This inaugural Condition of Career Readiness in the United States report highlights findings and recommendations to help business and industry, federal and state agencies, elected officials, and national organizations reflect on what investments and resources are needed to support the future economic competitiveness of our nation.
This report, an update to the 2014 Making Career Readiness Count from Achieve and Advance CTE, includes state-by-state information on how and which career-ready indicators states are including in their reporting and accountability systems.
Learners with disabilities stand to strongly benefit from participation in CTE when programs are designed to support their needs. Maximizing these outcomes requires states to elevate one-time touchpoints with stakeholders supporting learners with disabilities into strategic cross-sector partnerships.
Over 5.5 million learners participate in early postsecondary opportunities (EPSOs), which range from dual and concurrent enrollment to credit by examination opportunities such as Advanced Placement courses. One third of all EPSO enrollments occur through Career Technical Education (CTE) programs.
Every year, 3.7 million learners graduate from American high schools, and most head directly into the workforce, the military or a postsecondary learning experience.
This paper, produced by Advance CTE, ACTE and ECS, is the ninth annual review of CTE and career-readiness policies in the states and territories. The report highlights notable legislation, board rules, executive actions and governor-led initiatives in each state.
This resource from Advance CTE is the third in a series of policy briefs centered on strengthening career pathways. It offers promising practices for leveraging the strengths of state and local leaders to cultivate sustainable, scalable partnerships and advance high-quality career pathways.
This resource from Advance CTE is the fourth in a series of policy briefs centered on strengthening career pathways and offers promising practices for leveraging available federal, state and local funding sources through braiding.
This resource provides a set of recommendations for state leaders to consider as they support the CLNA going forward to ensure they continue to build on early CLNA success and drive quality and equity within their CTE systems and programs of study.
This brief highlights promising practices for ICAP implementation at the state and local levels and provides recommendations for further state and local work to scale ICAPs.
