The federal budget bill that passed this month has drawn much attention for polarizing Medicaid work requirements, cuts to food aid and new funding for immigration enforcement. But one item tucked into the lengthy bill has been on bipartisan wish lists for more than a decade. 

It allows eligible Americans to use Pell grants, the federal government’s largest grant program for undergraduates, to pay for shorter workforce training courses than what previously qualified. 

Such courses could train a range of workers, including welders, truck drivers, emergency medical technicians and cybersecurity analysts, though exactly which programs will be eligible for funding hasn’t been decided. 

In Wisconsin, where many such jobs regularly go unfilled, proponents say the grants could set low-income residents on a path to better jobs, while also aiding the employers and the communities that rely on those workers. Meanwhile, a small group of critics say the new program could lead some students down a dead end road of low wages. 

Who qualifies for the grants? 

Like existing grants, the new Workforce Pell grants are available to students who demonstrate “exceptional financial need.” Funding will vary based on the number of hours or credits of the training, hovering below the maximum annual Pell grant of $7,395, according to Jobs for the Future, a national nonprofit focused on education and workforce issues. 

Unlike the existing grants, Workforce Pell is open to people who already have a bachelor’s degree, as well as those without. People who hold graduate or professional degrees are still barred. Students apply by filling out the Free Application for Federal Student Aid (FAFSA).

The grants, which can be used for qualifying courses of eight to 14 weeks and are expected to serve 100,000 students a year, are supposed to be available starting in fall 2026. Jobs for the Future calls that timeline “aggressive” and warns that the Department of Education, which the Trump administration has sought to dismantle, may need more time to implement the program. The U.S. Supreme Court on Monday ruled that the administration may follow through with plans to fire nearly 1,400 education department employees, with plans to assign duties to other agencies.

Leaders at the state’s 16 technical colleges have pushed for such a Pell grant expansion for years, said Layla Merrifield, president of the Wisconsin Technical College System.

“It’s a good idea to expand access to workforce credentials and help entry-level employees who are trying to join a career and get themselves into a better place economically,” Merrifield said. “This could be really important for moving folks into careers.”

Boost for in-demand jobs like truck driving

The funding could allow tech colleges to train more students for in-demand jobs like truck driving, Merrifield said. Wisconsin truck drivers earn a median salary just over $50,000, and Wisconsin employers are projected to hire more than 6,000 of them in each of the next seven years. That puts truck drivers at the top of the state’s “Hot Jobs” list. 

But training those drivers is expensive, Merrifield said, so colleges can’t necessarily afford to enroll more students. 

“You start to see employers starting their own (commercial driver’s license) programs because there’s such a tremendous need for folks with this credential out in the industry,” Merrifield said. 

Roger Stanford saw those challenges during his time as vice president of instruction at Chippewa Valley Technical College, where students had to pay around $5,000 up front for truck driving training, no matter their income. 

Thirty-two states directly fund short-term credential programs by supporting students or schools, but Wisconsin isn’t one of them, according to a report by higher education consulting firm HCM Strategists.

Students in some programs can apply for federal student loans, and all students can apply for scholarships if their college offers them. 

“When you’re coming out of poverty or you’re a single parent, it’s just impossible to come up with the cash. And so we were really limiting how many people could go into that program,” Stanford said. 

Still, some experts worry about using federal aid to fund such programs. A 2016 analysis by the left-leaning think tank New America found two in five adults with a short-term credential didn’t have jobs, and half of those who did earned $30,000 a year or less. 

“Obtaining only a short-term certificate is not a likely vehicle towards economic mobility for the average student,” the authors wrote. Earnings were particularly low for Black and Latino adults. 

The Workforce Pell legislation requires programs to meet wage and employment benchmarks to qualify, but experts disagree about whether that sufficiently protects students and taxpayers. 

More options for working parents and ex-incarcerated

A 2011 experiment previews the potential effects of the new grants. In the pilot program, the U.S. Department of Education offered Pell grants for short-term training for students who wouldn’t otherwise qualify and compared their outcomes to those without grants. The study found people who were offered the grants were more likely to enroll in and complete training, but long-term wages and employment rates were similar across the groups. 

Chippewa Valley Technical College was part of that pilot. Suddenly, Stanford said, more students started signing up to become truck drivers. 

“It makes people go, ‘Oh my gosh, if I can get financial aid for this, I’ll go into truck driving.’ It helps you fill those programs which are all tied to good jobs,” Stanford said. 

Today, Stanford is president of Western Technical College in La Crosse. Western Tech doesn’t train truck drivers, but the college predicts a handful of its programs will be eligible for the new grants. That could include training in welding, emergency medical services, auto repair, advanced manufacturing and dental care.

Workforce Pell grants will be especially helpful for adults returning to school while working or taking care of children, Stanford said.

“We probably all know some people that just can’t commit to a two-year program right now … Or they look at a two-year program and say, ‘I’ll take three credits each term.’ That puts them on a trajectory of five or six years, and they never finish,” Stanford said. Data show that students who attend school part-time are less likely to graduate than their full-time counterparts. 

“If we can put them on a trajectory to get them a credential in eight or 10 weeks, people can get their life around it,’” Stanford said, like by tapping relatives to watch their kids for a couple months. 

“They can say, ‘Wow, this is going to be hard, but I know at the end of it, there’s 24 bucks an hour, and I can do that,’” Stanford said. 

Another group that can benefit from access to shorter courses: recently incarcerated people.

“When you’re coming out of jail, you don’t have two years,” Stanford said. “If we could turn around and say, ‘We can take you right from the jail and give you 10 weeks and put you into a job that has life-sustaining wages, that helps (lower) recidivism.”

Pathways in construction, IT, auto repair and more 

The new grants will encourage colleges to expand their short-term training opportunities to fill other workforce gaps by parceling longer academic programs into stand-alone “stackable” courses, which would let students earn a credential, get a better job and then decide whether to pursue a technical diploma or associate degree, Stanford said. 

That model could work well for most of the building trades, Stanford said. About 15 students finished Western Tech’s yearlong program in building construction and cabinetmaking last year, but local construction companies need about five times that, Stanford said. He estimates a “modularized” approach could prepare 60 to 80 students to start working sooner.

Stanford also sees promise for fields like information technology, where the college could offer stand-alone courses in cybersecurity, programming or networking. The same could apply in machining, auto repair or mechatronics, an automation-related field that combines multiple types of engineering. Colleges could prepare students to start in operator jobs making $40,000 or $50,000 a year, with the potential to double that pay after earning a degree, Stanford said.

“I think in the next decade, you’re going to see probably less emphasis on diplomas and associate degrees and more on direct job credentials and certifications that get people (on the job) quicker, and then pathways to associate degrees,” Stanford said. “This is a really, really big opportunity for us … I think it really will help change the economic mobility of so many people that are struggling.”

Filling rural EMT gaps

The grants could help Wisconsin address some of its most serious labor shortages, including in health care. Rural Wisconsin communities have struggled for years to maintain adequate emergency medical services. 

Western Tech trains students to work as emergency medical technicians, providing life-saving care and transporting patients to hospitals. The median EMT salary in Wisconsin is just over $43,000, according to federal data, though many rural departments rely on volunteers. 

Western Tech’s EMT program trained more than 100 EMTs last year. The region could use far more. 

“Say we offer four sections a year right now. We could easily offer eight, and they would all have work, because there’s just so much demand,” Stanford said. 

Sometimes rural fire departments or hospitals wait months for new recruits to start training because the college can’t afford to run a class for just a couple students. Stanford expects the new grants will encourage more students to join the field.

“That’ll help across the whole country,” Stanford said. “EMT (training) is needed everywhere.”

Wisconsin lawmakers have also sought to fill the gap. The budget Gov. Tony Evers signed earlier this month includes $3.5 million to reimburse tech colleges for emergency medical services training.

Other Pell changes off the table for now

An earlier version of Trump’s bill would have allowed Workforce Pell grants to be used at unaccredited training providers, stirring fears that unscrupulous entities might take advantage. 

Lawmakers removed that provision, leaving existing accreditation requirements in place. 

Meanwhile, other headline-grabbing Pell proposals didn’t make the cut. House Republicans previously proposed raising the credits required to receive the maximum award and making students enrolled less than half-time ineligible.

Merrifield, the Wisconsin Technical College System president, was relieved to see those provisions removed from the final bill. She estimates around 7,000 students would have lost all aid and thousands more would have seen their aid amounts cut. 

“While Workforce Pell would be helpful on the margins, ending part-time Pell would be tremendously harmful to technical colleges and our students,” Merrifield said. 

Natalie Yahr reports on pathways to success in Wisconsin, working in partnership with Open Campus.

Wisconsin Watch is a nonprofit, nonpartisan newsroom. Subscribe to our newsletters for original stories and our Friday news roundup.

New grants aim to fill workforce gaps, boost low-income workers is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

On a recent Wednesday evening, a handful of adults sat around a table in a classroom at Madison College’s Goodman South Campus. They chatted about the week, their plans for the weekend and, finally, the day’s discussion question: Are human rights universal? 

The Literacy Network’s “Transitions” class is designed as a final step for immigrants with advanced English skills, preparing them for college or careers. Students spend a year learning to set goals, write resumes and interview for jobs. On this day, the lesson was about finding reliable sources for their next big assignment: a college-style oral presentation on a historical human rights struggle.

The Madison-based adult education nonprofit has surpassed many of its goals in recent years, with particularly high enrollment in Transitions. It scored a $72,000 annual federal grant to grow the program from 100 to 150 students.

But in June, the organization learned the money wasn’t coming.  

On June 30, the Trump administration said it was withholding the nearly $7 million Wisconsin was previously set to receive for adult education — threatening programs that help adults complete high school, learn English and improve their literacy skills, among other services. 

If the funding isn’t distributed, the shortfall could shrink remedial programs in a state where around 340,000 adults don’t have a high school diploma, Wisconsin providers warn.

“Reducing funding from programs that have been proven to be effective — and impact not just individuals but whole communities — is really short-sighted,” said Literacy Network executive director Robin Ryan.

The administration has frozen $715 million in adult education funds nationwide, its largest blow to community college program funding to date. It’s part of $6.8 billion in total federal education funding frozen while the administration ensures “taxpayer resources are spent in accordance with the President’s priorities,” a U.S. Department of Education memo said. 

While the majority of funding on hold is for K-12 education, federal dollars make up a greater share of the adult education budgets. That’s left staff scrambling to figure out how they’ll continue to provide their free services, which range from helping people learn English to educating those incarcerated in prisons and jails. 

Sixteen technical colleges and seven community organizations in Wisconsin have received federal funding through a competitive process for adult education and literacy programs. More than 17,000 people attended these institutions for services during the 2023-24 school year, many of whom are people of color or are from low-income backgrounds.

“To me, that’s something that we should be doubling down on and tripling down on, not cutting funding,” said Wisconsin Technical College System President Layla Merrifield.

Wisconsin leaders are fighting to get the promised funds. On Monday, Wisconsin Attorney General Josh Kaul, a Democrat, joined 23 other states in suing the Trump administration, calling the freeze “unconstitutional, unlawful, and arbitrary.” 

“The Wisconsin Technical College System Board has already begun canceling professional development activities, and staff layoffs may soon follow, further disrupting services,” Kaul said in a statement. “This sudden funding loss leaves Wisconsin’s technical colleges facing budget shortfalls that threaten the stability of these essential programs.” 

Trump officials allege ‘dismal’ results

Funding fears began swirling in the adult education community months ago. In early May, President Donald Trump sent Congress a fiscal year 2026 budget outline that called for the elimination of grants under the Adult Education Family Literacy Act, asserting the funding produces “dismal” results. Organizations braced for the possibility of not receiving federal funding beyond the next year. 

“K-12 outcomes will improve as education returns to the states, which would make remedial education for adults less necessary,” the administration’s discretionary funding request read. “The budget redirects resources to programs that more directly prepare students for meaningful careers.”

The shock came two months later, when Trump’s administration withheld the money adult education providers had budgeted for the upcoming year — funding already approved under the Biden administration. 

Ryan of the Literacy Network felt déjà vu when she heard the news.

The Trump administration in April informed her it was canceling a different previously approved grant: $74,000 to help prepare students with green cards to take the U.S. citizenship test. 

“It used to be you would always fight for the next budget, the next grant, but once you got a grant, you knew you had it,” Ryan said. “Since this administration started …we’re in a new climate.”

Monday’s lawsuit argues Trump officials are violating the law in refusing to spend the money. The administration has not indicated whether it will eventually release the frozen funds. 

Ryan isn’t holding her breath, and she’s preparing for the worst. 

Adult education departments at technical colleges receive most of the adult education dollars allocated to Wisconsin. They are being  “extra tight” with their budgets, said Peter Snyder, associate dean of adult education at Moraine Park Technical College. Snyder expects community organizations — like Literacy Network — to feel the impacts of cuts even more because more of their work centers on adult education. 

“With our Technical College System colleges, we’re doing a lot of other work, so for us, it’s more of a matter of managing what we have,” Snyder said. “My heart goes out to those other programs that are doing really great work that are solely reliant on that funding.”

Milwaukee Area Technical College runs the state’s largest adult education program, serving more than 12,000 students between the 2020 and 2022 school years. It’s currently missing $800,000 in promised grant dollars, plus around $500,000 in other funds that were contingent on the federal money.  

“The loss of (this) funding would result in a significant negative impact for supplying the region’s talent pipeline and would negatively affect our students’ economic mobility and career success,” MATC spokesperson Darryll Fortune said in an emailed statement. 

Worsening workforce woes

Education leaders say the cuts could kneecap efforts to grow Wisconsin’s thin workforce.

In the 2023-24 school year, the most recently available data, more than 2,700 Wisconsin adult education students earned a high school equivalency credential, and over 2,500 enrolled in college or workforce training, preparing them for jobs for which they may not have otherwise qualified. 

Literacy Network associate director Jennifer Peterson said programs like the Transitions class are a wise investment. 

Recipients of these federal dollars must test students throughout their studies and report how many achieved at least one of the benchmarks the federal government tracks, which include raising scores by approximately two grade levels, earning a high school equivalency or enrolling in postsecondary education. 

Of the 77 Transitions students tested over the past three years, 71% showed that type of improvement. 

The funding freeze unfolds as Wisconsin employers struggle to find workers qualified for jobs in many key industries. 

“This is definitely not a case of not aligning with the priorities, because the priority is labor, and that’s what this work is doing,” Peterson said. “Wisconsin needs more workers and will continue to need more workers.”

Anna Mykhailova, a cardiologist who fled Ukraine after the 2022 Russian invasion, landed a new job after taking the Transitions class. 

Licensing laws make it complicated for many foreign-trained medical professionals to practice in the United States, so Mykhailova took what she learned in the class and became a phlebotomist — someone trained to draw blood — at SSM Health St. Mary’s Hospital in Madison. 

She later moved up to a role as a cardiac sonographer, taking ultrasounds with the skills she’d used as a doctor in Ukraine. Literacy Network, where she still attends tutoring to improve her English, awarded her scholarships to cover the cost of her board certification exams.  

Mykhailova’s husband Sasha Druzhyna, who worked as an anesthesiologist in Ukraine, took the same class. In fall, he’ll start a graduate program at the Milwaukee School of Engineering to become a perfusionist, a specialist who operates a heart-lung machine during open-heart surgery. 

That class won’t expand without the frozen funds, and Literacy Network has already cut some classes. 

Message to public: Please help 

Trump’s move to withhold already-appropriated funding surprised even those who have seen priorities ebb and flow under previous presidents.  

“This has historically, for many decades, been very stable funding that has strong bipartisan support. It has been, up until now, pretty outside of political winds blowing,” Peterson said. “It’s a big change in our field.”

Staff at Neighborhood House of Milwaukee had already found a way to do without these funds before the news came down. The nonprofit offers ESL and citizenship classes for around 150 immigrants each year, many of them refugees from the Middle East, Southeast Asia and Latin America. 

The organization previously received a $75,000 annual federal adult education grant, but staff didn’t submit all the necessary paperwork when the latest applications were due, so it wasn’t expecting a fresh round of funding. The organization instead turned to private donors and other grants — a shift others who long depended on federal funding may soon need to make, too. 

Liliane McFarlane, who manages the organization’s International Education program, said the organization raised enough to replace the federal funding for a year. 

The Literacy Network is bracing for the possibility of additional federal cuts. It relies on three other federal grants, with about 15% of its $2.6 million budget coming from Washington.   

“We consider all of that to be endangered,” Ryan said.

For now, Ryan said, the goal is just to keep all programs afloat and hope so the organization can scale up during a future presidential administration.  

“We are hoping that this is a Trump administration duration of difficulty,” she said. “We are very much reaching out to the public and saying, ‘Please help us. These are important, effective programs that affect the whole community and help people thrive.’”

Natalie Yahr and Miranda Dunlap report on pathways to success in Wisconsin, working in partnership with Open Campus.

Wisconsin Watch is a nonprofit, nonpartisan newsroom. Subscribe to our newsletters for original stories and our Friday news roundup.

Trump funding freeze threatens programs that prepare thousands for jobs in Wisconsin is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

If you live in northeast Wisconsin, I want to hear about your experience forging your path to meaningful, family-sustaining work.

But first, let me introduce myself. I’m Miranda Dunlap, and I’m Wisconsin Watch’s new reporter covering pathways to success in the region. That means I’ll write stories about how local people prepare themselves for their dream jobs and what roadblocks stand in the way. 

I’m a native Michigander, and I previously spent two years reporting on community colleges and K-12 education for Houston Landing in Texas. I’ve spent countless hours learning about the experiences of people pursuing affordable education and training to change the trajectory of their life. That was after community college opened doors in my own career. Completing a year’s worth of credits at my local institution helped me afford enrolling at a university and shaved thousands of dollars off my total student debt. 

I’m Wisconsin Watch’s second pathways to success reporter but the first journalist hired specifically to serve northeast Wisconsin. My colleague Natalie Yahr covers pathways from a statewide perspective, and I’m focused on reporting for Brown, Calumet, Door, Kewaunee, Manitowoc, Marinette, Oconto, Outagamie, Shawano and Winnebago counties. Based in Green Bay, I hope people will see me as more than a trusted source of information, but also their neighbor — someone who will ensure Wisconsin Watch’s work reflects the perspectives of local residents.

My goal is to produce journalism that confronts your challenges, highlights resources and opportunities for economic mobility and answers your burning questions.

You can expect my stories to explore barriers that prevent them from finding sustainable employment, and I’ll examine whether leaders and higher education institutions are investing in solutions and tools to overcome these obstacles. I’ll do it all with an eye toward the unique identities of northeast Wisconsin communities. 

As I dig into this beat, I’m particularly interested in hearing from people with nontraditional routes to the workforce — or those who face added barriers to success. That might include incarcerated or formerly incarcerated people, those from low-income families, folks living in rural, under-resourced communities or workers returning to education to switch careers. 

I hope you’ll point me in the right direction by answering some of my questions. 

What do you think I need to know about northeast Wisconsin to understand the challenges that people and communities here face when it comes to economic stability and mobility?

What are your career dreams — to fulfill your own professional goals and support your family? What, if anything, is standing in the way? 

Have you attended a community or technical college in the region, such as Northeast Wisconsin Technical College or Fox Valley Technical College? If so, what was your experience?

Are you a local employer struggling to find skilled workers to fill your jobs? What would help?

Do you know of an organization or institution successfully guiding people toward the skills and information they need to succeed? 

Your insights and experiences will shape my reporting. You can share them with me by filling out this form.

Miranda covers pathways to success in northeast Wisconsin in partnership with Open Campus. Reach her via email at mdunlap@wisconsinwatch.org.

Help us report on local workforce challenges and opportunities in northeast Wisconsin is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

A newly opened commercial-scale sawmill in Antigo is the only training sawmill of its kind in the U.S. 

The sawmill at Northcentral Technical College’s Antigo campus will be a teaching tool for northern Wisconsin students and members of the lumber industry. It’s part of the school’s wood sciences program and was funded by about $4.5 million out of an $8 million state Workforce Innovation Grant to the University of Wisconsin-Stevens Point’s Wisconsin Forestry Center. That grant is meant to provide career training that will help address worker shortages in the lumber industry.

In late May, wood sciences program director Logan Wells, who has been an instructor there for five years, stood by a stack of recently sawn lumber from cherry wood — the first batch of cuts from the sawmill to have gone through the kiln-drying and finishing process. The boards are all eight feet long, but of different widths.

“We take whatever width the log will give us,” Wells said. 

Scanners in the sawmill find knots and other imperfections inside the logs like woodpecker holes or bark pockets. Boards that are at least 83% “clean” are top-grade. The lowest-grade cuts will be used for pallet wood. Part of the art and science of milling is figuring out how to cut each log to yield the most high-quality lumber possible.

In addition to the eight students enrolled full time in the program for the fall, Wells leads certificate programs and continuing education courses for industry professionals looking to sharpen their skills or gain experience with new technology. About 100 students per year come through those programs.

Wisconsin’s forest industry employs about 58,000 people, according to the state Department of Natural Resources, and its forest products are worth more than $24 billion per year. In addition to building materials and pulpwood used for papermaking, notable Wisconsin-made wood products include white oak staves used for whiskey or wine barrels and high-grade maple for the hardwood basketball courts used by NBA teams and in the NCAA’s Final Four.

But the industry faces challenges, made worse by aging and declining populations in much of northern Wisconsin, where many of the state’s hardwood forests are located.

Wells, a Green County native who has worked in sawmills and as a forest products specialist for the Department of Natural Resources, said the industry is also in a time of technological advancement. Like other manufacturing industries, lumber companies are incorporating robotics and artificial intelligence. Advances in engineered wood have led to new uses for wood, such as the mass timber skyscrapers now going up in Milwaukee and elsewhere.

“It’s a very dynamic industry,” Wells said. “It’s been around a long time, and it’s gonna continue to be around.” 

Inside the 10,000-square-foot mill, most equipment is elevated. Logs move on conveyor belts through the process of being debarked, sawn into slabs and refined. 

From a cockpit with computer controls, Wells demonstrates how operators calculate cuts to the outside of the log until it resembles a massive railroad tie, then slice it into boards that are shaped and given square edges by other machines. 

Sawdust from the mill is collected and used for packaging material by a local potato farmer. Other byproducts are turned into wood chips used for landscaping at NTC.

Wells said giving students and industry professionals a chance to work on professional-grade tools will help the industry continue to adapt to fast-moving technological changes.

“We’re just scratching the surface with the new sawmill,” he said.

This story was originally published by WPR.

Antigo school’s first-in-the-nation training sawmill readies students for lumber industry is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Eight years ago, Southwest Wisconsin Technical College faced a crisis. An accreditation agency had placed the Grant County community college on probation for shortcomings in using evidence to advance student learning. 

Without improvements the college risked losing its accreditation, which would have affected the roughly 3,700 students near the Iowa border training for careers as mechanics, midwives, farmers and more. Without Southwest Tech, many would have to travel farther, pay more or forfeit their plans.

The news jolted the college into action.

“We had some issues that we had to address,” Holly Clendenen, chief student services officer, recalled. “That really brought the campus together to find the best way to improve our assessment work and ensure students were learning.”

The efforts paid off and then some. Last month, Clendenen walked across a Washington, D.C., stage to accept an award in a competition former President Barack Obama once called “the Oscars of great community colleges.”

Organized every two years by the nonprofit Aspen Institute, the Aspen Prize for Community College Excellence recognizes schools setting an example in their field. It awards a total of $1 million to the top handful of institutions and publicizes their best practices for serving students. 

Southwest Tech took home the top prize: $700,000 for revamping its curriculum and counseling to better position students for higher-earning careers after graduation. It cut majors that often led to low-paying jobs and added training for industry certifications that garner premium pay. To practice what they preached, campus leaders raised pay for some of the college’s own workers, then urged other local employers to do the same.

Southwest Tech alums five years after graduation now earn $14,000 more a year than other newly hired workers in their area, the Aspen Institute found. 

Community colleges educate about two in five U.S. college students. But they don’t always set up those students for family-supporting careers, said Joshua Wyner, who oversees the Aspen Prize.

Community colleges have been underperforming for years, Wyner said. “If we are going to enable economic mobility and achieve the talent that we need for the economy, for democracy, etc., community colleges, frankly, just have to do better.”

On that front, Wyner said, Southwest Tech stood out. “This commitment to making sure every program leads to a living-wage job, and to actually confront programs that lead to low-wage work, is really unusual.”

Precision agronomy yields higher wages 

Jamin Crapp, 19, already knew plenty about farming when he enrolled in Southwest Tech’s agribusiness management program last fall. Growing up on his family’s farm just outside of nearby Lancaster, he learned to tend dairy and beef cattle and use basic equipment. 

But when he got a job at a farm in Rockville, he encountered a tractor he didn’t know how to drive. The newer model, which steers itself using GPS, was just one example of the kind of “precision farming” tools farmers are increasingly using to boost efficiency.  

Crapp was in luck. Southwest Tech had begun shifting to precision agriculture as part of its broader effort to set up graduates for higher wages. 

Two years ago, college leaders categorized academic programs by graduates’ average earnings: Programs leading to hourly wages of $16.50 or less were considered low-wage. Programs yielding at least $25 an hour were designated high-wage. A medium-wage category covered those in between.

Then the college set out to raise pay in every low-wage program. 

First, college officials turned to local employers. “We met with all of our partners to find out: Why aren’t these students making more money?” college spokesperson Katie Glass said. 

Agronomy was one low-wage program at the time. Local agriculture businesses, it turned out,  needed workers who could fly drones or apply pesticides — training Southwest Tech didn’t offer.  

“If our graduates could do those things, they could pay them more, because they could reorganize their business somehow,” Glass said.

So the college added that training. 

Southwest Tech agronomy graduates can now raise their starting hourly pay by up to $2 with drone and pesticide certification, the college said.

This fall the agronomy program will be completely reshaped and renamed precision agronomy, focusing on using technology to measure and analyze data to inform farming decisions. The college spent $1.3 million to purchase 85 acres of farmland to provide space for students to maneuver drones and gather the data they need.

‘Oh, that’s how you run that’

Agriculture instructor Andrew Dal Santo, who will lead the new program, likens the agronomy overhaul to switching from an analog clock to digital. 

On a sunny May afternoon, he led agribusiness management students as they filled compartments of an industrial planter with one soybean variety after another. The students took turns driving a tractor that recorded data throughout the drive. Students would later take those data back to the classroom.

“We can read everything from how many seeds per inch to how much pressure we’re putting into the ground, so the seed’s at the right depth,” Dal Santo said. “Instead of coming out here for five hours and collecting all that data, it’s right at your hands.”

One of the busy students was Crapp, who learned to operate an auto-steer tractor in another of Dal Santo’s classes — a lesson he brought to his job in Rockville.

“The next time I went to that farm, I said, ‘Oh, that’s how you run that,’” Crapp said.

He’s still weighing post-graduation plans, but he expects his new knowledge of precision techniques will help whether he’s running his own farm or writing loans for other farmers. 

“With my degree, I believe I can do almost anything,” Crapp said.

Changes to the agronomy program have already elevated it to the medium-wage category, Glass said. Six other previously low-wage programs made the same jump, while two more moved from medium-wage to high-wage. 

The college also added a new radiography program, training students to use medical imaging equipment like X-rays and CT scanners. That profession promises a median wage of around $38 an hour nationally, according to the federal Bureau of Labor Statistics. 

The overhaul at Southwest Tech drew criticism from some business leaders, including a few members of its advisory boards, Glass said.

“They built a business model off of paying our graduates lower wages, and we asked them to step down from our advisory board,” she added. “That’s not the direction that we’re going.”

Creative solutions to grow child care wages

Some programs weren’t worth saving, campus leaders found. Culinary arts and culinary management — programs considered successful by other measures — got the ax when the college couldn’t find ways to raise graduates’ wages.

“If our graduates don’t make family-sustaining wages, we’re not going to offer the program anymore,” Glass said. “Our degrees have to have value.” 

But some low-wage majors proved too important to cut, such as pathways for certified nursing assistants and child care workers. 

While many parents pay more for day care than they would for in-state university tuition, child care workers in Wisconsin earn an average of just around $14.50 an hour, U.S. Bureau of Labor Statistics data show. 

The state needs more people to fill these low-wage jobs: With waitlists for child care often months or years long, more than half of Wisconsin providers say they could serve more kids — if only they could find the staff. Without adequate child care, advocates say, many potential workers leave the workforce, worsening economy-wide labor shortages.

“Child care is so essential to our area that we can’t entertain the idea of not having the program anymore,” Glass said. “We have to find all the other avenues for what we can do to raise wages.”

Elementary school teachers, also high in demand, earn more than child care teachers. To set Southwest Tech graduates on a higher-earning path, the college revised the early childhood education curriculum to ease transfers to teacher training programs at Wisconsin’s four-year colleges. Faculty began talking “early and often” about that option, said Renae Blaschke, an early childhood education instructor. 

To improve immediate job prospects, the college began offering substitute teacher training, along with in-demand nonviolent crisis intervention training.

The school also helped students qualify for the Wisconsin Early Childhood Association’s TEACH scholarship, which supports Wisconsin students studying early childhood education. To be eligible, students must work at least 25 hours a week in a child care job. Southwest Tech students regularly perform such work to gain required field experience, but they struggle to find jobs that meet the scholarship requirements.

To help, the college created two substitute teacher jobs paying $19 an hour at its on-campus child care center. To set an example for other area child care providers, the college raised full-time staff salaries at the center to $40,000 a year, and it urged other local providers to raise wages too. According to the Aspen Institute, the center is now the region’s highest-paying child care provider.

Second-year early childhood education student Autum Butler, 20, who has worked at the on-campus center since 2023, is now a substitute in a toddler room. At Blaschke’s recommendation, she applied for a TEACH scholarship, which covered 90% of her school tuition this year and provided additional stipends for certain materials and technology.

Butler hopes to continue working with toddlers after graduation and possibly open her own day care.

Leaders vow to keep improving

Southwest Tech’s recognition comes during a tumultuous time for Wisconsin community colleges, several of which have recently closed amid declining enrollment.

Nationwide, college enrollment is down since the COVID-19 pandemic, with many students questioning whether the benefits of a degree are worth the growing cost. Community colleges with the biggest drops during the pandemic experienced bigger jumps than other types of colleges this year, according to data from the National Student Clearinghouse Research Center.

Southwest Tech isn’t the only Wisconsin community college earning kudos. The Aspen Institute, which analyzes data on about 1,100 U.S. community colleges, included seven others from Wisconsin on a list of 150 top institutions invited to apply for an Aspen Prize. 

One of those schools — Northeast Wisconsin Technical College in Green Bay — joined Southwest Tech as one of 10 finalists for the top prize, with judges citing dual enrollment opportunities for high schoolers and engagement with local employers to help more students learn on the job.

Southwest Tech prevailed after judges visited each finalist’s campus and compared data on how many of the students go on to transfer to four-year colleges or earn bachelor’s degrees — along with post-graduation earnings.

More than half of the college’s full-time students graduate within three years, far above the 35% national average. The school wants to raise that rate to 70%.

Other colleges could learn plenty from Southwest Tech, Aspen Institute judges said. Rural students often struggle to gain relevant work experience during school due to limited jobs and internships in smaller communities. But Southwest Tech leaders filled the gap by creating relevant work opportunities on campus.

Construction students now build student housing. A recent class completed an eight-bedroom duplex in just two semesters. Across campus, graphic design students create brochures and billboards advertising the college. 

Staff provide hands-on support outside of the classroom, including directing students to child care, mental health and food pantry services. They also help students draw up budgets that incorporate their income, financial aid, rent and school costs. 

“It’s a very sophisticated way of thinking about supporting students,” Wyner of the Aspen Institute said. “Other colleges often have lots of services that they offer, but it’s not tied to a particular sense of what students’ budgets are.”

Southwest Tech even won high marks for how it assesses student learning — the very worry of accreditors eight years ago. The college, which has since returned to good standing, now continually evaluates whether students are learning what instructors intended. When they don’t, faculty must create course improvement plans that everyone in the college can see, something Wyner calls “radical accountability.”

Looking back, Clendenen said the bad 2016 accreditation review was instrumental in bringing the college where it is today — rolling “a snowball that started us on this continuous improvement path.”  

“This prize is not the finish line,” Clendenen told the Aspen Prize crowd. “It’s also fuel for the road ahead. We accept this honor not just as recognition of our past success, but as a challenge to keep growing, innovating, leading and serving our community.”

How this rural Wisconsin community college raised grads’ wages — and saved its accreditation is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.