Publications
Career and Technical Education: Program Analysis Scorecard Report
This report summarizes Career and Technical Education (CTE) Program Analysis Scorecard results from the 2017-2018 school year. To better understand and measure conditions in the program prior to implementation of the CTE 5-Year Plan. To establish a baseline data, indicators related to quality of instruction, program alignment, and access and equity are described.
From Gateway to Project Lead the Way: Tracking Middle School Engineering Participants into High School
The Career and Technical Education (CTE) Department in the Austin Independent School District (AISD) administers a national engineering program in middle schools, called Gateway, and in high schools, called Project Lead the Way (PLTW). In this summary, the PLTW courses taken during high school were examined for two cohorts of students who participated in the Gateway program at some point in their middle school years (eighth graders in 2011–2012 and 2012–2013). Overall, more than half of Gateway 8th grade students in 2011–2012 (57%) and 2012–2013 (56%) attended a PLTW high school. Of…
Career and Technical Education Enrollment and Demographic Trends, 2012-2013 to 2016-2017
The mission AISD’s Career and Technical Education (CTE) Department is to provide opportunities for students to acquire 21st-century academic and technical skills needed for entry into the global workforce and/or postsecondary education to become contributing members of their community. The purpose of this report is to examine the trends in CTE course enrollment and student demographics over the last 5 years, 2012–2013 to 2016–2017.
Career and Technical Education 2017 Student Survey Results Summary
The Career and Technical Education (CTE) Student Survey, administered in Spring 2017, was designed to gather students’ feedback about their experiences taking the advanced CTE courses offered in their specific career pathway. Students who participated in the Austin Independent School District’s (AISD) CTE Student Survey highly rated the courses they had taken in their career pathway and the opportunities to gain hands-on experiences ready for their life, college, and career.
Postsecondary employment and earnings outcomes for 2013 graduates with industry certifications
This report compares employment and earnings outcomes of 2013 graduates with and without industry certifications and whether graduates with certifications worked in a related field. The supplemental technical report describes the methodology.
Postsecondary Education and Employment Outcomes for Career and Technical Education Graduates in the Class of 2013
Career and Technical Education (CTE) graduates appeared to enroll in postsecondary institutions and join the workforce at rates similar to those of other graduates.
2015 High School Exit Survey: Comparison of Responses of Career and Technical Education Concentrators with Those of Their Peers
Many survey responses of CTE and non-CTE seniors were very similar, including their plans to enroll in postsecondary education. Some differences in responses may be explained by differences in economic status.
Career and Technical Education: College Readiness and Cost-Effectiveness, 2013-2014
The CTE program was more cost-effective in 2013–2014 than it was in 2012–2013, despite a lower college readiness rate and an increase in the per student cost from the previous year. This was CTE’s third year of improvement in cost-effectiveness.
Career and Technical Education: College Readiness and Cost-Effectiveness, 2012-2013
The cost-effectiveness of the CTE program continued to improve in 2012-2013. The percentage of college-ready CTE seniors increased over the previous year, and expenditures declined. Seniors’ college readiness rates did not differ by CTE status.
Career and Technical Education: Postsecondary Outcomes of the Class of 2011
This report assesses whether significant differences existed in the postsecondary enrollment, employment, and earnings of 2011 graduates, based on their CTE participation, industry certification status, and eligibility for articulated college credit.