This white paper from EDC demonstrates how work-based learning and externships can be used to support CTE teacher professional development by profiling promising state and local externship policies.
This brief from the Center on Great Teachers and Leaders at the American Institutes for Research explores the question of how states can ensure that CTE teachers can award academic credit to students for their classes.
This white paper from RTI International and Advance CTE lays out specific recommendations for how the U.S. Department of Education and future legislation from Congress can provide additional guidance to help Perkins grantees generate more valid, reliable and comparable state data.
This paper analyzes 18 sets of industry-based standards to determine how well they match up to the Common Career Technical Core, aiming to provide actionable information to state and local CTE leaders.
This framework was created by the Alliance for Quality Career Pathways, a partnership between CLASP and ten leading career pathways states. The framework is designed to support cross-sector development, implementation and improvement of career pathways systems at the state and local levels.
This brief from the Center for Great Teachers & Leaders addresses policy gaps in developing and supporting CTE teachers by offering an overview of the current policy landscape, its implications for CTE teacher effectiveness, and next steps for creating aligned human capital policies.
This report from the National Collaboration on Workforce and Disability summarizes the findings of a study to determine whether Individualized Learning Plans (ILPs) should be considered a promising college and career readiness practice and how youth with disabilities participate in these efforts.
This paper, the result of a collaboration between Advance CTE and ACTE, provides both an overview and a state-by-state review of policy changes occurring in 2013 across the country that have impacted CTE.
