Legislators press agencies on CTE funding, duplicative grants and outcome measures

Lawmakers reviewed California’s patchwork of career technical education (CTE) funding and oversight and pressed state agencies for clearer outcome measures and reduced duplication.

“The report provides an overview of K–12 CTE programs, including ongoing programs and recent one‑time funding for dual enrollment and career pathways,” Michael Alferas of the Legislative Analyst’s Office told the committee, summarizing the LAO’s recent review.

The Department of Education reported progress on several grant programs and applications. Mary Nicely, Deputy Superintendent, said the department has distributed CTIG (CTE Incentive Grants) and streamlined applications for future rounds. She noted that K–12 CTE students “have higher graduation rates” and described efforts to consolidate reporting and reduce administrative delays for the Golden State Pathways program.

Chris Ferguson of the California Community Colleges described the Strong Workforce Program, saying it has directed more than $1 billion to colleges over time and currently receives roughly $290 million ongoing, with about $60 million carved out for rebuilding nursing infrastructure. He also described Perkins V federal funding of about $65 million for the system.

Nut graf: Lawmakers concentrated on three issues: whether local districts use LCFF base funds or categorical grants to operate programs, how the state measures outcomes, and whether grant timing and reporting impose burdens that hinder regional collaboration. LAO and panelists agreed districts often combine multiple funding sources but said outcome reporting remains fragmented.

Committee members pressed on measurement. Assemblymember Fong asked what success would look like for the master plan; LAO and agency witnesses suggested success metrics should move from input counts to outcome measures such as credential attainment, job placement and enrollment-to-employment wage gains. Witnesses described data fragmentation: multiple tracking systems across agencies make it hard to follow student outcomes consistently across programs and sectors.

Dual enrollment and funding flows drew particular attention. Community colleges said dual enrollment FTES are funded through the student-centered funding formula (SCFF) and that community colleges and K–12 systems aim to align courses and rigor so credits transfer. Department and college witnesses said dual enrollment is a priority and that the Chancellor’s Office and local partners set targets for increasing participation.

Several lawmakers advocated for longer grant cycles, consolidated applications and coordinated technical assistance at the regional level. Panelists noted a variety of existing regional technical assistance providers and said the master plan and proposed evaluations (discussed later in the hearing) will inform how to scale successful regional models.

Ending: No formal action was taken on funding changes. The committee asked agencies to provide more detailed outcome measures and suggested the legislature consider statutory or budget adjustments to reduce duplication and encourage regional scale-up.