Personalized CTE Course-taking in Individualized Learning Plans: A Review of Statewide Guiding Policies

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Career and technical education (CTE) is a core component of school-based career education in the United States and plays a critical role in guiding and preparing students toward college and career readiness. Individualized learning plan (ILP) is also a promising strategy for college and career readiness and aims to make learning relevant, useful, and purposeful for individuals. Considering educational policies set the landscape and the structure for local governance and implementation, this exploratory study aims to examine statewide policy guidance regarding CTE course taking as well as languages supporting personalized career preparation in ILP guiding documents. Specifically, we are interested in whether guiding language exists connecting students’ career goals with the career education (i.e., CTE courses) they receive to be a personalized plan. We also want to peek into how those languages appear to guide students during the course planning process. Findings of this explorative study will inform problems and challenges in setting overarching statewide policy guidelines as well as provide directions for specific policy guidance at the local level (e.g., district, school).

Authors

• Xue Xing, University of Nevada - Las Vegas

• Chengcheng Li, The Open University of China

• Gillian Bowden, University of Nevada - Las Vegas