A First Look at American High School Skilled Trades Education

To understand the state of skilled trades education in America’s high schools, the researchers undertook a 50-state investigation, pursuing both quantitative and qualitative data. They reached out to Career and Technical (CTE) directors in each state and the District of Columbia for interviews. In addition, they conducted 27 interviews with experts from trades- and CTE- related organizations and local programs to provide additional insights.

Selected insights and knowledge gaps resulting from these interviews follow:

• The high school graduation rates of skilled trades students are strong; there is some indication that notable numbers of these students go on to college.
• Significant numbers of trades students are concentrating in a program of study in a skilled trade, but more students need to have the opportunity to complete a concentration—especially in construction and advanced manufacturing—to ensure that they can benefit from deeper study of trades subjects and the significant resulting career opportunities.
• Trades students are mostly white and male. Girls’ participation remains low. African Americans don’t participate in proportion to their share of the population, and Hispanic students are underrepresented in multiple trade areas.
• Skilled trades teachers reflect a similar demographic consisting of predominantly white males. They are an aging workforce overall.

Many aspects of secondary trades education remain unclear, among them:

• The actual number of students who participate in skilled trades education across all states, including the 18 that provided neither enrollment nor concentrator data for the study. The estimate of 6% of high school students suggests that many more students could potentially have access and be guided to coursework in the skilled trades.
• The accurate level of student participation in any particular trades area and an accurate depiction of the degree to which some trade areas might be maintaining or losing students over successive years more than others.
• A clear picture of outcomes for skilled trades students beyond high school graduation— especially enrollment in or completion of postsecondary education or training (including apprenticeship) or employment.
• More information on the trades teaching workforce, including their longevity as compared to all high school teachers.

(The report is 73 pages.)

Selected findings follow:

• Obtaining state data proved to be a significant challenge. However, interviews with state agency leaders and other professionals also revealed innovations and promising practices that could guide the way forward.
• Students participating in skilled trades classes can gain not only valuable technical skills and work experience, but also the academic and personal skills needed to be successful in whatever path they choose after high school.
• Despite these opportunities, trades education practitioners report negative perceptions among students, families, and counselors.
• Most of the skilled trades education data that states collect are not used to improve programming or ensure that programs meet labor market needs. Overall, the data are insufficient to paint a complete picture of student participation and results.
• To the degree the data reveal trends, they show a misalignment between student participation and labor market demand for skilled trades workers. Some subjects like automotive services and welding are enrolling students at much higher rates than other areas like construction, manufacturing, plumbing, and electrical. If these practices continue, the result will be even more significant shortages of skilled workers in the trades areas most in need of labor supply.
• Trades education faces looming teacher shortages and significant funding constraints.

Selected recommendations follow:

• State educational leaders can establish the standards and infrastructure needed to promote quality practice and ensure successful outcomes for students.
• State labor and workforce development leaders should make ensuring quality and access in trades education a priority.
• Industry and union leaders can help address the need for trades workers. It is a business problem that requires industry leadership, vision, and resources to find solutions.
• Elected officials, especially governors, can play a significant role in maintaining or elevating skilled trades education as a critical economic and legislative agenda item.
• Career and technical education (CTE) researchers understand that CTE has a limited research base overall, particularly for the trades as a specific subset of CTE. They could undertake longitudinal studies to better understand the education and workforce outcomes of secondary skilled trades students.

• Last Updated:
• Created:
• Resource Publication Date: 2020
• Author(s): Soricone, L.; Blakely, P.; Barbosa, R.
• Resource Availability: Publicly available
• Posted by: Wesley Peterson
• Posted in: Workforce System Strategies