CTE STUDENT ADVOCACY QUICK REFERENCE PAGE 7 SkillsUSA Texas Student Leaders | Updated September 15, 2026 7 LOCAL ACTION Local Texas Advocacy Local school boards and district leaders control many decisions students experience directly. Colleges, workforce boards, chambers of commerce, labor organizations, and employers can supply facilities, instructors, equipment, mentoring, dual credit, and paid placements. HIGH IMPACT LOCAL REQUESTS Initiative What is Happening Now Student Advocacy Angle Access Review who can enroll, waitlists, prerequisites, schedule conflicts, transportation, disability access, language access, fees, and recruitment practices. Request a public annual access report and a student advisory group. Program Quality Compare curriculum, equipment, instructor qualifications, credentials, dual credit, and employer participation with current industry practice. Request a published program review cycle with student and employer feedback. Work Based Learning Map internships, clinical experiences, apprenticeships, job shadowing, and school-based enterprises by pathway and campus. Request paid options, transportation support, clear safety rules, and credit for documented learning. Advising Check whether every student receives accurate information about CTE, college, financial aid, credentials, and careers before course selection. Request annual pathway advising for students and families in plain language. Outcomes Track completion, credentials, dual credit, placement, further education, employment, and student satisfaction without exposing personal information. Request a public dashboard that explains results and improvement plans. LOCAL TALKING POINTS • My district should offer complete programs of study, not isolated courses that do not lead to a credential, further education, or employment. • No classmate should lose access because a program is across town, conflicts with required courses, or carries fees the family cannot pay. • Employer partnerships should produce meaningful learning. We need trained supervisors, clear tasks, safety protections, and feedback. • We deserve accurate information before choosing a pathway. Recruitment material should explain prerequisites, costs, credentials, credit, and next steps. • Our SkillsUSA chapter should have a predictable annual budget for advisors, leadership, competitions, travel, materials, and equitable participation. • The board should review results by student group and campus so gaps can be addressed early. ASK SCHOOL BOARDS + DISTRICTS • Which CTE programs have waitlists, and what is the plan and timeline to reduce them? • What percentage of students complete a full program of study and earn a credential with demonstrated employer value? • Which costs can students face for tools, uniforms, transportation, exams, or background checks, and how can those costs be removed? • How many students have paid work- based learning placements, and are those opportunities available across campuses and student groups? • How does the district use student feedback when it starts, expands, changes, or closes a program? • Will the board place CTE access and outcomes on a public meeting agenda and report progress next semester? ASK EMPLOYERS + COMMUNITY PARTNERS • Can you offer paid internships, apprenticeships, mentors, workplace tours, equipment, or instructors? • Which technical and employability skills do entry level workers need now, and which credentials do you actually recognize? • Can you commit to a safe, structured placement with a trained supervisor and written learning goals? • Will you share hiring and retention results so the pathway can improve?