The Community College Pipeline to Small Businesses (House Small Business subcommittee hearing, November 4, 2021)
Summary
Printed record of a hearing of the House Committee on Small Business, Subcommittee on Innovation, Entrepreneurship, and Workforce Development, held November 4, 2021, titled The Community College Pipeline to Small Businesses, Small Business Committee Document Number 117–040. Opening statements came from Hon. Jason Crow and Hon. Young Kim. The witnesses were Dr. Anne M. Kress, president of Northern Virginia Community College; Dr. Rebecca A. Corbin, president and chief executive officer of The National Association for Community College Entrepreneurship (NACCE); Joe Garcia, chancellor of the Colorado Community College System; and Frank Boecker, manager of human resources at Sunwest Electric Inc., testifying on behalf of Associated Builders and Contractors. The appendix prints their prepared statements; there were no questions for the record.
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“The Community College Pipeline to Small Businesses (House Small Business subcommittee hearing, November 4, 2021).”
Original at www.govinfo.gov. Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/the-community-college-pipeline-to-small-businesses-house-small-busines-ea1b831be4/
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THE COMMUNITY COLLEGE PIPELINE TO SMALL
BUSINESSES
HEARING
BEFORE THE
SUBCOMMITTEE ON INNOVATION,
ENTREPRENEURSHIP, AND WORKFORCE
DEVELOPMENT
OF THE
COMMITTEE ON SMALL BUSINESS
UNITED STATES
HOUSE OF REPRESENTATIVES
ONE HUNDRED SEVENTEENTH CONGRESS
FIRST SESSION
HEARING HELD
NOVEMBER 4, 2021
Small Business Committee Document Number 117–040
Available via the GPO Website: www.govinfo.gov
U.S. GOVERNMENT PUBLISHING OFFICE
45–997 WASHINGTON : 2022
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HOUSE COMMITTEE ON SMALL BUSINESS
NYDIA VELÁZQUEZ, New York, Chairwoman
JARED GOLDEN, Maine
JASON CROW, Colorado
SHARICE DAVIDS, Kansas
KWEISI MFUME, Maryland
DEAN PHILLIPS, Minnesota
MARIE NEWMAN, Illinois
CAROLYN BOURDEAUX, Georgia
TROY CARTER, Louisiana
JUDY CHU, California
DWIGHT EVANS, Pennsylvania
ANTONIO DELGADO, New York
CHRISSY HOULAHAN, Pennsylvania
ANDY KIM, New Jersey
ANGIE CRAIG, Minnesota
BLAINE LUETKEMEYER, Missouri, Ranking Member
ROGER WILLIAMS, Texas
JIM HAGEDORN, Minnesota
PETE STAUBER, Minnesota
DAN MEUSER, Pennsylvania
CLAUDIA TENNEY, New York
ANDREW GARBARINO, New York
YOUNG KIM, California
BETH VAN DUYNE, Texas
BYRON DONALDS, Florida
MARIA SALAZAR, Florida
SCOTT FITZGERALD, Wisconsin
MELISSA JUNG, Majority Staff Director
ELLEN HARRINGTON, Majority Deputy Staff Director
DAVID PLANNING, Staff Director
(II)
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CONTENTS
OPENING STATEMENTS
Page
Hon. Jason Crow ...................................................................................................... 1
Hon. Young Kim ...................................................................................................... 2
WITNESSES
Dr. Anne M. Kress, PhD, President, Northern Virginia Community College,
Annandale, VA ..................................................................................................... 5
Dr. Rebecca A. Corbin, Ed.D., President and Chief Executive Officer, The
National Association for Community College Entrepreneurship (NACCE),
Cary, NC ............................................................................................................... 7
Mr. Joe Garcia, Chancellor, Colorado Community College System, Denver,
CO .......................................................................................................................... 9
Mr. Frank Boecker, Manager of Human Resources, Sunwest Electric Inc.,
Anaheim, CA, testifying on behalf of Associated Builders and Contractors ... 10
APPENDIX
Prepared Statements:
Dr. Anne M. Kress, PhD, President, Northern Virginia Community Col-
lege, Annandale, VA ..................................................................................... 27
Dr. Rebecca A. Corbin, Ed.D., President and Chief Executive Officer,
The National Association for Community College Entrepreneurship
(NACCE), Cary, NC ...................................................................................... 32
Mr. Joe Garcia, Chancellor, Colorado Community College System, Den-
ver, CO ........................................................................................................... 38
Mr. Frank Boecker, Manager of Human Resources, Sunwest Electric
Inc., Anaheim, CA, testifying on behalf of Associated Builders and
Contractors .................................................................................................... 42
Questions for the Record:
None.
Answers for the Record:
None.
Additional Material for the Record:
None.
(III)
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THE COMMUNITY COLLEGE PIPELINE TO
SMALL BUSINESSES
THURSDAY, NOVEMBER 4, 2021
HOUSE OF REPRESENTATIVES,
COMMITTEE ON SMALL BUSINESS,
SUBCOMMITTEE ON INNOVATION,
ENTREPRENEURSHIP, AND WORKFORCE DEVELOPMENT,
Washington, DC.
The Subcommittee met, pursuant to call, at 10:01 a.m., in Room
2360, Rayburn House Office Building and via Zoom, Hon. Jason
Crow [chairman of the Subcommittee] presiding.
Present: Representatives Crow, Davids, Bourdeaux, Young Kim,
Williams, Tenney, and Garbarino.
Chairman CROW. Good morning. I call this hearing to order.
Without objection, the Chair is authorized to declare a recess at
any time.
I would like to begin by noting some important requirements. Let
me begin by saying that standing House and Committee rules and
practice will continue to apply during hybrid proceedings. All Mem-
bers are reminded that they are expected to adhere to these stand-
ing rules including decorum.
House regulations require Members to be visible through a video
connection throughout the proceeding, so please keep your cameras
on. Also, please remember to remain muted until you are recog-
nized to minimize background noise. If you have to participate in
another proceeding, please exit this one and log back in later.
In the event a Member encounters technical issues that prevent
them from being recognized for their questioning, I will move to the
next available Member of the same party and I will recognize that
Member at the next appropriate time slot provided they have re-
turned to the proceeding.
For those Members physically present in the Committee room, in
accordance with the attending physician’s most recent guidance,
Members and staff who attend this hybrid hearing in person will
be required to wear masks in the hearing. With that said, Members
are allowed to briefly remove their masks if they are being recog-
nized to speak.
Thank you to all of our witnesses for being here today. It is great
to be joined by representatives from community colleges across the
country. I believe that America’s community college system is one
of the underappreciated strengths of our great education system.
Our university system is widely regarded as the best globally,
but a 4-year degree is not for everyone. At the same time, Ameri-
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cans must obtain the education they need to embark on good-pay-
ing careers that can support a family.
So that is where community colleges come in. These institutions
are pillars of their communities, helping to provide affordable and
practical education that equip students with the skills needed to
contribute to the modern economy. As the U.S. recovers from
COVID, the role of community colleges has never been more crit-
ical. COVID has radically changed the nature of work in our coun-
try and the preferences and desires of the labor force.
Nearly a third of U.S. workers under 40 years old have thought
about changing their occupation or field since the start of COVID.
We are seeing that right now as there is a massive realignment of
the labor force and preferences as people go back to work but in
different fields. This has led to high resignation rates and workers
hungry for new skills to find different work. For many of those
switching careers, community college might be the best place to ob-
tain the skills needed to make that transition effectively.
Community colleges offer many ‘‘noncredit courses,’’ focused sole-
ly on building skills applicable directly in the workplace. These effi-
cient, affordable courses are often designed in consultation with
local businesses and workforce boards. As a result, the curriculum
is hyper-focused on training workers specifically for certain busi-
nesses or industries.
In 2020, Americans started 4.3 million businesses, by far the
highest in over 15 years. Community colleges can also help these
entrepreneurs. Many have created entrepreneurship centers that
offer a wide-range of training and technical assistance initiatives.
From developing a business plan to conducting market analysis,
these centers can guide students through all the different facets of
launching an enterprise. These are just some of the significant ben-
efits that community colleges provide.
I hope that today’s hearing allows us to explore how these insti-
tutions can help as we rebuild the American economy and retool
the workforce.
So I would now like to yield to the Ranking Member, Ms. Young
Kim, for her opening statement.
Ms. YOUNG KIM. Thank you, Chairman Crow, for holding this
very important hearing. And I would like to thank our witnesses
for testifying today. At the same time, I would also like to thank
my colleagues and Members who are joining us in person, as well
as virtually.
Our country’s greatest asset is our workforce. The economy can-
not survive or thrive without the skills, the knowledge, and innova-
tion that the American worker contributes to their local commu-
nities.
Unfortunately, our economy is facing a labor crisis that is im-
pacting every small business owner and employee, while also
threatening the nation’s long-term economic prosperity.
Employers across all industries are struggling to fill more than
10.4 million job openings to meet the current demand.
And NFIB reports that 51 percent of small business owners have
unfilled job openings. And this is the 48-year record high that con-
tributes to be problematic for our nation’s job creators and the his-
tory average is only 22.
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The pandemic has not only created a labor crisis but it has also
accelerated the growing skills gap. The skills gap is the delta be-
tween the skills an employee has and the skills they actually need
to perform a job.
In September 2021, 67 percent of small businesses reported hir-
ing or trying to hire employees and a staggering 92 percent of those
employers reported few or no qualified applicants for the positions
they were trying to fill.
While the majority of employers are facing a talent shortage,
training programs can address this crisis by preparing a pipeline
of workers that have the academic, the technical, and the employ-
ability skills necessary to succeed in the workplace.
Community colleges play a vital role in supporting their local
workforce and regional economy by facilitating workforce develop-
ment activities, such as the classroom segments of the apprentice-
ships, as well as general hands-on technical training. Not only are
community colleges aware of the needs of the local firms but they
can also train and educate students at a relatively low cost com-
pared to that of a 4-year university. Additionally, career and tech-
nical education (CTE) and trade schools provide the technical
skills, knowledge, and training necessary to succeed in the work-
force. CTE prepares students for the world of work by introducing
them to the workforce competences and making academic content
accessible in a hands-on context.
The high school graduation rate for students who are enrolled in
a CT program is approximately 90 percent. As a comparison, this
is 15 percentage points higher than the national average.
I have personally had the privilege of working with a career
training program serving constituents in my district, in the 39th
Congressional District in Southern California. The ReIGNITE Hope
trains students for a career in welding and gets them certified in
a system with job placement. They have trained over 700 students
for a career in welding and have 100 percent certification pass rate.
The ReIGNITE Hope does a tremendous job in giving people a sec-
ond chance and assisting them with job placement.
As communities continue to recover from the COVID-19 pan-
demic, small businesses can play an important role in providing
viable pathways into the workforce and they are uniquely suited to
help those, you know, and close the skills gap through the appren-
ticeships, CTE, and public-private educational partnerships. How-
ever, we need to allow our small businesses to prosper instead of
hamstringing them with the threat of higher taxes and more regu-
lations.
As we hold this hearing today, small businesses across the coun-
try are facing labor shortages, inflation, and major supply chain
disruptions. I look forward to hearing all of your testimonies today
and I hope to work with my colleagues to find real solutions to sup-
port our small businesses and close that ever-growing workforce
skills gap.
Thank you, Mr. Chairman. I yield back.
Chairman CROW. Thank you, Ms. Young Kim. The gentlelady
yields back.
I would like to take a moment to explain how this hearing will
proceed. Each witness will have 5 minutes to provide a statement
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and each Committee Member will have 5 minutes for questions.
Please ensure that your microphone is on when you begin speaking
and that you return to mute when finished.
With that, I would like to introduce our first witness.
Our first witness is Dr. Anne Kress.
Dr. Kress, am I pronouncing that correctly?
Dr. Kress is the president of Northern Virginia Community Col-
lege where she has served since January 2020. She has more than
25 years of experience in higher education having served as a
tenured English professor, department chair, associate vice presi-
dent, provost, and president of community colleges in Florida, New
York, and now Virginia. She serves on the Board of the American
Association of Community Colleges, the Executive Committee of
the Task Force on Higher Education and Opportunity, Jobs of the
Futures Policy Trust and Community College Workforce Consor-
tium, alongside many more.
Welcome, Dr. Kress. I look forward to your testimony.
Our next witness is Dr. Rebeca Corbin, the president and CEO
of the National Association of Community College Entrepreneur-
ship (NACCE). By her leadership, NACCE has grown by leaps and
bounds, serving a vibrant community of more than 300 community
colleges and historically Black colleges and universities alongside
individual member faculty and administrators driving to ignite en-
trepreneurship in their colleges and communities. Prior to NACCE,
she served as vice president of Institutional Advancement and as
executive director of the BCC Foundation at Burlington Commu-
nity College where she successfully launched a new workforce de-
velopment initiative. She is also the co-author of the recently pub-
lished Impact ED: How Community College Entrepreneurship Cre-
ates Equity and Prosperity.
Thank you, Dr. Corbin, for being here today.
Our next witness is Mr. Joe Garcia. Mr. Garcia is chancellor of
the Colorado Community College System, the largest system of
higher education in Colorado which serves over 125,000 students
annually at 13 colleges and 35-plus locations across the state. He
currently serves on the boards for the National Student Clearing-
house, the Mexican-American Legal Defense and Education Fund,
and the Colorado Opportunity Scholarship Initiative. He is also the
Chair of education and training for the Colorado Workforce Devel-
opment Counsel. From 2011 to 2016, Mr. Garcia served as the lieu-
tenant governor of Colorado and as the executive director of the
Colorado Department of Higher Education where he focused on in-
creasing equity and educational outcomes for all students, particu-
larly those from low-income backgrounds and communities of color.
Thank you, Mr. Garcia. And, also, a close, personal friend of
mine and somebody who I rely on to inform me on those issues. So
I am really pleased you were able to join us today, Mr. Garcia.
I will now yield to the Ranking Member, Ms. Young Kim, to in-
troduce our final witness.
Ms. YOUNG KIM. Thank you, Mr. Chairman.
Our fourth witness is Frank Boecker, the human resources man-
ager for Sunwest Electric, who is testifying today on behalf of the
Associated Builders and Contractors.
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Since 1985, Sunwest Electric has grown into one of the most re-
spected merit shop electrical contractors in California with 240 em-
ployees working on projects throughout Southern California. Mr.
Boecker has worked in the electrical industry for over 40 years and
he started as an electrical apprentice on commercial and industrial
projects and later enlisted in the United States Coast Guard to fin-
ish his formal electrician training. And after serving 6 years as an
electrician, Mr. Boecker left the military and continued working in
the field as a journeyman electrician and foreman. Mr. Boecker has
served in the role of human resources manager for over 20 years,
recruiting all levels and trades in the construction industry. Mr.
Boecker believes that providing a great craft and apprenticeship
education impowers people to find careers in the construction in-
dustry. He has received many accolades for his efforts in helping
veterans and employing local Native Americans, economically chal-
lenged people, and those deserving of a second chance. He served
as the 2020 Chair of the Associated Builders and Contractors
Southern California Chapter and has partnered with local univer-
sities to help them develop curriculum in construction management
and provide career counseling for graduates. Mr. Boecker is an ad-
vocate for his local community and his real-world experience will
be extremely beneficial to our hearing today.
Thank you, Mr. Boecker, for your service and taking the time to
testify before us today.
And Mr. Chairman, I yield back.
Chairman CROW. Thank you very much.
Dr. Kress, you are now recognized for 5 minutes.
STATEMENTS OF ANNE M. KRESS, PHD, PRESIDENT, NORTH-
ERN VIRGINIA COMMUNITY COLLEGE; REBECCA A. CORBIN,
ED.D., PRESIDENT AND CHIEF EXECUTIVE OFFICER, THE NA-
TIONAL ASSOCIATION FOR COMMUNITY COLLEGE ENTRE-
PRENEURSHIP; JOE GARCIA, CHANCELLOR, COLORADO
COMMUNITY COLLEGE SYSTEM; FRANK BOECKER, MAN-
AGER OF HUMAN RESOURCES, SUNWEST ELECTRIC, INC.
STATEMENT OF ANNE M. KRESS
Ms. KRESS. Good morning. I am Anne Kress. I am the president
of Northern Virginia Community College and I sincerely want to
thank you, Chairman Crow, and Ranking Member Young Kim, and
all Members of this Committee for really turning attention to
America’s community colleges.
As you noted, we are probably one of the most unsung secrets in
higher education and our connection with small businesses has
never been more important. Community colleges across the country
skill, reskill, and upskill America’s workforce on an ongoing basis
and our relationships with the local businesses in our community
help our regional economies thrive and individuals prosper.
Northern Virginia Community College (NOVA) serves more than
80,000 in credit and non-credit programs. We are the largest public
higher education institution in the Commonwealth of Virginia and
our impact across the state is unequaled. One out of every three
individuals in a community college in Virginia attends NOVA.
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Ninety-one percent of our students come from our region and 60
percent of our students are students of color reflecting the diversity
that you will see in Northern Virginia. These are students who go
to college locally, who want to stay locally, who want to work lo-
cally. This is the message I want to share with you today. This
partnership between community colleges and small businesses, me-
dium businesses, large businesses has never been more important
than it is during what we refer to as the Great Resignation.
NOVA strengthens the Northern Virginia talent pool every single
year with thousands of career path graduates in associate and cer-
tificate programs. These range from automotive tech to accounting,
cybersecurity to contract management, HVAC to horticulture. Such
programs reflect the diversity of the businesses in our community
and the close partnership that we have with local employees. Fifty
percent of the individuals serving on our program advisory councils
at NOVA come from small businesses.
And the results of that partnership are striking. In just the past
12 months, NOVA has connected almost 600 small businesses to
our graduates and current students.
On the noncredit side, Virginia funds the Fast Forward Program.
It is an initiative focused on accelerating programs that lead to in-
demand industry certifications. Fast Forward students pay only a
third of the cost of their programs with the remaining 2/3 picked
up by the state in a performance-based model. Because these cre-
dentials are tied to real workforce demands in the localities that
the colleges reside, they are tied to real wage gains and real jobs
that folks can walk into today. On average, Fast Forward programs
produce a 24 percent gain in income and an even greater return,
28 percent for those in low-income zip codes.
One of our recent Fast Forward graduates at NOVA was a 35-
year-old woman, Arona. Arona came to the U.S. just before the
pandemic and the only job she could find was as a nanny. But folks
in her church told her that she should try NOVA. They told her
that the training at NOVA would be very job specific, it would be
fast, and it would connect her to a brand new career. So she gave
it a try. She saved up her money and she began the Fast Forward
program. She took courses online. She did her labs on the week-
ends. And 4 months later, Arona earned her medical assistant cre-
dential and is working in a pediatrician’s office. This is the story
about connecting individuals who have hopes and dreams and aspi-
rations to training that connects them to real employment that
helps grow our small businesses.
As we come out of the pandemic, this combination of short-term
timelines, real wage returns, and jobs in our local communities
have made Fast Forward programs more impactful and popular
than ever. In just the past year, Fast Forward enrollment at NOVA
has grown by over 55 percent, with enrollment by Hispanic stu-
dents increasing by 80 percent and by Black students growing by
a remarkable 233 percent. These are individuals who can see the
connection between Fast Forward training, the certificates and cre-
dentials they earn, and the jobs they can find within a very short
period of time because students enroll in workforce programs for a
very simple reason—they are looking for jobs and they want jobs
that lead to sustaining careers.
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And we can do more to connect learning and earning. Apprentice-
ships are one way to do that. Students are employees from day one
and it is a unique model that we will hear about clearly more later.
But NOVA launched our first apprenticeships in the tech sector
with Amazon web services. We have now expanded those and have
served more than 400 different apprentices.
Earlier this year, NOVA joined the Greater Washington Appren-
tice Network, recognizing that small businesses often lack the ca-
pacity to add these apprentice programs and this will leverage that
skillset.
One thing I will just end with is what has already been men-
tioned. Our recent survey with the Workforce Index with Northern
Virginia Chamber has found that a third of all employers have hav-
ing difficulty finding employees who meet the education and experi-
ence. When we see that, we also know that 2/3 of them are looking
to expand hiring. NOVA and community colleges across the country
offer that opportunity to build that short-term training pathway,
those apprentices, and to leverage what we know to help small
businesses grow.
I look forward to answering your questions.
Chairman CROW. Thank you, Dr. Kress.
Dr. Corbin, you are now recognized for 5 minutes.
STATEMENT OF REBECCA A. CORBIN
Ms. CORBIN. Good morning. Thank you for inviting me. It is a
pleasure to be here, Chairman Crow and Ranking Member Young
Kim. I am pleased to offer a national perspective on entrepreneur-
ship in community colleges.
Community colleges, as you know and as you stated, are a life-
line for small business. And what we know from looking at the
data is that out of the approximately 1,200 community colleges, ap-
proximately 75 percent have an entrepreneurship training or sup-
port program of some kind. Twenty percent have a small business
development center on their campus. And in the State of North
Carolina where NACCE is located, every one of the 58 community
colleges has a small business center called an SBDTC on the com-
munity college campus which offers somewhat of a national model
for other states to take a look at.
One of the things that NACCE prides itself in is really
leveraging the talent and the leadership and the enthusiasm of
community colleges which puts us in a unique perspective. This
year there has been since June, 440,000 new businesses started in
this country. While they are suffering from the pandemic and much
loss, that is a tremendous opportunity.
One of the things that we do know though from the data from
the Kauffman Foundation and Department of Labor is that within
the first year, 20 percent of those businesses will fail. By year 5,
almost half of them will fail. But it does not have to be that way.
We can expand the level of support, the resources, and these new
businesses themselves will serve existing larger businesses and
help both rural, suburban, and urban communities.
I want to speak briefly about how community colleges support
business creation and also startups, things that people may not be
readily aware of.
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One way are venture labs. Venture labs introduce, inspire, and
encourage technical and creative entrepreneurship. Sometimes they
are called feasibility labs. What we have seen through the NACCE
network in the last couple of years is the introduction of the Every-
day Entrepreneur Venture Fund which is a seed fund started by
a husband and wife philanthropists, provides seed grants of $5,000
to $6,000 where everyday entrepreneurs, women, immigrants, peo-
ple of color, people without access to capital can get training and
support through the community college and just a little bit of fund-
ing to buy tools, to buy something to really realize that American
dream.
Hillsborough Community College in Florida through the InLab is
an exceptional example. We write about this in the book that you
mentioned, Mr. Crow, in your introduction, Impact Ed: How Com-
munity Colleges can promote prosperity and equity for all.
Further, incubators, which have been around for a while, also
provide a coworking space, dedicated space. Maricopa Community
College District in Arizona has an excellent example that we write
about in one of our other books that really shows how a Discovery
Triangle, a simple business Lean Canvas can really open up the
door for opportunity for people.
Likewise, makerspaces where people can create, these are often
diverse communities where they have 3D printers and laser cut-
ters, can really experience the abilities and skills of everyone, those
who are gifted and those who struggle to create new things, new
opportunities, new inventions, and hope for our communities.
And finally, as Dr. Kress so well stated, entrepreneurship exists
in academic and noncredit programs in excellent institutions like
hers and many others around the country.
I want to spend the last minute though talking about a couple
of case examples in our home state of North Carolina. First was
opened up to us by North Carolina State Representative James
Roberson through our connection at Wake Tech. He introduced us
to a man by the name of Darrell Tennie, who prides himself in hir-
ing Wake Tech students right out of the gate and he specifically
looks for students of color, immigrants, people who do not have tra-
ditional opportunities, and he invests in them. He gives them titles.
He mentors them. His career is flourishing. He is getting ready to
open up an office in Las Vegas to expand his accounting practice.
This could be scaled widely throughout the United States.
A second case example is another small business in North Caro-
lina called Chapel Hill Tire. NACCE had an opportunity with some
community college support to conduct a design thinking session for
Chapel Hill Tire. They wanted to transition to a paperless system
and they could not figure out how to do it. So they came to the
community college and to NACCE and said, would you facilitate
this? Help our employees learn how they can use everyday tools to
become more efficient. It was so successful that Chapel Hill Tire
made a donation which allowed NACCE to bring on two historically
Black colleges and universities on to our membership.
I would just like to close with thanking you all for having this
hearing. Everyone who is tuning in around the country. I believe
and my colleagues believe that entrepreneurship and community
colleges are really the gateway. And thank you for allowing us to
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have a seat at the table. We stand ready to support you in your
work. Thank you very much.
Chairman CROW. Thank you, Dr. Corbin.
Mr. Garcia, you are now recognized for 5 minutes.
Mr. Garcia, I think you are muted.
STATEMENT OF JOE GARCIA
Mr. GARCIA. Thank you, Representative Crow. Mr. Chair, I ap-
preciate the opportunity to be here. And sorry for that temporary
glitch. I really appreciate the opportunity to be with all of you and
to talk about the work of our community colleges.
As you noted earlier, our 13 community colleges are the state’s
largest provider of higher education and career training in the
state and we serve about 125,000 students annually at over 35 lo-
cations around the state. And our mission is to provide accessible,
affordable, supportive and transformative post-secondary education
and workforce training to help our students build better lives and
stronger communities.
Post-secondary educational institutions, I think we all know, will
be key to our recovery from the pandemic by helping us develop a
competitive workforce, and it is community colleges in particular
that are most accessible to workers and responsive to business and
industry needs.
Now, this past year we targeted, enrolled, trained, and supported
displaced workers and nontraditional adult students, helping them
to reskill or upskill and obtain industry recognized credentials that
align with in-demand high wage occupations and in the end lead
to meaningful employment. And our colleges have committed to re-
imagining how best to serve today’s adult learner, redefining what
success means for this particular group of students and putting
less emphasis on traditional degree completion and more emphasis
on the development of entrepreneurial skills tied to career-aligned
programs that provide family sustaining wages.
And we have deliberately redesigned the time, place, and manner
in which we offer our programs to meet the needs of adult learn-
ers—increasing the number of courses we offer in the evenings, on
weekends, and to online and hybrid delivery. We have even added
mobile learning labs that feature portable classrooms with profes-
sional grade trainers and instruction stations and customized
training tools in areas like welding, machining, and materials test-
ing. And these are labs that can be driven to a worksite so that
instruction can be delivered anywhere in the state.
Now, as industries automate and evolve, we know individuals
will pursue opportunities in new sectors so our colleges work in
partnership with industry to develop curriculum in short-term pro-
grams that allow individuals with varying levels of academic readi-
ness an opportunity to quickly shift into new roles based on their
actual skills and experiences.
Now, we also deploy customized corporate training in noncredit
offerings that allow for lower cost, shorter programs that are
aligned with industry standards. For example, we know apprentice-
ships have proven successful for decades in the skilled trade sector
and we now support opportunities in nontraditional sectors like in-
formation technology, financial services, and even healthcare. And
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that helps students further reduce the cost of their education and
decrease time to credential attainment, we have been at the fore-
front of providing opportunities to earn post-secondary credit from
past work experience, from time in the military, demonstrated
knowledge, skills, and abilities through what we call prior learning
assessment.
Now, these are just a few examples of the ways our colleges pro-
vide relevant, cost-effective workforce education and training. And
employers know the value of a well-educated employee and they
know our programs produce more productive and valuable employ-
ees in part because those employees help us design and offer the
training.
Now, while our colleges continue to stand at the ready to support
the workforce of the future, it is critical that we ensure equitable
access for all students, and noncredit and short-term programs are
often not financial aid eligible, which results in a debt load to the
student and sometimes limits enrollment to those who can afford
to pay. Financially, adaptations like short-term Pell could dramati-
cally increase enrollment specifically for low-income, marginalized
adult students who are most in need of training.
Additionally, our workforce programs, while innovative and re-
sponsive, are frankly, expensive to develop and require more costly
equipment and instructors than traditional academic programs. So,
for example, programs in information technology, healthcare, in ad-
vanced manufacturing are in great demand but are also among the
most expensive programs to offer. And in order to maintain our
roles as leading providers of workforce training and to maintain af-
fordability for students, it is critical that we make meaningful in-
vestments in career and technical education infrastructure at our
colleges.
So in conclusion, community colleges—we all recognize—are the
key to our nation’s economic future and its civic and cultural vital-
ity. We serve the fastest growing student populations, those with
limited economic resources, those who are ethnic and racial minori-
ties, those who are refugees, veterans, working parents, and many
others who are not well-served in more traditional and more expen-
sive 4-year institutions. So, as our economy relies more and more
on those with higher education and skills training, we are the col-
leges that will equip students for success in the future.
I look forward to answering any questions you have. Thank you
very much.
Chairman CROW. Thank you, Mr. Garcia.
Mr. Boecker, you are now recognized for 5 minutes.
STATEMENT OF FRANK BOECKER
Mr. BOECKER. Chairman Crow, Ranking Member Young Kim
and Members of the U.S. House Committee on Small Business,
thank you for the invitation to discuss the indispensable role that
community colleges, trade schools and career and technical edu-
cation programs play in the construction industry, which currently
employs 7.4 million craftworkers throughout our country.
My name is Frank Boecker, and I am the human resources man-
ager for Sunwest Electric, a business established in Southern Cali-
fornia in 1984 with the goal of providing our customers with a com-
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petitive, high-quality, turnkey product. Since founding, Sunwest
has grown to be one of the most respected merit shop electrical con-
tractors in California, with 240 field electricians currently working
on projects throughout Southern California. I am testifying today
on behalf of Associated Builders and Contractors, a national con-
struction industry trade association established in 1950 that rep-
resents more than 21,000 Member companies across our country.
Sunwest is a Member of the ABC Southern California chapter
founded in 1993. ABC SoCal has become one of the first nonunion
apprenticeship programs to be certified in California.
The subject of this hearing is very important to me as I believe
a path to a successful career begins in the classroom. Sunwest
Electric is proud to offer every employee the opportunity to partici-
pate in the many educational opportunities at ABC SoCal or our
own programs at Sunwest Electric. As part of our Sunwest in-
house educational programs, we offer hands-on experience, com-
puter education, safety courses and construction management
classes to help our employees to continue to progress quickly in
their careers as electricians. Our company currently has more than
100 employees attending a 4-year workforce development program,
with Sunwest paying 100 percent of the cost. These dedicated em-
ployees will spend at least 120 hours each year in a classroom and
more than 8,000 hours on the job throughout their 4-1/2 year pro-
gram, gaining the experience needed to succeed in the industry.
It is important to note that most of these individuals will start
at about $19 per hour, and it will grow throughout their time in
the program. Once they have completed the free 4-1/2 year edu-
cation and successfully passed the state’s certification program,
they are nearly guaranteed to double their salary.
What I have found throughout my time as an apprentice, a jour-
ney-level worker and in human resources is that the opportunities
available in the construction industry cannot be met through just
one talent pipeline. To fill the approximately 430,000 construction
craft professionals needed in 2021 alone, the federal government
should promote all effective programs and pathways that lead to
fulfilling jobs in the construction industry.
The workforce shortage facing construction and many other in-
dustries across the country is one that we must continue to address
head on. I appreciate the Committee drawing attention to these
critical opportunities available to America’s workers. For too long,
the definition of success messaged to young Americans was that a
college degree was a necessary requirement for a good career, ig-
noring the value and benefits of community college programs, ap-
prenticeship programs and trade schools. We must continue to
spotlight the opportunities for young people and individuals looking
for a career through more affordable options, and in our case, a
free, earn-while-you-learn 4-year education that provide the skills
needed for financial independence and a rewarding career.
With more than 40 years in the electrical industry, I have been
able to help others gain the necessary trade knowledge and experi-
ence to be successful electricians. For 15 of those 40 years, I have
taught apprenticeship classes at night while working on projects
during the day with some of these students and provide them with
the hands-on experience in the field. Part of my promise to my em-
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ployees, I will dedicate my time after work to help them prepare
for the journey-level electrical certification test.
Of particular relevance to this hearing, I have also partnered
with local universities to help develop curriculum in construction
management and provide career counseling to their graduates.
In 2020, I served as the Chair of the ABC Southern California
Chapter Board of Directors and I continue to serve on the Board
of Directors today. Throughout my service on the ABC Board of Di-
rectors and in many years in construction, I am proud to be a part
of the solution to the workforce shortage issue throughout the in-
dustry. Perhaps my proudest moments, however, comes from the
individual success stories that can be found in each Sunwest em-
ployee or the ABC SoCal apprenticeship program graduates. It is
with their testimonies in mind that I address you. I have included
some success stories with my full written testimony, which should
inform the committee of the impact of the construction industry’s
educational capacity.
In conclusion, a career in construction has limitless possibilities
and now is an ideal time to get into the industry. Congress must
continue promoting the benefits of alternate education pathways
for successful careers and encourage more of the great partnerships
among companies like Sunwest and the organizations and commu-
nity colleges that help bridge the gaps for seeking employment. I
thank you for the opportunity to serve as a witness for this impor-
tant hearing and look forward to your questions.
Chairman CROW. Thank you, Mr. Boecker.
So I will begin by recognizing myself for 5 minutes.
Right now the House is negotiating and taking up a bill under
President Biden’s Build Back Better agenda and an essential ele-
ment of that bill is universal Pre-K and childcare. And what I hear
from my constituents back home and back in my district is how
challenging it is to go back to work, to change jobs, to reeducate
as I think one of you mentioned, to skill, reskill, or upskill—and
I love that phrase—if you do not have good childcare. Because so
many of the students that the community college system serves as
these nontraditional students. They have families. They have
young children.
So I would like to start with you, Mr. Garcia. What would be the
impact on your system in your schools if we had a better, more af-
fordable, more universal childcare precare—Pre-K rather, for the
students that you serve?
Mr. GARCIA. Chairman Crow, Members of the Committee.
Thank you. It would be dramatic, frankly. We know that so many
of our students are adults. They have caretaking responsibilities.
Those caretaking responsibilities have been dramatically impacted
by the pandemic as their children are home during the day and
they do not have anyone to help them. They cannot go to work. So
not only can they not pursue work. They cannot pursue an edu-
cation. Making childcare more affordable, more accessible, more
universal would allow more of our student to come to our cam-
puses, take the classes, even online classes. They still need time to
study. They need a quiet place. They cannot always do that if they
have got young children at home. We know that that is a very com-
mon complaint that we hear from our students. They want to pur-
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sue an education. They just cannot do it without affordable
childcare.
Chairman CROW. Thank you, Mr. Garcia.
Dr. Kress?
Ms. KRESS. It would be transformational to have childcare for
our students. Nationally the data suggests that one in five college
students is a working parent. So if you think about that in the con-
text of NOVA, we have 80,000 credit and noncredit students. That
is 16,000 students.
We are privileged to have a CCAMPIS grant through the U.S.
Department of Education. Childcare access means parents in
schools. The name is right there. And when you look at the success
of those students across the board, one of the reasons why a pro-
gram like that is so impactful is because it allows student-parents
to focus on being students, not to worry about where their children
are for short-term and longer-term education.
Another datapoint I will put out there is that fewer than 3 per-
cent of student-parents who are mothers achieve a bachelor’s de-
gree. Think about the loss in workforce that you are looking at
there simply because we cannot meet a need that they have to help
them advance themselves and their families. We also know that
poverty is intergenerational. So if we are able to get these student-
parents into these short-term programs that yield, again, real wage
gains, 24 percent, 28 percent, you are changing not just the life of
that individual. You are changing the trajectory of a family simply
by supporting childcare.
Chairman CROW. Thank you, Dr. Kress.
One follow up question there. Would it be accurate to say that
available childcare, universal Pre-K, would dramatically expedite
the resolution of some of our workforce labor issues by speeding up
that pipeline within the community college system?
Ms. KRESS. Absolutely. When we look at students at NOVA, and
this would be the same for Colorado, any community college, what
you are seeing is that when students do stop out and drop out, it
has nothing to do with their academic abilities. It has everything
to do with their unability, inability to manage all of what life
throws at them as college students. Community college students on
average have an age of about 27. So these are folks who have full
lives, who have families that they are trying to juggle. Providing
universal Pre-K, providing childcare would enable them to move
forward.
Chairman CROW. Thank you.
And Dr. Corbin, one remaining question for you on a different
issue. Advanced manufacturing is a key issue to re-onshoring vital
industries. We have a supply chain issue that has become very
acute under COVID. Obviously, our economic competition with
China has underscored the need to bring back key advanced manu-
facturing. Community colleges are going to be an essential element
to that. But we need capital investments in the equipment and the
trainers to actually conduct that training for those jobs. Can you
touch on how you think those investments should be made and how
we address that to ramp up that training pipeline for those indus-
tries?
Ms. CORBIN. Thank you. That is an excellent question.
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I think that there are a number of different ways that commu-
nity colleges can do that, as has been discussed. They are very nim-
ble. They can adjust to that but there are equipment needs. And
I think really partnerships between government, philanthropy and
industry can really drive that. I spoke a moment ago about design
thinking. I think that there are solutions that can be created by
bringing diverse stakeholders to the table. As we have seen with
some of the supply chain challenges, changing scheduling time,
sometimes there are small changes that yield great results. I see
that as a great opportunity and I feel very optimistic that there is
the talent to solve that. And the solutions may not be as com-
plicated as we think but investment is needed and I think a diverse
number of players investing in it is probably the best approach.
Chairman CROW. Thank you, Dr. Corbin.
I am out of time so I will now yield to the Ranking Member, Ms.
Young Kim, for 5 minutes.
Ms. YOUNG KIM. Thank you, Chairman.
I would like to engage with Mr. Boecker who is joining us vir-
tually. In your testimony, Mr. Boecker, you mentioned the chal-
lenges the construction industry is facing in finding skilled labor.
This is an issue that many small businesses across America also
face. So can you tell us more about the 4-year workforce develop-
ment program that Sunwest is funding for over 100 of your employ-
ees?
Mr. BOECKER. Thank you, Ranking Member Young Kim.
The apprentice programs that are throughout our country which
as I stated are free, they provide not only the classroom but the
hands-on, and they also provide jobs for these individuals. So they
are able to work full time, get their education, and be able to pro-
vide for their families. And the skills that they gain inside these
programs are providing them the skills that are needed to do their
day-to-day job and progress further in their careers.
Ms. YOUNG KIM. Would you say that this program has helped
meet your demands, your labor demands, and bring new employees
to your company? And are they only employed by your company or
are you able to help them gain employment elsewhere?
Mr. BOECKER. Well, the 100 employees that we have, the 100-
plus employees that we have that go to the Associated Builders
Programs, the local program here, they are Sunwest employees and
they are paid and employed by us during the day and they go to
school at night. The pipeline to find skilled, trained workers out
there is tough, you know, especially when you look at the popu-
lation aging out in the construction industry. So associations and
programs like ABC, they provide our employees the skills and we
provide them with the students.
Ms. YOUNG KIM. You know, as I mentioned in my opening
statement, the ReIGNITE Hope provides skills to change their lives
and help in the joblessness and sometimes the homeless issues, too.
And your company offers similar training. So how can we do better
in highlighting and raising awareness of programs like these?
Mr. BOECKER. Well, you know, especially in your district there
is a lot of great organizations that help, you know, especially vet-
erans. There is a program in your district called Hope Builders,
which I am partnered with that provides opportunities for individ-
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uals who are economically challenged or second chancers. And
there are programs like that. There are programs in LA, Homeboys
Industry, that also helps second chancers and gang members.
There are a lot of organizations and associations out there that
they have the people. They just need the partnerships with employ-
ers and with educational institutions to help get them on the right
path and move them forward.
Ms. YOUNG KIM. Thank you, Mr. Boecker.
I would like to engage our witnesses in the room today. Some of
these programs that we are talking about which are successful, I
would like to see how we can replicate these programs across our
nation. So can you talk about your partnership with local small
businesses? And how do you ensure that you are providing the cur-
ricula that will fill those gaps in the local workforce?
Either one of you can go.
Ms. CORBIN. Do you want me to start? Okay. Thank you for
that question, Ranking Member Young Kim.
I think I could speak to it from a scaling perspective, and some
of the ways that we can take best practices around the country,
things that work and expand them and scale them.
One successful way that we have seen that our community col-
leges themselves engaging in competitions, for example, looking at
how can you take skilled trades and other programs and infuse
that into the curriculum? So we have done that the last couple of
years with the support of the Radcliffe Foundation. So we challenge
faculty to say if it is a construction business that is assisting
women who are returning back into the community building tiny
houses, how can you accelerate and scale that? So I think part of
the question that came up previously tied to your question is how
do you scale up and how do you get the stories out? And I think
it is really through networks of sharing. I think opportunities like
today where we can talk about these things deeply in terms of
what is being done on specific community colleges but how can we
take best practices that are happening at NOVA and infuse them
quickly throughout the country and it definitely can be done.
Thank you.
Ms. YOUNG KIM. Quickly. We ran out of time but I would like
to ask Dr. Kress the same.
Chairman CROW. Go ahead, Dr. Kress. You may answer the
question.
Ms. KRESS. So I will just give the example really quickly of the
Fast Forward program. So this is a program again that is focused
on short-term credentials that have local market relevance. So
what you are going to see in Northern Virginia is not what you are
going to see in Southwest Virginia or in Hampton Roads region.
And these programs then are scaled across the state. So they are
serving a system that has close to 300,000 students in it. If you
look at a program like that that helps support those noncredit stu-
dents financially and incentivizes completion by telling them you
are going to pay one-third but if you do not finish the program we
are going to ask you for the second-third as well, you are really
looking at a program that meets local needs because they are lo-
cally informed by the workforce investment boards and others. It
graduates folks right into that regional marketplace. They find jobs
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right away. And the word of mouth around that program is incred-
ibly powerful because of the success stories that it generates.
Chairman CROW. Thank you. The gentlelady yields back.
I would now like to recognize Ms. Bourdeaux, the gentlelady
from Georgia for 5 minutes.
Ms. BOURDEAUX. Thank you so much. This is a hearing that
is really near and dear to my heart as a college professor and also
someone who spends a lot of time talking to small businesses in my
community about how we can bring those two sides together.
Georgia is really nationally known for its technical college sys-
tem and they do a lot of great work partnering with the business
community to make sure they are really building that pipeline be-
tween businesses and the skills, building those skills that they
need. I am actually going to be visiting a local battery manufac-
turing plant near my district with Gwinnett Technical College in
the coming week to talk about how they can partner to expand op-
portunities.
The challenge though is, and I think many of you are touching
on this even in that last question, is it is small businesses. It is
often the big guys that are able to come in. They have the equip-
ment. They have, you know, the ability to really create a program
at scale. But my small businesses, I have got lots and lots of small
manufacturing all across my district and they have huge workforce
needs and they just do not have the time or ability to build those
kinds of connections with their community colleges. Or in my case,
the technical colleges.
So I just thought I would see if you have some ideas or models
that we might be able to draw on. And I guess I would start with
Dr. Kress. You know, what are things that we can do to bring those
partnerships together more firmly? What are things that you all
have worked on that have been very successful and really, you
know, getting the needs of the small businesses and then creating
that pipeline into jobs?
Ms. KRESS. Thank you. It is an excellent question.
One of the challenges that I think many small employers do have
is the challenge of scale. And so I will just speak with a couple of
specific examples. For example, in a previous role when I was in
New York as the president of a community college there, we saw
a huge need in heating ventilation and air conditioning but these
were folks who really need what we would call ones and twos.
Right? They need one employee, they need two employees. So we
actually convened them together and we did a visual experiment.
We had ping pong balls and we had each one of them pick up the
number of ping pong balls that they actually needed for employees.
We had a gigantic bowl in the middle and it overflowed. And what
the message was was if we could convene you together and develop
a set of skills that would benefit all of you, we could build a pro-
gram that could serve all of you and help you build your capacity.
Because what they were doing, and we all have seen this, is that
they were hiring each other’s workforce over and over again rather
than expanding it. So I would say that the convening power of com-
munity colleges to bring businesses around the table, have them
set their competition to the side, think about the skillsets that they
need, the community colleges stand ready to provide that. We can
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be the convener. We can be the aggregator. And we can grow that
workforce by directly responding to these individual needs as a
much larger need across multiple small businesses.
Ms. BOURDEAUX. Thank you. That is a great story.
Dr. Garcia, do you have any insight from your perspective?
Mr. GARCIA. Yes. Thank you for the question.
It is true that small businesses face the greatest challenges be-
cause they do not frankly have the resources or the time to train
their own employees, but those ones and twos, the issue that Dr.
Kress just spoke to, is a challenge for all of us. These programs,
frankly, are the most expensive programs for us to offer. Of course,
you know, community colleges offer a wide range of academic pro-
grams. It is a lot cheaper and a lot easier to offer a class in English
composition or English literature than in HVAC. HVAC requires
specialized equipment and instructors. The SBDCs can help us by
talking to the employers about helping to provide instructors. Often
for us we find it very difficult to find instructors who we can pay
enough to come in and teach our students even if we have enough
students. But teaching very small groups of students, using expen-
sive equipment is a net loss for us in all cases. So we do need more
support from the State and federal government to help equip our
classrooms and our labs to offer the kind of expensive training that
so many employers demand.
And again, the small business development centers can help us
by getting the employers together, just as Dr. Kress described, rec-
ognizing the collective need and perhaps getting them to agree to
help provide instructors, equipment, lab space, even onsite training
so that we can deliver in a way that is affordable to us. We still
are relying on revenues from tuition and from state funds. Often
those revenues are not sufficient to cover the costs of offering these
kinds of much-needed programs.
Ms. BOURDEAUX. Okay. Thank you so much. I see I am out of
time. I yield back.
Chairman CROW. Thank you. The gentlelady yields back.
And Dr. Kress, I think I am going to go buy a bunch of ping pong
balls because the United States Congress could benefit from that
exercise here. I love that.
Now, the gentleman, the Vice Ranking Member of the Com-
mittee, Mr. Williams from Texas, is recognized for 5 minutes.
Mr. WILLIAMS. Thank you, Mr. Chairman. I am going to thank
the witnesses for being here today.
This whole thing is very close to my heart. I am an auto dealer
in Texas. I employ several hundred people and I have used commu-
nity colleges for body welding and mechanics for 51 years. It is
really important. And when I was secretary of the State of Texas,
we lost a billion dollars’ worth of improvements to Michigan, if you
can believe that, because we did not have enough welders. So that
has always set home to me. So thanks for what you are doing.
You know, when I talk to small businesses back in Texas, I con-
stantly hear concerns surrounding the skills gap. And recently, I
spoke with a landscaping company in my district who told me they
turn down jobs every day because they do not have the manpower,
skilled workers needed to complete more complex jobs, even though
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they offer to pay for their employees’ technical trainings or certifi-
cations and offer competitive salaries.
The growing skills gap is something we all need to be concerned
about and it is hitting the vocational job industry extremely hard
because the younger generations are not necessarily joining at a
high rate and that could be because we are making them think
that unemployment compensation is a career. And of course now
today we have got the vaccine mandates which are not going to
help at all.
So Mr. Boecker, my question to you is can you speak more on
how the skills gap is affecting small businesses?
Mr. BOECKER. Great question. Thank you, sir.
I think that, you know, the skills—I guess the better way to put
the answer to that question is, you know, there is a lot of projects,
you know, with the infrastructure and many other large and small
projects throughout, you know, the United States that are out to
bid, ready to be awarded but contractors throughout the country,
they just, like I stated in the beginning, the workforce is aging out
and the younger generation is just not energized enough or know
about the availability of training programs and that kind of stuff.
So, I mean, there is a huge gap and it does prevent, you know, con-
tractors like ourselves from doing a lot of these projects or being
able to do these projects quickly because of that shortage. But
there are avenues out there to help, you know, the industry grow
and that is one of the main things that I, you know, as I brought
up is ready to work. We just have to continue partnering them with
industry and government and make sure that they are able to get
on these projects and hep contractors, especially these small busi-
nesses everybody is talking about. Get out there and help them.
Mr. WILLIAMS. We have to excite these young men and women
that a paycheck is one of the greatest things you can have in this
country.
One way that we can work to address the skills gap is by inform-
ing and encouraging individuals to join career and technical edu-
cation, better known as CTE programs. Earlier this year I intro-
duced the Student Debt Alternative and CTE Awareness Act which
informs high school students about CTE opportunities before they
commit to a traditional 4-year university and take out student
loans and that is important. I wrote this bill in response to many
of my young constituents saying they did not know what they
wanted to do in life but felt compelled to get a college degree. Could
not afford it. Instead of forcing our students into years of debt, we
should encourage CTE that provides students with a viable, good
paying career.
So again, Mr. Boecker, do you think encouraging more students
to pursue CTE would have a positive impact on business’ experi-
enced, skilled worker shortages? And also, what resources would be
helpful to you to assist in recruiting more skilled workers? And I
have got a question after that, too, so if you could be brief.
Mr. BOECKER. Great. Great question.
You know, the programs that we are associated with, they are
free to young men and women who want to join these programs but
I definitely think that there is a lot of opportunities for continuing,
you know, showing these young men and women the opportunities
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are out there and provide them with paths to these CTEs to get
them to jump in and become successful.
Mr. WILLIAMS. Thank you.
Mr. Garcia, as students complete their vocational training, what
additional resources do you think would be helpful to these grad-
uates looking to find full-time employment or trying to start their
own businesses? And I think if they are trying to start their own
business they need to get a hold of their elected official and tell
them not to raise taxes. That might be a good start.
So what do you think, quickly?
Mr. GARCIA. Mr. Williams, our students need a number of
things once they graduate. One, Chairman Crow already mentioned
which is childcare. Individuals still have a hard time, especially at
entry-level jobs of affording childcare.
But the second thing they need is career counseling. They need
help from us to connect them with employers so that they can put
those skills to use. A lot of employers want people with skills but
they want them with experience as well so they often want them
to get a job with somebody else and then they will hire them away
from that person once they have a little bit more experience. So we
have got to get employers to be a little bit more willing to do some
on-the-job training to supplement the educational experiences they
have received through the community colleges.
Mr. WILLIAMS. My time is up. I yield back and thank all of you
for being here.
Chairman CROW. Thank you. The gentleman yields back.
I will now recognize the Chairwoman on the Subcommittee of
Economic Growth, Tax, and Capital Access, Ms. Davids form Kan-
sas for 5 minutes.
Ms. DAVIDS. Thank you, Chairman Crow. I appreciate you hold-
ing this hearing on what is a really, really important topic. And as
a community college graduate myself, and I earned my associate’s
degree at Johnson County Community College in Overland Park,
Kansas, which is the district I get to represent now. I know how
important it is for strong community colleges, you know, to be in
communities. They provide affordable and really highly-accessible
pathways to all sorts of careers and industries. So I am really glad
we are getting to focus on how these institutions are helping pre-
pare folks to be part of the small business workforce. And really
to be entrepreneurs themselves.
So my first question, Dr. Corbin, you know, yesterday, we held
a full Small Business Committee Hearing on the surprising in-
crease in entrepreneurship that we saw in 2020. And I know that
was mentioned earlier. I am curious if that is corresponded with
increased interest in entrepreneurship or business counseling at
your partner schools
Ms. CORBIN. Thank you for that question, and thank you for
your interest. We have seen that. There was a survey that was
done earlier in the summer by a Woodrow Wilson scholar that is
included in my written testimony that really speaks to that entre-
preneurship interest and programming, both on the noncredit side
and on the credit side has increased. We have seen that and we
expect that to increase. The opportunity is really to thread in
mentorship. It was mentioned career counseling and support. If you
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have wraparound services to those and enhance those you can be
even more successful. So thank you for that question.
Ms. DAVIDS. Yeah. I know you mentioned the Small Business
Development Centers. Johnson County Community College also
has a small business development center and has been an incred-
ible resource for students and entrepreneurs. We have a really
strong entrepreneurial ecosystem in our region.
I am curious if, you know, do you think with the small business
development centers, do you think there are things that we could
be doing to help make sure that these areas are getting better con-
nected, partnering with federal resources through our community
Colleges.
Ms. CORBIN. Absolutely. I think one of the things that we have
had the privilege to have are conversations with Administrator
Guzman about really infusing entrepreneurship through the SBA.
I know there is a lot of good programming that is going on there.
I think where you are right now in Johnson County is a leader for
that. You have the Kauffman Foundation out there. You have a lot
of resources. But really, there are resources everywhere. Some of
what we could do is really lean into more ecosystem mapping.
Helping people identify assets. Sometimes there are resources and
partnerships that are literally right in front of you but you do not
see them. And I think the SBA is doing just a fantastic job of doing
that but I think we could do more, especially with connecting with,
you know, the programs that we are highlighting day.
Ms. DAVIDS. Yeah. That is a great point. I often see folks kind
of later in the game saying, oh, I wish I had known about that re-
source much earlier. And so I know I am always trying to figure
out ways that from the Small Business Committee perspective we
can be helpful there.
And then, you know, I think the next question, Dr. Kress, I
would love to hear from you about how community colleges are
staying in tune with local communities in terms of the skills need-
ed. I know we have been hearing a bit about that gap and I am
curious what you are seeing with local workforce boards and busi-
nesses trying to determine what skills should be taught. Kind of
what does that look like in practice?
Ms. KRESS. So thank you. Excellent question.
At NOVA and at most community colleges, every single program
needs to have an advisory council. And so that advisory council is
typically made up, if it is a transfer pathway it is university part-
ners. Our career pathway programs, those are employers. They are
individuals who employ our students on a regular basis. And for
our advisory councils, 50 percent of those seats are filled by small
business owners or their representatives. So they are directly in-
forming the curriculum of our programs. They are giving us feed-
back on the performance of our graduates. So that is one way.
And then with noncredit programming, we work directly with the
workforce investment boards to identify which programs are nec-
essary in our community, where those skills gaps are, and how
NOVA can fill that role in helping graduate a prepared workforce.
And that is true across the Commonwealth of Virginia.
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Ms. DAVIDS. Thank you. And thank you to all our witnesses for
taking the time to share your experiences and expertise with us
today.
Chairman, I yield back.
Chairman CROW. Thank you. The gentlelady yields back.
I will now recognize the gentlelady from New York, Ms. Tenney
from New York for 5 minutes.
Ms. TENNEY. Thank you, Mr. Chairman and Ranking Member
Young Kim. This is a really important meeting and I am really
proud of the community colleges that are in my region. And they
do offer a great opportunity for so many students.
Recent data shows that according to March 2021, the Federal Re-
serve, over 40 percent of recent 4-year college graduates are em-
ployed in jobs that do not typically require such a college degree.
It is critical that we support alternatives like community colleges
which offer vocational training, apprenticeships, and other forms of
job-created learning. And this has been a huge factor in my dis-
trict. I am not even a mile away from Mohawk Valley Community
College which was a shining example of innovation, of learning, of
adapting to providing needs for our industries locally and giving
students an opportunity to do hands-on learning, empowering stu-
dents. Even our company has used some of our community college-
based students for this. But the current labor shortage shows that
there are necessary, well-paying jobs in our economy and that the
expensive 4-year degrees are not necessarily the solution. So look-
ing, I mean, I know that we have looked to the community colleges
for our industry as well and I know that Mr. Boecker, you an-
swered some of these questions. But in sharing your experiences
with workers, and I agree with your testimony, there is sometimes
an overemphasis on having a 4-year degree. I am a recipient of a
4-year degree. It has been valuable. But in facing our worker short-
age across the country, what would you identify as the core reason
for this shortage? And what can Congress do to help bring our
workers back using our community college networks, particularly
in Upstate New York where we have a fantastic SUNY system?
Mr. BOECKER. Great question. You know, I think that, again,
I think when we talk about the shortages and getting people
partnered with community colleges and apprenticeship programs, I
think it is more of we have heard it time after time that a lot of
people are unaware of what is out there for them. I think it is im-
portant that we go into high schools. We go into some of these ei-
ther junior colleges and stuff and talk about some of the vocational
training that is available.
Ms. TENNEY. How would you do that? Can I just ask, what rec-
ommendation would you have to us as Members of Congress? How
can we get the word out in our communities that there are these
great opportunities with our community colleges?
Mr. BOECKER. That is a tricky question because, I mean, you
know, again, even as parents we look, you know, we encourage our
kids to get a higher education. You know, even as parents we do
not even progress our kids into those type environments. I think
that as far as, you know, as far as, you know, everybody in the gov-
ernment, as far as, I think that we need to encourage some of these
high schools to actually have programs like pre-apprenticeship pro-
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grams and that kind of stuff to allow these young men and women
to actually touch a screwdriver, touch a hammer, touch these tools
and see if this is something that would excite them and allow them
to, you know, start up, you know, an apprenticeship or a second
type of vocational education.
Ms. TENNEY. Yeah. I think that is something we do with our
BOCES system in New York State which has been tremendous.
But I want to now just ask Dr. Corbin, you were talking about
the surge of new business startups during the pandemic totaling
440,000 as of June 2021. The next challenge is always, all entre-
preneurs struggle with surviving and keeping their idea going. And
obviously, it has been a huge issue in my community as well. We
have a lot of entrepreneurs who have stepped up to try to encour-
age these programs to match them either with employers or other
4-year colleges.
And so my question is to Dr. Corbin. What can be done from the
SBA or the community college side to help facilitate this more so
that our entrepreneurs can continue to empower and stay involved
in helping these entrepreneurs who own their businesses, to keep
them alive. It is a huge challenge in today’s post-COVID economy.
Ms. CORBIN. Thank you for that question. I think that is excel-
lent.
We mentioned a little bit earlier about mentoring. Dr. Kress had
mentioned about advisory councils. What I saw in my experience
as the vice president of a community college is a lot of times college
foundation boards are populated with entrepreneurs. Many of them
do not have degrees but they are very successful. It is tapping into
what is right in front of you and having very simple programs
where people can plug in and support one another.
The other opportunity, there are a lot of open-source online tools
that are provided by companies. For example, like Intuit. They
have a suite of tools that are available to community colleges for
free and there is training around it. So I think it is really, like we
said, getting the word out, meeting people where they are, speak-
ing sometimes in their language, going into their communities.
Who is it that they trust? Do they get their information from
churches? Many times communities of color, they have that. So
thank you for that question. I think there is so much that we can
do.
I would just quickly add as well, in some of the conversations we
have been having with the SBA and the Equity Roundtable, they
are really leaning into that. They are bringing together association
executives and saying, how do we get to the people? As a person
on those calls, there is a lot of low-hanging fruit, some simple
things that we can do that we can expand and scale.
Ms. TENNEY. Yeah, thank you. I served actually on our Commu-
nity College Board a number of years ago and it was a great expe-
rience. And it is amazing what they do for adult learners and how
quickly our community college actually reacts to entrepreneurs and
people that need resources, including our company and providing
a skillset. And it is really incredible but I think the more that we
look at this and facilitating these private relationships also and
working with our local community—we have a community of entre-
preneurs and small businesses which is unique because it is a
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small rural sort of suburban setting. So I really appreciate that and
just love our community colleges.
I want to say congratulations to my home community college,
which is Mohawk Valley Community College, where they are cele-
brating 75 years this year. Just like our family business was found-
ed 75 years ago, our partners with the 11 colleges in my district,
a number of community colleges as well, have really enriched our
communities and made us able to thrive and find great qualified
workers. And particularly, a lot of people, a lot of women and oth-
ers who have left one business and gone to another and have been
able to see the resources of a community college. So I think that
is a real key place for a small business, you know, business devel-
opment. I really appreciate all that you have done.
And thank you to our witnesses, also. I really appreciate this.
And to the Chairman and Ranking Member, great meeting. I look
forward to meetings like this in the future where we can actually
help our small business community and help them grow.
I yield back.
Chairman CROW. Thank you. The gentlelady yields back.
I will now yield to the gentleman from New York, Mr. Garbarino,
for 5 minutes.
Mr. GARBARINO. Thank you, Mr. Chairman. And thank you to
the Ranking Member for having this very important hearing. I
have to echo the words of my colleague from New York. We have
some of the best community colleges. Very proud of my two, Suffolk
Community and Nassau Community, because they seem to adapt
much quicker through the needs of what the community needs.
And specifically, you know, right now we are seeing huge, huge
problems with cybersecurity. I am the Ranking Member of the Sub-
committee for Homeland and my two community colleges have
started a cybersecurity program. A 2-year program to get a degree
because people need cybersecurity experts so the community col-
leges saw the need there and they produced a curriculum so people
can come out with a degree and get jobs right away.
I do have a question because Mr. Boecker representing AGC, I
had meetings the other day or last week with equipment manufac-
turers and dealers. They were telling me how they are offering
about $48-50 an hour now for certain equipment jobs and they can-
not fill them. And right now one of them said the supply chain
issue is actually helping them because if there was no supply chain
issues they would not be able to keep up with demand. Granted,
they would love to be able to keep up with demand.
Can you go in a little further? I know you touched a little bit on
it in your testimony and some other questions. What can we do
more? Because I think, you know, with these community colleges
we need to get people back into trades. We need to get people back
into, like you said, swinging a hammer, doing electrical work, doing
plumbing work. Not going and doing these 4-year degrees that at
the end people might come out of college with more debt. Well, they
are. People are coming out of college making less money than they
have in debt.
So what can we do with the community colleges? What can Con-
gress do to help businesses, like yours, like the AGC, like these
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equipment manufacturers? I know you touched on it briefly, but
can you go into it a little more?
Mr. BOECKER. Yes. Great question.
The association I am with is Associated Builders and Contractors
(ABC). ABC is another great organization that I have spent a lot
of time with.
You know, probably the one thing that I think that everybody on
the Committee and in government, I would encourage you to go to
your local apprenticeship programs and tour the facilities. Talk to
these students. See and meet these young men and women who are
in these classes. I mean, ABC has 69 chapters across the country.
They have thousands of students attending these classes every day.
I think it is important for community colleges and government to
meet these young men and women and see what brings them to the
industry. I think that would help you encourage other young men
and women to do that because I think if you see these young men
and women as we said, swinging a hammer, I think you would be
very impressed and I think it would open more doors and avenues
to help community colleges form these partnerships with these ap-
prenticeship programs. Who know? Many people have talked about
the financial cost of our apprenticeship programs or hands-on
skilled training. They are out there. I mean, from A to Z, if you
want to learn how to operate heavy equipment, there are amazing
programs through the Associated Buildings and Contractors that
will teach you how to operate a big bulldozer if you want. Or if you
want to be a plumber there are programs to teach you how to be
a plumber. They are all there. It is just people are not, you know,
I guess again it is not one of those things that is broadcasted out
there. I mean, you do not——
Mr. GARBARINO. People do not know about it. They are not
being told about them?
Mr. BOECKER. Yeah, they are not. It is one of those secrets that
nobody wants to share which is sad.
Mr. GARBARINO. Well, and actually, so I have a follow-up ques-
tion actually for Mr. Garcia.
So I have heard similar from what Mr. Boecker just said from
other groups saying the high school guidance counselors, they are
not offering this. They are not offering community college programs
like the trade programs. They are not offering these as something
that these kids can do. What kind of relationship does your organi-
zation have or your community college have with guidance coun-
selors? Do they know about these programs? I mean, are they shar-
ing them with their students in the high schools? Because, I mean,
that is how the high school students are going to find out about
them.
Mr. GARCIA. Mr. Chair, Representative Garbarino. That is ex-
actly right. High school counselors generally attended 4-year insti-
tutions themselves. They know 4-year institutions. They do not
know us. We need to help them understand the success rates of our
students and the earnings and job placement numbers for our stu-
dents. There is still a stigma attached to attending community col-
leges. We all speak about how much we love community colleges
but how many of our colleagues, how many of us want our kids to
go? We need to understand that a lot of our students are very suc-
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cessful and we need to identify those people in the community, in
our communities who are seen as leaders but who attended com-
munity college and got their start there and we need to ask them
to talk about their experience.
But we do need to work with our counselors. Let’s say our largest
community college, Front Range, invites all the counselors here 4-
times a year, buys them lunch, and tells them about the programs
that we offer, and importantly, the earnings and job placement
rates for those graduates. That helps and yet I think guidance
counselors, just like school principals, often are measured in terms
of their success by how many students they send to selective 4-year
institutions, not by how many students they send to a community
college, even if those students are ultimately very successful.
Mr. GARBARINO. I appreciate that answer so much, and I know
I am over time so, Mr. Chairman, I yield back. And thank you
again for having this great hearing.
Chairman CROW. Thank you. The gentleman yields back.
So today this was a remarkable hearing. I always love these
hearings. I love this Committee so much because honestly, you can-
not tell someone’s political affiliation during these hearings because
we are just asking questions and talking about policy and talking
about really important issues which, frankly, is just incredibly re-
freshing. I appreciate my continued collaboration and work with
the Ranking Member, Ms. Young Kim, as well. Because obviously,
we make that possible through our hard work.
So what we know, what we have realized is COVID has resulted
in a massive shift in our labor market and changed how Americans
work potentially forever. Research shows that as much as 25 per-
cent more workers than previously estimated are going to poten-
tially need to switch occupations in the wake of COVID. But
switching, obviously, is not easy. It takes work, specialized skills to
gain a foothold in new industries. It takes that skilling, reskilling,
upskilling. I am going to steal that from you, Dr. Kress.
So that is why we have to do everything we can to support these
workers and make that transition. And what has become so obvi-
ous over time and again in this hearing is that the community col-
lege system is going to be fundamental to actually accomplishing
that.
In Colorado, we have a great system. The Colorado Community
College system. I am going to thank Joe Garcia again. In my dis-
trict, we have Arapahoe Community College and Community Col-
lege of Aurora, which really is life-changing to so many students.
And they do incredible work and I am proud to support them.
So I am going to continue to work on Members of this Committee
to pursue the avenues and the ideas we heard about today because
our economy will demand it, our families will demand it, our con-
stituents will demand it, and they all deserve it.
And with that I am going to part from normal protocol here and
give the Ranking Member some time for a short closing statement
as well.
Ms. YOUNG KIM. Thank you, Chairman. It is really an honor
and privilege to work with you in a very bipartisan way, especially
through our work on the Subcommittee that we both Chair and Co-
Chair.
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So I want to thank all the witnesses that have provided wonder-
ful testimony and also through some of your examples, I think it
was very apparent that the partnership we have with the local
community colleges, it is really important to help build that work-
ers’ training that we need to fill those unfilled job openings that
we have.
I also would like to give a big shoutout to the community colleges
in my California 39th Congressional District. In my district we
have Fullerton College, Mount Sac Community Colleges, but also
nearby we have Cypress and Pomona Colleges. And I know the
great work that they do. And I am very proud to also represent Cal
State Fullerton in the district. They have a wonderful partnership
and provide all of these job skills training programs that are need-
ed. And on their campuses, they also host SBDC offices and work
directly with our small businesses in the area to provide them with
the advice, counseling, training, and all that that is needed.
So I would like to offer my personal service as well as my offices’
resources to work with all of the community colleges and really
work together in a bipartisan way to move these programs that we
talked about and also do more so we can talk about the programs
that work and allow the businesses to take advantage of these re-
sources are out there.
So with that, thank you so much, Chairman, for this wonderful
hearing that we have had. I hope we all walk away with some
more information than we came with. Thank you.
Chairman CROW. Thank you. The gentlelady yields back.
And with that, I would ask unanimous consent that Members
have 5 legislative days to submit statements and supporting mate-
rials for the record.
Without objection, so ordered.
And if there is no further business to come before the Committee,
we are adjourned. Thank you all.
[Whereupon, at 11:24 a.m., the subcommittee was adjourned.]
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APPENDIX
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File and source
- File
- CHRG-117hhrg45997.pdf
- Size
- 1,513,991 bytes
- SHA-256
- 24e1d0c87dd045a6a771915836f3ca361ab6b0a47cf3451938b384931edb01c1
- Our copy
- CHRG-117hhrg45997.pdf
- Original
- www.govinfo.gov