[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583390-105":59,"doc-detail-583390-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","increasing-access-to-career-and-technology-education","Increasing Access to Career and Technology Education","","Increasing access to Career and Technology Education (CTE) matters because CTE programs connect learners to work-based learning, internships, mentors, job placements, and pathways to college and careers. It outlines which student groups are under-enrolled, including multilingual learners, students experiencing homelessness, students with disabilities, and those from economically disadvantaged families. The document also highlights unequal access to apprenticeships, unpaid opportunities, and transportation barriers, and provides guidance questions and a data inquiry cycle to identify equity issues and drive improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/increasing-access-to-career-and-technology-education/583390/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/increasing-access-to-career-and-technology-education/583390.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does access to Career and Technology Education (CTE) matter?","Question",{"text":112,"@type":113},"CTE programs provide work-based learning and internships, mentoring, and the knowledge and skills needed to be college- and career-ready. They also connect students with job placements and higher education pathways during and after CTE experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who is left out of CTE programs and why?",{"text":117,"@type":113},"Students from special populations are under-enrolled, including out-of-workforce individuals, multilingual learners, students experiencing homelessness, individuals with disabilities, single parents, youth aging out of foster care, and others preparing for nontraditional gender careers. Barriers also include unpaid work-based options, lack of transportation, and limited access to tools or resources.",{"name":119,"@type":110,"acceptedAnswer":120},"What staff questions help identify access issues in CTE?",{"text":121,"@type":113},"Staff can use guiding questions across attendance, curriculum, discipline, evaluation, funding, opportunities (including dual enrollment and work-based learning), performance by program and student group, and teacher qualifications and professional development. These questions support a data inquiry process to initiate targeted improvements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583390,1792166212,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Increasing Access to Career and Technology Education  \nWhy does access to career and technology education (CTE) matter?  \nCTE programs offer students opportunities to participate in work-based learning and internships and learn from mentors in their chosen career field. These programs provide students with the knowledge and skills they need to be college-and career-ready by connecting students with job placements and access to higher education during their CTE experience and after graduation.  \nWho is left out of CTE programs?  \nStudents from special populations are under-enrolled in CTE programs.1  \nPerkins V legislation defines special populations as:  \n Out-of-workforce individuals  \n English Language Learners (ELLs) (referred to as“Multilingual Learners (MLLs)” in this report)  \n Individuals experiencing homelessness  \n Individuals with disabilities  \n Single parents, including single pregnant women  \n Youth who are in/have aged out of the foster care system  \n Individuals preparing for careers that are nontraditional for their gender  \n Youth with a parent who is a member of the armed forces and is on active duty  \n Individuals from economically disadvantaged families, ex. low-income youth and adults  \nExample: MLLs comprise less than 10% of CTE participant enrollment in 44 states across the United States.2  \nStudents experience unequal access to apprenticeships, internships, or work-based learning opportunities.3  \nWork-based learning opportunities are often unpaid. This limits access for lowincome students, who may not be able to afford working without pay.  \nTransportation is required to access many work-based learning sites. Students without access to public or personal transportation, such as those in rural and low-income communities, may not be able to access these opportunities.  \nCopyright © 2026 Mid-Atlantic Equity Consortium, Inc. All rights reserved. 1  \nWho is left out of CTE programs?  \nAlthough overall enrollment is balanced by gender, specific CTE programs have heavily imbalanced enrollment by non-traditional learners.4  \n Male  Female  \nStudent enrollment in education programs  18% 82%  Student enrollment in manufacturing programs  85% 15%  \n0% 20% 40% 60% 80% 100%  \nPerkins V defines non-traditional learners as learners who are enrolled in CTE programs that are preparing for them for career fields that are non-traditional for their gender, meaning that individuals from one gender comprise less than 25 percent of those employed in that occupation or field.  \nPolicies or structures can unintentionally create barriers to access, such as IEP/504 placements within programs or language requirements.5  \nTotal CTE enrollment nationwide  \nStudents with  \ndisabilities  \n11%  \nStudents  \nwithout disabilities  \n89%  \nStudents may not be able to access tools or resources to participate in specific programs or jobs.  \nFor example, low income students are often unable to afford specialized equipment needed in some trade career clusters.6  \nof adults polled in [the U.S. do](the U.S. do) not know what CTE is.7  \nCopyright © 2026 Mid-Atlantic Equity Consortium, Inc. All rights reserved. 2  \nWhat questions should staff ask to identify issues in access to CTE?  \nThe following questions can help staff identify concerns about student access to CTE programs. These questions can enable staff to initiate a data inquiry process.  \n\n| Areas of access | Guiding questions |\n| --- | --- |\n| Attendance |  How do we track student attendance?\u003Cbr> Based on our attendance data, are there any patterns by student group (considering race, gender, etc.)? |\n| Curriculum |  Do we provide a high-level curriculum in all of our programs?\u003Cbr> Do all students have access to different Career and Technical Student Organizations (CTSOs)? |\n| Discipline |  How do our discipline rates compare across student groups (considering rac gender, etc.)?\u003Cbr> What patterns (if any) in discipline rates are there among student groups (considering race, gender, etc.)?","cbCaif7Z6jeJW8iP","https://ap.wps.com/l/cbCaif7Z6jeJW8iP","pdf",3003984,"English","# Why access to CTE matters\n# Who is left out of CTE programs?\n## Under-enrolled special populations\n## Unequal access to work-based learning\n## Non-traditional learner enrollment imbalances\n## Policy and resource barriers\n# What questions should staff ask to identify issues in access to CTE?\n## Attendance\n## Curriculum\n## Discipline\n## Evaluation\n## Funding\n## Opportunity\n## Performance\n## Teachers\n# How can we improve student access to CTE programs?","[{\"question\":\"Why does access to Career and Technology Education (CTE) matter?\",\"answer\":\"CTE programs provide work-based learning and internships, mentoring, and the knowledge and skills needed to be college- and career-ready. They also connect students with job placements and higher education pathways during and after CTE experience.\"},{\"question\":\"Who is left out of CTE programs and why?\",\"answer\":\"Students from special populations are under-enrolled, including out-of-workforce individuals, multilingual learners, students experiencing homelessness, individuals with disabilities, single parents, youth aging out of foster care, and others preparing for nontraditional gender careers. Barriers also include unpaid work-based options, lack of transportation, and limited access to tools or resources.\"},{\"question\":\"What staff questions help identify access issues in CTE?\",\"answer\":\"Staff can use guiding questions across attendance, curriculum, discipline, evaluation, funding, opportunities (including dual enrollment and work-based learning), performance by program and student group, and teacher qualifications and professional development. These questions support a data inquiry process to initiate targeted improvements.\"}]","Increasing Access to Career and Technology Education | PDF",1792046978,13]