CTE Policy Watch: A blog for CTE advocates

Research Roundup: Undergraduate Credentials and Outcomes, Transfer Data, Student Aptitude and Interest in Careers

Which Community College Awards Are Likely to Prepare Students for Post-completion Success?:  This report and data dashboard from the Community College Research Center examines a variety of community college awards to see which are leading students into high-demand, high-wage careers or to transfer to a bachelor’s degree program.

The researchers found that 56% of community college credentials awarded in 2022-23 were workforce/career-technical credentials, programs aimed at leading students to high-wage careers. Among workforce-focused associate degrees, more than three-quarters are associated with median earnings at or above a living wage two years after completion. Similarly, more than three-quarters of workforce-focused credentials at the certificate level also lead to median earnings at or above a living wage within two years of completion. 

Fields such as nursing, computer and information technology, and engineering technology lead to some of the highest-paying careers; however, women, Hispanic and Black workers remain underrepresented in many of these fields. 

Undergraduate Credential Data: Recent data released by the National Student Clearinghouse Research Center focuses on undergraduate credential attainment across the nation. Key takeaways include: 

• Of the 3.2 million learners that earned an undergraduate credential in 2023-24, 58.8% earned a bachelor’s degree, 25.1% earned an associate degree and 16.1% earned an undergraduate certificate. 
• Although the percentage of learners who received associate degrees declined slightly from the previous academic year (-0.9%), this was the smallest decline yet since 2021-22.  
• The number of first-time certificate earners has been increasing dramatically, reaching 10-year highs across nearly all types of postsecondary institutions. Compared to the previous academic year, the percentage of first-time certificate earners rose by 12.6%.  
• Certificate attainment grew for men and women, but more for men (11.6% compared to 9.7%). Women’s rate of associate degree completion continued to decline, while the number of male associate degree earners has stabilized.   
• Certificate attainment for first-time Black and Hispanic students is outpacing attainment for learners from other racial and ethnic groups. 
• Fields that saw the most growth in first-time certificate attainment were primarily trades-related, such as precision production (+13.9%) and construction trades (+16.1%).  

A National Look at Unfilled Jobs and Unmatched Student Potential: A report from YouScience compares middle and high school students’ aptitudes (where students are likely to thrive) versus their interests in specific Career Clusters.  

The researchers found that, for all Clusters, there were significant gaps between students’ aptitude and interest. Some Clusters, such as Education and Training, have a significantly larger proportion of students expressing interest than aptitude while others, such as Health Science, have more students expressing aptitude than interest.  

The analysis also examined gaps between students showing aptitude and students showing both aptitude and interest, with findings ranging from a gap of 12% in Architecture and Construction to a gap of 28% in Health Science. This research highlights the need for CTE programs to carefully consider how they introduce and expose students to different career pathways.  

The Transfer Playbook: A new guide from the Community College Research Center and the Aspen Institute provides community college and university leaders guidance on improving transfer and bachelor’s degree attainment rates for community college students. The research team compiled data and case studies from transfer partnerships: community colleges and universities with high transfer and degree attainment rates. 

The research team identified three effective strategies: 

• Instituting student-centered reforms, including expanding partnerships to address local workforce needs and investing in staff focused on supporting transfer students and policies. For instance, Northern Virginia Community College and George Mason University admit thousands of students into each college simultaneously while also providing wraparound supports and aligning programs to high-wage careers. 
• Offering adjustable four-year course sequences, tailored education plans that account for work and family responsibilities, and faculty guidance to support transfer students. Tallahassee State College integrates transfer maps into class registration and degree planning processes. 
• Providing quality advising experiences on transfer policies and alignment with career goals. The University of North Texas schedules mandatory advising sessions for transfer students to ensure they are aware of school resources and understand their pathways to earning a degree. 

Research Roundup: Community and Technical Colleges

In honor of April being Community College Month, we will be highlighting some recent community and technical college research for this and the next Research Roundup. 

Three-year Findings from the Viking ROADS Demonstration: A recent study by MDRC examined the Viking Resources for Obtaining Associate Degrees and Success (Viking ROADS) initiative at Westchester Community College in New York, which launched in 2018 and provides full-time students with counseling, career and tutoring services; financial aid; and specialized enrollment options, such as reserved seats in courses.

Students were randomly assigned into either the initiative or a control group. Although much of Viking ROADS took place during the COVID-19 pandemic, researchers found that students engaged had a 12-percentage-point higher graduation rate. Credit attainment also rose – at its peak, students in the initiative were earning 4.3 more credits compared to control group students. Strikingly, among students who earned 60 or more credits (the amount needed to graduate), only 70% of control group students earned their degree compared to 84% of Viking ROADS students. 

Community College Student Trends: A research brief from CompTIA analyzed community college student attitudes on the job market, career pathways and related topics. The researchers surveyed 462 community college students nationwide and found the following: 

• About two-thirds of students report feeling generally positive about the job market after graduation, but 44% of students have economic anxiety. 
• Nearly half of the students report that their academic programs either require (24%) or recommend (24%) attaining an industry-recognized credential. 
• In addition, 81% of students believe that industry-recognized credentials help them advance their careers. 
• For students earning a credential as part of their program, 96% report advancing a step ahead in their career readiness; 46% said they advanced multiple steps ahead. 
• The majority of students ranked many digital skills as important across all careers, such as digital fluency (82%), data and analytics (79%), and IT/cloud/cybersecurity (67%), while 70% of students are working on improving their AI career readiness.  

Promoting Motivation and Learning in Online Courses: A report from the Postsecondary Teaching with Technology Collaborative and the Community College Research Center evaluated student engagement and self-directed learning (SDL) skills in online STEM courses. Students from nine broad-access institutions, including seven community colleges, were interviewed about their experiences. 

The researchers categorized their findings into four categories: 

• Peer and faculty interactions motivate students, but these interactions in online learning can be scarce and lead to isolation. Specific interactions that built confidence in students include listening to questions on course content from peers and attending optional synchronous sessions held by faculty. 
• Students want more help as they develop their applied learning skills (such as setting goals and taking notes).  A few students mentioned that direct guidance from their professors – such as weekly emails on upcoming deadlines/strategies to use – were extremely helpful. 
• Students face barriers when seeking help in online courses, including fears of being perceived as unprepared. Students with engaging professors felt more comfortable asking for help. 
• Many students develop their SDL skills from previous experiences and perseverance, citing their families and communities as inspiration for them to complete college. 

The researchers end with recommendations to faculty, such as prioritizing interactions with and between students and providing additional assistance in navigating course resources. 

Governors Reshaping Workforce Development: A report from the Project on Workforce and the National Governors Association examined how governors are utilizing WIOA and similar policies to implement workforce development strategies. The researchers conducted interviews and surveys with workforce development policymakers and workforce administrators across 34 states. 

The researchers noted several overall findings: 

• Workforce governance structures have been facing major shifts in many states, with governors focusing more on workforce policy within their offices and states merging or realigning roles in state workforce agencies. For instance, in 2018, Alabama created the Governor’s Office of Education and Workforce Transformation. 
• WIOA planning by states is often stakeholder driven, such as Maine’s Economic Development Strategy, which provides a framework for collaboration between public and private entities. However, some states find such planning too burdensome. 
• Owing to limitations in WIOA funding streams, states are getting creative in finding funding for workforce development. Governor’s WIOA Reserve Funds and Pell Grants are some sources that states report using. 
• Policies aimed at supporting workers are helping states boost their workforce. States often target specific populations, such as youth in CTE programs or individuals with disabilities. 

Building AI Resilient CTE Pipelines

As AI technologies rapidly evolve, there is a clear need for the CTE community to better understand how AI will impact the world of work and future career opportunities for students. ACTE is working with the Education Research & Opportunity Center at the University of Tennessee Knoxville, along with Advance CTE and the Tennessee Board of Regents, on a project to better understand how developments in AI have the potential to impact CTE programs, particularly at the postsecondary level, and help CTE leaders respond to these developments. The project is funded by the ECMC Foundation.

The first phase of the project involves a landscape scan to identify how AI is impacting various careers. The first report was recently released, Fostering AI-Ready Building & Moving CTE Pipelines: Implications for Policy, Practice & Research, and will be followed by reports on each of the other Career Cluster® groupings.

This first report examines how AI is impacting careers in the Supply Chain & Transportation, Advanced Manufacturing, and Construction Clusters. While on the surface, these career areas might seem less prone to changes due to AI advances, there are still significant impacts. Careers in these areas have already begun to see “disruptive applications” of AI, for things like route optimization, warehouse automation, safety enhancement and quality control, on site fabrication, and even routine construction tasks. The report provides in-depth analysis of the occupations in these Clusters and their relative AI exposure, as well as how routine individual tasks are within the occupations. It concludes with recommendations for CTE providers, industry partner and policymakers.  

Research Roundup: College and Career Readiness, Work-based Learning, Earnings Growth, Short-term Credentials

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. 

Research Roundup: Credentials of Value, Transfer Data, High School Pathways Maps

Before jumping into our regular roundup of research and data resources relevant to CTE, ACTE would like to share our concern about the recent U.S. Department of Education cancellation of research contracts as well as the reduction in force that appears to essentially eliminate all functions at the Institute of Education Sciences and National Center for Education Statistics, halting critical research and data collection. Read more in our joint statement with Advance CTE. 

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Credentials of Value: The Lumina Foundation recently launched a new national goal they aim to achieve: By 2040, 75% of adults in America will have a credential of value that leads to economic prosperity. Lumina defines a credential of value as a post-high school credential that leads to a career paying 15% more than the national median salary for a high school graduate.

As part of this new goal, Lumina published a data dashboard monitoring the progress of the nation and states in reaching the 75% threshold. As of 2023, 44.1% of adults aged 25-64 in the workforce have a credential of value, including bachelor’s degrees (18%), graduate degrees (13.2%), short-term credentials (7.7%) and associate degrees (5.2%). States and territories have varying percentages of adults with a credential of value, ranging from 22.5% in Puerto Rico’s to 70.4% in Washington, DC. 

The findings, which can be disaggregated by age as well as by race/ethnicity, highlight the benefits of adults earning a post-high school credential while also underscoring disparities. 

Transfer Enrollment and Pathways: The National Student Clearinghouse recently released data on transfer enrollment for the fall 2024 semester: 

• Returning transfer students made up the majority of transfer enrollment (52%), driven by higher growth rates among those transferring after temporarily exiting postsecondary education.
• Although community college enrollment is still below pre-pandemic levels, this sector has gained the most transfer enrollment since fall 2020 (+13.5%). 
• Students from two-year schools with a high vocational focus made up a larger share of two-to-four-year transfers in fall 2024 than the year prior (+6.5%). 
• Two-thirds of transfer students changed their major. 
• Increasing numbers of students transferred into business and health majors compared to fall 2023 (+5.8% and +12.6%, respectively).  
• Black (+8.3%) and Hispanic (+4.4%) students saw the largest increase in transfers since fall 2023; white students were the only racial/ethnic group with decreasing transfer rates (-1.3%). 

Beyond Transfer: Insights from a Survey of American Adults: Public Agenda has released the results of a survey they conducted to better understand Americans’ experiences with transferring postsecondary credits between schools and their perceptions of obstacles toward earning a degree. The survey was completed by 3,077 adult Americans across the country. 

The survey yielded several important findings: 

• A quarter of respondents who attempted to transfer credits report that they were able to transfer only a few or none of their credits.  
• Thirty-seven percent of respondents reported the credit transfer process to be difficult. 
• Twenty percent of respondents had to retake a course they had already completed. 
• A higher percentage of white respondents compared to Black or Latino respondents say they successfully transferred all or most of their credits, and more white respondents found the transfer process easy than students from other racial/ethnic groups.  

Mapping a Path from High School to Success: A report by Education Strategy Group examines various nursing, cybersecurity and mechatronics pathways to identify trends and best practices. 

Across all three pathways, researchers found that most maps included clear outcomes and stackable credentials. The pathway maps also rely heavily on local contexts, such as taking transportation into consideration. Messaging varied from easily understandable maps to complex maps that were confusing. Finally, the researchers noted potential implications for accessibility as some maps impose GPA restrictions, age cut-offs and other requirements that may hinder a student’s access to a pathway. 

The researchers also shared findings and recommendations by pathway: 

• Nursing: Most course maps follow very similar course sequences even while considering local contexts, meaning that programs may be able to build off other programs’ maps.  
• Cybersecurity: Researchers found that the maps were often narrowly focused on obtaining credentials in cybersecurity, not branching out into how cybersecurity can be paired with other IT-related career paths. 
• Mechatronics: Maps should explain in plain language what mechatronics is, how it differs from past manufacturing jobs, and what careers it can lead to today. 

Research Roundup: Short-term Credentials, Community College Economic Mobility, Business and Higher Education, CPL for Older Adults and Veterans

State Approaches to Short-term Postsecondary Credentials: A recent report from the Western Interstate Commission for Higher Education discusses how states have been investing in and overseeing short-term credentials, highlighting existing challenges and gaps in state policies.

The report identifies several different policy levers, such as state financial aid and quality standards, and describes why these levers are critical to quality in short-term postsecondary credentials. The publication also shares state initiatives and resources that states can draw upon to improve their work. Recommendations are also made for future research, such as the impact of artificial intelligence or student definitions of success, and areas for state policy building like data collection and student education and career navigation.   

Community Colleges Advancing Economic Mobility: The Project on Workforce at Harvard University and the Education Design Lab released a report examining how community colleges are utilizing labor market information (LMI) and emerging technologies, such as generative AI, to improve the economic outcomes of underserved students. Researchers studied four minority-serving community colleges and identified promising practices at each institution. 

While each college has unique programs and areas of focus, several trends did emerge across the colleges, including the important role and limitations of LMI as well as the growing role of data dashboards and career coaching platforms. The findings also suggest that other tools like campus communications systems and case management software can help cash-strapped institutions streamline their work. 

Forging Partnerships to Align Education and Industry for the Workforce of Tomorrow: A report from the Business-Higher Education Forum discusses skill shortages and challenges identified by workforce and education leaders alongside the need for stronger partnerships between business and higher education. 

Sixty-two percent of employers reported that their industry faces challenges when seeking out the talent with skills needed for today’s workplace. Employers also reported significant disconnects in three general areas of skills: 

• Durable Skills: Sixty-two percent of employers report difficulty with finding entry-level candidates proficient in durable skills like teamwork and communication. 
• Business Skills: Sixty-five percent of employers struggle finding candidates with digital literacy and data proficiency skills. 
• Technical Skills: Sixty-six percent of employers struggle with finding technical skills talent for current and growing roles. 

The report ends with recommendations for overcoming challenges in forming and maintaining partnerships between businesses and higher education institutions. They include establishing a consensus on skills definitions, improving methods of assessing skills and being transparent on goals. 

How Credit for Prior Learning Can Help Older Adults and Veterans: A report by the Council for Adult and Experimental Learning (CAEL) and the American Association of Retired Persons (AARP) explains why postsecondary institutions should take more action in developing CPL policies for older adults and veterans. Older adults often need to upskill for job security and growth, and with the U.S. military providing significant educational and work opportunities, it is important that postsecondary institutions consider how adults and veterans can translate their experiences for credit. 

Researchers analyzed data from more than 230,000 adult learners at 72 postsecondary institutions and found that 43% of service members (active military and veterans) utilized CPL policies to some degree, compared to 3% for civilians. Adult learners who engaged in CPL completed their degrees faster and had higher retention and completion rates compared to adults that did not. CPL also saved students a significant amount of money and time: $1,500 to $10,200, depending on the sector, and 9-14 months of time for students who earned 12 or more CPL credits. These findings support previous research by CAEL, which found that service members with CPL credits had higher completion rates than veterans without CPL credits. 

State Policies Impacting CTE: 2024 Year in Review

ACTE and Advance CTE have released the 12th annual State Policies Impacting CTE: 2024 Year in Review report, compiling CTE policy trends at the state level to highlight advancements in the field.

Of the 46 states in session in 2024, 40 states enacted 152 policies affecting CTE and career readiness, including legislation, executive orders and budget provisions. Thirty-seven more policies were enacted in 2024 compared to the prior year. 

In addition to the report, which addresses trends and highlights across state policy, the companion State Policy Tracker is also updated and available to view. The tracker includes legislative, budget and executive actions connected to CTE since 2013! 

Policymakers, as well as state and local leaders connected to CTE, can see policy trends over time and explore past and present CTE policies that could be replicated to support learners and their communities. This resource empowers leaders to build on current innovations, advocate for effective policies and drive positive change in CTE. 

Make sure to also register for the upcoming Year in Review webinar! The webinar on February 27 from 3-4 p.m. ET will provide an overview of the Year in Review report. In addition, we are excited to dive deeper into CTE policy in Indiana, with Anthony Harl, Indiana’s State CTE Director, and Kandy Smitha, Indiana ACTE’s Executive Director. 

Research Roundup: Apprenticeships, State of the Nation, Broad-access Institutions, Career Pathways

Apprenticeship Fact Sheets: The Department of Labor’s Office of Apprenticeship recently updated their fact sheets on apprenticeships. These fact sheets cover a wide range of industries, learner groups such as veterans, initiatives by the office and more. For example, the “Explore Registered Apprenticeship” fact sheet notes that 94% of apprentices who complete a Registered Apprenticeship program remain employed and earn a yearly average salary of $84,000.

State of the Nation Report: The State of the Nation Project, a bipartisan group comprised of policy experts from various organizations, recently published their State of the Nation report. The report evaluates the United States' progress across several key areas, comparing current performance with historical trends and the progress of other nations globally.  

The average number of years in education for people aged 25-54 has been steadily increasing for the past few decades, an increase seen in other nations as well. 

• The number of adults aged 18-24 employed or in school has been rising, outside a drop during the COVID-19 pandemic.
• The percentage of adults aged 25-54 who are employed has typically fluctuated between 75% and 82%, behind many other wealthy nations. 

Geography of Opportunity: The Institute for College Access and Success released a study on the availability of broad-access institutions (BAIs) — colleges that admit at least 80% of applicants — across the nation. The researchers place special attention on some of the nation's smallest and largest commuting zones, which are zones that share a common economy and labor market, analyzing how many Americans may potentially have no access to nearby BAIs. 

They found that 2.8 million people live in a small-population zone with no BAIs and 5.9 million in a small-population zone with only one BAI. Furthermore, since BAIs in these small-population zones often make up a significant portion of the zone’s postsecondary enrollment, they play a tremendous role in providing education and workforce opportunities.  

In addition, researchers found that a significant number of people in large-population zones also lack access to multiple BAIs. These findings demonstrate how a student’s place of living can dramatically affect their access to postsecondary education opportunities. 

Pathways to Implementation: Bellwether produced a series of briefs that guides state leaders and policymakers to develop and sustain effective career pathways programs for students in their state. 

The briefs in the series, seven in total, each focus on a single element critical to building out career pathways programs such as stakeholder engagement, communications, and data; discuss challenges state policymakers may face; and provide examples from other states who have successfully implemented each element.  

Research Roundup: Equitable Pathways Systems, Postsecondary Enrollment, Skills Disruption, Equity in Experimental Learning

Conditions For Sustainable and Equitable Pathways Systems: Advance CTE has published a resource analyzing progress made by Launch, a national initiative led by five organizations working to ensure all students have access to high-quality and equitable college and career pathways. The partnership identified a framework of five levers critical to driving change and highlights examples from states. 

• Policy: Effective policies take a systemic approach, encompassing multiple systems and incorporating best practices and data. For example, the Blueprint for Maryland’s Future establishes clear goals ensuring students are prepared for successful careers, such as benchmarks for how many students graduate with an industry-recognized credential.
• Funding: Funding must provide states with the resources they need to build successful pathways to meet labor market demand. For instance, Delaware passed legislation that aligns federal, state, institutional and private funding streams to support Delaware Pathways. 
• Partnerships: Partnerships between systems and institutions must not only be built but also sustained and improved over time. Massachusetts’ Connecting Activities program is an example of establishing strong relationships between employers, schools and the state’s workforce boards to develop career training opportunities for students. 
• Data: State data systems should span education and workforce to identify outcomes and facilitate collaboration. For instance, created in 2021, the Virginia Office of Education Economics informs education and workforce policy by providing robust data alongside key partners across the state. 
• Equity: College and career pathways must be accessible, flexible and made available to all students. For example, Indiana supports credit for prior learning (CPL) by providing a searchable database for CPL options across the state. 

Current Term Enrollment Estimates - Fall 2024: The National Student Clearinghouse recently released fall 2024 postsecondary enrollment data. Important takeaways include: 

• Total postsecondary enrollment grew by 4.5% from last fall. For the second year in a row, double-digit growth occurred at public two-year institutions with a high vocational program focus, increasing 13.6%.  
• Freshman enrollment growth was the strongest at community colleges, increasing 7.1%.  
• Enrollment for dual enrollment students increased by 10.2% from last fall. In addition, enrollment of students aged 25 and above grew faster than students aged 18-20 and 21-24. 
• For the fourth consecutive year, undergraduate certificate enrollment grew, increasing by 9.9%. In addition, associate degree program enrollment increased by 6.3%. 
• Among major fields at two-year institutions, growth was highest for construction trades, mechanic and repair technologies, precision production, and health professionals and related clinical sciences.  

This data highlights the growing relevance of postsecondary CTE as more students seek programs that prepare them for high-demand, high-paying careers. 

The Speed of Skill Change: Lightcast published a report comparing job postings between 2021 to 2024 to identify changes in required skills. Skills for the average job have changed by one-third, while one in four jobs has experienced a 75% change in skills. 

The report also details three key industries that are creating major skills disruptions for jobs: 

• AI: The demand for AI skills has exploded in recent years, with generative AI postings up 15,625% from 2021 to 2024. 
• Green/sustainability skills: Increased action from the federal government, such as the Bipartisan Infrastructure Law, and the emergence of green energy to power AI and other data centers has bolstered the need for workers with green skills. 
• Cybersecurity: The cybersecurity workforce has been expanding significantly since 2013 and is in demand across a wide range of sectors. 

Finally, the report includes workforce planning tips for organizations seeking to understand more about each of these industries. 

A Case for Equity in Experimental Learning: An article by Madhumita Banerjee and Kaila Bingen in the December 2024 edition of Experimental Learning and Teaching in Higher Education explored whether an alternative course could serve as a substitute for internships for students who might not have access to them. The researchers studied a specific course at a small, public four-year Midwestern university that serves a disproportionately high percentage of disadvantaged students.  

The course, a standard three-credit college course, was developed in response to the university prioritizing building career success for students after finding that very few students ever complete an internship. The curriculum focuses on career development and preparation for students’ futures, including building resumes, developing interview experience, and increasing students’ confidence to apply for a professional position, graduate school or pursue any other pathway they choose. 

Statistical analysis revealed that students taking this course achieved significant improvement in all eight career competencies measured in the study (career and self-development, critical thinking, professionalism, leadership, communication, teamwork, technology, and equity and inclusion). Leadership emerged as the most improved competency, followed by both critical thinking and career and self-development. 

Research Roundup: Credit for Prior Learning, Graduation Rates, Future of Jobs Report, Student Choice of Non-degree Pathways

The National Landscape of Credit for Prior Learning: The American Council on Education released a report analyzing trends in state and system policy regarding credit for prior learning (CPL) and experiences attained outside of a formal college setting. CPL policies are critical as states and institutions consider how to accelerate credential completion to reduce gaps in educational attainment.

Researchers tracked 362 CPL policies nationally and found that 49 states had policies on methods of assessment to test outside learning, 46 provided credit for military experience, and 42 required postsecondary institutions to establish a CPL policy. Policies evaluating the effectiveness of CPL were least common (20 states), followed by 30 states with policies on data tracking and 30 with cost/affordability policies. Based on these findings, the report outlines some next steps that policymakers in states should consider. This includes making data collection and reporting a priority; integrating CPL data into equity and workforce initiatives; and addressing the costs and fees often associated with CPL services, such as exams. 

Knocking at the College Door: Projections of High School Graduates: The Western Interstate Commission for Higher Education published a report with extensive disaggregated projections of high school graduation rates in the United States. Analyses were done by race/ethnicity, region and urban/rural locality. Some of the most critical findings are: 

• The total number of high school graduates is expected to peak in 2025, followed by a steady decline through 2041. 
• The share of graduates who are from underrepresented racial and ethnic groups, particularly Hispanic and multiracial students, is expected to keep rising. 
• By 2041, 38 states are projected to see a decline in the total number of graduates. 

COVID-19 is also expected to remain impactful in the years that follow, with the researchers noting a decline in enrollment in earlier grades of schooling. These projections indicate that more work needs to be done by policymakers to address the needs of students who may face obstacles in pursuing their high school diploma, such as chronic absenteeism. 

Future of Jobs Report 2025: The World Economic Forum recently published their Future of Jobs Report, a biannual report that examines evolving global technological, societal and economic trends to understand workforce opportunities and disruptions for the jobs of the future. This iteration of the report identifies trends expected in the future global workforce, including: 

• 60% of employers expect expanding digital access to transform their business, with recent advancements being made in generative AI, robotics and information processing expected to dramatically alter the workforce. Correspondingly, the need for AI and big data skills is expected to grow fastest, followed by networks and cybersecurity skills.  
• The aging population is also expected to alter the workforce, paving the way for CTE and work-based learning programs to prepare young workers to meet shortages. 
• Employers consider the biggest hurdle to business transformation to be the skills gap in workers, with 85% of employers intending to prioritize upskilling their workforce. 

Student Decision Making and the Choice of Non-degree Postsecondary Pathways: An article by Estefanie Aguilar Padilla, Rachel Baker and Sarah Beu in the December 2024 issue of Career and Technical Education Research (CTER) examined high school students’ perceptions and familiarity with non-degree postsecondary pathways, particularly the perceived costs and benefits of these pathways and characteristics of students interested in them. National survey data of high school students was collected and analyzed to answer these questions. 

The researchers found that, generally, student knowledge of non-degree postsecondary pathways is low. Students tend to prefer attending four-year colleges in person the most as a pathway, but 41% included at least one non-degree option in their selection of preferred pathways after high school. Male students were less likely than female students to include a non-degree pathway in their selections, and Hispanic students were more likely to do so than white students. Interestingly, students whose parents hold a bachelor's degree or above had more favorable opinions of non-degree pathways than students whose parents had less education. When examining reasons, students concerned about the cost of postsecondary education are more likely to consider pursuing a non-degree pathway.  

Finally, students expressed a lack of confidence in making future plans. Only half of students agreed with the statements “I feel like I’m in control of my future” and “I have enough information to decide the best plan for me after high school.” 

This most recent issue of CTER also includes articles on the impact of international experiences on CTE educators, STEM-CTE teaching, Technology Student Association participation and soft skills development, agriculture teacher retention, evaluation of an agriculture career experiences resource, and more.