High school Career and Technical Education (CTE) has received increased attention from policymakers and researchers in recent years. This study fills a needed gap in the growing research base by examining heterogeneity within the wide range of programs falling under the broad moniker of CTE, highlighting the need for nuance in research and policy conversations that often consider CTE as monolithic.
Using student-level course-taking records, unemployment insurance, and National Student Clearinghouse data, thhe authors examine outcomes including earnings, postsecondary education, and poverty avoidance, finding substantial differences for students in fields as diverse as health care, Information Technology (IT), and construction and large differences in outcomes for CTE students, particularly by gender.
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