Virtual Enterprises International (VEI) is an educational nonprofit that provides a year-long course in which students run a virtual firm. The hands-on, task-based curricula is designed to enable students to build in-demand career skills and competencies, experience authentic business experiences, develop an entrepreneurial mindset, and test drive potential careers.
This study from the Career & Technical Education Policy Exchange at Georgia State University focuses on differences in Career, Technical, and Agricultural Education (CTAE) credit accumulation and the specific courses students take by race, economic status, and gender characteristics.
This descriptive study, led by the Regional Educational Laboratory Midwest in partnership with state agencies, examined whether high school graduates in Indiana and Minnesota who completed a large number of career and technical education courses in a single career-oriented program of study (concentrators) had different college and workforce outcomes from graduates who completed fewer (samplers) or no career and technical education courses.
This CTE Research Network symposium, presented virtually at the American Educational Research Association (AERA) 2021 Annual Meeting, discusses three network papers that suggest avenues for more high-quality CTE research in the future. Four presentations are available.
Kathy Hughes, director and principal investigator of the CTE Research Network, and Kelly Reese, the network's co-research lead, discuss the research on innovative CTE models and practices in this session presented at the CTE Innovation Summit on June 1.
This impact study from the Regional Educational Laboratory Central examined how completing a sequence of career and technical education (CTE) courses in high school affects Nebraska and South Dakota students' postsecondary outcomes.
This working paper provides causal estimates of the overall employment and wage returns to the two most common types of occupational credentials: licenses and certifications.
This report from the National Center for Analysis of Longitudinal Data in Education Research (CALDER) summarizes findings from a study in Washington State that investigated predictors of intermediate and postsecondary outcomes for students with disabilities.