The COVID-19 pandemic exposed inequities in access to and success in career and technical education (CTE). This post summarizes a discussion among teachers and program coordinators about what has changed a year into remote instruction, and about how to make CTE programs more equitable now and when in-person instruction returns.
Recent federal policy supports creating middle-class jobs in the “green economy.” To better understand how community colleges can build programs that provide reliable growth trajectories for students in this field, MDRC talked with two practitioners about the North Carolina Community College System’s 10-year-old “Code Green” initiative.
Career and technical education programs are trying to address challenges faced by disadvantaged students, particularly Black students and other students of color. Access is only part of the path to equity as these programs focus on inclusive workplace environments, meaningful mentorships, and language that emphasizes strengths rather than real or presumed deficits.
Lessons Learned from a Research-Practice Partnership with New York City’s Department of Education
A research-practice partnership between MDRC and the New York City Department of Education focused on mutual learning using insights from behavioral science and human-centered design to achieve five learning goals related to the kindergarten application process. This report discusses study results and lessons learned for each of the five goals.
Opportunities for Investing in Equity
This brief summarizes recent findings that show how a lack of access to high-quality summer programs may contribute to disparities in children’s learning and development during the transition to kindergarten. It identifies future research needed to ensure that equity-focused investments in summer learning pay off for children from underserved groups.
Participants in the National Guard Youth ChalleNGe Program are more likely to obtain a GED or high school diploma, earn college credits, and be employed. This study evaluates an expansion called Job ChalleNGe, which includes more court-involved youth and includes an add-on residential training program.
When COVID-19 upended normal operations at STRIVE, a workforce development nonprofit founded in New York, the Center for Applied Behavioral Science at MDRC documented the agency’s real-time innovations that allowed it to continue serving clients during the crisis. Greg Wise, STRIVE’s National Vice President, shared a first-hand account of the transition.
Career and Technical Education Connects the Dots
The economic recession triggered by the global pandemic has magnified the need for high-quality programs that can help students acquire the skills, training, and postsecondary credentials they need to thrive in the workplace. Here are some programs that studies show improved academic outcomes and increased earnings.
Findings from a Study of Teach For America’s Handoff Program
This study evaluated TFA’s initiative to better align its regional in-service training during the school year with its national pre-service summer teacher training, which emphasized a productive learning environment and diversity, equity, and inclusiveness. Teachers who received more in-service training in those national components adopted more culturally relevant classroom practices.
Many schools are using technology-based tools to generate career recommendations and supplement the capabilities of their guidance departments. MDRC has partnered with two technology companies to test whether their career-advising software programs are viable tools for equitably supporting students as they identify and pursue future careers.