CTE Equity After MOA

How can states and districts keep equity at the center of CTE after MOA?

The federal Methods of Administration (MOA) review process has changed, but the need to understand who has access to high-quality CTE, who benefits, and where barriers persist has not. States and districts still need practical ways to examine participation, experiences, and outcomes across their CTE systems.  

This brief outlines five questions education leaders can continue asking to identify patterns, investigate where gaps begin, and turn existing data into a continuous-improvement process that strengthens access and outcomes. 

What You’ll Learn 

• How to examine meaningful access to CTE pathways, including scheduling, transportation, prerequisites, costs, and advising 

• How to look beyond enrollment to understand persistence, completion, credential attainment, and postsecondary and employment outcomes 

• How to identify differences in pathway participation and access to high-value experiences such as work-based learning, credentials, and advanced coursework 

• How to move from identifying a pattern to investigating its cause, changing conditions, and measuring results 

• How the CLNA can support ongoing analysis and continuous improvement beyond compliance  

Designed For:
State CTE Leaders | District Leaders | CTE & Career Readiness Leaders | Data & Accountability Leaders | Program & Pathway Leaders | Student Support Leaders