Skip to content

How Career and Technical Education Programs Are Unlocking Opportunities for Millions

October 29, 2024
Susan Tully
Carpentry class at Minuteman High School

Career and Technical Education (CTE) programming has significantly evolved with coursework ranging from culinary arts and plumbing to dental assistant training, graphic design, and cybersecurity. This comprehensive approach has made CTE a powerful tool for students nationwide seeking real-world skills and career readiness.

Increasing Enrollment and Positive Impact 

Enrollment in CTE programs has surged, with approximately 12.3 million students enrolled in CTE programming across the country, up from 8.3 million a few years ago. Not only do they prepare students for well-paying jobs in an industry experiencing a skilled labor shortage, but they have also proven to improve graduation rates. School districts nationwide have reported that CTE programs have boosted graduation rates by as much as 15%. 

Building the Future of CTE

Along with the increased variety of CTE curricula comes the need for flexibility in the spaces occupied by these programs, as the models adapt and change to modern-day workforce demands.  An emerging key trend is the integration of digital tools and technologies into CTE curricula, which enhances hands-on learning and prepares students for modern workplaces. This also necessitates increased technology infrastructure, an important consideration for school district budgeting. Additionally, clean and renewable energy sectors are becoming prominent in CTE programming, reflecting the increasing demand for sustainable practices and green jobs, and, most importantly, sustainable schools. 

CTE to Career Through Student Inclusion Programming

An important focus of CTE programming is career exploration. Schools introduce career pathways at younger ages to broaden students’ horizons and help them make informed decisions about their future. Gilbane has encouraged this by integrating robust student inclusion programming for school projects nationwide. 

Programs include:

  • Classroom lectures from Gilbane staff on construction and engineering-related topic
  • Project site tours for CTE students to witness real-life applications of what they learn in the classroom
  • Graphic design students collaborating to design a custom fence scrim for their school’s project site
  • Culinary arts students providing refreshments for construction milestone events
  • And more!
From CTE Student to Carpenter in Massachusetts
Rob Weigman

Gilbane’s Northeast Metro Tech High School (NEMT) project in Wakefield, MA, hosts abundant student inclusion activities, given its proximity to the existing, operating school. However, for one carpenter on site, these activities may hit a little closer to home.

Rob Weigman serves as the union carpenter steward for the NEMT project, a role with increased responsibility and oversight. Rob is also a graduate of NEMT, taking this project and his career full circle.

“In his high school years, Rob excelled in the carpentry shop,” said Richard McGinnis, carpentry teacher at NEMT. “He showed much respect for his teachers and his workmanship was excellent. All career tech teachers strive for their students to succeed in their chosen field. In my years of teaching, I have had many success stories of my former graduates, and Rob is one of them. Seeing him on the new project site and knowing that he is there everyday building for the future, makes me feel very proud.” 

Influenced by his father and uncle, both mechanics, Rob was inspired from a young age to pursue a hands-on trade. As CTE programs increased in popularity, Rob faced the challenge of limited availability when initially applying to Northeast Metro Vocational High School. Given the size limitations of the current school, nearly 300 applicants were being turned down every year. When an opening became available, Rob jumped at the chance and didn’t look back.

The vocational school system operates on a unique model where students spend a year exploring various shops before selecting their specialization. Doubts about its financial viability overshadowed Rob’s initial interest in culinary arts. However, his experience in the carpentry shop, with its inviting aroma of pine and the thrill of building structures from scratch, captured his intrigue and heart. Having this new course in front of him, he seized the opportunity to go the extra mile and stand out amongst his classmates.

Upon graduation, Rob’s journey continued as he sought professional growth opportunities. A chance encounter with a friend on a job site led to the introduction of the idea of joining the union. Realizing the potential connections that a union could provide, Rob applied for an apprenticeship. Shortly after, he was accepted and invited to work on a project where his skills and dedication caught the attention of his supervisors. Even as a first-year apprentice, he was entrusted with tasks typically reserved for more experienced tradespeople. Recognizing his abilities, his supervisors gave him the responsibility of teaching other apprentices, allowing him to pass on his knowledge and ensure that they learn the correct techniques and ask the right questions.

When asked how it feels to be back at NEMT, Rob couldn’t help but smile as he recounted the feeling of “being home.” His advice for the current student body is to “pay attention and embrace hard work… on the job site, you must be committed to performing and learning.”

Learn more about Gilbane’s involvement in CTE:



About Authors
With over 35 years of experience in construction and nearly 25 years at Gilbane, Sue Tully has managed a large portfolio of projects with a concentration in the education sector. In addition to her leadership role on projects, she is Gilbane’s K-12 Education subject matter expert. She serves as a resource for all K-12 education project teams by bringing lessons learned and best practices from a depth of K-12 experience across the country. Sue ensures knowledge-sharing on current trends, sustainable design practices, construction solutions, and operational issues specific to the K-12 sector. Her project involvement includes the Community College of Philadelphia, Princeton University, Rider University, Rutgers University, Trenton School District and multiple facilities for the School District of Cheltenham Township. She recently led construction on a new Turnkey K-8 School for the School District of Philadelphia which is being delivered under a finance, design and construction contract.
Read more posts by Susan Tully