The community college provides career and technical education courses and program offerings in such a manner that does not discriminate on the basis of race, color, national origin, sex, disability, or age.

If you have not downloaded the Civil Rights Self-Assessment Form you should do so now. You will need to fill out the form as you answer questions in the Standards pages.

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What legislation authorizes this standard?

Title VI of the Civil Rights Act of 1964
Section 504 of the Rehabilitation Act of 1973 (multiple ref.)
Title IX of the Education Amendments of 1972 (ref. 1) (ref. 2)
Title II of the Americans with Disabilities Act of 1990 (ref. 1) (ref. 2) (ref. 3)
Guidelines for Vocational Education Programs (multiple ref.)

View more information and answer questions about each area by clicking on the title below.

  1. Do the community college's admissions eligibility criteria result in proportionate enrollments by race, color, national origin, sex, disability, or age, and in career and technical education courses and programs?
  2. If disproportionate enrollments exist, does the community college have the admission criteria or standards validated as essential to participation in career and technical education courses and programs?
  3. Do the community college's policies prohibit pre-admission inquiries about marital, parental, or disability status?
  4. Does the community college refrain from making numerical listings or separate rankings on the basis of race, color, national origin (including migrant education status), sex, disability, or age?

  1. Does the community college provide equal access to waiting lists for admission to career and technical education courses or programs?

  1. Does the community college ensure that CTE programs are open to students with limited English proficiency?
  2. Does the community college ensure that language support services are available for CTE programs?
  3. Does the community college have a procedure in place to identify and assess applicants with limited English proficiency (LEP)?
  4. Is LEP enrollment in CTE programs proportional to LEP in the school district?
  5. Is LEP enrollment in specific CTE programs proportional to LEP enrollment in overall CTE education?

    1. Are admission tests selected and administered in a way that reflects the aptitude/achievement of individuals with disabilities rather than measuring the disability?
    2. Does the community college ensure that perceived limitations for employment opportunities do not impact access to career and technical education programs for students with and without disabilities?
    3. Does the community college refrain from imposing additional rules on students with a disability that have the effect of limiting participation?