By Olivia Sanchez for The Hechinger Report.
Broadcast version by Danielle Smith for Tennessee News Service reporting for The Hechinger Report-Public News Service Collaboration

Most of the guys come straight to the shop each afternoon. After long shifts at supermarkets and home improvement stores, they make their way to southwest Nashville just before 4 p.m., sometimes still in uniform, and pull into a massive parking lot shared by the local community college and the Nashville branch of the Tennessee College of Applied Technology, or TCAT.

Some might rev their engines and do a few laps around the mostly clear lot first, but they all eventually take a right toward the garage.

There, as the sun begins to set on a 70-degree February day, the students in the auto collision repair night class are preparing to spend the next five hours studying.

One is sanding the seal off the bed of his 1989 Ford F-350, preparing to repaint. Another, in his first trimester, is patiently hammering out a banged-up fender, an assignment that may take him weeks. Another, who has strayed in from the welding shop, is trying to distract the guys in the program he graduated from months before.

Some others linger around a metal picnic table in the parking lot, sipping cool sugary drinks and poking fun at each other’s projects. Among them is 26-year-old Cheven Jones, taking a break from working on his 2003 Lexus IS 300.

While almost every sector of higher education is seeing fewer students registering for classes, many trade school programs are booming. Jones and his classmates, seeking certificates and other short-term credentials, not associate degrees, are part of that upswing.

Mechanic and repair trade programs saw an enrollment increase of 11.5 percent from spring 2021 to 2022, according to the National Student Clearinghouse. Enrollment in construction trades courses increased by 19.3 percent, while culinary program enrollment increased 12.7 percent, according to the Clearinghouse. Meanwhile, enrollment at public two-year colleges declined 7.8 percent, and enrollment at public four-year institutions dropped by 3.4 percent, according to the Clearinghouse.

Many young people who are choosing trade school over a traditional four-year degree say that they are doing so because it’s much more affordable and they see a more obvious path to a job.

“These kids are looking for relevance. They want to be able to connect what they’re learning with what happens next,” said Jean Eddy, president of American Student Assistance, a nonprofit dedicated to helping students make informed choices about their educations and careers. (ASA is one of the many funders of The Hechinger Report, which produced this story.) “I think many, many families and certainly the majority of young people today are questioning the return on investment for higher education.”

Eddy said that the increased interest in the trades doesn’t necessarily mean these students won’t later go on to earn a bachelor’s degree, but “simply means that they are excited, and they’re more interested in getting into something where they can feel as though they are applying their skills and their talents to something that they can be good at.”

TCAT is a network of 24 colleges across the state that offers training for 70 occupations. TCAT Nashville offers 16-month to two-year courses including diesel and automotive technology and welding and construction technology, among others. Many of them have waiting lists, said Nathan Garrett, president of the college. To accommodate increased demand, the college has added night classes and is expanding shop space.

In Tennessee, the state’s overall community college enrollment took a hit during the pandemic, despite a 2015 state program that made community college tuition free. Still, at TCAT, many trade programs have continued to grow despite the downward enrollment trend.

TCAT focuses on training students for jobs that are in demand in the region, which appeals to many students in normal times, but Garrett said the pandemic may have underscored the need for workforce relevance.

“When we look at ‘essential workers,’ a lot of those trades never saw a slowdown,” he said. “They still hired, they still have the need.” Automotive trades are always in demand, he added.

Even so, Jones’s pursuit of a degree at TCAT Nashville would perhaps be a surprise to his high school self. “My parents just basically told me, ‘Finish high school and then just work,’ ” Jones said. “I didn’t necessarily know what I wanted to do, and my biggest fear was to go to college, put in all that time and effort and then not use my degree.”

So, at 18, Jones went to work in warehouses, spending long days loading and unloading heavy boxes from tractor-trailers. But he found it unfulfilling, it was terribly difficult on his body, and he wasn’t making enough money. After just a few years, he realized he needed a job that would make him happier, hurt him less and pay him more. Trade school for a career fixing cars, he decided, seemed like the best route.

Nineteen-year-old Robert Nivyayo’s priorities became clear a bit earlier in his education, when he realized he didn’t like high school very much. He said he spent most of his free time watching YouTube videos about fixing up cars before he owned one or was even licensed to drive.

He started saving up the money he earned stocking shelves at a Publix grocery store. And around the time the pandemic hit, he bought a 2005 Mustang off Facebook Marketplace for $800 cash. It didn’t run, so he hired a tow truck to lug it to his parents’ house. He took the engine apart, outfitted it with a new head gasket and put it back together, all while his online high school classes played on his smartphone.

Nivyayo’s parents, who came to the U.S. from Tanzania in 2007, had long urged their children to go to college, he said. When he enrolled at TCAT Nashville to pursue training in auto collision repair, they were pleased: “As long as I’m going to college, that’s all they really care.”

The path made sense for him, because he could earn a credential while doing what he enjoyed, and without spending much time in the traditional classroom. He’s looking forward to the anticipated payoff, when he gets a job in an auto shop.

“I really enjoy just working on the body of the car and learning. Every new day, I just get more motivated,” Nivyayo said.

Austin Monchilov, the night class instructor, said the students are more invested in their projects if they’re working on something of their own. After they pass the initial busted-up fender assignment, they’re free to work on their own cars, he said.

Until he finishes his studies and a job offer manifests, Nivyayo is spending his evenings in the garage, picking Monchilov’s brain and taking painstaking care of every square inch of the Mustang. Even when he’s done with it, when it’s running perfectly and the silver body is pristine, he said he could never sell it. It has meant too much to him to ever give it up.

Inside the building and just a few doors down, Abbey Carlson is in the welding studio, wearing jeans with holes burnt through them and a funny cap to protect her hair. She’s the only woman in the nighttime welding class, and among few women on this side of the TCAT campus. Though welcome to enroll in these courses, women tend to congregate on the other side of the campus, where the cosmetology and aesthetics technology programs are housed.

Carlson, now 24, had initially intended to attend a four-year college, but her plans were derailed by an addiction to alcohol. After dedicating herself to recovery, she decided she wasn’t entirely done with higher education.

“I knew I wanted to do a trade, but I couldn’t figure out which one,” Carlson said. “I’m a woman, I’m young and I’m decent looking, so the world is scary. Especially in fields with men.”

After researching her options, she concluded that welding would be the safest while also offering her the highest eventual earning potential, she said. So far, she’s enjoying her time at TCAT Nashville, and she feels respected and safe.

“I love it so much. I finally have hope for the future,” Carlson said. “Finally, I feel like I’m going to accomplish something in life.”

Still, it’s not easy. Before she reports to the welding shop each afternoon for five-hour stretches of studying, she spends her days waitressing at an upscale Italian restaurant in the city.

At a campus in Shelbyville, about 60 miles south of Nashville, Jesus Pedraza, 18, is making the best of his plan B.

Pedraza thrived in high school and dreamed of studying electrical engineering at the University of Tennessee in Knoxville. But when his mother started having medical challenges last year, he decided to stay in Shelbyville with her. His high school was so close to TCAT Shelbyville that the students sometimes walked over to eat breakfast in its cafeteria; the teachers and administrators at the high school encouraged the students to consider applying there after graduation.

After graduating from high school last spring, Pedraza enrolled in TCAT’s electrician training program. The courses equip students to work in residential, commercial or industrial settings; the curriculum is among several at TCAT Shelbyville that are seeing an increase in demand, said Laura Monks, president of the college. To accommodate all the interested people, she said they offer both day and night courses and dual enrollment for students from nearby high schools.

Now, Pedraza studies from 7:45 a.m. to 2 p.m, and then reports to a local Walmart distribution center, where he works from 3 p.m. to midnight each day.

He said he enjoys what he is learning and likes the guys in his class. But he still wonders what things may have been like at a four-year college.

“I would have loved the challenge of being in electrical engineering, you know, having to do all the schoolwork and just the idea of college life,” he said. “Sometimes I sit down, and I think how different it would have been if I was living in Knoxville right now. But at the end of the day, you know, it’s just the way life is. I mean, I wish I was also a millionaire, and I wish I drove two Lamborghinis. But it’s not the way it is.”

Monks said that one of the things that makes TCAT appealing to students is the possibility that, toward the end of their program, they will be able to work in their desired field a few days a week while also getting credit toward their diploma, a system known as a “co-op” across the TCAT system.

For Brayden Johnson, 20, who is in his fifth trimester studying industrial maintenance automation, the co-op program has given him the chance to work as an electrical maintenance technician in a local factory that makes tubes for toothpaste. He’s working the night shift, which comes with a slight pay bump, and is earning about $26 per hour.

He hopes to stay in the job after he finishes at TCAT this spring, he said.

The same co-op opportunity is offered to some students at TCAT Nashville. Garrett said students generally are drawn to the hands-on design of the courses and the general philosophy that “You need to get your hands on the equipment, you need to start building stuff, breaking stuff and then learn how to fix that stuff.”

The opportunity to get real work experience before they graduate is an extra perk. The employer reports back to the student’s instructor so they know where the student is excelling and where they are struggling, and can work on those weaknesses on the days when the student comes to campus, Garrett said.

Cheven Jones began studying auto collision repair in September, and said that he has already made major progress, transforming his lifelong enthusiasm for cars into real, applicable skills.

And it’s showing on his Lexus, he said. So far, he’s fixed a dent in the hood, replaced an entire door and replaced part of the rocker panel (the long strip of metal under the doors).

The game plan, Jones said, is to transform his car by the time he graduates, and have fun while doing it.

“It’s school, and I take it seriously. But you know, you come here, and it just feels more like you’re at a shop hanging out with your homies all day,” Jones said. “It’s a good feeling.”

After he graduates, he hopes to get a job in an auto body shop.

And he says he’ll keep working until someday he can afford a red 1982 Nissan Skyline R31, RS Turbo with bronze wheels — his dream car. Even if he can’t get one in perfect condition, at least he’ll know how to fix it up.

Olivia Sanchez wrote this article for The Hechinger Report.

Support for this reporting was provided by Lumina Foundation.


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Leaders of a teachers' union in Louisiana are voicing concerns about a package of bills they say would have the effect of dissolving labor unions in the state.

The list includes House Bill 571, which would prohibit public agencies from paying union workers for the time they do anything union-related, even if it's on paid leave.

If passed, said Roberto Furtado, a special-education teacher in the Jefferson Parish Public School System, the bills would end collective bargaining and prohibit payroll deductions for union dues. Furtado said all this would make it harder for new teachers to join the union, further silencing their voices.

"If they make it more difficult for the new teachers, young teachers, to get involved," he said, "then basically, it's a roadblock so they're probably more than likely going to just not do it."

House Bill 572 would prohibit public agencies from collective bargaining with unions, except for police and firefighters. Similar bills have been introduced in multiple states by conservative groups.

The teachers' union has posted petitions on its website for teachers to sign and send to their lawmakers.

Educators in Louisiana have said they're dealing with low pay, overcrowded classrooms and school safety issues. However, state lawmakers have advanced a budget proposal that would cut teacher pay, and the House Appropriations Committee forwarded a spending plan that reduces a $2,000 pay stipend teachers got this school year to $1,300 next year.

Furtado said the end result is forcing good teachers out of the profession.

"Teachers are an invaluable resource for our community, and so we need good, well-rounded educators that want to be there and continue their jobs to help these young men and women, because again, they are our future," he insisted. "That's kind of corny to say this, but yes, our children are our future. If you don't take care of them, where does our future lie?"

The legislative committee also allocated $25 million for a differential teacher compensation strategy for the second year in a row. The union opposed the strategy, because it said the raises wouldn't be permanent and could be taken away from year to year.


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By Lane Wendell Fischer for the Shasta Scout via The Daily Yonder.
Broadcast version by Suzanne Potter for California News Service for the Public News Service/Daily Yonder Collaboration

Hiring and maintaining a qualified educator workforce is often a primary concern for rural schools across the country, requiring local education leaders to create innovative solutions.

The University of Wyoming’s College of Education has recently partnered with local community colleges across the state to repair a pipeline for future Career and Technical Education (CTE) teachers at high schools and community colleges. 

CTE programs offer students an array of skills-based learning opportunities for many high-demand industries ranging from construction, to nursing, to marketing.

For decades, Wyoming has relied on traditional methods to fill out its CTE teacher workforce. After completing a two-year associate’s degree at their community college, students could either enter the trades or take another two years of teacher training. 

“It was very much a fork in the road,” said Rob Hill, a CTE consultant for the University of Wyoming and president of SkillsUSA Wyoming. Hill became a Wyoming CTE teacher through this traditional path.

“You had to take life off and go to school,” Hill said. “That limited a lot of people, especially students with families, jobs, and homes.”

As it turned out, most students never completed the final two years of teacher training and just entered the trades after the first two years at their community college, Hill said in an interview with the Daily Yonder.

This outdated pipeline has contributed to a shortage of both CTE teachers and skilled workers in the state.

According to a 2023 report from the Wyoming Professional Teaching Standards Board, the median age of CTE teachers in Wyoming schools is 52, and national numbers are similar. Compare this to the average age of all teachers in the U.S., which is just over 42. 

On average, a state employee in Wyoming retires at 62. This means that in the next 7 to 10 years, Wyoming could lose close to half of its CTE workforce to retirement.

“We’ve seen a number of things that have impacted us and that rural part is very real,” Hill said.

In rural communities, a CTE program might only consist of one or two teachers. When that school loses a teacher, the whole program is at risk until a qualified replacement is found. 

During a recent tour of Wyoming’s school districts, Jenna Shim, PhD and interim dean of the College of Education, learned that some high school CTE programs are closing down because they couldn’t find replacements.

“One CTE teacher shared with me that he has a specialty in welding, but he has to teach culinary arts,” Shim told the Daily Yonder. “I could see welding and construction, but welding and culinary arts seem like a far stretch.”

And it can be difficult to attract new talent to small schools and communities. 

“We tend to do best with people that are invested in that community previously and become teachers, as opposed to bringing in teachers into small communities,” Hill said.

The CTE Domino Effect in Rural Communities

Adding to the difficulty of attracting new teachers is a domino effect caused by current teacher shortages, Shim and Hill said.

A shortage of educators leads to a shortage of high school CTE programs, which leads to a shortage of students pursuing CTE in the state, followed by a shortage of tradespeople in the state, and a shortage of essential services, which, in turn, leads to less attractive communities.

On top of educational advancement for students, repairing CTE teacher pipelines through state and local partnerships helps assemble the next generation of rural water experts, plumbers, electricians, technicians, mechanics, and more, Hill said.

“It has a trickle-down effect into the stability of the community,” Shim said.

And in rural communities, small fluctuations in population, programs, and services can be especially catastrophic — or especially beneficial. 

“It doesn’t seem like a big deal if you don’t have one teacher,” Hill said. “But that one teacher in a town of 2000 people that teaches welding, where you have a huge welding industry, that has an extremely large impact.”

The broken pipeline has also raised economic concerns. “Without a sufficient number of teachers, it’s hard to prepare a sufficient workforce,” Shim said.

Two key industries in Wyoming are energy and tourism. Both rely heavily on skilled workers. And both are susceptible to booms and busts that give local communities economic whiplash.

“Over the last decade especially, there’s been a real desire to diversify our workforce,” Hill said. “And that means a different generation of career and technical education, like manufacturing, cybersecurity, and data analysis.”

Repairing the Pipeline

The biggest problem in the previous CTE teacher pipeline was continuity, Hill said. The pathway to teacher certification in rural communities must be both attractive and achievable.

This spring, the College of Education piloted a new course that aims to do both by exposing community college students to CTE teaching before they complete their associate’s degree and decide between trades work or teaching. 

“Creating a more seamless pathway is a real goal here,” Hill explained. 

The bridge course will be offered each semester in partnership with all eight community colleges in the state and is inherently low stakes. The course credits can be applied toward an associate’s degree at the community college, toward their teaching degree at the university, or toward any other bachelor’s degree they pursue.

In the course, students get a taste of what a career in CTE teaching is like. Coordinated by Hill, the course is one dose online learning and one dose on-site learning. Hill leads the online classroom, where students learn about different national and statewide topics. “But students will learn about how it’s implemented locally,” Hill said. 

Each community college has a community college professional and a school district professional that serve as a mentor and safety net for local students, introducing them to CTE leaders at both levels. 

One area of misconception is how much CTE teachers are paid, Shim said.

“I think wages scare them most,” Hill said. “But in Wyoming, our hourly wage is higher than many of the trades folks. We have pensions. We have healthcare. It’s a lot more competitive than folks think it is.”

The organization of the course is a masterclass in rural ingenuity. By using technology, the course eliminates long distance travel to the university campus in Laramie on the southern border of the state. It allows students to remain in their local communities, while still being connected to the state’s CTE teacher network.

“We knew we had a statewide problem and we needed to create a statewide solution, or in this case, a local solution for a statewide problem,” Hill said. “This is about connecting people in Wyoming. Because we have these vast distances between us, we have to have a way to connect people.”

Twenty-two students are currently enrolled in the pilot course. Half of the inaugural cohort are community college students. The other half includes veterans, community college instructors, K-12 instructors, and paraprofessionals who are exploring their future career options.

The course has garnered support from state legislators, the university, the colleges, local high schools, local business, and from the students themselves. 

Each of the enrolled students is taking the course tuition-free, thanks to scholarships from local businesses and private donors.

“Word is getting out,” Shim said. “I think that’s a testimony for how important this work is.”

Strong CTE programs lead to strong communities, Shim and Hill said. A lot of high school CTE programs are embedded into community culture. Organizations like FFA provide opportunities for social gathering and community service, for example. 

“We’ve come up with a mutually beneficial solution and this takes a partnership and teamwork,” Hill said. “No significant advances take place without a group of us working together in a mutually beneficial system.”


Lane Wendell Fischer wrote this article for the Shasta Scout via The Daily Yonder.


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Texas Lieutenant Gov. Dan Patrick has released 57 "interim charges," the topics he wants Senate committees to study in preparation for the 89th legislative session next year.

Four charges are for the committee overseeing public education. They include improving reading and math readiness in grade school, and redesigning the state's standardized tests.

Eli Melandrez, government relations associate for the American Federation of Teachers-Texas, said educators are surprised the list does not include pay increases for teachers or controversial school vouchers, which use public money to pay for private schooling.

"It's interesting to see both of those key issues absent from the interim charges," Melandrez observed. "Across the state we've seen school closures; we've seen teachers being let go. We've seen a greater percentage of our teacher workforce as uncertified educators."

Two unsuccessful special sessions were held in the past few months, in an attempt to pass a school voucher proposal. Other charges for public schools include examining how school districts used COVID-19 funding, and monitoring the implementation of bills passed in the last session.

Patrick also directed the Higher Education Committee to analyze faculty senates, monitor bans on DEI policies at colleges and universities and revise policies for faculty tenure.

Melandrez noted their union is now affiliated with the American Association of University Professors and members are concerned the lieutenant governor is inserting his own political views into the education system.

"That's worrisome for us," Melandrez emphasized. "In public education and higher education, we are seeing a concerted effort to minimize educator voices."

Patrick also wants senators to review university antisemitism policies and protecting the First Amendment rights of faculty, staff and students. The next legislative session convenes Jan. 14, 2025.