beyond a base amount, how funds would be allocated inside any BOCES, and how governance would be structured. She also asked how the model would treat half‑day versus full‑day programs; how existing CTE properties and associated debt would be handled; who would grant diplomas and credentials; how transportation costs would be covered; and what capacity the Agency of Education would need to support the envisioned system.

Myers said stakeholders saw the APA (consulting) 2023 report as prompting important questions but stressed reforms should fit within a clear strategic vision. She described two stakeholder meetings the Vermont Superintendents Association convened after the APA report and said 11 superintendents participated, including three technical center superintendents and representatives from the Vermont Principals Association and the Vermont School Boards Association.

The group identified recurring priorities mirrored in a memo from the Vermont Association of Career and Technical Education Directors (VACTED): (1) noncompetitive funding, (2) a common statewide calendar, (3) infrastructure investment, (4) recognition of embedded CTE academics, and (5) increased Agency of Education staffing focused on support rather than added regulation. Myers said phased calendar alignment beginning with shared February and April breaks (planned for FY2026) is an example of feasible near‑term coordination.

Speakers pressed specific fiscal and operational concerns. On property ownership, Myers said ownership varies by center and historical funding: some CTE facilities and portions built with CTE funds remain tied to CTE entities, while other buildings and liabilities sit with local districts. “It really depends on where the funds came from to build that,” she said. On timing, Myers emphasized that sequence matters: “If we change the funding model in a way in which there are less funds available to do exactly what we're doing now, we're going to be hurting kids,” and any funding changes must not precede workable operational changes.

No formal vote or legislative action occurred at the hearing; committee members said they are still collecting information and expect additional briefings and testimony as the policy and budget language develops.