The Strengthening Career and Technical Education for the 21st Century Act (Public Law 115-224) made several amendments to the Carl D. Perkins Career and Technical Education Act of 2006 relating to homeless individuals.  These amendments include designating “homeless individuals” as a “special population” and adding a new requirement that state

Accountability Data Dashboards Borrowing from the world of business intelligence, NAPE has developed data dashboards to assist state and local education agencies in making their data understandable, meaningful, and actionable. These dashboards can be used to compare enrollment of concentrators in CTE programs at the secondary and postsecondary levels, disaggregated

Make the Future™, Connecting Girls to Manufacturing Create Effective Messages Connect with Your Audience Use Effective Strategies Microsite for Girls Make the Future™, Connecting Girls to Manufacturing  aims to encourage women and girls, especially those of color, to take part in STEM education and pursue advanced manufacturing careers. Video https://youtu.be/tEaX2UhVF-IHear

Equity Leadership Academy for States Amplify Equity in Perkins V Executive Summary Full Project Report State agencies that use the right approach have the opportunity to lead Perkins V implementations with equity as the focal point. These states will enable more equitable educational outcomes for our most vulnerable students. Overview

Strategies for Special Populations Success NAPE provides professional development, technical assistance, and resources of effective strategies for increasing access and success of special population students in career and technical education. Special population students as defined in The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) include: individuals

Eliminating Barriers Through Culturally Responsive Teaching Summary Eliminating Barriers Through Culturally Responsive Teaching fosters an equitable learning experience through the promotion of belonging. Research shows that when educators are responsive to diverse cultural norms of behavior and communication in the school and classroom, students can have increased interest, motivation, persistence,

Review the Recommendations, Strategies, Effective Practices, and Resources What the Literature Says* Theory Students enrolled in nontraditional career and technical education programs who receive support services are more likely to succeed. Evidence Nontraditional employment programs that offer tutoring, mentoring, support groups, child care, and transportation report greater success rates with

NAPE offers research-based, strategy-driven, practical-application-focused professional development services that equip educators with tools to address specific school needs related to equitable learning environments, student academic success and ultimately, college and career readiness. To assist NAPE in providing services that are consistent with your objectives and that meets the needs of

Review the Theory and Evidence. Recommendations and Strategies* Provide comprehensive professional development: Teachers who receive rich and sustained professional development, and professional development that is geared toward higher-order thinking skills and concrete activities, are more likely to engage in effective classroom practices. Stress professional development self-assessment: Train teachers on how

(1) Startling Statements Quiz & Questions (2) 5-Step Process Handout (3) Improving Performance: A Five-Step Process (4) Guide for Program Improvement for Perkins IV: Nontraditional CTE Program Participation and Completion (5) Case Study The 5 Step Process Case Study STEM Case Study Worksheet (6) Nontraditional Career Preparation: Root Causes &

Review the Theory and Evidence. Recommendations and Strategies* Provide comprehensive professional development: Teachers who receive rich and sustained professional development, and professional development that is geared toward higher-order thinking skills and concrete activities, are more likely to engage in effective classroom practices. An application of comprehensive professional development was found