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Centering learner feedback, needs, and input is essential for fostering a welcoming and supportive career preparation system. Leveraging Learner Voice in CTE: …
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Centering learner feedback, needs, and input is essential for fostering a welcoming and supportive career preparation system. Leveraging Learner Voice in CTE: …
This brief, the fourth and final brief of the series, focuses on the data collection and reporting expectations of postsecondary CTE policymakers and administr…
This brief, the third in this series, examines three strategies for making data an integral and beneficial part of state and institutional climates, using exam…
This brief, the second in the series, advances a theory of change that centers the learner experience in strategies to improve institutional data collection an…
This brief addresses the importance of a unifying vision for education and workforce that draws upon and regularly uses postsecondary CTE data to measure progr…
Learners with disabilities stand to strongly benefit from participation in CTE when programs are designed to support their needs. Maximizing these outcomes req…
This report from REL Northwest explores student participation and outcomes in secondary CTE programs in the state of Oregon.
This resource discusses the mechanisms in Perkins V that support teacher recruitment and retention, an overview of how this appears in Perkins V state plans an…
This resource is designed to help states establish processes and routines for systematically engaging representatives of learners with special population statu…
This report by Advance CTE explores how states are collecting data on youth apprenticeship programs and the impact of data.
This report from the Georgetown Center on Education and the Workforce examines the impact of postsecondary credential attainment on workers’ outcomes in Oregon.
This brief from the College and Career Readiness and Success Center and the American Youth Policy Forum demonstrates how two federal laws, ESSA and IDEA, can p…
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