main
community
contact staff ecs twitter facebook
Career/Technical EducationSelected Research & Readings (Additional Resources)
 
  CAREER/TECHNICAL EDUCATION
 
What States Are Doing
Selected Research & Readings
Other Web Sites
 


Economic/Workforce Development
High School


Public High School Teachers of Career and Technical Education in 2007-08 - This National Center for Education Statistics has published numerous reports describing career and technical education students and summarizing high school career and technical education offerings and participation. The web tables in this report describes the teachers who deliver the career and technical education curriculum in grades 9-12. (National Center for Education Statistics, February 2011)...

The Linked Learning Approach: Building the Capacity of Teachers to Prepare Students for College and Careers - This policy brief argues that teacher preparation programs based on the Linked Learning approach offer a promising model for other school districts, states, and regions to create and sustain college- and career-focused learning environments. Linked learning is aimed at improving high schools by pairing a rigorous college-preparatory curriculum with career technical education courses centered on an industry theme while offering the supports and workplace exposure that can be critical to students success. By setting up students for success in the full array of options after high school, Linked Learning seeks to bridge the college-career divide that has long characterized the American education system. (Lori Meyer, Alliance for Excellent Education, August 2010)...

What is "Career Ready"? - Too often the terms "career ready" and "college ready" are used interchangeably and discussions around career readiness are limited to traditional academic skills that allow students to successfully enroll in postsecondary education. While there is no debate that a rigorous level of academic proficiency is essential for any post-high school endeavor, the reality is that it takes much more to be truly considered ready for a career. (Association for Career and Technical Education, April 2010)...

Unleashing Aspiration: The Final Report of the Panel on Fair Access to the Professions - The Panel was established by the UK's Prime Minister to advise on how to make a professional career truly open to as wide a pool of talent as possible. Although progress has been made the UK retains a "closed shop" mentality, closing out minorities, women, and low socio-economic citizens. There is evidence that entry into the professions has become more socially exclusive over time. The report lists 80 recommendations on the changes which must take place. (Cabinet Office-United Kingdom, July 2009)...

Career and Technical Education's Role in Dropout Prevention and Recovery - This issue brief explores the critical role that career and technical education (CTE) plays in dropout prevention and recovery. High quality CTE can help more students persist in and complete high school by preparing them for the postsecondary education and training that will be critical to future economic successes; increasing student engagement; building positive relationships; and by providing innovative delivery methods. (Association for Career and Technical Education, August 2007)...

Career Pathways, Academic Performance - This brief summarizes results of a recently published study that examined the effects of career and technical education (CTE) transition programs on student matriculation from secondary to postsecondary education. The study was divided into two components: (1) secondary institutions’ CTE transition programs and their effects on secondary student performance and college transition as well as student perceptions of the transition programs; and (2) the postsecondary effects of selected CTE programs on student transition and postsecondary outcomes, compared to non-participants from the same sampled high schools. (Debra Bragg and Collin Ruud, Office of Community College Research and Leadership, 2007)...

The College Ladder: Linking Secondary and Postsecondary Education for Success for All Students - This report reviews 22 programs that provide opportunities for high school students to earn college-level credit or take college-level courses to determine their impact on a range of student outcomes, including credits earned during high school, performance on high school tests, high school graduation rates, college-going rates, college remediation, college grades, retention in college and degree and job market attainment. An emphasis is placed on programs that traditionally serve high-achieving students, as well as those that serve first generation, low-income and low-performing students and underrepresented minorities. Although the research is limited, outcomes generally are positive, indicating that students who participate in these programs receive some benefit and may find a Secondary-Postsecondary Learning Option a good alternative to their regular high school experience. The College Ladder also describes various characteristics of effective programs, and analyzes issues of credit transferability, funding for these school-college partnerships and equitable access to programs. (Jennifer Brown Lerner and Betsy Brand, American Youth Policy Forum, September 2006)...

The Postsecondary Educational Experiences of High School Career and Technical Education Concentrators: Selected Results From the NELS:88/2000 Postsecondary Education Transcr - Students’ coursetaking during high school plays a critical role in their ability to transition to postsecondary education and pursue a range of postsecondary majors and degree options. Less understood are the associations between high school courses that prepare students for the world of work, now commonly referred to as career and technical education (CTE) courses, and students’ postsecondary educational experiences. The purpose of this publication is twofold: (1) it presents data on the postsecondary educational experiences of students from the high school class of 1992 who concentrated in CTE while in high school, including information on their postsecondary enrollment, coursetaking, and degree attainment; and (2) it demonstrates the richness and unique potential of the dataset analyzed, the National Education Longitudinal Study of 1988, one of only two data collections – and the most recent – to have gathered both high school and postsecondary transcripts from a nationally representative sample of students. (Jennifer Laird, Xianglei Chen, Karen Levesque and Jeffrey Owings, National Center for Education Statistics, July 2006) ...

Selected Tables from the: 2003-04 Schools and Staffing Survey (SASS) PDF - Access SASS tables detailing the percentage of schools that offered various programs, including career and technical education, by school type and selected school characteristics: 2003-04. Full report available here. (Gregory A. Strizek, Jayme L. Pittsonberger, Kate E. Riordan, Deanna M. Lyter, Greg F. Orlofsky and Kerry Gruber, National Center for Education Statistics, March 2006)...

Ready for College and Ready for Work: Same or Different? - This 12-page brief suggests that young people entering college or workforce training programs after high school graduation need to be educated to a comparable level of readiness in reading and math. This conclusion is reached by: (1) Identifying the level of reading and mathematics skills students need to be ready for entry-level jobs that require less than a bachelor’s degree, pay a wage sufficient to support a family and offer the potential for career advancement; (2) Comparing student performance on ACT tests that measure workforce readiness with those that measure college readiness; and (3) Determining if the levels of performance needed for college and workforce readiness are the same or different. The authors clarify that while there may be differences in the contexts in which these skills and knowledge are imparted, the level of expectation must be the same. (ACT, Inc., 2006) ...

Actions States Can Take to Place a Highly Qualified Career/Technical Teacher in Every Classroom - Highly qualified high school career/technical teachers play an important role in making high school meaningful for many students. Today, career/technical teachers are challenged to prepare students for increasingly rigorous workplace standards, for apprenticeships and for further study at two- and four-year colleges. This report presents actions states can take to help ensure that they have a highly qualified teacher in every career/technical classroom, independently as well as collectively. (Gene Bottoms and Kathleen McNally, Southern Regional Education Board, November 2005)...

Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in Career and Technical Education - This report describes the conduct and outcomes of a pilot study conducted in spring 2004 to develop and test a model aimed at enhancing career and technical education (CTE) instruction with current high school math curricula. The impetus for the study is that many high school students – particularly those in enrolled in CTE courses – do not have the math skills necessary for today’s jobs or college entrance requirements. Working in concert with math and CTE experts, a professional development and instruction process were developed and experimentally tested during the course of one semester. A majority of teachers across the study reported implementing all of the lessons they developed. Barriers to the implementation of the lessons included time-related issues, lack of fit to the curriculum, inadequately developed lesson plans, need for more math knowledge and support, and students’ resistance to math. The pilot study yielded results indicating that inclusion of the CTE curriculum can improve the math skills of students without impairing their acquisition of occupational skills and knowledge. A significant difference was found for one of the three math post-tests, and on 14 of 18 site-specific comparisons, the students in the experimental group scored higher than those in the control group. (James R. Stone, III, Corinne Alfeld, Donna Pearson, Morgan V. Lewis and Susan Jensen, National Research Center for Career and Technical Education, September 2005)...

Remaking Career and Technical Education for the 21st Century: What Role for High School Programs? - This report contains a research review that examines what is and isn’t known about the value of high school career-focused education, which includes career and technical education (CTE) as traditionally conceived, as well as more recent innovations that put careers and occupation-oriented knowledge at the center of school life. The research review is followed by a collection of seven essays looking forward to where CTE will go rather than back to what past research has found. [Free registration required to access report.] (Richard Kazis, with essays by Elliott A. Medrich, Betsy Brand, Governor Mark Warner, Ross Wiener, Gene Bottoms, Katharine M. Oliver and Katherine L. Hughes, Jobs for the Future, April 2005)...

School-to-Career (STC) and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study (PELS) - This report analyzes a set of STC programs implemented in Philadelphia high schools using the PELS, a study that contains an unusually large amount of information on individuals prior to placement into STC programs. The report finds these programs have positive effects on high school graduation and on both academic and non-academic awards in high school, and have similar negative effects on dropping out of high school. The results also suggest positive effects on aspirations for higher education and on college attendance. In addition, the authors find some evidence these programs are more effective in increasing college attendance and aspirations among at-risk youths. (Frank F. Furstenberg Jr. and David Neumark, National Bureau of Economic Research, April 2005)...

How Effective Are School-to-Career Programs - In 1994 Congress passed the School-to-Work Opportunities Act (STWOA), providing $1.5 billion over five years to fund school-to-career (STC) programs around the country. This two-page brief outlines the findings of David Neumark’s full 134-page report on a state-specific analysis of California’s school-to-career programs. The author examines the six most common types of programs the federal government supported before reporting on which programs were most successful in California. With the expiration of STWOA, and the ensuing loss of federal funds, specific programs such as Career Academies and Tech Prep have continued to be funded, while more general types of STC training have not. The author contends that these programs have not been proven to be more effective and suggests reallocation of funds to more programs and a vigorous evaluation of all programs to determine which are most effective. (Research Brief, Public Policy Institute of California, May 2004)...

Career Academies: Impacts on Labor Market Outcomes and Educational Attainment - This report examines the educational attainment and labor market outcomes – including average monthly earnings, number of months employed, hours worked per week and hourly wages – on young adults who had participated in career academies in high school. The study found that career academies produced positive impacts on a number of labor market outcomes among young men and students who entered programs at high or medium risk of dropping out of school. In addition, high school completion rates (graduation or GED) and postsecondary enrollment and attainment levels among career academy students were higher than national averages for similar students from similar school districts. The author proposes that one reason career academies had no impacts (positive or negative) on young women was because the young women in the sample had a greater focus on attending a postsecondary institution or taking care of their children. (James J. Kemple, MDRC, March 2004)...

National Assessment of Vocational Education: Final Report to Congress - The National Assessment of Vocational Education (NAVE) is a congressionally mandated evaluation of the 1998 Carl D. Perkins Vocational and Technical Education Act and of the implementation and outcomes of vocational education in the United States. NAVE examines questions about the effectiveness of vocational education in improving student outcomes, the consequences of new funding and accountability provisions for programs and participants, the implementation and quality of vocational education, and the extent of its alignment with other reform efforts. This report also provides options for the future direction of vocational education legislation. One of the report's key findings is that vocational education has substantial short- and medium-term economic benefits for the majority of students, including those who are economically disadvantaged. (Marsha Silverberg, Elizabeth Warner, Michael Fong and David Goodwin, U.S. Department of Education, 2004)...

Rigor and Relevance: A New Vision for Career and Technical Education - This paper examines why America needs career and technical education (CTE) in the early 21st century, the issues impacting CTE at the secondary level and the federal government’s vital role in supporting quality CTE programs. The author presents a vision of what high-quality secondary and postsecondary CTE programs look like, as well as recommendations on how federal, state and local CTE policies and programs can bring about this vision. (Betsy Brand, American Youth Policy Forum, April 2003)...

Vocational Education Offerings in Rural High Schools - This National Center for Education Statistics (NCES) Issue Brief uses data from the 1999 Fast Response Survey System "Survey on Vocational Programs in Secondary Schools" to examine vocational education offerings in rural, suburban and urban schools. The report finds that suburban and urban schools offered similar numbers and types of programs, while rural schools offered fewer programs. In particular, rural schools were less likely than schools in other areas to offer vocational education programs for occupations that were projected to be fast-growing. This difference in offerings may reflect differences in local labor markets. (Lisa Hudson and Linda Shafer, NCES, August 2002)...

School-to-Work: Making a Difference in Education - This comprehensive review of research on school-to-work initiatives nationwide shows that participation in these initiatives supports students' academic achievement, career preparation and general development. Studies of teachers and employers participating in school-to-work show that they are largely enthusiastic about it. The creation of new partnerships between educators and businesses has been a particularly successful aspect of school-to-work initiatives. (K. Hughes, T. Bailey, M. Mechur, Institute on Education and the Economy, Teachers College, Columbia University, 2001)...

Looking Forward: School-to-Work Principles and Strategies for Sustainability - This report is organized around Ten Essential Principles designed to assist policymakers, practitioners and the wider community in thinking about ways to sustain successful school-to-work approaches. These principles represent a distillation of critical elements of the School-to-Work Opportunity Act: improving the school experience for young people; expanding and improving work-based learning opportunities; and building and sustaining public/private partnerships. The report also identifies a variety of federal legislation and national programs that could support these gains, as well as actions for leadership at the local, state, national and federal levels. (American Youth Policy Forum, 2000)...

Financing Vocational Education: A State Policymaker’s Guide PDF - This report explains the various funding strategies states use to fund vocational education. Whether funding is based on student participation, cost reimbursement, instructional units, student weights or performance incentives, this report discusses all options for supporting the provision of equitable, quality vocational education in high schools. (Steven Klein, National Association of State Directors of Vocational Technical Education Consortium and National Conference of State Legislatures, June 2001) ...

Career Academies: Impacts on Students’ Engagement and Performance in High School - According to this study from the Manpower Demonstration Research Corporation, career academies are an effective means of preventing dropout, increasing school engagement, and helping students acquire the credentials they need to graduate and prepare for postsecondary education. Career academies, now in more than 1,500 high schools nationwide, are a way of breaking down large, comprehensive schools into smaller, “learning communities” that offer a combination of academic and vocational curricula. (James J. Kemple, Jason C. Snipes, Manpower Demonstration Research Corporation, February 2000)...


Selected Research & Readings Current

Print Friendly and PDF

4

Thank you, Issue Site Sponsors
pearson

 
Home  |  About ECS  |  Education Issues A-Z  | Research Studies  |  Reports & Databases  |  State Legislation  |  State Profiles  |  Projects & Institutes  |  Newsroom  |  Website User's Guide


Information provided by ECS combines the best of the most recent and useful research available. Should you have questions, please contact our Information Clearinghouse at 303.299.3675.

700 Broadway, #810 Denver, CO 80203-3442
Phone: 303.299.3600 | Fax: 303.296.8332
 
©2014 Education Commission of the States
www.ecs.org | ecs@ecs.org
Read our privacy policy