Career & Technical Education

2009 Future Directions Initiative Background

Researchers consulted by the work group

Reactor panels convened by the work group

 Foundational Study Topics Developed by the CTE work group

CTE in New York State

 The 2001 Regents CTE Policy


Researchers consulted by the work group


Anthony Carnavale


Center on Education and the Workforce

Georgetown University


Jim Stone


National Research Center for Career and Technical Education

University of Kentucky at Louisville


Gary Hoachlander



The California Center for College and Careers


Betsy Brand

Executive Director

American Youth Policy Forum.



Reactor panels convened by the work group


In July 2009, the work group met in Albany with two Reactor Panels of New York State CTE stakeholders


Ellen Bieber, Counselor

Somers CSD

Jessica Cohen, District Superintendent

Onondaga-Cortland-Madison BOCES

Sherrion Elmore, CTE Chairperson

Smithtown CSD

Burt Flugman, Director

Center for Advanced Studies in Education CUNY

Cynthia Fowlkes, Principal

Academy of Innovative Technology, New York City

Dennis Golladay, Vice Chancellor for Community Colleges


Kathy Heinle, CTE Director

Buffalo City School District

Terry Hughes, Perkins IV Director

SUNY Cobleskill

Howard Korn, CTE Director

Ulster BOCES

Kevin MacDonald, Superintendent

Royalton-Hartland CSD

Carlos Molina, Dean, Academic Special Programs

CUNY, Hostos Community College

Rosmarie Posillico, CTE Director

Burnt Hills-Ballston Lake CSD

Brian Pulvino, Director of Special Education

Syracuse CSD

Gene Silverman, CTE Director

Nassau BOCES

Stephanie Stewart, Executive Director

Association of Career and Technical Education Administrators


Foundational Study Topics Developed by the CTE work group


·        Best practices in applied, performance-based learning opportunities and integrated coursework to promote rigor and relevance for all learners

·        Use of graduation plans/portfolios to make graduation decisions

·        Development of data models to inform and support programmatic success

·        Use of multiple measures of academic and applied knowledge to inform graduation decisions


New York State Career & Technical Education: Overview

New York Career and Technical Education is committed to providing high-quality CTE opportunities for all students.  New York State ’s CTE delivery system consists of over 1,100 CTE providers, serving over one million students in school districts, BOCES, and postsecondary institutions.

CTE studies are organized in New York in the following content areas:


Agricultural education

Business & Marketing education

Family & Consumer Sciences education

Health Occupations education

Technology education

Trade, Technical & Industrial education


The 2001 Regents CTE Policy

The use of Career and Technical Education as a means by which students can achieve state academic standards is a core concept underpinning the 2001 Regents Policy on Career and Technical Education. The Policy created the Program Approval Process, which has raised the bar for program quality. Approved CTE programs:


§  incorporate secondary education and postsecondary education elements;

§  include rigorous content aligned with challenging academic standards, and relevant career and technical content in a progression of courses that align secondary education with postsecondary education to prepare students for success in postsecondary education and beyond;

§  include articulation agreements between secondary and postsecondary programs—including the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and

§  lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.


Since the adoption of the CTE Policy in 2001 over 900 CTE programs have received approval under the Regents Policy.




Last Updated: April 29, 2015