Panel Paper:
Building a Framework for and Measuring Participation in Connecticut’s CTE Programs
*Names in bold indicate Presenter
We also present findings from a novel approach to data collection that uses mediators and moderators in a regression discontinuity evaluation of CTE impacts. Specifically, we present descriptive findings from a statewide survey of high schools, a subset of which are specialized CTE schools and are the subject of a large-scale evaluation. These data include information on course and program offerings, work-based learning experiences, postsecondary partnerships, private-sector engagement, and industry certification. Based on prior research, we hypothesize that student exposure to these program components and learning opportunities influence intermediate, short-term outcomes during high schools that include general engagement in school, achievement in both academic and CTE domains, and social and behavioral competencies.
In addition, we posit that longer-term outcomes will be influenced both directly by student experiences in CTE programs and indirectly through the influences that those experiences have on intermediate outcomes. These descriptive findings and reporting on the data collection structure and process will provide context for new approaches to understanding the mechanisms through which CTE might affect outcomes, and a foundation for more nuanced mediation analyses. This paper will also be among the first to present a formal framework to consider policy impact of CTE participation, while also forwarding a model and proof of concept for collecting such data from a state educational system. Data from this study will have direct utility to the parallel impact evaluation, which will use this study’s measures as mediators and moderators to understand heterogeneity of effects by program characteristics. In addition, this study will inform the work of policy makers and practitioners interested in better measuring and collecting important elements of CTE program implementation.