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Curated studies and findings to guide student success in career-connected learning
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Conducted by Dr. Jay Plasman of The Ohio State University and published by the Thomas B. Fordham Institute, this study examines the postsecondary and workforce outcomes of Ohio high school students who earn industry-recognized credentials. Using longitudinal education and labor market data, the report analyzes how credential attainment and CTE concentration relate to graduation, college enrollment, employment, and earnings over time.
Findings show that students who earn credentials often experience early workforce earnings gains and higher graduation rates, though they are less likely to pursue four-year degrees. The study also explores differences across credential types, career clusters, and high-demand workforce pathways, offering insights for policymakers seeking to strengthen alignment between education and labor market needs.
Findings show that students who earn credentials often experience early workforce earnings gains and higher graduation rates, though they are less likely to pursue four-year degrees. The study also explores differences across credential types, career clusters, and high-demand workforce pathways, offering insights for policymakers seeking to strengthen alignment between education and labor market needs.
This analysis examines the growing disconnect between rising high school graduation rates and persistently low math proficiency across states. Drawing on national and state-level data, it highlights “graduation gaps” where large percentages of students earn diplomas without demonstrating mastery of foundational math skills.
In many states, the difference between graduation rates and math proficiency reaches 30–50 percentage points, raising concerns about whether diplomas accurately signal readiness for college, workforce training, or military service. The article calls for greater alignment between achievement and attainment measures, earlier intervention in math learning, and more transparent definitions of readiness to ensure students are truly prepared for postsecondary pathways.
In many states, the difference between graduation rates and math proficiency reaches 30–50 percentage points, raising concerns about whether diplomas accurately signal readiness for college, workforce training, or military service. The article calls for greater alignment between achievement and attainment measures, earlier intervention in math learning, and more transparent definitions of readiness to ensure students are truly prepared for postsecondary pathways.
This Pathway2Careers report examines how career-connected math instruction impacts student engagement, achievement, and relevance in the classroom. Drawing on educator feedback and implementation data, it highlights how integrating real-world career contexts into math lessons helps students better understand the purpose of what they are learning.
The report outlines key use cases for P2C Math, including increasing student motivation, supporting differentiated instruction, and strengthening alignment between academic content and future career pathways. Findings suggest that when math is connected to real-world applications, students show greater interest, improved performance, and stronger connections between school and future goals.
The report outlines key use cases for P2C Math, including increasing student motivation, supporting differentiated instruction, and strengthening alignment between academic content and future career pathways. Findings suggest that when math is connected to real-world applications, students show greater interest, improved performance, and stronger connections between school and future goals.
This Pathway2Careers report explores the importance of structured career exploration beginning in middle school. Drawing on national research and practical implementation examples, it outlines how early exposure to careers helps students develop self-awareness, connect academic learning to future pathways, and build essential planning skills.
The report offers evidence-informed strategies for embedding career exploration into middle school curricula, school counseling, and advisement systems to support equitable access to postsecondary and workforce opportunities.
The report offers evidence-informed strategies for embedding career exploration into middle school curricula, school counseling, and advisement systems to support equitable access to postsecondary and workforce opportunities.
This article breaks down what separates high-dosage tutoring from traditional tutoring and why it consistently produces stronger learning gains. Drawing on research from organizations including UVA, Brown’s Annenberg Institute, and Stanford’s National Student Support Accelerator, it identifies the core elements of effective tutoring: frequent sessions, small-group or one-to-one instruction, alignment with classroom content, and consistent use of trained tutors.
The article also highlights practical lessons for implementation, noting that high-dosage tutoring is most effective when embedded into the school day and treated as a core instructional strategy rather than an optional add-on. For districts seeking scalable, evidence-based interventions, it offers a clear framework for designing tutoring programs that deliver measurable impact.
The article also highlights practical lessons for implementation, noting that high-dosage tutoring is most effective when embedded into the school day and treated as a core instructional strategy rather than an optional add-on. For districts seeking scalable, evidence-based interventions, it offers a clear framework for designing tutoring programs that deliver measurable impact.
This technical report examines whether high-dosage tutoring can be scaled across diverse districts in ways that meaningfully accelerate learning. Drawing on decades of evidence, the report reinforces that tutoring is most effective when it is frequent, individualized, delivered during the school day, and aligned with core instruction—not treated as informal homework help.
Across 2022–23 implementation efforts in districts including Chicago Public Schools and Fulton County Schools, results suggest that in-school tutoring can generate large gains in math achievement (about two-thirds of a year of learning), while reading results are still emerging.
Across 2022–23 implementation efforts in districts including Chicago Public Schools and Fulton County Schools, results suggest that in-school tutoring can generate large gains in math achievement (about two-thirds of a year of learning), while reading results are still emerging.
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Finds that Early College High Schools in New Mexico yield a net present value of $27,219 per student, with a benefit-to-cost ratio of 4.6
Finds that Early College High Schools in North Carolina provide $10,000 in cost savings per student and higher postsecondary attainment, with greater benefits for underrepresented groups
A 2020 study found that Early College High Schools, despite higher costs, lead to more college degrees for low-income students, offering a 15:1 return on investment.
Examines how urban universities can collaborate with K–12 schools to create Early College programs that support underserved students and promote college success
Finds that students attending Early College High Schools are more likely to enroll in college and complete degrees, with significant benefits for underrepresented groups
America Achieves outlines how integrating cross-sector competencies into education can better equip students for success in a rapidly changing economy.
Highlights how certificate and associate programs in fields like engineering and health offer fast, affordable paths to economic opportunity
More than half of educators say preparing students for future careers is a priority, but many schools still face resource and model shortages.