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It explains how to use research and data to address the opportunity gap, including identifying special populations and underperforming student subgroups. The module outlines objectives for applying Perkins V data disaggregation, distinguishing equitable access from equitable outcomes, and selecting best practices to close the CTE opportunity gap. 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The six modules are:  \nModule 1: Understanding CTE Data and Why It Matters  \nModule 2: Using Data and Research to Improve CTE Programs  \nModule 3: CTE Program Evaluation: Why It Matters to Practitioners  \nModule 4: Using State Data to Partner With Researchers  \nModule 5: Using Research to Design Your CTE Program for Equity  \nModule 6: How to Communicate About Your CTE Program Using Research  \nThe work of the CTE Research Network Lead is supported by the Institute of Education Sciences at the  \nU.S. Department of Education with funds provided under the Carl D. Perkins Career and Technical Education Act through Grant R305N180005 to the American Institutes for Research. The work of the Network member projects is supported by the Institute. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.  \nModule Description  \nWith research as a guide, you can design CTE programs that promote equity and help close the opportunity gap at your site. This module examines the student groups identified in the federal Strengthening Career and Technical Education for the 21st Century Act, better known as Perkins V; explains how to use data to ensure these students are served; and presents lessons learned and best practices for promoting equity in CTE and closing the opportunity gap. The module is designed to support school district and college CTE program administrators in using research to develop equitable CTE programs.  \nModule Objectives  \nAfter viewing this module, practitioners will be able to:  \n􀂃 Define Special Populations  \n􀂃 Identify underperforming student subgroups  \n􀂃 Explain the implications of a local equity gap analysis  \n􀂃 Understand and apply what the research says about equity in CTE  \n􀂃 Use the Perkins V data disaggregation requirement to improve equity outcomes  \n􀂃 Explain the difference between equitable access and equitable outcomes  \n􀂃 Determine best practices for closing the CTE opportunity gap and ensuring equity in their CTE programs  \nIntended Audience  \nThis training module is intended for local and state program administrators. It can be done individually using the facilitator’s guide. Groups or teams also will benefit from this module being led by a ","cbCait8ySP38IaN8","https://ap.wps.com/l/cbCait8ySP38IaN8","pdf",2199806,"English","# Overview\n# Module Description\n# Module Objectives\n# Intended Audience\n# Materials\n# Time Requirements\n# Outline of Module\n# Facilitator’s Script/Notes for Module\n# References and Resources","[{\"question\":\"What is the purpose of Module 5 in the CTE Research Network training series?\",\"answer\":\"Module 5 guides practitioners in using research to design equitable CTE programs and close the opportunity gap by informing decisions with evidence and data.\"},{\"question\":\"Which groups does the module focus on to promote equity in CTE?\",\"answer\":\"The module examines student groups identified under Perkins V (including special populations) and explains how to use data to ensure these students are served.\"},{\"question\":\"How does the module help participants improve equity outcomes using Perkins V?\",\"answer\":\"Participants learn to apply the Perkins V data disaggregation requirement, analyze implications of local equity gap analyses, and identify best practices for closing the CTE opportunity gap.\"}]","Module 5 - Using Research to Design Your CTE Program for Equity | PDF",1792085254,48]