Reviewing the evidence on career and technical education

Reviewing the evidence on career and technical education
 A new report by Rachel Rosen, Mary Visher, and Katie Beal at MDRC reviews the available research evidence supporting various types of career and technical education (CTE) programs, examining both the amount of evidence available in each area and its level of rigor. The report details several CTE program types (e.g., instruction and training, apprenticeships, and readiness skills training) and provides a literature review of the available evidence to support each program type.
 
Key findings were as follows:
  • The most evidence exists for CTE course work and training. In that area, there are multiple studies suggesting that participation in CTE can improve students' outcomes. In addition, multiple studies found that career-related certificates and associate's degrees are linked to increased wages.
  • Several career pathway models, particularly career academies and early college high schools, are also supported by strong, rigorous studies that provide evidence of positive benefits for students.
  • The evidence for other models and for individual program components is weaker. The authors suggest that these models and components probably need to be evaluated further.

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