Career-Connected Learning
Published by Bain & Company, this report examines how career-connected learning can better prepare students for high-demand careers while helping employers build stronger talent pipelines. Drawing on research, employer interviews, and examples from successful initiatives across the country, it outlines strategies for expanding high-quality career-connected learning through stronger partnerships among schools, employers, higher education, and policymakers.
The report highlights the importance of work-based learning, aligned credentials, and coordinated public policy to ensure more students have equitable access to career pathways that lead to long-term economic opportunity.
The report highlights the importance of work-based learning, aligned credentials, and coordinated public policy to ensure more students have equitable access to career pathways that lead to long-term economic opportunity.
Published by Bellwether, this report examines how Colorado, Delaware, Tennessee, and Texas have developed statewide ecosystems that support multiple career-connected learning models. Drawing on policy analysis, document review, and interviews, it identifies the governance structures, cross-sector partnerships, funding strategies, and state policies that enable career academies, CTE, early college, dual enrollment, and youth apprenticeships to grow together rather than in isolation.
The report offers practical lessons and policy recommendations for state leaders seeking to build coordinated, sustainable systems that expand access to high-quality career-connected learning opportunities for all students.
The report offers practical lessons and policy recommendations for state leaders seeking to build coordinated, sustainable systems that expand access to high-quality career-connected learning opportunities for all students.
Published by Bellwether, this report synthesizes research and expert interviews to identify the policies that enable high-quality career-connected learning models to grow and succeed. It examines evidence supporting approaches such as career academies, CTE programs of study, dual enrollment, early college high schools, P-TECH, and youth apprenticeships, and outlines the state policies that support their implementation and long-term sustainability.
The report is intended to help policymakers and education leaders expand access to proven career-connected learning opportunities that improve students’ college, career, and workforce outcomes.
The report is intended to help policymakers and education leaders expand access to proven career-connected learning opportunities that improve students’ college, career, and workforce outcomes.
9Â Ways Schools Can Use Perkins Funds to Strengthen Career ReadinessÂ
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6 Easy Ways to Make Math Relevant Without Replacing Your CurriculumÂ
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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.