In aviation maintenance, a familiarization course—or "Fam Course"—helps technicians become comfortable with a new aircraft or system before they begin working on it. We're borrowing that tradition for our annual SkilRedi Fam Course webinar on August 5 at 1:00 p.m. Central.

Whether you're new to the Choose Aerospace SkilRedi learning platform, implementing it for the first time, or simply want a refresher before the school year begins, this live webinar will walk you through the platform, highlight recent updates, and answer your questions before students return to the classroom.

Members of the SkilRedi development team will be available throughout the session to answer your questions and help you get the most out of the platform.

Join us as we prepare for another successful year of aviation maintenance education.

Register today: 
​events.teams.microsoft.com/event/ddcd65b1-f5e3-4416-902e-7d639bfce87c@d82db458-38eb-4493-99de-94b18e1fbf0a

When Putnam City Schools launched its aviation academy, the goal was clear: connect students with one of Oklahoma’s growing industries in a way that felt real, relevant, and attainable.

The idea began when Denise Hensley, director of the program, was approached by Tonya Norwood, then the state director of STEM for Oklahoma Career Tech, about aviation curricula from Choose Aerospace and AOPA. With career tech leaders looking for ways to help meet Oklahoma’s aviation workforce needs, Hensley saw an opportunity to build something distinctive. 

About to start its fifth year, the academy serves students from all three Putnam City high schools. Because students attend for three hours in the morning or three hours in the afternoon, participation requires real commitment. That commitment is growing. After a year of increased recruitment and visibility, the program expects to serve about 65 students next year, with room to grow toward a capacity of 100.

That growth is supported by the addition of a new aviation sciences teacher, Robin Kitchens. Kitchens brings an unusual combination of experience as a math teacher, military pilot, and aviation maintenance professional. She will teach avionics, drone classes, and pre-calculus, expanding both the technical and academic depth of the academy.

​“We are very excited to add Robin Kitchens to our staff,” Hensley said. “Robin’s experience in the military makes her uniquely qualified to step into this position.”

The expanded teaching team will also allow Putnam City to offer physics and pre-calculus through an aviation lens. Students will not just learn classroom theory; they will connect academic concepts to aircraft systems, avionics, drones, and real-world aviation careers.

“These two classes married with our Choose and AOPA curriculum will give our students an understanding that will be like no other program,” Hensley said. “Our students are the beneficiaries of this amazing teaching staff.”

The impact is already visible. Julian, the academy’s first graduate, returned after earning his A&P in January 2026 to speak with current students. His message was simple: the program helped make aviation real and understandable.

​“That’s what we do,” Hensley said. “We help students understand that even though aviation may seem foreign to them, they can get there from here.”

Industry partnerships also help make that pathway tangible. Students intern and job shadow with partners including AAR, Capital Aviation, JetSet, and others at Wiley Post. Many Putnam City students are already working at companies such as AAR, JetSet, Atlantic, and Capital.

​For Hensley, the work is about more than classes. It is about opening doors.

“We offer our students a new way of life,” she said, “opportunities they otherwise would not be exposed to, and a real career—not just a job.”

For more information:
https://youtu.be/Ywgwhg41pjg?si=ydgaalUlmPA_t7vr

Choose Aerospace educators from across the country gathered in Tulsa, Oklahoma, June 9–11 for our fifth annual Teacher Training event. Hosted by Tulsa Tech and made possible through the generous support of the Oklahoma Department of Aerospace and Aeronautics, the three-day workshop helped teachers prepare for another successful school year while strengthening the growing Choose Aerospace community.

One of the most encouraging signs of the program's growth wasn't found in the attendance numbers. It was reflected in the confidence of our educators. Many of our early-adopting programs have reached the point where teachers feel fully prepared to deliver the curriculum independently, exactly the outcome these annual training events are designed to achieve.

This year's training also marked an exciting milestone as Sam Madewell of Putnam City High School became the first active Choose Aerospace high school teacher to serve as a training instructor. Bringing the perspective of a current classroom teacher, Sam shared practical strategies and real-world experience with fellow educators. We hope to expand this peer-to-peer teaching model in future trainings.

Participants also welcomed members of the newly formed Oklahoma CareerTech Aerospace STEM support team, whose visit highlighted Oklahoma's continued investment in aviation education and workforce development.

We are grateful to Tulsa Tech for once again serving as an outstanding host and to the Oklahoma Department of Aerospace and Aeronautics for the generous grant that made this year's training possible. Their support continues to equip educators with the knowledge, confidence, and professional network needed to inspire the next generation of aviation maintenance professionals.

​As the Choose Aerospace community continues to grow, so does the experience within it. That growth was on full display in Tulsa, where educators came together to learn from one another and prepare students for successful futures in aviation.

Since our pilot program in 2021, Choose Aerospace has focused on helping students discover and explore careers in aviation maintenance. Along the way, educators, industry partners, and supporters have often asked an important question: What happens after students complete the program?

This year, for the first time, we have meaningful data that provides early insight into how students are responding to the program and what pathways they are considering after completion.

Twenty-nine programs participated in the 2026 Choose Aerospace Outcomes Survey, representing more than half of all active programs and nearly half of all students enrolled in the curriculum. Among those respondents were ten programs that have been operating long enough for students to complete the full sequence of coursework. These "mature programs" provide the first meaningful opportunity to examine outcomes for students who have experienced the entire Choose Aerospace pathway.

Because many Choose Aerospace participants are minors, outcomes data are collected through annual teacher surveys rather than direct student surveys. Educators report aggregate information about student completions, credential participation, employment outcomes, and post-program plans based on their knowledge of students and ongoing contact with graduates.

The survey included data on 580 students. Of those, 106 students completed the curriculum this year. More than half of this year's completers came from mature programs, providing the first meaningful opportunity to examine outcomes among students who have experienced the full Choose Aerospace pathway.

The results suggest that students are actively considering aviation-related opportunities after completion.

Teachers could indicate multiple future plans for individual students, reflecting the reality that many students are evaluating several opportunities at the same time. As a result, percentages should be understood as measures of interest and intent rather than exclusive categories.

Teachers reported that 37 percent of completers plan to attend an FAA-certificated Part 147 aviation maintenance school, creating a direct pathway into aviation maintenance training after completing Choose Aerospace. Another 34 percent were reported seeking immediate employment. Others are pursuing military aviation maintenance opportunities as they evaluate their next steps after high school.

One finding is particularly encouraging. Teachers reported that nearly 40 percent of students in newer programs did not plan to enter aviation as a career, while that figure dropped to just 7 percent among students in programs where learners had completed the full Choose Aerospace pathway.

The outcomes data are reinforced by two other topics.

There is growing participation in the ATEC General Aviation Maintenance Credential Exam. In 2024, four students from a single school sat for the credential exam. That number grew to 11 students from one school in 2025 and 31 students from five schools in 2026. Forty-six completers received an endorsement to take the exam this year, demonstrating a growing commitment among students and educators to validate knowledge and skills through an industry-recognized credential.

The ATEC Credential is an important tool in validating the persistent learning of the Airman Certification Standards for the General subject areas. Students who complete all 12 Choose Aerospace courses and pass the exam are eligible to join ATEC as student members. They will gain access to both employers and schools eager to recruit learners who have demonstrated that they are ready for their next steps in a great career.

​The survey also highlighted the importance of community and industry partnerships. More than 72 percent of responding programs reported support from external partners such as aviation employers, maintenance organizations, colleges, and community groups. Nearly 86 percent of those programs rated their partnerships as adding tremendous value to their success. These supporters help students see the opportunities ahead and give them motivation to dig into the often-challenging coursework.

Final Thoughts
Taken together, these results tell an encouraging story. Students are completing the curriculum, earning endorsements for industry credentials, and reporting plans to pursue a variety of aviation-related opportunities. Teachers report that students are applying to A&P schools, seeking employment, considering military service, and exploring a wide range of aviation careers.

Perhaps most importantly, they are making informed decisions about their future with a clearer understanding of the opportunities available to them.

As more programs reach maturity and additional cohorts complete the curriculum, Choose Aerospace expects the quality and depth of outcomes data to continue growing. For now, these first results provide encouraging evidence that students who complete the pathway are taking meaningful next steps toward aviation education, training, and career opportunities. For the educators, industry partners, and community supporters who have invested in these students, that is a result worth celebrating.

Review the data:

At Choose Aerospace, we believe the future of aviation depends on creating opportunities for the next generation of skilled technicians, mechanics, and aviation professionals. In its first year partnering with SKILLED Nation (formerly SkillPointe Foundation), the Choose Aerospace Scholarship program confirmed something powerful: students across the country are eager to pursue aviation careers — they simply need access and support to get there.

This year alone, the program reached more than 1,600 students and received 586 eligible scholarship applications from individuals pursuing aviation maintenance and technical training. Applications came from 44 states and more than 120 school campuses, reflecting growing national interest in aviation workforce careers.

Behind those numbers are students working hard to build better futures for themselves and their families. More than half of applicants came from households earning under $50,000 annually, and nearly three-quarters reported household incomes below $75,000. These figures highlight the real financial barriers many students face while pursuing technical education — and why scholarship support can make all the difference.

Many scholarship recipients are expected to complete their programs and enter the workforce within the next one to two years, helping address the growing aviation maintenance workforce shortage. In fact, nearly 70% of recipients are projected to graduate in 2027, signaling a strong incoming wave of aviation talent entering the industry.

At the same time, the first-year outcomes reveal just how much unmet need still exists. With 586 eligible applicants competing for only 20 scholarships, demand far exceeded available funding. Currently, only 1 in 29 applicants receives scholarship support, representing more than $6.5 million in unmet student need.

Choose Aerospace is committed to helping more students access aviation training and build meaningful careers in the industry. Together with schools and industry partners, we’re working to create more opportunities for the next generation of aviation professionals.

Organizations and individuals interested in helping expand scholarship opportunities and support the future aviation workforce can learn more about supporting the program here: www.chooseaerospace.org/support

For students considering this path: aviation needs talented people who are ready to learn, work hard, and help shape the future of the industry.
​
The 2027 Choose Aerospace Scholarship application portal will open November 1. Students are encouraged to watch for application announcements and prepare to apply for the next round of scholarship opportunities here: www.chooseaerospace.org/scholarship

The FAA has reopened the Aviation Maintenance Technical Workers Workforce Development Grant Program, restoring access to federal funding for organizations working to strengthen the aviation maintenance technician pipeline.

The grant program supports technician recruitment, education, outreach, apprenticeships, internships, and other workforce development initiatives aimed at addressing ongoing maintenance workforce shortages.

The FAA issued a Notice of Funding Opportunity for the fourth round of aviation workforce development grants in early 2025, but the application process was later paused as part of a broader federal review. The delay prompted continued calls from industry and Congress to restore the program and move funding forward. In late 2025, members of Congress formally pressed the FAA for answers on delayed workforce grant funding and compliance with FAA Reauthorization Act requirements.

The reopened maintenance grant is part of the FAA’s broader $26 million aviation workforce development grant announcement, which includes funding for other aviation workforce initiatives.

​Eligible applicants include:

• Certified repair stations
• Labor organizations representing aviation maintenance workers
• Accredited institutions of higher education
• Postsecondary vocational institutions
• High schools
• Aviation-related 501(c)(3) nonprofit organizations
• State, local, territorial, and Tribal governments

Eligible project categories include:

• Aviation maintenance education programs and curriculum development
• Equipment purchases associated with training programs
• Apprenticeship, internship, and scholarship initiatives
• Transition support for veterans and members of the armed forces
• Outreach efforts to promote aviation maintenance careers
• Other initiatives that expand the aviation maintenance workforce

The FAA may award up to $1 million per grant, with applications due June 22, 2026.

Organizations interested in pursuing funding are encouraged to review the Aviation Maintenance Technical Workers Notice of Funding Opportunity and application details.

​View Application

Now in its second full year of operation, the school’s aviation maintenance program was launched with the help of instructor Pete Miller, who retired from Southwest Airlines after a career in both military and airline maintenance. 

“Having come from the industry, both military and airlines, I came into this role at Rising Aviation with the desire that we would put qualified, competent mechanics into the industry,” Miller explained. “I want employers to look at my people and notice the difference. Not only in the hard skills, but in terms of their reliability, credibility, and their willingness to work.” 
​
That real-world mindset shapes every aspect of the program. Students gain hands-on experience through projects like building an RV-12 aircraft while also participating in field excursions, mentorship opportunities, guest speaker sessions, and internships. Partnerships with organizations including Embry-Riddle Aeronautical University, Thrust Flight, and Thrust Institute of Maintenance help students earn college credit and build career pathways while still in high school. 

School leaders say they have seen remarkable growth in students’ confidence and career awareness since launching the maintenance focus. Many students who entered the program with backgrounds in automotive work or construction quickly discovered transferable skills and a passion for aviation maintenance. 

​One especially memorable moment came during an MRO industry event, when students realized just how global the demand for aviation maintenance technicians has become. “Wow, look at all these booths,” one student said. “Most of them are hiring aircraft mechanics. I can literally work anywhere in the world as an A&P!” 

That excitement turned into national recognition this spring at AMC-Verticon, where Rising Aviation students competed against military and commercial maintenance teams and took top honors. “We went into it not knowing what to expect,” Miller said. “But winning event after event, and then the Overall at the Awards Ceremony was an amazing feeling.” 

(This story is about one of the first Choose Aerospace students to finish Part 147 school, earn their A&P
certificates, and enter the workforce. Many thanks to Estella and her teachers that contributed to this article.)

On her first day at Duncan Aviation, Estella Cload walked up to the secure doors with her badge in hand, alongside a friend from school. They tapped in, heard the beep, and stepped into a space they had worked toward for years. For a moment, the seriousness of the job gave way to something simpler. Estella and her friend smiled, laughed, and even bounced a little with excitement.

“It was a lot of smiling and laughing and hopping a little bit,” she said. “I was just so excited that we had finally made it.”

That moment was not the result of a single decision or a straight path. It was the outcome of a decision to always do the next right thing and a network of support that helped turn early curiosity into a career.

Estella grew up in Cincinnati, part of a large family with six siblings, in a household shaped by homeschooling, shared responsibility, and constant movement. Learning happened through a mix of books, curricula, and lived experience, with her mother guiding much of it.

Before aviation took hold, her plans shifted often. “I imagined many futures,” she said, “including being a baker, an astronaut, a midwife, a massage therapist, and even the president. But it all came back to aviation and maintenance.”

Through it all, aviation lingered in the background, though at first to Estella it meant becoming a pilot. That changed during her junior year at Butler Tech, when she entered a traditional classroom for the first time and began to reconsider what she wanted.

​Letting go of the pilot path was not a small decision. It meant stepping away from something she had held onto for years. But is was also a version of success that felt increasingly tied to perfection. “Pilots are held to a degree of professional perfection that I don’t want to be a part of,” she said. “Saying no to being a pilot was a crucial point for me to say that I am a human being and that it is okay to make mistakes.”

At the same time, she was navigating personal challenges, including her parents’ divorce and the expectations she placed on herself. The shift toward aviation maintenance offered something different. Work that was technical, tangible, and aligned with how she already thought. “I have always been mechanically inclined so that definitely helped that decision as well,” she added.

Estella’s interest in aviation began simply. “A helicopter flew over my house,” she said. “It didn’t make sense, but I loved it.” What stayed with her was not just the aircraft itself, but what it represented. Over time, she came to see aviation maintenance as work that carries real responsibility. “This job keeps anyone and everyone who flies alive and well.”

Still, entering the field came with uncertainty. She was often the only girl in her classes, and she knew she stood out in other ways too. “I am sunshine, bubbles, and glitter almost every morning,” she said. “Some of my peers in high school thought I did drugs to be that happy, especially in the morning.”

What grounded her was something her mother told her early on: that she could show up in any space and be phenomenal. That idea stayed with her as she moved into environments where she wasn’t always sure she belonged.

Estella’s introduction to the Choose Aerospace program came through her Butler Tech instructor, Rich Packer, who saw both her curiosity and her drive. At the time, the opportunity was framed simply as a way to build knowledge and prepare for what might come next.

“I love learning and always want to set myself up for success,” Estella said. “That was enough for me to give an enthusiastic yes.” What followed was more than preparation. It was a shift in how she saw herself.

“I had a lot of doubt that I was cut out to do aviation maintenance and Choose Aerospace helped me start to believe in myself and what I could do.” She said that the program helped her be more confident by teaching the information necessary to start working on her certificates.

Her instructors saw that change unfold in real time. Adam Snoddy, who first met Estella at a Butler Tech open house, remembers the impression she made immediately. “In my best estimation, Estella introduced herself to 95% of the staff before the night was over,” he said. “Her outgoing personality and inquisitive nature were on full display.”

The combination of curiosity and connection became a defining part of how she learned. “Estella has the rare ability to advocate for herself while also taking an interest in others,” Snoddy said. “She learned over time to ask questions and seek help when necessary, accepting each challenge as an opportunity to grow.”

Rich Packer saw a similar trajectory. What began as uncertainty quickly developed into something steadier and more self-directed. “She went from a nervous homeschool kid to an energetic leader in her class,” he said. “By the time she left, she set the standard for what it means to problem solve and help herself to learn any topic.”

The structure of the program played a role in that growth. Students were expected to take ownership of their learning, using available resources and pushing through material that did not always come easily. “Sometimes things would not make sense,” Estella said. “And I would have to use all my resources to understand the information. That skill of asking questions and using what I had around me became very useful.” This mindset would carry forward into every stage of her training.

For educators and supporters, Estella’s experience reflects something broader than individual success. It demonstrates how early access to aviation training can shape a student’s trajectory. “It gives students a head start that allows them to be successful after high school,” Packer explained. “Aviation is intimidating, and this head start makes their chances of success much higher.”

Programs like Choose Aerospace do more than introduce content; they help students determine whether the field is right for them and give them the tools to pursue it if it is. “The Choose Aerospace program ignited the spark that launched Estella’s journey,” said Joseph DeRamo of the Pittsburgh Institute of Aeronautics, where she attended A&P school. “It gave her the opportunity to explore aviation. Serving as a catalyst, the program propelled her forward, and once at PIA, she built on that foundation.”

That kind of early exposure is especially important in a field facing a growing workforce shortage. As Snoddy noted, “The desperate workforce need for aviation maintenance technicians has resulted in a strong job market, allowing anyone who is dedicated to have a chance at a meaningful career.”

​For donors and partners, this is where investment translates into impact. Programs that connect high school students to aviation pathways expand access, reduce cost barriers, and accelerate entry into the workforce. “Choose Aerospace helped Estella make her chances for success much greater,” Packer said.

When Estella arrived at the Pittsburgh Institute of Aeronautics, her instructors immediately noticed that she was prepared, not just academically, but in how she approached the work. “She was exceptionally well prepared,” DeRamo said. “She brought an existing passion for aviation and took her skills and commitment to the next level.”

She approached the material with depth, focusing not only on how systems worked, but why. Around her, other students noticed as well. “Other students naturally gravitated toward her,” DeRamo said, “drawn by her positive attitude and willingness to help.”

By her third semester, Estella had become a hangar lead, directing students and interacting with visitors. She earned a perfect attendance award and built friendships in a setting where that had not always come easily. Her performance culminated in a moment that confirmed what her instructors already believed. After completing her Oral and Practical exams, a Designated Mechanic Examiner described her as “the most prepared student he had ever tested.”

As one of a small percentage of women in aviation maintenance, Estella is aware of the expectations that come with entering the field. “You will have to work twice as hard to prove that you deserve to be there,” one of her instructors told her. It is advice she took seriously. At the same time, she sees herself as part of something larger. “I am honored to be a part of the 3%,” she said. “I get to stand alongside so many other women who have been where I am and not only succeeded but have thrived.”

Her presence has already had an impact on the students coming behind her. She has returned to Butler Tech to speak with current classes, encouraging other young women to consider the field. “She is always an encourager,” Snoddy said, “and brings a positive, upbeat presence in the classroom.”

Today, Estella is working at Duncan Aviation, where she was drawn by the opportunity to work on a wide range of aircraft. “It was one of the reasons I was excited to take this job,” she said. “I wanted to work on multiple aircraft.”

Her transition into the workforce reflects the same habits that carried her through training: persistence, curiosity, and a willingness to take ownership of her work. “Estella can be handed any task with minimal guidance,” Packer said, “and she will use all available resources to get the job done.” He added, “I would hire Estella to do most anything. ”

The impact of that transition is not only professional, but personal. With a steady income, she recently placed a bid on a house, something she had long hoped for. “It is something I’ve always imagined being able to do,” she said, “and I’m finally able to do it.”

When asked what she is most proud of, Estella said, “That no matter what I did not give up. I kept showing up and invested as much of myself as I could so I was able to do all of these exciting things that I have been given the opportunity to do.”

Her instructors see that same consistency as the foundation of her success and as a model for what is possible when the right support is in place. “Estella is proof that aviation is for everyone,” Snoddy said. “Her story is evidence of the value of career-tech education and workforce development training.”

For the organizations, educators, and donors who make programs like Choose Aerospace possible, that is the larger story. Estelle says that Choose Aerospace is a large part of why she is where she is today. Investment in early access, training, and support does more than just prepare students for certification. It creates pathways that to opportunity and long-term stability.

On her first day at Duncan Aviation, standing at those doors with her badge in hand, Estella was not thinking about workforce pipelines or industry shortages. She was thinking about the simple fact that she had made it there. The laughter, the excitement, and the small moment of celebration all came from years of showing up. And now, she gets to keep going.

As we prepare for the 2026–27 school year, we want to highlight two updates that will support your program moving forward. 

You will see refreshed course content in the LMS this fall, including new presenters who bring a wider range of voices and experiences to the lessons. The updated videos feature a cleaner, lighter design and have been shortened by about 10–15 percent to better match student attention and classroom pacing. These changes are designed to keep students engaged while making the material easier to use and teach. 

We also want to briefly revisit the updated funding model shared in our mid-March communication. As a reminder, the program license now includes both the ATEC credential exam and ASA Prepware, allowing schools to manage participation through a single, streamlined structure. The move to program-based, banded pricing is intended to simplify budgeting and reduce administrative work while continuing to support growing programs. The new model also allows us to continue offering teacher training and year-round IT and content support for our users. 

If you have not had a chance to review the March message, we encourage you to revisit that information or reach out with any questions. We are always happy to talk through the details and support your planning for the year ahead. 

​We also want to briefly revisit the updated funding model shared in our mid-March communication. As a reminder, the program license now includes both the ATEC credential exam and ASA Prepware, allowing schools to manage participation through a single, streamlined structure. The move to program-based, banded pricing is intended to simplify budgeting and reduce administrative work while continuing to support growing programs. The new model also allows us to continue offering teacher training and year-round IT and content support for our users. 

If you have not had a chance to review the March message, we encourage you to revisit that information or reach out with any questions. We are always happy to talk through the details and support your planning for the year ahead. 

As the Choose Aerospace program continues to grow, we’re beginning to see something we’ve been working toward since the start: real student outcomes.

Most partner schools began enrolling students in the 2022–2023 academic year, and now—just a few years later—those students are graduating and entering the aviation workforce and training pipeline. This year marks an important milestone for the program. For the first time, ATEC is formally surveying participating schools to capture outcomes data at scale. The survey has been sent to the primary point of contact at each program, and schools are encouraged to complete it by May 15.

Until now, much of what we’ve known about program impact has come from anecdotal data. Even so, those early insights point to strong results and meaningful student progression. Here are just a few of our success stories from the 2024-25 academic year:

At Putnam City Schools in Oklahoma, 4 of 5 students from the first graduating class in 2024 moved into aviation pathways. Students entered roles with AAR, enrolled in part 147 programs, joined the military, and pursued college aviation tracks. Among last year's seniors, 10 of 11 passed the ATEC General Aviation Maintenance Credential. Internships translated into job offers, and employers consistently noted how well prepared these students were. The first Putnam City student to earn his full A&P certification (in February 2026) had three job offers as soon as his testing was complete.

At Metro Tech at Southeast High, the program enrolled 80 students in its first year. From that cohort, 15 advanced into a part 147 program, and 24 continued into a second year. One graduate secured a role with AAR while working toward an A&P through on-the-job training.

These examples from last academic year offer a promising snapshot of what’s possible. Now, ATEC is looking to build a more complete and consistent picture of outcomes across all programs for the 2025–2026 academic year.

Comprehensive survey responses will allow ATEC to move beyond anecdotal insights and formally demonstrate program impact—supporting grant funding, attracting industry investment, expanding employer partnerships, and strengthening pathways for students entering aviation maintenance careers.

If you received the survey, please take a few minutes to complete it by May 15. If you’d like us to reroute the request, please reach out.

The takeaway is simple: when students have a clear path and real industry connection, they move forward. With your help, we can capture that momentum and tell the full story.