This research study from the Urban Institute examines the impact of Accelerating Opportunity (AO), an initiative that enables learners to complete high school equivalency programs while simultaneously working toward an industry credential.
This report from the George Washington University Center on Education Policy (CEP) draws on information from the U.S. Department of Labor’s Occupational Information Network (O*NET) to better understand the value of deeper learning competencies in the labor market.
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 research study from the Community College Research Center estimates the number of stackable credentials earned in the U.S., classifying stackable credentials into three types: Progression, Supplemental and Independent.
This paper from Jobs for the Future draws on interviews and site visits from California Career Pathways Trust grant recipients to identify common successes and challenges two years after the program was established by the California legislature.
This research brief from CAPSEE examines independent state evaluations of community college programs and finds higher earnings for individuals who complete associate degrees, particularly in vocational or health-related fields.
This memo from MDRC summarizes extant research and promising practices related to career-focused education and training. The researchers examine different approaches including sector strategies, career academies, high school equivalency and integrated basic education.
This paper, produced by Advance CTE and ACTE, is the fourth annual review of CTE and career-readiness policies in the states and territories. The report highlights notable legislation, board rules, executive actions, governor-led initiatives and ballot measures in each state.