One of the challenges of CTE for national policymakers has been the difficulty of comparing information about program performance around the country. While there is much valuable data and research available about CTE, more high-quality research is always helpful in advocacy and program improvement benchmarking. One of the contributing factors is inconsistent and out-of-date information about CTE courses identified in the national School Codes for Exchange of Data (SCED) system. The course coding system is often used for national research studies and student transcript work across the country as a common set of courses.
An effort to update these course names and descriptions is underway and this e-mail serves as an invitation to consider participating in the project specifically for Career Technical Education courses.
The â€œCTE Courses: Creating Commonality with SCEDâ€ project will include input from the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), ACTE, the Department of Education (DOE) and, most importantly, practitioners in the field. Working groups of 6-8 people per Career Clusterâ„¢ will work together to update and align CTE course names and definitions with the help of resources provided by the steering committee of ACTE, NASDCTEc and DOE representatives.
CTE teachers, administrators, teacher educators, state education agency consultants, or local education agencies and postsecondary institutions, are all qualified to participate. Ideally, each working group will include a variety of participants across the profession and across states.
Check out the SCED webpage for more information on the project and if interested please complete the online volunteer application at https://www.acteonline.org/content.aspx?id=18105&terms=sced.
Applications accepted through October 22.
Â Dean Folkers, Deputy Executive Director