ACTE today released Defining High-quality CTE: Contemporary Perspectives on CTE Quality, the first publication in a multi-phase research project that seeks to identify and share best practices in high-quality CTE.
“High-quality career and technical education” has become a national catchphrase—in use by policymakers, practitioners and a wide variety of influential education and workforce development stakeholders. But what is high-quality CTE? To help synthesize the myriad voices that are a part of the dialogue on high-quality CTE, ACTE is embarking on a multi-step project to identify a comprehensive, research-based quality CTE program of study framework, test the framework and integrate it into our efforts to recognize and disseminate information on best practices within CTE.
Defining High-quality CTE: Contemporary Perspectives on CTE Quality examines a broad range of documents from a variety of sources, ranging from white papers and national organization positions to organizational standards and rubrics. Findings from the research indicate that these guiding frameworks mirror ongoing trends in successful CTE programs, while still containing a broad diversity of tactics for implementing high-quality CTE programs of study. This diversity of scope and structure among frameworks sets the stage for conversations to establish clarity and consistency related to high-quality CTE.
Learn more about ACTE’s high-quality CTE project at www.acteonline.org/high-qualityCTE.
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