PLUS Fellows Policy Brief - May 2023 - Aligning Career Technical Education/Linked Learning and McKinney-Vento Homeless Assistance Policy & Practice

Oct 15, 2026

Uploaded by James

Policy brief assessing the alignment gap between the McKinney-Vento Homeless Assistance Act and Career Technical Education (CTE) requirements under Perkins V, focusing on how implementation can better support unhoused youth. The brief reviews legislation, policy, and research and draws on qualitative interviews to show that collaboration between MKV and CTE is limited. Findings highlight basic-needs supports and partnership-driven strategies, while noting that work-based learning can reproduce inequities. Recommendations outline using Golden State Pathways and community schools partnerships to build responsive, targeted, and accessible Linked Learning pathways.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Issue

Methods

Findings

Recommendations

PLUS Fellows Policy Brief, May 2023 Aligning Career Technical Education/Linked Learning and McKinney-Vento Homeless Assistance Policy & Practice Client: California Department of Education (CDE) , Homeless Education Program Author: Mara Ingrid Ang, MPP 2024 Issue Currently, there is a disconnect between the educational goals of the McKinney-Vento ( MKV) Homeless Assistance Act, the equity aims of Career Technical Education (CTE) legislation under Perkins V, and policy implementation — how government agencies seek to implement both in practice. The McKinney-Vento Act mandates that local education agencies use grant funds and coordinators dedicate eﬀort to enable and support the educational “success” of unhoused youth (though “success” is not deﬁned) . Meanwhile, the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) mandates that implementation, evaluation, and improvement of CTE programs include the needs of unhoused youth among other “special populations” of students. However, there is little collaboration and policy overlap between MKV and CTE departments. In 2022 , the California state budget allocated $500 million to enhance high school students 'college and career readiness through the Golden State Pathways Program Act, prioritizing funding for districts serving above-average populations of unhoused youth. Because of this, there is a timely opportunity to increase access, support, and outcomes for unhoused youth navigating academic programming toward their college and career goals. Methods ● Review of existing legislation, policy, and research ● Qualitative interviews with CTE & Linked Learning, MKV, and student support staﬀ Findings ● Research-backed strategies to support the academics ofunhoused youth focus on addressing basic needs and enhancing collaboration among staﬀ and external partners. ● Current implementations of CTE & work-based learning (WBL) may perpetuate existing inequities and biases. However, the Linked Learning model (right) , wherein students learn through industry-speciﬁc “pathways,” seeks to address this challenge. ● The Linked Learning model has been used to thoughtfully and successfully support other Perkins V-deﬁned “special populations” of students. ● While Linked Learning mitigated equity challenges for special populations, it did not eliminate them. PLUS Fellows Policy Brief, May 2023 Recommendations Leverage the Golden State Pathways Program Act as a Linked Learning catalyst The Golden State Pathways Program Act could catalyze the growth of promising Linked Learning pathway initiatives throughout California. If LEAs intentionally build partnerships, design programs, and remove structural barriers for unhoused youth, Linked Learning programs implemented or enhanced through new state funding could close the gap between the educational goals of MKV and the equity aims of CTE policies. Develop a system of responsive and collaborative partnerships Successful CTE and Linked Learning programs depend on community and industry partnerships. Partners should be committed to designing practical, innovative, and responsive workplace practices. Partners should proactively consider and work together to improve solutions to challenges that may inhibit the success of diverse students (e.g. , language barriers, unstable housing, or other considerations outlined below) . The California Community Schools Partnerships Act, which the legislature expanded in 2022 , is focused on leveraging community and government partnerships to improve students’ holistic outcomes. Given the signiﬁcance of partnerships for eﬀective MKV and CTE programming, there is further opportunity to align MKVand CTE programs to Community School initiatives. Design & implement high-quality and targeted programming Unhoused students are likelier to thrive when LEAs design Linked Learning programs for their speciﬁc needs and aspirations. Each year, Perkins V requires LE

FAQs

What problem does the policy brief identify?

It identifies a disconnect between the educational goals of the McKinney-Vento Act and the equity aims and implementation of Career Technical Education policy under Perkins V, leading to limited overlap between MKV and CTE departments.

What methods were used to develop the brief?

The brief reviews existing legislation, policy, and research, and includes qualitative interviews with CTE/Linked Learning, MKV, and student support staff.

How does the brief recommend improving outcomes for unhoused youth?

It recommends using the Golden State Pathways Program Act as a Linked Learning catalyst, building responsive and collaborative partnerships, designing high-quality targeted programming based on CLNA, and reducing participation barriers in work-based learning.

Oct 15, 2026

Uploaded by James