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Career and Technical Education

April 2016 | Su Jin Jez, Thad Nodine

After the California State Legislature reauthorized EWD in 2012, the CCCCO created a new structure for the program based on seven geographic regions. Each region selected five rapid-growth, high-demand industry/business sectors, and EWD services in each region were targeted to those sectors. This brief outlines perceived strengths and weaknesses of this restructured program and offers recommendations for improvement. The information is drawn from an evaluation of the EWD program, Aiming to Meet Workforce Needs: An Evaluation of the Economic and Workforce Development Program.


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March 2016 | Jodi Lewis, Thad Nodine, Andrea Venezia

This brief focuses on the potential role of County Offices of Education (COEs) in bridging the state’s vision for college and career readiness with the implementation needs of local districts and schools. After summarizing the work of 10 COEs that are known for supporting districts in increasing college and career readiness, the brief raises questions and outlines concerns in this area for COEs across the state.

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February 2016 | Su Jin Jez and Sara Adan

California’s dynamic economy depends on having a large and skilled workforce; consequently, the state must continually support and refine efforts to provide workers with employer-valued competencies. Given the wide range of regional and state needs across this vast state, ensuring that the workforce has the training to keep up with labor market demands is difficult. The California Community Colleges’ (CCC) Economic and Workforce Development Program (EWD) aims to support the development of a workforce that will promote California’s economic development by connecting employers and educators. This report summarizes the findings of an independent evaluation conducted on EWD.

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December 2015 | Joel Vargas and Andrea Venezia

Co-authored by Andrea Venezia and Joel Vargas at Jobs for the Future, is part of a series, “Ready or Not: It’s Time to Rethink the 12th Grade.” The introductory paper in the series suggests a “shared transition zone,” in which secondary and postsecondary education systems and institutions would collaborate in key ways to bridge existing gaps and substantially increase the percentage of youth prepared for college and careers. While high schools and colleges have their own distinct roles in educating students—and are trying to make improvements in their respective systems—their shared interest in student success comes closest to converging at the end of high school and the beginning of college. The aim of this paper is to frame how educators can build upon this momentum to increase collective responsibility and solutions across systems.


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August 2013 | Nancy Shulock, Jodi Lewis, and Connie Tan

This report addresses the challenge of financing community college career and technical education programs. It examines finance policies and practices in 20 states and identifies five strategies that may help preserve higher-cost CTE/workforce programs. The report is intended as a resource for education leaders and policymakers in California.


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