Across the country, new approaches to virtual and remote Career Technical Education (CTE) during the coronavirus pandemic provided opportunities for learners to access courses or engage with industry experts when they could not before. As learners become increasingly mobile and not place-based, lessons learned from these solutions borne out of crisis should be leveraged to increase access to high-quality CTE programs in the future.

In this webinar, Advance CTE joined the CTE Research Network and the Urban Institute to discuss alternative CTE delivery models, including online CTE, and what the research says about pros and cons of each. Participants gained an understanding of the limitations of existing delivery models and how alternatives can expand equity and access for CTE learners. The CTE Research Network works to build the capacity of the field to conduct and use rigorous CTE research, including research on delivery models such as area technical centers and dual enrollment. The Urban Institute oversees the CTE CoLab, which aims to reduce equity gaps for students of color enrolled in credit-bearing online postsecondary CTE programs.

This webinar is part of an ongoing series that focuses on practical examples of the vision principles and action steps in order to support CTE leaders in implementing the CTE Without Limits vision. Principle 5, Each Learner Can Access CTE Without Borders, instructs state and local CTE leaders to invest in research and development to pilot and scale innovative delivery models, including virtual CTE.

Speakers:
-Haley Wing, Senior Policy Associate, Advance CTE
-Kathy Hughes, Director/Principal Investigator, American Institutes for Research
-Shayne Spaulding, Senior Fellow, Urban Institute