How do state contexts color our understanding of what drives participation in CTE programs and how it impacts subsequent educational outcomes for high school students?
Participation in high-school based career and technical education (CTE) has risen dramatically nationwide in recent years, yet state comparisons do not exist because definitions are not unified across states. In the first multi-state, multi-year study of high-school CTE, researchers use student-level data to observe trends over time; factors that predict concentrating in a CTE program; and educational outcomes for students who do or do not concentrate in CTE, with a special focus on differences across race and disability status. Results from this effort demonstrate the wide differences in CTE when multiple state contexts are included. Researchers also highlight a few trends, policy recommendations, and areas for future research based on the work done in Massachusetts, Michigan, and Tennessee.
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