As we strive to put the COVID-19 pandemic behind us, the time is right for CTE researchers and practitioners to reflect on lessons learned and consider new approaches for building strong partnerships. In this blog post, Margaret Hennessy, a research associate at MDRC, discusses the changing K–12 education research landscape and strategies for recruiting districts and schools to participate in CTE studies.
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In this blog post, Network member Julie A. Edmunds describes three equity-focused principles to consider in the research design phase. The principles align with the Network's Equity Framework for CTE Research, which illustrates how researchers can infuse an equity approach into research from start to finish. This blog post is the second in a series featured on the Sage Methodspace.
- Read more about Variation Matters: A Look at CTE Under Distinctive Policy and Programming Conditions
This Inside IES Research blog post highlights findings from a CTE Research Network project examining 37 CTE-dedicated high schools in New York City that are structured to ensure that all students participate in a CTE program of study.
To Strengthen Work-Based-Learning, Colleges Must Commit to Internship Supports
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.
Condition of Career Readiness in the United States
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.
In this Q&A blog post, Amy Hodge, a policy associate at Advance CTE, speaks with Network researcher and co-Principal Investigator Shaun Dougherty to learn more about the outcomes of his team's study examining the causal impact of attending the Connecticut Technical High School System (CTHSS), an independent district of choice composed of 16 high schools where all students who attend the school participate in some form of CTE. This post is the last in a Q&A series featuring interviews with three of our Network researchers.
In this Q&A blog post, Advance CTE speaks with Network researcher Rachel Rosen, a senior associate at MDRC, about the findings from MDRC's study exploring the outcomes for students who attended New York City's (NYC) P-TECH Grades 9–14 schools. This post is the second in a Q&A series featuring interviews with three of our Network researchers.
In this Q&A, Network researcher Julie Edmunds describes her study with RAND evaluating North Carolina's Career & College Promise and what the team is learning about the program's CTE dual enrollment pathway. As state CTE leaders seek replicable, high-impact strategies to implement dual enrollment and pathways programs, Edmund’s study presents state-level evidence on the impact and cost-effectiveness of these programs.
Learning from the Past: The Evolution of Vocational Education
In this Q&A blog post, MDRC’s Center for Effective CTE speaks with Dr. Eddie Fletcher, an associate professor in workforce development and education at Ohio State University, about how the CTE field can learn from the vocational education programs of the past to build equitable CTE programs for today.