This policy brief from Higher Ed for Higher Standards explores strategies states are using to identify students who are at risk of needing remedial education and prepare them for success upon graduation.
This report from the Workforce Data Quality Campaign draws on examples from Kentucky, Minnesota and New York to demonstrate how states can leverage longitudinal data to support research and policymaking.
This fact sheet from the Workforce Data Quality Campaign (WDQC) provides information about the national Registered Apprenticeships program and the Registered Apprenticeship Partners Information Data System (RAPIDS).
This Education Trust report explores high school transcripts and finds that too many students leave high school with no clear path forward. The report identifies state and local levers, such as transcript analysis, credit policies and graduation requirements, to mitigate the challenge.
This study from the Thomas B. Fordham Institute uses data from Arkansas to explore whether students benefit from Career Technical Education (CTE) coursework - and, more specifically, from focused sequences of CTE courses aligned to certain industries.
This Advance CTE resource features state approaches to dismantling work-based learning’s legal barriers, including training teachers to understand legal, health and safety requirements and mitigating liability concerns for schools and employers, and offers guiding questions to state leaders.
This guide from the Connecticut State Department of Education/ Transition Task Force compares different tools, supports and federal requirements for serving students with disabilities or medical conditions.
This report by the Manhattan Institute looks at the state of CTE in New York City, praising the success of New York City's instructional CTE programs and offering recommendations to further improve the quality and effectiveness of the system.
