CTE Resources

The resources included in this collection include resources from sources other than NCICTE.
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Author(s): Rod P. Githens, Fashaad L. Crawford, Timothy M. Sauer, University of Louisville
Date: Feb 2010
This report summarizes findings of an examination of online occupational programs in community colleges and the institutional, economic, and social indicators that influence the programs offered and their connection to workforce development needs. The national study of 321 randomly sampled community colleges categorizesd and inventoried specific types of online occupational programs.
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Author(s): Morgan V. Lewis, Lewis Group, Corinne Alfeld, Academy for Educational Development, Cathy Hammond, Catherine Mobley, Cairen Withington, Julia Sharp, Sam Drew, Clemson University, Samuel Stringfield, Natalie Kosine, University of Louisville , Marisa Castellano , Kirsten Sundell , Laura T. Overman , University of Louisville
Date: Jan 2010
This interim report reviews the literature on CTE initiatives that preceded POS: Tech Prep, career pathways, and dual enrollment. The report also describes three field-based longitudinal studies that examined how states are implementing programs of study and presents early observations from each study.
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Author(s): Marisa Castellano, Kirsten Sundell, Laura T. Overman, University of Louisville
Date: Jan 2010
This report describes 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. The year 1 technical report provides baseline information on the study design, site selection, and student samples.
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Author(s): Jeffrey C. Valentine, Amy S. Hirschy, University of Louisville, Chris Bremer, University of Minnesota, Walter Novillo, University of Minnesota, Marisa Castellano, Aaron Banister, University of Louisville
Date: Sep 2009
This report summarizes a meta-analysis of research on programs for youth transitioning to postsecondary education. The analysis identified transition models and programs and explored how successful transition is defined, how models and programs are evaluated, and the impact of transition models.
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Author(s): Marisa Castellano, Laura T. Overman, University of Louisville
Date: Jun 2009
This report summarizes community college initiatives to increase access to and affordability of postsecondary education, especially community college programs that lead to occupational advancement.
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Author(s): Morgan V. Lewis, Natalie R. Kosine, Laura Overman
Date: Oct 2008
This report summarizes the evidence on the effectiveness of four precursors of POS--Tech Prep, career clusters/pathways, youth apprenticeships, and dual/concurrent enrollment--and the implications of career development theory for programs of study. The report poses three questions concerning the implementation of POS and offers the authors' preliminary answers.
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Author(s): Marisa Castellano, University of Louisville, James R. Stone III, University of Minnesota, Sam Stringfield, University of Louisville, Elizabeth N. Farley-Ripple, University of Pennsylvania, Laura T. Overman, Roshan Hussain, University of Louisville
Date: Oct 2007
This report presents the results of a five-year longitudinal study that examined the effect of career-based comprehensive school reform on creating a successful high school experience and preparing youth for postsecondary education and work. The study included three feeder patterns of middle schools, high schools, and community colleges in communities with high percentages of at-risk students.
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Author(s): Catherine A. Oleksiw, Chloe C. Kremidas, Mark Johnson-Lewis, Natasha Lekes, Academy for Educational Development
Date: Oct 2007
This report inventories state policies and regulations on and financial support for noncredit occupational programming offered by community colleges. Information is organized by issues related to noncredit occupational programming and funding, such as definitions for noncredit; categories of noncredit courses; development and delivery of programming, including content standards, instructor qualifications, and noncredit-to-credit course transfer; state-level collection of noncredit programming data; state funding mechanisms for noncredit courses; and contract training.
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Author(s): Rosemarie J. Park, Stacy Ernst, University of Minnesota, Eunyoung Kim, University of Illinois at Urbana-Champaig
Date: Oct 2007
This review of research summarizes what is currently known about low-skilled adults and programs for them. It is a preliminary report for a larger project that was designed to identify exemplary community college programs that employ innovative curriculum and instructional practices to help low-skilled adults attain a family sustainable wage.
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Author(s): Marisa Castellano, University of Louisville, Linda Harrison, Sherrie Schneider, NRCCTE
Date: Oct 2007
This paper reviews the federal legislative history that supported the development of standards as a part of school accountability, including the Goals 2000 Act of 1994, which funded the creation of industry standards, and the periodic re-authorizations of the Perkins legislation that funds CTE. The two-phase project explored the progress and status of states in developing secondary CTE standards systems, and whether and how teachers are using those standards in their CTE courses.