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.
This SAT® validity study focuses on SAT scores' relationships with student outcomes in CTE programs at 2-year postsecondary institutions. SAT scores are useful for understanding students' academic performance in CTE programs, as well as their persistence to the second year and degree/certificate completion within three years. This study provides evidence that the SAT can be a useful tool for understanding and evaluating student readiness for CTE programs and students' subsequent success in these programs.
This archived webinar introduces the Equity Framework for CTE Research, which provides guidance for researchers on infusing an intentional focus on equity into CTE research from start to finish. The webinar provides a high-level overview of the framework, including examples from the six research stages covered, and concludes with a brief Q&A.
This article from Network Co-Principal Investigator Shaun M. Dougherty presents evidence on the kinds of CTE programs that produce the most promising outcomes for students. A growing research base shows that CTE programs linked to workforce needs can improve high school graduation rates and workforce earnings and serve as a bridge to postsecondary education.
This policy brief details the different ways that students in Michigan can access career and technical education (CTE) programs and assesses the extent to which CTE availability influences enrollment and program completion.
This report summarizes the approaches that five OCTAE grantees took to increase the number of CTE teachers by recruiting and supporting new CTE teachers in their locales. The report provides a case study for each grantee, detailing their efforts, the challenges they encountered, and the solutions they developed while implementing their program.
Developed by the CTE Research Network’s Workgroup on CTE Cost Analysis, this brief serves as a guide for researchers, evaluators, and administrators in documenting the resources required to provide a range of CTE experiences for learners in high schools and community colleges. The brief, which supplements general tools for cost analysis in education, focuses on identifying specific additional resources used in CTE programs that would not be needed in standard classrooms.
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.