Project Activities
This project has three parts:
- an implementation study involving (a) a multisite case study of 12 schools representing the diversity of regions and CTE fields offered and (b) a statewide survey of school administrators and CTE teachers
- an impact study of CTE completers from 200 high schools in the class of 2026, which will use information from a follow-up survey in 2028 and administrative data from the PA Department of Education and other sources
- a cost study based on implementation and survey data
Structured Abstract
Setting
This study takes place in the state of Pennsylvania (PA).
Sample
The researchers will focus on PA high school career and technical education (CTE) programs in 200 high schools. The researchers will conduct site visits in 12 high schools for the case study and will use survey and administrative data from up to 14,000 students who completed a CTE program in PA.
PA requires CTE program completers who are expected to graduate during a given academic year to take technical assessments that can lead to a CTE credential. CTE students in PA attend a mix of career and technical centers (CTCs) and regular high schools. CTCs can be either shared-time centers, with CTE students spending half their day at the CTC and the other half at their home high school for academic courses, or comprehensive schools, where students take all coursework in the same location. Regardless of the type of school they attend, CTE completers are all full-time students who take a mix of CTE, academic, and other courses. The state provides supports for educators and schools to prepare students for the credentials, and credential earners can obtain college credit.
Research design and methods
For the case study, the researchers will select sites that represent varying types of CTE programs in PA and will conduct interviews with school administrators and CTE staff and focus groups with CTE students and local employers. For the impact study, the researchers will use data from a baseline survey of all CTE completers from the high school graduating class of 2026 and a follow-up graduate survey in 2028, combined with an analysis of administrative data from various sources including the PA Department of Education. The researchers will take advantage of comprehensive surveys to gather detailed employment and educational histories unavailable from administrative sources.
Control condition
PA CTE graduates who attain advanced or competent proficiency on a technical assessment will be compared with PA CTE graduates who did not attain advanced or competent proficiency on a technical assessment.
Key measures
: The key measures include student background characteristics, high school academic and CTE course taking and grade point average, CTE program participation, and technical assessment scores and benchmark attainment. Key measures of student outcomes include postsecondary enrollment, institution type, intensity, and degree attainment; and postsecondary labor force participation, occupation, intensity, and earnings.
Data analytic strategy
The researchers will conduct a sequential mixed-methods design that connects results from qualitative methods with design and interpretation of quasi-experimental and cost studies. Specifically, they will use results from the implementation study to inform the impact study surveys and cost study inputs. They will also use contextual information provided from the implementation study to inform the impact study and to better understand the mechanisms shaping student outcomes. The researchers will use qualitative thematic content analysis to explore participants' understanding of and attitudes toward technical assessments in the implementation study. They will also conduct a descriptive data analysis of optional policy elements. The quantitative analysis leverages underlying assessment scale scores to institute a quasi-experimental regression discontinuity design estimating the impact of attaining a CTE credential on early postsecondary education and employment outcomes.
Cost analysis strategy
The researchers will conduct a cost study that includes a comprehensive cost analysis and a cost-effectiveness analysis.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products: The researchers will provide rigorous estimates of the effects of CTE credentials on early postsecondary education and employment outcomes and policy-relevant information about stakeholder activities and attitudes, variations in implementation of program elements, and costs. Results will be shared with practitioner, policymaking, and research audiences, both in PA and beyond, to inform practice and programs related to technical assessments.
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Supplemental information
Co-Principal Investigator(s): Staklis, Sandra; Plasman, Jay
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
