Pennsylvania

  • Policy
June 2022

This brief outlines the key barriers for English Learners (ELs) to access and succeed in high-quality CTE programs, and provides five recommendations to leverage federal and state resources to lower and remove these barriers.

  • Research/ Report
May 2022

Learners with disabilities stand to strongly benefit from participation in CTE when programs are designed to support their needs.

  • Research/ Report
February 2021

This report from MDRC gauges community college leaders' perspectives on the recruitment, advising and supports for students in credit and noncredit programs. The report offers strategies for aligning recruitment and advising to support program entry and transition for learners.

  • Policy
July 2018

This policy profile describes the University of Pittsburgh in Pennsylvania's Outside the Classroom Curriculum (OCC) program, which was developed with employer input and aims to equip students with employability and soft skills necessary for a successful career after graduation.  

  • Case Study
January 2018

This white paper from the American Youth Policy Forum explores how afterschool and workforce initiatives can be aligned at the systems level to address the need for a highly skilled workforce.

  • Case Study
  • Research/ Report
January 2018

This report from the Center for Community College Student Engagement examines how college advising's structure, content, and intensity help shape the student experience and help students identify and meet their career goals.

  • Case Study
November 2017

This brief from Afterschool Alliance explores the potential of afterschool programs, examining case studies in different communities across the U.S., and unpacks how exemplar programs in these areas are helping learners explore career options and gain critical workforce skills.

  • Case Study
June 2017

This report from the U.S. Chamber of Commerce Foundation and Strada Education Network profiles ten colleges and programs to examine the role that employers play in engaging institutions of higher education to better align pathways with workforce competencies.