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.