The Impact of Participation in Career and Technical Education (CTE) on High School Graduation, College-Going Status, and Entry into the Workforce

This study examined the relationship between high school students' participation in Career and Technical Education (CTE) and three postsecondary student outcomes using the High School Longitudinal Study of 2009 (HSLS:09). CTE participation was measured by the number of Carnegie credits earned in CTE. Three student outcomes were analyzed: on-time high school graduation, college enrollment, and workforce entry. Descriptive statistics, bivariate analyses, and multivariate logistic regression models were estimated while controlling for socioeconomic status, race/ethnicity, sex, disability status, and academic performance indicators. Results indicated that CTE concentrators who earned 3 or more Carnegie credits in CTE had higher odds of graduating from high school on time than non-concentrators. CTE concentrators were more likely to enroll in two-year colleges than non-concentrators. In contrast, non-concentrators and non-CTE students were more likely to enroll in four-year colleges than CTE concentrators. CTE concentrators had higher odds of joining the workforce than the non-concentrators. These results suggest that CTE concentrators have distinct postsecondary trajectories. The study addresses a critical gap in the CTE literature by using a large, nationally representative longitudinal dataset to empirically examine the relationship between deeper engagement in CTE courses and multiple postsecondary student outcomes. Implications for policy and practice, as well as future research, including the outcomes of Artificial Intelligence (AI)-enhanced CTE programs, are discussed. Keywords: Career and Technical Education (CTE), CTE Concentrator, CTE Participant, CTE Completer, Career Cluster, Career Pathway, Area/Regional CTE School, CTE Program of Study (POS), Career Academy, Work-Based Learning (WBL).