Fully inclusive Career Technical Education (CTE) programs should not just reflect current program representation, but rather the communities where learners will
This brief, the third in this series, examines three strategies for making data an integral and beneficial part of state and institutional climates, using examples from states participating in the PDI to illustrate innovative approaches.
This brief, the fourth and final brief of the series, focuses on the data collection and reporting expectations of postsecondary CTE policymakers and administrators, under the assumption that infor
This brief addresses the importance of a unifying vision for education and workforce that draws upon and regularly uses postsecondary CTE data to measure progress and guide state policy and practice.
This brief, the second in the series, advances a theory of change that centers the learner experience in strategies to improve institutional data collection and use and strengthen college information management systems.
This report, supported by JPMorgan Chase, examines how youth policy for CTE can be modernized to support learners beyond their K-12 educational careers.
This tool, developed by workgroup members representing various state agencies, advances that any policy — be it regulatory, legislative or programmatic — related to the effective development and implementation of CPL should include and/or address five core elements.
