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.