The Hidden Power of Middle School CTE Exposure

When you hear “Career and Technical Education,” high school often comes to mind. But here’s the catch: real transformation can start even earlier, in middle school. That’s where things really take root.
Why Middle School? It's the Perfect Moment
Middle schoolers are curious, open-minded, and asking those big questions like, “What am I good at?” or “What do I want to do someday?” That makes it the ideal time to introduce them to the world of careers without overwhelming them with pressure. Middle school students are wonderfully blunt and notoriously difficult to engage, so giving them either hands-on or immersive experiences in both career exploration and introductory CTE courses is a great way to capture their interest. Plus, middle school CTE is now allowed as early as fifth grade under Perkins V funding, giving schools the flexibility to start earlier. [careertech.org], [files.eric.ed.gov]
Confidence Begins Early, and It's Measurable
Giving students hands-on CTE experiences through career days, short projects, exploratory classes, or immersive experiences does more than spark interest. It builds confidence and connects learning to real-world skills. Look at the data:
- Graduation Rate Boost: Middle and high school CTE concentrators graduate at an average rate of 94%, compared to the national average of 85%. [cdn.edmentum.com]
- Higher Earnings and College Enrollment: Students taking multiple CTE courses are more likely to enroll in 2-year colleges and earn more in wages—about a 2% increase per CTE course. [cdn.edmentum.com]
- Skill Development: Those in career academies, small learning groups with a CTE focus, show statistically significant gains in academic achievement, employability, and college readiness. [cteresearc...etwork.org], [careertech.org]
Parents and Students Agree — Hands-On Learning Works
- 63% of high school students now view CTE and college as equally valuable pathways. [nccer.org]
- 74% of parents strongly support their kids taking technical/school electives in middle or high school. [nccer.org]
CTE with Career Exposure Reduces Dropout Risk
Middle school CTE isn’t just about setting students on a pathway; it keeps them engaged. Programs in states like Nebraska, Georgia, Tennessee, and North Carolina focus on career exploration and equity to reduce dropout risk and ease the transition to high school. [portal.ct.gov], [files.eric.ed.gov]
How Schools Can Unlock This Power
Turning middle school CTE from an idea into action doesn't require a major overhaul. Here are some best practices to make career exploration part of everyday learning: [portal.ct.gov], [rodelde.org]
- CTE Exploratory Electives and Career Exploration (Grades 6–8): Provide engaging career exploration tools and curricula to allow kiddos to learn about all of the clusters and occupations within each cluster.
- Career Days with Real Professionals: Ignite curiosity by showing real people in action.
- Hands-On Lessons in Core Classes: Pair a STEM or English class with a project to show real-world connections.
Bottom Line
Middle school CTE exposure isn't just a nice idea; it’s a powerful catalyst. With early engagement, students:
- Attend school with purpose and greater engagement
- Graduate at higher rates
- Head into college or job training with confidence
The data speaks for itself. Why start later when middle school is the perfect launch pad?
About the author
Tom Darling, Pearson
Tom Darling is a seasoned workforce development leader with over 20 years of experience in education, training and career development. He began his career as a consultant, supporting both K-12 and adult education initiatives. Tom later served as the Executive Director of Workforce, Economic, and Community Development at Ivy Tech Community College in Indianapolis, where he designed and implemented career training programs for adult learners in collaboration with Workforce Development Boards, corporate partners and correctional reentry programs.
Transitioning to Pearson, Tom played a key role in developing workforce solutions for community colleges, international workforce organizations and K-12 career and technical education programs. He also brings expertise in immersive learning, having served as a content strategist at Transfr, Inc., where he leveraged virtual reality technology to enhance skills-based training and career exploration.
Tom holds a bachelor’s degree in business from Washington University in St. Louis and an MBA from the University of Dayton. Tom remains happily married after 31 years and has 20-year-old twin boys and two Siberian Huskies.