Research on best practices in CTE and Early Middle College guide Michigan CTE and Early Middle College decision making at the state and local level. The Michigan Department of Education Office of Career and Technical Education (OCTE) is proud to showcase select research articles from our research partnerships as well as select current research.
Career and Technical Education Policy Exchange
The Office of Career and Technical Education (OCTE) is a founding partner in the Career and Technical Education Policy Exchange (CTEx). The Career & Technical Education Policy Exchange (CTEx) is a multi-state policy lab dedicated to improving the quality of high school career and technical education (CTE) programs in the United States. We work side-by-side with state and local partners and researchers from universities and research centers across the United States to develop data-driven policy recommendations that ensure all students are ready for both college and career.
Youth Policy Lab at University of Michigan
OCTE collaborates with the Youth Policy Lab at the University of Michigan as part of the Michigan Education Research Institute (MERI) and as part of CTEx. The Youth Policy Lab is a partnership between the Ford School and the Survey Research Center at the Institute for Social Research. The University of Michigan Youth Policy Lab helps community and government agencies make better decisions by measuring what really works.
Michigan Education Research Institute (MERI)
OCTE's research partners obtain data and approvals through the Michigan Education Research Institute, whose goal is to support research that improves education for all students in Michigan through a ground breaking partnership between Michigan universities, the Michigan Department of Education, and Michigan's Center for Educational Performance and Information.
National Center for Restructuring Education, Schools and Teaching (NCREST). Teachers College, Columbia University
NCREST works to advance education stakeholders' understanding of the complex and challenging work of restructuring schools. To carry out this mission, NCREST conducts research, fosters connections, and shares expertise and resources that help education practitioners, reformers, researchers, parents, and community members to reimagine and create equitable and effective schools and programs.
In Michigan, EMCs engage and support students in creating a five-year educational plan leading to the completion of a high school diploma and at least one of the following: attainment of 60 transferable college credits, an associate degree, a professional certificate, the Michigan Early Middle College Association (MEMCA) technical certificate, or the right to participate in registered apprenticeship.
NCREST Web Page
Career and Technical Education Research Network
CTE prepares students with academic knowledge and technical and employability skills for credentials and careers. CTE also serves as an opportunity to strengthen the connection and coherence among K–12 education, postsecondary education, and workforce development efforts. However, more rigorous research—studies designed to show a causal impact—is needed to understand the effects of CTE programming on student outcomes. To expand the evidence base, the CTE Research Network works to conduct and promote the use of high‑quality studies examining the impact of CTE.
Select Research on Michigan CTE and Early Middle Colleges
Equity and Access
Jacob, B., & Guardiola, J. (2021, May). Career Technical Education in Michigan-Students with Disabilities. Policy Brief. University of Michigan Youth Policy Lab.
Jacob, B., & Guardiola, J. (2020, January). Career and Technical Education in Michigan: Access and Participation. Policy Brief. University of Michigan Youth Policy Lab.
Economic Impacts/Labor Market Information
Jacob, B., & Guardiola, J. (2021, February). KRESA CTE Labor Market Analysis. Policy Brief. University of Michigan Youth Policy Lab https://youthpolicylab.umich.edu/publications/kresa-cte-labor-market-analysis/
Trends in CTE
Carruthers, C., Kreisman, D., Dougherty, S., and Martin, A. (2020, August). Multi-state analysis of trends in Career and Technical Education: Massachusetts, Michigan, and Tennessee. https://gpl.gsu.edu/publications/cross-state-analysis/
Early Middle Colleges
Better Data, Better Decisions. (2020). Complete College America. https://completecollege.org/. The Postsecondary Data Partnership helps states and institutions understand data and turn it into action, making it a vital tool to ensure more students complete college.
Public Virtual Advising Guide. (2020). College Advising Corps. https://advisingcorps.org/. Since 2005, College Advising Corps (CAC) has worked to increase the number of low income, first-generation college, and underrepresented high school students who enter and complete higher education. This mission has been achieved through three models of delivery of near peer advising services: In-School, Virtual, and Hybrid.
Research Articles on Economic and Educational Impact of COVID19 That May Affect 2020-2021 and 2021-2022 CTE Student Placement
Burton, J. T., Ehrlich, G. M., & McWilliams, M. R. (2020, Nov 20). The Michigan Economic Outlook 2020-2022. Ann Arbor: University of Michigan.
U.S. Bureau of Labor Statistics. (2020, Aug 18). Employment and Unemployment Among Youth Summary. Online news source. Extracted October 23, 2020. https://www.bls.gov/news.release/youth.nr0.htm#.
Hannah Neeper (2020, Oct 22). Downward Trends for Postsecondary Institutions: https://ctepolicywatch.acteonline.org/2020/10/downward-trends-for-postsecondary-institutions.html
Yoon, S. (2020, Jun 24). COVID fallout: Fewer Michigan low-income students may be going to college. Bridge online new source. Extracted August 2020 from https://www.bridgemi.com/talent-education/covid-fallout-fewer-michigan-low-income-students-may-be-going-college
Research Articles on Academic Impact of COVID19 That May Affect 2020-2021 and 2021-2022 CTE Student Academic Attainment
CNBC news (Mar 30, 2021). Virtual school resulted in 'significant' academic learning loss, study finds. https://www.cnbc.com/2021/03/30/learning-loss-from-virtual-school-due-to-covid-is-significant-.html
Kuhfeld, M. & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. NWEA.
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., and Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, Vol. 49 No. 8, pp. 549-565.
Dorn, E., Hancock, B., Sarakatsannis, J., and Viruleg, E. (June 1, 2020). New evidence shows that the shutdowns caused by COVID-19 could exacerbate existing achievement gaps. McKinsey New York Office Article. https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime
The Center for Research on Education Outcomes Stanford University (Oct 2020). Estimates of Learning Loss in the 2019-2020 School Year.
Michigan COVID-19 Learning Plan Dashboard https://www.mischooldata.org/covid-dashboard/
Sass, T. & Goldring, T. (May 2021). Student Achievement Growth During the COVID-19 Pandemic: Insights from Metro-Atlanta School Districts. Report from Georgia Policy Labs. https://gpl.gsu.edu/publications/student-achievement-growth-during-the-covid-19-pandemic/
- AdvanceCTE Learning That Works Resource Center
- Association for Career & Technical Education
- Association for Career and Technical Education Research
- National Research Center for Career and Technical Education
- Institute of Education Sciences What Works Clearinghouse
- Regional Educational Laboratory Program