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 borrowed 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.

Watch the recording: ​https://youtu.be/DKVxMbrBr24?si=yjsRwasmLAFWkHwN

ATEC has filed a petition asking the FAA to allow students who earn the ATEC General Aviation Maintenance Credential to take the FAA Aviation Mechanic General written knowledge test.

The Credential is awarded after a student completes the Choose Aerospace Aviation Maintenance Curriculum, receives a teacher endorsement verifying satisfactory performance and readiness, and passes the comprehensive, proctored ATEC Credential examination.

If the petition is granted on the requested terms, Credential holders could take the FAA General knowledge test within 12 months of earning the Credential. This opportunity would give students tangible progress toward mechanic certification before entering an FAA-certificated aviation maintenance technician school (AMTS) or beginning qualifying employment. A passing test report could also strengthen applications for AMTS admission, apprenticeships, and entry-level aviation employment.

The test report could further support AMTS decisions—at each school’s discretion—regarding credit, placement, and entry into the Airframe or Powerplant curriculum.

The exemption would not make a student a certificated mechanic or reduce any certification requirement. Students would still need to complete the required AMTS training or practical experience and pass all applicable written, oral, and practical examinations to obtain mechanic certification.

The petition is at the beginning of the FAA review process, and ATEC does not expect a decision for at least six months. In the meantime, Choose Aerospace programs should continue operating under current requirements and keep students on track to complete the Curriculum, receive their teacher endorsement, and take the ATEC Credential examination. This will position successful Credential holders to take the FAA General Written Test at the end of the academic year if the exemption is granted and effective by that time.

ATEC anticipates that the FAA will publish a summary of the petition in the Federal Register and open a public-comment period. When that occurs, Choose Aerospace schools, educators, students, parents, AMTS partners, and employers will have an opportunity to explain how early testing could strengthen student engagement and create clearer pathways into aviation maintenance careers.
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ATEC will notify participating programs when the comment period opens and provide the docket information, deadline, and guidance for submitting comments. We will continue sharing updates as the petition moves through the FAA review process.

One of the advantages of a growing educational program is that, over time, it becomes possible to look beyond individual success stories and identify broader patterns. As Choose Aerospace has matured, we have reached the point where our course completion data can do more than document progress. It can help us better understand the characteristics of successful programs and identify practices that contribute to long-term success. 

This year we introduced the Course Completion Index, a tool that compares actual course completions with the number we would reasonably expect from a program based on its enrollment, curriculum, and progress through the school year. A score of 1.0 indicates that a program is meeting expectations, while higher scores indicate programs exceeding that benchmark. The index accounts for differences in program size, expected instructional pace, and the point in the school year, allowing schools of different types to be compared on equal footing. 

Although the Course Completion Index is new, its first results confirmed a pattern that many experienced educators would recognize immediately. Programs that have completed at least one full instructional cycle consistently performed better than newer programs. 

There is an old saying among teachers that the first time you teach a course, you hope to stay two days ahead of your students. By the fourth time you teach it, you can walk in with confidence. Lesson pacing is more refined, classroom routines are established, and preparation shifts from organizing the course to enriching it. The same progression appears to occur in Choose Aerospace programs. As teachers gain experience with the curriculum, they can devote more attention to their students and less to the mechanics of implementation. 

The analysis also identified two additional characteristics that appeared frequently among programs meeting or exceeding expectations. Many have developed strong relationships with local aviation employers and community partners, creating meaningful connections between classroom learning and career opportunities. Others met for more than one class period each day, providing students with longer blocks of uninterrupted instructional time. These observations suggest that experience, community support, and sufficient instructional time contribute to environments where students are well positioned to complete coursework successfully. 

The broader trend is equally encouraging. During the 2021–22 school year, Choose Aerospace students completed just over 100 courses. By the close of the 2025–26 school year, that number had grown to nearly 4,000 course completions. That remarkable increase reflects the commitment of teachers, administrators, and students across the country who have invested in building strong aviation maintenance programs. 

Perhaps the most encouraging finding is what these results mean for newer programs. Every mature program in the Choose Aerospace network began as a first-year program. The teachers leading today's high-performing schools also spent time learning the curriculum, refining their instruction, and building partnerships within their communities. Those investments produced stronger programs over time, and there is every reason to believe today's new programs can follow the same path. 

As we continue collecting data, the Course Completion Index will help us better understand how aviation maintenance programs develop and where additional support can make the greatest difference. In the meantime, there is another school year ahead, another group of students entering our classrooms, and thousands of courses waiting to be completed. Every completed lesson, every completed course, and every student who reaches the finish line represents another step toward strengthening the future aviation maintenance workforce. 

Each year, talented students across the country choose aviation maintenance as their path to a rewarding, high-demand career. For many, however, the cost of education remains a significant barrier.

That's why Choose Aerospace, in partnership with SKILLED Nation, is once again raising funds for the 2027 Choose Aerospace | SKILLED Nation Scholarship Program.

The inaugural scholarship cycle demonstrated both the incredible demand for financial assistance and the impact these scholarships have on students pursuing aviation maintenance careers.

In just one year:

• 1,647 students engaged with the scholarship program.
• 586 students submitted eligible applications from 44 states and more than 120 school campuses.
• 72% of applicants came from households earning less than $75,000 annually, highlighting the financial need among aspiring aviation technicians.
• Applicants maintained an impressive average GPA of 3.9, reflecting the dedication and academic excellence of those pursuing careers in aviation maintenance.
  

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Unfortunately, available funding met only a fraction of the need.

Last year, just 20 scholarships were awarded—meaning only one out of every 29 qualified applicants received funding. The unmet need represented more than $6.5 million in educational expenses for students working toward careers that are critical to the future of aviation.

Those who did receive scholarships are already making remarkable progress. Most recipients are on track to graduate within the next one to two years and enter the aviation maintenance workforce, helping address the industry's growing technician shortage. Many are already completing FAA milestones, securing internships, and preparing for careers with leading aviation employers.

Every contribution to the Choose Aerospace | SKILLED Nation Scholarship Program helps remove financial barriers for students pursuing FAA-certified aviation maintenance training.

By investing in these students today, you're investing in a stronger aviation workforce tomorrow.

Whether you're an aviation company, industry partner, organization, or individual supporter, your gift directly expands access to technical education and helps ensure the next generation of aviation maintenance professionals has the opportunity to succeed.

Join us in building the future of aviation. Email [email protected] to get involved.

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.
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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.” 
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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.”