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