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Aligning Course-Taking and Credentialing Programs with Labor Market and Civic Outcomes

Thursday, November 13, 10:15 to 11:45am, Property: Grand Hyatt Seattle, Floor: 1st Floor/Lobby Level, Room: Leonesa 3

Session Submission Type: Panel

Abstract

Career and Technical Education (CTE) programs, dual credit (DC), and other skills-based coursework have expanded rapidly across the United States, supported by federal and state policies emphasizing their roles in preparing students for postsecondary success and workforce readiness. These programs provide pathways for students to earn industry-based certifications (IBCs), college credits, and non-cognitive skills essential for achieving successful life outcomes. However, the effectiveness of these programs depends significantly on their alignment with labor market demands and the educational contexts in which they are delivered. Policymakers continue to face challenges in optimizing program design, resource allocation, and ensuring equitable access and outcomes for various student populations. This panel features studies using robust administrative data to examine the efficacy and impacts of CTE, dual credit coursework, and credentialing policies, aiming to provide evidence to policymakers and stakeholders regarding best ways to support students’ post-high school trajectories. 


The first paper evaluates dual credit coursework in Texas, comparing student outcomes across different delivery contexts—courses taught on college campuses versus those taught in high schools by either college instructors or high school teachers. Using statewide longitudinal data, the study finds significant heterogeneity in outcomes such as high school graduation rates, college enrollment, and labor market success based on delivery contexts and students' academic backgrounds.


The second paper investigates Ohio's Innovative Workforce Incentive Program (IWIP), a state-driven policy initiative aimed at increasing high school students' acquisition of industry-recognized credentials (IRCs). Employing descriptive analysis of administrative data on credential completion and occupational projections, this paper assesses how credentialing aligns with labor market demand. Results indicate substantial misalignment, highlighting policy-driven challenges in incentivizing credential production in high-demand occupational clusters.


The third paper focuses on civic-oriented CTE (C-CTE) courses, such as "Law Fundamentals" and "Business Law," exploring their influence on students' civic engagement, including voting and volunteering behaviors. Using data from the High School Longitudinal Study (HSLS), the authors apply regression analyses, school fixed-effects models, and instrumental variables approaches to provide new evidence on how these courses impact civic outcomes and their differential effects across student demographics, thus addressing equity in civic education.


The fourth paper examines labor market returns to IBCs in Texas, emphasizing the distinction between credentials aligned or misaligned with students' CTE programs of study. Leveraging administrative data from the Texas P-20W data system, the study employs regression and matching methods, demonstrating substantial economic benefits associated primarily with aligned IBCs. These findings underscore the critical importance of aligning credentials with high school opportunities and regional labor markets.


Collectively, these papers provide rigorous analyses of the effectiveness of policy-driven educational initiatives aimed at enhancing college, career, and civic outcomes. The evidence underscores the necessity of aligning policy frameworks and initiatives to ensure that resources are strategically aligned with workforce needs and broader social outcomes. 

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