CTE Resources

The resources included in this collection include resources from sources other than NCICTE.
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Author(s): Marisa Castellano, Kirsten Sundell, Laura Overman, Oscar Aliaga, NRCCTE
Date: Jun 2011
This report describes early findings from a longitudinal study of student outcomes in programs of study. The study was designed to estimate the impact of POS on high school students' academic and technical outcomes and identify education and training models that may improve POS implementation.
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Author(s): Rob Shumer, Cynthia Digby, University of Minnesota
Date: Apr 2011
This report describes how six states developed programs of study, focusing on how their technical assistance systems evolved and what successes and challenges existed for them in developing POS.
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Author(s): Professional Development Joint Technical Working Group, Heather Boggs Sass, Gene Bottoms, Southern Regional Education Board, Sandra Pritz, Patricia Kelley, John Foster, Carol Hodes, NOCTI, Morgan V. Lewis, Lewis Group
Date: Mar 2011
This report describes two professional development models for improving the skills of secondary CTE teachers. The first is the Southern Regional Education Board's induction model for alternatively certified teachers. The second is NOCTI's professional development model designed to improve instruction by assisting secondary CTE teachers and administrators to interpret data from technical skill assessments.
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Author(s): Kevin M. Hollenbeck, Upjohn Institute
Date: Jan 2011
This report describes an approach for estimating rate of return for several workforce development programs in Washington state. It presents results from recent study and discusses the general concept of net impact estimation, which forms the basis of the analysis performed in the study.
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Author(s): Sandra Staklis, Steven Klein, MPR Associates, Inc.
Date: Oct 2010
This report presents an analysis of data for over 21,500 Pennsylvania high school graduates who had a CTE concentration and completed a workplace readiness or occupation-specific assessment developed by NOCTI. The report describes students' demographic, high school academic, and CTE program characteristics, and shows how many students earned an industry certification according to their program and skill level. In addition, the report presents findings from an analysis of the effect of technical skill level (as measured by a technical skill assessment or industry-recognized certification) on the odds of postsecondary enrollment following high school graduation.
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Author(s): Pradeep Kotamraju, National Research Center for Career and Technical Education, Amanda Richards, Jolene Wun, Steven G. Klein, MPR Associates, Inc.
Date: Apr 2010
This report presents the findings of a study of the feasibility of creating a voluntary, nationwide data dictionary that could be used to standardize the reporting of postsecondary accountability reporting requirements for the Carl D. Perkins Career and Technical Education Act of 2006. Variables, field codes, and programming instructions offer a framework that states can use to crosswalk data from their existing information systems into a common database format.
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Author(s): Professional Development Joint Technical Working Group
Date: Apr 2010
This report examines factors influencing professional development for secondary CTE, the kinds of learning opportunities that secondary CTE teachers need, and the projects that the National Research Center for Career and Technical Education conducted to address identified needs.
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Author(s): Travis D. Park, Laura A. Santamaria, Liz van der Mandele, Barrett L. Keene, Marissa K. Taylor, Cornell University
Date: Mar 2010
The report presents the findings of a study to determine the impact of disciplinary literacy strategies on CTE students' reading comprehension and motivation to read. The study used an experimental design with intact groups of students and teachers, randomization of class treatments, and pre- and post-testing. The interventions included the MAX Teaching (MAX) approach and the CTE Reading framework.
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Author(s): NRCCTE Curriculum Integration Workgroup, Donna Pearson, Jennifer Sawyer, University of Louisville, Travis Park, Laura Santamaria, Elizabeth van der Mandele, Barrett Keene, Marissa Taylor, Cornell University
Date: Mar 2010
This report contains a summary of findings from two curriculum integration studies: the Math-in-CTE study and the Authentic Literacy in CTE pilot study. The studies employed group-randomized trials in which teachers and their classes were randomly assigned to control and experimental groups, as well as mixed methods approaches to capture qualitative data.
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Author(s): Corinne Alfeld, Academy for Educational Development
Date: Feb 2010
This interim report presents preliminary research for a longitudinal study that identified and described "mature" POS to understand how they work and why. The study investigated how relationships between colleges and partnering high schools began and how POS are structured. The year 2 report describes the qualitative theory and method for the study:a combination of case studies and "backward mapping" and presents preliminary findings from interviews and observations across three "mature" POS sites.