This working paper from the Network research team led by Dr. Shaun Dougherty examines the effects of attending a school in the Connecticut Technical Education and Career System (CTECS) on students' industry of employment and within industry earnings premiums.
This report from our Network team led by the Research Alliance for New York City Schools presents findings from their study examining CTE programs and systems in New York City to inform local and national policy and practice. The first in a series, the report focuses on 37 CTE-dedicated high schools, which are structured to ensure that all enrolled students participate in a CTE Program of Study from 9th through 12th grade.
This study from our Network team at the University of North Carolina at Greensboro and RAND Corporation examined participation in North Carolina's Career & College Promise CTE dual enrollment pathway. The study found that about 9% of North Carolina students participated in CTE dual enrollment courses in 11th or 12th grade and that disparities in participation among subgroups were less than for college transfer dual enrollment courses.
This annual report from the Career & Technical Education Policy Exchange (CTEx) at Georgia State University examines the latest administrative data from Massachusetts, Michigan, Montana, Tennessee, and Washington to understand changes in CTE concentration just before and just after the COVID-19 pandemic started. In addition, the report examines differences in CTE concentration by urbanicity, where the comparisons differ by state.
This article presents an overview of the rapidly shifting CTE economic and policy environments in response to a new wave of federal legislation affecting how community colleges create and deliver CTE programs. The authors offers three exemplars of community colleges in rural, suburban, and urban service areas that have successfully aligned CTE programs with local labor market demand.
This report from Abt Associates gauges progress in implementing the Professional Training Corps (PTC), which is an adaptation of Year Up’s core program for college settings. The study identified a need for PTC program improvement strategy and how randomized controlled trials can be used in improvement research.
Developed by the CTE Research Network’s Equity in CTE Workgroup, the framework illustrates how researchers can infuse an intentional focus on equity into research from start to finish. The framework addresses equity at six stages of the research life cycle and includes real and hypothetical examples from CTE research as well as a companion checklist and thematic overview.
This working paper from Annenberg Brown University examines cost data to compare average costs per pupil in standalone high school CTE programs in Connecticut and Massachusetts to the most likely counterfactual schools. Programs in Massachusetts offer clear positive returns on investment, whereas programs in Connecticut offer smaller, though mostly non-negative expected returns.