CTE Resources

The resources included in this collection include resources from sources other than NCICTE.
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Author(s): Stephen Plank, Stefanie DeLuca, Angela Estacion, Johns Hopkins University
Date: Oct 2005
This study used data from the National Longitudinal Survey of Youth 1997 to examine the association between the CTE-to-academic-coursetaking ratio and the likelihood of dropping out.
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Author(s): James R. Stone, III, Corinne Alfeld, Donna Pearson, Morgan V. Lewis, Susan Jensen, NRCCTE
Date: Sep 2005
Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE Pilot Study
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Author(s): Kenneth R. Bartlett, University of Minnesota
Date: Aug 2004
This report presents a comparison of occupational certification to a 2-year community/technical college degree in terms of how each are valued and accepted in signaling expertise. The study examined cccupational certification programs in two industries-automotive (auto) service and information technology (IT)-by focusing on two occupations where well-established certification programs exist.
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Author(s): Angela D. Benson, Scott D. Johnson, Gail D. Taylor, Tod Treat, Olga N. Shinkareva, John Duncan, University of Illinois at Urbana-Champaign
Date: Aug 2004
This study explored the effectiveness of distance learning via the Internet in providing skill-based education and training to students enrolled in postsecondary CTE. The study examined student achievement in online and campus-based delivery models using a series of quasi-experimental studies.
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Author(s): Steven R. Aragon, Hui-Jeong Woo, Matthew R. Marvel, University of Illinois at Urbana-Champaign
Date: Aug 2004
This study examined the extent to which industry- and state-based skill standards are integrated into CTE community college curricula. Study findings are based on a survey of a nationally representative sample of community college CTE deans.
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Author(s): Marisa Castellano, Johns Hopkins University, James R. Stone III, University of Minnesota, Sam Stringfield, Elizabeth N. Farley, Jeffrey C. Wayman, Johns Hopkins University
Date: Jul 2004
This is the fourth annual report from a 5-year longitudinal project that examined diverse and promising programs for integrating CTE with whole-school reform in schools that serve predominantly disadvantaged students. This report analyzes student coursetaking in English and science compared to students attending demographically similar control schools that were not involved in reform efforts.
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Author(s): Brian A. Sandford, N. L. McCaslin, The Ohio State University
Date: Jan 2004
This study described the frequency of professional development activities provided to part-time occupational and technical program faculty and identified professional development needs and appropriate delivery methods.
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Author(s): James R. Stone III, Oscar A. Aliaga, NRCCTE
Date: Dec 2003
This paper examines the extent to which high school students participated in work-related education after a decade of education reform in the United States, using data from the National Longitudinal Survey of Youth 1997.
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Author(s): Marisa Castellano, Sam C. Stringfield, Johns Hopkins University, James R. Stone III, University of Minnesota, Jeffrey C. Wayman, Johns Hopkins University
Date: Nov 2003
This report provides third-year findings from a 5-year longitudinal study of diverse and promising programs for integrating CTE with whole-school reform in schools that serve predominantly disadvantaged students. This report provides early measures of academic progress and examines progress to graduation and mathematics course-taking patterns of students at CTE-enhanced schools compared to similar students at schools without such reforms.
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Author(s): Scott D. Johnson, Angela D. Benson, John Duncan, Olga N. Shinkareva, Gail Diane Taylor, Tod Treat, University of Illinois at Urbana-Champaign
Date: Oct 2003
This report examines the status and future trends of distance learning in postsecondary CTE. The study used conference calls and online technology to solicit feedback from teacher educators, state-level secondary education representatives, and tribal/racial/ethnic networks regarding critical issues facing CTE.