Navigating Pathways: Examining CTE and Linked Learning in LAUSD

• In Event: Career Development Opportunities Today and Tomorrow: Toward Equity and Opportunity

Abstract

Purpose and Perspective:
This project investigates Career Development Opportunities (CDOs) in Los Angeles Unified School District (LAUSD) and focuses specifically on two types of pathways offered to students in high schools: Linked Learning, and more traditional Career and Technical Education (CTE). Linked Learning is an integrated, cohorted career pathway model that is designed to combine college preparatory academics, rigorous technical training through CTE course sequences, work-based learning, and student supports. Previous work on California’s Linked Learning pathways showed that participating students were more likely to graduate from high school and enroll in college than comparison students (Warner et al., 2015). This study delves deeper into the CTE landscape in LAUSD and asks what factors are associated with students’ access and completion of a career pathway, and whether these factors differ for Linked Learning pathways.

Methods and Data Sources
We approach our research questions with a mix of quantitative and qualitative methods. Quantitatively, we use administrative datasets for the freshman cohorts who entered in the fall of 2020 and 2021 that capture student achievement (as measured by state tests) student transcripts, graduation and postsecondary outcomes as well as CTE-specific records such as participation in work-based learning and workforce credentials. We use descriptive statistics and matched comparison modeling to estimate both districtwide differences in CTE access and completion and assess the impact of these programs on student outcomes.
Qualitatively, the SRI team conducted interviews with four district leaders and 20 CTE or Linked Learning pathway leaders, and led student focus groups in 11 of the pathways. This qualitative data collection focused on pathway implementation, work-based learning opportunities, and students’ experiences accessing and participating in pathways.

Results and Significance
We find that there are small but significant differences in the likelihood of enrollment in and completion of any CTE pathway across gender and race. Female students are somewhat less likely to enroll in CTE compared to males (57% vs 60%), but conditional on enrolling are slightly more likely to complete their pathway (31% vs 28%). In contrast, Hispanic and African American/Black students are more likely to enroll in CTE compared to White students (61%, 54%, and 46% respectively) though only Hispanic students are more likely to complete their pathway (30% for Hispanic students compared to 24% and 23% for African American and White students respectively). These early results suggest that the factors which encourage students to enroll in CTE pathways are not necessarily the factors which promote pathway completion and credentialing. Our interviews and focus groups highlight the extent to which school structures (e.g., size, bell schedule, magnet or pilot school status) can influence both pathway implementation and students’ experiences accessing and participating in pathways. In our qualitative sample, Linked Learning pathways typically offered more robust and integrated work-based learning opportunities than CTE pathways. With increased national and state focus on ensuring high schools prepare students for a rapidly changing economy, this work helps shed light on the factors that will make these programs a success.

Authors

• Kyra Caspary

• Lauren Cassidy, SRI International

• Thomas Kelley-Kemple, Harvard University

• Jenna Rush, SRI International

• Miya Tamiko Warner, SRI International