School Pulse Panel: The National Center for Education Statistics recently released college and career readiness data from its School Pulse Panel. Among grade 9-12 public schools in the 2024-25 school year:
- Eighty-four percent align graduation requirements with public postsecondary admissions requirements.
- Sixty-three percent include college and career milestones alongside graduation requirements.
- Sixty-five percent offer dual enrollment courses.
- On average, schools offer seven dual enrollment courses.
- Seventeen percent of students are enrolled in dual enrollment courses.
- Seventy-nine percent offer CTE programs to students.
- This is a decrease from 86% for the 2023-24 school year.
Measuring Earnings Growth by Field of Study: A report by the Urban Institute analyzed earnings up to five years after graduates finish their programs. The researchers focused on two subsets of credentials: those with low initial earnings but high earnings growth in the fifth year, and those with low initial earnings and low earnings growth in the fifth year.
The researchers found that on average, certificate and associate degree holders see an increase of $11,000 in their earnings five years after program completion. Programs above that threshold include biological and physical sciences, electrical and power transmission, criminal justice and corrections, design and radio/TV/digital communications, as well as some health care programs. On the opposite end, fields of studies that see the smallest increase in earnings include medical assisting and cosmetology.
The researchers also note that quality assurance policies that only measure the first year of earnings after program completion may hinder programs that take time for earnings to increase. Thus, policymakers should carefully consider how to implement quality assurance policies for specific degree pathways.
Promise and Progress in High School Work-based Learning: A report by American Student Assistance and Bellwether examined work-based learning initiatives in 10 different states, studying how each state has approached strengthening their programs since a 2021 report that analyzed work-based learning policies nationwide.
The researchers found that the states studied have expanded work-based learning opportunities for underserved students, strengthened collaboration between state agencies, and evaluated programs to identify areas that need improvement. However, states have also struggled significantly with transportation in rural areas, hiring additional staff to support students and businesses, expanding business partnerships, and building high-quality data infrastructure.
The report also dives into the 10 state’s various initiatives. For example, Louisiana included work-based learning as part of its school accountability ratings, education and workforce agencies in North Carolina are scaling apprenticeship opportunities, and the Blueprint for Maryland’s Future has ignited a series of work-based learning initiatives in the state.
Examining Short-term Credentials and Student Outcomes in Indiana: A study conducted by the RAND Corporation examines the short-term credential landscape in Indiana, mainly which for-credit certificates are being earned and by whom, the stacking of credentials and earnings outcomes.
The researchers made several key findings:
- Certificates earned grew from 3,888 in 2010 to over 25,000 in 2021. High school students contributed considerably to this growth.
- The racial/ethnic composition of credential holders is similar to the state’s composition of high school graduates.
- Most certificate holders (70%) stacked credentials within three years of earning their initial certificate.
- Most certificate holders who stacked credentials earned a degree.
- Women and Black certificate holders were less likely to stack.
- Certificate holders earned 20% more in quarterly earnings on average – about $4,700 more per year.
- Health care and long-term certificates had the largest gains.
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