“Does Career and Technical Education (CTE) work?” and “For whom does CTE work and how?” are questions on many policymakers’ and education leaders’ minds and ones that the CTE Research Network aims to answer. The mission of the Network, as described in a previous blog post, is to increase the amount of causal evidence in CTE that can inform practice and policy. The Network’s members, who are researchers funded by IES to examine the impact of CTE, have been busy trying to answer all of these questions.
This blog describes three Network updates:
- Shaun Dougherty, of Vanderbilt University, and his colleagues at the University of Connecticut have been studying the effects of attending a CTE-focused high school among 60,000 students in Connecticut as part of their Network project. They recently reported that:
- When compared to males attending traditional high schools, males who attended CTE schools were 10 percentage points more likely to graduate from high school and were earning 31 percent more by age 23. The authors noted that the more CTE courses that are available at the regular high school, the less attendance at a CTE high school makes a difference.
- Analyses of potential mechanisms behind these findings reveal that male students attending a technical high school have higher 9th grade attendance rates and higher 10th grade test scores. However, they are 8 percentage points less likely to attend college (though some evidence indicates that the negative impact on college attendance fades over time).
- Attending a CTE high school had no impacts on female students. Further, the effects did not differ over student attributes like race and ethnicity, free lunch eligibility or residence in a poor, central city school district.
The study results are being disseminated widely in the media, including via the Brookings Brown Center Chalkboard, The Conversation, and the National Bureau of Economic Research.
- In other news, the CTE Research Network has welcomed a fourth IES-funded project, led by Julie Edmunds. Edmunds’ team is studying dual enrollment pathways in North Carolina, and one of the pathways focuses on CTE.
- Finally, the two co-PIs for the Network Lead, Kathy Hughes and Shaun Dougherty, recently participated in a Q&A in Techniques magazine about the purpose of the CTE Network, how the Network will help the field of CTE, and how each of their careers has led them to this work.
The Network Lead has launched a new website where you can get new information about ongoing work and sign up to receive their newsletter.
This post was written by Corinne Alfeld, the NCER-IES program officer responsible for the CTE research topic and the CTE Research Network. Contact her at Corinne.Alfeld@ed.gov with questions.