This video is a recording of an in-person event focused on aligning expectations for new teachers between K–12 and educator preparation institutions.

This report examines the impact of corequisite remediation on students underprepared in reading and writing and whether corequisites have differential impacts on students with different characteristics.

This report presents findings of a study that sought to (a) identify factors that predict positive STEM-related postsecondary outcomes for students in Texas and (b) determine whether the association between predictive factors and outcomes differs between Hispanic and non-Hispanic White students.

This article provides an overview of a study on pathways and outcomes achieved by a cohort of community college students in Kentucky during a 6-year period.

In this journal article, researchers examine whether, how, and for whom a new counseling model aimed at providing college-related social resources may improve college enrollment. Following nearly all seniors in Chicago Public Schools from their senior year through the fall after high school, the findings indicate that coaches may improve the types of colleges that students attend by getting students to complete key actions.

This blog post discusses the important role survey research can play in capturing diverse perspectives of military veterans – especially veterans of color and women.

This collection of resources provides a comprehensive set of guidance, strategies, and tools for engaging districts and schools in equity-oriented career and college readiness program planning and a continuous improvement process.

This report discusses three CTE-related research topics: (1) The associations between participation in CTE programs and later student outcomes, and the potential for variation in relationships across CTE career clusters and student groups; (2) the associations between CTE teacher qualifications and later student outcomes; and (3) student entry into Massachusetts’s RVTSs.

This paper describes the postsecondary transitions of students taking career and technical education courses in high school, using administrative data on one cohort of high school graduates in Washington state.

This journal article uses longitudinal data from Washington state to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. Researchers replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses.