This tool kit from the Perkins Collaborative Resource Network provides state and local program administrators with guidelines and resources for creating a state work-based learning strategy, engaging employers, collecting data, and scaling effective programs.
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This brief from the Rutgers Education and Employment Research Center provides a descriptive look at noncredit workforce education at a range of community colleges across the nation to gain a sense of their different approaches to providing quality programs that yield value for students.
Produced by the Education Development Center, this toolkit is designed to guide district and school administrators in developing or improving their systems for collecting high-quality data about student participation in work-based learning.
To Build a Pipeline of Workers for the Economy of the Future, High School Students Need CTE Training in Green Jobs. Federal Funding Can Help.
In this op-ed, network member Rachel Rosen, a senior associate and co-director of MDRC’s Center for Effective Career and Technical Education (CTE), calls for increased investment in high school CTE programs to create career pathways and build a skilled labor force for the green economy of the future.
This working paper from the Annenberg Institute at Brown University fills a needed gap in the growing research base by examining heterogeneity within the wide range of programs falling under the broader CTE umbrella, and highlights the need for greater nuance in research and policy conversations that often consider CTE as monolithic.
In this commentary, Darlene Miller, executive director of the National Council for Workforce Education, highlights four areas to address through policy and practice to increase the equity of CTE and workforce programs. The recommendations are based on significant learnings from the Career and Technical Education CoLab initiative.
Career and Technical Education Credentials in Virginia High Schools: Trends in Attainment and College Enrollment Outcomes
This report from the Regional Educational Laboratory Appalachia describes the attainment rates of CTE credentials, completion rates of CTE programs of study, and college enrollment rates for Standard diploma graduates from 2011 to 2017, the years before and after the Virginia Board of Education added a CTE credential requirement to the Standard diploma for students who entered grade 9 for the first time in 2013 or later.
In this report, the Career & Technology Education Policy Exchange (CTEx) reviews high school CTE programs in three states (Massachusetts, Tennessee, and Washington) and one large metro area (the Atlanta region) over several years to assess the level of equity in students' access to high-quality programming.