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Does Expanding Access to High Quality Technical Education Induce Participation and Improve Outcomes? EdWorkingPaper No. 25-1312

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Title: Does Expanding Access to High Quality Technical Education Induce Participation and Improve Outcomes? EdWorkingPaper No. 25-1312
Language: English
Authors: Yerin Yoon, Shaun M. Dougherty, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 82
Publication Date: 2025
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Career and Technical Education, High Schools, Postsecondary Education, Access to Education, Educational Legislation, Federal Legislation, Minority Group Students, Student Characteristics, Program Descriptions, Science Programs, Outcomes of Education
Geographic Terms: Massachusetts
Laws, Policies and Program Identifiers: Carl D Perkins Career and Technical Education Improvement Act 2006
Abstract: Over the last 15 years, Career and Technical Education (CTE) has been changing as schools have aimed to better meet workforce needs and diversify pathways into higher education and the workforce. This study provides the first known causal evidence on the impact of CTE program expansion in U.S. comprehensive high schools on student participation and postsecondary outcomes. Using administrative data from Massachusetts, we leverage variation from the staggered rollout of high-quality CTE program offerings across high schools and examine overall effects as well as heterogeneity by student and program characteristics. Our findings show that access to a new CTE program induces 11.5 percent of prior non-participants to take-up the program. CTE exposure increases the number of quarters with earnings by 2 percent, with larger effects for students with disabilities and Black or Hispanic students. Conditional on employment, exposure increases earnings one year after high school graduation, particularly among male students, but these gains fade from age 23 onward. We also find suggestive evidence that exposure to Education programs for female students and IT programs for Black or Hispanic students increase four-year college enrollment and completion by 5 percent. [Funding provided by the Rappaport Institute for Greater Boston, Harvard Kennedy School of Government.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678287
Database: ERIC
FullText Text:
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  Data: Does Expanding Access to High Quality Technical Education Induce Participation and Improve Outcomes? EdWorkingPaper No. 25-1312
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  Data: <searchLink fieldCode="AR" term="%22Yerin+Yoon%22">Yerin Yoon</searchLink><br /><searchLink fieldCode="AR" term="%22Shaun+M%2E+Dougherty%22">Shaun M. Dougherty</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Over the last 15 years, Career and Technical Education (CTE) has been changing as schools have aimed to better meet workforce needs and diversify pathways into higher education and the workforce. This study provides the first known causal evidence on the impact of CTE program expansion in U.S. comprehensive high schools on student participation and postsecondary outcomes. Using administrative data from Massachusetts, we leverage variation from the staggered rollout of high-quality CTE program offerings across high schools and examine overall effects as well as heterogeneity by student and program characteristics. Our findings show that access to a new CTE program induces 11.5 percent of prior non-participants to take-up the program. CTE exposure increases the number of quarters with earnings by 2 percent, with larger effects for students with disabilities and Black or Hispanic students. Conditional on employment, exposure increases earnings one year after high school graduation, particularly among male students, but these gains fade from age 23 onward. We also find suggestive evidence that exposure to Education programs for female students and IT programs for Black or Hispanic students increase four-year college enrollment and completion by 5 percent. [Funding provided by the Rappaport Institute for Greater Boston, Harvard Kennedy School of Government.]
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      – Text: English
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      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Postsecondary Education
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      – SubjectFull: Access to Education
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Program Descriptions
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      – SubjectFull: Science Programs
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Massachusetts
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      – SubjectFull: Carl D Perkins Career and Technical Education Improvement Act 2006
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      – TitleFull: Does Expanding Access to High Quality Technical Education Induce Participation and Improve Outcomes? EdWorkingPaper No. 25-1312
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