Program Selection And Design For An Evaluation Of The Impact Of Academically Focused Career And Technical Education (CTE)

Contractor: Mathematica Policy Research (MPR)

Key Staff:
Josh Haimson (Mathematica Policy Research)
Jim Stone (National Research Center for Career and Technical Education)
Donna Pearson (National Research Center for Career and Technical Education)

Research Questions:

• Are the existing programs of sufficient intensity that they have the potential to affect students' math and occupational- technical skills?
• At what level should random assignment be conducted?
• What is the appropriate sample of schools/teachers for the evaluation?
• What types of assessments should be used to examine student outcomes?

Design: "Integration" of academic and vocational education has been the cornerstone of the last three rounds of federal vocational legislation (the 1990, 1998, and 2006 Carl D. Perkins Vocational and Technical Education Acts). One approach—strengthening the academic content of vocational classes—is of increasing policy interest, as high schools and area vocational centers work to raise the academic achievement of low-performing students, many of whom are traditionally attracted to vocational programs. However, little is known about the strategies, quality, and particularly effectiveness of these efforts.

To address this gap in the evidence base, ED held an open competition and published a Request for Proposals to developers of CTE curricula. Panels of CTE and math experts reviewed the proposals and recommended two curricula for federal support. These curricula have been enhanced with math content and exercises and are currently being piloted. Specifications needed to design an impact evaluation have been developed.

Duration: 1 year (September 30, 2006 - March 31, 2008)

Reports: The final report on this study will be announced on http://ies.ed.gov/ncee/.

Current Status: (December 2007) Each program is being piloted in a small number of schools.