Project Activities
The research team carried out a series of exploratory analyses using state administrative data to examine how participation in high school CTE programs is related to high school graduation, postsecondary enrollment, college completion, quarterly employment, and quarterly earnings.
Structured Abstract
Setting
This study focused on two states: Michigan and Texas.
Sample
In both states, the sample included all students who attended public high schools in the state between 2010 and 2019.
This project examined the relationship between student participation in high school CTE programs and long-term outcomes such as employment, earnings, and postsecondary enrollment.
Research design and methods
The researchers will use a descriptive, exploratory analysis as opposed to a causal analysis.
Control condition
The researchers compared students who participated in CTE during high school with a set of “matched” students who did not participate (or participated less) in CTE. Researchers used regression analysis to match students in terms of individual demographics, measures of achievement, attendance and disciplinary incidents prior to entering high school, and a variety of school and neighborhood characteristics.
Key measures
In Michigan, key outcomes included completion of CTE programs (separately by field), high school graduation and postsecondary enrollment. In Texas, key outcomes also include employment and earnings in years following high school graduation.
Data analytic strategy
The researchers used a variety of analytic strategies to accomplish parts of the grant. However, most analytic methods involved some type of regression analysis in which researchers examined the relationship between participation in CTE during high school and key outcomes, controlling for a variety of student, school and neighborhood factors that might be expected to produce omitted variable bias in a simple correlational analysis.
Key outcomes
The published main findings of this project, as reported by the principal investigator, are as follows:
- In Michigan, we find that a 2015 change in the way that CTE was funded did not have the intended impact because administrators reorganized the curricula to maximize funding without changing student enrollment or persistence. (Goldring et. al, 2026).
People and institutions involved
IES program contact(s)
Products and publications
The project provides evidence of the relationship between CTE participation in high school and longer-term learner outcomes. Researchers will also produce peer-reviewed publications.
Publications:
Goldring, T., Jacob, B. A., Kreisman, D., & Ricks, M. D. (2026). Loopholes and the Incidence of Public Services: Evidence From Funding Career and Technical Education. Journal of Policy Analysis and Management, 45(1), e70062.
Available data:
The collaboration between researchers and the Michigan Department of Education (MDE) funded by this grant resulted in several resources that are available to the public:
- Cleaned and documented data files that are publicly available to other researchers through the Michigan Education Data Center (MEDC).
- Data dashboards that allow anyone to easily ascertain participation and completion rates for specific districts and compare the rates to those in demographically similar districts.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
