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The CTE CoLab, an Urban-led coalition of six national partners, guided 12 community and career and technical education (CTE) colleges through a two-and-a-half year, multistep equity action planning process focused on improving outcomes and advancing racial equity in online and hybrid CTE programs. College teams worked to understand gaps in outcomes for students of color and develop and implement strategies to address barriers to success stemming from historical, systemic, and institutional factors. This report documents the equity action planning process, strategies the colleges implemented to support students, and recommendations informed by lessons learned along the way. Strategies focused on increasing student supports, centering equity in online instruction delivery, and engaging with employers. Larger institutional changes sometimes required starting small, with a committed team bringing diverse expertise, roles, and experience to advance equity. Although the initiative's two-year timeframe proved challenging, colleges laid the groundwork to inform deeper and broader implementation of these strategies moving forward. [This report was produced with The National Council for Workforce Education.]

Many students in postsecondary education programs face challenges navigating pathways to good jobs. In particular, students who face barriers to success need accessible pathways to economic mobility, but low income and low tolerance for debt present challenges. These students stand to benefit from strategies at all levels of education (and after they enter the workforce) that support their career goals. This report describes results from a survey of career and technical education (CTE) program administrators, with insights about the strategies colleges can use to support students in getting good jobs--jobs that offer pathways to economic stability and long-term upward mobility. A better understanding of these strategies can help educators design CTE programs that ensure students succeed after graduation.

The Mississippi Integrated Basic Education and Skills Training (MIBEST) initiative is a statewide workforce and economic development effort led by the Mississippi Community College Board and implemented in partnership with the state's 15 community colleges. MIBEST concurrently delivers career and technical education and adult education, targeting residents without a high school credential, individuals with low incomes, and other nontraditional students. This evaluation assesses the implementation of MIBEST and program outcomes, including academic and earnings impacts and the program's return on investment between January 2016 and December 2019. Overall, we find positive impacts of participation in the MIBEST program as measured by completion of credits, credential attainment, and earnings impacts. Findings vary by field of study, race and ethnicity, and gender. Earnings impacts are initially negative while students are enrolled in the MIBEST program but improve one year after enrollment. During the second year after enrollment, student quarterly earnings were between $500 and $750 higher than they would have been without MIBEST. We find a positive return on investment, meaning the estimated growth in students' earnings exceeds the philanthropic and government investments in MIBEST.