Examining Long-term Educational and Workforce Outcomes of Career and Technical Education Students

• In Event: Approaches to Ensuring Wage Growth and Economic Mobility

Abstract

Effective partnerships between researchers, educational institutions, and policymakers are critical for informing and refining public policies aimed at preparing students for long-term educational and workforce success. This study leverages a robust collaboration between academic researchers, state education and workforce agencies, and industry partners to rigorously examine the long-term impacts of Career and Technical Education (CTE) programs on student outcomes.

Our research addresses a vital policy question: To what extent does participation in CTE programs influence students' continued educational attainment and workforce engagement in the long term? Using longitudinal administrative datasets from a partner state, our quasi-experimental design employs propensity score matching (PSM) to create statistically comparable groups of CTE participants and non-participants, thereby mitigating selection bias and strengthening causal inference. Specifically, we utilize student-level data spanning secondary education, postsecondary enrollment, degree completion, and employment records, enabling an analysis of sustained impacts beyond immediate post-graduation outcomes. The study identifies matched comparison groups based on key demographic and academic covariates, including socioeconomic status, prior academic achievement, gender, and ethnicity.

Preliminary findings indicate that CTE participants demonstrate significantly higher rates of postsecondary credential attainment and sustained employment, with notable variations across demographic subgroups and program areas. Additionaly, for those students that enter the workforce directly, initial employment rates are hgher but initial wages are not significantly different. This research further examines potential mediating mechanisms such as curriculum alignment with industry needs, industry-recognized credential attainment, school-industry partnership intensity, and occupational demand, providing nuanced insights into program effectiveness and policy implications.  

By employing a collaborative, evidence-based approach, the study directly addresses APPAM's conference theme of "Forging Collaborations for Transformative and Resilient Policy Solutions." Findings offer actionable insights for policymakers and practitioners aiming to refine CTE program design, enhance inter-agency coordination, and develop policies responsive to evolving economic contexts. Ultimately, the results inform efforts to create equitable and resilient education-to-workforce pathways capable of adapting to ongoing societal and economic transformations. This research underscores the importance of continued multi-sector collaboration in evaluating educational policies and demonstrates how rigorous, partnership-driven analyses can support transformative policy decisions that promote long-term student success and societal resilience.

Authors

• Stephanie Walsh, Rutgers University - New Brunswick
  Non-Presenting Co-Author

• Khudodod Khudododov, Rutgers University - New Brunswick
  Non-Presenting Co-Author

• nathan barrett, Coleridge Initiative
  Presenting Author