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At Appleton Technical Academy, students engage in a symphony of metalwork, as tools buzz and sparks fly in the academy’s spacious lab. This scene is emblematic of a broader educational shift across the nation, where high schools are embracing career and technical education, offering students hands-on training over traditional classroom settings.
Appleton Technical Academy (ATECH), established a decade ago, was designed to address a deficit of skilled workers in the local manufacturing industry. Students at ATECH gain practical experience, often participating in apprenticeships and earning college credits, all while tackling the challenges of attracting students and maintaining costly equipment.
Bridging the Skill Gap
In the early 2010s, the scarcity of advanced manufacturing workers led Jared Bailin, CEO of Eagle Performance Plastics, to propose the idea of a technical academy. Partnering with then-principal Greg Hartjes of Appleton West High School, the academy was established to cater to students who prefer hands-on learning over traditional academics.
ATECH operates as a tuition-free charter school within Appleton West High School, funded initially through state grants and local referendums. It offers specialized tracks in electronics, machining, mechanical design, or welding, allowing students to earn college credits alongside their high school diploma. These opportunities help students reduce future tuition costs and gain valuable industry experience.
Challenges in Enrollment and Perception
Despite its innovative approach, ATECH has struggled to meet its enrollment target. Starting with 56 students, numbers have varied over the years, peaking at 68 in the 2024-25 school year. Factors such as lack of transportation and the perception of technical education as less prestigious than a college degree contribute to these challenges.
ATECH aims to counteract these perceptions by highlighting the rigor and intelligence required in technical education. “I think a misconception often is that it’s not rigorous,” said Hartjes, emphasizing the dual use of “hands and head” in learning at ATECH.
Impact and Future Prospects
ATECH’s impact on local industry is mixed. While students like sophomore Noah Siong find inspiration in family success stories and plan careers in metal fabrication, the academy’s broader influence on the workforce remains uncertain. Without a state system linking education to employment data, the school’s success is primarily measured anecdotally.
Despite these hurdles, instructors like Paul Endter remain committed to expanding ATECH’s reach, hoping to ignite interest in technical fields from a younger age. The district’s introduction of STEM classes in lower grades might pave the way for increased interest in technical careers.
Funding and Support Hurdles
The high cost of materials required for manufacturing education poses significant financial challenges for ATECH. Although it receives the same state funding as other schools, it relies heavily on grants and donations to cover additional expenses. With a $13 million projected deficit for the school year, funding remains a pressing issue.
Wisconsin’s reliance on federal funding for career and technical education, without additional state support, hampers the growth of programs like ATECH. State Superintendent Jill Underly’s request for increased funding was significantly reduced in the state budget, leaving educators seeking alternative support from local industries.
“We can’t do this alone,” said Endter, highlighting the need for business partnerships and mentoring to sustain and grow technical education programs. The vision is clear, but the path forward requires overcoming financial and perceptual barriers.
Miranda Dunlap reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus. Email her at mdunlap@wisconsinwatch.org.
This story was produced as part of the NEW (Northeast Wisconsin) News Lab, a consortium of six news outlets.
