Amendment to Executive Order 11155, Awards for Special Capability in Career and Technical Education

Overview

Establishment and Purpose

Executive Order 13697, issued by President Barack Obama on June 22, 2015, seeks to amend Executive Order 11155, aiming to recognize a broader range of achievements by introducing an award for students excelling in career and technical education (CTE). This amendment is significant as it acknowledges the evolving educational landscape where technical and career skills are becoming increasingly integral to national economic competitiveness and workforce development. The order adds a new paragraph to the existing framework, allowing for the selection of additional Presidential Scholars, not exceeding twenty per year, specifically for outstanding performance in CTE fields. This expansion is a nod to the changing paradigms in education policy that emphasize the importance of technical education alongside traditional academic excellence.

Selection Process

The amendment provides the Commission on Presidential Scholars the authority to select these individuals from a pool representing diverse regions, including states, the District of Columbia, Puerto Rico, and specified overseas territories. These selections are based on demonstrated scholarship and accomplishments in career and technical fields, affirming the administration's commitment to inclusive educational recognition that goes beyond conventional scholastic metrics to incorporate diverse pathways to success.

Broadening Recognition

This executive action highlights a strategic policy shift towards valorizing skills that are less traditional but increasingly vital in the modern economy. By expanding the criteria for Presidential Scholars to include CTE achievements, the order signifies a broader educational and workforce policy agenda aimed at preparing a future-ready workforce. It reflects an understanding that fostering skilled labor is crucial to sustaining economic growth and innovation in a rapidly evolving technological landscape.

Strategic Objectives

The executive order aligns with broader strategic objectives of the Obama administration to revitalize America’s middle-class workforce. This includes not only an emphasis on higher education but also on skill acquisition that aligns with market demands. The initiative anticipates future job market trends and attempts to bridge the gap between education and employment by celebrating non-traditional educational pathways. Its focus on CTE aligns with the broader economic policy of promoting industries that will drive economic recovery and growth.

Social Implications

The enactment of this order serves a dual purpose: it recognizes the diverse academic and technical talents of American students while also enhancing the value of career and technical education within the educational system. This policy move likely intends to reduce the stigma associated with non-collegiate postsecondary education paths and to promote a holistic approach to defining educational success, aligning with social policy objectives centered on educational equity and opportunity.

Legal and Policy Implications

Constitutional and Statutory Changes

The legal implications of Executive Order 13697 are primarily centered around its alignment with the existing statutory framework governing presidential recognition programs. The amendment does not alter constitutional mandates or existing statutes but operates within the scope of presidential authority to establish and modify awards for educational accomplishment. The use of executive orders to expand recognition criteria signifies presidential prerogative in shaping the agenda and focus of national educational standards without necessitating legislative intervention.

Regulatory Adjustments

This order does not necessitate comprehensive regulatory changes since it modifies an internal executive recognition system. However, it establishes a precedent for future executive interventions in educational policy, potentially influencing how federal education initiatives might incorporate CTE standards into performance evaluations and funding evaluations. This could inform policy adjustments in federal education funding priorities or guidelines under agencies like the Department of Education.

Policy Framework Consolidation

By situating this amendment within the broader policy framework of educational recognition, the executive order might catalyze complementary federal and state regulations that promote CTE programs. Recognizing CTE in such a prestigious manner may provoke state-level educational authorities to refine policy frameworks to integrate similar recognition standards, thereby enhancing funding and support for career-focused education programs at local levels.

Encouraging Educational Institutions

Educational institutions may interpret this order as a signal to prioritize and expand their career and technical education offerings to align with the revised selection criteria for national recognition. As recipients of federal and state support, schools and colleges may revamp their curriculums to accommodate rising interest and demand for career-oriented educational programs that can leverage the opportunity for enhanced visibility and prestige through national awards.

Impact on Standards

In long-term policy implications, the integration of CTE success into Presidential Scholars recognition criteria represents an endorsement of skills education by the federal government. It may influence future educational standards and curricula development at state and district levels, encouraging educators to devise inclusive evaluation metrics that emphasize vocational as well as academic excellence.

Who Benefits

Students in CTE Programs

The primary beneficiaries of Executive Order 13697 are students engaged in career and technical education programs. By including CTE accomplishments in the selection criteria for Presidential Scholars, the order elevates the status of these programs and the students pursuing them. It recognizes their contributions to the nation’s workforce and creates more pathways for students who excel in these areas to gain national recognition, which can enhance their career prospects significantly.

Educational Institutions

Secondary schools and technical colleges offering robust CTE programs are also key beneficiaries. The order grants such institutions greater visibility and prestige, potentially attracting more students and funding. This recognition can serve as a recruitment tool, showcasing program success and inviting partnerships with industry leaders interested in cultivating a skilled workforce. Schools may gain increased motivation and resources to expand and promote their CTE offerings, leveraging national spotlight to attract both students and investors.

Business and Industry

The business community stands to benefit from the increased emphasis on CTE as well. With more students receiving training through recognized programs, industries can expect a more skilled and ready workforce. This aligns with the needs of sectors seeking technically proficient employees, potentially reducing training costs and improving productivity and innovation. Companies in industries such as manufacturing, technology, and healthcare, which rely heavily on technical skills, might see a pipeline of qualified candidates who are recognized both nationally and for their skill-based accomplishments.

State and Local Governments

State and local governments benefit from enhanced educational outcomes leading to stronger workforces and by extension, more robust local economies. The value placed on CTE by federal endorsement might encourage states to further invest in their own technical education programs, reinforcing local employment sectors while reducing unemployment rates linked to skills mismatches.

Broader Society

Society as a whole gains from policies that diversify educational paths and recognize varied forms of intelligence and skill. By adjusting cultural perceptions towards valuing CTE programs equally with traditional academic achievements, this order supports a cultural shift towards inclusivity and appreciation for all forms of educational accomplishment.

Who Suffers

Potential Marginalization in Funding

Although Executive Order 13697 primarily serves to recognize and benefit CTE participants, there is a risk of unintentionally marginalizing traditional academic programs if funding is redistributed. Educational institutions that have traditionally focused on academic excellence might experience a competitive environment for resources if federal and state priorities begin shifting towards supporting CTE programs more robustly.

Academic-focused Students

Students who focus on purely academic endeavors might perceive this enhanced focus on CTE as a reduction in opportunities or recognition for academic excellence. If resources or public attention shift towards CTE, academic paths could confront challenges in maintaining the same level of visibility and recognition that they previously enjoyed.

Educational Administrators

Administrators in schools that do not have established CTE programs may experience pressure to adapt rapidly, potentially straining resources as schools try to develop new programs without immediately available expertise or funding to match the new demand. This could lead to a hasty integration of subpar CTE offerings, affecting educational quality and student experiences.

Budget Adjustments

State education budgets, which may need to reallocate resources to meet new demand for CTE development, could encounter tensions balancing between different educational needs. If additional federal or state funding is not provided, reallocation might lead to cutbacks in other academic programs, potentially causing conflicts within educational communities over the best use of limited resources.

Lack of Immediate Benefits

The immediate implementation phase might not uniformly benefit all regions or schools, especially those without the means or infrastructure to quickly adapt to these policy changes, leaving students in underserved communities at a continued disadvantage. Such schools may face challenges in providing the same level of enhanced CTE opportunities and recognition as better-resourced districts.

Historical Context

Preceding Educational Initiatives

Executive Order 13697 fits within a broader historical context of educational reforms that have sought to modernize and align national educational goals with workforce requirements. Historically, American education policy has been deeply intertwined with economic imperatives, dating back to the post-Sputnik era where science and mathematics education received enormous federal support. In this light, the order represents a continued effort to align education with emergent economic realities.

Obama Administration Priorities

The Obama administration placed a high emphasis on education reform, partly encapsulated in initiatives such as “Race to the Top,” which incentivized states to pursue innovation in education policy, including CTE. Obama’s broader agenda was characterized by efforts to improve education access and quality, addressing not just academic skills but also readiness for jobs in the evolving market. This order reflects a commitment to ensuring students are equipped for sectors identified as high growth and high demand.

Cultural Shift

This policy is also situated within a growing national awareness of the value of technical skills relative to traditional academic paths. Since the late 20th century, there has been increasing appreciation for careers in areas like information technology, healthcare, and engineering, prompting governments and administrations to recognize these career paths' importance through policy measures like educational grants and reforms.

Responsiveness to Economic Recession

Following the economic recession of the late 2000s, there was an acute awareness of the need for a workforce capable of driving recovery and innovation—the promise of technical careers and training as a pathway out of unemployment resonated deeply. This executive order can be seen as a response aimed at solidifying educational pathways that align closely with career sectors expected to contribute significantly to economic recovery and stability.

Legacy of Technical Education

Historically, vocational education and technical training have been overlooked in policy discussions, with mainstream education positioned as a route to success. This executive order acknowledges past gaps and reflects historical commitments to ensuring that technical education receives the recognition and support it requires to serve as a viable pathway to success.

Potential Controversies or Challenges

Federal versus State Educational Influence

One potential controversy regarding Executive Order 13697 could stem from debates over federal influence in education, traditionally an area reserved for state oversight. Critics may argue that heightened federal recognition of CTE could lead to increased federal intervention, potentially infringing on state rights to determine educational standards and curricula.

Resource Allocation Disputes

Contention could arise surrounding the implications for resource allocation within the educational system. As states and educational institutions adapt to increased emphasis on CTE, disputes may emerge over funding formulas, resource distribution, and the broader impact on academic-focused programs, particularly if schools receiving federal funds must tailor offerings to align with new recognition criteria.

Equity and Access Concerns

There is a risk of inequitable access to the benefits conferred by this order. Schools in affluent areas might more easily develop prominent CTE programs, while those in underfunded districts could struggle to implement changes due to lack of infrastructure. This could create disparities and exacerbate existing educational inequities among different socioeconomic groups.

Implementation Challenges

The implementation of the policy may invite controversy if stakeholders, including educators and policymakers, perceive a lack of sufficient guidance or support for integrating CTE into traditional academic environments. Critics might argue that without substantive support mechanisms, this policy could result in inconsistent application and outcomes.

Public Perception and Buy-In

A potential challenge could also arise from public perception and buy-in from parents and students used to associating educational success with traditional college preparatory paths. Changing societal perceptions about career and technical education, despite federal endorsement, is a complex cultural challenge that requires broad-based advocacy and support beyond the issuance of an executive order.