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.
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.
This journal article in the International Forum of Teaching and Studies focuses on the current learning environment in career and technical education (CTE) programs often offered in community colleges and how these programs have been impacted by the COVID-19 pandemic.
This U.S. House of Representatives Committee report examines three CTE issues: (1) strategies that selected recipients of federal CTE funds have used to support their CTE programs and assist different stakeholder populations; (2) challenges that CTE stakeholders face and how they are addressing them; and (3) how the U.S. Department of Education supports CTE programs.
This report from JFF, a partner in our network, details how one community college creatively preserved and strengthened its technology internships during the COVID-19 pandemic.