MVLA expands CTE pathways and dual-enrollment offerings; district reports new grants and internships

The Mountain View–Los Altos Union High School District reported April 21 that career and technical education (CTE) programming has expanded substantially since 2022, with more pathways, more teachers, and rapidly growing dual-enrollment partnerships with Foothill College.

Amber Woodward, the district’s CTE and Dual Enrollment specialist, told the board the program grew from eight pathways and two dual-enrollment courses in 2022 to 18 pathways and nine dual-enrollment teachers in 2024; by next school year she projected roughly 19 pathways, 24 CTE teachers and up to 16 potential dual-enrollment offerings pending schedule confirmations.

Funding and partnerships Woodward summarized multiple funding streams supporting CTE growth: Perkins federal funds, Strong Workforce and CCAP-related funds, a career-technical innovation grant (CTAG), two CCAP dual-enrollment grants ($100,000 each for health and business pathways), two Stanford-partnership grants, and a Golden State Pathways grant — bringing total CTE-related funding discussed to roughly $3 million under current grant portfolios.

Program highlights - Industry partnerships and internships: The district has increased work-based learning and internships, notably in the health pathway (students in internships) and digital communications classes; Woodward said the district is building a tiered community-partner engagement program (gold/silver levels) to formalize employer involvement and expand internship capacity. - Dual enrollment and transfer credit: Dual-enrollment classes taken during the regular school day can deliver UC/CSU-transferable credit; MVLA is working under a CCAP agreement with Foothill College and offers stipends and support for high-school teachers who serve as dual-enrollment instructors. - Equity goals: Woodward said the district is intentionally seeking to increase participation by students with disabilities, English learners and socioeconomically disadvantaged students in CTE pathways. - Metrics and incentives: The district uses “pathway completer” status (students passing both concentrator and capstone courses with a C or better) as a metric and is issuing honor cords for pathway completers; pathway-completion rates were described as rising but still early in growth.

Why it matters Woodward framed CTE and dual enrollment as “for all students,” emphasizing that pathways can prepare students for college, two-year programs, immediate workforce entry or military service. Trustees and staff discussed credentialing for CTE teachers and the operational challenges of sustaining program growth while aligning credentials and industry expectations.

Speakers relevant to this topic - Amber Woodward — CTE and Dual Enrollment Program Specialist (presenter)

Clarifying details - Dual-enrollment model: At MVLA dual-enrollment credit is delivered while students are in high school during the school day, often taught by high-school teachers who are also hired or contracted by Foothill College under a CCAP agreement; stipend arrangements were in place for local teachers in dual-enrollment roles. - Teacher credentialing: CTE credentialing typically requires industry experience (2,000 hours in the field within the past 10 years beyond a teaching credential) plus a credentialing program; the district offered incentives and reimbursement to support teachers seeking CTE credentialing. - Grants and funding: Woodward listed multiple grants (Perkins, CTAG, CCAP, Golden State Pathways, Strong Workforce Round 6 funds) comprising the funding mix; some grant cycles were noted as competitive or consortium-based.

Ending Board members praised the growth and suggested tracking pathway-completion rates and dual-enrollment impacts on college matriculation. Woodward said staff will continue to expand employer partnerships and to refine district plans for sustaining dual enrollment and pathway quality.