Journal & Magazine Articles


NRCCTE researchers actively publish in a range of peer-reviewed scholarly journals and popular field publications, including Techniques, the award-winning official magazine of the Association for Career and Technical Education (ACTE).

Visit our News and Events page to see how the NRCCTE’s work has been cited in the New York Times, the Wall Street Journal, and other major periodicals. Don’t want to miss any of our new publications? Sign up for our newsletter on the right-hand side of this page.

Journal & Magazine Articles


Marisa E. Castellano, George B. Richardson, Kirsten Sundell, & James R. Stone III
Vocations and Learning

This study examined the effects of career-themed POS on high school achievement outcomes in the United States. Results indicated that POS enrollment improved students’ probability of graduation by 11.3% and that each additional CTE credit earned in POS increased their probability of graduation by 4%. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement.

George B. Richardson, Marisa E. Castellano, James R. Stone, and Blair K. Sanning
Evolutionary Psychological Science

In this paper, authors George B. Richardson, Marisa E. Castellano, James R. Stone III, and Blair K. Sanning bring an evolutionary perspective to bear on adolescent learning and argue that approaches to education that stress learning in context - for example, career and technical education (CTE) - can help schools work with student biases in attention and motivation, rather than against them.


Corinne Alfeld

This article summarizes research conducted for the NRCCTE in 2012 to establish a knowledge base about work-based learning (WBL) to help state-level educators assist local WBL programs. Details on the background literature review, methods and findings can be found in the full report, Work-Based Learning Opportunities for High School Students, published in 2013.

Steven R. Aragon, Corinne Alfeld, and David M. Hansen
Career and Technical Education Research

The purpose of this study was to determine to what extent do CTSOs affect student psychosocial and achievement outcomes (above and beyond stand-alone CTE programs) when controlling for gender and race. Using a cross-sectional descriptive research design, a total of 5,677 students from 10 states were surveyed regarding their high school experiences. Students were recruited from CTSO, CTE, and non-CTE (general education) classrooms.

Christine D. Bremer, Bruce A. Center, Christen L. Opsal, Amanuel Medhanie, Yoo Jeong Jang, and Aaron C. Geise
Community College Review

This article, published by the authors of the NRCCTE's Relative Impact study of community college retention programs in the Community College Review, explores student outcomes related to taking developmental English (i.e., reading and/or writing) and math classes in three community colleges in three different states, using institutional data from 7,898 students who began college in the fall of 2009 (Cohort 1) or fall 2010 (Cohort 2). We examine the outcome trajectories of students at each college, considering their enrollment in developmental courses in their first term at college as well as other variables.