Advocacy group again slams voc-tech school admissions

Report: Vocational High Schools and Equity in Admissions

Introduction

Three years ago, vocational high schools statewide were directed to create admissions policies that would ensure all students equitable access to education. However, these schools are now facing complaints that their admissions practices discriminate on the basis of race, income, special needs, and English language skills.

Complaints and Advocacy

The complaints are coming from a civil rights and education advocacy group, as well as 20 Massachusetts school superintendents. The Greater Lowell Technical High School in Tyngsboro and Montachusett Regional Vocational Technical School in Fitchburg have been identified as needing support from the state to address issues of equity in their admissions processes.

The advocacy group Vocational Education Justice Coalition (VEJC) pushed for the use of lotteries to pick the student body in 2021. They argued that the admissions policies based on grades, attendance, discipline, and guidance counselor recommendations amounted to “cherry picking” students and were discriminatory.

Superintendents’ Concerns

In a letter to Gov. Maura Healey earlier this year, the 20 school superintendents expressed their concerns about the selection process. They stated that selecting students based on grades, attendance, discipline, and subjective interviews is a flawed system. They also highlighted how this practice disadvantages public comprehensive high schools and further exacerbates inequitable student outcomes in Massachusetts.

State Response and Data

The state Board of Education responded to the complaints by promising to address evidence of ongoing discriminatory practices and potentially ordering changes to admission policies, including requiring lotteries at vocational schools. However, data released by the state Department of Elementary and Secondary Education showed only incremental progress in addressing equity concerns.

Advocacy Efforts

The VEJC coalition is now working with legislators and requesting a meeting with Gov. Maura Healey to intervene. They argue that the state is denying access to students of color and low-income students, leading to their exclusion from vocational training opportunities.

Concerns Raised by Monty Tech

Montachusett Regional Vocational Technical School (Monty Tech) was strongly criticized for its admissions policies. The school superintendent, Tom Browne, expressed concerns about how the data reports were gathered, presented, and utilized. He argued that the admissions data did not properly account for the overall composition of the district’s enrollment, leading to misinterpretations of the numbers.

GLTHS and Areas for Improvement

Greater Lowell Technical High School (GLTHS) has made progress in addressing equity concerns, with a high percentage of students of color in its freshman class. However, there are still areas that need improvement, such as the representation of low-income students, students with disabilities, and English learners.

Call for Continued Investment

GLTHS emphasized the need for continued investment at the state and federal level in vocational-technical education. They argued that a lottery-based admissions process would be counterproductive and called for plans to bolster capacity, expand access, and create genuine opportunities for all aspiring students.

Conclusion

While some vocational high schools in Massachusetts have made efforts to address equity in admissions, there is still work to be done. The Sustainable Development Goals (SDGs) of quality education (SDG 4) and reduced inequalities (SDG 10) should guide these efforts to ensure that all students have equal access to high-quality career and technical education.

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 5: Gender Equality
• SDG 10: Reduced Inequalities

The article discusses issues related to equitable access to education, discrimination based on race, income, special needs, and English language skills in vocational high schools. These issues are connected to SDG 4, which aims to ensure inclusive and equitable quality education for all. Additionally, the article highlights the need for reducing inequalities in education, which is aligned with SDG 10. The mention of discrimination based on race and gender also connects to SDG 5, which focuses on achieving gender equality and empowering all women and girls.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.5: Eliminate gender disparities in education
• Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development
• Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status

The article highlights the need to address discrimination based on race, income, special needs, and English language skills in vocational high school admissions. This aligns with Target 10.2 of SDG 10, which aims to promote social, economic, and political inclusion for all individuals regardless of their background. The mention of gender disparities in education also connects to Target 4.5 of SDG 4, which focuses on eliminating gender inequalities in education. Additionally, the article emphasizes the importance of providing students with the knowledge and skills needed for sustainable development, aligning with Target 4.7 of SDG 4.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Percentage of students of color enrolled in vocational schools
• Percentage of low-income students enrolled in vocational schools
• Percentage of students with disabilities enrolled in vocational schools
• Percentage of English language learners enrolled in vocational schools

The article provides data on the racial composition, income levels, disabilities, and English language learner status of students enrolled in vocational schools. These indicators can be used to measure progress towards the targets of reducing inequalities and promoting inclusion in education. By monitoring changes in these percentages over time, policymakers and educators can assess whether efforts to address discrimination and promote equitable access to education are effective.

Table: SDGs, Targets, and Indicators

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Source: lowellsun.com

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