Catalyzing Economic Mobility: Career and Technical Education Credential Alignment in an Era of Technological Transformation
Year: 2025
Type: dissertation
Abstract: Parents, educators, and policymakers have been exceedingly concerned about the role of education in promoting workforce development during a period of disruptive change caused by artificial intelligence and automation. This policy research study examined how Career and Technical Education (CTE) systems can be optimized to address declining economic mobility and rapid technological transformation, with particular emphasis on equity for historically underserved populations. Using a multifaceted quantitative approach combining descriptive, spatial, hierarchical cluster, and correlational analyses, the research adopted a systems-level perspective to examine how credential programs function within their broader socioeconomic and policy contexts. The study analyzed data from the CredentialsMatter dataset (2018-2019), which provides detailed information on K-12 credential attainment across 16 career clusters in 30 states, representing approximately 5.5 million high school students. This dataset was supplemented with economic mobility indices from the Archbridge Institute, labor market data from the Bureau of Labor Statistics, and contextual data on state policies and demographics from multiple sources. The theoretical foundation integrates economic mobility theory, institutional design concepts, and frameworks for understanding technological change in labor markets. Through this lens, the study characterizes the current landscape of K-12 credential attainment, analyzes variations in credential-labor market alignment across states and career clusters, and examines correlations between alignment metrics and economic mobility outcomes. The research specifically explored how artificial intelligence and automation will potentially reshape career pathways by identifying credentials and program designs that promote resilience in a rapidly evolving economy. By synthesizing insights across multiple domains and geographic contexts, this study provides actionable guidance for policymakers and practitioners seeking to leverage CTE programs as effective tools for promoting economic mobility while addressing systemic inequities in access and outcomes. The findings contribute to both theoretical understanding of workforce development in the 21st century and practical applications in policy and program design, particularly for creating more equitable pathways to economic opportunity in the context of technological disruption.
Author: Monica Jean Blomker
Language: English
Topic: Education Systems and Policy
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W4415176115