Today’s career and technical education (CTE) looks nothing like the “vocational ed” of the past, write Hannah C. Kistler, assistant professor at the University of Albany, Shaun M. Dougherty, professor of education & policy at Boston College, and Christina Claiborne research project director for the Annenberg Institute at Brown University, in The 74.
What are the features of high-quality programs and how can states and districts achieve them? This is a pertinent question given the current thinking that success after high school isn’t measured solely by test scores or four-year college enrollment.
The positives of earning credentials and college credits in fields like health sciences, IT, engineering, and advanced manufacturing are clear. Studies show high-quality CTE increases graduation rates, boosts college enrollment and improves access to well-paying jobs — whether it’s post-college or in a skilled trade.
But too often CTE remains a loose set of electives with little structure or alignment to industry standards. The danger of low-quality CTE is that it creates a false sense of progress. Inequities creep in if students go into career tracks with weaker labor market returns.
By studying CTE models that have demonstrated success, we can identify the features that should be scaled across more schools. A new EdResearch for Action brief examines existing research to identify distinct lessons about what makes CTE programs high-quality.
Here are takeaways:
- Strong CTE programs offer structured, sequenced pathways, not a few disconnected electives. Students who take at least three aligned courses in a single career area consistently fare better than those who take standalone courses
- High-quality programs also make work-based learning a core feature rather than an afterthought. Internships, apprenticeships and employer-linked projects give students the kind of hands-on experience that builds both confidence and skills.
- Industry partners ensure students learn on up-to-date equipment and tackle relevant problems.
- Higher education partners create early-credit opportunities and smooth transitions into degree programs.
- The most effective programs also recruit teachers with real-world experience. Practical expertise is valued as much as traditional certification.
- Schools should make sure CTE courses fit within students’ schedules, expand access to underrepresented groups, and track participation and outcomes to identify gaps. The goal of CTE is not to prepare some students for good jobs but to ensure every student can connect learning to opportunity.
High-quality CTE is tied to real-world experiences that are hard to measure, vary across states, and available data on experiences provide only a partial understanding. To deliver on the promise of CTE, we cannot settle for programs that look good on paper but fail to prepare students for real opportunity. Every student needs access to a rigorous program connected to postsecondary education and local workforce needs. That’s not the case today, but it can be, if leaders prioritize quality and equity in every CTE investment they make.
The 74
