![]() ![]() Both the number and type of clusters vary, but the general purpose is the same: to encourage students to focus on a particular set of courses that align with a particular career path. First, programs are typically grouped into “career clusters” at the state or district level. Some districts offer a hybrid approach in which students take academic work at a traditional high school, and vocational/technical courses at a designated technical center.ĬTE programs vary widely both between and within states and districts, but national trends exist. For example, at some regional vocational technical schools (RVTS) in Massachusetts, students alternate weekly between their traditional coursework and technical CTE instruction. Thus, academic and traditional coursework may be distinct from each other. (Photo Credit: Frank Zapulla/Neag School)Īt “technical” high schools, all students participate in a CTE program. ![]() Here, Beth Schueler from Harvard University shares her research findings during a CEPA Speaker Series event in April. In a typical, comprehensive high school, students may take one or two elective CTE courses as part of their regular curriculum.ĬEPA hosts a speaker series throughout each academic year. The amount of CTE coursework each student completes varies widely and depends on the program. Frequently, students participate in partnerships with local employers and/or take certification exams in their field. Students may take a variety of courses, or “concentrate” by taking three or more courses in a program of study. This can range from the modern iterations of classic vocational courses in construction and mechanics to new, 21st century skills in computer science and engineering. Is career and technical education (CTE) meeting its goal to prepare students for career and college?ĬTE programs integrate traditional high school coursework with career preparatory courses that build students’ technical skills in a variety of areas. ![]() Further, current research provides one particularly salient and policy-relevant conclusion: students who take in-depth coursework in a single CTE program of study see particularly strong academic and career-oriented results. Is CTE meeting its goal to prepare students for career and college? A brief review of the limited literature suggests current CTE offerings may be beneficial for both professional and postsecondary outcomes. ![]() CTE programs offer both pre-service career training and opportunities to develop the skills necessary for success in college. Career and Technical Education, or CTE, is one educational pathway that connects both of these goals. Most stakeholders have come to agree that preparing students for both college and career is an obvious yet difficult goal. Kamin, a doctoral student in the Learning, Leadership, and Education Policy program at the Neag School, prepared the following issue brief on career and technical education in affiliation with the Center for Education Policy Analysis (CEPA), a research center based at the Neag School that seeks to inform educational leaders and policymakers on issues related to the development, implementation, and consequences of education policies.īoth the means and the ends of American public education have long been debated by scholars, politicians, practitioners, and the public. Three apprentices work with an engineer on computerized numerical control machinery. ![]()
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