A supplemental award was provided to Dr. Julie Edmunds, principal investigator for the Evaluation of Career and College Promise, and a member of the CTE Research Network, to lead a cross-network research team in exploring the role and effects of high school advising on CTE students' transitions to postsecondary education and the workforce.
"Search Results" - 111 item(s) found.
CTEIndicates network resource
CTESupplemental Award: Exploring the Role and Effects of High School Advising on CTE Students' Transitions to Postsecondary Education and the Workforce
CTECTE Programs and the COVID-19 Pandemic: Responses, Innovations, and Implications for Future Research
This report from the CTE Research Network Lead team presents findings from interviews with 22 CTE programs to learn about their responses to the conditions presented by the pandemic, including the challenges staff and students faced, key lessons learned, innovations developed, and considerations for researchers to recognize when studying CTE programs during the pandemic.
To identify CTE programs ready for rigorous evaluation, the CTE Research Network Lead team conducted an evaluability assessment of more than 100 CTE programs nominated by the field. This infographic highlights the study's key findings, including summaries of the four programs identified as ready for rigorous evaluation.
Racial and Ethnic Equity Gaps in Postsecondary Career and Technical Education: Considerations for Online Learning
This brief focuses on how CTE programs can improve outcomes and economic mobility for communities facing structural barriers and inequity. The brief summarizes the current state of CTE delivery, provides considerations for transitioning CTE programs online, and presents data on outcomes for students in online for-credit CTE programs.
Virtual Enterprises International (VEI) is an educational nonprofit that provides a year-long course in which students run a virtual firm. The hands-on, task-based curricula is designed to enable students to build in-demand career skills and competencies, experience authentic business experiences, develop an entrepreneurial mindset, and test drive potential careers.
This study from the Career & Technical Education Policy Exchange at Georgia State University focuses on differences in Career, Technical, and Agricultural Education (CTAE) credit accumulation and the specific courses students take by race, economic status, and gender characteristics.
Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes?
This descriptive study, led by the Regional Educational Laboratory Midwest in partnership with state agencies, examined whether high school graduates in Indiana and Minnesota who completed a large number of career and technical education courses in a single career-oriented program of study (concentrators) had different college and workforce outcomes from graduates who completed fewer (samplers) or no career and technical education courses.
CTEMeasures, Data, and Counterfactuals: Approaches to Improving Research in Career and Technical Education (AERA 2021 Annual Meeting Symposium)
This CTE Research Network symposium, presented virtually at the American Educational Research Association (AERA) 2021 Annual Meeting, discusses three network papers that suggest avenues for more high-quality CTE research in the future. Four presentations are available.