CTEx is a multi-state policy lab dedicated to improving the quality of high school CTE programs in the United States. The CTEx team works side by side with state and local partners to develop data-driven policy recommendations that ensure all students are ready for both college and career.
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The James Irvine Foundation has evaluation reports and summaries of the California Linked Learning District Initiative, which was evaluated on the impact the approach had on student outcomes.
In this report, MDRC details the level and rigor of the available evidence supporting career and technical education.
This policy brief from Johns Hopkins Institute for Education Policy provides policymakers with evidence on how best to develop effective CTE programming.
This report from the College Board and the Georgetown Law Center on Poverty, Inequality, and Public Policy describes the economic argument for high-quality CTE and most important characteristics of high-quality programs.
In this infographic, MDRC’s NYC P-TECH Grades 9-14 research team provides background on MDRC’s ongoing evaluation of the P-TECH model in NYC.
In this 30-second video, MDRC Senior Research Associate Crystal Byndloss introduces MDRC’s ongoing evaluation of an innovative model of career and technical education that prepares students for both college and careers.
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.