Elizabeth Quinn, Victoria Johnston, Gabriela Goodman, Krishna Maheta, and Erika Grissom are rising seniors in the Academy of Education and Learning at the Morris County School of Technology. They are also members of the JerseyCAN student advocacy group.

“Attending a career-technical education school has given me opportunities that I never could have imagined,” explains Addi, a senior at the Morris County School of Technology. From mock professional developments to mini internships at local elementary schools, hands-on academy training has provided Addi with not only career-applicable knowledge, but also an incredibly positive high school experience.

Yet, Addi’s success story remains out of reach for many. Rigid admissions metrics, including middle school attendance rates, state testing scores, and GPAs tend to disadvantage low-income students, students of color, and those with disabilities in vocational admissions, according to Rutgers University’s Bloustein School of Planning and Public Policy. Further, these measures, often tied to a neighborhood’s wealth, inadvertently reinforce the state’s colossal wealth gap. To unlock economic mobility, New Jersey CTE admissions must move towards holistic reviews and weighted lotteries, shifting the focus from rigid cutoffs and standardized test scores to future student potential.

The curriculum for career technical education (CTE) weaves traditional secondary academic content with career-readiness skills, enabling students to explore career paths, earn certifications, and get a head start on work experience. CTE fills critical workforce gaps by providing a skilled, career-ready talent pipeline. Further, it boosts student success by raising graduation rates, teaching specialized technical skills and soft skills, and enhancing employability. Making these programs accessible to all students will strengthen the economy.

The New Jersey Institute for Social Justice (NJISJ) estimates that our state has an expansive wealth gap of about $640,000. This wealth gap represents more than a difference in income; it signifies a sharp decline in social mobility, where fewer children are able to exceed their parents’ economic status. The students who rest at the bottom of this gap are largely from underserved communities, and the same students experience barrier after barrier in accessing the non-traditional, hands-on programs that could reduce, or even eliminate, the wealth gap. From poor advertising of high-reward vocational programs, to exclusive middle school attendance, grades, and state test scores, these restrictive factors often exclude students who may have the greatest passion and potential for success in these environments. Instead of expanding opportunity, the current CTE admissions system in New Jersey is self-defeating– it sabotages itself by reducing access to the students who could contribute the most diverse ideas and fuel our economy. 

The typical definition of merit as high standardized test scores and middle school attendance relies on exclusionary metrics. We must recognize that the primary goal of CTE schools is not to produce the highest test scores, but to cultivate a genuine passion for college preparedness, career readiness, and to build technical expertise. Academics don’t necessarily correlate with a student’s ability to excel in a practical lab or innovate in a high-demand field.

Realizing the full potential of racial and socioeconomic diversity in career-technical programs requires shifting our perspective of merit. This begins with training for admissions staff. The Leadership Conference on Civil and Human Rights suggests staff training should include holistic reviews, implicit bias mitigation, the importance of diversity, civil rights laws, and cultural competence. Implementing equitable practices such as weighted lotteries, holistic reviews, and reduced academic cutoffs better reflects student potential, increases diversity, and fosters long-term student success. Expanding access to these programs not only promotes fairness, but also strengthens the workforce by ensuring that all students, regardless of background, have the opportunity to develop valuable skills and pursue high-demand careers.

CTE education has the power to transform students’ lives. Still, as seen across New Jersey, not every student has equal access to this highly rewarding opportunity. However, it doesn’t have to stay this way. To improve admissions, administrators should look at their current practices with an open mind. It’s important to honestly assess how the process impacts students from all different backgrounds, even when it may be difficult to acknowledge. Though administrators have the ultimate power to change admissions processes, community members can also advocate to their school districts to review their policies and have these crucial conversations.

We have the power to build a future where admissions prioritize student interest and potential over privilege. Only then can vocational-technical schools become hubs for diverse ideas, student preparation, and economic growth.