Our wide-ranging podcast series, Career-Technical Education Research News, features interviews and discussions with NRCCTE researchers carrying out field research as well as real CTE administrators, educators, and others engaged in the NRCCTE’s evidence-based professional development activities. All of our podcasts are available through this site.


Science-in-CTE is testing a model of curriculum integration that enhances the science that naturally occurs in CTE curricula. Using a group-randomized approach, the study is replicating the Math-in-CTE study in the fields of chemistry and biology as applied to agriculture and health.

Continuing our series on green-focused Programs of Study, Catherine Imperatore talked to Ike Kershaw, assistant director of the Office of Career-Technical Education in the Ohio Department of Education, about the state's development and implementation of green-focused Programs of Study as part of its participation in the NRCCTE's Technical Assistance Academy, led by the Academy for Educational Development (AED), and the challenges faced and lessons learned throughout the process. During the interview, Kershaw talked about how Ohio got started on this path.

Marie Barry, director of New Jersey's Office of Career and Technical Education, spoke to Catherine Imperatore of ACTE about the work done by the state and its partners--including its "green-collar advisory committee"--to develop green programs of study (POS) as part of its participation in the NRCCTE's Technical Assistance Academy, led by the Academy for Educational Development (AED).

Marisa Castellano and Kirsten Sundell, co-principal investigators of the Rigorous Tests of Student Outcomes in CTE Programs of Study project, recently spent several days in "District 2," a large urban school district in the Southeastern United States, where they visited their study school, "Blue Academy," and the four comparison schools that are part of the quasi-experimental strand of their four-year longitudinal study. The study is now in its third year, and cohort students are 11th graders.

Between April and October 2010, a subgroup of the Next Steps Working Group was formed to discuss Program of Study (POS) measurement, accountability and evaluation.  The broad question the subgroup set out to answer was the following: How will a state know that its POS implementation strategy is working? As a result of their conversations, the subgroup has drafted a report with four recommendations.