Impact of the
CTE Scholars Program
Launched in 2016, the CTE Industry Scholars Program (ISP) supports CTE high school students in advancing their post-secondary education and career aspirations through valuable work-based learning activities.
Overall Internship Outcomes
An estimated $3.15M in internship wages has been provided to NYC high school students providing them with income and increased savings. Since launching the CTE Industry Scholars Program (CTE ISP) in 2016, the program has provided high quality, industry aligned internships to 7,187 CTE high school students in New York City. Each year the program has increased the scale of students served by enhancing the program model and refining the processes, systems and technology used.
Actual Performance vs. Goal
Intermediary Support & Growth
CTE ISP relies on an implementation approach that leverages intermediary support: the intermediary cultivates working relationships with sector-specific employers to secure relevant work-based learning opportunities while building school level capacity to develop strong partnerships and implement a continuum of work-based learning programming. Grant Associates is the lead intermediary implementing the program and providing leadership, strategic and operational guidance for all sector-based intermediary partners serving eight industry verticals and thousands of CTE high school students with high quality work-based learning.
Program Growth by Industry Cluster
- Year 1 Actuals
- Year 2 Actuals
- Year 3 Actuals
Participants Borough of Residence
CTEISP Interns by Gender
self-identified as female.
self-identified as male.
Over the years we worked to ensure that all our opportunities are inclusive and represent the population we serve.
During the 2020-2021 school year, we successfully transition to a fully virtual model offering structured, meaningful work experiences that aligned with students’ career interests and supported the program’s evolution. Within months of the shutdown brought about by the Covid-19 pandemic, we were able to offer 603 remote opportunities to students and continue to serve our NYC-based employers that were equipped to provide virtual opportunities. We also learned that the skilled talents of our students expanded our reach to a national audience of employers. This was the first time that we were able to serve employers from coast to coast (from California to Florida). Given the imminent need to evolve our programming tools, we revised our existing Work-Based Learning Toolkit. In its fourth edition, the toolkit was expanded to include virtual work-based learning and career development activities to guide virtual WBL.