A new working paper from the CTE Research Network's Vanderbilt team examines the effects of attending a stand-alone CTE high school on students' education and labor outcomes. We sat down with one of the researchers on the study to discuss the key findings.

This free webinar, hosted by the Society for Research on Educational Effectiveness, provides an introduction to the Registry of Efficacy and Effectiveness Studies (REES), a new registry for impact studies in education. Participants will learn how to register studies and search the REES database. Date and time: October 30, 2019 (12–1 p.m. ET)

In this Q&A, our directors discuss the goals of the CTE Research Network and how they hope it will contribute to the field. This article originally appeared in the September 2019 issue of Techniques magazine, published by the Association for Career and Technical Education.

Learn about our newest research team, based at the University of North Carolina at Greensboro. The team's principal investigators describe the focus and goals of their research project, which is examining a statewide career-focused dual enrollment program in North Carolina.

In this Q&A, Alisha Hyslop, director of public policy at the Association for Career and Technical Education (ACTE), sits down with Katie Graham, state director for career and technical education (CTE) in Nebraska, to talk about the state of CTE research, the need for more, and Nebraska’s efforts to leverage the research and resources available.

Our mission at the CTE Research Network is to increase the amount of causal research on CTE and encourage the use of research in program design and implementation. But why this emphasis now? What is the urgency? Network member Rachel Rosen, Ph.D., a research associate at MDRC, explores the answers to these questions.