This Inside IES Research blog post highlights findings from a CTE Research Network project examining 37 CTE-dedicated high schools in New York City that are structured to ensure that all students participate in a CTE program of study.

This blog post provides a high-level introduction to the Equity Framework for CTE Research. Developed by the CTE Research Network’s Equity in CTE Workgroup, this framework describes how to infuse an equity approach into CTE research from start to finish. Although the framework focuses on CTE research projects, the suggestions can be incorporated into any type of social science research.

In honor of CTE Month and the 20th anniversary of the National Center for Education Research at the Institute of Education Sciences (IES), this Inside IES Research blog post highlights a conversation with our Network's Equity in CTE Working Group to showcase their new Equity Framework for CTE Research and the related webinar.

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.