Alabama’s career and technical education leadership reported progress on credentialing, virtual student outreach and new tools to connect curriculum to regional labor markets.

Dr. Hall, presenting the CareerTech report, told the board credential totals dropped in 2020 but not as steeply as feared and that 2021 credential counts were expected to rebound toward roughly 30,000 as summer reporting completed. He said the department has required that, for a credential to count for accountability, the credential must be offered as part of a program the local school system runs and be reflected in PowerSchool enrollment.

The department highlighted its Joint Leadership Development Conference (JLDC). A 100% virtual JLDC last year drew more than 15,000 student participants, staff said; this year the department plans in‑person events Oct. 5 in Birmingham and Oct. 7 in Mobile plus an Oct. 15 virtual session so districts that cannot travel can participate.

Hall described new work‑based learning tools the department is deploying: a work‑based learning information collection system that logs authentic on‑the‑job experiences, industry tours and employer feedback and that will feed into long‑term reporting; and a labor‑market “heat‑mapping” tool developed with Hanover Research that shows regional 10‑year forecasts and lets staff and partners align programs to high‑demand, high‑wage occupations.

The report noted 68 career technical centers statewide and a new set of middle‑grades innovation and expansion grants funded through increased state CTE appropriations. The department said it will award six grants per workforce region (42 total): four at $25,000 each and two larger grants of about $200,000 intended to seed sustainable middle‑grades CTE programs that align to regional workforce needs. Grant applications were released to districts and informational sessions recorded; staff said deadlines were set for September.

LearningBlade, a STEM exploration platform funded under a statewide contract, recorded a 68% increase in usage year‑over‑year; the department said students completed more than a quarter‑million STEM lessons through the tool and that 11 3‑D printers were awarded to schools for lesson completion.

The department urged closer linkages to postsecondary partners and the Office of Apprenticeship, and described ongoing discussions about a $3,000,000 state allocation to expand STEM‑focused dual enrollment at two‑year colleges. Staff said mechanisms for administering the STEM scholarship funds will use existing dual‑enrollment enrollment processes run by the two‑year system and the details remain to be finalized.

Board members raised instructor shortages in high‑demand CTE fields (for example, welding). Staff confirmed some districts supplement local pay to attract industry experts and noted local solutions exist but state statute limits counting private experience toward base salary steps in some cases. Members and staff agreed to explore models and potential budget or policy options to improve recruitment and retention of CTE instructors.

Dr. Hall closed by emphasizing career tech’s role in statewide workforce development and the department’s intent to expand middle‑grades exposure to career options so students and parents better understand pathways from school to postsecondary training and employment.