Using Labor Market Information

ACTE Quality CTE Program of Study Framework

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Discussion:

Using Labor Market Information | Origin: HQ112

I learned that LMI isn't just for reporting; it's for making decisions. I've been using it to justify what I already do, not to challenge whether I should be doing it at all. The CLNA is supposed to be a tool for hard conversations, not a compliance exercise.

I also realized I'm not sharing LMI with students and families nearly enough. If they don't know what jobs exist and what they pay, they're making decisions in the dark.

I intend to use LMI more intentionally, to actually examine program relevance and not just confirm what I already believe. I'll also start bringing labor market data into student advising conversations.

Curious how others are using LMI to make program decisions, not just fill out the CLNA.

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HQ102 - High-Quality CTE: Sequencing and Articulation

HQ103 - High-Quality CTE: Student Assessment

HQ104 - High-Quality CTE: Prepared and Effective Program Staff

HQ105 - High-Quality CTE: Engaging Instruction

HQ106 - High-Quality CTE: Access and Supports

HQ107 - High-Quality CTE: Facilities, Equipment, Technology and Materials

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HQ109 - High-Quality CTE: Student Career Development

HQ110 - High-Quality CTE: Career and Technical Student Organizations (CTSOs)

HQ111 - High-Quality CTE: Work-Based Learning

HQ112 - High-Quality CTE: Data and Program Improvement