Multiple Definitions, One Pathway? How CTE Coursetaking Criteria Shape Concentrator Classification and Student Outcomes

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 1
  In Roundtable Session: Beyond Access: How Policy, Data, and Tools Shape Students’ Educational Opportunities

Abstract

Career and technical education (CTE) is a growing strategy to improve postsecondary and workforce outcomes, particularly for students not pursuing a four-year degree. Under Perkins V, states must report outcomes for “CTE concentrators,” but retain discretion in defining that status. Using Texas statewide longitudinal data, this study compares three Perkins-aligned definitions that vary in restrictiveness. More restrictive definitions, which include credit and sequencing requirements, better identify students who earn credentials and experience sustained wage gains, especially among non–college goers. However, they also change who is identified. Economically disadvantaged students are overrepresented under inclusive definitions but become underrepresented when stricter criteria are applied. These findings highlight how technical measurement choices can shift conclusions about program effectiveness and access.

Authors

• Jennifer A. Freeman, Texas Tech University

• Jacob Kirksey, Texas Tech University

• Angela Crevar, Mercer University

• Braden Reed, Texas Tech University