CTE for English Language Learners: A report from the Annenberg Institute leverages longitudinal data from Massachusetts to examine the association between English language learner (ELL) status and CTE participation. Focusing on public high school students who were expected to graduate between 2007 and 2019, the researchers found that ELLs are five percentage points less likely to concentrate in CTE than similar non-ELLs but experience positive postsecondary outcomes when they do concentrate in CTE.  

In addition, ELLs who participate in CTE coursework earn 23% fewer CTE credits than non-ELLs, with the disparity narrowing for comprehensive high schools (12%) and disappearing for regional vocational technical schools (RVTSs). Examining CTE concentration by Cluster, ELLs are less likely to concentrate in Clusters associated with high-wage careers, such as Construction and Engineering & Manufacturing. The researchers suggest that the difference may stem from the CTE program areas ELL students have access to compared to non-ELLs.  

For postsecondary outcomes, ELLs who concentrate in CTE are nine percentage points more likely to enroll in a two-year college and 10 percentage points more likely to enroll in a four-year college than ELLs who did not concentrate in CTE. Also, ELLs who concentrate in CTE earn more after high school, on average, than ELLs who did not concentrate in CTE. 

High School Industry Certifications: A study by Elizabeth J. Glennie, Ben Dalton, Roger Studley and Erich Lauff in Career and Technical Education Research examines whether earning an industry certification in high school is associated with higher rates of postsecondary enrollment and attainment. The researchers utilized data from Florida, focusing on students who entered high school in the 2012 and 2013 school years and tracking them four years after graduation.  

Analysis of the data revealed that earning an industry certification in high school is positively associated with two-year and four-year college enrollment. Looking at degree attainment, earning a high school industry certification is positively associated with two-year degree attainment but not four-year degree attainment.  

When disaggregating industry certifications by Cluster (the research was conducted using the old Career Clusters Framework), the researchers found varied results; for instance, certifications in the Health Science Cluster are associated with two- and four-year college enrollment, but the Information Technology and Architecture & Construction Clusters are only associated with four-year college enrollment.  

Among learner groups, economically disadvantaged students who earned a certification are more likely to enroll in a two- or four-year college than other economically disadvantaged learners, and outcomes are similar for males and females.  

Community Colleges in an AI-driven Economy: The Project on Workforce at Harvard University and the Education Design Lab recently released a playbook that outlines the role of community colleges in an AI economy. Drawing on case studies and interviews with community college leaders, the researchers identify dynamic labor market alignment and institutional agility as key factors for meeting and quickly responding to shifting employer demand.  

The researchers also developed data and technology frameworks that community colleges can use to evaluate their student and labor market data systems and the technologies they use in the classroom.  

• The data framework focuses on labor market and student outcomes data and provides potential sources community colleges can leverage for each metric, from state UI wage records to the MIT Cost of Living Wage Calculator. 

• The technology framework identifies five areas community colleges can support with AI and emerging technologies, outlining potential strategies, challenges and promising models. For example, Sinclair Community College in Ohio recently launched the AI Excellence Institute, a three-year initiative that aims to integrate AI across teaching, learning and workforce preparation. Other areas the framework focuses on include work-based learning, career navigation and employer partnerships.