Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.

职业教育和技术教育（CTE）在美国中学中变得越来越受欢迎，但公平性并非始终是联邦立法或州和地方政策与计划的重点。这篇有关1998年至2019年CTE研究趋势的文献综述使用了一种新颖的公平框架来研究中学CTE计划是否以及如何影响教育公平。总共审查了123个来源。调查结果表明，CTE研究最常针对获取和参与问题，以高中毕业率和GPA来衡量。很少有研究按学生分组细分结果指标以更好地评估公平性。此外，缺乏大规模，比较和纵向研究限制了推广性。在美国，大多数有关中学CTE计划的研究都是针对一个州，地区或学校。