Indicator: 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: Percentage of 12th-grade students enrolled in CTE who complete two or more CTE courses in a single pathway
- 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 total
Type(s) of Data Needed
Student transcriptsWhy 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. 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. Exposure to CTE coursework differs slightly by race, disability status, income, and gender. For instance, White students are more likely to “concentrate” (complete three 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, 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 under the Perkins Career and Technical Education Act of 2006 (Perkins IV). However, in practice, states vary somewhat in their definitions of “CTE concentrators.” An alternative metric would be to calculate the percentage of CTE students who meet their state’s criteria for CTE pathway concentration, which could include completion of a non-credit CTE program. For example, at the postsecondary level, Maryland also considers students to be CTE concentrators if they complete a state-approved non-credit program that includes a sequence of two or more CTE non-credit courses leading to a postsecondary credential.
E-W Case Studies
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
The framework's recommendations are based on syntheses of existing research. Please see the framework report for a list of works cited.