Analyzes the links between career and technical education and registered apprenticeship programs in six states to identify key challenges to coordinating the programs and possible strategies to increase program alignment, drawing on findings from detailed case studies of each state.

The report explores connections between career and technical education (CTE) and registered apprenticeship (RA) programs through interviews with administrators in six states with “established programmatic linkages between CTE and RA programs at the secondary level” (p.3). CTE programs “support high school students in gaining the academic, technical, and employability skills necessary to pursue entry-level employment and to enroll in postsecondary education” (p.xi). Instructional content begins with career exploration and becomes progressively more occupation directed as students specialize in their coursework. Some have the opportunity to participate in a work-based learning (WBL) placement” (p.xi). By comparison, RA programs provide “individuals with advanced technical skills and the training needed to find employment in a specific occupation” (p.xi). “Apprentices generally are employed from the first day of their apprenticeship and receive technical instruction in combination with on-the-job training (OJT)” (p.xi). “At the end of training, apprentices receive a nationally recognized, portable industry credential from [the Department of Labor]” (p.xi).

“To help clarify the association between CTE and RA, the National Center for Innovation in Career and Technical Education (NCICTE) undertook a systematic review of the programmatic, administrative, and financial policies that six states—Connecticut, Florida, Kentucky, North Carolina, Rhode Island, and Washington—have developed to link the two programs” (xii). The study attempts to answer the following questions:

· What are the program features that define states’ efforts to align secondary CTE programs with RA—including information related to curriculum development and delivery, options for WBL participation, student recruitment, transition to postsecondary education and employment, and the scale and scope of program offerings?

· What program supports exist at the state and local levels to promote system coordination between secondary CTE and RA programs—including the roles of state agencies and other…partners, state legislation and administrative policies governing program operations, employer and parental engagement, financing, and the collection of data?” (p.xii).

(Abstractor: Author and Website Staff)

Full publication title: Connecting Secondary Career and Technical Education and Registered Apprenticeship: A Profile of Six State Systems