Career-Connected Learning
Why Career Exploration Can’t Be Treated as “Nice to Have”Â
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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 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 U.S. Department of Education report presents a strategy to “reimagine” the Institute of Education Sciences (IES) to better serve educators, policymakers, and researchers. Drawing on stakeholder input and a review of current practices, the report identifies challenges including fragmented research efforts, slow data delivery, and limited classroom relevance. It proposes a series of major shifts, such as prioritizing high-impact education challenges, streamlining and modernizing federal data systems, and increasing collaboration with states and districts.
The recommendations aim to ensure that education research is more timely, actionable, and aligned with real-world needs to improve student outcomes.Examines post-pandemic academic recovery across schools, showing uneven gains in math and reading and varied paths back to pre-COVID achievement
The recommendations aim to ensure that education research is more timely, actionable, and aligned with real-world needs to improve student outcomes.Examines post-pandemic academic recovery across schools, showing uneven gains in math and reading and varied paths back to pre-COVID achievement
This peer-reviewed article highlights the scale of pandemic-related setbacks among American K-12 schools and reaffirms tutoring as a proven strategy for accelerating learning, especially when delivered as high-impact tutoring that is frequent, targeted, and embedded in the school day.
Using research and real-world examples, the authors identify practical lessons for implementing and scaling tutoring programs and emphasize the value of tutoring as supplemental, small-group or one-to-one instruction aligned with classroom teaching. Framed as a public health approach, the findings connect improved academic outcomes to long-term student well-being.
Using research and real-world examples, the authors identify practical lessons for implementing and scaling tutoring programs and emphasize the value of tutoring as supplemental, small-group or one-to-one instruction aligned with classroom teaching. Framed as a public health approach, the findings connect improved academic outcomes to long-term student well-being.
Reviews middle school career interventions, finding structured programs improve career awareness, decision-making, and self-efficacy, with school counselors playing a key role
Examines research on P2C’s career-connected math and career exploration initiatives, revealing program impact on student outcomes
Details outcomes for students in NYC CTE-dedicated high schools, showing links between CTE, engagement, credit accumulation, and diploma on-track status
Explores how Massachusetts has transformed vocational education into a rigorous, inclusive model that integrates career pathways with academic achievement
Summarizes SRI’s 7-year evaluation of California’s Linked Learning initiative, highlighting systemic implementation and its impact on student outcomes