An Overview of the Landscape of Statewide CTE Articulation Agreements

In recent years, many states have begun offering college credit to students who complete CTE programs in high school. While this has become a major area of policy movement, very little is known about the landscape of these articulation agreements in CTE. Given the lack of current research, this project represents an effort to better understand the nature of these policies and how they differ across states. In doing so, we aim to shed light on a little-understood policy while also uncovering important policy questions for future research.