Massachusetts Career Technical Education (CTE) programs prepare students to graduate with skills and credentials that will provide them with advanced employment opportunities if they enter the workforce immediately upon graduation. These CTE programs also provide students with high quality learning experiences that enable them to see and understand their future career paths, including continued education. Signature components of these programs include at least 900 hours of immersive learning time, co-operative education in partnership with local employers, and opportunities to earn high-value industry recognized credentials. The CTE frameworks are developed to guide instruction and support program design that ensure students graduate with the skills and learning experiences that best prepare them in their field.
State-designated CTE programs are designed to ensure that students graduating are both prepared to pursue post-secondary education and are prepared through Work-Based Learning, industry credentials, and technical skill proficiencies to access employment other graduates are not prepared to enter. CTE programs receive federal Perkins funding. Aligned to both Perkins and Massachusetts regulations, programs have targets related to student graduation rate, academic and technical skill achievement, Work-Based Learning (WBL) experiences, and post-graduation placement.
Massachusetts currently recognizes 42 program areas across 11 Career clusters. For a complete list of program area frameworks, visit the Career Connected Learning Hub.
State-designated CTE programs may be offered in district and regional schools that are "wall-to-wall" CTE programs, meaning every student in the school will enroll in a state-designated CTE program. Programs may also be offered in comprehensive schools where state designated CTE programs are one of many pathways and coursework choices in which students may choose to enroll.
The CTE frameworks are developed to guide instruction and support program design that ensure students graduate with the skills and learning experiences that best prepare them in their field.
There are 42 program areas in 11 Industry clusters. Each framework integrates specific Academic, Technical, Safety & Health, Essential/Employability Skills, Management & Entrepreneurship, & Digital Literacy. Additional common resources are available for all programs for Safety & Health and Management & Entrepreneurship. My Career and Academic Plan (MyCAP) is the process and tool that should be used across programs to further support Essential/Employability Skills, and Massachusetts Digital Literacy and Computer Science Framework is the resource to support common technical skills. See more information about Career-Connected Learning Instructional Resources, including the CTE Frameworks.
Cooperative education is a signature Work-Based Learning program within CTE where students are paid by the employer to build on skills through a cooperative arrangement between the school and employers. Students receive instruction, including required academic courses and related career technical instruction, by the alternation of study in school with a job in any occupational field. The instruction is planned and supervised by the school and the employer so that each contributes to the student's education and employability. Work periods and school attendance may be on alternate half-days, full days, weeks or other coordinated periods of time.
Exploratory is a program designed to be offered to all ninth-grade students to ensure that they understand and engage in the educational pathway options available to them at their high schools. The Exploratory process is intended to provide students with a high-quality educational experience that exposes them to a variety of college and career pathways and other high quality local program and coursework choices. Student Exploratory experiences should include applied learning that introduces them to career opportunities and authentic experiences specific to each program option. At completion of Exploratory, students will be able to:
Offering Exploratory ensures that all students have a full understanding of the programs and courses available to them to pursue their interests and goals for post-graduation. All schools are encouraged to develop a program that provides all students with access to explore, engage, and select a program of study that aligns to their needs and interests. This is especially critical to help students understand and differentiate schools' various program offerings. Schools must have a state-designated CTE Exploratory if they have five or more state-designated CTE programs. Currently, CTE Exploratory reporting and funding is limited to those schools which have five or more state designated CTE programs.
CTSOs are critical partners in furthering student learning and building networks in the careers students are preparing for while in high school. Massachusetts recognizes five national CTSOs and two state CTSOs. Each organization supports specific needs of CTE programming. See the recognized Massachusetts CTSOs.
Each state designated CTE program must be taught by an educator with the appropriate CTE teacher license. In most cases, the appropriate license is aligned with the program name. The appropriate license is included in the CTE Framework. For information on obtaining CTE teacher or administrator licensure, see the materials available from the DESE Licensure Office.
After reviewing the program framework, each district must determine the equipment necessary to deliver the program safely and effectively through the curriculum they implement. After determining the equipment requirements, the positioning of the equipment in the facility should reflect the safe operation of a fully populated and fully equipped programs space.
Program Advisory Committees (PAC) for state designated CTE programs advise, assist, and support school personnel to enhance planning and operation of programs. The CTE Advisory Committee Resource is a quality resource on forming and utilizing Advisory Committees.
Each school/district develops their own processes for enrolling students in a state designated CTE program. These policies should ensure that students are admitted without regard to race, color, sex, gender identity, religion, national origin, or sexual orientation and do not create barriers to enrollment.
Districts must have their admission policy approved by their school committees each year. Policies are submitted to DESE for reference. Guidance for creating admissions policies and a list of policies submitted to DESE can be found on the CTE Admissions page.
Massachusetts state law and regulations allow students to attend schools out of their district of residence to participate in state designated CTE programs under certain circumstances. Non-resident students must apply to the receiving school no later than March 15th of the preceding school year and are subject to the admissions policy of the receiving school. The receiving school makes the admission decision based on their admission policy. Separately, the District of Residence considers each application of students wishing to attend other districts for CTE. While there is no cost for the student, DESE establishes non-resident tuition rates for use for payment among districts. More information about non-resident access can be found on the CTE Admissions page.
College, Career and Technical Education (CCTE) Liaisons provide direct support and coordinate resources to support districts in developing, implementing, and continuously improving high quality systems, structures, and programs for college and career readiness in Massachusetts. CCTE Liaisons are assigned to districts receiving federal Perkins funding and/or with one (or more) state-designated pathway program.
Further, the Quality Support System (QSS) is designed to create strategic partnership between schools and DESE CCTE. The process focuses on meaningful and sustainable change through supporting schools in implementation and continuous improvement of systems and programs that foster high quality instruction and student experiences. QSS encompasses the resources, technical assistance, and support provided by CCTE. CCTE has implemented Enhanced Supports for Program Quality and Enhanced Supports for Equitable Access as a partnership between DESE and specific schools. See more information about CCTE's QSS.
State-designated CTE Programs are required to submit data to DESE regarding their programs. Please see the CCTE data reporting calendar which supplements any additional reporting requirements school districts have.
This is the same process for closure of a state designated CTE program, a CTE Partnership (After Dark) program, or an Innovation Career Pathway (ICP). The program closure process begins with submitting the Intent to Close form to DESE CCTE. Once you submit an Intent to Close, your CCTE Liaison will reach out to you to set up a meeting to discuss the plans. For more information about closing a program, please visit the Closing a Designated Pathway page.
State-designated CTE Programs are eligible to receive differential funding in the Chapter 70 aid formula based on their reported program enrollment. More information about state education funding is available at Chapter 70 Program page.
State-designated CTE Programs typically also utilize Federal Perkins funding for the continuous improvement of CTE programs.
DESE offers additional grants and funding opportunities as funding is available to support programs.
Last Updated: May 29, 2026