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Industry-recognized credentials, or certifications, provide one path to match people with jobs effectively. Certifications are nationally recognized, standardized credentials created by businesses and industry groups to demonstrate proficiency in skills related to specific jobs. State education systems increasingly provide students the opportunity to earn certifications in secondary school. In this study, we examine whether local labor market demand for certifications is associated with the likelihood of earning a certification in high school. Using comprehensive administrative data on a cohort of first-time ninth graders from the state of Florida, which has legislation encouraging certification attainment in high school, we find limited evidence for a relationship between certification demand and certification earning. However, high school students are more likely to earn certifications in some fields, such as health science, when local labor market demand for those certifications is high.

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Secondary career and technical education (CTE) provides high school students the opportunity to gain occupational skills for in-demand 21st century jobs linked to college and career readiness (CCR). All students, including those with a disability, can benefit from CTE. Secondary CTE is a predictor of positive post-school outcomes for students with disabilities (SWD; Mazzotti et al., 2021). This study explored the Perkins Collaborative Research Network (PCRN) data associated with secondary CTE and SWD participation from school years 2014-2015 to 2018-2019 to establish a baseline in enrollment. The data provides a point of reference and trends to better understand serving SWD in CTE and sheds light on access, equity, and inclusion framed in policy and practice articulated by Harvey et al. (2020). The findings can also inform continued work associated with a CCR framework for SWD (Morningstar et al., 2017).

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The purpose of this study was to predict occupational choices based on demographic variables and high school curriculum tracks. Based on an analysis of the 1997 National Longitudinal Survey of Youth (NLSY) data set that examined high school graduates' occupational choices in 2006, findings indicated that [career and technical education] CTE graduates were 2.7 times more likely to be in science, technology, engineering, and mathematics (STEM) fields, while College Preparatory graduates were 1.8 times more likely to be in business, management, and administration occupations. In addition, gender was significantly related to all occupational choices. Implications of this study call for CTE teachers and leaders to find new strategies to attract more diverse students, particularly females and minorities, into programs that are predominately White and/or male.

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Community colleges are the leader in facilitating career and technical education (CTE) and workforce development (WD) programs. However, employers who hire recent graduates of these programs question the quality of the education provided. This qualitative study used a focus group comprised of manufacturing and engineering professionals in Florida to explore their perspectives on the skills they perceive recent graduates and employees need to succeed in their industry. Ten participants took part in an audio-recorded focus group discussing CTE and WD programs at community colleges. Findings include three themes, integration of knowledge, practical, and soft skills. The study's implications are concerned with State and local policy regarding funding a structure that supports quality and value. Local implications focus on curriculum development, program format, habits of mind, and the relationship between education and industry.

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The Department of Computer Education and Instructional Technology (CEIT) was established under Faculties of Education with the aim of preparing computer teachers in Turkey. Computer teachers are responsible for both the teaching of technology to other teachers in addition to school students. This study was conducted in order to determine the reasons why students apply to CEIT and their views on CEIT and the profession, and to investigate their career plans.

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Retaining qualified career and technical education teachers (CTE) is crucial to the continued supply and reduced demand of these types of teachers. Demographic data and emerging trends of CTE teachers were analyzed for those teachers who completed a summer workshop as part of alternative licensure. Some of the emerging trends included shifts in retention rates during certain school years, years in which enrollment was highest for each gender, and changes in employment status within education. Conclusions and discussions derived from the study were a need for teacher educators to become aware of a diverse classroom of alternative CTE teachers, CTE teachers completing continuing education and degree requirements, and legislative policies that impact retention rates.

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The purpose of this study was to examine the (a) perceptions held by high school business education department chairpersons regarding the characteristics of individuals entering and remaining in the teaching profession and (b) characteristics of schools that have been successful in recruiting and retaining business education teachers. The findings revealed that women are more likely to enter the teaching profession than men; attrition is higher for beginning (first three years) and near-retirement business education teachers; and schools with higher levels of minority, low income, and low-performing students experience higher business education teacher attrition rates. Recommendations for policy and future research are provided.

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This study examined the current state of online occupational programs in community colleges and explored issues related to institutional, economic, and social indicators that influence (a) the offering of online programs and (b) the programmatic connection to workforce development needs. The study is based on a random sample of 321 institutions in the United States. This project is the first national study categorizing online occupational programs according to the Career Clusters and Career Pathways classification scheme. Although research has shown that most institutions offer online occupational courses, only 47.5 per cent of colleges in the sample offered credit-granting online occupational programs. Additionally, despite research finding that skill-based programs requiring manipulative skill development can be successfully taught online, this study found that few such programs exist. Finally, [this] research indicated that occupational program development is not driven by statewide economic indicators, such as the state's fastest growing occupations, suggesting a moderate responsiveness to states' workforce development needs.

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Teacher retention in the STEM fields is of national interest. Several factors, such as job satisfaction, classroom control, and school influence have been linked to teachers leaving the profession. By statistically analyzing various questions from the Schools and Staffing Survey Teacher Questionnaire, this study evaluated the current state of how early career mathematics, science, and career and technical education (CTE) teachers perceive their classroom control and influence over school policy. The results show that CTE teachers perceive they have significantly more influence over school policy than mathematics teachers. CTE teachers also reported having significantly more classroom control than both mathematics and science teachers. By understanding the current state of how CTE perceive school influence and classroom control compared to their mathematics and science teacher counterparts, further research can be conducted to address job satisfaction and teacher retention in the CTE fields.

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This study examined the use of dexterity as an indicator of future performance of beginning welders. This could lead to the selection or recruitment of participants for welding training programs. With a high demand for welders, it is imperative that welding training programs be efficient at producing certified welders. The time required to train certified welders is one of the obstacles training programs face. Many occupational fields have tried to predict a student's future performances before admitting them into a training program by analyzing their dexterous ability. This study utilized the complete Minnesota Dexterity Test to examine Participants' dexterity during a welding training program. Upon completion of the training program, participants performed tests welds that were overseen by a certified welding instructor (CWI) who visually inspects each weld. All three dexterity tests were found to have statistically significant relationships with the visual pass/fail rates for basic shielded metal arc welds.

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