There is a great deal of research regarding the need for equity and access in Career and Technical Education (CTE); however, very little research exists acknowledging strategies to achieve it. The purpose of this study was to evaluate equity and access in CTE programs, as well as to determine any barriers to CTE program enrollment, participation, and completion faced by students identified as economically challenged, students with disabilities, or English language learners. The context of this inquiry was high school CTE programs in one school district in the United States of America. My study demonstrates both qualitative and quantitative data that reveal what CTE teachers were doing in their 21st century classrooms to provide equity and access for all students, and it further acknowledges any barriers that those teachers identified.
","abstract_html":"<p>There is a great deal of research regarding the need for equity and access in Career and Technical Education (CTE); however, very little research exists acknowledging strategies to achieve it. The purpose of this study was to evaluate equity and access in CTE programs, as well as to determine any barriers to CTE program enrollment, participation, and completion faced by students identified as economically challenged, students with disabilities, or English language learners. The context of this inquiry was high school CTE programs in one school district in the United States of America. My study demonstrates both qualitative and quantitative data that reveal what CTE teachers were doing in their 21st century classrooms to provide equity and access for all students, and it further acknowledges any barriers that those teachers identified.</p>","abstract_has_math":false,"creators":["Jaime, Cynthia M"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Carla Sparks","Stefanie Shames","Lorrie Butler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-01T07:00:00Z","date_published":"2021-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["Career and Technical Education","Equity and Acess","Economically Challenged Students","Students With Disabilities","English Language Learners","Barriers","Program Enrollment","Participation","Completion.","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/619","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carla Sparks","Stefanie Shames","Lorrie Butler"]},{"key":"dc:creator","label":"Author","values":["Jaime, Cynthia M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-12-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Career and Technical Education","Equity and Acess","Economically Challenged Students","Students With Disabilities","English Language Learners","Barriers","Program Enrollment","Participation","Completion.","Vocational Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/619"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is a great deal of research regarding the need for equity and access in Career and Technical Education (CTE); however, very little research exists acknowledging strategies to achieve it. The purpose of this study was to evaluate equity and access in CTE programs, as well as to determine any barriers to CTE program enrollment, participation, and completion faced by students identified as economically challenged, students with disabilities, or English language learners. The context of this inquiry was high school CTE programs in one school district in the United States of America. My study demonstrates both qualitative and quantitative data that reveal what CTE teachers were doing in their 21st century classrooms to provide equity and access for all students, and it further acknowledges any barriers that those teachers identified.
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"],"dc:identifier":["https://digitalcommons.nl.edu/diss/619"],"dc:subject":["Career and Technical Education","Equity and Acess","Economically Challenged Students","Students With Disabilities","English Language Learners","Barriers","Program Enrollment","Participation","Completion.","Vocational Education"],"dc:title":["An Evaluation of Equity and Access for All Students in a School District's Career and Technical Education Programs"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:05Z"}