Beaverton highlights Career & Technical Education expansion, ties to industry
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Summary
District staff told the board Feb. 3 that CTE concentrators nearly reached a 100% graduation rate, that the district will expand from 33 to 35 CTE programs (adding an electrical program at Beaverton High School and a Westview computer science CTE), and that Oregon lacks dedicated state backbone funding for CTE.
Beaverton School District staff presented a detailed update Feb. 3 on Career & Technical Education programs, telling the board the district currently offers 33 CTE programs and plans to expand to 35 next school year to improve access and align instruction with regional workforce needs.
Stafford Boyd said nearly 100% of students identified as CTE concentrators — students who take multiple credits in a single program of study — graduated in the most recent state report for the class of 2025. "We almost have 100 percent graduation rate for students that are considered CTE or Career Technical Education concentrators," Boyd said, highlighting the programs' impact on graduation and career readiness.
Boyd outlined planned expansions: an electrical program to be housed at Beaverton High School and a computer‑science CTE program at Westview that will convert existing computer classes into a three‑credit CTE sequence. He also described a behavioral‑health program moving into its second year and enhancements for the Beaverton legacy health‑care program to reduce transportation barriers for students.
Staff noted funding challenges: unlike some states, Oregon has no legislative backbone funding for CTE and the district must braid together four funding sources, including Perkins federal funds and state grants, to maintain and grow programs. Boyd urged advocacy at the legislative level to secure more stable funding while the district leverages local partnerships (Portland Community College, industry advisory boards and chambers of commerce) to expand internships and paid work‑based learning.
Board and student questions focused on internships, robotics integration, advisory board coordination with unions and apprenticeship programs, and facility constraints that limit program capacity (for example, auto and culinary labs). Boyd said industry-specific constraints — such as apprenticeship timing and project-based demand — can create bottlenecks and that the district is exploring ways to convert school‑based programs into district options to broaden access.
What’s next: The district will finalize teacher hiring and planning for new programs, pilot a college-and-career software rollout (Xello) across high schools and middle-school sites, and continue partnership work with PCC and industry advisory boards.