The Changing Role of CTE and the Nontraditional Indicator: Part Two

In 2024, the “nontraditional” indicator remains a measure of the access to programs that were historically designated as being open to males or females. The discussions that began in 1984 related to the traditional roles of the time have changed a great deal. Many of the college and career pathways that were restricted based on people’s beliefs about capabilities and interests have shifted, even as the workforce demands and jobs themselves have changed. The newer generations bring their own ideas and perspectives to these discussions as their lived experiences in the 21st century are very different from their parents and grandparents. 

All this change requires we also change our approach to this important indicator. Instead of looking at interventions directed solely at students underrepresented by sex (male or female) as linked solely to intended or unintended bias, we must step back and rethink the processes we are using to reach our goal of finding a solution that will improve access to CTE courses and programs for all students, including those traditionally underrepresented. We need to use a new process for understanding the current state. Before we move to a “solution”, we must first rethink our improvement process to best serve the students in our classrooms today.

Consider the following:

• Start with the analysis of your data for all students in your school, consortium, district, or state. 

• Disaggregate the data by Perkins V Special Populations and demographics, including race, ethnicity, country of origin, income level, etc. If possible, find ways to compare these data to the community population(s) that serve the school or consortium. 

• Next, disaggregate the data by CTE and by CTE programs. CTE is not the same as traditional educational courses and programs. This distinction is an important piece that sometimes gets overlooked and should be placed high on the list for appropriate data analysis.

• Finally, disaggregate the data by sex and, if identifiable in your state or district, by gender.

Today, the nontraditional indicator serves as one crucial data point within CTE that acknowledges and considers the multifaceted identities of students. Recognizing that students are more than just their gender, the nontraditional indicator encompasses various aspects of their identity, including race, ethnicity, socioeconomic background, cultural heritage, and more. This comprehensive approach ensures that all dimensions of a student's identity are taken into account when assessing their participation in nontraditional CTE programs.

While considering all the parts that compose the whole child, the nontraditional indictor today serves educational institutions with a lens through which educators and policymakers can examine and address systemic inequities within CTE, ensuring all students have equitable opportunities to explore and excel in diverse career pathways. By embracing the complexity of students' identities and experiences, educational institutions can foster inclusive environments that empower students to pursue their passions and aspirations without limitations that may be caused by biases or lack of community awareness, or transportation issues! Data points begin the search for a solution; they don’t end them!

All students should be represented in every step of the data collection and analysis process. By the time we get to the final indicators, we will also see all the other pockets of students and where they may be marginalized or underrepresented. In 2024, many schools, districts, and states across the country have now met and even exceeded their nontraditional indicator. The day when educational organizations believed they could not meet this indicator is no longer the norm. The value of the nontraditional indicator today and looking forward is to annually make sure the pipeline to CTE careers is fully open to meet the needs of all students to enter these great occupations and financially support themselves, their families, and their communities. 

As Benjamin Frankin believed in 1749, the U.S. needs a highly educated and adaptable workforce capable of meeting our workforce needs for today and tomorrow. Let us leave no child behind in that shared goal.