Equity in Career-Technical Education
A primary focus of the Ohio Perkins V State Plan is improving access, enrollment, engagement and performance for all students, with an intentional focus on students in special populations and subgroups. To support the educational community in ensuring students have meaningful access and are engaged in high-quality career-technical education programs, the Ohio Department of Education, Office of Career-Technical Education has made ensuring an equitable education for each student a priority.
Equity Ambassador Program
To support the educational community in ensuring all students have equitable access and meaningful engagement in high-quality career-technical education programs, the Ohio Department of Education, Office of Career-Technical Education is introducing the Equity Ambassador Program. Participants in the Equity Ambassador Program will collaborate with the state of Ohio in its commitment toward improving equity in career-technical education for special populations and subgroups. Equity Ambassadors will be provided access to professional development and invited to participate in equity activities facilitated by the Department. Equity Ambassadors will act as local equity experts for their Career-Technical Planning District.
Equity Ambassador Program FAQ
2021 Virtual Equity Labs
Career-Technical Education (CTE) administrators and instructors from each Career-Technical Planning District (CTPD) and every CTE Equity Ambassador were invited to attend the 2021 Virtual Equity Labs. These labs provided strategies for improving the root causes for the data-driven equity gaps that districts identified in the 2020 Regional Equity Labs. The labs were offered in two versions: Administrator-focused and Instructor-focused.
Administrator-focused equity labs provided the opportunity to review and analyze data in three main categories: access, engagement/enrollment and performance and how to define meaningful progress using this data. They were also guided through a process of reviewing policies and procedures using an equity lens.
Instructor-focused equity labs reviewed instructional inequities with an equity lens while learning inclusive and culturally responsive practices for student engagement and outcome improvement.
Participants of both labs were given tools for use in specifically addressing and continually make meaningful progress toward improving the enrollment, engagement and performance of special populations and subgroups in career-technical education.
During the equity labs, participants completed activities and exercises that are useful in fulfilling the requirements for equity in the Perkins V Comprehensive Local Needs Assessment and Local Application. Participants were encouraged to set achievable goals, collaborate on best practices and share resources to improve equitable supports for each CTE student in Ohio.
2021 Equity Lab Resources
2020 Regional Equity Lab
The Ohio Department of Education, Office of Career-Technical Education facilitated regional equity labs for secondary career-technical programs. Participants in the equity labs reviewed and analyzed data in three main categories: access, engagement and enrollment, and performance. They then identified the largest or most pressing gap to be addressed and performed a root cause analysis, while clearly articulating a commitment to advancing equity. Participants began to create a plan to specifically address and continually make meaningful progress toward improving the performance of special populations and subgroups.
During these equity labs, participants completed activities and exercises that will be useful in fulfilling the requirements for equity in the Perkins V Comprehensive Local Needs Assessment and Local Application requirements for equity. Participants were encouraged to set ambitious and achievable goals, collaborate on best practices and share resources. It is not feasible or realistic to expect to correct all inequities at once, but it is an expectation that the educational community identify the opportunities for growth, create a plan and commit to improving Ohio’s equity in education.
2020 EQUITY LAB resources
Equity for Each: Advanced Approaches for Improving Equity in Career-Technical Education Programs Competitive Grant
For the second year, the Office of Career-Technical Education is using the Perkins V reserve fund for the Equity for Each competitive grant. The $1.4 million in funds are available to assist applicants and the Department in identifying and promoting promising best practices for equitable supports for students in special populations in career-technical education.
Grants range from $25,000 to $200,000 and must be used towards improving data-identified “equity gaps” in local enrollment, engagement, performance and outcomes for students in special populations as defined in Perkins V legislation.
Some of the awards from the current group of grants have been used towards: establishing an industry-recognized credential program for increased enrollment of economically disadvantaged students; new support staff and equipment for increasing enrollment of students with disabilities into an agriculture pathway; development of new supports and resources as a bridge to post-secondary education to increase engagement of English learner students; establishing recruitment and enrollment supports to increase enrollment and participation from nontraditional students in an engineering pathway and industry-recognized credential program; and, expansion of lab capacity and providing additional supports to increase enrollment of economically disadvantaged students into a health care pathway.
The grant scoring process prioritizes applications that include collaboration between secondary and post-secondary partners, with strategies that focus on the promotion or expansion of programs of study aligned with state-identified high-skill, high-wage, or in-demand jobs.
The grant application window is currently open until in CCIP through May 31, 2021.
Perkins V Special Populations
- Students from economically disadvantaged families
- Students with disabilities
- Students preparing for nontraditional fields
- English learners
- Students experiencing homelessness
- Youth who are in, or have aged out of, the foster care system
- Youth with a parent in the armed forces and on active duty
- Single parents, including single pregnant women
- Out-of-workforce individuals
Equitable Supports for Special Populations & Subgroups
Articles for Deeper Reading
EQUITY STAKEHOLDER GROUP NOTES
Last Modified: 6/10/2021 11:25:20 AM