Featured Announcement
As part of the White House's United State of Women Summit on gender equality issues, the U.S. Department of Education's Office of Civil Rights (OCR) and Office of Career, Technical, and Adult Education (OCTAE) have released a "Dear Colleague" letter, clarifying the legal obligations to ensure equitable access to CTE programs and providing examples of issues that may raise concerns about compliance with these obligations.
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Featured Announcement
New Report
The latest NCICTE report, Connecting Secondary Career and Technical Education and Registered Apprenticeship: A Profile of Six State Systems, includes a systematic review of the programmatic, administrative, and financial policies that six states have developed to link career and technical education and registered apprenticeship programs.
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New Report
Interactive Report
Check out the new NCICTE interactive report, State Strategies for Financing Career and Technical Education. This study draws on data collected from the NASDCTEc survey and a review of state educational agency websites and statutory language to identify whether, and if so, how states distribute categorical funds for CTE programs.
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Interactive Report
NCICTE User Accounts
The NCICTE website now offers User Accounts, which allow NCICTE users to sign up to receive information and notifications, and to customize the NCICTE website based on their interests. Sign up for an account today!
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NCICTE User Accounts
Featured Announcement
New Report
Interactive Report
NCICTE User Accounts

New Online Report

Eight-Year Postsecondary Outcomes of Career and Technical Education Students From the High School Class of 2004

This report examines the labor market outcomes of high school career and technical education (CTE) students. Using nationally representative data from the Education Longitudinal Study of 2002 (ELS:2002), the report analyzes a recent cohort of high school graduates (the class of 2004) as of 2012, eight years after they had completed high school.

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of students from the high school class of 2004 concentrated in one or more CTE fields of study.
earned at least three CTE credits but did not concentrate in a single area.