TWC Awards $10.3 Million in Jobs and Education for Texans Grants to Support Career Training
Texas Workforce Commission • December 21, 2021
Kilgore College awarded $280K. Elkhart ISD awarded $325K.
AUSTIN ⎯ The Texas Workforce Commission (TWC) has awarded 41 grants totaling $10,379,293 to multiple public community colleges, public technical institutes, public state colleges and independent school districts for programs that focus on supporting high-demand occupations through the Jobs and Education for Texans (JET) grant program.
“JET grants represent an important investment toward closing the middle skills gap in our state by creating opportunities for young Texans to pursue high-demand, well-paying jobs requiring only a short training period,” said TWC Chairman Bryan Daniel. “As students make the transition into the workforce, it is essential for our economy they have the education and skills needed to succeed in the workplace.”
Qualifying educational institutions were each awarded a grant for the development of programs or courses leading to a license, certificate or post-secondary degree. The JET grant program focuses on projects that develop training programs to prepare Texans for jobs in new, emerging industries and high-demand occupations.
“There is no substitute for hands-on training that mimics real-world scenarios to set students up for success in highly skilled, high-demand careers,” said TWC Commissioner Representing Labor Julian Alvarez. “JET grants provide eager learners with access to new, cutting-edge equipment that prepares them for careers in some of the fastest growing industries in the state.”
The JET program provides funding for equipment to eligible educational institutions for the purpose of developing career and technical education courses and may include courses offering dual-credit and technical education programs. The equipment must be used to train students for jobs in high-demand occupations. The JET program also supports employers by preparing students for careers in occupations that are identified by local businesses as being in high-demand.
“Congratulations to all of the JET grant recipients for their commitment to providing targeted training for their respective communities that will lead to employment opportunities in high-demand industries,” said TWC Commissioner Representing Employers Aaron Demerson. “These grants are a key tool in meeting the immediate and long-term needs of our Texas employers, while also providing pathways to success for hardworking Texans.”
The JET Advisory Board was established to assist TWC in administering these grants. The six-member board meets to review applications and make recommendations on grant awards.
Eligible educational institutions can apply for the next phase of JET funding through a competitive grant process. TWC will issue a Request for Applications (RFA) solicitation to provide information and instruction on how to submit a proposal packet. A link will be provided on the JET Grant Program webpage, which can be used to access the RFA once it becomes available.
For more information on the JET Program, visit the JET homepage or email jetgrants@twc.texas.gov.
The 2021 Jobs and Education for Texans grant recipients are:
Community, Technical and State Colleges
- Alvin Community College - $324,139 - The grant will help purchase and install equipment to initially serve 225 students, providing training in the occupation of petroleum pump system operators, refinery operators, and gaugers.
- Brazosport College - $220,985 - The grant will help purchase and install equipment to initially serve 130 students, providing training in the occupation of welder, cutter, solderer, and brazer.
- College of the Mainland - $350,000 - The grant will help purchase and install equipment to initially serve 325 students, providing training in the occupation of petroleum pump system operators, refinery operators, and gaugers.
- Frank Phillips College - $330,125 - The grant will help purchase and install equipment to initially serve 126 students, providing training in the occupation of industrial machinery mechanics.
- Grayson College - $197,034 - The grant will help purchase and install equipment to initially serve 232 students, providing training in the occupation of registered nurses.
- Kilgore College - $279,296 - The grant will help purchase and install equipment to initially serve 130 students, providing training in the occupation of firefighters.
- Lamar State College Orange - $208,741 - The grant will help purchase and install equipment to initially serve 250 students, providing training in the occupation of healthcare practitioners and technical occupations.
- Laredo College - $304,836 - The grant will help purchase and install equipment to initially serve 140 students, providing training in the occupation of industrial machinery mechanics.
- Ranger College - $324,658 - The grant will help purchase and install equipment to initially serve 126 students, providing training in the occupation of automotive service technicians and mechanics.
- South Plains College - $247,549 - The grant will help purchase and install equipment to initially serve 70 students, providing training in the occupation of automotive service technicians and mechanics.
- South Texas College - $204,058 - The grant will help purchase and install equipment to initially serve 130 students, providing training in the occupation of architectural and civil drafters.
- Southwest Texas Junior College - $296,553 - The grant will help purchase and install equipment to initially serve 40 students, providing training in the occupation of bus & truck mechanics & diesel engine specialists.
- Victoria College - $331,645 - The grant will help purchase and install equipment to initially serve 250 students, providing training in the occupation of registered nurses.
- Vernon College - $178,966 - The grant will help purchase and install equipment to initially serve 210 students, providing training in the occupation of registered nurses.
- Weatherford College - $296,263 - The grant will help purchase and install equipment to initially serve 144 students, providing training in the occupation of first-line supervisors of construction trades/extraction workers.
Independent School Districts
- Baird ISD - $221,226 - The grant will help purchase and install equipment to initially serve 100 students, providing training in the occupation of welder, cutter, solder and brazer.
- Bangs ISD - $43,605 - The grant will help purchase and install equipment to initially serve 50 students, providing training in the occupation of electro-mechanical technicians.
- Bells ISD - $64,291 - The grant will help purchase and install equipment to initially serve 61 students, providing training in the occupation of welder, cutter, solder and brazer.
- Brownsville ISD - $329,060 - The grant will help purchase and install equipment to initially serve 165 students, providing training in the occupation of welder, cutter, solder and brazer.
- Burkeville ISD - $262,182 - The grant will help purchase and install equipment to initially serve 30 students, providing training in the occupation of welder, cutter, solder and brazer.
- Center ISD - $328,571 - The grant will help purchase and install equipment to initially serve 130 students, providing training in the occupation of welder, cutter, solder and brazer.
- Coldspring-Oakhurst ISD - $189,316 - The grant will help purchase and install equipment to initially serve 79 students, providing training in the occupation of welder, cutter, solder and brazer.
- Connally ISD - $275,035 - The grant will help purchase and install equipment to initially serve 63 students, providing training in the occupation of bus and truck mechanics and diesel engine specialists.
- Elkhart ISD - $325,850 - The grant will help purchase and install equipment to initially serve 168 students, providing training in the occupation of welder, cutter, solder and brazer.
- Farmersville ISD - $332,236 - The grant will help purchase and install equipment to initially serve 150 students, providing training in the occupation of electronics engineers (except computer).
- Harlingen ISD - $332,500 - The grant will help purchase and install equipment to initially serve 130 students, providing training in the occupation of police and sheriff’s patrol officers.
- Hillsboro ISD - $89,703 - The grant will help purchase and install equipment to initially serve 75 students, providing training in the occupation of welder, cutter, solder and brazer.
- Hudson ISD - $102,361- The grant will help purchase and install equipment to initially serve 78 students, providing training in the occupation of welder, cutter, solder and brazer.
- Ingleside ISD - $225,531 - The grant will help purchase and install equipment to initially serve 103 students, providing training in the occupation of welder, cutter, solder and brazer.
- Ingram ISD - $188,147 - The grant will help purchase and install equipment to initially serve 80 students, providing training in the occupation of welder, cutter, solder and brazer.
- La Joya ISD - $316,407 - The grant will help purchase and install equipment to initially serve 130 students, providing training in the occupation of welder, cutter, solder and brazer.
- Laredo ISD - $332,500 - The grant will help purchase and install equipment to initially serve 125 students, providing training in the occupation of nursing assistants.
- Point Isabel ISD - $278,287 - The grant will help purchase and install equipment to initially serve 126 students, providing training in the occupation of welder, cutter, solder and brazer.
- Rio Hondo ISD - $331,056 - The grant will help purchase and install equipment to initially serve 140 students, providing training in the occupation of police and sheriff’s patrol officers.
- Robstown ISD - $322,680 - The grant will help purchase and install equipment to initially serve 60 students, providing training in the occupation of welder, cutter, solder and brazer.
- Rosebud-Lott ISD - $114,513 - The grant will help purchase and install equipment to initially serve 126 students, providing training in the occupation of computer numerically controlled tool operator.
- Santa Maria ISD - $291,915 - The grant will help purchase and install equipment to initially serve 126 students, providing training in the occupation of welder, cutter, solder and brazer.
- Santa Rosa ISD - $281,390 - The grant will help purchase and install equipment to initially serve 126 students, providing training in the occupation of welder, cutter, solder and brazer.
- South Texas ISD - $332,500 - The grant will help purchase and install equipment to initially serve 24 students, providing training in the occupation of welder, cutter, solder and brazer.
- West Sabine ISD - $140,429 - The grant will help purchase and install equipment to initially serve 150 students, providing training in the occupation of welder, cutter, solder and brazer.
- Ysleta ISD - $233,154 - The grant will help purchase and install equipment to initially serve 101 students, providing training in the occupation of registered nurses.
Each July, Disability Pride Month is celebrated as a time to recognize the history, achievements, experiences, and contributions of people with disabilities. The observance traces back to July 26, 1990, when the Americans with Disabilities Act (ADA) was signed into law, marking a major milestone in disability rights. The first official Disability Pride Month was later recognized in July 2015 during the 25th anniversary of the ADA. Disability Pride Month is not only a celebration but also a reminder of the importance of visibility, accessibility, and inclusion. It highlights the disability community’s ongoing advocacy and the progress made through legislation, public awareness, and collective action. One of the most recognized symbols of Disability Pride is the Disability Pride flag. In 2019, writer Ann Magill, who has cerebral palsy, created the original flag after a negative experience at an ADA anniversary event. The first design featured bright zigzagging stripes over a black background, meant to symbolize the barriers people with disabilities face. However, members of the disability community shared that the design could trigger symptoms for some individuals with visually sensitive disabilities when viewed on screens. In response to that feedback, Magill revised the design by straightening the stripes, muting the colors, and adjusting the arrangement to better accommodate red-green colorblindness. The updated flag reflects the community’s commitment to accessibility and collaboration, showing how people can work together to meet differing access needs. Magill also placed the design in the public domain, making it available for all to use and adapt. Each color in the Disability Pride flag carries meaning: Red represents physical disabilities Gold represents neurodiversity White represents invisible disabilities and undiagnosed conditions Blue represents emotional and psychiatric disabilities Green represents sensory disabilities, including deafness and blindness Faded Black background represents mourning and rage for victims of ableist violence and abuse Disability Pride Month also offers an opportunity to reflect on the history of disability rights legislation in the United States. Over the last century, important laws have helped expand services, protect civil rights, and improve access to employment and public life. Milestones include the Smith-Fess Act of 1920, the Social Security Act, the Vocational Rehabilitation Act Amendments, the Rehabilitation Act of 1973, the ADA, the Rehabilitation Act Amendments of 1992, and the Workforce Innovation and Opportunity Act (WIOA). Together, these laws helped shape a stronger framework for inclusion, employment support, nondiscrimination, and access to services for people with disabilities. They also reflect the work of advocates, policymakers, and communities who pushed for a more equitable society. During Disability Pride Month, we recognize both progress made and the work that continues. It is a time to celebrate identity, honor disability history, and reaffirm the importance of creating communities and workplaces where everyone has the opportunity to participate fully.
For Verlie Mae Snyder, caregiving has always been more than a profession; it is a calling rooted in faith, compassion, and love for others. Originally from the Philippines, Verlie Mae worked as a Registered Nurse in her home country for eight years after earning her degree. “I love to care for people,” she shared. Working in a faith-based hospital, she believed God was the true healer and that caregivers were tools for bringing comfort and hope to those around them. In 2000, she fulfilled her dream of coming to the United States with deep gratitude and purpose. “I have a giving heart, and I want to give it to the American people,” she said. Her journey was not without challenges. She attempted to pass the NCLEX but struggled with the transition to computer-based testing. Though she did not obtain her U.S. nursing license, she never allowed that to define her. “Nursing isn’t just a license or paper; it’s about loving and caring for people.” Her journey took her through Maryland and Washington, D.C., before eventually settling in Tyler, Texas, where she worked in nursing homes and hospice care, including during the COVID-19 pandemic. Known for using music to comfort patients, she often helped residents reconnect with cherished memories through song and conversation. She also spent a year and a half caring for a local veteran with dementia, creating meaningful memories through simple joys like lake visits, birdwatching, and ice cream outings. Reflecting on his passing in 2025, she said, “I was sad, but happy that I could give him good memories at the end of his life.” After this chapter, Verlie Mae enrolled in Workforce Solutions East Texas through the RESEA program (Reemployment Services and Eligibility Assessment), which helps individuals receiving unemployment benefits return to work through career coaching and job-search support. There, she met Career Navigator Cheryl Jackson, who helped her strengthen her resume, prepare for interviews, and rebuild her confidence. “She told me, ‘Verlie Mae, you ARE a nurse,’” Verlie Mae recalled. “She lifted me up.” Through Workforce Solutions East Texas, she also accessed training and resources that strengthened her skills. “I tell everyone, go to Workforce Solutions East Texas, and they will help you,” she said. “Workforce has so many programs to help workless people or people that do not know what they want to do.” After months of persistence and faith, Verlie Mae found her next calling at Breckenridge Village of Tyler, a nonprofit residential community supporting adults with intellectual and developmental disabilities, where she now serves as a Direct Care Professional. “At Breckenridge Village, I found more than a job; I found a home,” she said. The faith-based environment and focus on kindness align closely with her values. Verlie Mae encourages others to remain hopeful and seek support when needed. “You have to love your work,” she said. “When you love what you do, you come home happy, not tired.” Through every chapter of her journey, Verlie Mae Snyder has remained guided by faith, strengthened by compassion, and committed to serving others. Her story is a reminder that purpose is not defined by a title, but by the lives you touch along the way.
For Mar’cella Lewis, returning to work was never just about earning a paycheck. It was about reclaiming her independence, rebuilding stability for her children, and creating a better future. Mar’cella’s career began the moment she was old enough to work. From retail to management roles in finance and banking, she built a strong professional background and eventually advanced into a senior position at Telco Plus Credit Union. But after stepping away from the workforce to pursue family life, Mar’cella found herself in a controlling relationship. Mar’cella soon realized that she was entirely dependent on her partner for everything and that the person did not have her best interests in mind. Mar’cella found herself needing to remove herself and her children from that situation and start over. “In order to escape, I needed work,” she shared. As a single mother of three, Mar’cella knew she needed immediate stability for her family. Mar’cella had been pursuing a career in real estate through at-home courses, but soon realized she could not afford to wait for success to come later. “I couldn’t wait for income to come to me. I needed to go find it,” she said. And her search led her to the doors of Workforce Solutions East Texas. “That’s the best decision I could have made, walking through those doors.” From the beginning, Mar’cella felt supported. Workforce staff helped rebuild her resume, guided her through Work Readiness and Microsoft training classes, and provided encouragement during one of the most difficult seasons of her life. “They made me feel like they wanted me to win,” Mar’cella said. Mar’cella reflects that from her Career Navigators, Amy Hollins and Danielle McClain, to her Outreach Specialist, LaShawn Crawford, to her Business Outreach Specialist, Theressa Jackson, they were willing to invest time in her success. Before interviewing for a Work Experience (WEX) opportunity at the Law Office of Richard Anderson in Marshall, Workforce Solutions staff conducted mock interviews and coached her through the process, helping her restore and build on her previous skills. That preparation led Mar’cella to an opportunity that changed her life. Soon after the pre-placement interview at the Law Office of Richard Anderson, Mar’cella was offered a placement role as his Legal Assistant. Although she had no legal background, Mar’cella quickly excelled during her Work Experience placement. Surrounded by leadership, mentorship, and opportunities to grow, she discovered a career she genuinely loves. “There is no ceiling to what I’ve learned,” she said. “I’m standing next to people I never thought I would stand next to.” Soon after her placement term ended, her dedication and work ethic quickly earned her a permanent position with the firm. Today, Mar’cella says the greatest thing she regained was her independence. “The devil really tried to convince me I would fail,” she reflected. “Had I listened, I wouldn’t be here.” Instead, she chose resilience. “I gained my independence. It changed everything for me,” she said. “Workforce didn’t just help me get a job; they changed my entire world around.” Now, Mar’cella has stability, a career she loves, and hopes for the future she is building for her children. What once felt impossible has become proof of what can happen when determination meets opportunity. Looking back, she is most proud of taking that first step. “Do not become comfortable staying uncomfortable,” she said. “Pray, be resilient, and do not give up.” “All of this is possible because of Workforce,” Mar’cella said. “The programs should really be something that everybody knows about.” For Mar’cella, Workforce Solutions East Texas provided more than employment. It gave her the opportunity to rediscover her strength, reclaim her independence, and rewrite her story. Today, she is no longer surviving; she is building a future that will impact generations of her family.
