CTE Policy Past, Present, and Future
Driving Forces Behind the Evolution of Federal Priorities
Bibliographic Data
| ID | 11256178 |
|---|---|
| Authors | Catherine Imperatore (Association for Career and Technical Education, corresponding author), Alisha Hyslop (Association for Career and Technical Education) |
| Year | 2017 |
| Volume | 92 |
| Issue | 2 |
| Pages | 275-289 |
| Publication date | 2017-03-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0161956x.2017.1302221 |
| OpenAlex | W2593418143 |
| Language | EN |
| Citations received | 4 |
| References cited | 4 |
Federal legislation has driven and been receptive to the vision of a rigorous, relevant career and technical education (CTE) system integrated with academics and aligned across middle school, secondary school, and postsecondary education. This article uses a social policy analysis approach to trace the history of federal CTE policy throughout the 20th century and the beginning of the 21st century. Through this overview, we demonstrate how federal CTE policy has repeatedly evolved and responded to changing economic and social needs, while also incorporating policy flexibility that has led to variation in program implementation on the state and local levels
Economics · Education policy · Flexibility (engineering · Higher education · Legislation · Management · Policy analysis · Political science · State (computer science · State policy · Career Development and Diversity · Computer Science · Diverse Educational Innovations Studies · Education Systems and Policy · Law · Public Administration
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |