Sense of Belonging (Strayhorn)
Category: Pathways to and Through Postsecondary
Career and Technical Education (CTE) has emerged as a strategy to enhance college and labor market outcomes for all students, yet little is known about its implications for multilingual students classified as English Learners (ML-ELs). Using longitudinal data from Massachusetts, this study provides some of the first evidence on ML-ELs’ CTE participation and its relationship with long-term outcomes. Findings reveal that ML-ELs engage in CTE at lower rates than peers, driven by both inter- and intra-school disparities. We also find a positive association between CTE participation and postsecondary enrollment and earnings, suggesting that CTE may be an effective strategy to support language learners' success beyond high school.
Keywords
Career and Technical Education, Multilingual Learner, English Learner, College Access and Success
Education level
Document Object Identifier (DOI)
10.26300/9tre-py02
