High school career and technical education (CTE) and college preparation are often treated as mutually exclusive rather than as integrated, symbiotic tracks. This two-year case study examined 16 juniors enrolled in a CTE high school and how they perceived their college and career aspirations.
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But, Do I Need a College Degree? Understanding Perceptions of College and Career Readiness Among Students Enrolled in a Career and Technical High School
This report from Georgia State University examines career and technical education (CTE) participation, graduation, and postsecondary outcomes for students with different identified disabilities in Massachusetts, Tennessee, and Washington.
Linkage Between Fields of Concentration in High School Career-Technical Education and College Majors
This working paper from the Calder National Center for Analysis of Longitudinal Data in Education Research examines the extent to which four cohorts of high school graduates in Kentucky persisted in and attained postsecondary credentials in their chosen CTE fields of concentration in high school. Findings indicate that relative to students with similar achievement prior to high school, as measured by grades and test scores, CTE concentration in high school is strongly associated with students being more likely to enroll in a two-year college and less likely to enroll in a four-year college.
This article in Washington Monthly describes the encouraging success of the Pathways in Technology Early College High School (P-TECH) model, a nonselective dual enrollment program that serves primarily lower-income students of color. The article highlights the program's use in Dallas Independent School District in Texas and references the study that a team at MDRC is conducting as part of our Network to evaluate the New York City P-TECH high schools.
This report, produced by Advance CTE and ACTE, is the ninth annual review of CTE and career-readiness policies in the United States and territories. The report highlights notable legislation, board rules, executive actions, and governor-led initiatives in each state.
How Attaining Industry-Recognized Credentials in High School Shapes Education and Employment Outcomes
This report from the Thomas B. Fordham Institute shares findings from a first-of-its-kind study that used data from more than 1 million Texas students to examine how IRCs earned in high school affect college enrollment and workforce outcomes, the types of high school students who tend to earn IRCs, and what students think of IRCs and their value.
According to research featured in this brief by MDRC, community college career pathways programs can significantly increase credential completion and employment in targeted industries but may not improve earnings. This brief offers strategies and examples that community colleges can employ to boost student success and economic mobility in career pathways programs.
This CTE diagnostic toolkit from the Strategic Data Project at Harvard University provides postsecondary leaders with guidance and examples about analyzing student progress and success in various CTE pathways.