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How Aligned is CTE

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

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:

Cameron Sublett, David Griffith 4.3.2019
NationalReport
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Enrollment and Achievement in Ohio's Virtual Charter Schools

This Fordham study, conducted by learning technology researcher June Ahn from NYU, dives into one of the most promising—and contentious—issues in education today: virtual schools. What type of students choose them? Which online courses do students take? Do virtual schools lead to improved outcomes for kids?

June Ahn, Ph.D. 8.2.2016
NationalReport
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Common Core Math in the K-8 Classroom: Results from a National Teacher Survey

In Common Core Math in the K-8 Classroom: Results from a National Teacher Survey, Jennifer Bay Williams, Ann Duffett, and David Griffith take a close look at how educators are implementing the Common Core math standards in classrooms across the nation.

Jennifer M. Bay-Williams, Ann Duffett, David Griffith 6.23.2016
NationalReport
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A Policymaker's Guide to Improving School Leadership

Whether the goal is to enhance instruction, create a culture of excellence, or broaden education options for parents, it’s nearly impossible to improve schools without strong leaders. This is hardly news; much evidence has indicated the importance of effective principals for decades.

Eric Lerum 4.26.2016
NationalNew Media
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Education for Upward Mobility

In Education for Upward Mobility, editor Michael J. Petrilli and more than a dozen leading scholars and policy analysts seek answers to a fundamental question: How can we help children born into poverty transcend their disadvantages and enter the middle class as adults? And in particular, what role can our schools play? 

Michael J. Petrilli 3.15.2016
NationalBook
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Evaluating the Content and Quality of Next Generation Assessments

Evaluating the Content and Quality of Next Generation Assessments examines previously unreleased items from three multi-state tests (ACT Aspire, PARCC, and Smarter Balanced) and one best-in-class state assessment, Massachusetts’ state exam (MCAS). The product of two years of work by the Thomas B.

Nancy Doorey, Morgan Polikoff 2.11.2016
NationalReport
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America's Best (and Worst) Cities for School Choice

More than twelve million American students exercise some form of school choice by going to a charter, magnet, or private school——instead of attending a traditional public school.

Priscilla Wohlstetter, Ph.D., Dara Zeehandelaar Shaw, Ph.D., David Griffith 12.9.2015
NationalReport
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Is Detente Possible? District-charter school relations in four cities

Whether you think the end game of the current “mixed economy” of district and charter schools should be an all-charter system (as in New Orleans) or a dual model (as in Washington D.C.), for the foreseeable future most cities are likely to continue with a blend of these two sectors. So we wanted to know: Can they peacefully co-exist? Can they do better than that?

Daniela Doyle, Christen Holly, Bryan C. Hassel 11.4.2015
NationalReport
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Schools of Thought: A Taxonomy of American Education Governance

Questions of education governance are often considered moot by policymakers, who typically assume that the governance challenges plaguing their local schools are both universal and inevitable. Given the ubiquity of everything from local school boards to state superintendents, this seems to be a logical assumption.

Dara Zeehandelaar Shaw, Ph.D., David Griffith, Joanna Smith, Michael Thier, Ross Anderson, Christine Pitts, Hovanes Gasparian 8.26.2015
NationalReport
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Who Should Be in Charge When School Districts Go into the Red?

School districts across the land are contending with rising education costs and constrained revenues. Yet state policies for assisting school districts in financial trouble are uneven and complex. Interventions are often haphazard, occur arbitrarily, and routinely place politics over sound economics.

Dara Zeehandelaar Shaw, Ph.D., Victoria McDougald 8.6.2015
NationalReport
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Pre-K and Charter Schools: Where State Policies Create Barriers to Collaboration

In Pre-K and Charter Schools: Where State Policies Create Barriers to Collaboration, authors Sara Mead and Ashley LiBetti Mitchel examine thirty-six jurisdictions that have both charter schools and state-funded pre-K programs to determine where charters can provide state-funded pre-K.

Sara Mead, Ashley LiBetti Mitchel 7.15.2015
NationalReport