ACTE PACE Summit 2024

Creating powerful CTE learning environments starts with retaining high-quality CTE instructors. How do we design intentional induction activities to assist beginning CTE instructors? How do we help develop instructional skills needed to perform effectively in CTE classrooms and laboratories? This workshop will allow participants to explore the needs of new CTE instructors moving from the workplace into the classroom, as well as appropriate training topics to develop their own “New Teacher Institute” (NTI). In teams, participants will develop a structure and the content to frame a New Teacher Institute appropriate for their own campuses to give new instructors a jump-start!

Collecting and effectively using data are critical as we envision the future of postsecondary CTE. Come join this session with the Urban Institute and ACTE to workshop your data questions and issues, including the types of data to collect, how to use data to make decisions, and how insights from data can promote equity. Learn how to use data to inform your efforts to support student, faculty, and staff. We will explore data scenarios and common data challenges to ensure real-life applications. Attendees are also welcome to bring their data collection, analysis, and decision-making challenges to discuss. Data managers and data users alike will benefit from this workshop, as well as program designers and those trying to figure out how to improve program outcomes. We welcome individuals and teams. Come learn how to use data to help build a better future for your CTE students!

This session will enlighten participants about the significance of CPL in education. Attendees will learn how CPL acknowledges, and rewards knowledge and skills acquired through non-traditional avenues like work experience and self-directed study. Key topics include the principles and practices of CPL, its benefits for learners and institutions, best practices, and challenges. Participants will gain insights into designing, implementing, and evaluating CPL programs, fostering stakeholder collaboration. By reducing time to degree completion and lowering costs, CPL enhances workforce readiness and promotes lifelong learning. Through case studies and discussions, attendees will understand how CPL aligns with institutional access and equity goals. The session's impact on the field of education will be profound. It will empower educators, administrators, and policymakers to embrace CPL as a tool for educational attainment and social mobility. By catalyzing innovation and collaboration, the presentation will enhance the accessibility, affordability, and relevance of higher education.

In recent years, the importance of providing education and training opportunities to incarcerated individuals has been increasingly recognized as a key strategy for reducing recidivism and promoting successful reentry into society. This presentation will explore the crucial role of career and technical education (CTE) for justice-involved populations, both within correctional facilities and in community settings. By examining innovative strategies and hands-on activities, this session aims to equip participants with practical insights to support the reintegration of justice-involved individuals through education and skill development. Emphasis will be placed on building robust partnerships with community organizations, governmental agencies, and employers to enhance the impact and reach of postsecondary CTE programs. Attendees will learn how to leverage these partnerships to foster successful reintegration and academic success for justice-involved individuals.

This study analyzes CTE students’ transition to postsecondary education using a three-prong approach. First, it distinguishes four levels of CTE credit-taking during high school to capture any difference in school CTE offerings. Second, it focuses on occupational programs rather than taking CTE as a general and overarching category. Third, it differentiates the transition to subbacalaureate (Associate’s degree) from enrolling in Bachelor’s degree. The purpose is to show that credit-taking choices differ depending on the type of degree students will pursue, and that the impact of CTE credit-taking, along with other variables, impacts transitions to postsecondary differently, depending on the degree sought. We used two sets of logistic regression models for our analysis. The first model analyzes enrollment in postsecondary education at the Associate’s and Bachelor’s degree levels. The second set of logistic models examine whether students enroll in a similar major to the occupational program they participate in while in high school—i.e., school-to-major alignment.