CO Council on High School/College Relations 2012
(PDF, 1.41MB, 12/12)
PA Commission for Community Colleges 2012 Student Success Forum
(PDF, 537K, 10/12)
2012 NACAC National Conference
2012 ECS National Forum on Education Policy
2011 NACEP National Conference
(PDF, 741K, 10/11)
Oklahoma Legislative Task Force on Achieving Classroom Excellence
(PowerPoint, 205K, 10/09)
Joint Meeting of Utah Board of Regents/State Board
(PowerPoint, 209K, 7/09)
State-Level Concurrent Enrollment Policies
(PowerPoint, 491K, 3/09)
New England Board of Higher Education Conference
(PowerPoint, 870K, 1/09)
ECS/Kauffman Regional Meeting for Heartland/ Midwest
(PowerPoint, 355K, 12/08)
Nevada Dropout Prevention Summit
(PowerPoint, 300K, 11/08)
MIND Research Institute Forum
(PowerPoint, 3MB, 10/08)
Alaska Legislators and Educators: Dropout Prevention
(PowerPoint, 792K, 10/08)
Alaska Legislators and Educators: P-16
(PowerPoint, 432K, 10/08)
Kauffman Math and Science Seminar
(PowerPoint, 5.5MB, 5/08)
New York Black, Puerto Rican, Hispanic and Asian Legislative Caucus Weekend
(PowerPoint, 108K, 2/08)
Colorado P-20 Council
(PowerPoint 92K, 2/08)
Nevada P-16 Advisory Council
(PowerPoint, 217K, 12/07)
Colorado Dropout Prevention Summit
(PowerPoint, 540K, 12/07)
ECS 2007 Fall Steering Committee Meeting
(PowerPoint, 222K, 11/07)
Oklahoma Senate Education Committee
(PowerPoint, 977K, 10/07)
ECS 2007 National Forum on Education Policy
(PowerPoint, 319K, 7/07)
Welcome to the Education Commission of the States' High School Database
Career and Technical Education
Why this issue matters
- Quality of program matters. Career and technical education programs often bridge systems, so they need to be aligned across systems.
- Using the career clusters indicates a state focus on strengthening career and technical education.
- Broadening alternative pathways from limited choices such as auto mechanics and cosmetology to law, health sciences and areas such as STEM creates greater opportunities and increased rigor.
- For career and technical programs to serve as a viable high school reform strategy, the state should establish a means of weeding out weaker programs and promoting rigorous programs.
- Career and technical education teachers with industry-based credentials have demonstrated that they have the academic knowledge of the subject.
Why our methodology matters
- Primary resources: ECS draws its information primarily from state statute, rules and regulations, recently enacted legislation, executive orders and other primary source documents.
- As needed, policies (and their interpretation) are confirmed with state-level staff.
- We believe that policy helps institutionalize practice.
- Our goal is to document where the underlying authority lies, and where consensus has been strong enough to adopt a common approach.
Related ECS products
Jennifer Dounay Zinth, senior policy analyst
A report containing all information available in the Career/Technical Education database for a single state.
- Career/Technical Education (all data points for all states)
- Title of program (i.e., Career and Technical Education)
- Governing body
- Agency or agencies providing program oversight
- Districts/high schools required to provide CTE program
- Career clusters the state has identified
- Statewide emphasis/focus on specific area(s) such as high tech
- Employability skill assessment tools are used to ensure program quality
- Quality control mechanism(s) (program approval/review process, certificate of mastery, system emphasis on rigor, funding for districts to purchase/adopt rigorous programs of study, etc.)
- Teaching quality components
- Graduation requirements (i.e., career/vocational courses are a required option for all students, all students must complete a career concentration/major/sequence, a student may substitute an approved CTE course for a standard core course to meet high school graduation requirements, state-level career/technical diploma or endorsement is available)
- Tech Prep or similar focus (2+2)
- Funding mechanisms (i.e., enhanced FTE for CTE students, a line item, special grants, etc.)
- Unique features of note
Use the diagram below to view the components of state-level high school reform, and their relationship to one another.
Please contact Jennifer Dounay Zinth (firstname.lastname@example.org or 303.299.3689) with any questions on the High School Policy Center, or on high school policy and research.