Data and Research Archives

Research Roundup: CTE Graduates’ Plans, CTE in Los Angeles, Dual Enrollment Policy, CTE for Boys and Men

Perceptions of CTE Graduates: An article in the Journal of Career and Technical Education by Jamie Molina, Karen Alexander, Cynthia Miller, Melanie Schmitt and Kyle Roberson analyzes the career and employability perceptions of high school CTE program graduates. The researchers surveyed over a thousand CTE program graduates in Texas and found that about 87% of graduates plan on pursuing a career aligned with their CTE program, with the highest rates for students in STEM (95.6%) and Information Technology (92.8%).

Seventy-two percent of graduates indicated that their current or future career will require industry certifications they earned in high school. The researchers also found that graduates whose careers require certifications are more likely to pursue occupations aligned with their CTE program than those whose careers do not require certifications.

Landscape of CTE in Los Angeles: A landscape analysis conducted by SRI examines CTE programming and outcomes in the Los Angeles Unified School District (LAUSD). The most common CTE program models offered by the district are more traditional CTE programs and Linked Learning pathways that combine rigorous technical training with college preparatory coursework.

Analyzing 2020-22 administrative data, the researchers found that enrollment across CTE programs and Linked Learning pathways is relatively even across race, gender and disability status. However, English learners, as well as the highest- and lowest-achieving students by test scores, took fewer CTE courses in either pathway compared to other groups. The researchers hypothesize that scheduling poses a barrier, as high-achieving students may need to decide between AP and CTE coursework while low-achieving students may need to retake core classes.

Students who completed either a more traditional CTE program or a Linked Learning pathway have stronger outcomes across various measures compared to those who did not take any CTE courses, including attendance, graduation, completion of college preparatory coursework and college enrollment.

State Dual Enrollment Policy: The National Alliance of Concurrent Enrollment Partnerships conducted a state scan of dual enrollment legislation and found that 18 states have comprehensive frameworks that address dual enrollment program quality, 22 have some policies in place and 11 states lack policies that address program quality. Furthermore, few states connect dual enrollment to broader statewide priorities such as labor market needs, and most policies addressing quality largely stop at the course level and do not consider other supports such as advising and transition guidance. Many states also lack the infrastructure to assess and evaluate dual enrollment programs.

From these findings, the researchers developed a framework aimed at improving dual enrollment policy implementation in states. The framework is organized into four pillars:

Align: Clarify the role of dual enrollment within state education and workforce goals

Define: Establish the essential elements of dual enrollment program quality

Empower: Ensure state policy is translated into practice

Assess: Determine whether programs meet quality standards

Readers interested in learning more about dual enrollment and other CTE-related state policies can view ACTE and Advance CTE’s state policy project and tracker.

Technical Education for Boys and Men: An article by Hannah Kistler and Shaun Dougherty in the ANNALS of the American Academy of Political and Social Science examines the impact of CTE for boys and men, outlining previous research and noting the need to scale programming to help boys and men overcome barriers to postsecondary education and workforce participation.

The researchers examine national labor market data and found that male participation in the workforce has been steadily decreasing since World War II, with some of this decline attributable to the loss of male-dominated industries. Furthermore, many of the industries that tend to employ males, which often do not require a college degree, have seen less growth. The researchers note that while educational requirements for employment have been increasing steadily over time, men have been making up a smaller share of college graduates over the same period, likely explaining some of the challenges they face today. They also found that many high-growth jobs that do not require a degree, such as transportation and health care careers, fall under the CTE umbrella and may serve as effective pathways for men.

The researchers conclude with four implications for policy and practice:

Scale successful CTE programs and models

Support occupations where men thrive and demand is steady, such as the skilled trades

Use CTE to create connections to applied postsecondary education and employment options

Use CTE to connect men to industries and occupations of known high demand or strong compensation but where they are not as well represented

Research Roundup: College and Career Pathways, Career Navigation

College- and Career-focused CTE Programs: An article by Jane Furey in AERA Open examines the association between school district income level and access to college-focused CTE programs, defined in the research as programs that lead to occupations which require a postsecondary credential (typically a bachelor’s degree), or career-focused CTE programs, which typically support direct transition to the workforce after high school. The research analyzed CTE programs offered in Michigan during the 2019-20 school year and found that 57% of school districts offered at least one CTE program, with 53% offering college-focused CTE programs and 29% offering career-focused programs.

On average, 4% of high school students in a district are enrolled in a career-focused CTE program and 12% are enrolled in a college-focused program. School districts serving high-income students are more likely to offer college-focused CTE programs and just as likely to offer career-focused programs compared to low-income districts, and rural districts are less likely to offer either option compared to urban districts.

Interestingly, the report also found that school districts located in communities with a higher share of adults holding a bachelor’s degree or higher offer slightly fewer CTE programs and have lower enrollment in CTE across the board. The author hypothesizes that college-educated parents may advocate more for traditional college prep/AP coursework than for CTE

Career Navigation in a Fragmented Labor Market: A report from the Project on Workforce at Harvard University examines how community college students and low-wage workers navigate the labor market and gather career information. Drawing on a nationwide survey and interviews, the researchers found that students’ and workers’ careers are primarily shaped by repeated pivots, often in response to external shocks such as layoffs, college stop-outs, health issues and caregiving responsibilities. These shocks prompt individuals to seek labor market information.

Community college students rely the most on family for career information (25.7%) while low-wage workers primarily leverage online tools (20.3%). Both groups indicated that teachers, career counselors and employers offer the most reliable career information. However, many participants also stated that career information is often overwhelming, misleading and confusing. Furthermore, several career coaches interviewed said that they have high caseloads but receive little training and lack access to reliable labor market information.

Delaware Pathways Outcomes: A report from RTI International analyzes the postsecondary and workforce outcomes of students in high school career pathway programs in Delaware. Examining administrative and survey data from career pathway graduates between 2022 and 2024, the researchers found that these students graduate high school at much higher rates than the total student population. About half of pathway graduates participated in an immersive work-based learning (WBL) experience, with higher rates for graduates who were enrolled in vocational-technical (vo-tech) high schools (81%) compared to comprehensive high schools (29%). Furthermore, the study linked WBL participation to stronger postsecondary enrollment and a greater likelihood that a student secured a career aligned with their pathway.

Pathway graduates who secure full-time employment in a career aligned with their program tend to earn more than those who work in an unrelated field, with outcomes varying by program. Health science students, for instance, are more likely to enroll in postsecondary education than architecture and construction students. When considering different institutions, law and public safety students have the highest WBL participation rate (94%) in vo-tech high schools, while in comprehensive high schools, education and health science students have the highest WBL participant rates (46%).

Effective State-developed CTE Pathways: A study from Insightful Education Solutions presents the results of a national assessment of secondary CTE programs focused on the extent to which states take the lead in structuring, aligning and reporting on CTE pathways and outcomes. The researchers analyzed 47 states and DC based on the following four areas:

Structure: Whether a state organizes CTE programs down to the pathway level

Data: Whether a state collects and reports pathway-level student participation and outcomes data

Workforce Alignment: Whether CTE student activity reflects state workforce needs

Transparency: Whether pathway information and data are easily accessible

Researchers found significant variation in how states structure and assess CTE programs. Forty-four states have state-developed CTE program structures fully or partially in place, but fewer states report detailed pathway enrollment and outcomes data. There were also differences in the level of alignment between pathway activities and state workforce needs. The evaluation focused on state-led program structure, which may have disadvantaged states in which CTE program development occurs more frequently on the local level.

State profiles provide information on each area examined as well as the most active programs and industries, and several specific policy actions and initiatives are highlighted as well. Arizona, for example, makes its data easily accessible on the state’s education website.

Research Roundup: CTE Dual Enrollment, Free College, Undergraduate Degree Data, Youth Apprenticeship

The Role of Course Modality in Dual Enrollment: A brief from the Early College Research Center analyzes student data from North Carolina and found that DE coursetaking grew from 40,000 enrollments in 2014-15 to 140,000 in 2021-22. In addition, the researchers also learned the following:

The proportion of DE courses delivered online rose from one-third to two-thirds over the study period. CTE DE courses were far less likely to be delivered online (32%) compared to general education courses (62%).

Online CTE DE students earned an average of 13.7 college credits, more than CTE DE students taking courses at their high school or other non-college location (11.5) and CTE DE students taking courses on college campuses (11.2).

The completion rate for students who took CTE DE courses in high schools or other non-college locations was 86%, compared to 82% for courses held on a college campus and 75% for courses held online.

Regardless of modality, CTE DE students were more likely than the overall high school population to enroll in postsecondary education and earn an undergraduate certificate or associate degree.

The Role of Policy Design in Free College Programs: An article by Daniel Sparks and Sade Bonilla in Education Finance and Policy analyzes the impact of tuition-free messaging based on Virginia’s Get a Skill, Get a Job, Get Ahead (G3) Program. Launched in 2021, G3 offers free tuition for students enrolled in noncredit and credit workforce-aligned programs, including associate degrees and industry certifications.

The researchers examined the period before and after the implementation of G3 (2016-2023) and found that the number of community college programs eligible for G3 grew by 30% from 2016 to 2021, indicating that colleges sought to align their programming with the initiative. This increase was driven largely by new career-oriented certificate programs in health care, engineering and IT.

First-time college student enrollment in G3 eligible programs began growing prior to the adoption year, and the proportion of students enrolled in these programs doubled from 2016 to 2023. Low-income and first-generation college students experienced greater enrollment increases in G3 programs compared to other students, and increases were similar across racial/ethnic and age groups.

Undergraduate Degree Earners: The National Student Clearinghouse Research Center recently released new data on undergraduate degree earners in the 2024-25 school year. Major takeaways from the data include the following:

In 2024-25, more than 3.4 million students earned an undergraduate credential, a 3.2% increase from the previous year.

- 865,400 students (+2.6%) earned an associate degree and 579,400 (+5.7%) earned an undergraduate certificate. Certificates have experienced substantial growth since the COVID-19 pandemic, gaining over 150,000 earners from 2020 to 2025.

CTE-related fields experienced the most growth, including mechanic and repair technologies for associate degrees (+10.9%) and construction trades for certificates (+10.5%).

About 1.9 million women (+2.7%) and 1.4 million men (+3.2%) earned an undergraduate credential.

There were about 52,500 students under 18 who earned a certificate or associate degree, likely dual-enrolled high school students. This population has grown by over 38,000 students in the past decade.

Across all credentials, Black students experienced the largest increase (+6.6%), followed by Hispanic (+5.4%), multiracial (+4%) and Asian students (+3.7%). Native American (-2.1%) and white students (-0.4%) experienced small decreases.

Youth Apprenticeship and Opportunity Youth: A report from New America examines how youth apprenticeship (YA) programs can help opportunity youth (16-to-24 year olds who are neither enrolled in school nor regularly working) develop skills and pursue careers. Drawing on literature and interviews with practitioners and youth apprentices, the report identifies four key recommendations:

Increase the number of YA programs: Intermediaries should assist employers in developing programs through training and information sharing that are aligned to fit the needs of specific groups and labor markets.

Expand YA access: Youth apprenticeships have traditionally supported high school students, but they should also support 19-to-24 year olds who would benefit from the additional wraparound supports and guidance these programs offer compared to Registered Apprenticeships. Counselors should also be made aware of opportunities, inform youth and offer application guidance.

Ensure youth apprentice success: Apprentices should be connected with supports such as bus passes, have flexible scheduling, develop strong work relationships and engage with rigorous and meaningful hands-on training.

Strengthen partnerships’ goals, funding and operational practices to maximize inclusiveness: In addition to collaborating with a wide range of partners, programs should also assess data to identify performance gaps, engage with youth when designing programs and leverage funding that can expand opportunities for youth.

Deep Dive Into State CTE Enrollment Trends: Delaware

On the national level, in 2023-24, there were about 8.6 million secondary CTE participants, a small increase over prior years, while postsecondary CTE participation remained largely unchanged from the previous year at about 3.3 million students. To supplement this nationwide data with a better understanding of state CTE enrollment trends, ACTE reached out to states to identify potential policies, data system changes or other innovations that could have impacted CTE participation numbers.

One such state is Delaware, where postsecondary CTE enrollment, which had been stable for several years, increased by 30% from 2022-23 to 2023-24. Jonathan Wickert, state CTE director in Delaware, and other Delaware Department of Education (DDOE) staff shared with ACTE that several initiatives likely contributed to this increase:

The DDOE participated in both phases of Advance CTE’s Advancing Postsecondary CTE Data Quality Initiative, which occurred between 2019 and 2023. Through this work, the state established a framework for collecting and analyzing postsecondary CTE data; refined internal and external data controls and processes; and developed an internal data dashboard displaying disaggregated learner outcomes, enabling postsecondary institutions to drive continuous improvement.

The DDOE created a new postsecondary CTE data system that merged data from the adult education division of the state’s vocational-technical school system with data from the Delaware Technical Community College System. This new data system was piloted in the 2019-20 school year and fully launched the following year.

The DDOE received a $2.5 million Youth Apprenticeship Readiness Grant from the U.S. Department of Labor in 2020. Activities under the grant, which lasted from July 2020 to June 2024, focused on increasing youth participation in new and existing Registered Apprenticeship programs. The state launched a statewide youth apprenticeship network, which connected secondary and postsecondary institutions with industry partners to scale apprenticeship programs and support student enrollment, with a focus on construction, hospitality and information technology sectors. Program data reveals that the initiative was successful, with nearly a thousand students enrolling in a Registered Apprenticeship program and over 200 employers engaged.

The DDOE leads a continuous improvement model with postsecondary institutions through a partnership with the National Alliance for Partnerships in Equity (NAPE). The model focuses on identifying gaps in institutions’ data processes and student outcomes and has shifted the way institutions review and act upon their student and program data.

This continued work also directly supports Delaware’s recently released strategic plan by expanding college and career pathways and using data to ensure more students are prepared for success after high school.

As CTE becomes an increased focus of state policymakers and leaders, it is essential to understand where enrollment is thriving and where additional support may be needed. Targeted data and partnership initiatives, such as the ones occurring in Delaware, can help states not only refine their data collection and dissemination processes but also expand and improve CTE programming. Legislation and executive actions, which ACTE and Advance CTE track on a continuous basis through our CTE State Policy: Year in Review project, can also have a powerful impact on enrollment and outcomes.

Research Roundup: Industry-recognized Credentials, State Policies, Dual Enrollment

Outcomes for High School Students Earning Industry-recognized Credentials: A study from the Fordham Institute analyzes the postsecondary and labor market outcomes of students who earn an industry-recognized credential (IRC).

Examining Ohio students who entered high school between 2011 and 2020, the researchers found that students who earn an IRC are six percentage points more likely to graduate high school. IRC earners are also slightly more likely to be employed and earn 22% more than non-IRC earners in the first year after high school. This wage premium persists by the sixth year after high school but does decline over time. IRC earners who also concentrate in CTE experience even better outcomes than students who earn an IRC or concentrate in CTE alone.

Specific student groups and fields are associated with varying outcomes. Male students show strong outcomes after earning an IRC, with their wages continuing to increase by the seventh year after high school. IRCs in construction, law and public safety, manufacturing and transportation are associated with the highest wage increases. The researchers also examined credentials that would eventually be aligned with the state’s Innovative Workforce Incentive Program (IWIP) and found that these credentials have higher wage premiums than non-IWIP credentials.

How States Turn Vision into Infrastructure for Student Success: A report from America Succeeds examines state-level policy actions focused on equipping students with durable skills and preparing them for life after high school. The researchers conducted a 50-state policy scan and found the following:

All 50 states provide flexibility in how instructional time is defined, allowing work-based learning, youth apprenticeships and similar programs to count toward instructional time.

39 states require students to develop an Individual Career and Academic Plan (ICAP) or similar in high school.

36 states include a college and career readiness metric or indicator in their accountability formula.

26 states have developed Portraits/Profiles of a Graduate, which outline the essential knowledge and skills students should develop over the course of their education.

25 states have multiple diploma and graduation pathways that reflect different requirements and specializations such as CTE coursework, work-based learning and IRC attainment.

Readers interested in exploring similar state policies can view ACTE and Advance CTE’s State Policies Impacting CTE Project.

Dual Enrollment Student Profiles and School Structures: A study from the Annenberg Institute examines the coursetaking habits of dual enrollment (DE) students and how they relate to student demographic and academic characteristics. The researchers analyzed students who graduated from a Texas high school between 2014 and 2023 and completed at least one DE course (approximately 720,000 students), identifying five profiles of DE coursetakers:

DE Dabblers: Dabblers attempt 3-4 DE courses on average, earning about nine credits, and are more likely to fail DE courses than other profiles. DE Dabblers are also more likely to be white students and are overrepresented in traditional high schools.

DE Explorers: Explorers attempt twice as many DE courses as dabblers, complete the most advanced courses (AP, IB, etc.) of any group, and are more likely to attend a traditional high school. DE Explorers are also more likely to be white and Asian students and less likely to be economically disadvantaged students.

DE-CTE Concentrators: These students earn most of their DE credits in CTE subjects, earning 19 DE-CTE credits on average. DE-CTE Concentrators are also the most likely to earn an industry certification and include the highest proportion of economically disadvantaged students and students of color.

ECHS Non-completers: Non-completers are students who attempt many credits across various academic subjects, mostly at Early College High Schools (ECHS), Texas STEM Academies (T-STEM) and Pathways in Technology Early College High Schools (P-TECH), but fall short of the number typically associated with an associate degree (60).

ECHS Completers: Similar to non-completers, completers attempt many DE credits across different subjects at ECHS, T-STEM and P-TECH schools, but they earn enough or nearly enough credits to earn an associate degree.

NCES Releases Data on Beginning Postsecondary Students

Earlier this year, the National Center for Education Statistics (NCES) published new data from the Beginning Postsecondary Students (BPS) 20/22 Longitudinal Study. The study followed more than 22,300 first-time postsecondary students entering college in the 2019-20 school year over a three-year period.

ACTE analyzed the data and found that 61% of first-time postsecondary students were enrolled in a program that NCES classified as CTE, including 61.9% of public two-year students and 59.1% of public four-year students. These CTE learners’ career plans focused on health care (17.4%), management (12.9%), business and financial operations (9.8%) and computer-related occupations (9.6%).

When disaggregating by student characteristics, we found the following:

79.8% of beginning postsecondary students aged 30 or above were enrolled in a CTE program, compared to 77.6% of students aged 24-29 and 59.3% of students aged 15-23.

76.2% of veteran students were in a CTE program.

82.1% of single parents or caretakers were in a CTE program.

Across racial/ethnic groups, Black students were the most likely to be enrolled in a CTE program (66.6%), followed by American Indian/Alaska Native (65.6%) and Native Hawaiian/other Pacific Islander students (65.4%).

64.4% of male students and 58.1% of female students were in a CTE program.

Approximately 54.8% of students with disabilities were in a CTE program.

Data was also provided on students’ high school experiences and coursetaking:

63% of CTE students took a college credit course in high school, 51.3% took an AP course and 4% took an IB course. High school GPAs were similar between CTE and non-CTE/undecided students.

Between the 2020-21 and 2021-22 school years, 6.7% of students participated in an apprenticeship program and 25.6% participated in an internship, with CTE students having higher participation rates (7.9% and 27.8%, respectively) than non-CTE/undecided students (4.9% and 22.6%, respectively).

78% of students rated career development and job placement services as important, but only 32.5% had actually used them. CTE and non-CTE/undecided students had similar usage rates.

In addition, 22.4% of CTE students in 2022 held an industry certification or occupational license relevant to their current or most recent job, compared to 16.4% of non-CTE/undecided students.

Readers can explore and analyze the data themselves through DataLab, and researchers interested in obtaining a restricted-use dataset can learn more here. A second follow-up data collection that was planned for 2025 did not occur following staffing reductions and project cuts at NCES.

DC Digest: March 14-20

The National Policy Seminar is finally here! ACTE staff will be supporting state leaders next week as they
meet with their representatives on the Hill to advocate for legislation that supports and expands CTE programs and opportunities. In other news, we are still gathering signatures on a House letter distributed last week to support increased CTE funding in FY 2027, and you can ask your representative to sign the letter here! The deadline has been extended to Tuesday, March 24. Read more updates below.

ED and Treasury Announce Student Aid Partnership: On March 19, ED and the Treasury Department announced the Federal Student Assistance Partnership, which aims to enhance the administration of federal student aid programs. Under the interagency agreement, the Treasury will assume responsibility for collecting defaulted federal student loan debt and provide operational support to ED.
ED and DOL Announce First Joint Grant Competition: On March 17, the Departments of Education (ED) and Labor (DOL) announced the FY 2026 grant competition for federal TRIO programs, with an emphasis on connecting disadvantaged students to workforce training opportunities such as Registered Apprenticeships – a significant shift away from the traditional focus of the program. The competition is the first to be held under ED’s postsecondary education partnership with the DOL. Applications are due on May 1, and interested practitioners can view the grant here.
White House Proposes AI Framework: On March 20, the White House released its proposed framework for a national AI policy. The document outlines six key objectives, including one around “Educating Americans and Developing an AI-Ready Workforce,” that the Administration hopes Congress will address through legislation. We will have more analysis soon!
Senators Collins and Murray Release FY 27 Appropriations Guidance: On March 18, Senators Collins and Murray, Chair and Vice Chair of the Senate Appropriations Committee, released guidance for Fiscal Year (FY) 2027 programmatic, language, and Congressionally Directed Spending (CDS) requests in the Senate. Requests for the Labor, Health and Human Services (HHS), Education, and Related Agencies Appropriations Subcommittee are due to the Committee from Senators on April 21.
House Education Committee Advances Student Aid Fraud Prevention Bills: On March 17, the House Education & Workforce Committee advanced three bills focused on preventing fraud in the federal student aid programs. These bills were the Student Aid Fraud Oversight and Accountability Act of 2026, the No Aid for Ghost Students Act of 2026, and the FAFSA Verification Efficiency Act.
DOL Hosts National Apprenticeship Week 2026 Virtual Town Hall: On March 26 at 3:00 PM EST, DOL is hosting a virtual Town Hall in celebration of National Apprenticeship Week (NAW) 2026. The Town Hall will bring together ApprenticeshipUSA partners and stakeholders to discuss strategies for getting involved in NAW 2026, mobilizing local networks, and engaging with DOL leadership.
Kent Highlights Potential Changes on Mergers: Speaking at an event this week, ED Under Secretary Nicholas Kent indicated potential federal policy changes to ease mergers and acquisitions for postsecondary institutions.
IHEP Launches Project to Reform the NCES: On March 19, the Institute for Higher Education Policy (IHEP) announced the launch of a national project and task force to reform the postsecondary data infrastructure at the National Center for Education Statistics (NCES). Members of the task force include former leaders at the NCES and experts from state agencies, think tanks and other research organizations.
NSF Invests $11M on AI Professional Development for Teachers: On March 19, the National Science Foundation announced that it was awarding $11 million to the Computer Science Teachers Association to support the dissemination of AI professional development. The multi-state initiative aims to expand computer science and AI integration and knowledge for K-12 teachers.
Judge Blocks Administration Demand for Admissions Data: On March 13, a federal judge temporarily blocked the Trump Administration from demanding detailed student admissions data from colleges. The order is a temporary win for universities, as they were facing potential financial penalties if they missed a March 18 deadline to hand over the data.
ED Reproaches Accreditors over their DEI Standards: On March 16, ED Under Secretary Nicholas Kent sent letters to two accreditors alleging that diversity, equity and inclusion practices in their standards conflict with federal law. ED ultimately renewed the accreditors’ federal recognition.

Research Roundup: CTE Funding in Michigan, Career-connected Learning in NYC, Health Science Schools

Impact of CTE Funding in Michigan: An article by Thomas Goldring, Brian A. Jacob, Daniel Kreisman and Michael David Ricks in the Journal of Policy Analysis and Management examines the impact of legislative CTE funding changes in Michigan. In 2015, the state altered its CTE funding formula, giving schools higher reimbursements for students who advance further in CTE programs instead of basing funding on student enrollment hours. Under the new formula, CTE completers carry the greatest weight at 10, followed by concentrators at 5 and participants at 1.

Analysis of state administrative data revealed that, after the funding change, CTE completion increased by 14 percentage points and CTE concentration increased by 10 percentage points. CTE participation, however, remained stable. The researchers also found evidence that some administrators reorganized coursework to increase the likelihood that students become CTE concentrators or completers, resulting in higher CTE completion rates in higher-income and non-urban school districts. Furthermore, while both high- and low-income school districts experienced funding increases after the 2015 change, the gains for low-income districts eroded by 25%-40% in subsequent years as CTE completion rates in wealthier districts rose significantly. Similar trends were observed in urban and non-urban school districts.

The Landscape of Career-connected Learning in NYC: A report from the Research Alliance for New York City Schools examines the landscape of career-connected learning in New York City by analyzing the Future Ready NYC (FRNYC) and Career Readiness and Modern Youth Apprenticeship (CRMYA) programs, which both launched in fall 2022. FRNYC programs are pathways that lead to high-wage, high-demand careers in one of six identified industries while CRMYA programs connect students with apprenticeship opportunities.

Utilizing administrative data, the researchers found that between the 2021-22 and 2024-25 school years, the percentage of high schools offering career-connected learning (CTE, FRNYC and/or CRMYA) grew from 28% to 48%, nearly 100 additional high schools. The growth in program offerings is primarily driven by the expansion of FRNYC programs. Most of the growth also occurred in academically focused high schools rather than comprehensive and CTE-dedicated schools. Conversely, CRMYA programs grew at a slower pace across schools.

The researchers also found that FRNYC programs are aligned to occupations that require more postsecondary education than regular CTE programs. When disaggregating program offerings by cluster, technology pathways are the most common across schools, followed by business, arts and health care.

Scaling Work-based Learning: A new framework from the Strada Foundation outlines how employer intermediaries can support the development and expansion of work-based learning (WBL) experiences within businesses across high-demand sectors. The foundation convened a working group that identified five key functions of intermediaries that effectively support WBL.

Employer Engagement: Develop relationships with employers of all sizes and build buy-in for WBL experiences.

Solutions Design: Assist employers in designing and implementing WBL experiences, ensuring that industry and student needs are met.

Solutions Brokering: Connect employers with education and training institutions to develop partnerships and cultivate strong WBL program outcomes.

Implementation Support: Provide employers with hands-on support through technical assistance and other resources for the long-term sustainability and success of programs.

Administrative Support: Simplify administrative processes for employers through assistance with paperwork, compliance, funding and other logistical tasks.

What Works in Health Science: The Project on Workforce at Harvard University recently published preliminary findings from a study of four health care-focused high schools in Boston, Charlotte, Dallas and Houston. These schools are part of a broader network launched in 2024 that aims to prepare students to enter the health care workforce. Excluding the Charlotte school due to data limitations, the researchers analyzed initial enrollment and attendance data and found the following:

The majority of students enrolled in each school are Black or Latino, higher than each state’s average for secondary Health Science CTE concentrators.

Although the majority of students in each school are female, the Boston and Dallas schools are more gender-balanced compared to statewide data on Health Science concentrators, suggesting that the sites expand access for male students.

The Boston and Houston schools have a smaller share of English language learners compared to their respective school districts, while the Dallas school has a higher share.

While the Houston and Dallas schools exhibit average attendance rates, the Boston school has particularly high chronic absenteeism in its accelerated CNA and EMT programs for seniors.

DC Digest: Feb. 28 – March 6

Although CTE month activities are beginning to wind down, the House CTE month resolution remains open for cosponsors while the Senate unanimously passed their resolution on Feb. 26. In Congress, appropriators are beginning to work on FY 27 budget bills, with the House Appropriations Committee holding a hearing on community college funding earlier this week. The Administration also announced that the President’s budget request is expected to be released the week of March 30. ACTE is also preparing for the National Policy Seminar later this month – we hope to see you there!. Read more updates below.

ED Issues Proposed Rules for Workforce Pell Implementation: On March 6, the U.S. Department of Education (ED) issued a notice of proposed rulemaking in the Federal Register regarding Workforce Pell implementation. The notice outlines more details on how provisions of Workforce Pell that were passed under the One Big Beautiful Bill Act last year and later discussed by a rulemaking committee convened by the department will be operationalized. Comments on the proposed rules are due on April 8.
House Holds Hearing on Community Colleges: On March 4, the House Appropriations Labor, Health and Human Services, Education and Related Agencies Subcommittee held a hearing titled, “Preparing for the Future: America’s Community Colleges.” Witnesses emphasized the importance of community colleges in supporting the nation’s workforce. Read more on the blog here.
House Holds Hearing on AI and Workforce Development: On March 4, the House Education and Workforce Committee held a hearing titled, “Building an AI-Ready America: Strengthening Employer-Led Training.” During the hearing, witnesses discussed how WIOA can better support the nation’s workforce development systems in preparing individuals for an AI-infused workplace. Read more on the blog here.
Senate Commerce Committee Examines AI’s Impact on the Workforce: March 3, the Senate Committee on Commerce, Science, and Transportation’s Subcommittee on Science, Manufacturing, and Competitiveness held a hearing titled “Less Hype. More Help: AI That Improves Safety, Productivity, and Care.” The hearing examined practical applications of AI in the workplace and how it is reshaping labor market demand. You can read more and watch the hearing here.
ED Proposes Priorities, Requirements and Definitions Under the Comprehensive Centers Program: On Mar. 3, ED released a proposal for new priorities and a reworked structure for the Comprehensive Centers program, which provides technical assistance and capacity-building services to state, regional and local educational agencies.
Lawmakers and University Leaders Dispute Federal Loan Caps: On March 2, the public comment period for federal loan caps ended. ED received responses from both lawmakers and university leaders urging it to amend its new regulations on federal loans.
Federal Court Dismisses SAVE Lawsuit: On Feb. 27, a federal judge dismissed a lawsuit from the Trump Administration that aimed to end the Saving on a Valuable Education (SAVE) student loan repayment plan. Borrowers are expected to retain access to the plan, but the federal reconciliation bill that was signed last summer phases out the plan by July 1, 2028.
GAO Releases Report on American Rescue Funding: On Feb. 27, the Government Accountability Office released a report on the dissemination of COVID-19 relief funds from ED. GAO found that districts lacked the necessary data to properly identify high-poverty schools and meet the equity requirements for funding distribution. The report outlines several recommendations for ED, including establishing procedures to ensure reliable data is collected for grant oversight and technical assistance.
ED Issues Interpretive Rule to Reduce Barriers for New and Emerging Accrediting Agencies: On Feb. 26, ED issued an interpretive rule aimed at reducing existing barriers for new accrediting agencies to apply for recognition from the Secretary of Education.
States Considering Legislation to Limit or Ban Ed Tech in Grades K-5: Kansas, Missouri, Tennessee, Virginia and West Virginia have proposed legislation prohibiting ed tech in K-5 classrooms to some extent. We’ll be watching these trends closely to ensure we don’t start seeing policies proposals in this space that would significantly impact CTE.

Research Roundup: Rural CTE Programs, Industry-recognized and Community College Credentials, Young Adult Workforce Services

The Sites and Styles of Rural Career Education: The Association of Illinois Rural and Small Schools recently released their third statewide assessment of rural CTE programs.

The researchers surveyed rural school districts across the state and found that all the responding districts offer CTE courses in some capacity, most commonly in agriculture, business/finance and career exploration. Most rural districts also offer some form of work-based learning, primarily field trips/tours (80.4%), career fairs (76.3%) and job shadowing (67.8%). Nearly half partner with other districts to offer CTE courses, and 21.4% offer CTE dual-credit courses. When asked about transportation, 34.7% of districts indicated that students can get to work-based learning experiences via district buses. For CTE courses outside of a student’s district, this rises to 50.2%.

From the open-ended responses, the researchers found that rural districts struggle significantly with CTE teacher recruitment and retention and with funding and facilities, stating that their infrastructure is expensive and outdated. The location of schools also prevents many from partnering with employers.

For more rural information and resources, visit ACTE’s Community of Practice for Rural CTE through our CTE Learn portal.

Value of Industry-recognized Certifications Earned by High School Students: A study from the Annenberg Institute examines the relationship between industry-recognized certifications (IRCs) and labor market outcomes.

Analyzing data from six cohorts of Texas high school graduates, the researchers found that, on average, IRC attainment is associated with an 8.7% increase in earnings. Each additional IRC is associated with a 3.2% earnings increase. CTE concentrators who earn an IRC aligned with their field experience a 14.7% growth in earnings, while those who get a misaligned certification experience no increase.

When disaggregating by cluster, IRCs in transportation are associated with the highest increase in earnings (+33%), followed by construction (+30.4%), education (+23.8%) and hospitality (+19.5%). When comparing learner groups, white, male and non-low-income students experience larger earnings gains compared to other student groups.

Community College Credentials and AIREA Jobs: A brief from the Community College Research Center analyzes the national landscape of advanced infrastructure, energy and agriculture (AIREA) jobs and related community college credentials. Pulling from several national education and labor data sources from 2010-23, the researchers found the following:

Overall, AIREA roles accounted for 27% of job postings while 17% of community college credentials were in AIREA fields.
- AIREA credential attainment increased by 69% in 2010-23, outpacing growth in non-AIREA fields (+55%).
- 26% of short-term certificates were in AIREA fields, compared to 20% of long-term certificates and 10% of associate degrees.

AIREA fields with the most job postings include truck drivers, automotive service technicians and industrial engineers.

Job demand across AIREA fields has grown significantly over the past decade, with a sharp increase following the COVID-19 pandemic.

Workers with less than a bachelor’s degree in AIREA jobs earn about 31% more annually than their counterparts in non-AIREA jobs. AIREA workers who hold a bachelor’s degree earn about the same as similarly skilled workers in non-AIREA fields.

In addition to the brief, the center also released a data tool where practitioners can examine AIREA job postings and credential data in their local region and by college.

Young Adult Workforce Landscape Analysis: A study from the Corporation for a Skilled Workforce examines how workforce development organizations across the nation serve adults aged 18-29. After surveying over 200 organizations and conducting several focus groups, the researchers compiled their findings into three sections:

What’s Working in Young Adult Workforce Development: Organizations with higher job placement rates dedicate staff to regularly engage with employers and connect adults with work-based learning and occupational training. These organizations also maintain close contact with adults after job placement, closely track and analyze program data, and offer individualized support.

What’s Holding the Field Back: Funding is an issue cited by most organizations. Many also struggle significantly with long-term data tracking and analysis, and few have staff who maintain contact with adults after job placement. There are also inconsistent definitions for terms such as “opportunity youth” and “disconnected,” making collaboration with other organizations more difficult.

New & Innovative Practices: Organizations have begun adopting new strategies to support adults in today’s workforce, including promoting the development of soft skills and diversifying their funding streams. Several also integrate AI to assist adults in writing resumes and similar activities, and most groups are receiving feedback through surveys, youth councils and other initiatives to inform their programs.