A What Works Clearinghouse (WWC) review found that the interim causal study of the New York City P-TECH Grades 9–14 schools, conducted by the network's research team at MDRC, meets WWC standards without reservations.
This report from the CTE Research Network Lead team provides final results from an evaluability assessment of CTE programs.
This journal article describes a literature review of trends in CTE research between 1998 and 2019 that used a novel equity framework to examine whether and how secondary CTE programs affect educational equity. Note that the article is behind a paywall.
This What Works Clearinghouse practice guide is designed to help administrators, staff, and faculty at community colleges effectively develop and implement career pathways or career technical education initiatives to improve students’ learning and labor market outcomes.
This issue brief by RTI International summarizes the examined strategies that districts and schools in Florida use to help high school students earn industry-recognized certifications and the benefits and challenges of these programs.
This REL Southwest descriptive study examined the extent to which Texas high school graduates met college, career, and military readiness (CCMR) accountability standards. The study also examined whether graduates who did not meet CCMR accountability standards demonstrated career readiness via alternative career readiness options identified by the Texas Education Agency: career and technical education (CTE) completer, CTE concentrator, CTE explorer, CTE participant, and work-based learner.
CTE
Setting the Stage for a New Generation of CTE Evidence: NYC as a Hub for CTE Innovation and Research
In this presentation, our network research team at New York University provides an overview of the team's evaluation of the numerous high school CTE options available in New York City.
This REL Appalachia report examines the CTE credentials that Virginia high school graduates most commonly earned from 2011 through 2017 as well as the top 10 credentials earned by 2017 Standard diploma graduates in Virginia across a variety of student subgroups, including English learner students, economically disadvantaged students, students with disabilities, and racial/ethnic subgroups.