Degree Date


Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Carla Sparks

Second Advisor

Stefanie Shames

Third Advisor

Lorrie Butler


There is a great deal of research regarding the need for equity and access in Career and Technical Education (CTE); however, very little research exists acknowledging strategies to achieve it. The purpose of this study was to evaluate equity and access in CTE programs, as well as to determine any barriers to CTE program enrollment, participation, and completion faced by students identified as economically challenged, students with disabilities, or English language learners. The context of this inquiry was high school CTE programs in one school district in the United States of America. My study demonstrates both qualitative and quantitative data that reveal what CTE teachers were doing in their 21st century classrooms to provide equity and access for all students, and it further acknowledges any barriers that those teachers identified.