CTE Resources

The resources included in this collection include resources from sources other than NCICTE.
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Author(s): Christopher J. Zirkle, Ph.D., Lindsey Martin, N. L. McCaslin, Ph.D., The Ohio State University
Date: Oct 2007
This report summarizes findings from a study of the requirements for CTE teacher certification and licensure in all 50 states and the District of Columbia. Requirements included education, work experience, and entry and exit tests. The study identified traditional routes to certification and licensure as well as alternative pathways for individuals from business and industry who wish to become CTE teachers.
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Author(s): Morgan V. Lewis, Donna Pearson, NRCCTE, University of Minnesota
Date: Oct 2007
This report presents the results of a follow-up study of teachers who participated in the Math-in-CTE random-assignment experiment that tested the effects of enhancing instruction in the mathematics inherent in the curricula for five occupational areas.
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Author(s): Debra D. Bragg, Christine D. Bremer, Marisa Castellano, Catherine Kirby, Ann Mavis, Donna Schaad, Judith Sunderman
Date: Oct 2007
This report describes the programs; policies; and practices, particularly curricular, institutional and support strategies, implemented to support the transition of low-skilled adults through career pathways that align with postsecondary CTE.
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Author(s): Melinda Mechur Karp, Juan Carlos Calcagno, Katherine L. Hughes, Dong Wook Jeong, Thomas R. Bailey, Community College Research Center
Date: Oct 2007
This report summarizes a study of the outcomes of dual enrollment participation for students in two large, well-established programs, one in Florida and one in New York City. The study used datasets spanning high school and college student outcomes and controlled for student characteristics, paying particular attention to the impact of dual enrollment participation on students enrolled in CTE courses of study in high school.
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Author(s): Rodney J. Merkley, George H. Johnston, University of Minnesota
Date: Aug 2007
This study examined the final program approval for new postsecondary CTE programs and program review policies and procedures for existing programs. The study inventoried state-level policies and procedures and examined how occupational standards were incorporated into approval processes. In addition, the study examined state methods to align programs with labor market needs and to incorporate articulation into state policies and procedures for program approval.
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Author(s): Corinne Alfeld, James R. Stone, III, National Research Center for Career and Technical Education, University of Minnesota, Steven R. Aragon, David M. Hansen, University of Illinois, Christopher Zirkle, James Connors, Ohio State University, Matt Spindler , SUNY Oswego , Rebecca Swinburne Romine , University of Minnesota , Hui-Jeong Woo , University of Illinois
Date: Jun 2007
This report presents the findings of a large, quasi-experimental research study of how CTSO organizations elements affect high school achievement and transition. Results for high school CTE students who participated in a CTSO were compared to outcomes for CTE students not in a CTSO and non-CTE students.
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Author(s): Natasha Lekes, Debra D. Bragg, Jane W. Loeb, Catherine A. Oleksiw, Jacob Marszalek, Margaret Brooks-LaRaviere, Rongchun Zhu, Chloe C. Kremidas, Grace Akukwe, Hyeong-Jong Lee, Lisa K. Hood
Date: May 2007
This mixed method study examined secondary student matriculation to two community colleges offering CTE transition programs through partnerships with K-12 and secondary districts. The study compared secondary CTE and non-CTE students on academic experiences, achievement, and transition into the first semester of college; and examined postsecondary CTE pathway students' transition experiences and outcomes associated with enrollment at the local community college.
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Author(s): James R. Stone, III, Corinne Alfeld, Donna Pearson, Morgan Lewis, Susan Jensen, NRCCTE, University of Minnesota
Date: Apr 2007
This report describes a research study that tested a model for enhancing mathematics instruction in high school CTE courses. A seven-element pedagogy was designed to move CTE students gradually from a contextual understanding of mathematics to a more abstract understanding such as that required on many standardized tests.
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Author(s): James R. Stone III, Corinne Alfeld, Donna Pearson, Morgan V. Lewis, Susan Jensen, NRCCTE
Date: Jun 2006
This report describes a group randomized trial (GRT) research study designed to test a model for enhancing mathematics instruction in high school CTE courses emphasizing the mathematics that is already embedded in the CTE curriculum. Read more
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Author(s): Stefanie DeLuca, Stephen Plank, Angela Estacion, Johns Hopkins University
Date: Feb 2006
This report uses the National Longitudinal Survey of Youth 1997 and its transcript component, to examine career and technical education coursetaking and participation in particular career-related programs of courses and activities for a recent cohort of youth.