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About Us
About Us
We are a team of researchers dedicated to advancing educational equity and opportunity through rigorous, practice-informed research. Our work centers on understanding how schools can better support students as they navigate the transition from high school to college and careers.
Career and Technical Education (CTE) plays a critical role in preparing students for success beyond the classroom. When thoughtfully designed and implemented, CTE programs can provide students with hands-on learning, exposure to in-demand career paths, and access to credentials that open doors to postsecondary education and workforce opportunities. Yet, questions remain about how these opportunities are offered, experienced, and improved across school systems.
Guided by a commitment to partnering with educators and community leaders, we aim to generate insights that not only deepen understanding but also inform practical solutions.
Project Overview
Project Overview
This project starts with a comprehensive examination of a midsize public school district’s approach to career development. Researchers will conduct a deep exploration of career development opportunities at a district level, undertaking mixed methods research to examine how schools and district leaders make decisions about their program offerings, how key stakeholders (e.g., students, parents, teachers, counselors, school leaders, and community and workforce leaders) consider the goals of career development opportunities and their strengths and weaknesses. The research team will also explore how stakeholders think about program quality and the experiences of students as they prepare to transition to their post-high school lives. The researchers will also examine participation and outcomes of specific career development programs, including career and technical education (CTE) course taking and dual enrollment. After learning more about the needs of the district in this exploratory research, the research team will identify a single career development opportunity that is either new or can be scaled up in order to conduct an impact study.
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305N240074 to the Regents of the University of Michigan. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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