Office of English Language Acquisition - English Learners and Career and Technical Education - Number of English Learners Who Were CTE Participants and Concentrators

Oct 15, 2026

Uploaded by Fahsai

The report analyzes English learner (EL) participation in secondary career and technical education (CTE) and tracks how many ELs become CTE concentrators across school years 2019–20 through 2021–22. It shows ELs increased as CTE participants but declined as concentrators, with higher participation rates than non-ELs yet lower concentrator attainment. It also compares concentrator rates across state education agencies, summarizes top career clusters for EL concentrators in 2021–22, and reviews Perkins V performance-indicator goal attainment for reporting SEAs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

English Learners and Career and Technical Education

Participants and concentrators, 2019–20 through 2021–22

Participant and concentrator rates by state education agency (2021–22)

Career clusters of EL concentrators (2021–22)

Perkins V performance indicator goals for English learners (2021–22)

Office of English Language Acquisition English Learners and Career and Technical Education Number of English Learners Who Were Career and Technical Education Participants and Concentrators: School Years 2019–20 through 2021–22 The number of English learner (EL) students in secondary schools who were career and technical education (CTE) participants (received at least one CTE credit in that year) increased between school year (SY) 2019–20 and 2021–22. 1, 2 The number of EL students who were CTE concentrators (received three credits within a career cluster during high school) decreased over the same period. 520,167 638,299 565,040 Participants Concentrators 162,715 130,182 151,695 2020 2021 2022 Career and Technical Education Participant and Concentrator Rates: School Years 2019–20 through 2021–22 Compared to non-ELs, ELs had higher rates ofCTE participation but lower rates of reaching concentratorstatus in secondary schools.3 Nationally, there was a 5.3 percentage point gap in CTE concentrator rates between ELs and non-ELs. 55.9% 52.5% EL 13.3% Non-EL 18.6% Participant Concentrator Career and Technical Education Concentrator Rates by State Education Agency: School Year 2021–22 The EL CTE concentrator rates for secondary students varied substantially across state education agencies (SEAs) .4 New Mexico had the highest rate, at 33%, while California, Indiana, and the District of Columbia had the lowest, at 2% . CTE concentrator rates tended tobe lower for ELs than nonELs across SEAs. The gap between ELs and non-ELs was largest in North Dakota, Florida, and Connecticut. It was smallest in Vermont, Mississippi, and Virginia. The only state where the concentrator rate was higher for ELs was South Carolina. Notes: The rates shown are author calculations using a combination of datasets: Perkins V Enrollment Data for the numerator, EdFacts FS141 for the EL denominator, and the Common Core of Data for the non-EL denominator. Idaho was excluded from this map due to data quality issues. Career Clusters of Concentrators Who Are English Learners: School Year 2021–22 In SY 2021–22, the top clusters for CTE concentrators who were ELs were health, business, arts, and agriculture.5 15% of concentrators were in the health cluster. The less common CTE clusters for EL concentrators were IT, transportation, law, manufacturing, education, and government. Percent of concentrators in a given cluster 15.0% 13.9% 12.5% 10.6% 10.3%10.3% 9.4% 9.2% 8.6% 7.9% 7.4% 7.0% 6.9% 6.3% 5.4% 1.3% Perkins V Performance Indicator Goals for English Learners: School Year 2021–22 SEAs track multiple Perkins Vindicators of performance, including four-year graduation rates, post-program placement, attainment of postsecondary credentials and credits, and participation in work-based learning.6, 7 Indicators measure outcomes for CTE concentrators only. SEAs set and track their own target goals. For example, Oregon’s state-determined goal for work-based learning is that at least 12% ofCTE concentrators participate in work-based learning. SEAs’ self-determined goals vary widely. For example, the goal for the percentage ofCTE concentrators participating in work-based learning ranged from 4% to 83%, and the average goal was 21% . The majority, but not all, of reporting SEAs are reaching their Perkins V goals for ELs. For example, 90% of SEAs met their goals for four-year graduation rates for CTE concentrators. More SEAs are still working toward their goals regarding postprogram placement and postsecondary credentials. The vast majority (83%) of reporting SEAs met their goal for postsecondary credit attainment, and 70% met their goal for workbased learning. | | Perkins V Indicator | Percent of States Meeting Their Goal for EL Students
50-75% 75%+ | Number of SEAs
Reporting8 | | | --- | --- | --- | --- | --- | | | 1S1: Four-year graduation rate | | 51 | | | | 3S1: Post-Program Placement | | 51 | |

FAQs

How did EL enrollment in CTE participants change from 2019–20 to 2021–22?

The number of EL students who were CTE participants increased between school year 2019–20 and 2021–22.

How do EL CTE concentrator rates compare with non-ELs nationally?

Nationally, ELs have higher CTE participation rates but lower concentrator rates than non-ELs, with a 5.3 percentage point gap in CTE concentrator rates.

Which career clusters were most common among CTE concentrators who are English learners in 2021–22?

In 2021–22, the top clusters for CTE concentrators who were ELs were health, business, arts, and agriculture, with health representing 15% of concentrators.

Oct 15, 2026

Uploaded by Fahsai