In this Q&A blog post, Amy Hodge, a policy associate at Advance CTE, speaks with Network researcher and co-Principal Investigator Shaun Dougherty to learn more about the outcomes of his team's study examining the causal impact of attending the Connecticut Technical High School System (CTHSS), an independent district of choice composed of 16 high schools where all students who attend the school participate in some form of CTE. This…

In this Q&A blog post, Advance CTE speaks with Network researcher Rachel Rosen, a senior associate at MDRC, about the findings from MDRC's study exploring the outcomes for students who attended New York City's (NYC) P-TECH Grades 9–14 schools. This post is the second in a Q&A series featuring interviews with three of our Network researchers.

In this Q&A, Network researcher Julie Edmunds describes her study with RAND evaluating North Carolina's Career & College Promise and what the team is learning about the program's CTE dual enrollment pathway. As state CTE leaders seek replicable, high-impact strategies to implement dual enrollment and pathways programs, Edmund’s study presents state-level evidence on the impact and cost-effectiveness of these programs.

Dr. Katherine Hughes, the CTE Research Network’s director and principal investigator, discusses the network's six studies and what the research teams have learned so far. This article is reprinted with permission from ACTE’s April 2022 issue of Techniques magazine.

In this Inside IES Research Q&A, Dr. Michael Gottfried discusses his research examining whether participation in STEM CTE courses in high school is related to pursuing and persisting in STEM majors or careers for students with learning disabilities.

In honor of Black History Month, this Inside IES Research Q&A with network member D. Crystal Byndloss, Ph.D., shares insights from an IES technical working group on how to integrate diversity, equity, and inclusion into education research.