This infographic highlights key findings from the first rigorous evaluation of the P-TECH Grades 9–14 school model, conducted by a Network research team at MDRC. The study examined the first seven P-TECH Grades 9–14 schools in New York City and provides findings related to impact, implementation, and costs.
Produced by a cross-Network research team, this report documents promising practices and innovations in six school districts that have gone beyond typical data collection and use for work-based learning. The strategies have value for district and state leaders and provide data for expanding the limited research base on work-based learning.
This second report in a series from the Research Alliance for New York City Schools focuses on 51 comprehensive New York City high schools that offer CTE alongside other educational options. The report compares the experiences and outcomes of more than 26,000 students who were assigned to CTE programs in comprehensive high schools with those of similar students who applied to the same programs but were assigned to another option not offering CTE.
CTE
What We Know About the Impact of Career and Technical Education: A Systematic Review of the Research
Despite decades of research, until recently little has been known about the causal effects of career and technical education (CTE) on student outcomes. To address this need, the CTE Research Network conducted a systematic review of the research literature spanning the past 20 years. The results show many positive impacts of CTE on high school student outcomes, providing great news for the field.
CTE
Winter 2024 Webinar Series: New Evidence on the Impacts of Secondary Career and Technical Education
This three-part webinar series presents new evidence on the impacts of secondary CTE. Join us as we showcase the latest findings from the CTE Research Network. Don’t miss these free events.
This infographic highlights key findings from a network study of North Carolina's Career & College Promise CTE dual enrollment pathway. The study, led by a team at the University of North Carolina at Greensboro, found positive effects for students in the CTE dual enrollment pathway, particularly for groups historically underrepresented in postsecondary education.
This non-experimental, quantitative study used a correlational research design to determine whether a significant, positive relationship existed between students' completion of a series of CTE courses and earning industry-recognized credentials and feeling a sense of self-efficacy toward employment pursuits.
This Urban Institute research report focuses on "new majority" students who enroll in short-term CTE programs to help them overcome barriers and improve their pathways to economic mobility. Using data from the College Scorecard, the report examines CTE programs overall and the six fields of study with the most CTE programs to explore the outcomes of debt, earnings two years after graduation, debt burden (debt as a share of earnings), and how each outcome was shaped by program, institution, and labor market characteristics.