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During the last decade, Career and Technical Education (CTE) has re-taken a prominent place in federal, state, and local education policies. The New York City Department of Education (NYCDOE) oversees one of the largest and most diverse CTE systems in the country. In collaboration with researchers from MDRC, Boston College, and the University of Connecticut, the Research Alliance has undertaken a multi-year study of CTE that is informing policy decisions in New York City and nationally. Findings from the study are particularly relevant to the work of the NYCDOE's Office of Student Pathways, which is overseeing a large expansion of 'career-connected learning opportunities' across New York City's high schools.

This report is one of several that will emerge from the ongoing study. It focuses on 37 CTE-Dedicated high schools, which are structured to ensure that all enrolled students participate in a CTE Program of Study from 9th through 12th grade. These programs are organized around an industry-aligned theme (e.g., construction, IT, health services, etc.) and offer a sequence of career-focused courses, work-based learning opportunities, and access to aligned college-level coursework. Our study uses an especially rigorous approach to compare the experiences and outcomes of nearly 19,000 NYC students who were assigned to a CTE-Dedicated high school between 2013 and 2016 with those of similar students who also applied to CTE programs but were assigned to another high school during the same period.

Among the key findings: (1) A majority of students assigned to CTE-Dedicated high schools completed the required number of CTE credits, and about one quarter participated in a work-based internship; (2) The CTE-Dedicated schools produced modest, but positive impacts on student engagement, including staying on track for a New York State Regents diploma. One concern about CTE generally has been the idea that requiring students to complete career-specific courses and internships might distract them from other academic requirements and impede their progress through high school. We found no evidence of this. While students in CTE-Dedicated high schools earned somewhat fewer credits in academic subjects, they earned substantially more CTE course credits - and more credits overall - than their non-CTE counterparts. Students in CTE-Dedicated high schools had higher attendance and were consistently more likely to be on track for a Regents diploma; (3) CTE students graduated from high school and enrolled in college at rates that were similar, on average, to their non-CTE counterparts; and (4) There was a great deal of variation in both programming conditions and impacts across the 37 CTE-Dedicated high schools. In general, we found that smaller, nonselective schools with a single or coherent set of career themes appear to have produced meaningful improvements in high school graduation and college enrollment rates - particularly in programs focused on occupations requiring a Bachelor's degree for entry-level jobs. In contrast, larger, more selective schools with a range of programs focused on occupations that often require limited post-secondary education had null or negative effects on graduation and college enrollment.

Edited excerpts from publisher's website. Show less

Policymakers, higher education associations, blue-ribbon commissions, and researchers are calling for a greater focus on institutional accountability. Thus, the American Association of Community Colleges and the Association of Community College Trustees, in partnership with the College Board, have launched an effort to develop a Voluntary Framework of Accountability (VFA) for Community Colleges to ensure that the effectiveness and contributions of these colleges are properly measured. To facilitate the development of the VFA, the College Board commissioned the Community College Research Center (CCRC) to undertake a study that would identify the performance measures that states are already using for their community colleges, explore how well those measures articulate with the data demanded by [Integrated Postsecondary Education Data System] IPEDS and the regional accrediting associations, and shed light on the experiences of state higher education officials and local community college leaders with the collection and use of state performance data. CCRC researchers therefore conducted a survey of state higher education officials and local community college leaders in 10 states and also reviewed publications by state agencies and national higher education policy organizations. This report discusses the study's findings and implications.

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Government action on climate change promises economic opportunity. The language of climate change policy has hitherto been largely negative, with wide use of such words as 'limitation', 'constraint' and 'reduction'. However, investing in new technology, stimulating new economic activity around a re-engineering of energy systems and growing new markets - all necessary to avoid climate catastrophe - will stimulate growth and offer new, skilled employment to workers. This paper focuses on the emerging debate concerning the creation of 'low-carbon' jobs. What perhaps began as rhetoric generated for the purpose of counteracting climate negativity is now developing into an area of study that offers extraordinarily promising benefits. Not only can a low carbon technology revolution help achieve climate change goals, it can also create new jobs, boost economic growth and help improve the lives of those currently deprived of access to energy.

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Debate continues to feature prominently in many countries on such notions as skills, skill shortages and employability. Clearly such notions remain significant internationally in the rhetoric of both economic reform and training policy and practice. However, the problem remains of differing perceptions. The purpose of this comparative study was to examine the expectations of small and medium-sized enterprises (SMEs) when they recruit young people. Focusing on Germany, Australia and the United States, interviews were held with 30 managers in two diverse job roles - hospitality front-desk staff and automotive technicians. In addition to differences in the range of desired skills between the job roles in these countries, difficulties in recruiting young people were highlighted by the study. Generational differences and academization were perceived as having effects on the hiring of young workers. Various problems with each country's general education system were also emphasized, as managers perceived many young people being inadequately prepared for work. The study also demonstrates the influence of the skill formation system of the countries is less relevant in comparison to the sector in which the SMEs are active.

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In this study I examine the relationship between graduating from college with two majors rather than one and labor market earnings using the 2003 National Survey of College Graduates. Because institutions are heterogeneous both in terms of overall quality and in the availability of opportunities to double major, I attempt to control for such overarching institutional differences and explore their effects on premiums to completing a double major. On average, I find a double major to earn 3.2 per cent more than his/her single major counterpart. I also find evidence that premiums to double majoring differ across types of institutions: ranging from a near 4 per cent premium at Research and Comprehensive universities to no effect at Liberal Arts colleges. Finally, I investigate the degree to which choices of first and second major academic disciplines affect earnings premiums.

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Many students taking remedial courses in college are not doing well in them. A better approach is needed that will benefit not only students, but also taxpayers and the students who are footing the bill for unsuccessful instruction. A subscription-based model in which students can work at their own pace and get help from readily available faculty could improve outcomes and reduce costs.

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As part of the North Carolina Community College System's Code Green Super Curriculum Improvement Project (CIP), more than 200 faculty members from across the state were engaged in curriculum review and revision. As part of their work, the committee discussed the importance of teaching employability skills, identifying eight competencies as a priority for integration across the curriculum. They include: (1) Interpersonal Skills and Teamwork; (2) Communications; (3) Integrity and Professionalism; (4) Problem Solving and Decision Making; (5) Initiative and Dependability; (6) Information Processing; (7) Adaptability and Lifelong Learning; (8) Entrepreneurship.

To support instructors as they seek to enhance how their courses address the eight competencies, NC-NET developed a Resource Toolkit comprised of eight modules. Each module contains instructional materials including activities, student handouts, assessment rubrics, and annotated presentation slides.

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The purpose of this paper is to provide an understanding of the emerging skill requirements of the Australian labour force and the appropriate responses of education, training and other authorities to the changing nature of work. It looks at recent trends in the nature of work and in the skill composition of employment in light of the emerging knowledge economy. The focus is on Australia and the United States of America (USA), a country in which the changes are likely to be the most advanced. A range of OECD countries are also reviewed. The paper is structured as follows: the first section provides an overview of the paper; section two highlights some of the main changes becoming apparent in the nature of work and in the context in which work takes place focusing on changes in the composition of employment, in the relative position of men and women in the labour market, the fall in full-time employment, and the development of a core and periphery model in the labour market; section three looks at the complex patterns of skill change and provides a general review of patterns of similarity and difference in the OECD countries and a more detailed occupational analysis of Australia and the USA; and the final section explores the complex pattern of skill change by examining the changing structure of employment by earnings.

The monograph from which this paper is taken is indexed at TD/TNC 69.231; selected papers are indexed at TD/TNC 69.232 and TD/TNC 69.233. Show less

This paper outlines different conceptions of economic development and indicates when vocational programs might have positive effects on employment, wages and productivity. It also investigates the possibilities and potential limits of customised training, one of the most popular recent forms of economic development. Show less

This comparative report is the result of an OECD thematic review of adult learning policies and practices in 17 OECD countries, undertaken between 1999 and 2004. The main focus of the review was on clarifying access to, and participation in, education and training by adults and on providing ideas for enhancing policies and approaches to increase incentives for adults to undertake learning in these countries. It also aimed to provide ideas on how to improve learning opportunities for low skilled adults and facilitate employability. The report examines potential barriers to learning as well as the policies designed to overcome them. These policies include those aimed at increasing and promoting the benefits of adult learning to make them transparent and easily recognised. Others include economic incentives and co-financing approaches that can improve the efficiency of adult learning provision, while still providing quality learning suited to the needs of adult learners. Finally, the report suggests that policy making can be improved through coordination and coherence in an area of education that is populated by a wide variety of stakeholders, including ministries of education and ministries of labour. The chapters are: Introduction; Participation in adult learning: the figures and the problems; Increasing and promoting the benefits of adult learning; Financing adult learning; Improving delivery and quality control; Ensuring policy co-ordination and coherence.

This report follows up the 2003 OECD report, 'Beyond rhetoric: adult learning policies and practices', (indexed at TD/TNC 73.63), that covered adult learning policy-making in nine OECD countries. Show less