Student access to internships is another post-COVID casualty. This blog post highlights findings from a Fall 2021 JFF study that explored the impact of the COVID-19 pandemic on technology internships and expanded on a prior 3-year JFF study of technology internships.
This article from the Minnesota Department of Employment and Economic Development is the second in a series focused on analyzing the outcomes of Minnesota students who take CTE courses while in high school. The article documents the gender divide in CTE course participation as well as post-high school educational and labor market outcomes of female students and discusses the potential implications of these findings for gender pay gaps. Disadvantaged females taking a concentrated set of CTE courses in one specific field achieved better earnings relative to other students seven years after high school.
The Coalition for Career Development Center (CCD Center) recently released their first report highlighting findings and recommendations to help business and industry, federal and state agencies, elected officials, and national organizations reflect on which investments and resources are needed to support the future economic competitiveness of our nation. This blog post outlines the report's key findings related to career readiness policies, investments, and outcomes.
This webinar recording discusses alternative CTE delivery models, including online CTE, and what the research says about the pros and cons of each model. The webinar, which was held on May 19, 2022, was hosted by Advance CTE in collaboration with the CTE Research Network and the Urban Institute.
In this paper, the Center for Analysis of Longitudinal Data in Education Research (CALDER) investigates three research questions from the Massachusetts Department of Elementary and Secondary Education: (1) the associations between participation in various CTE programs, student groups, and later student outcomes; (2) the associations between CTE teacher qualifications and later student outcomes; and (3) student entry into Massachusettsβs regional vocational technical schools.
Dr. Katherine Hughes, the CTE Research Networkβs director and principal investigator, discusses the network's six studies and what the research teams have learned so far. This article is reprinted with permission from ACTEβs April 2022 issue of Techniques magazine.
This brief from a network research team at MDRC presents dual enrollment impacts for students attending New York City's P-TECH Grades 9β14 high schools compared with students enrolled in other city public schools.
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.