Research and Program Evaluation | Career and Technical Education
AIR is enhancing the understanding of career and technical education (CTE) through comprehensive research and program evaluation, focusing on the impact of CTE on student outcomes.
AIR is contributing to the CTE evidence base with rigorous studies of the impacts of CTE on student outcomes, evaluation of CTE programs, and exploration of effective characteristics of CTE programming.
Our Projects
CTE Network (Career and Technical Education Research Network)
AIR leads the network and coordination of CTE Research Network 2.0. This initiative is funded through the Institute of Education Sciences and aims to expand the evidence base on CTE, with a particular focus on causal research. Through various impact studies, led by external partners, and a comprehensive review of the past 20 years of evidence, this network is uncovering new insights into the effectiveness of CTE. They also engage stakeholders to share information, build new knowledge, and help strengthen CTE policies and programs to improve student outcomes.
Career and Technical Education Policy Exchange (CTEx)
AIR participates in CTEx, which provides policymakers with direct and actionable evidence to inform the future of CTE in U.S. high schools. CTEx pairs academic researchers with state education decision makers to understand the impact of CTE enrollment, quality, and delivery on both individual students and the broader economy. In its first three years, CTEx impacted program development and informed policy implementation in three states.
National Evaluation of CTE Under Perkins V (NECTEP)
The National Evaluation of Career and Technical Education under Perkins V (NECTEP) assesses the implementation and effectiveness of CTE programs. It explores how states and districts’ implementation CTE reflects the goals of Perkins V, the challenges faced by grantees, and how CTE participation and outcomes have evolved. The evaluation involves analyzing state plans, conducting national surveys, and reviewing evidence to provide insights into CTE's impact on student outcomes.
CTE Teacher Pipeline
In 2017, the U.S. Department of Education’s Office of Career, Technical, and Adult Education launched the High School Career and Technical Education Teacher Pathway Initiative (also referred to as CTE TPI). AIR worked with five program grantees to understand the approaches they took to increase the numbers of CTE teachers in their jurisdictions: the New Jersey Department of Education, Tennessee Department of Education, Southeast Kansas Education Service Center, Portland Community College in Oregon, and the School Board of Broward County, Florida.
NAF Evaluation Project
NAF (formerly the National Academy Foundation) operates high school career academies that integrate academic learning with career themes, work-based learning, and strong employer partnerships. They are currently implementing a 5-year evaluation plan to guide and assess new strategic initiatives and establish a system for longitudinal student outcomes research. AIR is assisting NAF by developing metrics to measure and improve the effectiveness of these initiatives.
FFA Evaluation
AIR is conducting a multi-phase evaluation of the National FFA programming to understand how participation in the FFA organization affects student outcomes. In Phase 1, the AIR team conducted a landscape scan of how FFA operates at the national, state, and local levels, conducted a data inventory, and developed a research agenda for FFA. In Phase 2, AIR will implement a multi-year evaluation of the FFA program.
CTE Teachers and Long-Term Outcomes for Students with Disabilities
This project investigates the connection between CTE teachers' qualifications and the long-term success of students with disabilities. It examines how teacher certification pathways and preservice experiences affect postsecondary outcomes like college enrollment and employment. AIR utilized data from Washington State to track students’ progress, linking them to their high school CTE teachers.
