Amid keen interest in helping students, young adults, and low-wage workers build the skills necessary to succeed in a technologically advanced economy, MDRC is studying a range of programs that feature employer involvement, such as career pathways from high school into college and the workforce, work-based learning, apprenticeships, and sectoral training.
Dual Enrollment Impacts from the Evaluation of New York City’s P-TECH 9-14 Schools
The New York City P-TECH 9-14 model offers accelerated high school course work, early college, and work-based learning experiences. P-TECH students are 30 percentage points more likely to take college courses in high school than comparison group students. They also earn 6.4 more college credits by the end for their fourth year.
MDRC’s Center for Effective Career and Technical Education spoke with Di Xu, associate professor at the School of Education at the University of California, Irvine, to learn from her research on nondegree credentials: short-term training programs that purport to give students skills highly valued in the labor market.
In this commentary originally published by The 74, Rachel Rosen, co-director of MDRC’s Center for Effective Career and Technical Education, explains how effective CTE models can be adapted to prepare high school students for jobs in new industries that lower carbon emissions.
To learn more about how program designers, educators, and other stakeholders can learn from the past to build equitable career and technical education (CTE) programs today, MDRC’s Center for Effective CTE spoke with Dr. Eddie Fletcher, an associate professor in workforce development and education at The Ohio State University.
The COVID-19 pandemic exposed inequities in access to and success in career and technical education (CTE). This post summarizes a discussion among teachers and program coordinators about what has changed a year into remote instruction, and about how to make CTE programs more equitable now and when in-person instruction returns.
Recent federal policy supports creating middle-class jobs in the “green economy.” To better understand how community colleges can build programs that provide reliable growth trajectories for students in this field, MDRC talked with two practitioners about the North Carolina Community College System’s 10-year-old “Code Green” initiative.
When COVID-19 upended normal operations at STRIVE, a workforce development nonprofit founded in New York, the Center for Applied Behavioral Science at MDRC documented the agency’s real-time innovations that allowed it to continue serving clients during the crisis. Greg Wise, STRIVE’s National Vice President, shared a first-hand account of the transition.
Career and Technical Education Connects the Dots
The economic recession triggered by the global pandemic has magnified the need for high-quality programs that can help students acquire the skills, training, and postsecondary credentials they need to thrive in the workplace. Here are some programs that studies show improved academic outcomes and increased earnings.
Many schools are using technology-based tools to generate career recommendations and supplement the capabilities of their guidance departments. MDRC has partnered with two technology companies to test whether their career-advising software programs are viable tools for equitably supporting students as they identify and pursue future careers.