Lessons on Expanding Quality CTE and Work-Based Learning. Policy Brief

N

14

Career Education; Technical Education; Work Experience Programs; School Expansion; Educational Quality; Dual Enrollment; High Schools; Educational Policy; Labor Force Development; State Standards; State Policy; Access to Education; Program Evaluation; Program Effectiveness; Outcomes of Education; School Business Relationship; Partnerships in Education

Delaware; Iowa; Maryland; North Dakota; South Carolina; Washington

High-quality career and technical education (CTE) and work-based learning opportunities can support students along a pathway to credential attainment, employment and upward economic mobility through intentional skill development and experiential learning. CTE concentration in high school can increase graduation rates while helping students build employability skills that can support positive outcomes in the workforce. When CTE concentration is paired with opportunities for postsecondary credit or a quality work-based learning experience, students are more likely to attain postsecondary and workforce credentials, successfully enter the workforce and earn higher wages. The Education Commission of the States staff members interviewed state leaders and policymakers, including state education agency staff, state workforce development agency staff, higher education agency staff and district leaders in Delaware, Iowa, Maryland, North Dakota, South Carolina and Washington to better understand how they align CTE and work-based learning policies and programs with workforce needs. This Policy Brief highlights key findings from the interviews, including insight into obstacles and promising practices in increasing student access, program quality and stakeholder engagement.

ERIC

2024

ED652194