The COVID-19 pandemic presented unique challenges for CTE programs, especially in regard to hands-on learning experiences. Recently, the CTE Research Network published a report addressing how CTE program offerings and student participation changed during spring 2020 and the 2020-21 academic year. To develop this report, Network researchers conducted interviews with teachers, administrators and curriculum developers from 22 CTE programs at the secondary and postsecondary levels.
Delivery Methods: Of the 22 CTE programs, researchers found that one program ceased operating in spring 2020 while 21 programs delivered instruction remotely, primarily online although some programs supplemented with paper packets and equipment kits. More than half of the programs cited lack of broadband and technology access as a challenge. In the 2020-21 academic year, 17 programs moved from remote learning to other delivery formats, primarily hybrid formats or shifting delivery formats owing to changes in state and local guidance.
Learning Activities: Although most programs reported cancelled or reduced hands-on and work-based learning opportunities, some implemented modularized instruction with theory taught virtually and hands-on practice in person, used online platforms to connect students to industry professionals or established new pathways. Several programs also reported strengthened employer partnerships due to flexible online meeting options. Additionally, many programs shifted professional development for educators online, which increased educator engagement for some.
Student Enrollment and Engagement: A few programs described lower than expected enrollment for fall 2020 while some reported increased enrollment. For the 2021-22 academic year, most programs cited enrollment concerns due to the loss of in-person recruitment events. Many programs also reported that students struggled to balance core subject classes with CTE classes that focused more on theory than the hands-on learning students originally expected. In addition, participation in CTSOs sharply declined.
Student Performance Impacts: Some CTE programs revised grading measures or extended grading periods in response to COVID-19 disruptions. In addition, 11 programs stated that students lost opportunities to take industry certification exams and some that did offer industry certification exams reported lower participation and proficiency rates.
Changes to Continue: While COVID-19 presented challenges, CTE programs noted innovative elements that will likely continue when the pandemic ends. Many programs found increasing educators’ proficiency with technology resulted in valuable recorded lessons and virtual collaboration with employers, families and students.
The report also outlined questions CTE researchers should consider as they measure program and student outcomes during and after the pandemic, including understanding how programs responded to the pandemic, studying what aspects of programs changed, and examining outcomes and data reporting issues.
ACTE serves as one of the CTE Research Network Leads, in partnership with the American Institutes for Research, JFF and Vanderbilt University. The Network’s findings align with ACTE’s own research on this topic, captured in our report High-quality CTE During COVID-19: Challenges and Innovations.