Current Studies

Overview

The NRCCTE’s research focuses on issues of urgency to both the field of CTE and the nation’s higher education system, recovering economy, and evolving labor market, addressing such topics as programs of study (POS)/career pathways, curriculum integration of CTE and academic content knowledge and skills, postsecondary student retention and completion, and professional development for educators in the areas of data use for program improvement and support for alternatively certified CTE educators.

Perkins IV required states to assess secondary and postsecondary learner outcomes on a set of core indicators, building upon and strengthening accountability and reporting requirements in prior Perkins legislation. Data are reported to Congress to help gauge the return on...

The Perkins legislation calls for CTE programs to document academic and technical skills for CTE participants. Although states have widely accepted and validated measures of academic achievement, parallel measures for technical skill attainment do not exist. States have some flexibility...

Since the mid-1990s, the Pennsylvania Department of Education has required all students concentrating in CTE programs to complete a standardized technical skill assessment at or near the end of their program. Results of technical skill assessments are used for a...

CTE teachers who are well trained and supported in entering the teaching profession are more likely to remain in the field and build their teaching skills over time, resulting in a better trained teaching force. In partnership with the Southern...

The term “data-driven decision making” has become ubiquitous in education, and yet it seems to be most often discussed with reference to policy decisions related to reporting requirements and accountability. Deserving at least equal attention is the ability of teachers...