The History of CTEEC by LouAnn Hargrave

CTEEC (an affiliate of ACTE/Administration Division) was formed by sex equity coordinators across the United States. The sex equity coordinator was a mandated position which was first created as a result of the Vocational Educational Act of 1976. Every state had to employ a sex equity coordinator whose sole responsibility was to change vocational education systems in their state to ensure that males and females had equal access.

These change agents realized that they needed a way to network with one another. Forming an organization within ACTE was a natural way for them to gather and receive professional development, exchange best practices, and share curriculum and resources. Prior to this time there was very little resources or curriculum developed. It was up to the sex equity coordinators to develop such materials.

Years later, just before the sex equity positions were no longer required by Carl Perkins legislation, CTEEC officers and members drafted language to create a consortium of states with three purposes (research, and policy advocacy, and professional development. Thus, the National Alliance for Partnerships in Equity (NAPE) was formed. Two CTEEC representatives serve on the leadership team known as the NAPE Executive Council to ensure continuity.

NAPE has evolved to embrace diversity issues beyond nontraditional and sex equity. One such group often overlooked by many equity organizations are single parents and displaced homemakers. NAPE supports all the special populations as defined by Carl Perkins as well as the Office of Civil Rights’ protected populations.

NAPE has used research to develop curriculum that ensures measured results are achieved. One major tool NAPE offers educators is micro messaging professional development. So often educators believe that they manage an equitable classroom, school, etc. However, after self reflection and observation their bad habits are identified and replaced with best practices that ensure access, retention, completion, and employment, which is the goal of all career and technical educators.

STEM Equity is another type of professional development that incorporates micro messaging training as well as tailored professional development that targets areas that are barriers to classroom diversity. Enrollment information is analyzed and specific areas are identified that professional development is tailored to address. Educators monitors results to determine if positive changes have occurred. If not, they modify their best practices until the areas of weakness are eliminated.

Discovering root causes to underrepresented populations participations in CTE and helping local educators formulate strategies to eliminate them has been revolutionary. No longer is a cookie cutter required staff development used by administration as proof that the low enrollments of underrepresented populations have been addressed.

CTE educators desiring to be the best should realize that best practices provided by NAPE’s tools not only enhance underrepresented populations’ participation and completion, but actually causes all students to improve their performance.

CTEEC and NAPE have had a long standing partnership and will continue to do so. Their missions are intertwined. If you have interest is becoming a change agent, please contact CTEEC at (CTEEC.org) and/or NAPE (napequity.org). Together we can truly be educators for all students.