This report and companion brief from the CTE CoLab, an Urban Institute-led coalition of six national partners, describe an equity action planning process focused on improving outcomes and advancing racial equity in online and hybrid CTE programs at 12 community and career and technical education (CTE) colleges.
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Practice Insights to Advance Racial Equity in Online Postsecondary Career and Technical Education: Lessons from the CTE Lab
Healthcare Training Programs in Community Colleges: A Landscape Analysis of Program Availability and Student Completions
This report from the Community College Research Center at Columbia University describes a study of healthcare training programs conducted to understand the role community colleges play in training healthcare workers, including public health workers. The results indicate that community colleges are responsible for 51 percent of all postsecondary healthcare programs and graduates in allied health, nursing, mental health and clinical laboratory science.
Career and Technical Education (CTE) for Climate Jobs: A Framework for Secondary and Postsecondary CTE
This paper from MDRC presents an overview of the scope of jobs that are affected by the transition to a clean energy and climate-resilient economy, a review of the current state of policies aimed at expanding the climate workforce, a review of the evidence about CTE, and a discussion of barriers and potential solutions to improving the education and training pipeline to support an economic transition that is also just and equitable.
Sometimes Less, Sometimes More: Trends in Career and Technical Education Participation for Students With Disabilities
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.
Pathways to Credentials: Does the Timing of Earning an Industry Certification in High School Influence Postsecondary Educational Outcomes?
This article in the May 2023 issue of Journal of Research in Technical Careers outlines how earning an industry certification was associated with postsecondary enrollment and degree attainment, and whether the timing of the certification influenced that relationship. Report findings indicate that for early earners (grades 9 or 10), the certification was more closely associated with enrollment and attainment at 4-year colleges. For later earners (grades 11 or 12), the certification was closely associated with enrollment and attainment at 2-year colleges.
Investigating the Relationship Between Career and Technical Education High School Course-Taking and Early Job Outcomes
This study examined how high school course-taking patterns (characterized by CTE concentration, academic concentration, or no concentration), personal characteristics embedded in a social cognitive theory framework, and contextual variables interact in the prediction of students' income and job satisfaction eight years after high school graduation.
CTEYou Can’t Get There From Here: Uncovering Differences in Access to CTE Programs in New York and Connecticut
This report highlights findings from a cross-Network study examining differences in the number and type of CTE programs that high school students in Connecticut and New York school systems had access to based on students' race/ethnicity or socioeconomic background.
Stackable Credential Pipelines and Equity for Low-Income Individuals: Evidence from Colorado and Ohio
This report uses a mixed-methods approach to examine potential barriers to equity in stackable credential pipelines in Colorado and Ohio. The authors analyzed administrative and interview data to describe patterns in credential-stacking and in earnings for low-income individuals relative to middle- and high-income individuals. The study found that low-income certificate-earners earned stacked credentials and went on to earn longer term credentials at higher rates than middle- and high-income certificate earners.