What Works in Career and Technical Education: Evidence Underlying Programs and Policies That Work

Institution	MDRC; Results for America
Titel	What Works in Career and Technical Education: Evidence Underlying Programs and Policies That Work
Quelle	(2019), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Policy; Apprenticeships; Job Skills; Job Training; Outcomes of Education; Elementary Secondary Education; Evidence Based Practice; Program Improvement; Vocational Education; Educational Legislation; Federal Legislation; Accountability; Statewide Planning; Students with Disabilities; Internship Programs; Middle School Students; Males; Postsecondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Apprenticeship; Lehre; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Lernleistung; Schulerfolg; Ausbildung; Berufsbildung; Bildungsrecht; Schulgesetz; Bundesrecht; Verantwortung; Planwirtschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Berufspraktische Ausbildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Male; Männliches Geschlecht; Post-secondary education; Tertiäre Bildung
Abstract	The purpose of this Policy Impact Snapshot is to identify the major categories of career and technical education (CTE) currently available within our nation's secondary and postsecondary education systems and describe the existing research on whether these programs are achieving desired outcomes for students. This Policy Impact Snapshot describes four major types of CTE programs: (1) CTE instruction and training; (2) Career Pathways; (3) Youth Apprenticeships; and (4) Career Readiness and Skills Training. The evidence of effectiveness for each category was reviewed and it was found that, because CTE programs have been around for so long, there are many studies, including many that are out of date. Many also describe associations and relationships rather than causal connections to specific outcomes. But over time, better data availability and quality have allowed researchers to conduct more rigorous studies. In this paper, the focus is on those more recent and rigorous studies. (ERIC).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01