Sequencing and articulation is one of 12 elements of high-quality CTE, defined in ACTE’s comprehensive, research-based Quality CTE Program of Study Framework. This element addresses the key components of the definition of a program of study and the articulation, coordination and collaboration that support programs of study, career pathways and accelerated learning. The following reports, articles, guides and toolkits can help you develop high-quality programs of study and pathways.

Career Pathways and Programs of Study

This book offers educators and community leaders a comprehensive look at pathways from the early planning stage to full implementation. Current research and best practice examples are used throughout to address defining career and life readiness; building a career development model; creating dynamic pathway programs; and collaborating meaningfully with employer and community organizations, and across education and workforce partners.

In this interview, California educators discuss developing high school-postsecondary partnerships to interest students in aviation pathways.

This Issue Brief describes the career pathways approach, highlighting core design elements, and profiles MDRC projects that shed light on the effectiveness of this approach and its potential to improve education and career outcomes.

Research findings from a four-year longitudinal field study of students in programs of study/career pathways describes the efficacy of programs of study and shares in-depth case studies of programs of study in three districts.

This research explored programs; policies; and curricular, institutional and support strategies to support the transition of low-skilled adults through career pathways that align with postsecondary CTE.

State and local Workforce Investment Boards, One-Stop Career Centers and related service providers can undertake various roles and actions with other system partners, including CTE, in the development and implementation of successful career pathways systems.

This report describes activities and strategies used to facilitate partnerships between community colleges and workforce boards, with key takeaways that can assist other community colleges and workforce organizations to solidify their collaborations and further their mutual goals.

This brief outlines how collaboration between adult education and CTE partners can advance effective programs for workers with foundational skill needs. It provides a case study of one such approach, between adult education and CTE programs at the Socorro Independent School District in El Paso, Texas.