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Presents findings on obstacles to equitable access, including disparities by geography, race, ethnicity, and gender.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Expanding Quality CTE and Work-Based Learning  \nTom Keily, Ben Erwin and Lauren Peisach  \nHigh-quality career and technical education and workbased learning opportunities can support students  \nalong a pathway to credential attainment, employment and upward economic mobility through intentional skill development and experiential learning. CTE concentration in high school can increase graduation rates while helping students build employability skills that can support positive outcomes in the workforce. When CTE concentration is paired with opportunities for postsecondary credit or a quality work-based learning experience, students are more likely to attain postsecondary and workforce credentials, successfully enter the workforce and earn higher wages.  \nStates are increasingly progressing toward state attainment goals through aligning workforce education policy more closely with workforce needs, but there are opportunities to make deeper connections. Projections from the Georgetown University Center on Education and the Workforce indicate that 72% of jobs in 2031 will require a postsecondary education and/or training.  \nThese future labor market demands and the perceived skills gap in the American workforce highlight the importance of continued investments in CTE and work-based learning pathways for students. State education and workforce leaders have responded to the needs of students and employers by increasing alignment between existing  \nCTE and work-based learning offerings across different education settings. State leaders are also increasing student access to these opportunities, which are both key elements of a comprehensive talent development strategy.  \nConsiderations for Policymakers  \n1) With a focus on inequities, collect and use data to identify and address inequities in CTE and work-based learning access.  \n2) Recognize and support the diverse needs of districts and schools based on geographic and resource limitations.  \n3) Leverage data alongside a strong and consistent definition of quality to evaluate and improve CTE and work-based learning programs.  \n4) Engage various stakeholders at each stage from ideation to program evaluation.  \nEducation Commission of the States staff members interviewed state leaders  \nand policymakers, including state education agency staff, state workforce  \ndevelopment agency staff, higher education agency staff and district leaders  \nin Delaware, Iowa, Maryland, North Dakota, South Carolina and Washington  \nto better understand how they align CTE and work-based learning policies and  \nprograms with workforce needs.  \nInterviews primarily focused on obstacles to equitable student access, state efforts to evaluate and support program quality, and meaningful stakeholder engagement.  \nParticipation data highlights disparities in access by geography, race, ethnicity  \nand gender. Once states implement CTE or work-based learning offerings,  \nprogram quality standards  \nand meaningful program  \nevaluation is vital to support  \npositive student outcomes.  \nParticipants also shared  \nthat meaningful stakeholder  \nengagement is central to  \nefforts to increase program  \nquality. Research indicates  \nlimited local capacity and  \nobstacles to substantive  \nemployer engagement  \nadversely impact access to  \nquality CTE and work-based  \nlearning experiences.  \nThis Policy Brief highlights key findings from the interviews, including insight  \ninto obstacles and promising practices in increasing student access, program  \nquality and stakeholder engagement.  \nLessons From the Field  \nIn the interviews with state policymakers and leaders, the state leaders shared  \ninsights into challenges, barriers and ways to address them to advance high  \nquality CTE and work-based learning opportunities. Through an analysis of the interviews, Education Commission of the States identified a series of obstacles  \nrelated to student access, program quality and stakeholder enga","cbCaisFnOAcJuDQp","https://ap.wps.com/l/cbCaisFnOAcJuDQp","pdf",999167,14,"English","# Considerations for Policymakers\n## Data and inequities\n## District and school diversity\n## Quality definitions and evaluation\n## Stakeholder engagement\n# Lessons From the Field\n## Student Access\n## Place-Based Program Disparities\n# Lessons on Expanding Quality CTE and Work-Based Learning","[{\"question\":\"How does the policy brief describe the value of high-quality CTE and work-based learning?\",\"answer\":\"It explains that CTE and work-based learning opportunities help students build skills toward credential attainment, employment, and upward economic mobility through intentional skill development and experiential learning.\"},{\"question\":\"What approach does the brief recommend to address inequities in access to CTE and work-based learning?\",\"answer\":\"It recommends collecting and using data to identify and address inequities in CTE and work-based learning access, with a focus on inequities.\"},{\"question\":\"What disparities in student access are highlighted in the brief?\",\"answer\":\"The brief notes disparities by geography, race, ethnicity, and gender, including place-based program disparities and inequities in advising and program awareness.\"}]","Lessons on Expanding Quality CTE and Work-Based Learning - Policy Brief - March 2024 | PDF",1792049145,35]