uaetodaynews.com — What Makes Some CTE Programs Great While Others Fall Short? – The 74
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Across the country, career and technical education is reshaping ideas of what high school should be, and momentum continues to build. Enrollment is rising, states are investing heavily and politicians on both sides of the aisle see CTE as a practical way to prepare students for good jobs in a changing economy, without requiring them to take on more education debt than necessary. As a result, states are now incorporating CTE measures into their accountability systems, signaling that success after high school isn’t measured solely by test scores or four-year college enrollment.
On the surface, this is good news. Today’s CTE looks nothing like the “vocational ed” of the past. Students are earning credentials and college credits in fields like health sciences, IT, engineering, and advanced manufacturing. And the results are clear: Rigorous studies show that high-quality CTE increases graduation rates, boosts college enrollment and improves access to well-paying jobs, whether it’s after college or in a skilled trade.
But beneath the headline numbers lies a harder truth: In too many places, CTE remains a loose set of electives with little structure or alignment to industry standards. Courses may look modern, such as “Intro to Business,” but without clear pathways or rigorous content, they rarely lead to meaningful skills, credentials or good jobs. Much like other “evidence-based” initiatives, how a program is structured matters much more than whether or not it is offered.
The danger of low-quality CTE is that it risks giving a false sense of progress. Labeling courses “career-ready” doesn’t make them so. Worse, inequities creep in if students are steered into career tracks with weaker labor market returns. And we’ve seen this film before: In the 1960s, federal vocational education bills promised to reduce inequality but by the 1980s, it was clear that the system had too often reinforced tracking, essentially segregating some students from rigorous academic coursework. Without high standards and greater accountability, low-quality CTE risks repeating that history.
So, what distinguishes CTE programs that truly pay off from those that don’t? By studying models that have demonstrated success, we can identify the features that should be scaled across more schools. A new EdResearch for Action brief does exactly this, looking across the existing research to identify clear lessons about what makes CTE programs high-quality.
The strongest CTE programs offer structured, sequenced pathways, not a few disconnected electives. Students who take at least three aligned courses in a single career area consistently fare better than those who take standalone courses. Benefits accrue to these students in the form of higher graduation rates, as well as either higher college enrollment or stronger earnings. High-quality programs also make work-based learning a core feature rather than an afterthought. Well-designed internships, apprenticeships and employer-linked projects give students the kind of hands-on experience that builds both confidence and skills.
Just as important are partnerships with employers and with colleges. Industry partners ensure students are learning on up-to-date equipment and tackling relevant problems; higher education partners create early-credit opportunities and smooth transitions into degree programs. The most effective programs also recruit teachers with real-world experience, valuing practical expertise as much as traditional certification.
Finally, equity must be a design principle, not an afterthought. Schools should make sure CTE courses fit within students’ schedules, expand access to underrepresented groups, and track participation and outcomes to identify gaps. After all, the promise of CTE is not simply to prepare some students for good jobs but to ensure every student can connect learning to opportunity.
Nebraska is taking a bold approach in rural communities with its reVISION initiative.
Rather than leaving small districts to build programs in isolation, the state requires each district to conduct a data-driven needs assessment and supports regional collaboration through reVISION Action Grants. Districts then pool resources, staff and industry partnerships to design stronger, more equitable programs.
The result: regional CTE hubs, mobile labs, and virtual courses that bring specialized programs like cybersecurity to even the most remote towns. By embedding collaboration and workforce alignment into state policy, Nebraska shows how geography doesn’t have to limit opportunity.
Washington state is rethinking who can teach CTE through its Business & Industry (B&I) pathway, which allows skilled professionals with substantial industry experience to get certified without a bachelor’s degree. Candidates complete a streamlined pedagogy program, making it easier for industry experts to transition into classrooms. This approach maintains instructional training requirements and expands and diversifies the CTE teacher pipeline so that students learn from educators who know both their craft and how to teach it.
Ultimately, high-quality CTE is tied to real-world experiences that are hard to measure, vary across states, and available data provide only a partial picture. The federal government has a key role to play in tracking the results of these programs. Yet the latest proposal from the federal government would scale back what little we already collect, making it even harder to identify high-quality programs.
If Washington is serious about preparing students for good jobs, it should strengthen, not shrink, its role in collecting and sharing useful data. We lack the equivalent of a “Nation’s Report Card” for career readiness: common, rigorous measures that show which programs align with labor-market needs and promote economic opportunity. Without stronger data and federal leadership, CTE risks becoming a black box: highly visible in name but opaque in impact.
To deliver on the promise of CTE, we cannot settle for programs that look good on paper but fail to prepare students for real opportunity. Every student needs access to a rigorous program connected to postsecondary education and local workforce needs. That’s not the case today, but it can be, if leaders prioritize quality and equity in every CTE investment they make.
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Disclaimer: This news article has been republished exactly as it appeared on its original source, without any modification.
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Author: Hannah C. Kistler and Shaun M. Dougherty and Christina Claiborne
Published on: 2025-10-27 20:30:00
Source: www.the74million.org
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Sign up for The 74 Newslettern n n n nAcross the country, career and technical education is reshaping ideas of what high school should be, and momentum continues to build. Enrollment is rising, states are investing heavily and politicians on both sides of the aisle see CTE as a practical way to prepare students for good jobs in a changing economy, without requiring them to take on more education debt than necessary. As a result, states are now incorporating CTE measures into their accountability systems, signaling that success after high school isn’t measured solely by test scores or four-year college enrollment. nnnnOn the surface, this is good news. Today’s CTE looks nothing like the “vocational ed” of the past. Students are earning credentials and college credits in fields like health sciences, IT, engineering, and advanced manufacturing. And the results are clear: Rigorous studies show that high-quality CTE increases graduation rates, boosts college enrollment and improves access to well-paying jobs, whether it’s after college or in a skilled trade.nnnnnnnnBut beneath the headline numbers lies a harder truth: In too many places, CTE remains a loose set of electives with little structure or alignment to industry standards. Courses may look modern, such as “Intro to Business,” but without clear pathways or rigorous content, they rarely lead to meaningful skills, credentials or good jobs. Much like other “evidence-based” initiatives, how a program is structured matters much more than whether or not it is offered.nnnnThe danger of low-quality CTE is that it risks giving a false sense of progress. Labeling courses “career-ready” doesn’t make them so. Worse, inequities creep in if students are steered into career tracks with weaker labor market returns. And we’ve seen this film before: In the 1960s, federal vocational education bills promised to reduce inequality but by the 1980s, it was clear that the system had too often reinforced tracking, essentially segregating some students from rigorous academic coursework. Without high standards and greater accountability, low-quality CTE risks repeating that history.nnnnRelatedNew Report Reveals the Struggle Worldwide to Prepare Young People for WorknnnnSo, what distinguishes CTE programs that truly pay off from those that don’t? By studying models that have demonstrated success, we can identify the features that should be scaled across more schools. A new EdResearch for Action brief does exactly this, looking across the existing research to identify clear lessons about what makes CTE programs high-quality.nnnnThe strongest CTE programs offer structured, sequenced pathways, not a few disconnected electives. Students who take at least three aligned courses in a single career area consistently fare better than those who take standalone courses. Benefits accrue to these students in the form of higher graduation rates, as well as either higher college enrollment or stronger earnings. High-quality programs also make work-based learning a core feature rather than an afterthought. Well-designed internships, apprenticeships and employer-linked projects give students the kind of hands-on experience that builds both confidence and skills.nnnnJust as important are partnerships with employers and with colleges. Industry partners ensure students are learning on up-to-date equipment and tackling relevant problems; higher education partners create early-credit opportunities and smooth transitions into degree programs. The most effective programs also recruit teachers with real-world experience, valuing practical expertise as much as traditional certification.nnnnFinally, equity must be a design principle, not an afterthought. Schools should make sure CTE courses fit within students’ schedules, expand access to underrepresented groups, and track participation and outcomes to identify gaps. After all, the promise of CTE is not simply to prepare some students for good jobs but to ensure every student can connect learning to opportunity.nnnnNebraska is taking a bold approach in rural communities with its reVISION initiative. nnnnRather than leaving small districts to build programs in isolation, the state requires each district to conduct a data-driven needs assessment and supports regional collaboration through reVISION Action Grants. Districts then pool resources, staff and industry partnerships to design stronger, more equitable programs. nnnnThe result: regional CTE hubs, mobile labs, and virtual courses that bring specialized programs like cybersecurity to even the most remote towns. By embedding collaboration and workforce alignment into state policy, Nebraska shows how geography doesn’t have to limit opportunity.nnnnWashington state is rethinking who can teach CTE through its Business & Industry (B&I) pathway, which allows skilled professionals with substantial industry experience to get certified without a bachelor’s degree. Candidates complete a streamlined pedagogy program, making it easier for industry experts to transition into classrooms. This approach maintains instructional training requirements and expands and diversifies the CTE teacher pipeline so that students learn from educators who know both their craft and how to teach it.nnnnUltimately, high-quality CTE is tied to real-world experiences that are hard to measure, vary across states, and available data provide only a partial picture. The federal government has a key role to play in tracking the results of these programs. Yet the latest proposal from the federal government would scale back what little we already collect, making it even harder to identify high-quality programs. nnnnRelatedWith Welding Tools and a Time Clock, Giving New Mexico Kids Leg Up on the FuturennnnIf Washington is serious about preparing students for good jobs, it should strengthen, not shrink, its role in collecting and sharing useful data. We lack the equivalent of a “Nation’s Report Card” for career readiness: common, rigorous measures that show which programs align with labor-market needs and promote economic opportunity. Without stronger data and federal leadership, CTE risks becoming a black box: highly visible in name but opaque in impact.nnnnTo deliver on the promise of CTE, we cannot settle for programs that look good on paper but fail to prepare students for real opportunity. Every student needs access to a rigorous program connected to postsecondary education and local workforce needs. That’s not the case today, but it can be, if leaders prioritize quality and equity in every CTE investment they make.nn n n n Did you use this article in your work?rnWe’d love to hear how The 74’s reporting is helping educators, researchers, and policymakers. Tell us hown n n !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function(){n.callMethod?n n.callMethod.apply(n,arguments):n.queue.push(arguments)};if(!f._fbq)f._fbq=n;n n.push=n;n.loaded=!0;n.version=’2.0′;n.queue=();t=b.createElement(e);t.async=!0;n t.src=v;s=b.getElementsByTagName(e)(0);s.parentNode.insertBefore(t,s)}(window,n document,’script’,’https://connect.facebook.net/en_US/fbevents.js’);n fbq(‘init’, ‘626037510879173’); // 626037510879173n fbq(‘track’, ‘PageView’);n rnDisclaimer: This news article has been republished exactly as it appeared on its original source, without any modification. rnWe do not take any responsibility for its content, which remains solely the responsibility of the original publisher.rnrnAuthor: Hannah C. Kistler and Shaun M. Dougherty and Christina ClaibornernPublished on: 2025-10-27 20:30:00rnSource: www.the74million.orgrnn”,”publisher”:{“@id”:”#Publisher”,”@type”:”Organization”,”name”:”uaetodaynews”,”logo”:{“@type”:”ImageObject”,”url”:”https://uaetodaynews.com/wp-content/uploads/2025/09/images-e1759081190269.png”},”sameAs”:[“https://www.facebook.com/uaetodaynewscom”,”https://www.pinterest.com/uaetodaynews/”,”https://www.instagram.com/uaetoday_news_com/”]},”sourceOrganization”:{“@id”:”#Publisher”},”copyrightHolder”:{“@id”:”#Publisher”},”mainEntityOfPage”:{“@type”:”WebPage”,”@id”:”https://uaetodaynews.com/what-makes-some-cte-programs-great-while-others-fall-short-the-74/”,”breadcrumb”:{“@id”:”#Breadcrumb”}},”author”:{“@type”:”Person”,”name”:”uaetodaynews”,”url”:”https://uaetodaynews.com/author/arabsongmedia-net/”},”image”:{“@type”:”ImageObject”,”url”:”https://i0.wp.com/uaetodaynews.com/wp-content/uploads/2025/10/cte-best-practices-825×495.jpg?fit=825%2C495&ssl=1″,”width”:1200,”height”:495}}
Disclaimer: This news article has been republished exactly as it appeared on its original source, without any modification.
We do not take any responsibility for its content, which remains solely the responsibility of the original publisher.
Author: uaetodaynews
Published on: 2025-10-27 17:06:00
Source: uaetodaynews.com
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