This database provides a registry of causal inference studies in education and the social sciences. The database accommodates a range of study designs, and researchers are encouraged to register their studies.
This essay, which appeared in Dædalus, the journal of the American Academy of Arts & Sciences, makes the case that there is considerable overlap between vocational (career and technical) and academic education in college and proposes a combined Gen-Tech framework. The authors consider available data and implications for both colleges and students.
This report, and companion infographic, highlights a Fordham Institute study that used Arkansas data to explore whether students benefit from CTE coursework—and, more specifically, from focused sequences of CTE courses aligned to certain industries.
This National Center for Education Statistics report describes two course coding systems used to analyze high school transcripts: the School Courses for the Exchange of Data (SCED) and the Classification of Secondary School Courses (CSSC). The report also discusses the development of a crosswalk that enables data coded with the first system to be translated to the second.
This report describes the Secondary School Course Taxonomy, a new system for classifying and analyzing student coursetaking in different subject fields, including CTE. The SSCT uses high school transcripts coded with the School Courses for the Exchange of Data system.
This U.S. Department of Education website provides interactive data maps and charts for learning more about students who focus on CTE in high school. Data are available at both the national and state levels.
This National Center for Education Statistics Data Point report breaks down 2013 CTE coursetaking among public high school graduates in city, suburban, town, and rural schools.
This working paper by CALDER, the National Center for the Analysis of Longitudinal Data in Education Research, highlights trends in CTE participation for students with disabilities.