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.