As a membership Association we are focused on issues that matter to you and the nation. In reflecting on this moment, ACTE stands in solidarity with the Black community. As an organization, we condemn institutional racism in all of its forms and believe in social justice and civil rights. We wish to reaffirm our existing statement:
ACTE promotes high quality CTE programs for diverse audiences. We continue to build an inclusive culture that encourages, supports and celebrates the diversity of the CTE community. We are committed to inclusion, access, equity, and diversity throughout our organization.
Purpose of the Inclusion, Access, Equity and Diversity (IAED) Advisory Group
The purpose of the Inclusion, Access, Equity and Diversity (IAED) Advisory Group is to provide recommendations, expertise and outreach to support ACTE’s IAED initiatives. ACTE’s goal is to provide resources to support IAED throughout career and technical education.
- IAED Mentorship Program
- Meet the 2021 IAED Mentors
- Include IAED resources and speaker names on the ACTE IAED website
- Recommend ideas for the IAED column to appear in Techniques
- Encourage the CTE community to reference the Access and Equity element in the Quality CTE Program of Study Framework
- Increase participation in the ACTE’s IAED Advisory Group
Inclusion, Access, Equity & Diversity in Career & Technical Education
Join ACTE’s 2020 National Teacher of Year, Kimberly Wilson, who is a Family and Consumer Sciences Teacher at T.C. Williams High School in Alexandria, VA, as she leads a discussion on the importance of IAED in the career and technical education context. Watch Webinar
Inclusion, Access, Equity & Diversity: CTE Learners Discuss
Educators often discuss how to ensure our programs are more inclusive, accessible, equitable and diverse but how often do we discuss this topic with learners, the individuals most affected? Dr. Roger Cleveland, a national expert who has been at the forefront of equity and inclusion for over a decade, will lead a panel discussion with CTSO leaders to better understand student viewpoints and what they advise related to moving forward. Watch Webinar
Are Your Agricultural Students Ready for Employment in the Diverse, Global Workforce and Economy?
CTE educators should not only shape students by preparing them for the knowledge and technical skills needed in their future careers but also prepare them for the increasingly multicultural work environments they will enter. Join Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS), The Cultivating Change Foundation and the National Association of Agricultural Educators as they discuss best practices teachers should consider as they seek to foster culturally responsive and inclusive classrooms. This webinar initiated based on an article that appeared in NAAE’s The Agricultural Education Magazine. Watch Webinar
Interested in joining the IAED Group or contributing resources or speaker names to the IAED website?
- Recommend and solicit ideas for the IAED column of the 2020-2021 Techniques magazine cycle and articles for PAGES, a Techniques Blog
- Suggest a process and communications strategy for the creation of a grassroots effort to establish IAED mentors for up and coming leaders
- Encourage IAED session submissions for ACTE events to increase IAED session offerings
- Submit potential IAED speaker names and contact information for inclusion on the ACTE IAED website to serve as a resource for the CTE community at large
ACTE demonstrates its commitment to IAED through initiatives such as the IAED Mentorship Program and the IAED Advisory Group; via implementation of the Quality CTE Program of Study Framework; and in such information-rich resources as Techniques.
In September 2020, Techniques launched a new column — IAED in CTE — to examine inclusion, access, equity and diversity in practice. Four articles have been published to date, in print and online. They include:
- #STEMSaturdays engage students in CTE (in print, September 2020)
- CTE clears the path for postsecondary attainment of boys
- The untapped potential of culturally responsive teaching in CTE (in print, November/December 2020)
- Summer program provides authentic CTE experiences for migrant students and English-language learners
Looking for more recent content on inclusion, access, equity and diversity?
You might enjoy:
- Fighting inequality through postsecondary transition programs
- Career and Technical Instruction delivers special education support for CTE in Georgia
- Embracing the V word (in print, November/December 2020)
- CTE and SPED teachers collaborate with results
- Students with disabilities benefit from career exploration
- Leverage Perkins V for strong, positive outcomes
- Collaboration supports postsecondary transitions
- The softer side of STEM (in print, September 2020)
- Accessibility for all (in print, September 2020)
- Harness data to drive equity (in print, March 2020)
- The voice of CTE success (in print, March 2020)
- Strengthening work-based learning with Perkins V (in print, March 2020)
- Understanding CTE for students with disabilities: What educators need to know (in print, February 2020)
- Intention to action: Recruiting women in CTE (in print, November/December 2019)
- I am a success because of FCS (in print, October 2019)
- Supporting the gender expansive student (in print, September 2019)
- TECHNOLOchicas & the future: Girls in STEM (in print, March 2019)
- Advancing access & equity in the Mississippi Delta (in print, March 2019)
- Equity in action — stories from the field (in print, March 2019)
- Improving postsecondary outcomes for students of low socioeconomic status with CTE (in print, March 2019)
- Can immigrant professionals help address CTE teacher shortages? (in print, November/December 2018)
- Sweet success at Milton Hershey School (in print, May 2018)
- Connecting to opportunity: Career and technical education for at-risk students (in print, April 2018)
- How CTE can help prepare students with disabilities for the future (in print, October 2017)
- Driving gender diversity in computer science (in print, October 2017)
- Making an impact: How CTSOs support students in poverty (in print, September 2017)
The March 2019 issue of Techniques, themed “Advancing Access & Equity,” featured articles encouraging a whole school approach to the advancement of access and equity. One theme told readers the story of an inspirational teacher who expected growth from his students. And they grew! ACTE members, learn more about collaboration, community and how to improve postsecondary outcomes for all students with CTE. Read Techniques>
CTE Policy Watch: A blog for CTE advocates (articles including IAED)
Equity in Dual/Concurrent Enrollment: The College in High School Alliance has released another policy snapshot exploring state approaches to ensuring quality for dual/concurrent enrollment in high school programs. In order for states to provide early college courses in high schools, the researchers suggest using existing structures for oversight and regulation and adapt them to the dual or concurrent enrollment space, or create new requirements, such as program accreditation, to ensure students have access to quality college in high school programs.
Addressing Equity Gaps in Community College CTE Programs
CTE programs in community colleges are striving to achieve equity goals and reduce equity gaps, finds MDRC in their report Voices from the Field: How Community Colleges Are Advancing Equity in Career and Technical Education. In 2019, MDRC did a scan of 17 CTE programs in community colleges and interviewed CTE administrators, state level CTE administrators, instructors, employer and community partners, and students. The report provides best practices on how CTE stakeholders can improve equity in their CTE programs.
Research Round-up: Equity Edition
Over the past few months, there have been a number of new resources and research papers released on equity in CTE or related education and workforce development programs. See below for more details:
Making Good on the Promise: Ensuring Equitable Success Through CTE
The fifth brief in Advance CTE’s “Making Good on the Promise” series, this report examines ways that states can help more students complete their chosen career pathway. It explores three state strategies, including using data-driven support systems to meet learners’ needs; providing integrated support services to secure wellness, academic preparation and financial stability; and creating the enabling conditions for successful transitions.
Practitioner Perspectives on Equity in Career and Technical Education
MDRC’s Center for Effective Career and Technical Education released this brief over the summer to share insights from practitioners in innovative CTE programs around the topic of equity. The brief shares the results of practitioner discussions on barriers to equity within CTE and ways to address those challenges in order to achieve more equitable access and outcomes.
Ensuring Equity in Evolving High school Career and Technical Education Policies
This research/policy brief from the Institute for Research on Poverty (IRP) presents key takeaways from a research workshop hosted by the IRP at the University of Wisconsin–Madison involving researchers, practitioners and policymakers. Suggestions include making equitable access a policy goal, addressing rural challenges and investing in data collection.
Unlocking Potential: A State Policy Roadmap for Equity and Quality in College in High School Programs
This report, from the College in High School Alliance and Level Up coalition, provides policy recommendations and state examples around increasing equity within six key components of college in high school programs: (1) equity goal and public reporting, (2) program integrity and credit transfer, (3) finance, (4) course access and availability, (5) instructor capacity, and (6) navigational supports.
Funding for Equity: Designing State Dual Enrollment Funding Models to Close Equity Gaps
This report, also from the College in High School Alliance, presents a breakdown of funding models for dual enrollment programs, which states are using those models, policy questions to consider and best practices. A goal of the paper is “to help states identify a dual enrollment funding model that maintains a focus on equity while taking leaders’ programmatic aspirations and a state’s funding predispositions into account.”
Passively-sensed Behavioral Correlates of Discrimination Events in College Students
A new study from researchers at the University of Washington and University of Michigan examines the short-term physical and psychological impacts of discrimination on college students (with engineering students a particular focus of the study) that have the potential to impact educational outcomes. The study found that incidents of discrimination led to acute changes in students’ sleep and social patterns.
CTE in the Juvenile Justice System (recording is be available at https://careertech.org/webinars)
Advance CTE, the Council of State Government (CSG) Justice Center, and Oklahoma’s CareerTech program hosted a webinar to discuss how state leaders can leverage Perkins V funding to improve CTE programs in juvenile justice systems. CSG discussed findings from their most recent publication “On Track: How Well Are States Preparing Youth in the Juvenile Justice System for Employment,” which included: states lack necessary workforce development for successful programs, many programs lacked partnerships with workforce development agencies, and most states do not have enough workforce data on incarcerated youth. Oklahoma also showcased best practices from their CTE program involving incarcerated youth.
The Roadmap for Racial Equity: An Imperative for Workforce Development Advocates
This report, from the National Skills Coalition, addresses “issues of racism and exclusion in the workforce and education systems, as well as potential solutions for remedying these persistent problems.” The report presents nine recommendations to advance racial equity through workforce and education policy.
The Equity Equation
McGraw Hill has released a paper outlining strategies to address the college completion gap that persists for first-generation students, low-income students, and students of color. The paper focuses on adaptive learning solutions and provides examples from various colleges.
Though Congress was mainly focused on impeachment hearings this week, there were a number of CTE-related activities as work wrapped up leading into the Thanksgiving holiday recess. The most significant activity occurred on appropriations, where significant movement occurred for the first time in weeks. You can read more about that on the blog here, and see other news below:
Briefing on Access and Equity in CTE: The House CTE Caucus held a briefing on advancing access and equity in CTE, which ACTE attended. Career and Technical Education Caucus Co-Chair Rep. Glenn Thompson spoke at the briefing, along with other panelists to discuss the challenges that many special populations, such as low-income earners, students with disabilities and nontraditional students face. See photo.
2020 House Floor Schedule: Majority House Leader Hoyer (D-MD) has released the 2020 House Floor Schedule for the Second Session of the 116th Congress, which begins on January 7 and will meet for 113 days. Hoyer says the 2020 schedule will continue addressing health care costs, infrastructure investments, climate change and expanding economy opportunity. Take a look at the schedule to identify congressional recess times when Congress is not in session. These are great times to invite Members of Congress to visit programs or to schedule meetings with your representatives while they are back in their home districts!
90/10 Rule Veterans Legislation Gains Key Support: Senate HELP Chairman Lamar Alexander (R-TN) backed the Protect VETS Act, a bipartisan bill aimed to protect military and veteran students from predatory institutions by closing the 90/10 loophole. Currently, military and veteran education benefits do not count towards federal aid portion of the 90/10 rule, so this bill would reclassify all federal aid under the 90%. This concession, one the Chairman has historically pushed back on, could signal that he is looking to make a compromise on Democratic priorities in order to gain traction on a reauthorization of the Higher Education Act (HEA).
DC Organizations Release “Green Economy” Policy Principles: A group of national policy organizations, including the National Youth Employment Coalition and Center for Law and Social Policy, released “Building Pathways, Inclusive Economies, and Opportunities for Youth and Young Adults: Principles for Green Economy Legislation and Investment.” These principles outline how to ensure that opportunity youth are connected to the green economy through targeting resources, building policy frameworks on a racial and gender equity lens, involving young people, building career pathways and focusing on quality jobs.
Respect for Diversity in the Classroom
Respect for Diversity in the Classroom: Free Resource from ACTE and Asia Society
The rise in diversity across the United States means today’s students will be working and living with people from a wide array of backgrounds. It also means instructors increasingly have diverse populations of students in their classrooms. ACTE has partnered with Asia Society to create new free tools and online professional development to assist educators in creating a culturally responsive classroom that is respectful of diversity and inclusive of all perspectives and backgrounds. To learn more, visit CTE Learn.
Techniques: IAED in CTE
Over the last three decades, girls’ academic and postsecondary outcomes have exceeded those of boys. Parents and educators are seeking solutions to foster students’ college attainment and career success. Committed to equity, the educational system must acknowledge that boys are falling behind and work to reverse this trend.