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ALEXANDRIA, Va., Feb. 5 /PRNewswire-USNewswire/ -- As states increase the number of academic credits required for high school graduation, they are developing new ways of integrating academic content with content from CTE courses to help students meet these requirements. One trend that is emerging is the state and local support for the recognition of academic credit for career and technical education (CTE) courses. A new paper released by the Association for Career and Technical Education (ACTE) entitled, "Joining Forces for Student Success: The Emergence of State and Local Policies to Support the Recognition of Academic Credit for CTE Coursework," highlights findings from a state survey, describes innovative ways states and localities are employing this strategy, and offers recommendations on how to effectively implement and systemize course development.
In 2008, ACTE and Meeder Consulting Group, LLC worked together in assembling information on each state's CTE system through a series of state profiles, and they discovered a variety of innovation in CTE systems around the country. Along with the state profiles, Meeder Consulting Group developed and distributed a survey to the state leaders responsible for CTE and the Carl D. Perkins Career and Technical Education Act of 2006. The survey asked how states were helping, supporting and guiding the recognition of CTE classes for academic coursework. Of the 44 states (including the District of Columbia) that responded to the survey, 36 of the states indicated they allowed for the awarding of credit at either the state or local level.
The paper outlines how states are awarding academic credit for CTE courses through a state-driven approach, locally driven approach, or a blend of the two, and it provides insight into how they implemented their policies. The paper has examples of states' and localities' efforts, including:
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