This webinar recording discusses alternative CTE delivery models, including online CTE, and what the research says about the pros and cons of each model. The webinar, which was held on May 19, 2022, was hosted by Advance CTE in collaboration with the CTE Research Network and the Urban Institute.
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.
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.
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.
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.