CTE Resources

The resources included in this collection include resources from sources other than NCICTE.
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Author(s): Ben Dalton , Karen Charles , Steven G. Klein , Laura G. Knapp
Date: Aug 2016
The U.S. Department of Education's Office of Career, Technical, and Adult Education, (OCTAE) offers guidance and resources to promote the evolution of career and technical education (CTE) policy and practice and to expand student access to quality programs. To support OCTAE in establishing a research and evaluation agenda to guide its future investments, the National Center for Innovation in Career and Technical Education (NCICTE) convened federal officials, nationally recognized experts, and representatives of CTE stakeholder groups for a meeting on May 28, 2015, in Washington, D.C. This report documents and synthesizes the topics discussed, research questions suggested, and priorities for research and evaluation that emerged from the meeting.
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Author(s): Sandra Staklis , Steve Klein
Date: Dec 2014
This report describes the prevalence of Title I consortia under Perkins IV, examines the characteristics of these entities, and explores whether and how they promote collaboration between and across secondary and postsecondary educational levels.
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Author(s): Laura Rasmussen Foster , Steve Klein , Barbara Elliott
Date: Nov 2014
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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Author(s): Andrea R. Sykes , Mary A. Szuplat , Cynthia G. Decker
Date: Sep 2014
This report explores the types of data collected at a state level on noncredit programs and industry-recognized certificates, and whether such data can be used to understand how all types of CTE credentials are preparing students for the workforce.
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Author(s): Corinne Alfeld , Sharika Bhattacharya
Date: Mar 2013
This report presents the final results of a mixed-method longitudinal study that used a backward-mapping approach to examine mature, POS-like programs at three community colleges and their feeder high schools across the country. This study is part of the NRCCTE's portfolio of groundbreaking longitudinal research on POS in the United States.
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Author(s): Corinne Alfeld , Ivan Charner , Lisa Johnson , Eric Watts , FHI 360 , National Institute for Work and Learning
Date: Feb 2013
This report provides a conceptual base for work-based learning (WBL), a strategy that helps students apply academic and technical skills and develop employability skills. WBL has been identified as an important issue for state and local program reform and implementation, but there is a need to better understand WBL as part of secondary CTE programs.
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Author(s): Gene Bottoms , Paula Egelson , Heather Sass , John Uhn , Southern Regional Education Board
Date: Jan 2013
This report presents the results of the NRCCTE's five-year collaboration with SREB to develop an induction model for new CTE teachers pursuing an alternative route to certification that increases their competence, self-efficacy, and retention.
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Author(s): Oscar A. Aliaga, Pradeep Kotamraju, James R. Stone III
Date: Oct 2012
This report describes a framework for categorizing high school students who participate in CTE. The authors tested the validity of the framework by comparing it to a dichotomous approach to defining students: vocational versus academic. The analysis used data from the Education Longitudinal Study of 2002, collected by the National Center for Education Statistics.
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Author(s): Pradeep Kotamraju, NRCCTE, Bruce Steuernagel, NASDCTEc
Date: Oct 2012
This final report describes the process used to revise Perkins crosswalk tables that connect Classification of Instructional Program (CIP) codes, Standard Occupational Classification (SOC) codes, Career Clusters, and Career Pathways.
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Author(s): Pradeep Kotamraju, NRCCTE, Bruce Steuernagel, Dean Folkers, NASDCTEc
Date: Oct 2012
This webinar describes the Crosswalk Validation Project and the rationale for a validated crosswalk when developing and implementing programs of study, career pathways, or career preparation areas. Panelists explained how state and local education agencies can use the crosswalks to link career guidance and meet Perkins accountability requirements.
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