Migration Policy Institute Podcasts

Career and technical education (CTE) is frequently touted as an effective strategy to encourage high school students to persist to graduation and set themselves on a path to jobs that pay a family-sustaining wage. For English Learners (ELs), who disproportionately come from low-income families and are less likely than their peers to graduate on time, participating in CTE can be especially rewarding—if they have meaningful access to such classes and support to successfully complete them. Federal rules and state oversight play important roles in ensuring ELs are allowed to enroll in CTE, but challenges to serving them are numerous, from student schedules already packed with required classes to faculty unprepared to meet unique learning needs. ELs’ meaningful participation in CTE requires a holistic approach to program planning and student recruitment. For example, school counselors—who play a gatekeeping role in determining the courses students can access—can benefit from working closely with EL specialists to