Over the past three decades, vocational education in the United States has transformed from a "second class" option into a robust system of Career and Technical Education (CTE). Previously, vocational tracks often diverted students—particularly those from low-income families and students of color—away from college pathways and into low-wage careers. Today, CTE programs, especially in Massachusetts, are in high demand, with many schools boasting academic performance and graduation rates comparable to traditional high schools.
In their article for the American Educator, authors Kerry McKittrick, Co-Director of the Project on Workforce, and Robert Schwartz, Professor Emeritus at Harvard Graduate School of Education, discuss various topics, including what 'college and career ready' looks like in practice, career pathways and the role of community colleges, and what career-connected learning at scale looks like in states across the country.
McKittrick and Schwartz outline several implications for policy and practice, including six takeaways from their summary of CTE and career pathways, and from their broader research and experience in the field. In addition, they suggest two key areas needing more innovation and investment, and specific state policy recommendations to facilitate career-connected education at scale.