Each February, the education community highlights the important of Career and Technical Education (CTE) by celebrating National CTE Month. And this year, we are celebrating a milestone—2017 marks 100 years of CTE legislation. Participation in CTE classes and programs continues to grow and, as we discussed in a previous blog, there is a critical need for more research in this area of education.
IES is beginning to help fill the CTE research gap. In 2016, the IES National Center for Education Research (NCER) funded a new study led by Professor Shaun Dougherty at the University of Connecticut. Dr. Dougherty (pictured right) and his colleagues will examine the impact of attending a CTE-focused high school on students' achievement, high school graduation, and college enrollment. This will be one of only a handful of studies to provide causal evidence about the impact that CTE has on students.
Specifically, the researchers will compare the outcomes of students attending one of 16 high schools in the Connecticut Technical High School System (CTHSS), where all students participate in some form of CTE, with those of students attending a traditional comprehensive high school, with fewer opportunities to participate in CTE. In addition, the research team will conduct school observations and interviews regarding CTE delivery (e.g., number of CTE programs, industry credentials, and work-based learning opportunities offered) in both types of high schools.
Although this is the first time that Dr. Dougherty has served as a Principal Investigator on an IES-funded grant, he has conducted other research on CTE across the country. IES also sponsors other CTE-related initiatives, including the National Center for Education Statistics’ CTE Statistics Program (which has a new website).
CTE programs are poised to grow in the future as the labor market requires more skilled workers and students seek alternative educational options that lead to rewarding careers. The education field needs high-quality CTE-focused research to provide evidence to support practice. In addition, multidisciplinary perspectives on CTE are needed from researchers in related fields, such as cognitive science, educational psychology, organizational psychology, sociology and economics. Researchers from these fields, as well as others examining CTE questions, are welcome to apply for IES research grants.
Written by Corinne Alfeld, Education Research Analyst, NCER