Antioch Unified cites rise in CTE completers but flags access gaps for students with disabilities

Antioch Unified School District leaders told the school board that the number of students completing formal career and technical education (CTE) pathways has climbed sharply in recent years, but officials warned the gains have not reached all student groups.

“This year we had 326 completers,” Secondary Director Lindseay Wisley told the board, describing the districtwide total and explaining that CTE completers are students who finish a two-course sequence including a capstone taught by a credentialed CTE teacher. Wisley said the completer rate equaled roughly 24% of district graduates in the most recent cycle.

The district described several strategies intended to expand access and sustain programs. CTE Supervisor Kendra Ebinger said the district is reorganizing staff so each high school has a college-and-career technician, is expanding dual-enrollment partnerships (including a planned automotive dual-enrollment program with Los Medanos College), and has secured grant funding to support hands-on programs. “We’re very excited to bring autoshop and child development as dual enrollment programs this upcoming year,” Ebinger said.

Officials highlighted site-level differences: Doure Libby achieved about 40% of its graduates counted as CTE completers after recruiting a credentialed teacher for a medical capstone and obtaining a Golden State Pathway grant; other comprehensive high schools have career-themed offerings but fewer credentialed CTE teachers. The district said it plans a construction training center at Antioch High School and a mobile health/ambulance simulation van for Doure Libby funded by a grant.

At the same time, leaders acknowledged equity shortfalls. Wisley and Ebinger pointed to underrepresentation of students with disabilities among CTE completers (8% of recent completers vs. 16.9% of the district population for that subgroup) and said the district is exploring models used by neighboring districts to integrate CTE into programs for students with moderate-to-severe disabilities.

Board members pressed on scheduling and access barriers for English learners and students who require extra services, and on teacher credentialing constraints that prevent some career-themed classes from counting as CTE without a credentialed instructor. Ebinger said the district’s strategy includes supporting current teachers to add CTE credentials and recruiting industry professionals who might transition to teaching.

The presentation concluded with examples of student outcomes, local employer partnerships (including Kaiser Permanente), and plans to monitor progress through LCAP goals and dashboard indicators. The board did not take additional formal action beyond discussion and follow-up requests for demographic breakdowns and further metrics.