This story was produced as part of ThreeSixty Journalism’s 2026 Capitol Reporting Workshop for Minnesota youth, with financial support from the Saint Paul & Minnesota Foundation.
Every day, as the clock strikes 11:30 a.m., Dah Htoo undergoes a daily metamorphosis. He transitions from a typical high school senior navigating the corridors of Johnson Senior High School on the east side of St. Paul to a focused apprentice. Leaving the academic setting behind, he drives six miles north to the Finishing Trades Institute (FTI) of the Upper Midwest. There, the abstract nature of classroom lectures is replaced by the tactile reality of drywalling, welding, and structural assembly.
For Htoo, this journey is not just a vocational detour; it is a lifeline to a future he once felt excluded from. Like many students who find the traditional academic pathway disconnected from their personal ambitions, Htoo initially struggled to find his place in the school system. Now, he represents a growing movement of students utilizing Career and Technical Education (CTE) to secure high-demand skills before they even receive their high school diplomas.
The Evolution of Career Pathways
The traditional American high school model has long prioritized the four-year university degree as the singular "gold standard" of success. However, educators and policymakers are increasingly questioning whether this one-size-fits-all approach serves the diverse needs of modern students.
Mary Voigt, the Career Pathway coordinator at Johnson Senior High, saw this disconnect firsthand in the years leading up to the COVID-19 pandemic. She observed a palpable lack of engagement among students who viewed high school as a series of bureaucratic "hoops to jump through" rather than a launchpad for their futures.
"It was really clear that families didn’t see any value in school," Voigt recalled. "I started to ask myself: ‘Why would they care? What are we actually offering them?’"
In response, Voigt and her colleagues championed the integration of CTE programs—a nationwide system that allows students to earn industry-recognized credentials and gain authentic work experience within the school day. At Johnson High, these pathways span critical sectors, including health sciences, engineering, education, and business. For students like Htoo, who had never felt a pull toward an academic career, these programs transformed the school building from a place of stagnation into a portal to the workforce.
A Chance Encounter in the Hallway
The narrative of Htoo’s involvement with the trades is emblematic of the "awareness gap" that still plagues many vocational programs. Htoo admits that while he had a vague interest in hands-on work, he was largely ignorant of the specific opportunities available to him.
The turning point came when Voigt, who was organizing a student field trip to the Finishing Trades Institute, caught Htoo skipping class. Instead of delivering a lecture on attendance, she extended an invitation. That single interaction changed the trajectory of his senior year.
"I didn’t want to just sit in an office and type all day," Htoo said, reflecting on his aversion to traditional desk jobs. "I want to do something productive and hands-on." Today, he is fully immersed in the FTI curriculum, learning the nuances of the construction industry. He now looks forward to a career in welding or construction, trades that offer stability and a sense of tangible accomplishment.
The Legislative Push: Funding the Future
As the popularity of CTE grows, so does the scrutiny regarding how these programs are funded. In the Minnesota State Capitol, a bipartisan effort is underway to ensure that programs like the one Htoo attends receive the financial backing necessary to expand their reach.
A current bill in committee, championed by Rep. Bianca Virnig (DFL-Twin Cities suburbs), seeks to significantly bolster state funding for CTE programs. The legislation proposes increasing the state’s reimbursement rate for these programs from 35% to 50%. The bill is an ambitious fiscal undertaking, requiring the Commissioner of Education to raise $46.5 million in each fiscal year through tax structures. Furthermore, the bill mandates increased transparency, requiring school districts to submit comprehensive annual reports to the Minnesota Department of Education to ensure that funds are being used effectively to improve student outcomes.
Rep. Virnig emphasizes that the legislation is about more than just job training; it is about student retention and life readiness. "The goal is to get those young people to make it through the week, the month, the year," she said. "It’s about providing the life skills necessary to thrive in adulthood."
However, not everyone is ready to sign off on the funding without further investigation. Senate Majority Leader Erin Murphy has expressed cautious support, noting that while the concept is sound, "the devil is in the details." The legislature must balance the need for robust career training with the fiscal realities of the state budget and the necessity of ensuring that these programs produce verifiable results.
The "Living Wage" Paradox
While lawmakers focus on funding and educators focus on engagement, economists are raising questions about the long-term earning potential of CTE graduates. Troy Haugen, director of Career and College Readiness at Minnesota CTE, promotes these programs as pathways to "high wage and high demand" fields. Yet, state data presents a more nuanced—and at times troubling—picture.
A 2024 study by the Minnesota Department of Employment and Economic Development (DEED) revealed a stark reality: on average, most fields currently offered through CTE programs do not generate a "living wage" for workers within five years of graduation. According to the MIT Living Wage Calculator, a living wage in the Twin Cities metro area is approximately $48,500 per year. Currently, only the international business track within the CTE system consistently produces graduates who exceed this threshold.
This data suggests that while CTE programs are excellent at keeping students in school, the programs may need to evolve to ensure that the "high-demand" jobs they prepare students for are also "high-wage" careers. There is a persistent risk that vocational training could become a funnel for low-wage labor if not aligned correctly with the shifting needs of the 21st-century economy.
Beyond the Paycheck: Graduation Rates and Retention
Despite the wage concerns, the data regarding student engagement is undeniably positive. A 2025 study from the Minnesota Department of Education found that 92% of students enrolled in two or more CTE programs graduate from high school—an 8% improvement over the statewide average.
For many educators, this statistic is the most important metric. If a student is disengaged, the risk of dropping out is high; if they drop out, their earning potential is significantly lower than that of any CTE graduate. Therefore, CTE programs function as a critical intervention tool that prevents students from falling through the cracks of the traditional system.
"CTE incorporates ways for students to get credentials or work experience into their school day," Voigt explained. "It shows them that school can move them toward their personal goals, rather than just being a series of hoops to jump through."
Closing the Information Gap
Even with proven success in graduation rates, the programs face a significant hurdle: awareness. Many students across Minnesota are simply unaware that these pathways exist or do not know how to access them.
"I know that there are a lot of opportunities you can get with the school," said Anna Warren, a student at Highland Park Senior High School. "But oftentimes, they’re not very well publicized."
This sentiment is echoed by educators who find that even when programs are available, the marketing to students is often insufficient. To combat this, Voigt has taken a proactive approach at Johnson High. She creates weekly advertisements and newsletters dedicated to highlighting career pathway opportunities, ensuring that the student body is constantly reminded of their options. "I try to do an ad once a week," Voigt said. "I want to draw attention to something about career pathways. I think kids know who I am, and they know what Career Pathways is. It’s been pretty successful."
Conclusion: A Shift in Perspective
The story of Dah Htoo is a testament to the power of alternative educational pathways. By allowing him to step out of the classroom and into the trades, his school provided him with a sense of purpose that traditional academics could not.
As Minnesota lawmakers deliberate on the future of CTE funding, the state finds itself at a crossroads. There is a clear mandate to support these programs, both for their ability to keep students in school and their potential to fill critical labor shortages. However, the path forward requires more than just increased funding; it requires a commitment to ensuring these programs provide a genuine path to a living wage and a concerted effort to ensure that all students, regardless of their background, know that these opportunities are available to them.
For Htoo, the path is clear. He is building his future, one piece of drywall at a time, moving closer to a career that values his hands-on talents and provides a foundation for his adult life. In the halls of Johnson Senior High, he is no longer just a student skipping class—he is an apprentice, a worker, and a young man with a plan.
