In this paper, the Center for Analysis of Longitudinal Data in Education Research (CALDER) investigates three research questions from the Massachusetts Department of Elementary and Secondary Education: (1) the associations between participation in various CTE programs, student groups, and later student outcomes; (2) the associations between CTE teacher qualifications and later student outcomes; and (3) student entry into Massachusetts’s regional vocational technical schools.
"Search Results" - 123 item(s) found.
CTEIndicates network resource
Career and Technical Education and Postsecondary Student Outcomes in Massachusetts: Career Clusters and Student Groups, Teacher Licensure, and Student Entry
On Ramp to College: Dual Enrollment Impacts from the Evaluation of New York City’s P-TECH 9–14 Schools
This brief from a network research team at MDRC presents dual enrollment impacts for students attending New York City's P-TECH Grades 9–14 high schools compared with students enrolled in other city public schools.
This tool kit from the Perkins Collaborative Resource Network provides state and local program administrators with guidelines and resources for creating a state work-based learning strategy, engaging employers, collecting data, and scaling effective programs.
This brief from the Rutgers Education and Employment Research Center provides a descriptive look at noncredit workforce education at a range of community colleges across the nation to gain a sense of their different approaches to providing quality programs that yield value for students.
Produced by the Education Development Center, this toolkit is designed to guide district and school administrators in developing or improving their systems for collecting high-quality data about student participation in work-based learning.
To Build a Pipeline of Workers for the Economy of the Future, High School Students Need CTE Training in Green Jobs. Federal Funding Can Help.
In this op-ed, network member Rachel Rosen, a senior associate and co-director of MDRC’s Center for Effective Career and Technical Education (CTE), calls for increased investment in high school CTE programs to create career pathways and build a skilled labor force for the green economy of the future.
This study from the Annenberg Institute at Brown University fills a needed gap in the growing research base by examining heterogeneity within the wide range of programs falling under the broader CTE umbrella, and highlights the need for greater nuance in research and policy conversations that often consider CTE as monolithic.
In this commentary, Darlene Miller, executive director of the National Council for Workforce Education, highlights four areas to address through policy and practice to increase the equity of CTE and workforce programs. The recommendations are based on significant learnings from the Career and Technical Education CoLab initiative.