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How Aligned Is Career and Technical Education to Local Labor Markets?

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Title: How Aligned Is Career and Technical Education to Local Labor Markets?
Language: English
Authors: Sublett, Cameron, Griffith, David, Thomas B. Fordham Institute, Thomas B. Fordham Foundation
Source: Thomas B. Fordham Institute. 2019.
Availability: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Peer Reviewed: N
Page Count: 95
Publication Date: 2019
Sponsoring Agency: JPMorgan Chase & Co.
Strada Education Network
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: High Schools
Secondary Education
Descriptors: Vocational Education, Labor Market, Education Work Relationship, Alignment (Education), High School Students, Demand Occupations, Course Selection (Students), Racial Differences, Gender Differences, Employment, Wages, Local Norms
Geographic Terms: Georgia (Atlanta), Massachusetts (Boston), Illinois (Chicago), Michigan (Detroit), Texas (Houston), Indiana (Indianapolis), California (Los Angeles), New York (New York), Arizona (Phoenix), Washington (Seattle)
Abstract: The recent reauthorization of the Carl D. Perkins Career and Technical Education Act--the principal federal education program supporting career and technical education (CTE)--expressly aims to "align workforce skills with labor market needs." "How Aligned is Career and Technical Education to Local Labor Markets?", co-authored by Pepperdine University associate professor Cameron Sublett and Fordham Institute senior research and policy associate David Griffith, examines whether students in high school CTE programs are more likely to take courses in high-demand and/or high-wage industries, both nationally and locally. By linking CTE course-taking data from the High School Longitudinal Survey to employment data from the Bureau of Labor Statistics, it seeks to answer three central research questions: (1) To what extent do "national" CTE course-taking patterns at the high school level reflect the current distribution of jobs across fields and industries? (2) To what extent is CTE course-taking in high school linked to local employment and industry wages? (3) How do patterns of CTE course-taking differ by student race and gender? Overall, the study finds that many fields that support a significant number of U.S. jobs see little CTE course-taking in high school, suggesting the potential for greater alignment in these areas. Students are also more likely to take courses in fields that support more local jobs, but less likely to do so when those jobs are high-paying, suggesting that today's CTE is connecting kids with jobs that are plentiful but low-paying by industry standards. Finally, although national CTE course-taking patterns differ significantly by race and gender, all student groups exhibit similar responses to local labor market demand. Because numerous studies suggest that Americans have become less mobile in recent decades, it's more imperative than ever that the local business, postsecondary, and K-12 education sectors join hands to strengthen the connection between high school CTE programs and the local job market. Only then will labor market "alignment" become more than a buzzword. [Foreword and Executive Summary by Amber M. Northern and Michael J. Petrilli]
Abstractor: As Provided
Entry Date: 2019
Accession Number: ED598867
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED598867
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  Data: How Aligned Is Career and Technical Education to Local Labor Markets?
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  Data: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
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  Data: N
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  Data: 95
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  Data: JPMorgan Chase & Co.<br />Strada Education Network
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  Data: <searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Market%22">Labor Market</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Demand+Occupations%22">Demand Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Selection+%28Students%29%22">Course Selection (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Employment%22">Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Wages%22">Wages</searchLink><br /><searchLink fieldCode="DE" term="%22Local+Norms%22">Local Norms</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Georgia+%28Atlanta%29%22">Georgia (Atlanta)</searchLink><br /><searchLink fieldCode="DE" term="%22Massachusetts+%28Boston%29%22">Massachusetts (Boston)</searchLink><br /><searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan+%28Detroit%29%22">Michigan (Detroit)</searchLink><br /><searchLink fieldCode="DE" term="%22Texas+%28Houston%29%22">Texas (Houston)</searchLink><br /><searchLink fieldCode="DE" term="%22Indiana+%28Indianapolis%29%22">Indiana (Indianapolis)</searchLink><br /><searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink><br /><searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink><br /><searchLink fieldCode="DE" term="%22Arizona+%28Phoenix%29%22">Arizona (Phoenix)</searchLink><br /><searchLink fieldCode="DE" term="%22Washington+%28Seattle%29%22">Washington (Seattle)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The recent reauthorization of the Carl D. Perkins Career and Technical Education Act--the principal federal education program supporting career and technical education (CTE)--expressly aims to "align workforce skills with labor market needs." "How Aligned is Career and Technical Education to Local Labor Markets?", co-authored by Pepperdine University associate professor Cameron Sublett and Fordham Institute senior research and policy associate David Griffith, examines whether students in high school CTE programs are more likely to take courses in high-demand and/or high-wage industries, both nationally and locally. By linking CTE course-taking data from the High School Longitudinal Survey to employment data from the Bureau of Labor Statistics, it seeks to answer three central research questions: (1) To what extent do "national" CTE course-taking patterns at the high school level reflect the current distribution of jobs across fields and industries? (2) To what extent is CTE course-taking in high school linked to local employment and industry wages? (3) How do patterns of CTE course-taking differ by student race and gender? Overall, the study finds that many fields that support a significant number of U.S. jobs see little CTE course-taking in high school, suggesting the potential for greater alignment in these areas. Students are also more likely to take courses in fields that support more local jobs, but less likely to do so when those jobs are high-paying, suggesting that today's CTE is connecting kids with jobs that are plentiful but low-paying by industry standards. Finally, although national CTE course-taking patterns differ significantly by race and gender, all student groups exhibit similar responses to local labor market demand. Because numerous studies suggest that Americans have become less mobile in recent decades, it's more imperative than ever that the local business, postsecondary, and K-12 education sectors join hands to strengthen the connection between high school CTE programs and the local job market. Only then will labor market "alignment" become more than a buzzword. [Foreword and Executive Summary by Amber M. Northern and Michael J. Petrilli]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 95
    Subjects:
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Labor Market
        Type: general
      – SubjectFull: Education Work Relationship
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Demand Occupations
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Employment
        Type: general
      – SubjectFull: Wages
        Type: general
      – SubjectFull: Local Norms
        Type: general
      – SubjectFull: Georgia (Atlanta)
        Type: general
      – SubjectFull: Massachusetts (Boston)
        Type: general
      – SubjectFull: Illinois (Chicago)
        Type: general
      – SubjectFull: Michigan (Detroit)
        Type: general
      – SubjectFull: Texas (Houston)
        Type: general
      – SubjectFull: Indiana (Indianapolis)
        Type: general
      – SubjectFull: California (Los Angeles)
        Type: general
      – SubjectFull: New York (New York)
        Type: general
      – SubjectFull: Arizona (Phoenix)
        Type: general
      – SubjectFull: Washington (Seattle)
        Type: general
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      – TitleFull: How Aligned Is Career and Technical Education to Local Labor Markets?
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