Career and Technical Education

Policy Statement on ESEA Reauthorization

This policy statement from the Council of Chief State School Officers (CCSSO) provides reasons why the Elementary and Secondary Education Act (ESEA) should be reauthorized. The authors include recommendations for ESEA reauthorization in the four core areas of reform: standards, assessments, and accountability; data and reporting; teachers and leaders; and supports for next-generation learning.

Expanding Career Readiness through Career and Technical Student Organizations

This brief from ACTE's <i>Career Readiness Series </i>discusses the benefits of various career and technical student organizations to a student's academics and future success. The research indicates the benefits of involvement in student organizations include higher levels of academic engagement, increased grade point averages, increased ACT/SAT scores, higher graduation rates, among other benefits.

What is Career and Technical Education?

This document explains how ACTE defines career and technical education (CTE), and the benefits it can bring about including dropout reduction, high GPA, higher test scores, and more successful students. It also provides statistics and sources that support the organization's position that CTE increases student achievement and helps meet the economic needs of a community.

Expanding Career Readiness Through Online Learning

In this brief, the author discusses the benefits of online learning for increasing a student's career readiness through means besides career and technical education (CTE). In order for students to be ready for careers, they must have access to educational opportunities that provide skills in a variety of academic and non-academic areas. The author argues that online learning can provide this access to those students who may not otherwise receive it through traditional schooling.

Aligning Career and Technical Education with High-Wage and High-Demand Occupations in Tennessee

This study provides descriptive statistics about Career and Technical Education (CTE) programs in Tennessee high schools. The study used school-level data, including both regular and special education graduates in more than 300 schools. The report identified a discrepancy between the distribution of students across CTE education areas and the extent to which those areas correspond to high demand high wage occupations.

Can Combining Academic and Career-Technical Education Improve High School Outcomes in California?

This report from the California Dropout Research Project discusses the improvement of high school outcomes by combining career-technical education (CTE) with college preparatory coursework in the curriculum. The author examines the effects of three approaches - like career academies or career-technical sequences - to this curriculum on high school students, and recommends that efforts to combining the curriculum should continue to develop despite implementation difficulties and uncertainty surrounding the effectiveness.

Year-Two Evaluation of the Illinois College and Career Readiness Act Pilot Sites

This evaluation of the Illinois College and Career Readiness Act Pilot Projects, partnerships between five community college and high schools to develop college preparatory programs and supplemental services, assesses their implementation and promising practices. Focus groups, interviews, and classroom observations were used to gather information about each program. Program elements, attainment of program goals and student and instructor perceptions are provided for each program.

Does Career and Technical Education Affect College Enrollment?

Through examination of the National Longitudinal Survey of Youth 1997 and its transcript component, vocational education is analyzed for a group of youth. Career and technical education (CTE) courses taken and participation in career-related programs of courses and activities are described. The findings revealed that the majority of American high school students participate in CTE courses and work-related activities, which hold true across demographic subgroups as well.

The postsecondary achievement of participants in dual enrollment: An analysis of student outcomes in two states

This study examines the impact of participation in a dual enrollment program on students in 2 state programs (New York and Florida). A special focus is placed on students enrolled in Career and Technical Education Programs. Data analysis involved the use of two large-scale administrative datasets. The longitudinal nature of the study allowed for the control of some preexisting student characteristics. Subgroup analyses were also performed by gender, achievement and socioeconomic status.

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