State Profiles

Are technical centers (ATCs) are a reflection of their state policy context and local communities. Learn about the reach, footprint and policy context for ATCs in five states. The variation among these states is vast, but they all share a commitment to leveraging their ATCs to serve learners on their pathway to earning meaningful credentials of value, thus contributing to meeting the state’s postsecondary attainment goal.

State Profiles


Delaware’s ATCs

Delaware’s creation of intentional roles for ATCs in their state’s workforce development and postsecondary systems provide an effective model for postsecondary alignment of ATCs and elevating employer connections statewide.


Florida’s Technical Colleges

Florida’s area’s technical centers, known as technical colleges, solely serve postsecondary and adult learners, equipping learners with skills through short-term credentialing programs, which provides a unique lens into the role of ATCs in postsecondary attainment.


Ohio’s Technical Centers

Ohio’s ATCs, known as Ohio technical centers, provide an effective blueprint for tackling the interconnected alignment issues of articulation, transfer and integration with state workforce initiatives to benefit learners.


Oklahoma’s Technology Centers

Oklahoma’s area technical centers, known as technology centers, demonstrate the benefits of an effective balance of state and local oversight that remains nimble to local learner and employer needs while also advancing state workforce development and attainment goals.


Utah’s Technical Colleges

Utah’s area technical centers, known as technical colleges, demonstrate the potential of ATCs when elevated in state policy to improve student outcomes and postsecondary alignment to advance state attainment goals.

Download the Full Report

There are more area technical centers (ATCs) in the United States than there are community colleges. Despite their prevalence, ATCs are not well understood and, as a result, are often overlooked in wider discussions and decisions regarding postsecondary education and workforce development. These under-utilized public institutions can and should be better leveraged to help more learners equitably access and attain postsecondary education and related credentials of value. Doing so will help close skill and equity gaps and ensure that more Americans have the skills, competencies and credentials they need for future career success and economic prosperity. This report examines these under-studied and under-utilized public assets.