NRCCTE researchers and staff regularly make presentations and give papers at national and international conferences, conventions, meetings, and special invited sessions.


As part of a larger session entitled, “Signature Features of Rigorous Career Pathway Programs of Study,” NRCCTE Director Jim Stone discussed the signature features that must be present to have rigorous CTE programs that prepare students for further study, employer certification exams and advanced training. This presentation was made at SREB’s HSTW Staff Development Conference in Charlotte, NC.

This presentation, made at AERA 2013, addressed differing perspectives on high schools participating in a rigorous longitudinal study of a large urban district's implementation of CTE programs of study (POS)-- one from research, the other from the district's school rating system. The presentation described study outcomes, which differed from the results of a new school rating system, which were described by the district's CTE director. Both presenters discussed the implications for researchers studying large urban districts and for district personnel considering participating in research studies.


This roundtable discussion, held at AERA 2013 in San Francisco, addressed how high schools have become increasingly narrow in focus - a new middle school; useful only to prepare youth for the next level of education: college. The net result is a system that ill-serves the 60% of students who start ninth grade and who will never complete a college degree.

This presentation, made at AERA 2013 in San Francisco, explored the role of financial aid (overall, as well as Pell grants, Stafford subsidized loans, Stafford unsubsidized loans, and Other sources of financial aid, a category encompassing state, local, and institutional sources) in the retention of occupational and non-occupational students, using institutional data from three community colleges in three different states.

This presentation made at AERA 2013 in San Francisco addressed preliminary findings from a longitudinal study, currently in its final federally funded year, that estimates the impact of career academies on student achievement by comparing outcomes between POS students and well-matched comparison groups in three large urban districts. The presentation addressed achievement results encompassing the full four years of high school, including academic and CTE GPAs, credits earned, dual credit participation, and graduation.