Indicator: CTE pathway concentration Home Indicators CTE Pathway Concentration Definition Students participating in career and technical education (CTE) concentrate in a single chosen pathway or program of study. Recommended Metric(s) K–12: 12th-Grade Students Enrolled in CTE Who Complete Two or More CTE Courses in a Single Pathway View CEDS ConnectionsCTE Students who Earn at least 12 Credits within a CTE Program, or Complete such a Program if it Encompasses Fewer Than 12 Credits in Total CEDS Connections offer guidance, including data elements and step-by-step analysis recommendations, for how to calculate select metrics.Postsecondary: Percentage of CTE students who earn at least 12 credits within a CTE program, or complete such a program if it encompasses fewer than 12 credits in totalView CEDS ConnectionsCTE Students who Earn at least 12 Credits within a CTE Program, or Complete such a Program if it Encompasses Fewer Than 12 Credits in Total CEDS Connections offer guidance, including data elements and step-by-step analysis recommendations, for how to calculate select metrics. Type(s) of Data Needed Student transcripts Why it matters Students who complete CTE concentrations in pathways aligned to top occupations—particularly those from low-income households and male students—are more likely to graduate from high school, attend a two- or four-year postsecondary institution, be employed, and receive higher compensation after high school.1, 2, 3 The benefits of CTE enrollment are driven entirely by upper-level coursework, particularly in highly technical fields or those aligned with occupations in demand by employers.4 Exposure to CTE coursework differs slightly by race, disability status, income, and gender. For instance, White students are more likely to “concentrate” (complete two or more courses in a formal, coordinated program of study at the high school level, or 12 or more credits at the postsecondary level) than Black and Latino students,5 even though the benefits of CTE accrue to those who concentrate in a given field. What to know about measurement Schools regularly record student-level course completion, including CTE courses, as part of their regular operations. However, students can enroll in CTE courses either at their local high school or regional high school vocational school, or through postsecondary programs (credit or non-credit), including community colleges and vocational schools. Therefore, student records need to be linked across sectors. Our recommended metrics are aligned with federal guidance on defining “CTE concentrator” in K–12 and postsecondary contexts, which was updated under the Strengthening Career and Technical Education Act (Perkins V) in 2019.6 According to Perkins V, a student becomes a CTE concentrator after completing at least two courses (secondary) or 12 credits (postsecondary) within a single CTE program or program of study. It may be helpful to examine the percentage of CTE students who also took an early college course (Advanced Placement [AP], International Baccalaureate [IB], or dual credit).Recent evidence from Texas suggests that these combinations—particularly a substantial CTE course focus paired with dual enrollment—are associated with faster postsecondary credential attainment and higher earnings by age 24 than a CTE focus alone.7 E-W Case Studies Image Nebraska, Arkansas, and Tennessee: Using Data to Improve Student Pathways TNTP worked with state and district leaders to support continuous improvement with the E-W Framework by connecting essential questions to relevant data, exploring root causes, and planning for action. View Case Study Image California's Cradle-to-Career Data System California is developing a data system that connects data from early learning, education, workforce, financial aid, and social services. View Case Study Source frameworks This indicator appeared in five source frameworks reviewed for this report. Our proposed definition and metric align with work done by the Urban Institute and the Education Strategy Group. References 6U.S. Department of Education. (n.d.). Perkins V. https://www.ed.gov/adult-programs/adult-education-laws-and-policy/perkins-v 7Velasco, T., Ryu, W., Schudde, L., Grano, K., Jenkins, D., & Fink, J. (2025). Promising combinations of dual enrollment, AP/IB, and CTE: The college and earnings trajectories of Texas high school students who take accelerated coursework. Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/publications/promising-combinations-dual-enrollment-ap-ib-cte.html 1Clearinghouse for Labor Evaluation and Research. (2013a). Evidence on the effectiveness of career academies for high school students. https://clear.dol.gov/topic-area/career-academies2Carnevale, A. P., Garcia, T. I., Ridley, N., Quinn, M. C. (2020). The overlooked value of certificates and associate’s degrees: What students need to know before they go to college. https://cew.georgetown.edu/cew-reports/subba/3Ositelu, M. O., McCann, C., & Laitinen, A. (2021). The short-term credentials landscape. New America. https://www.newamerica.org/education-policy/reports/the-short-term-credentials-landscape/ 4Kreisman, D., & Stange, K. (2017). Vocational and career tech education in American high schools: The value of depth over breadth. National Bureau of Economic Research. https://www.nber.org/papers/w23851 5Dougherty, S. M. (2016). Career and technical education in high school: Does it improve student outcomes? Thomas Fordham Institute. https://eric.ed.gov/?id=ED570132