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Authors: Hella Bel Hadj Amor, Ph.D; Shaun Dougherty, Ed.D; Emily Warthman, J.D., M.P.H Contributors: Julie Edmunds, Ph.D.; Terri Powell, Ph.D.
Editor: Brittany Gay, Ph.D.
In the realm of education and workforce development, Career and Technical Education CTE programs are recognized as a valuable asset in preparing students for high-paying careers and tackling critical workforce challenges. These programs offer diverse pathways tlored to various industries, such as agriculture, health, manufacturing, thereby providing students with skills that align closely with current employment trs.
Participation in CTE programs is notably associated with increased graduation rates from secondary schools and community colleges, alongside higher earnings potential for graduates. The data suggests a significant impact on student outcomes when they engage in targeted education med at professional readiness.
Despite the benefits of CTE participation, historically marginalized groups-primarily women, students with disabilities, and racialethnic minority students-often face greater barriers to accessing high-quality CTE programs. This disparity results in gaps across key outcomes such as academic performance GPA, graduation rates, employment rates, and earnings.
White Student Outcomes vs. Minoritized Students: White students t to enjoy higher educational outcomes after participating in CTE programs compared to Black or Latinx counterparts.
Field-Specific Preferences: There is a notable tr where White students are disproportionately represented in fields deemed more lucrative e.g., manufacturing, STEM, information technology, which has led to increased earnings potential for them.
Equity Gaps Widen with Online Learning: In the context of online CTE programs, especially during and post-COVID, gaps between minoritized student groups and their White peers have widened. This is exacerbated by additional challenges such as insufficient broadband infrastructure in certn communities where students face barriers to accessing quality education remotely.
To address these issues and improve equity within CTE programs:
Promote Collaboration: Enhance dialogue between educators, local and regional employers, and state governments to ensure that the curriculum aligns with contemporary employment trs and local workforce needs.
Enhance Evaluation and Research: Given a historical lack of focus on equity in research surrounding CTE programs, it’s crucial to conduct comprehensive evaluations comparing outcomes across different schools and student groups. This can illuminate disparities and inform targeted interventions.
Quality Curriculum Expansion: Ensure that historically marginalized students have access to high-demand CTE programs with academic rigor, small-group discussions, project-based learning, and real-world applications. Such enhancements m to create pathways to lucrative employment opportunities.
Support for Online Learning: Equip students with the necessary technology tools and resources including digital literacy trning essential for success in online CTE courses and programs.
Increase CTE Credit Accumulation: More credit accumulation in CTE subjects can significantly boost graduation rates among students engaged in these programs, providing them with enhanced employability skills.
This strategic approach not only broadens access to quality education but also ensures that all students have equitable opportunities for success in their career paths and contribute to a more diversified, skilled workforce.
This article is reproduced from: https://evidence2impact.psu.edu/resources/strengthening-career-and-technical-education-to-improve-equity-and-maximize-return-on-investment/
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Strengthening CTE for Equity and Investment Career Technical Education Pathways Enhancing CTE Participation Benefits Addressing Access Disparities in CTE Online Learning Equity in CTE Programs Expanding Quality CTE Curriculum Options