Career and technical education; revise curriculum, instructor license requirements and certain assessments.
The legislation introduces substantial changes in how high school students can engage with career and technical education, effectively creating a structured pathway for those pursuing vocational training. By allowing local business professionals to qualify as teacher-license holders without needing an associate or bachelor's degree, the act encourages participation from industry experts, further bridging the gap between education and job readiness. Additionally, the act seeks to integrate student performance on the ACT WorkKeys into the school accreditation system, emphasizing practical skills in conjunction with academic competencies.
House Bill 405, known as the Comprehensive Career and Technical Education Reform (CCATER) Act, aims to enhance career and technical education (CTE) options for students in Mississippi. The bill requires the State Board of Education to notify all incoming middle school and junior high students about the career and technical education programs available within local school boards. It mandates that certain students take the ACT WorkKeys Assessment while allowing individual school districts to decide which grade level administers this assessment. This approach is designed to promote awareness of CTE pathways that can lead to certification in technical fields, particularly for students not aiming for a four-year college degree.
While the CCATER Act has been largely supported for its focus on enhancing vocational education, some concerns have been raised regarding the implications of changing licensure requirements for educators. Critics worry that relaxing the credentials for teachers could compromise educational quality, especially in technical subjects where experienced educators play a critical role. Moreover, the mandatory administration of the ACT WorkKeys assessment may present challenges for schools already grappling with comprehensive testing requirements and resource allocation, potentially leading to debates about assessments prioritizing workforce readiness over traditional academic outcomes.