This report from Asia Society, Longview Foundation, ACTE and Advance CTE discusses the importance of including global skills and perspectives into high-quality CTE. It includes examples for educators and policymakers who wish to integrate global competencies into CTE classrooms.
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.
Washington’s Student Achievement Initiative (SAI) utilizes a point-based system to measure student progress and achievement and allocates state funds to institutions according to their performance. The objective is to prioritize student success over enrollment.
Washington State created Direct Transfers Agreements (DTA) across all public colleges. This guarantees that a student who obtains a DTA associate degree from a public community or technical college will have completed the core requirements of a public four-year institution.
This report from the Data Quality Campaign and the Workforce Data Quality Campaign examines strategies to facilitate K-12 and workforce data linkages.
This resource from Advance CTE examines Washington, Arkansas and Maryland’s digital approaches to educating, informing and building relationships with CTE learners.
This interactive resource describes strategies community colleges can use for systems change and core principles guiding systems change efforts.
The report, developed by the Partnership to Advance Youth Apprenticeship's (PAYA) Data Quality workgroup, addresses the most urgent youth apprenticeship data quality challenges and describes the roles that different stakeholders can play in improving the quality and use of data.
This resource by Credential Engine recommends actions states can take to increase credential transparency. Credential transparency ensures that learners, education leaders, and the business community have the information they need to make informed decisions.
Learners with disabilities stand to strongly benefit from participation in CTE when programs are designed to support their needs. Maximizing these outcomes requires states to elevate one-time touchpoints with stakeholders supporting learners with disabilities into strategic cross-sector partnerships.
