Category: Data and Research

Posts in this category include any posts with data/research focused information, including new ACTE data resources, information from CTERN or other federally funded research, and partner research/data. Research Roundups should also be tagged with this category.  

OCTAE Releases 2023-24 Perkins Data

Last week, the Office of Career, Technical and Adult Education (OCTAE) released 2023-24 enrollment and performance data for secondary and postsecondary CTE participants and concentrators. 

Several high-level takeaways from the data include the following: 

  • In 2023-24, there were about 8.6 million secondary CTE participants — a 10.3% increase from 2022-23, which had 7.8 million secondary CTE participants. Texas is the primary contributor, adding over 690,000 secondary CTE participants. 
    • This total includes 3.8 million secondary CTE concentrators in 2023-24, compared to almost 3.5 million in 2022-23. 
  • In 2023-24, there were about 3.3 million postsecondary CTE participants, largely unchanged from the prior year. 
    • This total includes 1.8 million postsecondary CTE concentrators in 2023-24, again very similar to the numbers reported for 2022-23. 
  • The nationwide four-year graduation rate for secondary CTE concentrators was 97.3%, a small increase from 2022-23’s graduation rate of 96.6%. 
  • The nationwide placement rate for postsecondary CTE concentrators – the percentage of individuals who, after program completion, were employed or were participating in further education, advanced training, military service or a service program — was 81.5%, slightly higher than 2022-23’s placement rate of 81.3%. 

Disaggregating enrollment data yields some additional findings: 

  • For secondary CTE concentrators, the top three Career Clusters were Health Science; Agriculture, Food & Natural Resources; and Business Management & Administration. 
  • For postsecondary CTE concentrators, the top three Career Clusters were Health Science, Business Management & Administration and Information Technology. 
  • About 49.8% of secondary CTE concentrators come from economically disadvantaged families compared to 41.8% for postsecondary CTE concentrators. 
  • About 10.8% of secondary CTE concentrators are students with disabilities (SWDs) compared to 4.7% for postsecondary CTE concentrators.  

States also reported data on secondary program quality indicators: 

  • Almost 434,000 secondary CTE concentrators attained a recognized postsecondary credential across 22 states and territories. 
  • About 134,000 secondary CTE concentrators earned postsecondary credits in their CTE program area across 11 states and territories. 
  • About 236,000 secondary CTE concentrators participated in work-based learning across 29 states and territories. 

In addition to enrollment and performance data, national and state fiscal information are provided. In FY25, over $1.4 billion in Basic State Grants were awarded. Secondary recipients received over $693 million in grants; postsecondary recipients received over $429 million.  

Please be aware that this data may be subject to change, if corrections are needed. ACTE is analyzing the 2023-24 data and will share more findings on this blog. In the meantime, we encourage you to explore state CTE enrollment and performance data as well as national enrollment and performance data with the Perkins Data Explorer, and to reach out to ACTE’s Research and Policy Coordinator Jesus Galvan with any questions. 

EdWeek Releases Report on CTE and AI

Today, on Nov. 17, Education Week released a special report on the intersection of CTE and AI in the classroom and workplace. ACTE worked extensively with EdWeek as they developed the report, providing expertise to reporters and making interview recommendations. The report consists of the following articles: 

  • How AI is Changing CTE – This Q&A between EdWeek and ACTE’s Associate Deputy Executive Director Michael Connet focuses on how AI and technology are being implemented in CTE programs to create opportunities for students and solve problems.  
  • ‘What Are You Doing on AI?’ How This District Added it to Career Education – This article describes how Ignite—a career pathway program in Bentonville, AR, public schools—incorporates AI into its curriculum. Students in the program have used AI tools to enhance their graphic design coursework, create a meal-planning app for expectant mothers with gestational diabetes and pitch a new product to Walmart customers.  
  • Classroom View: How AI is Influencing Teacher Approaches to CTE – Pulling from the experiences of six CTE teachers, this article examines how CTE teachers are utilizing AI in the classroom to support their work and expand opportunities for students. While AI tools have been useful for CTE teachers (particularly newcomers), keeping up with advances in the field can be difficult. ACTE Board member Lavyne Rada is featured in this article.  
  • Businesses Want Employees With AI Skills. Are K-12 CTE Programs Keeping Up? – As demand for AI-related skills rises among employers, this article investigates how K-12 CTE programs across the nation are beginning to implement AI tools in their curriculum. Some states began shortly after the AI boom: for example, leaders in South Carolina began developing an AI CTE pathway in 2022. The pathway, which will last for four years, introduces students to basic AI concepts before developing more comprehensive problem-solving and application skills. Most schools and districts are in the early stages of adoption, integrating AI into computer science and other related fields. 

The report also contains the results of a nationwide survey conducted by the EdWeek Research Center. The survey, which questioned 472 CTE teachers and administrators, found that nearly one-third expect their school or district to introduce CTE programs in the digital technology, IT, AI and cybersecurity fields. 

DC Digest: Nov. 8-14

After 43 days, the federal government reopened this week after Congress passed a continuing resolution that will fund most federal programs at their current level until January 30 next year. The deal also included funding for several agencies for FY 26, but lawmakers are still negotiating FY 26 funding for the Departments of Education (ED) and Labor (DOL). Read more on the blog here. In other news, ED made several postsecondary-related announcements, and the House will host a CTE hearing next week. Read more updates below. 

  • ED Announces New Postsecondary Grant Opportunities: On Nov. 10, ED announced seven new priorities under the Fund for the Improvement of Postsecondary Education (FIPSE) for the FY 2025 grant competition. Two of the priorities relate to short-term programs: one will support developing new programs that align with Workforce Pell requirements, and one will support expanding current short-term programs. The other priorities will focus on accreditation, AI and civil discourse. The deadline for postsecondary institutions to submit applications for these grants is Dec. 3. 
  • ED Shutdown RIFs Reversed as Government Reopens: As part of the deal Congress made to reopen the federal government, all ED employees who were fired during the shutdown must now be reinstated. ED is also prohibited from conducting additional reduction-in-forces (RIFs) through January 30 when the CR expires. 
  • 2023-24 Perkins Data Released: ED’s Office of Career, Technical and Adult Education recently released 2023-24 Perkins enrollment and performance data. Readers can view the data through the Perkins Collaborative Resource Network’s Data Explorers. ACTE will analyze this new data and release a blog post soon on our findings.  
  • House to Host Hearing on CTE: Next week on Wednesday, Nov. 19, the House Education and Workforce Committee will host a hearing on CTE: “From Classroom to Career: Strengthening Skills Pathways through CTE.” ACTE will be attending the hearing and reporting back on the blog. 
  • ED Invites Comments on IPEDS Changes: On Nov. 13, ED posted a notice in the Federal Register inviting comments regarding proposed changes to the Integrated Postsecondary Education Data System (IPEDS). The changes, which were originally announced in August, would require postsecondary institutions to submit applicant race and sex information to ED. This new notice would exempt two-year and open-enrollment colleges who only award aid based on financial need from having to submit this information. Comments are due on Dec. 15. 
  • National Postsecondary Enrollment Data Released: On Nov. 11, the National Student Clearinghouse Research Center released preliminary postsecondary enrollment trends for the fall 2025 semester. The data reveals that enrollment in two-year colleges and undergraduate certificate programs rose the most, particularly in trades-related fields. See the data here.  
  • Deadline for “Your AI Horizons Challenge” Approaching: The deadline for teams to participate in ED’s “Your AI Horizons Challenge” (the third challenge in ED’s #CTEMomentum challenge series) is on Wednesday, Nov. 19. You can learn more about the challenge here. 
  • Trump Admin Appeals PRWORA Ruling: On Nov. 7, the Trump Administration appealed a federal judge’s ruling that halted implementation of new interpretations of Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) provisions in 21 states. The new interpretations would prohibit Perkins V funds from supporting undocumented immigrants in postsecondary CTE programs. ACTE and a group of education organizations sent questions to ED on these changes earlier this year, but responses have been delayed due to court activity. 

Research Roundup: Rural CTE Programs, Dual Enrollment, Community Colleges in Virginia

Promising Combinations of Dual Enrollment, AP/IB and CTE: A study from the Community College Research Center analyzes how students combine different types of accelerated coursework (CTE, Advanced Placement/International Baccalaureate (AP/IB) and dual enrollment) and how these combinations impact their postsecondary outcomes. 

Using administrative data from several high school cohorts in Texas, the researchers found that, in 2022, 72% of students in the state took an accelerated course. Twenty-one percent of students took CTE courses, 3% took dual enrollment courses and 29% took AP/IB courses. Four percent of students participated in both dual enrollment and CTE courses. Compared to the 2015 and 2016 cohorts, the 2022 cohort had a higher proportion of students enrolling in each course type. Men, low-income, Hispanic and Black students were less likely to take an accelerated course. 

The researchers also found that, by age 24, students who took accelerated courses had stronger postsecondary and earnings outcomes compared to students who did not. Students who participated in both dual enrollment and AP/IB had the highest earnings, followed by dual enrollment takers with a CTE focus and students who participated in other dual enrollment courses. Students who took both dual enrollment and AP/IB were also the most likely to earn a postsecondary credential after high school. 

Aligning Assets and Actions for Rural CTE Success: The Association of Illinois Rural and Small Schools (AIRSS) recently released findings from its statewide assessment of rural CTE programs in Illinois. AIRSS surveyed 281 rural and small school districts—spanning 97% of Illinois’s counties—and found the following: 

  • Ninety-one percent of rural and small school districts report offering CTE programs. 
  • The most common clusters that rural districts offer courses in are Agriculture, Food and Natural Resources (82%); Arts and Communications (56%); and Finance and Business (54%). 
  • The most common challenges cited by rural districts are educator shortages (69%), insufficient financial resources (47%) and insufficient equipment or facilities (45%). 
  • Sixty-four percent of rural districts report that their CTE programs are aligned with local labor demands, and 58% say that their programs align with future labor needs. 

From these and other findings, AIRSS developed recommendations and a Rural CTE Action Matrix, detailing specific policy and practice recommendations for K-12, workforce and government stakeholders.

For more rural information and resources, visit ACTE’s Community of Practice for Rural CTE through our CTE Learn portal. Additionally, ACTE is offering a professional learning track for rural CTE professionals at this year’s CareerTech VISION conference (to view sessions, filter by “Special Tracks” for “Rural CTE”). 

Analyzing State Accountability Systems for Dual Enrollment: A brief from the College in High School Alliance (CHSA) and Advance CTE examines how dual enrollment is incorporated into state accountability systems.   

  • Forty-two states include dual enrollment participation or success as an indicator in at least one of the following three accountability systems: ESSA, Perkins V and/or state accountability.  
  • Thirty-four percent of states incorporate dual enrollment participation or success for ESSA compared to 16% for state accountability and 12% for Perkins V. 
  • California, Delaware, Hawaii, Idaho and Nevada are the only states that include dual enrollment in all three systems. 

Snapshots from Alabama, Tennessee and Utah provide additional context on the impact of accountability systems on dual enrollment. For additional information, the CHSA maintains a spreadsheet that details how individual states report dual enrollment data. 

Virginia’s Community Colleges and the Changing Higher Education Landscape: A report from Virginia’s Joint Legislative Audit and Review Commission shows that postsecondary CTE enrollment in the state is shifting toward short-term credential and workforce programs, such as the FastForward program. The proportion of postsecondary CTE students in FastForward programs rose from 13% in 2018 to 27% in 2025. The authors suggest that shifting national trends and fewer requirements for establishing non-credit programs compared to credit programs in the state may explain the rising enrollment figures. 

The FastForward program also has strong outcomes: 95% of participants complete the program, and completers who obtain a credential earn about $10,800 more annually than before the program. About three-fourths of FastForward program completers earn an industry-recognized credential. 

Most of the state’s community college CTE programs are also aligned with careers on the state’s high-demand occupation list, including 82% of FastForward programs and 76% of CTE credit programs. The CTE credit programs with the most enrollees are Registered Nursing, Computer and Information Systems and Allied Health Professions. For FastForward programs, they are Commercial Vehicle Operator and Instructor, Highway and Road Construction Trades and Welding Technology. 

Adult Perceptions of CTE

Advance CTE recently hosted a webinar sharing the results of a three-year study examining adult perceptions of CTE. The study surveyed over 1,000 adults in the United States from 2023-25 and found that while awareness of CTE is limited, support has been growing over the past few years and adults who are aware of CTE strongly support it. More specific findings include the following: 

  • The percentage of adults aware of CTE jumped 10 percentage points from 2023 (35%) to 2025 (45%). 
    • Groups varied in their awareness of CTE, with the greatest awareness among Black/African American respondents (61%), Gen Z (58%) and parents (56%). 
  • Favorability of CTE rose nine percentage points from 2023 (75%) to 2025 (84%). 
  • Vocational education, career centers and career pathways are the CTE-related terms of which adults are most aware. 
  • There is strong bipartisan support for CTE funding. 
    • Total support for additional CTE funding increased eight percentage points from 2023 (71%) to 2025 (79%). 
    • Eighty-four percent of adults agree that investing in CTE has a positive outcome on public education, and 87% agree that our country needs more CTE to prepare students for careers. Similarly, 85% agree that CTE will help fill the demand for highly skilled workers. 
  • In 2025, 46% of parents indicated that they are either very or extremely interested in a CTE program for their child, up from 40% in 2023. 
  • Misconceptions on who CTE is for persist: adults are more likely to say that students who want a job immediately after high school (65%) and trade school students (53%) should participate in CTE compared to college-bound students (17%) and high-achieving students (15%). 
  • Gen Z adults have a higher level of CTE awareness compared to the national average but have lower favorability views of CTE. They are also more likely to say that college students should participate in CTE. 

Advance CTE also conducted messaging research and asked survey respondents to select phrases that are the most motivating reasons to participate in CTE. The top three phrases selected by respondents are: 

  • “Gain skills and experience that lead to financial security and independence” 
  •  “Get hands-on learning in the classroom and workplace” 
  • “Build skills and connections for your career and for continuing your education” 

Practitioners interested in CTE awareness and communication resources can view Advance CTE’s slate of resources here. ACTE also has several related resources, including this guide on engaging families. 

Research Roundup: Nondegree STEM Credentials, Impact of CTE and Career-connected Learning

New Data on Nondegree STEM Credentials: Recent data released by the National Center for Science and Engineering Statistics (NCSES) provides insight into the national STEM nondegree workforce. The data was collected in 2022 through the National Training, Education and Workforce Survey. Key findings include the following: 

  • In 2022, 75 million workers held a nondegree credential, and 30% of them worked in a STEM occupation. 
  • Among STEM workers with a nondegree credential, 40% completed a work experience program, 38% held a license or certification and 24% held a vocational certificate. 
  • Thirty-six million individuals worked in STEM occupations. 
  • Fifty-one percent reported a subbaccalaureate credential as their highest education level. 
  • Seventeen percent of female workers and 29% of male workers were employed in a STEM field. 

In addition to these findings, the NCSES released a data tool and tables. 

CTE in Washington State: A study conducted by Education Northwest examines the impact of CTE on student outcomes in Washington state. The researchers utilized state longitudinal data, following more than 750,000 public high school students between the 2013-14 and 2023-24 school years. 

Analysis of the data revealed that CTE participation in the state is high, with the share of students earning four or more CTE credits rising from 42% in 2017 to 56% in 2024. Although 94% of students earned at least one CTE credit in 2024, access remains a challenge as small, rural and low-income schools offer fewer programs on average. The Career Clusters with the highest participation rates are Health Science; Arts, A/V Technology & Communications; and Agriculture, Food & Natural Resources. 

Students who earn more than one CTE credit are 5.7 to 12 percentage points more likely to graduate high school than those who only earn up to one CTE credit. Most students in the state explore CTE broadly rather than focusing on a single pathway, but the researchers found that those who do focus on a single pathway generally experience stronger postsecondary and workforce outcomes. In particular, Agriculture, Finance, Manufacturing and Transportation students who focus on their pathway are more likely to earn a postsecondary credential and earn a living wage six years after high school. 

Throughout the report, the authors also noted that many of the positive impacts of CTE in the state are stronger for male students and recommend expanding CTE pathways and recruitment efforts. 

Career-connected Learning in New Hampshire: A report from Gallup and the New Hampshire Learning Initiative analyzes the impact of career-connected learning (CCL) for middle school students in New Hampshire. The researchers surveyed over 4,000 middle school students across the state in 2023 and 2024 and found the following: 

  • Fifty-three percent of students want to participate in more CCL activities in their school, but only 25% said that their school offers an activity in a career that interests them. 
  • Students who participate in a CCL activity in class are more likely to be engaged and say that they learned about a job they have not heard of before. 
  • The most effective activities include mentorships, job panels and volunteering related to a career. 
  • Hands-on CCL activities, such as internships, are the strongest influencers of students’ post-high school plans. 

Does Expanding Access to CTE Induce Participation and Improve Outcomes?: A report from the Rappaport Institute for Greater Boston examines the impact of CTE program exposure on student participation and postsecondary outcomes. The researchers tracked Massachusetts high school students between the 2005-06 and 2019-20 school years. 

After analyzing state longitudinal education and workforce data, the researchers found that introducing a new CTE program in the high school results in 11.5% of non-CTE students enrolling in the program, about 1 in 8 students – 1 in 6 when the introduction of the new program occurs in 9th grade. Students exposed to new CTE programs also saw an increase in earnings, with employed students earning 9% more one year after graduating high school compared to students in schools without the program.  

When examining outcomes by student demographics, the researchers found that while educational outcomes are not different between student groups, workforce outcomes are. Black and Hispanic students, students with disabilities and male students who are exposed to a new CTE program experience stronger gains in earnings than other learner groups. Student demographics are also linked to outcomes by cluster; female students exposed to Education programs and Black and Hispanic students exposed to IT programs are more likely to enroll and complete a postsecondary credential. 

DC Digest: Oct. 11–17

The federal government is still shut down as Members of Congress remain at a stalemate on a continuing resolution for FY 2026 appropriations. While leaders from both parties continue to emphasize their specific priorities, with Democrats focused on extending health care tax credits that are set to expire and Republicans not supportive of addressing that issue in this bill, little progress has been made on negotiations. Senate Republicans announced that they will introduce and vote on legislation next week that would pay some federal workers as well as active military members, while the Administration has also taken steps to shift funding to cover troop pay and some other areas. There were also some conversations this week on moving forward on the underlying FY 2026 appropriations bills, but those efforts stalled. Read more updates below. 

  • Federal Judge Halts Shutdown Firings: On Oct. 15, a federal judge temporarily blocked the Trump Administration from issuing mass layoffs during the government shutdown, stemming from a lawsuit brought on by several federal labor unions. This follows the Administration’s move last week to fire over 400 workers from the Education Department (ED), decimating the special education and other offices, as well as numerous other agencies 
  • National Accreditation Meeting Delayed by Shutdown: On Oct. 14, the National Advisory Committee on Institutional Quality and Integrity at ED—which brings together accreditation agencies—delayed its semiannual convening for the second time in a year. The committee was originally supposed to meet on Oct. 21 after an initial delay but pushed the date back again to December as a result of the government shutdown.  
  • Trump Administrations Expands Funding Compact to All Colleges: On Oct. 14, the Trump Administration invited any postsecondary institution to sign a funding compact that was initially only sent to elite universities. The compact would give preferential funding status to institutions that align with the Administration’s priorities on gender and other topics. Brown, MIT and several other universities have already rejected the compact. 
  • Senate HELP Committee Releases Report on AI and Jobs: The Senate Health, Education, Labor and Pensions Committee Democrats recently released a report on job losses from AI and automation. The report suggested that many major workforce sectors could see more than half of their jobs replaced over the next decade. CTE-related occupations are implicated in the report. 

The Components of Effective CTE Programs 

EdResearch for Action recently released a brief that compiles and analyzes years of CTE research, data and evidence to identify six common components of effective and impactful CTE programs. 

  • Pathway Structure and Access: Students who complete multiple, aligned courses in a CTE pathway have stronger positive outcomes than those who complete stand-alone courses. Although Perkins V defines secondary CTE concentrators as students who complete two or more courses in the same program, the authors note that the most successful CTE programs have students complete three or more courses. 
  • Work-based Learning: Evidence is emerging that work-based learning (WBL) is a common feature of effective CTE programs. The most impactful WBL models align with students’ interests and career goals and equip them with industry-relevant skills and experience.  
  • Partnerships with Employers and Colleges: Partnerships among CTE programs, employers and postsecondary institutions, such as early postsecondary credit experiences, connect students with various college and career opportunities and strengthen the alignment between education and the workforce.  
  • Teacher Expertise and Recruitment: Given data on CTE teacher shortages and research that indicates differences in outcomes based on CTE teacher subject matter expertise, the authors recommend expanding alternative pathways for industry professionals to enter teaching, such as encouraging them to take part-time roles. 
  • Student Exploration and Advising: In the program models for which we have the most evidence about positive CTE impacts, students have the opportunity to explore various college and career pathways that interest them, reducing misplacement and boosting student engagement, retention and achievement. 
  • Equity and Access: Schools should work to ensure that effective CTE programs are accessible to historically underrepresented students, such as multilingual learners and students with disabilities. Disaggregating CTE enrollment and completion data by student demographics enables school leaders to identify gaps in access and implement policies to address them. 

In addition to the brief, a self-assessment tool allows district and school leaders to evaluate whether their CTE programs align with the evidence-based practices above and reflect on next steps. The data and practices outlined in the brief also align with the elements and criteria within the ACTE Quality CTE Program of Study Framework® and self-evaluation. 

Research Roundup: Workforce Pell, Dual Enrollment Data, Rural Industry Partnerships

How Well Positioned is the State Noncredit Data Infrastructure?: An article by the State Noncredit Data Project in the Community College Journal of Research and Practice examines how well states and community colleges are prepared to leverage Workforce Pell Grants for noncredit short-term programs.

After analyzing several states’ noncredit data systems, the authors found that most lack the provisions and data infrastructure necessary to identify noncredit programs eligible for Workforce Pell. Most states collect data on program length, but few track other components necessary to determine program eligibility, such as completion rates, job placement rates, wages and more. The authors note that while community colleges may record this data themselves, it is important that they formulate strong data partnerships and linkages with state agencies as well. 

The analysis also revealed that many programs fall well below the 150-hour minimum threshold for Workforce Pell. For instance, the median number of contact hours for noncredit programs is 40 for Louisiana, 26 for Iowa and 15 for New Jersey. The authors suggest that, in the coming months, community colleges may begin grouping courses together to create longer programs that meet threshold requirements. 

In August, ACTE and Advance CTE submitted comments to the Department of Education encouraging the Department to consider states’ and institutions’ current data systems and capabilities when developing guidance for Workforce Pell.  

Dual Enrollment by the Numbers: A report from the National Alliance of Concurrent Enrollment Partnerships analyzes 2022-23 national dual enrollment data from the Department of Education’s Integrated Postsecondary Education Data System (IPEDS). Several key findings highlighted in the report include the following: 

  • Nearly 2.5 million college enrollments are from high school students. 
  • Sixty-one percent of postsecondary institutions report enrolling at least one high school student. 
    • Dual enrollment students make up approximately 21% of total community college enrollment nationwide. 
    • Seventy-two percent of dual enrollment students are enrolled through public two-year institutions compared to 18% through public four-year institutions. 
  • The percentage of public high school students participating in dual enrollment varies greatly by state, ranging from six percent in Connecticut to 45% in Idaho. 
  • Black and Hispanic students are underrepresented in dual enrollment courses.  

How Do Community College Students Choose Programs of Study?: A report from the Community College Research Center investigates how community college students think about programs of study and potential careers. The researchers surveyed over 12,000 first-time community college students in California, Ohio, Maryland and Texas and found the following: 

  • Forty-three percent of students said they are aiming for a bachelor’s degree as their highest credential, 13% for an associate degree and three percent for a certificate. 
  • Sixty-five percent of students are considering among three career options. Fourteen percent are considering two, and nine percent are considering four or more. 
  • Thirty-four percent of students’ first-choice careers are in health care, followed by business (13%) and computer and mathematical occupations (10%). 
    • Sixty-two percent of students considering more than one career are considering careers in at least two different clusters. 
  • The most influential factor students consider when choosing a program is the labor market and earnings, followed by the student’s own abilities and skills, program fit/enjoyment and family and friends’ opinions. 

Manufacturing in Rural America: An article from the McKinsey Institute for Economic Mobility argues that recent investments in the nation’s advanced manufacturing sector have the potential to significantly transform rural communities through industry and K-12 partnerships that can create a pipeline of skilled workers for high-wage careers. The publication highlights CTE as well as dual enrollment programs, youth apprenticeships, career academies and P-TECH programs. 

The authors also conducted a national survey of rural high school students and found that while eight in 10 students have a strong desire for career-connected learning and high school-based apprenticeships, only five in 10 have access to career-connected learning and only three in 10 to apprenticeships. 

ACTE’s Community of Practice for Rural CTE provides rural educators with access to an online community where they can share resources and network with other educators. Additionally, ACTE is offering a professional learning track for rural CTE professionals at this year’s CareerTech VISION, with presentations on a wide variety of topics, including work-based learning and funding. For more information on these and other rural resources for members, please reach out to Michelle Conner (mconner@acteonline.org).  

BLS Releases 2024-34 Employment Projections

Last week, the Bureau of Labor Statistics (BLS) released 2024-34 employment projections for over 800 occupations across different industries. The projections show that CTE-related occupations rank among the fastest-growing jobs as well as those with the highest number of projected openings nationwide. 

Fastest-growing Occupations, 2024-34 (% change in employment): 

  • Wind turbine service technicians (50%) 
  • Solar photovoltaic installers (42%) 
  • Physical therapy assistants (22%) 
  • Ophthalmic medical technicians (20%) 
  • Occupational therapy assistants (19%) 
  • … among others 

Occupations with the Highest Number of Projected Openings, 2024-34:  

  • Software developers (287,900) 
  • Construction laborers (106,500) 
  • Medical assistants (101,200) 
  • Heavy and tractor-trailer truck drivers (89,300) 
  • Electricians (77,400) 
  • … and others 

Among industry sectors, health care and social assistance (8.7%) is projected to grow the fastest. Other sectors that exceed the average growth rate of 3.1% include utilities (4.9%) and construction (4.4%). 

Alongside employment projections, the BLS also provides information on what skills are the most important for each occupation. CTE-related occupations that highly value specific skills include the following: 

  • Adaptability: Secondary and postsecondary CTE teachers, radiologists, audio and video technicians 
  • Fine motor: Machinists, HVAC technicians, carpenters 
  • Problem solving and decision making: Production managers; transportation, storage and distribution managers; public safety telecommunicators 
  • Creativity and innovation: Graphic designers, film and video editors, sound engineering technicians 

Practitioners interested in exploring projections for other occupations are encouraged to explore the BLS’s Occupational Outlook Handbook. Additional information, including skills and educational attainment data, can be found here.