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Lessons Learned from the CTE CoLab and Future Directions: Advancing Equity in Online and Hybrid Career and Technical Education Programs

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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
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  Data: Lessons Learned from the CTE CoLab and Future Directions: Advancing Equity in Online and Hybrid Career and Technical Education Programs
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  Data: <searchLink fieldCode="AR" term="%22Shayne+Spaulding%22">Shayne Spaulding</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Briggs%22">Amanda Briggs</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+Payne%22">Julia Payne</searchLink><br /><searchLink fieldCode="AR" term="%22Hailey+D%27Elia%22">Hailey D’Elia</searchLink><br /><searchLink fieldCode="AR" term="%22Theresa+Anderson%22">Theresa Anderson</searchLink><br /><searchLink fieldCode="AR" term="%22Urban+Institute%22">Urban Institute</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Urban+Institute%22"><i>Urban Institute</i></searchLink>. 2025.
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  Data: Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org
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  Data: 14
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  Data: 2025
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  Data: ECMC Foundation
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  Data: Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Students%22">American Indian Students</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22School+Business+Relationship%22">School Business Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Pacific+Islanders%22">Pacific Islanders</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Kansas+%28Wichita%29%22">Kansas (Wichita)</searchLink><br /><searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink><br /><searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink><br /><searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink><br /><searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink><br /><searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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).
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Career and Technical Education
        Type: general
      – SubjectFull: African American Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: American Indian Students
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Change Strategies
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Curriculum Design
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      – SubjectFull: Instruction
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      – SubjectFull: School Business Relationship
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      – SubjectFull: Asian American Students
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      – SubjectFull: Pacific Islanders
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      – SubjectFull: White Students
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      – SubjectFull: Teacher Leadership
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      – SubjectFull: California
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      – SubjectFull: Wisconsin
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      – SubjectFull: North Carolina
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      – SubjectFull: Kansas (Wichita)
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      – TitleFull: Lessons Learned from the CTE CoLab and Future Directions: Advancing Equity in Online and Hybrid Career and Technical Education Programs
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