In this commentary, Darlene Miller, executive director of the National Council for Workforce Education, highlights four areas to address through policy and practice to increase the equity of CTE and workforce programs. The recommendations are based on significant learnings from the Career and Technical Education CoLab initiative.
This infographic highlights key findings from a network study of North Carolina's Career & College Promise CTE dual enrollment pathway. The study, conducted by a team at the University of North Carolina at Greensboro and the RAND Corporation, found positive effects for students in the CTE dual enrollment pathway, particularly for groups historically underrepresented in postsecondary education.
This report from the Regional Educational Laboratory Appalachia describes the attainment rates of CTE credentials, completion rates of CTE programs of study, and college enrollment rates for Standard diploma graduates from 2011 to 2017, the years before and after the Virginia Board of Education added a CTE credential requirement to the Standard diploma for students who entered grade 9 for the first time in 2013 or later.
In this report, the Career & Technology Education Policy Exchange (CTEx) reviews high school CTE programs in three states (Massachusetts, Tennessee, and Washington) and one large metro area (the Atlanta region) over several years to assess the level of equity in students' access to high-quality programming.
This annual report from the Career & Technical Education Policy Exchange (CTEx) examines how state contexts affect participation in high school CTE programs. This study examined the latest CTE participation data from Massachusetts, Michigan, and Tennessee as well as trends found in Washington state, which is a new CTEx partner state.
Regional Educational Laboratory West used student and counselor survey responses from a nationally representative longitudinal dataset to examine high schools' education and career planning programs. Specifically, the study analyzed the relationships between students’ participation in three core elements of education and career planning during high school as well as students' application, course taking, and enrollment behaviors associated with the transition to college.
In this Q&A blog post, MDRC’s Center for Effective CTE speaks with Dr. Eddie Fletcher, an associate professor in workforce development and education at Ohio State University, about how the CTE field can learn from the vocational education programs of the past to build equitable CTE programs for today.
This video provides an introductory overview of Virtual Enterprises, a year-long course in which students run a virtual firm. The video was produced by Virtual Enterprises International, a nonprofit organization.