Abstract
Students participating in career and technical education (CTE) programming must complete years of technical coursework to acquire the advanced skills, credentials, and degrees necessary for workforce success. Statewide longitudinal data systems (SLDS) offer researchers access to a range of individual student recordlevel data that can be used to assess student's in-school experiences, the outcomes they achieve, and the transitions they make across educational levels and into the workforce. This paper serves as a primer for researchers interested in harnessing SLDS to explore the contribution that CTE makes in preparing youth and adults for career success. It defines terminology unique to CTE programming; describes how CTE students are classified and the distinctions among them; reviews student demographic and special population classifications specified in federal legislation and issues associated with their measurement; describes metrics of student success widely used in the field; and data governance, data matching, and student privacy considerations that arise in tracking individuals as they transition across education and into the workforce. The paper closes with recommendations to strengthen SLDS capacity for use in CTE research.
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