@EdWorkingPaper{ai25-1128,
title = "Curricular-Credential Decoupling: How Schools Respond to Career and Technical Education Policy",
author = "Matt S. Giani, Madison E. Andrews, Tasneem Sultana, Fortunato Medrano",
institution = "Annenberg Institute at Brown University",
number = "1128",
year = "2025",
month = "January",
URL = "http://www.edworkingpapers.com/ai25-1128",
abstract = {This study examines College and Career Readiness (CCR) policy implementation through the lens of decoupling. We investigate how high schools have jointly implemented Career and Technical Education (CTE) and Industry-Based Certifications (IBCs), and whether there is evidence of curricular-credential decoupling via misalignment between the subject-areas of students’ CTE course and IBC completion. Descriptive analyses of Texas’s statewide longitudinal dataset (n=2,119,750) demonstrate the rapid rise in certification rates with a concomitant decline in the rate of alignment to CTE, suggesting schools may be using IBCs as a superficial way to meet CCR policy requirements. Regression analyses show student characteristics minimally relate to IBC receipt and (mis)alignment, but schools explain substantial variation. We then develop a typology to categorize schools based on these school-level rates, which may be a useful tool for understanding CTE & IBC implementation across different state policy contexts. Finally, by comparing school characteristics across typology categories, we highlight factors that may contribute to misalignment and inform future policy.},
}