Indicator: CTE pathway concentration Breadcrumb 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: Percentage of 12th-grade students enrolled in CTE who complete two or more CTE courses in a single pathwayPostsecondary: 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 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 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,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 under the Perkins Career and Technical Education Act of 2006 (Perkins IV).6 However, in practice, states vary somewhat in their definitions of “CTE concentrators.”7 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.8 E-W Case Studies Image California's Cradle-to-Career Data System California is developing a data system that brings together data from early learning programs, schools, colleges, financial aid providers, employers, workforce training programs, 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 6Perkins Collaborative Resource Network. Perkins IV. https://cte.ed.gov/legislation/about-perkins-iv#:~:text=Perkins%20Career%20and%20Technical%20Education,education%20programs%20across%20the%20nation. 7Mokher, C. (2011). Aligning career and technical education with high-wage and high-demand occupations in Tennessee. Regional Educational Laboratories, Appalachia, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=242&display=1 8Maryland State Department of Education. (n.d.) Career and Technical Education (CTE) Progression in Maryland Public Schools and Community Colleges.https://www.mdctedata.org/dashboards/progression.php1Clearinghouse 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