The state of California has the largest EL student population in the nation at 19.1%. Multilingual learners are often subject to a deficit orientation in schools that focuses on what they are assumed to lack rather than the assets that they bring from their multiple languages and cultures. The term English Learner itself assumes that racialized multilingual learners are lacking in their ability to speak and understand English. Current and future multilingual learners face many challenges posed by a slew of structural imbalances as well as this deficit framing — such as economic hardship, segregation, interrupted schooling, under-resourced schools, lack of ESL/bilingual certified teachers and low expectations.

CTE is defined by the California Department of Education as a program of study that combines core academic knowledge with technical and occupational skills to provide a path for students into postsecondary education, training, and/or career. CTE programs are offered by most high schools across the state and feed into degree programs at local community colleges and four-year universities. CTE provides a vital link between educational and career pathways in a way that can profoundly impact students’ life trajectories by providing them with space to explore potential career interests.

Like many organizations, in May of 2020, EdInsights released a statement acknowledging calls for racial justice spurred by law enforcement’s murder of George Floyd and recommitting to actions that advance racial equity in education. As we look forward to celebrating Juneteenth this year, we offer this reflection on how EdInsights has lived into this commitment over the intervening years.