This document addresses the CLNA and extends the detailed guidance previously provided by NAPE and our partners at Advance CTE and ACTE. The needs assessment process is the primary lever within Perkins V for educators to highlight factors limiting the success of marginalized communities and underrepresented student groups in CTE. The law requires that the results of the CLNA be included in the four-year Perkins V local application submitted to the state.
NAPE’s Program Improvement Process for Equity™ (PIPE™) is a research-based, effective professional development program designed for institutional teams to increase the participation and success of under-represented students in Career and Technical Education (CTE) and STEM (especially in nontraditional pathways). The process is built around five modules that help teams to use data to prioritize and act on program improvement to close equity gaps.
From 2015 to the Present, three cohorts of secondary, postsecondary, and STEM Hub partners have participated in PIPE in order to identify equity gaps (disproportionality) in CTE and STEM, and identify evidence- and researchbased strategies to close those gaps. This Promising Practices handout outlines the lessons learned, key steps for success, suggestions to avoid pitfalls, and helpful reminders for continuous improvement. Root causes are aligned with strategies that have been effective in increasing participation, retention and/or completion in nontraditional (by gender) and other CTE and STEM programs of study.