What Students Need to Shape Their Futures
For many students, curiosity about the future sparks long before graduation. Recent research shows that two-thirds of students begin thinking about careers before 11th grade (EdSurge, 2025). But too often, they do not get meaningful exposure to what those futures could look like.
Even when college, career, and technology (CCT) courses are available, the quality and structure vary significantly from school to school. Research shows that many students receive only brief or surface-level exposure rather than the robust, skill-building pathways that lead to informed planning and confidence about next steps (CTE Research Network, 2024).
That gap shows up later. Most recent high school graduates report feeling underprepared for their next step, with 72 percent saying they are only moderately, slightly, or not at all ready for life after graduation (YouScience, 2025). Researchers point to a consistent misalignment between students’ aptitudes, their interests, and the courses or pathways they had access to in high school, a gap that early exposure could help close.
72 percent of students report feeling only moderately, slightly, or not at all ready for life after graduation.
YouScience, 2025
Expanding access to high-quality CCT or broader career and technical education (CTE) experiences must be a priority. When students engage in well-designed CCT courses, they build confidence, strengthen academic momentum, and gain a clearer sense of purpose. Yet many schools face real barriers, including a shortage of certified teachers, limited capacity to offer specialized courses, and inconsistent funding for program expansion.
By understanding the challenges and emerging solutions, districts can take concrete steps to build or grow strong, future-ready CCT programs that give every learner meaningful pathways to explore.
The Benefits of College, Career, and Technology (CCT) Courses
High-quality CCT courses do more than introduce students to potential careers. They help students connect their interests and strengths to real opportunities, creating a sense of purpose that boosts engagement and readiness. When learning feels relevant and hands-on, attendance improves, motivation rises, and students build the skills today’s colleges and employers expect. CTE is not an add-on; it is a pathway that helps students understand who they are, what they can do, and where they want to go next.
Connecting Interests to Real Opportunities
When students are exposed to career, college, and technical pathways early on, they begin to see how their interests can translate into real futures. This kind of exposure does more than spark curiosity; it gives students a clearer sense of what is possible beyond high school.
Recent research backs this up. A 2024 systematic review by the American Institutes for Research found that students who took even one CTE course were more likely to enroll in a two-year college and to be employed after graduating from high school (CTE Research Network, 2024). Other studies show similar patterns: students who explore career pathways earlier demonstrate stronger confidence in their postsecondary plans and make more intentional choices about their next steps (YouScience, 2025).
Students who took even one CTE course were more likely to enroll in a two-year college and were more likely to be employed after graduating high school.
CTE Research Network, 2024
Early access to CCT courses helps students align their aptitudes, interests, and goals with actual opportunities, reducing the uncertainty many graduates feel and giving them a more informed foundation for life after high school.
Boosting Engagement, Academic Momentum, and Student Success
When students see clear connections between what they are learning and the futures they imagine, school feels different. CCT courses give academic work immediate relevance, which is one of the strongest drivers of motivation, attendance, and persistence.
A growing body of research shows how powerful that relevance can be. The 2024 CTE Research Network review found that students in CTE pathways earned more total credits, performed better in core academic subjects, and demonstrated higher attendance than comparable peers, evidence that applied, future-focused coursework boosts engagement beyond the CTE classroom (CTE Research Network, 2024).
Newer studies reinforce this spillover effect.
- A University of Michigan, Ann Arbor study found that CTE participants were more likely to enroll in advanced, AP, or STEM courses, suggesting a clear halo effect that extends to higher levels of academic rigor (J. Furey, SAGE Journals, 2025).
- Research from Rockhurst University showed that students who concentrated in a CTE pathway (two or more aligned courses) had higher GPAs, stronger ACT scores, and better official attendance than non-concentrators (Shoemaker, Journal of Career & Technical Education, 2025).
Together, these findings paint a consistent picture: when learning feels meaningful and connected to real opportunities, students invest more deeply in school as a whole. They show up more, try harder, take on greater academic challenges, and build the momentum that carries into graduation and beyond.
Building Academic and Technical Skill Readiness
High-quality CCT courses do more than introduce students to possible futures. They build the academic and technical skills that make those futures attainable. Through hands-on projects, real-world problem-solving, and applied instruction, students strengthen the foundational competencies that colleges and employers consistently say they need.
CCT learning environments naturally reinforce essential academic habits such as critical thinking, communication, collaboration, and persistence. Whether students are troubleshooting a robotics build, drafting a business plan, or conducting digital media analysis, they are practicing skills that directly translate into stronger performance in core classes.
These courses also develop concrete technical skills that align with emerging workforce needs. From cybersecurity and computer science to health sciences, digital design, and financial literacy, CCT exposes students to industry-aligned tools and technologies long before graduation. National employer surveys continue to show a growing demand for graduates who are comfortable with digital tools, able to solve open-ended problems, and prepared to adapt quickly to new technologies (National Skills Coalition, 2024).
By blending academic rigor with practical skill-building, CCT programs prepare students for a wide range of postsecondary options, including two- and four-year colleges, technical training, apprenticeships, and entry-level employment. Students build confidence in their abilities by learning by doing, not just by listening.
Expanding Opportunity and Equity
High-quality CCT programs play an important role in closing long-standing gaps in access, opportunity, and outcomes. For many students, particularly those who have been historically underserved in traditional academic settings, CCT offers an entry point into learning that feels accessible, inclusive, and empowering.
A growing body of research shows that CTE can be especially powerful for students with disabilities, multilingual learners, and students from low-income backgrounds.
One multi-year study found that students with disabilities who participated in CTE were significantly more likely to graduate on time compared with similar peers in non-CTE settings, while performing just as well on state academic benchmarks (Journal of Disability Policy Studies, 2018). Researchers attribute these gains to features common in strong CTE environments: integrated academic and technical instruction, smaller learning communities, and hands-on learning that reduces stigma and increases belonging.
Students with disabilities who participated in CTE were significantly more likely to graduate on time.
Journal of Disability Policy Studies, 2018
Recent evidence shows this pattern extends far beyond a single subgroup. A 2024 study found that students enrolled in CTE courses had higher rates of high school graduation, postsecondary enrollment, and credential attainment, with the largest gains observed among historically marginalized students (AERA Open, 2025). These students were also more likely to experience “positive transitions” into college or training programs across race, income, and disability status, demonstrating that CTE strengthens readiness for a wide range of learners.
The same study highlights an important equity insight: CTE pathways reduce reliance on informal networks and provide consistent, structured opportunities that students from more affluent backgrounds often access outside of school. By embedding exploration and skill-building into the school day, CTE ensures that opportunity is not determined by a student’s zip code, family connections, or access to external programs.
For students from low-income families, this access can be transformative. Researchers found that students from lower-income backgrounds were more likely to enroll in and persist through postsecondary programs than peers who did not participate (AERA Open, 2025). In other words, early, structured exposure does more than build skills; it helps close readiness gaps that have deep systemic roots.
Students enrolled in CTE courses had higher rates of high school graduation, postsecondary enrollment, and credential attainment, with some of the largest gains seen among historically marginalized students.
AERA Open, 2025
Expanding CCT is, at its core, an equity strategy. It opens doors that are often closed, increases confidence in the path ahead, and ensures that every learner, not just those with external resources, has real opportunities to explore their future and build toward it.
Challenges Schools and Districts Face in Offering High-Quality CCT Programs
Even with clear benefits and strong student demand, many schools struggle to build or sustain high-quality CCT programs. The most effective pathways require experienced teachers, modern equipment, coherent course sequences, and dedicated advising structures, yet districts often face systemic barriers that make this difficult. The challenges below explain why even committed schools can struggle to offer the kind of future-ready programs students deserve.
Shortage of Certified Teachers
CTE and CCT are among the hardest-to-staff teaching areas nationwide. Administrators report difficulty filling CTE roles 57 percent of the time compared with 39 percent in academic subjects (Brookings, 2024). Shortages are most severe in high-demand fields such as health sciences, IT, advanced manufacturing, and STEM, where private-sector wages outcompete teacher salaries.
Occupationally licensed CTE teachers have an exit rate more than 25% higher than that of non-CTE teachers.
Brookings, 2024
Teacher turnover also undermines program stability. Occupationally licensed CTE teachers, who often come directly from industry, have an exit rate more than 25% higher than that of non-CTE teachers and earn nearly 20% more after leaving the classroom (Brookings, 2024). Their departure can reduce course offerings and limit the number of students who can access high-quality CCT pathways.
Program Capacity and Limited Course Offerings
Interest in career-aligned learning is surging, but many schools lack the capacity to keep up. Recent reporting shows that student demand for hands-on, future-focused coursework now far exceeds the availability of sections, instructors, and facilities in many districts (EdWeek MarketBrief, 2025). The result is long waitlists, limited scheduling flexibility, and fewer opportunities for students to explore the fields that spark their curiosity.
Because of this capacity gap, many schools can offer only introductory or survey-style courses rather than full, sequenced pathways that prepare students for industry-recognized skills or postsecondary credit. Without the staffing and space to expand into intermediate or advanced levels, students may get a taste of career exploration but miss out on the deeper learning that leads to real readiness.
Funding Constraints and Policy Uncertainty
High-quality CCT programs require ongoing investment in equipment, materials, software, credentialing exams, and staff training. For many districts, these costs create real limits on the number of pathways they can offer or sustain. Even programs that launch successfully can struggle to stay up to date as industries evolve and technology needs shift.
At the same time, districts are navigating a period of policy uncertainty. Recent federal proposals to shift Perkins V oversight from the U.S. Department of Education to the Department of Labor have raised new questions about funding stability (K-12 Dive, 2025). Changes to data collection and reporting requirements are adding another layer of unpredictability. This unclear federal direction makes it harder for districts to forecast funding, scale programs, or expand access to new pathways.
When equipment costs rise and policy conditions fluctuate, even strong CCT programs can become difficult to maintain or grow. These pressures often force schools to limit offerings to a small selection of introductory courses, rather than the full, future-ready sequences students need.
Uneven Access, Awareness, and Guidance
Students and families often lack clear information about CCT options, leading to uneven enrollment across subgroups. Counseling caseloads reduce the amount of individualized guidance students receive, especially in large districts. Without intentional advising, students who could benefit most from early exposure may never be encouraged to explore CCT pathways.
Access also varies widely across and within districts. Many schools lack work-based learning opportunities, dual credit partnerships, or coherent advising structures that help students connect pathways to future plans. This inconsistency limits the reach and impact of CCT and contributes to ongoing opportunity gaps.
Variability in Program Quality
Even when CCT courses are available, quality varies dramatically across schools. Research shows that many programs offer only brief exposure rather than full, sequenced pathways aligned with industry standards (CTE Research Network, 2024). Inconsistent curriculum design, limited instructional support, and frequent teacher turnover all contribute to uneven experiences that weaken student outcomes.
Teacher experience plays a major role in quality. National data shows that CTE has a disproportionately high share of early-career teachers, which can strain program development and reduce the likelihood of stable, long-term pathways (EdWeek, 2024).
6 Essentials for Successful, Future-Ready CCT Programs
Creating a strong CCT program is not just about adding more courses. It requires aligning vision, staffing, resources, and student supports to prepare learners for emerging career fields and postsecondary success. Whether a district is expanding existing pathways or building new ones from the ground up, these steps provide a practical roadmap for designing programs that are rigorous, equitable, and truly future-ready.
1. Start with Student Interests, Aptitudes, and Local Workforce Needs
Strong CCT programs begin with clarity, not just about what courses to offer, but about who your students are and what opportunities exist around them. Use interest and aptitude tools, student surveys, and course request trends to identify where curiosity and strengths naturally cluster. This helps ensure pathways feel relevant rather than predetermined or top-down.
From there, pulling in local labor market trends ensures programs are tied to real economic opportunity. High-growth industries in fields like health sciences, IT, manufacturing, and digital media often have strong demand for entry-level talent, and early exposure can open doors to high-wage, high-stability futures for students. Many states now encourage districts to use regional workforce boards and state career clusters data to guide program design, as this approach leads to stronger college and career outcomes.
Aligning programs with both student voice and workforce realities creates pathways that are engaging today and meaningful tomorrow. It also positions districts to build programs with long-term viability, community support, and clear value for students’ futures.
2. Build Coherent, Sequenced Pathways
One of the strongest and most consistent findings across CCT research is that students benefit most when courses are part of a coherent, multi-year pathway rather than a disconnected set of electives. Sequenced pathways give students structured opportunities to deepen skills over time, moving from introductory exploration to advanced coursework, industry-recognized credentials, and dual-credit options.
The recent CTE Research Network review found that pathway-based models, such as career academies, CTE-dedicated high schools, and multi-course sequences, are associated with higher academic achievement, stronger high school completion rates, and improved employability skills compared with taking isolated CTE electives (CTE Research Network, 2024). These cumulative gains reflect the impact of sustained, aligned experiences rather than sporadic exposure.
Pathways also create momentum and purpose, which are key drivers of student success. Students engaged in multi-course CTE sequences show higher attendance, greater credit accumulation, and stronger college readiness indicators than peers taking isolated electives (CTE Research Network, 2024). When districts map intentional course progressions and align instruction from year to year, students experience a clearer sense of direction and a smoother transition into advanced study, internships, or postsecondary programs.
3. Expand Your Pool of High-Quality CCT Educators
Building strong CCT pathways requires instructional talent with real-world expertise, which is why districts often combine multiple approaches to expand capacity. Many schools recruit industry professionals through alternative certification, partner with regional CTE centers or community colleges, or use blended and virtual models to widen access to advanced courses.
Professional learning is another important lever. CCT teachers need ongoing opportunities to stay current with industry trends, integrate academic and technical skills, and collaborate with colleagues. When districts invest in structured coaching, curriculum support, and time for cross-team planning, the quality and consistency of CCT programs strengthen significantly.
Strengthen Teacher Quality with Elevate K-12
Elevate K-12 can give schools access to certified teachers from across the country in high-demand CCT subjects so districts can offer courses they otherwise could not staff. Because Elevate’s model allows teachers to teach remotely, CCT professionals can continue working in their industries while also teaching, a flexibility that is especially important in fields where higher-paying industry roles often pull educators out of the classroom. This structure helps schools tap into a highly experienced teacher base with deep, current industry knowledge.
Districts can also leverage Elevate’s LIVE Professional Learning to support and grow their onsite educators. Through virtual coaching and co-teaching, newer CCT teachers receive expert feedback, guidance on integrating academic and technical skills, and ongoing instructional support that strengthens program quality over time.
4. Ensure Equitable Access for All Students
Strong CCT programs are built on the belief that every student deserves the chance to explore meaningful futures, not just the ones who already have access, transportation, or prior exposure. Ensuring equity starts with removing the structural barriers that quietly shape who ends up in these courses. This can include embedding exploration into the core school schedule, reducing unnecessary prerequisites, and creating multiple, supported entry points for multilingual learners and students with disabilities. When students see CTE as part of the regular school experience rather than an optional track, participation widens and outcomes strengthen.
Advising and outreach also matter. Clear, proactive guidance helps students understand their options, while teachers and counselors play a critical role in normalizing CCT as a pathway for every learner, not just those already confident in a particular field. Review scheduling practices, recruitment materials, and course placement processes to ensure they invite students in rather than narrow the field. When access is intentional, CCT becomes a powerful lever for expanding opportunity across the entire school community.
5. Build Strong Community and Industry Partnerships
High-quality CCT programs are strongest when they are connected to the real world that students are preparing to enter. Partnering with local employers, nonprofits, chambers of commerce, and workforce boards can bring authentic industry insight into classrooms through guest speakers, site visits, job-shadowing opportunities, and project-based learning tied to real challenges. These experiences help students see which skills matter, what careers look like day to day, and how their interests translate into real roles in the community.
Partnerships also strengthen program credibility and support. Community organizations can offer mentors, provide equipment or materials, assist with work-based learning placements, or co-develop projects aligned to regional workforce needs. These collaborations make learning more relevant, expand what schools can offer, and help ensure that pathways reflect real opportunities in the local economy. When students see their community invested in their futures, engagement and long-term readiness grow.
6. Leverage Flexible Funding Sources
Sustaining and expanding CCT programs requires strategic use of multiple funding streams. Because CCT supports academic achievement, college and career readiness, and workforce development, districts can braid together several ESSA- and Perkins-aligned sources to build strong, future-ready pathways.
Federal options like Title I (for academic enrichment and intervention) and Title IV-A (for well-rounded education and STEM experiences) can support course expansion, supplemental learning time, and program materials. Perkins V remains the primary dedicated funding source for CTE and can be used for equipment, teacher training, curriculum development, and industry-aligned coursework.
Many states also offer innovation grants, workforce development funds, and emerging career pathway initiatives that can be applied to CCT programs, especially those designed to meet regional labor market needs.
When schools position CCT as both an academic strategy and a readiness priority, they open more funding pathways and create a sustainable foundation for long-term program growth.
Opening Doors to What Comes Next
When students are given space to explore what excites them, everything shifts. Confidence rises. Curiosity returns. Futures begin to take shape with clarity instead of guesswork. High-quality CCT programs open those doors, not just to careers, but to belonging, purpose, and possibility.
Every district has the power to build pathways that help students see a future they can move toward. And those investments echo for years, shaping classrooms, communities, and the opportunities students believe are possible.