This report from the Thomas B. Fordham Institute shares findings from a first-of-its-kind study that used data from more than 1 million Texas students to examine how IRCs earned in high school affect college enrollment and workforce outcomes, the types of high school students who tend to earn IRCs, and what students think of IRCs and their value.
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How Attaining Industry-Recognized Credentials in High School Shapes Education and Employment Outcomes
According to research featured in this brief by MDRC, community college career pathways programs can significantly increase credential completion and employment in targeted industries but may not improve earnings. This brief offers strategies and examples that community colleges can employ to boost student success and economic mobility in career pathways programs.
This CTE diagnostic toolkit from the Strategic Data Project at Harvard University provides postsecondary leaders with guidance and examples about analyzing student progress and success in various CTE pathways.
This journal article in the International Forum of Teaching and Studies focuses on the current learning environment in career and technical education (CTE) programs often offered in community colleges and how these programs have been impacted by the COVID-19 pandemic.
This U.S. House of Representatives Committee report examines three CTE issues: (1) strategies that selected recipients of federal CTE funds have used to support their CTE programs and assist different stakeholder populations; (2) challenges that CTE stakeholders face and how they are addressing them; and (3) how the U.S. Department of Education supports CTE programs.
This report from JFF, a partner in our network, details how one community college creatively preserved and strengthened its technology internships during the COVID-19 pandemic.
Student access to internships is another post-COVID casualty. This blog post highlights findings from a Fall 2021 JFF study that explored the impact of the COVID-19 pandemic on technology internships and expanded on a prior 3-year JFF study of technology internships.
This article from the Minnesota Department of Employment and Economic Development is the second in a series focused on analyzing the outcomes of Minnesota students who take CTE courses while in high school. The article documents the gender divide in CTE course participation as well as post-high school educational and labor market outcomes of female students and discusses the potential implications of these findings for gender pay gaps. Disadvantaged females taking a concentrated set of CTE courses in one specific field achieved better earnings relative to other students seven years after high school.