About
The Career and Technical Education CoLab (CTE CoLab) aims to reduce disparities in academic and career outcomes for historically marginalized students—especially students who are Black, Latinx, or Indigenous—enrolled in online and hybrid postsecondary career-focused programs.
OUR MISSION
Students in CTE programs at community and technical colleges gain credits or credentials while learning skills for in-demand jobs, and many are increasingly doing so online. But not all students benefit from these programs equally.
Research shows Black and Latinx CTE students are less likely to complete a degree or credential, are less likely to attain a job in their field, and earn less after the program than white students due to structural racism and institutional barriers. Online CTE students are more likely to be “nontraditional” students, who may face greater barriers to education because of work, caregiving, and other commitments and likely benefit from flexible online course options.
For colleges and CTE programs to address inequities in career and academic outcomes—and other systemic barriers CTE students disproportionately face—they need evidence about what works, especially in online and hybrid learning contexts.
The CTE CoLab helps build this knowledge.
Funded by ECMC Foundation, the CTE CoLab is a hub for research and knowledge building on critical issues affecting students from historically marginalized groups enrolled in online, career-focused programs. Through a practitioner-driven community of practice of community and technical colleges, the CoLab identifies and elevates for the field program and policy changes that show promise for closing equity gaps and ensuring all CTE students can thrive in the classroom and their careers.
The Career and Technical Education CoLab (CTE CoLab) aims to reduce disparities in academic and career outcomes for historically marginalized students—especially students who are Black, Latinx, or Indigenous—enrolled in online and hybrid postsecondary career-focused programs.
OUR MISSION
Students in CTE programs at community and technical colleges gain credits or credentials while learning skills for in-demand jobs, and many are increasingly doing so online. But not all students benefit from these programs equally.
Research shows Black and Latinx CTE students are less likely to complete a degree or credential, are less likely to attain a job in their field, and earn less after the program than white students due to structural racism and institutional barriers. Online CTE students are more likely to be “nontraditional” students, who may face greater barriers to education because of work, caregiving, and other commitments and likely benefit from flexible online course options.
For colleges and CTE programs to address inequities in career and academic outcomes—and other systemic barriers CTE students disproportionately face—they need evidence about what works, especially in online and hybrid learning contexts.
The CTE CoLab helps build this knowledge.
Funded by ECMC Foundation, the CTE CoLab is a hub for research and knowledge building on critical issues affecting students from historically marginalized groups enrolled in online, career-focused programs. Through a practitioner-driven community of practice of community and technical colleges, the CoLab identifies and elevates for the field program and policy changes that show promise for closing equity gaps and ensuring all CTE students can thrive in the classroom and their careers.
College community of practice
Twelve community and technical colleges have participated in the College Community of Practice to date. Phase one of the initiative, which ran from June 2021 through April 2023, involved colleges identifying and starting to implement equity-centered approaches to online teaching and learning in the credit-bearing CTE programs described below. In October of 2023, the CoLab launched phase two, “CTE CoLab: Scaling Change in Postsecondary CTE,” to support four of the colleges in continued implementation of strategies for advancing racial equity and scaling practices across their CTE division or their broader institutions.
*Indicates phase 2 community of practice member
Twelve community and technical colleges have participated in the College Community of Practice to date. Phase one of the initiative, which ran from June 2021 through April 2023, involved colleges identifying and starting to implement equity-centered approaches to online teaching and learning in the credit-bearing CTE programs described below. In October of 2023, the CoLab launched phase two, “CTE CoLab: Scaling Change in Postsecondary CTE,” to support four of the colleges in continued implementation of strategies for advancing racial equity and scaling practices across their CTE division or their broader institutions.
*Indicates phase 2 community of practice member
Toolbox
CTE CoLab partners and community of practice members have developed an evidence-informed toolbox of resources on topics related to equity and inclusion in online career and technical education. This section includes links to research, resources, videos, and news about this initiative and will be updated over the course of the initiative.
CTE CoLab partners and community of practice members have developed an evidence-informed toolbox of resources on topics related to equity and inclusion in online career and technical education. This section includes links to research, resources, videos, and news about this initiative and will be updated over the course of the initiative.
Partners
The CTE CoLab is a collaboration led by the Urban Institute. Over the course of the initiative, partners have included the following organizations, which have provided coaching, professional development, technical assistance, and peer learning activities to support college teams in the development and implementation of goals and strategies aimed at addressing equity gaps identified by the colleges.
The CTE CoLab is a collaboration led by the Urban Institute. Over the course of the initiative, partners have included the following organizations, which have provided coaching, professional development, technical assistance, and peer learning activities to support college teams in the development and implementation of goals and strategies aimed at addressing equity gaps identified by the colleges.
