Recent publications on varying CTE topics range from attainment of postsecondary credentials or degrees, workforce occupational data, principals’ educational goals, models for high-quality pre-apprenticeship programs, and more!
Increase in Undergraduate Degree Earners: The number of undergraduate credentials earned has increased to 3.7 million in 2018-19 from 3.4 million in 2012-13, reports the National Student Clearinghouse Research Center in their annual report Undergraduate Degree Earners. The 7% growth in earned credentials is comprised of a decrease in first-term degree earners and adult learners, but an increase in traditional college age graduates (24 or younger). Also, in the 2018-19 school year, 22% of all bachelor degree graduates had first earlier earned associate degrees.
Model for a High-Quality Pre-Apprenticeship Programs: The Center for Law and Social Policy (CLASP) has outlined principles for local, state and federal stakeholders to follow when developing high-quality pre-apprenticeship programs to ensure equitable opportunities for all students. The principles suggest that within pre-apprenticeship policies, programs must provide a framework of accessibility, quality, equity and opportunity for advancement in family-sustaining careers.
Principals’ Top Three Most Important Education Goals: About 36% of principals from rural or town high schools chose promoting occupational or vocational skills as one of their top educational goals. These findings are from The National Center for Education Statistics (NCES) 2015-16 National Teacher and Principal Survey which sampled public K–12 schools, principals and teachers in both traditional public schools and public charter schools. The top education goals overall according to public school principals were building basic literary skills (72%), encouraging academic excellence (69%) and promoting good work habits and self-discipline (54%).
Postsecondary Occupational Education Data for CTE Students: Approximately 73% of 2-credit CTE concentrators and 74% of 3-credit CTE concentrators who graduated in 2013 enrolled in some postsecondary education, according to a report from NCES on postsecondary occupational education for CTE concentrators. Though this number is slightly lower than those who did not participate in CTE, research shows that the postsecondary credential gap between CTE students and all other students closes within a few years. Of those CTE concentrator graduates who enrolled in postsecondary education, 70% of students had earned an occupation certificate or were still enrolled in an occupational field in 2016.
Supporting the Early Childhood Education Workforce: Support is growing around improving early childhood education (ECE) programs. To ensure high-quality programs, strengthening the ECE workforce is key, says the Education Commission of the States (ECS) in their report Strengthening the Early Childhood Education Workforce. While this workforce is critical to the success of ECE programs, professionals face challenges such as limited professional support compared to other K-12 educators. ESC recommends policy levers such as alignment and collaboration, preparation pathways, licensure and certification requirements, and ongoing professional support strengthen the ECE workforce and help overcome some of the challenges they face.
Understand Barriers to Completing a Degree: Higher Learning Advocates published a survey of postsecondary non-completers to understand the challenges that kept them from obtaining a degree. The most common barriers to completion were work demand and financial pressure. The researchers suggest three solutions: financial aid for returning adult students; satisfactory academic progress requirements; and reevaluating grant eligibility to ensure more accessibility to the grants for returning adult students.
Views on Trade Skills in High School: A new study from Harbor Freight Tools for Schools conducted by NORC Opinion Research Center at the University of Chicago, asked voters, parents and high school students in three nationally representative surveys and interviews about their views on skilled trade classes. The responses were overwhelmingly positive and found broad, bipartisan support for increased funding for skilled trade classes. The researchers highlighted three main takeaways:
- More than 8 in 10 voters agree skilled trades should be a priority.
- 8 in 10 parents think their child would be more prepared for a career with more access to skilled trades classes.
- High schools that offer skilled trades classes compared to those that do not find that students have more positive views with more exposure to these jobs.
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