This report, from Advance CTE, draws on national survey data to explore the attitudes of parents and students currently involved in CTE, as well as prospective CTE parents and students, to better understand the promise and opportunity of CTE.
This policy brief from NASBE takes an introductory look at CTE policy across the states, highlighting opportunities in federal laws such as ESSA and Perkins, and providing examples of successful CTE programs in Kentucky, Tennessee and California.
This report from Education Commission of the States and the National Center for Higher Education Management Systems highlights how states have revisited their governance arrangements in response to changing conditions and expectations.
This paper from the Learning Policy Institute proposes a new model for accountability under ESSA and offers three potential career readiness indicators, discussing strategies for collecting and presenting data in a way that supports continuous improvement.
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.
This paper draws on lessons learned from a study of international education systems and identifies strategies that state legislators and education leaders can take to turn around education in their own states.
The Learning that Works Resource Center was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co