Unlocking Opportunities: Supporting English Learners' Equitable Access to Career and Technical Education

Autor/in	Sugarman, Julie
Institution	Migration Policy Institute (MPI), National Center on Immigrant Integration Policy
Titel	Unlocking Opportunities: Supporting English Learners' Equitable Access to Career and Technical Education
Quelle	(2023), (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Access to Education; Equal Education; Vocational Education; High School Students; At Risk Students; Educational Policy; Educational Practices; Student Participation; Barriers; Educational History; Educational Legislation; Federal Legislation; Disproportionate Representation; Intellectual Disciplines; Geographic Location; Faculty Development; Student Recruitment; Educational Administration + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Politics of education; Bildungspolitik; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Bundesrecht; Geisteswissenschaften; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Once considered a less-rigorous high school pathway, career and technical education (CTE) has experienced a renaissance since the 1990s, as more high-skilled and white-collar professions have been included in these elective course options. Research indicates that participation in CTE--especially taking more than one course in a single occupational area--is correlated with benefits in graduation rates and earnings as an adult. As CTE's scope and audience have grown, educators and advocates have brought attention to the need to ensure equitable access for historically marginalized student groups. For high school English Learners (ELs), who often face challenges to college and career readiness, CTE can play an important role in helping them stay engaged in school, graduate, and get on a path to a career providing a family-sustaining wage. This report explores policies and practices that can support ELs' participation in CTE courses. It includes an overview of how CTE has changed over time, state-level data on EL participation rates, and a close look at the opportunities and barriers to EL enrollment and participation, drawing in part on interviews with state and district CTE and EL administrators. The report concludes with recommendations for state and local educators seeking to further strengthen policy and practice. (As Provided).
Anmerkungen	Migration Policy Institute. 1400 16th Street NW Suite 300, Washington, DC 20036. Tel: 202-266-1940; Fax: 202-266-1900; e-mail: communications@migrationpolicy.org; Web site: http://www.migrationpolicy.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01