| Title: |
Lessons Learned from the CTE CoLab and Future Directions: Advancing Equity in Online and Hybrid Career and Technical Education Programs |
| Language: |
English |
| Authors: |
Shayne Spaulding; Amanda Briggs; Julia Payne; Hailey D’Elia; Theresa Anderson; Urban Institute |
| Source: |
Urban Institute. 2025. |
| Availability: |
Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org |
| Peer Reviewed: |
N |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
ECMC Foundation |
| Document Type: |
Reports - Descriptive |
| Descriptors: |
Minority Group Students; Career and Technical Education; African American Students; Hispanic American Students; American Indian Students; Equal Education; Online Courses; Blended Learning; Success; Change Strategies; Student Participation; Curriculum Design; Instruction; School Business Relationship; Asian American Students; Pacific Islanders; White Students; Grades (Scholastic); Student Needs; Social Capital; Academic Support Services; Program Development; Teacher Leadership |
| Geographic Terms: |
California; Wisconsin; North Carolina; Kansas (Wichita); Colorado; New York (New York); Louisiana; Illinois; New York |
| Abstract: |
Students of color represent the majority of enrollment in career and technical education (CTE) fields of study at community and technical colleges, which offer programs as pathways to further education, jobs, and careers. Following years of expansion and a rapid shift to remote learning during the 2020 pandemic, colleges increasingly offer online and hybrid programming. Notable disparities exist in access and outcomes for students of color in CTE programs, especially in online courses and programs (Anderson et al. 2021). The Career and Technical Education CoLab (CTE CoLab) aimed to advance racial equity by reducing disparities in academic and career outcomes for historically marginalized students--especially students who are Black, Latinx, or Indigenous--enrolled in credit-bearing online and hybrid postsecondary career-focused programs at community and technical colleges. By "racial equity," the authors mean fair treatment and intentional strategies that eliminate disparities for students of color and ideally result in equal academic and career outcomes for all students. This final brief provides an overview of the CTE CoLab, summarizes strategies colleges implemented, and reflects on lessons learned and future directions, with a focus on insights from the second phase. It is based primarily on published products and reflects the perspectives of the CTE CoLab project team (Urban researchers and staff members along with coaches from partner organizations) and CTE CoLab college teams (college staff members who worked on the initiative). |
| Abstractor: |
ERIC |
| Entry Date: |
2025 |
| Accession Number: |
ED677450 |
| Database: |
ERIC |