the pathways to prosperity network: a state … · released pathways to prosperity: meeting the...

THE PATHWAYS TO PROSPERITY NETWORK: A STATE PROGRESS REPORT, 2012-2014J U N E 2 0 1 4

III

TABLE OF CONTENTS

I. INTRODUCTION 1

II. EDUCATION FOR CAREERS: THE ASPIRATION FOR ALL STUDENTS 3

III. BUILDING PATHWAYS TO CAREERS 6

IV. FROM REPORT TO ACTION: PATHWAYS TO PROSPERITY IN THE FIELD 8

EngagingEmployersinProvidingWork-BasedLearningforYoungPeople 8

ZeroinginonIndustrySectorsofPromiseforYoungPeople 10

UsingthePathwaystoProsperityFrameworktoLeveragePublicFunds 11

V. STATE-BY-STATE PROGRESS ACROSS THE PATHWAYS NETWORK 13

California 14

Georgia 15

Illinois 16

Massachusetts 17

Missouri 19

NewYork 20

Ohio 22

Tennessee 24

VI. LESSONS FROM THE FIELD 25

VII. POLICY ACTIONS THAT SUPPORT STATE PATHWAYS EFFORTS 27

VIII. CONCLUSION: EXTENDING THE PATHWAYS 29

ENDNOTES 31

INTRODUCTION 1

INTRODUCTIONIn2011,theHarvardGraduateSchoolofEducation

releasedPathways to Prosperity: Meeting the Challenge

of Preparing Young Americans for the 21st Century.1The

reportarguedthatourcurrenteducationsystemwas

toonarrowlyfocusedonthegoalofpreparingallyoung

peopletopursueafour-yearcollegeoruniversitydegree

immediatelyafterhighschool,whileotherpostsecondary

routestocareersmightsuitsignificantnumbersof

studentsfarbetter.

Onlyoneyoungpersoninthreeobtainsafour-year

degreebyage25—androughly30percentofthejob

openingsprojectedoverthenextdecaderequiresome

educationbeyondhighschoolbutnotnecessarilyafour-

yeardegree.2Thereport’sauthorscalledformuchmore

attentiontobuildingcareerpathwaysinhigh-growth,

high-demandoccupationalfieldsthatspanhighschool

andcommunityortechnicalcollegepreparationandcan

provideyoungpeoplewithskillsandcredentialsvalued

inthelabormarket.

I . INTRODUCTION

PATHWAYS TO PROSPERITY PROJECT

PATHWAYS TO PROSPERITY

MEETING THE CHALLENGE OF PREPARING YOUNG AMERICANS

FOR THE 21ST CENTURY

FEBRUARY, 2011

Pathways to Prosperity:

Meeting the Challenge of

Preparing Young Americans

for the 21st Century (2011)

2 PATHWAYS TO PROSPERITY

Giventherisingcostsof

four-yearhighereducation

institutionsandtheno-

longer-certaineconomic

returnsonthatinvestment,

thePathwaysreportfound

areadyaudienceamong

policymakersandthe

public.Consequently,in

2012,theHarvardGraduate

SchoolofEducation(HGSE)

andJobsfortheFuture

(JFF),aBoston-basednonprofitfocusedoncreating

educationalandeconomicopportunityforlow-income

youthandadults,decidedtoinviteasmallgroupof

statestojointhemincreatingthePathwaystoProsperity

Network.

ThePathwaystoProsperityNetworkisnowtwoyearsold,

witheightstatemembers—California,Georgia,Illinois,

Massachusetts,Missouri,NewYork,Ohio,andTennessee—

doingsignificantworkincreatingcareerpathwaysin

grades9-14.Twomorestates,ArizonaandDelaware,joined

theNetworkinJune2014.

Thisreportisalettertothefieldaboutwhat’sbeen

accomplishedtodate.Asisoftenthecaseinsuch

initiatives,theresultsthusfarareduetoacombination

ofgoodluck,goodtiming,deepknowledgeof

implementation,andasimplebuturgentmessageand

strategy.Theuniquestoriesofthedevelopmentsineach

stateareincludedinthisreportaswellasobservationand

descriptionofkeyaspectsofthisworkacrossthestatesin

theNetworkasagroup.

TheNetworkhastakenonthechallengeofwork-based

learningandhasmadetheexposureofallyoungpeople

toawiderangeofcareeroptions,information,and

experiencesakeyleverinthePathwaysframework.Broad

generaleducationisasimportantaseverforthecritical

thinkingandproblem-solvingskillsitteachesaswellasfor

thecontextitprovidesforunderstandingtheworld.Itis

equallyimportantthatyoungpeopleunderstandthelabor

market,andgetaheadstartwhileinschoolpreparingfor

theworktheyareinterestedindoinginthefuture.

Thelong-termobjectiveofPathwaysistocreatestatewide

strategiesthatensurethatallmiddleandhighschool

studentsareprovidedsystematic,sustainedexposureto

theworldofworkandcareers,andthatstudentsintheir

upperhighschoolyearshaveaccesstoeducationaloptions

thatintegrateacademicandtechnicalskillsandleadtoa

postsecondarycredentialwithvalueinthelabormarket.

Thecountrysimplycannotaffordnottocomeupwithnew

andmoreeffectiveapproachestocareereducationand

workforcedevelopment.Thesearecriticalbothforthe

healthydevelopmentofthenation’syoungergenerations

andfortheoverallvitalityoftheU.S.economyandsociety.

The country simply cannot afford not to come up with new approaches to career education and workforce development.

EDUCATION FOR CAREERS: THE ASPIRATION FOR ALL STUDENTS 3

EDUCATION FOR CAREERS: THE ASPIRATION FOR ALL STUDENTS TheoverallgoaloftheNetworkistoincreasethe

numbersofyoungpeoplewhocompletehighschool,

attainapostsecondarycredentialwithvalueinthelabor

market,andgetlaunchedonacareerinahigh-demand,

high-wageoccupationthatcanalsoprovidethebasisto

pursuefurthereducationandcareeradvancement.This

goaliscrucialtodaybecauseallstudentsneedcareer-

relatededucationatatimewhenmillionsofyoung

peopleareunemployed,underemployed,and/ormaylack

preparationthatisrelevanttotheneedsofthejobmarket.

Asrecentlyasagenerationago,thenation’syoungpeople

grewupbelievingthatiftheyworkedhardandstayedout

oftrouble,theycouldexpecttofinddecentjobswhen

theylefthighschool—andthosejobswouldallowthemto

becomeindependentandself-sustainingadults.Today,

millionsofyoungAmericansaresteppingintothelabor

II . EDUCATION FOR CAREERS


FIGURE 1 UNEMPLOYMENT RATE BY AGE

YoungAmericansareunemployedatabouttwicetherateofolderworkers.

The nation’s youth employment rates have plummeted over the last 15 years, declining to their lowest levels since the 1930s.

0%

5%

10%

15%

20%

25%

16–19

22.5%

12.5%

7.8%6.4%

5.6% 5.2% 5.1%

7.5%Une

mpl

oym

ent R

ate

Age

20–24 25–29 30–34 35–44 45–54 55–64 Total

marketafterhighschool

onlytodiscoverthatthe

besttheycandoisto

piecetogetheraseriesof

part-time,low-wagejobs

thatbarelyallowsthemto

supportthemselves,much

lessbuildasatisfyinglife.

Andthesameistrueeven

amongthoseyoungpeople

withsomecollegecredits

orapoorlychosentwo-or

four-yeardegree.

AccordingtorecentdatafromtheU.S.BureauofLabor

Statistics,thenation’syouthemploymentrateshave

plummetedoverthelast15years,decliningtotheir

lowestlevelssincethe1930s.Among2012highschool

graduateswhodidnotenrollincollegethefollowingyear,

only45percentwereabletofindworkofanykind,and

onlyhalfofthosejobswerefulltime.3Amonghighschool

dropoutsaged16-19,onlyabout30percentareemployed.

Andforlow-incomeandminorityyouthwhocomprisean

increasinglylargepercentageoftheyouthpopulation,the

figuresarelowerstill.InOctober2012,only5percentof

African-Americanmalehighschoolgraduatesoftheclass

of2012lookingforfull-timeworkhadfoundit.4

Overthelastfewyears,thehighschoolimprovement

agendahasagaincometoincludework-basedlearningas

itdidduringtheschool-to-workeraofthe1990s.There

arethreekeyreasonsforthisrenewedemphasis:the

skills-jobsmismatchsuggeststheneedforattentiontothe

alignmentofeducationandlabormarketneeds;thecrisis

incollegecostsismakingfamiliesmoreattunedtothe

economicreturnofadegree;andgrowingknowledgefrom

thefieldsofbrainscience,achievementmotivation,and

adolescentdevelopmentconfirmthathighschoolstudents

engageandflourishwhentheirlearningprovidesthem

with,fromtheperspectiveofpsychologistRobertHalpern,

“awindowtotheadultworldbyblendingacademicand

appliedlearningthroughintroductionofapprenticeships,

project-basedlearning,andotherreal-worldapplications.”5

Toaddressthesechallenges,asmallnumberofexemplary

highschoolsandnetworksofschoolshavetakenonthe

Source: U.S. Bureau of Labor Statistics, “Current Population Survey” (2013).

EDUCATION FOR CAREERS: THE ASPIRATION FOR ALL STUDENTS 5

work-basedorapplied

learningchallengeover

thelastseveraldecades.

Thebestknownofthese

networksandapproaches

includeBigPicture

Learning,HighTechHigh

Schools,Expeditionary

Learning,LinkedLearning,

NationalAcademy

Foundationacademies,

YouthBuildcharterschools,

andanumberofstates’

vocationalhighschools

andtechcenters.Manyearlycollegehighschools—JFF’s

signaturecredentialcompletionstrategy—alsoqualify,

sincemanystudentscompleteinternshipsalongwith

collegecourseswhilestillinhighschool.P-TECH—the

schoolsponsoredbytheNewYorkCityDepartmentof

Education,CityUniversityofNewYork,NewYorkCity

CollegeofTechnology,andIBM,andnowbeingreplicated

acrossNewYorkState—isanexampleofsuchanearly

collegeapproach.Acommonalityamongtheseschools

isthattheyrequiredifferentandmorecreativewaysof

thinkingaboutlearningtimeandenvironment,especially

importantfactorsforadolescents.

ThePathwaysNetworkhasidentifiedcharacteristics

inthedesignofneweducationalpathwaysthatare

mosteffectiveforeducatingandequippingstudents

foremploymentandsuccessincareers.TheNetworkis

workingtoexpandeffortsthat:

> Have permeable pathways through postsecondary

education,allowingyoungpeopletotransfercredit

fromoneleveltothenextandmovebetweensectorsof

theeconomy

> Require students to apply sophisticated theory and

application to real-world problems,demonstratingthe

relevanceofSTEMandotheracademicdisciplines

> Develop STEM competencies and work skills,complex

problem-solving,andexpertiseincommunication,

teamwork,andpresentationskills

> Respond to developmental needs of adolescents,

includingtestingone’sskillsandbuildingawork

identityinamultigenerationalworkplaceoutsideof

school.

A small number of exemplary high schools and networks of schools have taken on the work-based learning challenge over the last several decades.

The Network’s goal is to ensure more students complete high school, earn valuable credentials, and get launched into high-demand, high-wage occupations that can lead to further education and career advancement.


BUILDING PATHWAYS TO CAREERSThePathwaystoProsperityNetworkhelpsstate,

regional,andlocaleducators,employers,and

intermediaryorganizations(suchascommunity

foundations,workforceinvestmentboards,andchambers

ofcommerce)tobuildand/orscaleupcareerpathways

initiativesthatspangrades9-14.Theseinitiatives

connecthighschoolwithcommunitycollegeandindustry

certificationprogramsinsectorsoftheeconomythat

areprojectedtogrowrapidlyinthecomingyears,such

asinformationtechnology,healthcare,andadvanced

manufacturing.

Unfortunately,thelargerthenumberofstudentstobe

servedwithanexperience-basedapproachthatexpands

andrethinkslearningtimeandplaceinthehighschool

years,thelessconsistentlytheappropriateexperiences

areavailable.Forexample,theLinkedLearningapproach

thatispresentinover70districtsinCalifornia(aswellas

inHoustonandDetroit),theNationalAcademyFoundation

thatsupports485careeracademiesserving60,000

studentsnationwide,andtheCaliforniaPartnership

Academiesmodelthatincludes462careeracademies

acrossthatstate,allhaveaphilosophicalcommitmentto

providingwork-basedlearning.Butnoneofthesemodels

doessosystemicallyacrosswholedistricts,letalone

acrossentirehighschools.Thereareonlylimitedexamples

ofthework-basedlearning“goldstandard”—apaid,multi-

weekapprenticeshiporinternshipinthesummerbetween

11thand12thgrades,orduringthe11thand12thgradeyears,

buildingonasequenceofopportunitiestolearnaboutand

visitworkplacesstartinginmiddleschool.

III . BUILDING PATHWAYS TO

CAREERS

BUILDING PATHWAYS TO CAREERS 7

Employers in the United States do not take the long view about the value of investing in talent early.

Thereasonwhythese

opportunitiesarenotmore

readilyavailabletolarge

numbersofstudentsisnot

hardtoidentify:employers

intheUnitedStatesdonot

takethelongviewabout

thevalueofinvestingin

talentearly.U.S.employers

spendampledollarson

training,butitisgenerallyformid-levelexecutivesrather

thantocreateapipelineofyoungprofessionals.Evenif

employersweremoreinclinedtowardcollaboratingwith

highschoolstoshareinpreparingyoungpeople,teachers

andschoolleadersdonothavethetimeorcapacityto

developthenumberofinternshipsneededwhileattending

totheirotherresponsibilities.Inaddition,highschooldaily

classschedulesarenotoriouslydifficulttomodifyand

expand.Finally,withyouthunemploymentatanalarmingly

highrate—especiallyforlow-incomeyoungpeople—welack

governmentyouthpoliciesthataddressthiscrisis.

StatesparticipatinginthePathwaysNetworkagreeto

advancecareerpathwaysbyaddressingfivemajorlevers

thathaveprovenacrosstheNetworktogainsignificant

traction.Eachstateworksto:

> Develop and implementcomprehensivesystemsfor

careerinformation,advising,andexposureinprograms

startinginmiddleschool

> Gain commitmentfromemployers,particularlyinhigh-

growthsectors,toengagewitheducatorstobuilda

sequenceofwork-basedlearningexperiencesforyoung

peopleintheirregionsandstates,andtoprovideinput

andfeedbackoncurriculaandpathwaysdevelopment

andimprovement

> Provide opportunitiesforstudentswhowould

traditionallynotbecollegeboundtoearnatleast

12collegecreditswhileinhighschoolandstartona

careerpathway

> Develop and strengthenintermediaryorganizations

thatconnectemployers,highschools,andcommunity

colleges,andaggregateandmakeavailablework-based

learningopportunities

> Create and maintainacross-sector(executive,

legislative,employer)stateleadershipteamtoguide

andchampionthisworkandbuildpublicwillbackedby

effectivepoliciesandstrategiesforexpansion.

FIGURE 2 KEY PATHWAYS IMPLEMENTATION LEVERS FOR A BETTER SYSTEM

Rigorous Academic & Career Grades 9-14 Pathways

Early, sustained career counseling and information

Intermediary links between education and employers

Engaged employers: work-based learning opportunities & curricula support

Committed state leaders and favorable policy environment

Source: Pathways to Prosperity Network.


FROM REPORT TO ACTION: PATHWAYS TO PROSPERITY IN THE FIELDInthefirsttwoyearssinceitwaslaunched,thePathways

toProsperityNetworkhaslearnedagreatdealabout

engagingemployerstotakeonwork-basedlearning

programs.TheNetworkhasalsoidentifiedtheindustries

thataregrowingmostrapidlyinthe25regionswhere

effortsarenowlocated.

ENGAGING EMPLOYERS IN PROVIDING WORK-BASED LEARNING FOR YOUNG PEOPLEBothyoungpeopleandtheirteachersneedmanymore

opportunitiestolearnaboutthe21stcenturyworkplace

andfuturelabormarketneedsandopportunities.Working

IV. FROM REPORT TO ACTION

FROM REPORT TO ACTION: PATHWAYS TO PROSPERITY IN THE FIELD 9

acrossmultipleregions,

theNetworkteamsconfirm

thattheskillsgapmeans

onethingtoemployers

andsomethingelseto

educators.Employers

claimthathighschool

andcommunitycollege

graduatesarriveill-preparedfortheworkplaceand

withweakskills,whileeducatorsclaimthat,without

morewillingnesstopartnerineducationandtraining

designsandtoopendoorssoyoungpeoplecangainwork

experience,employerswon’tgetwhattheyneed.

Untilthesetwoconstituenciescanmeetinthemiddle,

theywillcontinuetomiscommunicateaboutwhatneedsto

happennextand,unfortunately,therearefewexamplesof

sustainedandscaledsuccessinthisrealm.

ThePathwaysNetworkparticipantshavecommittedto

theideathatsustainedandscaledemployerengagement

cannotbeaccomplishedwithouttheuseofworkforce

intermediaries,sectororganizations,andaneutral

organizingandguidingbodyrepresentingkeystakeholders

inbuildingaregionalsystem.Suchanorganization’s

criticalactivityisbrokeringwork-basedlearning

opportunitiesforyoungpeople.Veryfewsuchmechanisms

existnowintheNetworkstates.Asecondcriticalfactoris

theNetwork’sfocusonthespecificsectorsoftheeconomy

describedbelow.Employersaremuchmorelikelyto

engagewhensectororganizationscanplayago-between

roleandwhendataprovidedfromlabormarketanalyses

showtheactualsupply/demandpictureforcertain

specializationswithinthechosensectors.

TheNetworkstatesaretestingdiversestrategiestolink

educationalinstitutionstothelabormarketandaddress

theneedsofemergingindustries.Theyarecreating

opportunitiesforadolescentstolearnmoreactively

inschoolandbeyondbypursuinginternships,building

relationshipswithadultmentors,learningaboutpossible

futures,developingmarketableskillsandknowledge,

andmakingprogresstowardpostsecondarycredentials

anddegrees.Thestatesalsoaredesigningprogramsand

servicesthatsupportyoungpeopleinmakinginformed

choicesaboutacademiccoursework,technicaltraining,

andcareeroptionsthatwillhelpthemrealizetheirlong-

termgoals.

The skills gap means one thing to employers and something else to educators.

EXAMPLES: EMPLOYERS ENGAGING YOUNG PEOPLE IN WORK-BASED LEARNING

> Paramount Farms:Five

earlycollegesinCalifornia’s

CentralValleyarefocused

onagriculturalbusiness

management,plantscience,and

agriculturalmechanics,andare

engagedinpartnershipswith

threecommunitycollegesand

sixcompaniesthatprovidepaid

internships.

> Southwire:TheCarrollCounty,

Georgia,companysponsors

anengineeringacademyina

comprehensivehighschooland

12ForLife,awork-studyhigh

schoolforat-riskyoungpeople

ontheSouthwireshopfloor.

> IBM and SAP:Multipleearly

collegesfeaturingwork-

basedlearningandpaid

apprenticeshipsincomputer

science,IT,andbusinessin

Networkstates;STEMearly

collegesinChicagosponsored

byCisco,IBM,Motorola,Verizon,

andMicrosoft.

> Western Massachusetts

chapter of the National Tooling

and Machining Association

(WMNTMA):Acomprehensive

highschool,atechnical

communitycollege,andthe

workforceinvestmentboard

sponsoringanewmanufacturing

pathwaystartingin9thgrade.

> Wegmans Supermarket:

Leadershipofaneducationand

workforcedevelopmentgroup

inRochester,NewYork,under

theauspicesoftheFingerLakes

RegionalEconomicDevelopment

Council,meetingweeklyto

providelocalyoungpeoplewith

supportandjobopportunities.

> The Boeing Company:Funded

externshipsforinstructorsinthe

St.Louisregiontoparticipate

withbusinesspartnerstolearn

abouthigh-demandpathways

andtodevelopproblem-based,

real-worldprojectsforstudents.


ZEROING IN ON INDUSTRY SECTORS OF PROMISE FOR YOUNG PEOPLETosupportthedevelopmentofcareerpathwayswithinthe

Network,JFFcarriedoutassetmapping,includingstudies

ofthelabormarketusing“realtime”aswellastraditional

data,in25regionswhereNetworkinitiativesarelocated.

Theprocessconsistentlyidentifiedthreegrowthareas

oftheeconomyacrosstheNetwork’seightstatesasthe

bestbetsforyoungpeopleseekingappropriateentry-

leveljobswithatwo-yeardegree.Thesewerehealthcare,

informationtechnology(IT)andcomputerscience,and

advancedmanufacturing.

Health Care.Postsecondaryinstitutionshavelong

preparedpeopleforthehealthcarefield.Giventheaging

populationandthenewrequirementsoftheAffordable

CareAct,thealliedhealthfieldisoneofthemostin-

demandfieldsintwo-andfour-yearinstitutions.High

schoolsalsoprepareyoungpeopleinhealthcare.The

College&CareerAcademySupportNetworklists156

health-career-themedhighschoolsoracademiesintheir

nationaldirectory.Therearelikelymore,andagood

numberoftheseschoolsarehighlysuccessfulinkeeping

youngpeopleinprogramsthroughgraduationwhether

theychoosetogooninthefieldincollegeorprefera

differentcareeroption.

Thechallengeinhealthcareisthatamonghighschool

counselors,teachers,andstudentsthereislittleawareness

thatnursingisonlyoneoptionofmanyinthealliedhealth

fields.Othergrowingtechnicalfieldsonecanenterwith

atwo-yeardegreeincludephysicaltherapyassistant,

medicallaboratorytechnician,radiologicaltechnician,

occupationaltherapyassistant,recreationtherapy

assistant,andrespiratorytherapytechnician,alongwith

theverynewfieldofhealthinformationtechnology

(sometimescalledhealthinformatics).

Asecondchallengeconcernsaccess.Becauseofthe

recession,manyadultswhohavealreadycompleted

sciencecourses,andhaveworkexperienceandoftena

bachelor’sdegree,aretakingthelimitedplacesallocated

competitivelyinpostsecondaryhealthcareerdegree

programs,effectivelycrowdingoutyoungpeoplewithlittle

tonoworkexperiencewhoareenteringpostsecondary

educationdirectlyfromhighschool.Therearealsohigher

educationfacultyshortagesinthehealthcarefield.Finally,

fewhighschoolprogramsarealignedwithpostsecondary

programsofstudy.

Ontheplusside,becauseobtainingalicenseinsomeareas

ofhealthcarerequiresaclinicalpracticum,hospitals,

nursinghomes,clinics,andrehabilitationcentersare

accustomedtotakingoninternsandareoftenwillingto

providework-basedlearningopportunitiesforhighschool

students.Inexistinghealth-relatedearlycollegeprograms,

highschoolstudentsearncreditsthattransferseamlessly

intocommunitycollegecredentialprogramsunder

agreementsbetweenthecollegeandthehighschool,

therebyensuringthemselvesplacesinhigh-demand

programs.Furthermore,sincecertificatesandlicensureare

essentialtothehealthcareindustry,increasingnumbers

ofcareerpathwaysinthissectorareintegratingindustry-

recognizedcredentialsintotheirhighschoolprogramsof

study.

Information Technology (IT) and Computer Science.

AlmostallworkplacestodayareIT-enabled.ITskills

arerequiredinnearlyeveryoccupation,including

growingcareerpathwaysinsuchfieldsasdatasecurity,

engineeringtechnology,andautomotivetechnology.

FIGURE 3 PROJECTED JOB GROWTH IN SUB-BACHELOR’S DEGREE POSITIONS IN THE HEALTH CARE FIELD

Patient-Centered Postitions Entry Education # Jobs 2010 Job Growth 2010-2020

Change

Home Health and Personal Care Aides Lessthanhighschool 1,878,700 70% 1,313,200

Registered Nurses Associate’sdegree 2,737,400 36% 711,900

Nursing Aides Postseconarycertificate 1,505,300 20% 302,000

Licensed Practical Nurses Postseconarycertificate 752,300 22% 168,500

Medical Assistants HSDiploma/equivalent 527,600 31% 162,900

EMTs and Paramedics Postseconarycertificate 226,500 33% 75,400

Source: U.S. Bureau of Labor Statistics. (2012). Monthly Labor Review.

FROM REPORT TO ACTION: PATHWAYS TO PROSPERITY IN THE FIELD 11

Computerscienceopens

doorsfromprogrammingto

cutting-edgedevelopment

ofcomputingsolutions

insoftwaredesign.Many

highschools,however,

teachtheusefulbasics

ofofficesoftware

technologies—PowerPoint,

wordprocessing—butare

notequippedtooffer

eitherintroductorycomputerscienceorITcourses.Only

22statesacceptcomputersciencetomeetahighschool

mathorsciencegraduationrequirement.6Andbothhigh

schoolsandcommunitycollegeshavedifficultyfinding

facultytoteachtheseprograms.AccordingtotheNational

ScienceFoundation,only19percentofU.S.highschool

studentstakeacomputerscienceclass,apercentagethat

hasfallenoverthelasttwodecades.7Whentheyexist,high

schoolapproachestoITareoftennotwellalignedwith

postsecondaryofferings,andeducatorsoftenlackgood

informationonwhichcertifications(suchasCisco,A+,

Microsoft,andCompTIA)arethebestoptionsforstudents’

careers.

Ontheplusside,theNationalScienceFoundation,College

Board,STEMearlycollegeprograms,andthegrowingbut

stillsmallcohortoftechnology-focusedhighschools,are

creatingorhavecreatedrigorouscurriculuminITand

computerscience.(See,forexample,theNationalScience

Foundation’sExploringComputerScienceentry-levelhigh

schoolcurriculum.)SomeschoolswithstrongITprograms

havein-schoolenterpriseswithexternalclientpartners,

andothersprovidepaidinternships—Boston’sTech

Apprenticeprogram,forexample,isonehighlysuccessful

model.Thisisalsoafieldthatshouldbeattractiveto

youngpeopleifapproachedcreatively.

Advanced Manufacturing/Pre-engineering.With

reshoringeffortsunderway,manufacturingisnowahigh-

techoccupationratherthanthedark,dirty,anddangerous

endeavoritoncewas.Toservetheneedsofsophisticated

multinationalcompaniesaswellasthoseoftheboutique

firmsthatdesignandproduceuniquemachineparts

andequipment,highschoolsandcommunitycolleges

arechallengedtoprovideappropriatetrainingandthe

expensive,state-of-the-artequipmentneededforthat

training.Themanufacturingfieldrequireshands-onskills

likeweldingaswellashighlysophisticatedcomputer

skillstonegotiatethedemandsofmoderncomputer

numericcontrolsystemsusingcomputer-aideddesignand

computer-aidedmanufacturingprograms.

Advancedmanufacturingcoursesexistinsomehigh

schoolcareerandtechnicaleducation(CTE)programs,

androboticscoursesandcompetitionsarepopular,butthe

coursesarenotconsistentlyalignedwithpostsecondary

offeringsnoraretheycommonlyofferedintraditional

comprehensivehighschools.Forexample,engineering

technologyisagoodcareerpathbutaninstructional

areathatislightoncredit-bearingcoursesthatdevelop

productionskills,soadvancingfromthosecoursesin

highschooltohigher-levelpostsecondaryonesmaynot

befeasible.Thereare,however,organizationsthatare

workingwithhighschoolsandtechnicalandcommunity

collegestobridgethisgap.ProjectLeadtheWay,for

example,isanonprofitorganizationthatprovidesa

numberofdistrictswithhigh-qualityengineeringcurricula

onwhichtobuildwhendesigningcourses.Inaddition,the

NationalAssociationofManufacturers’Manufacturing

Institutehasassembledalistofcommunityandtechnical

collegesusingitsstackableNIMScredentials,andis

searchingforhighschoolstoaddtothelist.

Manufacturingtrulyisawide-openfieldforyoungpeople.

Youngpeopleandtheirfamiliesneedbetterinformation

abouttheexistenceoftrainingandcareeropportunities,

andemployerswillhavetoworkwitheducatorstobuild

thecurriculum,provideequipment,andpublicizethe

advantagesofthiscareerarea.

USING THE PATHWAYS TO PROSPERITY FRAMEWORK TO LEVERAGE PUBLIC FUNDSMemberstatesembracingthePathwaysNetwork

frameworkandworkingonthedesignandimplementation

ofnewcareerpreparationpathwaysinkeyregionsin

theirstateswerepoisedtoinfluenceandthenleverage

bothstateandnationalfundingopportunities.That

statesandtheObamaAdministrationaremakingsuch

substantialinvestmentsintheseredesignedhighschools

isatestamenttoagrowingnationalconsensusaroundthe

needforbettercareereducation.

Only 22 states accept computer science to meet a high school math or science graduation requirement.


FIGURE 4 STEM JOBS IN THE UNITED STATES

Atthestatelevel,thePathwaysNetwork’sframework

hasleveragedpublicfundsasidentifiedinsomeofthe

highlightsbelowandinthedetailedstateprofilesthat

follow.

> Californiaallocatedandawarded$250 million

foraCareer Pathways Trusttoinvestinregional

collaborativestosupportcareerprograms,including

work-basedlearningalignedwithregionaleconomic

priorities.

> ReynoldsburgCitySchoolsinOhiowasawarded$14.4

millionthroughtheStateDepartmentofEducation’s

StraightAFundtoimplementPathways to Prosperity

career programsinpartnershipwith15districts,with

theJFFPathwaysteamprovidingtechnicalassistance

andguidingsystems-leveldesignandstrategic

planning.

> New York Statehasfunded16 new P-TECH high

schoolswithgrantsof$300,000forsevenyears,for

atotalof$28 million,withsupportinseveralregions

fromtheJFFteam.Themostrecentbudgetincludes

fundingforupto10additionalschools.

> JobsfortheFuturewastheonlynationalorganization

towinaYouth CareerConnectfederalgrantwithits

threeMassachusettsPathwayssites,whichinclude

highschools,postsecondaryinstitutions,employers,

andworkforceinvestmentboards.Thefundingis$4.8

millionoverfouryears.

Atthefederallevel,seriouseffortstopromoteworkforce

developmenthavebeguntogaintraction.President

Obamahasspokenwithincreasingfrequencyaboutthe

urgentneedtoexpandfundingforapprenticeships,career

andtechnicaleducation,andjobtrainingprograms—even

announcingthathewoulddesignatethelastasoneof

VicePresidentBiden’ssecond-termresponsibilities.The

President’sgrowingattentiontocareerreadinesshas

translatedintoconcreteinitiativesaswell,includingthe

$2billionTradeActAssistanceCommunityCollegeCareer

TrainingProgram,whichaimstoretrainunemployed

workers,andthe$100millionYouthCareerConnect

initiative,whichfundspartnershipsbetweenhighschools

andlocalemployers.

Source: Brookings Institution. (2013). The Hidden STEM Economy. Retrieved from http://www.brookings.edu/research/interactives/2013/the-hidden-stem-economy.

http://www.brookings.edu/research/interactives/2013/the-hidden-stem-economy

http://www.brookings.edu/research/interactives/2013/the-hidden-stem-economy

STATE-BY-STATE PROGRESS ACROSS THE PATHWAYS NETWORK 13

MA

DEIL

MO

TN

GA

OH

CA

AZ

NY

STATE-BY-STATE PROGRESS ACROSS THE PATHWAYS NETWORKGivenhowwidelythestatesdifferintheirstrengths,

needs,andpriorities,beyondtheframeworkand

designprinciplesendorsedbythepartners,theJFF/HGSE

team’sroleisnottodictateaspecificmodelofcareer

educationandworkforcedevelopment.Rather,itisto

helpstatesandregionstostrengthen,addto,andalign

theinitiativestheyalreadyhaveinplace.Theworkhas

progressedthroughaNetworkpeer-learningcommunity

aswellasthroughleadershipineachstateandregion.

Theprofilesillustratejusthowvariedthestrategiesthat

thestateshavechosentopursueare,giventheirdiffering

historiesandpresentneeds.Forexample,Tennesseeand

Georgia—statesthathaveparticularlystrongtraditions

ofcareerandtechnicaleducationatthesecondary

level—havefocusedonmodernizingtheirprograms,

strengtheningtheiracademicrigor,andbuildingcloser

relationshipsbetweenhighschoolsandpostsecondary

institutions.InMassachusetts,whichhasalonghistory

offundingdiscretevocational-technicalhighschools,

thechallengehasbeentointroducemorecareer-related

programmingandservicesintothecomprehensivehigh

schools.AndinCalifornia,whichhasastrongrecordof

investmentincareeracademies,akeychallengehasbeen

tostrengthenthoseschools’connectionstopostsecondary

technicalprograms.But,ineverycase,commonchallenges

includemeaningfullyengagingemployers.

V. STATE-BY-STATE PROGRESS

*Arizona and Delaware are entering the Network in 2014.


State-level activity:Withsupportfrom

theJamesIrvineFoundation,California

joinedthePathwaystoProsperityinitiative

in2013.Accomplishmentssincethenbuild

onthestate’slonghistoryofsupportfor

partnershipacademiesaswellasonthe

IrvineFoundation’ssubstantialinvestment

inLinkedLearning,anapproachthat

integratesrigorousacademicswith

career-basedlearningandreal-

worldworkplaceexperiences.

Sincethe1980s,thestate

hassupportedpartnership

academies,programs

structuredwithinhigh

schoolsthatincorporate

integratedacademic

andcareerandtechnical

education,business

partnerships,mentoring,andinternships.Therearenow

morethan460partnershipacademiesinthestate.The

LinkedLearningapproachencompassesthepartnership

academymodelaswellasNationalAcademyFoundation

academiesandothermodels.Beyondtheseindividual

academies,theIrvineFoundationhasfundednine

districtwideLinkedLearninginitiatives.Followinginitial

successesinthesedistricts,thestateinvitedanother52

schooldistrictsandeightcountyofficesofeducationto

implementdistrictwidesystemsforprogramcoordination,

development,andsupportthroughtheLinkedLearning

PilotProgram.Oncethesepilotprogramsarefully

implemented,theapproachwilltouchmorethanone-third

ofCalifornia’shighschoolstudents.

InfluencedbythesuccessofLinkedLearning,in2013,

CaliforniaStateSenatePresidentproTemDarrell

SteinbergandStateSuperintendentTomTorlakson

announcedthecreationoftheCareerPathwaysTrust,a

$250millionfunddistributedthroughcompetitivegrants

toregionalconsortiaofschooldistricts,countyofficesof

education,communitycolleges,andemployers,toprepare

California’sfutureworkforcetomeetregionallabor-

marketdemands.InDecember2013,theJFFandHGSE

Pathwaysteamwasinvitedbystateleaderstointroduce

thePathwaysframeworktonearly600potentialgrant

applicantsseekingdesignguidanceinday-longinstitutes

inSacramento,Fresno,andLosAngeles.OnMay30,2014,

SuperintendentTorlaksonannouncedthat12regional

consortiahadbeenawardedgrantsofupto$15million;16

consortiareceivedgrantsofupto$6million;and11had

receivedgrantsofupto$600,000.Twoweekslater,Sen.

Steinbergannouncedthatanother$250millionforthe

TrusthadbeensecuredintheFY15budget.

Regional activity in California:TheJFFandHGSE

Pathwaysteam’sworkwithLongBeachUnifiedSchool

District(LBUSD)precededCalifornia’sjoiningthePathways

Network.Longconsideredabeaconinhighschoolreform

andnowimplementingLinkedLearningwall-to-wallin

allhighschools,LBUSDismovingaheadquicklytoalign

itsLinkedLearningpathwaysprogramswithmajorsat

LongBeachCityCollegeandCaliforniaStateUniversity,

LongBeach.ThedistrictisalsobuildingtheLongBeach

CollaborativetoSupportLinkedLearning(LBCALL),a

grouprepresentingtheschooldistrict,employers,and

highereducation,whichwillbrokerandprovidework-based

learningopportunitiesforlocalhighschoolstudents.

UnderauniquegranttothePathwaysStateNetworkfrom

theNoyceFoundation,LBUSDisalsocreatingandpiloting

aYoungScholarselective,calledPossibleFutures/Possible

Selves,whichenablesmiddleschoolstudentstoexplore

potentialcareersthroughengaging,CommonCore-aligned

STEMcareercourses,andtobeginhighschoolwitha

career-focusedsummerbridgeprogram.Thegoalisto

buildacoherentsequenceofworkplaceexperiencesfor

allstudents,culminatinginaninternshiporotherform

ofextendedworkplacelearningexperienceforinterested

studentspriortohighschoolgraduation.Products

developedthroughPossibleFutures/PossibleSelves,also

beingpilotedinruralTennessee,willbeavailabletothe

PathwaysNetworkfollowingthedesignphase.

CALIFORNIACA

“The Pathways Network was an essential resource that paid big dividends for our work here in California. The opportunities for cross-state learning, and exposure to the latest research and best international practice, helped shape our thinking and ultimately our policymaking at the state level. In addition, the expertise of

Network leaders informed both the planning for and execution of the landmark $250 million California Career Pathways Trust.” —Darrell Steinberg, president pro tempore, California State Senate


State-level activity: Georgiahashadand

continuestohavestrongeducation

leadership,aswellasinstitutions

andstructuresbuiltoverseveral

decades,tosupportcareer

pathways.ThePathwaysto

ProsperityworkinGeorgia—a

partnershipwiththeGeorgia

DepartmentofEducation,the

TechnicalCollegeSystemof

Georgia,andtheUniversitySystemof

Georgia—launchedinMarch2013,and

isnowsupportedasaninitiativethroughtheGeorgia

AllianceofEducationAgencyHeads,thestate’sP-20

Council.

Thefoundationofmuchofthecurrentcareerpreparation

workinthestateistheCollegeandCareerClusters/

Pathwayslegislation(HB186)thatwassignedintolawin

2011.Thelegislationhasledtothedevelopmentofcareer

andtechnicaleducationcoursesforhighschoolstudents,

whoarerequiredtoselectacareerareatoexplore,and

hasstimulatedagreatdealofworkacrosssectorsto

aligncareerpathwaystojobmarketneedsinthestate.

Atotalof17careerclustersand97careerpathways

havebeenapproved.Infall2013,aninitial28foundation

courseswereimplementedinGeorgiahighschools,while

anadditional157coursesweredevelopedbetweenMay

2013andFebruary2014.Allcourseswillbeavailableto

schooldistrictsinthestateforimplementationinfall

2014.Thiscareerpathwaysworkisalsointegratedintothe

accountabilitysystemforGeorgiaschoolsingradesK-12.

ThiscareerpathwayslegislationworksintandemwithHB

713,whichmandatescareerexplorationandawareness

activitiesingradesK-12.TheWork-BasedLearningAct(HB

766),whichwilltakeeffectonJuly1,2014,willexpand

therangeofindustriesinwhichhighschoolstudentsin

Georgiacanparticipateinwork-basedlearning.Thebill

callsforthecreationofwork-basedlearningopportunities

linkedtostudents’careerpathwaysandforwhichstudents

haveanopportunitytoearndualcredittowardtheirhigh

schooldiplomasthroughtheTechnicalCollegeSystemof

Georgia.

Regional activity in Georgia: ThePathwaystoProsperity

NetworkregionsinGeorgiaareCarrollCountyandBulloch

County.Stateleadersintendtousetheinitialworkinthese

countiestocreateframeworksthatcaninformsimilar

workincommunitiesacrossthestatethatareseeking

tobuildpartnershipsamongK-12educationsystems,

postsecondaryinstitutions,andemployers.

CarrollCountyishometoanationallyrecognized

extraordinaryschooldistrict-businesspartnership,12

forLife,withSouthwire,amanufacturerthatisoneof

thearea’slargestemployers.(12forLifereferstothe

twelveyearsofpublicschoolingculminatinginahigh

schooldiploma.)Tostemanunacceptablehighschool

dropoutrate,Southwirebuiltanewschoolhousedwithin

aSouthwiremanufacturingfacilityinwhichstudents

combineandintegraterigorousclassroomacademicswith

hands-on,real-lifeadvancedmanufacturingwork-based

learning.Inadditiontogainingworkskillsandexperience,

studentsearnincomefromworkingandattaintheir

highschooldiploma.Theschool,staffedbydistrictand

Southwireemployees,hasgraduatedover300students

sinceitwasinitiated,andcurrentlyserves160young

people.

InApril2014,theJFFPathwaystoProsperityteambegan

assetmappinginBullochCountytogatherbaselinedata

aroundeachoftheleversinthePathwaysframework.

ThereisagreatdealofenthusiasmabouttheNetwork’s

workintheregion,andleadersfromeducation,business,

andindustryareeagertobuildcollaborationsthatsupport

developmentofpathways.Stakeholdersintendtodevelop

aworkplaninthesummerof2014.

GEORGIAGA

“The future success of Georgia’s workforce relies on our ability to help students . . . pursue a variety of exciting avenues that lead to rewarding jobs and great careers. The Pathways to Prosperity partnership . . . [enables] students to participate in relevant coursework while also gaining work-related experience. These

innovative programs ensure that our youth are better prepared for college and ready for highly skilled jobs in Georgia’s workforce.” —Ron Jackson, commissioner, Technical College System of Georgia, and chair,

Georgia’s Alliance of Education Agency Heads (P-20 Council)


State-level activity: In2012,theStateof

IllinoislaunchedamajorSTEMeducation

initiative,IllinoisPathways,whichbrings

togetherpartnersfromeducation,

business,andindustrytoproviderich

opportunitiestoencouragehighschool

studentstoworkdeeplyinnineSTEM

careerclusters.IllinoisPathwayshas

used$3.2millionofthestate’sRaceto

theTopfundingtosupportsevennew

public-privatepartnershipsinpriority

STEMcareerclusterareas(knowninthe

stateasSTEMLearningExchanges).The

initiativeisdevelopingcareerpathwaysystems

inall25RacetotheTopdistrictsandinotherPathways-

alignedregionsacrossthestate.

Inaddition,anewintergovernmentalcoordinating

committeewithmembershipfromsixstateagencies

representingP-20education,workforce,andeconomic

development,guidesthework.FiveoftheSTEMLearning

Exchangeshavecompletedstrategicplansandcommenced

deliveryofsupportstoschooldistrictsandregions.

Workisunderwayonthecreationofanonlinecontent

repositorythat,aspartofthestate’s“IllinoisShared

LearningEnvironment”project,willorganizeandmake

availableinstructionalresourcesandassessmentstohelp

deliverlocalcareerpathwayssystems.

Regional activity in Illinois: ThePathwaystoProsperity

Network’seffortinIllinoishasthusfarfocusedonAurora

andChicago;onetotwoadditionalregionswillbeadded

in2014.Auroraismakingacitywideinvestmentin

careerandtechnicaleducation,withanemphasisonthe

informationtechnologyfield.TheChamberofCommerce

andthemayorhavetakenleadrolesintheeffortandwere

keyspeakersattheAuroraRegionalPathwayslaunch

eventalongwithleadersfromindustry,government,and

education.Asafollow-uptothisevent,representativesof

localeducationalinstitutions,employers,andJFFworked

togethertobrainstorm,develop,andsetthestrategyfor

theInformationTechnologyPathwaythatwilldebutin

fall2014.

Buildingonthiswork,ateamofeducatorsinAurora

participatedinanITcurriculumdevelopmentsession.

Theycreated9thand10thgradeentry-levelcoursesthat

willprovidestudentswiththenecessaryfoundational

toolstopursueadditionalITcoursework,includingdual

creditopportunities.Stakeholdersintheregionare

creatinganewintermediaryorganizationtodevelopan

employerengagementprocesstosupporttheITpathway

andthedevelopmentofthehealthsciencesandadvanced

manufacturingpathways.

InChicago,fiveEarlyCollegeSTEMSchoolswithagrades

9-14pathwayinITlaunchedinthefallof2012.These

schoolsarecurrentlyserving1,6009thand10thgraders,

withthelattergroupparticipatinginITProblemSolving,

thefirstclassintheCityCollegesofChicagoITdegree

sequence.Asummergeometryclassallowsapproximately

200studentstoaccelerateinmath,andtheschoolshave

launchedmentoring,work-basedlearning,andcollege-

goingexperienceswithpartners.Inaddition,Chicago

PublicSchoolsdevelopedninenewCTEprogramsforthe

2013-14schoolyear.

ThePathwaysNetworkalsohelpedtolaunchChicago’s

CraneMedicalPreparatoryHighSchool,ahealthscience-

focusedhighschoolfeaturingacourseofstudyconsisting

ofProjectLeadtheWay’sbiomedicalsciencesprogram

aswellasnursinganddiagnosticservices.Pathways

workintheregionalsoinvolveseffortstocollaborate

withtheCityCollegesofChicagotodevelopcoursesof

studythatincorporatepostsecondaryeducationinhigh

school.Areaemployers,includingSiemensandSAP,have

expressedstronginterestinsupportingeffortstoprepare

youngpeopleforITcareers,andIBMhasexpandedits

P-TECHhighschoolmodelintoChicago.Inaddition,the

ChicagolandWorkforceFunderAllianceapprovedtwo

planninggrantsforthedevelopmentofsector-specific

intermediariesinITandmanufacturing.

ILLINOISIL

“We see the Pathways Network . . . as the most effective way to create and sustain the essential educational components needed to ensure that every student is truly college and career ready. If we don’t provide

opportunities for work-based learning, internships, employment, mentoring, obtaining stackable credentials, use of technology, and industry resources for teacher-employer participation in the shaping of curriculum,

then the ‘career’ part of ‘college and career readiness’ will not be fully realized.” —Miguel del Valle,

chairman, Illinois P-20 Council


State-level activity:

Massachusetts,atop

performerinK-12,also

hashigh-performing

regionalvocational

highschools.Thecommunity

collegesystemhassteppedupthescopeofitscareer

preparationprogramsandstrengtheneditsalignmentwith

labormarketneeds.Nonetheless,middle-skillSTEMjobs

areunfilled,thecomprehensivehighschoolsdonotoffer

arangeofcareerandtechnicaleducationpathways,and

highschoolpathwaysneedtobealignedwithcommunity

collegeprogramsofstudy.Anadditionalchallengein

Massachusettsistheabsenceofadualenrollmentpolicy

andlimitedfundingtosupportcollege-coursetakingby

highschoolstudents.

MassachusettsjoinedthePathwaystoProsperityNetwork

in2012throughGovernorDevalPatrick’sexecutiveoffice

ofeducationasonepartofthestate’sinvestmentin

careerpathwaysforyouthandadults.In2014,Pathways

wasmovedtotheCollegeandCareerReadyunit(CCR)

oftheMassachusettsDepartmentofElementaryand

SecondaryEducationinordertointegrateitwithother

earlycollegeapproachesforwhichtheDepartment

providestechnicalassistanceincollaborationwiththe

DepartmentofHigherEducation.Recently,CCRsupported

JFF’ssuccessfulYouthCareerConnectapplication,which

isfundingthreehighschoolstobuildprogramsforgrades

9-14aspartofthePathwayswork,twoofwhicharenew

membersoftheMassachusettsPathwaysinvestment.

AdistinctionoftheMassachusettsPathwaysapproachis

thatcommunitycolleges—includingBunkerHill,Massasoit,

andSpringfieldTechnical—aswellasFraminghamState

Universityandworkforceinvestmentboards(WIBs)arethe

organizinghubsforgrades9-14pathways.Massachusetts’

WIBsaresupportedbyauniquelineiteminthestate

budgetcalled“ConnectingActivities,”whichestablishes

public-privatepartnershipsthroughthe16localWIBs,

toconnectschoolsandbusinessestosupportstudents’

careerdevelopmenteducation.ThroughConnecting

Activities,studentsacrossthestateareprovided

structuredwork-basedlearningexperiencesandother

careerdevelopmentactivities.ConnectingActivitiesis

administeredbytheCollegeandCareerReadyunitofthe

DepartmentofElementaryandSecondaryEducation.

Regional activity in Massachusetts:InBoston,the

PathwaystoProsperityteamdesignedandlaunchedtwo

newcourses(mathandEnglish/languagearts)forthe

2013-2014schoolyearforall9thgradersintwohealth-

themedhighschools.Developedcollaborativelybyhigh

schoolandcommunitycollegefacultywithsupport

fromthePrivateIndustryCouncil,Boston’sworkforce

investmentboard,thecoursespreparestudentsfor

college-creditcoursesinahealthcarepathwayintheir

junioryearofhighschool.BunkerHillCommunityCollege,

thehealthcareerspartner,isbuildingbackfromalong-

standing12thgradedualenrollmentprogram.Inaddition,

JFFisworkingthroughaspecialpartnershipbetween

RoxburyCommunityCollegeandMadisonParkTechnical

VocationalHighSchoolinBostontodevelopahealthcare

pathwayforhighschoolstudents,andasmallgrouphas

alreadystartedtakingcollegecoursesthisyear.

MASSACHUSETTSMA

“Through the [Pathways to Prosperity] initiative, we are creating opportunities for students to learn about careers and acquire the necessary skills so they can transition smoothly from high school into a two-year

technical program—and then get a job or pursue a bachelor’s degree. The collective efforts of the Departments of Elementary and Secondary Education and Higher Education, our workforce investment boards, employers, and enthusiastic state and regional leaders ensure that we have a shared, cohesive, and effective strategy for preparing all students for success after high school.” —Mitchell D. Chester, commissioner, Massachusetts Department

of Elementary and Secondary Education


InHampdenCounty,thePathwaystoProsperityteam

developedanadvancedmanufacturingexploratorycourse

for9thgraderswhooptedintoanewmanufacturing

pathwayatWestSpringfieldHighSchool.Participating9th

gradersmakevisitstoHampdenCountymanufacturing

companies,andallPathwaysstudentswillparticipatein

asummerenrichmentprogramatSpringfieldTechnical

CommunityCollege’sengineeringtechnologydepartment.

WorkingwiththeleadershipoftheHampdenCountyWIB,

thePathwaysNetworkteamisalsoplanningtolaunchIT

andhealthcarepathwaysinothercomprehensivehigh

schoolsintheregion.

TheMetroSouth/WestregionoftheMassachusetts

WorkforceInvestmentBoardandMarlboroughHigh

School’sSTEM-focusedearlycollegeprogramjoinedthe

PathwaysNetworkthroughtheYouthCareerConnect

grantinApril2014.Theywillbuildontheengineeringand

manufacturingpathwaysalreadyinplaceatMarlborough

HighSchool,whichcurrentlyserve3506ththrough11th

graders,andwillalsobeginanITpathway.BrocktonHigh

Schoolwillbeginitshealthcarepathwayin2015with

supportfromtheBrocktonAreaWorkforceInvestment

Board.

MASSACHUSETTSMA


State-level activity: TheMissouri

DepartmentofElementaryandSecondary

Educationisprioritizingintegrated

academicandcareerpathwaysasa

state-ledstrategyandhashired

fourstaffmembersdedicated

totheworkofthePathways

Networkwhoarecharged

withexpandingtheinitiative

statewide.

InFebruary2013,highschoolsinthreeSt.Louis-area

schooldistrictsparticipatinginthePathwaystoProsperity

Network(St.Louis,Pattonville,andFerguson-Florissant)

wereawarded$1.3millioninCommunityDevelopment

BlockGrant“InnovationCampus”fundsfromGovernorJay

NixontoestablishInnovationHighSchools,which,through

partnershipswithSt.LouisCommunityCollegeandlocal

businesses,allowparticipatingstudentstoearncollege

creditandgainhands-onexperienceinhigh-demand

fieldssuchasadvancedmanufacturing,skilledtrades,

healthsciences,andinformationtechnology.Inaddition

tolaunchingtheInnovationHighSchools,inDecember

2013,thethreeNetworkdistrictswerealsoawardeda

grantfromBoeingtoprovideresourcesforinstructorsto

participateinexternshipswithbusinesspartners.Over

severaldays,68educatorsshadowed14businesspartners

inhigh-demandpathwayareas.Fromthoseexperiences,

instructorsdevelopedproblem-based,real-worldprojects

forstudents.

Regional activity in Missouri: PathwaystoProsperity

continuestoexpandwithintheSt.Louisregion;several

schooldistrictsintheSt.Louisareahaveexpressed

interestinbecominginvolvedwiththeNetwork,and

workbeganinSeptemberwithHazelwoodSchoolDistrict

outsideofSt.Louistodevelopahealthsciencesprogram

incollaborationwiththeDanforthPlantScienceCenter

andSt.LouisCommunityCollege.ExistingNetwork

districtshavealsocontinuedtobroadentheirscopes.St.

LouisPublicSchoolshasdevelopedfourdualenrollment

coursesinhealthsciencesandITthatcurrentlyhave350

highschoolseniorsparticipatingininternships;Ferguson-

Florissanthaslaunchedanadvancedmanufacturing

pathway;andPattonvilleislaunchingprogramsinhealth

care,IT,andmanufacturing,withinternshipopportunities.

WhilethePathwaysworkintheSt.Louisregionhas

beenunderwayforayear,PathwaystoProsperityisnow

expandingtootherregionsacrossthestate,including

theMid-Missouri,KansasCity,andnortheastregions.

InJanuary2014,aMid-MissouriPathwaystoProsperity

directorwashiredandanadvisorycommitteewas

established.Districtsaroundtheregionhavejoinedthe

initiative,andnewschool-businesspartnershipshave

developed.LocalcompaniessuchasOnshoreOutsourcing,

Hubble,andIBMhaveagreedtoprovideinternshipsfor

highschoolstudents.OnshoreOutsourcingwillbepaying

forsomeoftheirinternstoattendthelocalcommunity

collegeandwillguaranteethemajobwhentheygraduate.

Inaddition,inJune2014,aregionalPathwaysconference

willbeheldinnortheastMissouritoexpandthePathways

initiativefurther.

TheKansasCityPathwaystoProsperityDirectorwillbegin

inJuly2014.InAugust,JFFwillbeginassetmappingof

boththeMid-MissouriandKansasCityregions.

MISSOURIMO

“We are in the final stages of implementing a new partnership that will result in over $3 million of local investment in the next three years, which would not have been possible without the support of the Pathways

Network and the Missouri Department of Elementary and Secondary Education’s commitment to college and career readiness. We need to motivate our young people and we need to bring the world of work into the

classroom.” —Charles Stockton, superintendent, Macon R-1 School District


State-level activity: InDecember

2012,EducationCommissionerJohn

KingconvenedameetinginAlbany

tofamiliarizeawidegroupof

stakeholderswiththePathways

inTechnologyEarlyCollegeHigh

School(P-TECH),whichwas

launchedinfall2011through

apartnershipbetweenthe

NewYorkCityDepartmentof

Education,CityUniversityofNewYork,NewYorkCity

CollegeofTechnology,andIBM.Fromthatmeetinggrew

twocomplementaryinitiatives:Thestatecommitted

tofundingandscalingP-TECHreplicationsthroughout

thestateanditalsojoinedthePathwaystoProsperity

Network.The$28milliongranttoexpandtheP-TECH

modelrequiresatleastoneschooldistrict-employer

partnershipineachofthe16economicregionsofthe

state,withpartnershipsreceiving$300,000ayearfor

sevenyears.TherecentlyadoptedNewYorkStateBudget

containsanadditional$5millioninfundstosupportthe

expansionoftheP-TECHprogram.JFFisworkingwith

leadersattheNewYorkStateDepartmentofEducation

andthedirectoroftheLeadershipCouncilforNYSP-TECH,

toaccelerateandintensifytheworkintheCapitalRegion

aswellasprovidesometargetedsupportinNewYorkCity.

AgoalofboththePathwaysNetworkandP-TECHisto

changetheperceptionofcareerandtechnicaleducation

(CTE)inthestatebyhighlightingSTEMcareersoffered

throughhighschoolCTEprograms,BoardsofCooperative

EducationalServices(BOCES),andcommunitycolleges.As

inthePathwaysframework,P-TECHrequiresprogramsof

studyforgrades9-14throughapartnershipwiththeSUNY

CommunityColleges,buttherearemorespecificdesign

requirementsforP-TECHthanforearlycollegeprograms

asenvisionedinPathways.ThePathwaysframeworkalso

providesastructurefororganizingemployerengagement

throughanintermediary,andonechallengeishowthe

BOCES,inpartnershipwithregionaleconomicdevelopment

andemployerorganizations,canbuildouttherequisite

infrastructuretoconvenekeyplayerstocreateandsustain

theseregionalpartnerships.UndertheP-TECHreplication,

individualemployersinteractdirectlywithschools,which

willlikelybecomeachallengeasdemandforemployer

engagement—andespeciallystudentinternships—grows

withtheadditionofnewstudentsbeyondtheinitialcohort.

TheNewYorkStateBoardofRegentsrecentlyreviewed

thepreviousresearchandrecommendationsonmultiple

pathwayswithacommitmenttorevisitthetopicinfuture

meetingsandtocometoconsensusonamultiplepathways

modelforschoolsinNewYorkState.Atthissamemeeting,

approvalwasgiventomoveaheadwithregulations

allowingadditionalintegratedCTEcredits(increasingthe

numbertoeight)inapprovedCTEprograms(currently

onlyfourintegratedcreditsarepermittedinapproved

CTEprograms).Inaddition,incentiveswereproposedfor

schooldistrictsinthestate’saccountabilitysystemto

recognizestudentachievementonEnglishlanguagearts,

math,andtechnicalskillsassessments.Thisproposalis

pendingapprovalfromtheU.S.DepartmentofEducation

throughtheESEAwaiverrenewalprocess.Includedinthis

isarequestforapprovaltoreinstituteastudytoidentify

NEW YORKNY

“The Pathways to Prosperity report made a compelling case for a new and more powerful approach to career and technical education in the U.S, and the Pathways Network that followed has helped states and regions

build career pathways systems designed to equip more young people with the skills needed for success in the 21st century economy. The Network has been very helpful to IBM as we replicate the success of P-TECH, the grades 9-14 program IBM helped create first in New York City but then in Chicago, across New York State, and now across Connecticut.” —Stanley S. Litow, vice president, corporate citizenship and corporate affairs, IBM, and

president, IBM International Foundation


NEW YORKNYindustry-basedtechnicalskillsassessmentscomparableto

theNewYorkStateRegentsexams.Currently,13technical

assessmentshavebeenreviewedandrecognized.

Regional activity in New York:IntheCapitalRegion

(Albany),fourP-TECHsites—eachincludingmultiple

schools,districts,employers,andcommunitycollegesin

closegeographicproximity—areworkingtogetherwithJFF

topreparetoopennewpathwaysinSeptember2014.In

theirfirstmeetinginMarch2014,participantsanalyzed

theregionaljobmarketusinglabormarketinformation

providedfromJFF’sassetmappingprocessandbegan

toidentifycommonchallengesincurriculumdesign,

logisticsofworkingwithmultipleschoolstocreatecentral

earlycollegeprogramsateachsite,andengagementof

employers.Amongthesefoursites,twohavereceived

fundingforearlycollegesthroughtheGovernor’sSmart

ScholarsEarlyCollegeHighSchoolProgramadministered

bytheNewYorkStateEducationDepartmentandare

providingvaluableguidancetoaddtotheNetworkinthe

state,especiallyinregardtostructuringearlycolleges

toservestudentsinmultipleschooldistrictsatasingle

centralsiteinasemi-ruralarea.

Priortothetransitiontoanewchancellor,theNewYork

CityDepartmentofEducationcommittedtoopenthree

newearlycollegeprograms,eachsponsoredbyacompany

orpartnershipofcompanies,suchasSAP,Microsoft

andNewYork-PresbyterianHospital,andtheAmerican

AssociationofAdvertisingAgencies.JFFhasworkedwith

theplanningteamsfortheseschoolsfocusinginparticular

oninnovativework-studymodels.Theseearlycollege

programsarescheduledtolaunchin2014.


State-level activity: Whilethe

Columbusregion,butnotyetthe

entirestateofOhio,hasjoinedthe

PathwaysNetwork,stateleadersand

theOhioDepartmentofEducation

havemadeinvestmentsineducation

andearlycollegeinitiativesthatare

helpingtheNetworkcontinuetogrow.

Forexample,theInnovationGeneration—a

collaborationof15CentralOhioschool

districts,ColumbusStateCommunityCollege,and

regionalbusinessesandcommunitygroupsthatprovides

acontinuumofwork-basedlearninganddualenrollment

opportunitieswithinacomprehensivegrades9-14

pathway—wasmadepossiblethrougha$14.4milliongrant

fromtheStraightAFund,acompetitivegrantprogram

createdbyGovernorJohnKasichtoimproveefficiency

anddrivenewapproachesthatimproveeducation

outcomesinthestate.

Inaddition,GovernorKasichandtheOhioBoardof

Regentshavecraftedanewdualenrollmentpolicy,College

CreditPlus,that,whensignedintolaw,willdomuchto

simplify,expand,fund,andbetterpublicizeopportunities

forstudentstobegincollegecourseswhilestillinhigh

school.ThenewfundingplaninCollegeCreditPlusalso

removespastdisincentivesforparticipationbyensuring

thatstudentsbearnocostsandbyallowinghighschools

toretainapercentageoffundingforstudentstaking

collegecoursesaswellasforthecollegetoreceive

supportforenrolledhighschoolstudents.

Regional activity in Ohio:In2011,undertheleadership

ofColumbusStateCommunityCollegepresidentDavid

Harrison,theColumbusarea’sK-12,highereducation,

employer,andeconomicdevelopmentcommunitiescame

togethertoformtheCentralOhioCompact,withgoals

ofraisingtheregion’seducationalattainmentratesand

supportingtheregion’seconomicgrowthstrategies.In

2012,theCompactadoptedforCentralOhiotheLumina

Foundation’sgoalthat60percentofadultsintheregion

attainapostsecondarydegreeorcertificateby2025.

Laterthatyear,theCompactjoinedthePathwaysto

ProsperityNetworktobuildasystemofgrades9-14

careerpathwaysincollaborationwithemployersand

alignedwiththearea’slabormarketdemands.Ina

shortperiodoftime,theCompactbeganimplementing

itsstrategicplanandgoals,includingincreasingon-

timehighschoolgraduation,expandingdualenrollment

opportunities,reducingpostsecondaryremediation

rates,andguaranteeinganeffectiveandefficientpathto

completionofapostsecondarydegreeorcertificatefrom

collegesanduniversitiesintheregion.TheCentralOhio

Compact’smembershipintheNetworkwasmadepossible

throughinvestments,includingsupportfromJPMorgan

Chase,Battelle,theOhioBusinessRoundtable,andthe

EducationServiceCenter(ESC)ofCentralOhio.(The

ESCofCentralOhioacceleratesthemissionsofschool

districtsinDelaware,Franklin,Licking,Ross,andUnion

counties,servingmorethan200,000studentsin25school

districts.)

TheCompactwasalsochosenasasiteforJPMorgan

Chase’s$250millioninvestmenttobuildtheNewSkills

atWorkinitiativeineightlabormarkets,aswellasa$2.5

milliongifttotheCompactitselftodevelopitscapacity

tobuildpathwaystocredentialsinhigh-needareasof

theeconomy.Thisinvestmentwilldeepenandaccelerate

theCompact’smajorinitiatives,includingPathwaysto

Prosperity,andenabletheCompacttoworkwithlocal

employerstoidentifyanddevelopneweducationand

trainingprograms,andtoreplicateandbringtoscale

successfulinitiatives.SpearheadedbyColumbusState

CommunityCollege,thisgrantwillhelptheCompactbuild

theinfrastructurearoundaseriesofregionalstrategies,

OHIOOH

“The Central Ohio Compact is leading the region in developing innovative solutions to strengthen academic preparation, promote adult learning opportunities, and bolster career pathway programs to ensure that every high school graduate is college and career ready. Because of our partnership with the Pathways to Prosperity

Network, coupled with our close ties to industry leaders and proven track record of developing relevant workforce credentials, Columbus State is well-suited to lead the regional partnership.” —David Harrison,

president, Columbus State Community College


OHIOOHincludingwork-basedlearningintermediarydevelopment,

toensurestudentsgraduatehighschoolreadyforcollege

andobtainthedegreesorcredentialstheyneedforajob.

TheInnovationGenerationcollaborativeinCentralOhio

isutilizingthePathwaystoProsperityframeworkto

structuresixnewcareerpathwaysinitiativesacross

the15districtswithintheregion.Allofthesewilllead

to(andthrough)acredentialearnedatColumbus

StateCommunityCollegeandontohigh-growth,high-

wagecareers.Startinginfall2014,thesemulti-district

initiativeswillfocusonhealthcareandhealthinformatics,

informationtechnology,pre-engineeringandadvanced

manufacturing,andbusinessandlogistics.

Forexample,ReynoldsburgCitySchools,Marysville

ExemptedVillageSchools,NewAlbany-PlainLocalSchools,

WestervilleCitySchoolDistrict,PickeringtonLocal

Schools,Gahanna-JeffersonPublicSchools,Columbus

CitySchools,GrandviewHeightsCitySchools,andUpper

ArlingtonCitySchoolDistrictwillpartnerwithindustry

leaderssuchasHondaofAmericaManufacturing,TS

TechUSACorporation,Greif,andDynalabinanadvanced

manufacturingcareerpathway.Andthroughthestrategic

deploymentoftheMassachusettsInstituteofTechnology’s

MobileFabLabs,whichareadvancedmanufacturing

laboratoriesonwheels,studentsstartinginthemiddle

gradeswillexploretheirtechnicalinterestswithoutever

havingtoleavetheirschool.Studentswilluseleading-

edgeadvancedmanufacturingtechniquesthrough

problem-basedlearningthataddressesreal-worldneeds;

participateinjobshadowingandinternshipswithbusiness

andindustrypartners;andassistsmalllocalbusinesses

indefiningandaddressingtheirmanufacturingproblems

byworkingwiththemtoprototypeandtestinnovations

rapidly.Studentswillalsoearnindustry-recognized

stackablecredentialsandcollegecreditthroughdual

enrollment,graduatingwithaleguponcollegeandcareer

inahigh-demandfield.

ReynoldsburgCitySchools—theStraightAFundgrantee,

fiscalagent,andleaddistrictfortheInnovationGeneration

initiative—alreadyhasprogramsestablishedtohelp

studentsearncollegecreditandcarryoutpaidinternships.

Thepilotdualcreditprogramwasaimedatseniors

graduatingin2014whonowareenrolledatColumbus

StateCommunityCollege.


State-level

activity:

Pathways

Tennesseeisa

statewideinitiative

builtaroundthelevers

ofthePathwaystoProsperity

framework.PathwaysTennesseeissustainedthrough

regionalcollaborationwithvariouslevelsofsupportfrom

agenciesatthestatelevel.TheTennesseeDepartmentof

EducationhasmadeacommitmenttousingthePathways

Tennesseemodeltodrivefurthereducationalattainment

toimprovehighschoolcompletionandpostsecondary

access.TwohighereducationinitiativesledbyGovernor

BillHaslam—Driveto55and,mostrecently,theTennessee

Promise—complementtheDepartment’sagenda.Driveto

55pledgestoincreasethenumberofTennesseanswith

acollegedegreeorcertificationto55percentbythe

year2025.ThroughtheTennesseePromise,thestatewill

providefinancialassistanceforallhighschoolgraduates

toattendacommunitycollegeoraTennesseeCollegeof

AppliedTechnology.Thestateishopingthattheselast-

dollarscholarships,alongwithassistancefromastatewide

groupofvolunteermentorstostudents,willhelpnearly

500,000moreTennesseansobtainthetwo-yearand

technicaldegreesthatthestatefeelsitneedstoaddto

itsworkforce.

PathwaysTennesseewasformedinDecember

2012throughthecreationoftheStatePlanning&

ImplementationTeamandtheidentificationoftwopilot

regionsinTennessee(UpperCumberlandandSoutheast

Tennessee).WorkingwithPathwaysTennessee,the

statethendevelopedandimprovedastrategicplanwith

priorities,timelines,anddetailaboutimplementation.

AmongthesixcoreprioritiesaretoprovideTennessee

studentswithrigorousacademicandcareerpathways,

whicharelinkedtoeconomicandlabormarketneedsand

trends.Thesepathwaysmust:(1)havemultipleentryand

exitpointsineducation;(2)transitionseamlesslyfromthe

secondarytopostsecondarylevels,allowingforcollege

creditandindustrycertificationsinhighschool;and(3)

encourageandsupportactiveindustryinvolvementin

studentlearning.

AllCTEcoursesatthestatelevelarecurrentlybeing

updatedtoreflectPathwaysTennessee’sgoals.In2014,

therewillbechangesmadeto117coursesandanother97

bytheendof2015.FundsfromtheTennesseeDepartment

ofEducationhavebeenusedtoprovideassistancewith

PerkinsReserveGrantstosupportthedevelopmentof

pathwaysinschools,tobegivenasnon-competitive

grantstosupportintermediaries,andtosupportapublic

relationsandmarketingcampaignforPathwaysTennessee

throughoutthestate.

Regional activity in Tennessee:Withstatefunding

support,tworegions(UpperCumberlandandSoutheast

Tennessee)havelaunchedPathwaysinitiatives.Bothare

slatedtohavenewcareerpathwayscoursesreflecting

regionalneedslaunchinginhighschoolsinfall2014.

FourAcademicCareerCoacheswerehiredintheUpper

Cumberlandregiontoassistinaligninglocalworkforce

needsandoffersupportforworkingwithPathways

Tennesseeinparticipatingschools.TheAcademicCareer

CoachesattendedatrainingsessioninSeptember2013,

whichwasprovidedbytheNetworkandfundedbythe

NoyceFoundation.

Thestateisalsoexpandingtheregionalsitestothe

SouthwestTennessee,NorthwestTennessee,andEast

Tennesseeregions.ExpansioninSouthwestTennessee

beganinFebruary2014withtheotherregionsslatedto

joininlatefallormovingintothenewyear.Apilotofthe

SeamlessAlignmentandIntegratedLearningSupport

(SAILS)programiscurrentlyunderwayinseveralregions.

Thisprogramisgearedtowardintegratingthehighschool

bridgemathstandardsandthecollegedevelopmental

mathcompetencies,todivertstudentsfromtraditional

remedialprograms,streamstudentsintocollege-level

courseswithembeddedsupport,andminimizethetime

topreparestudentsforentryintocollege.

TENNESSEETN

“The Network really helped crystalize [the state’s previous commitment] by providing meaningful technical assistance and tangible approaches and resources to make it happen. It also challenged us to stretch our

thinking from traditional, silo policy approaches to an approach that brought disparate education and industry stakeholders together for meaningful—and what we believe will be lasting—reform.” —Danielle Mezera,

assistant commissioner for career and technical education, Tennessee Department of Education

LESSONS FROM THE FIELD 25

LESSONS FROM THE FIELDFromitsworkineightstates,thePathwaysNetworkhas

beguntoidentifysomekeylessonsthatmaybeuseful

tostatesandcommunitiesthatseektoexpandoptionsfor

youngpeople.

> Lack of opportunity for young people is not only

an urban problem, it is a national challenge that

affects every community.Largecitiesarenottheonly

placeswhereyoungpeopledon’thaveoptions.Rural

communitiesandonce-proudcitiestheNetworkhas

studiedintheSouth,Midwest,andNortheasthaveseen

significantdemographicandeconomicchangesandare

strugglingwithhighdropoutratesandalackofoptions

foryoungpeople.PathwaystoProsperity’sasset

mappinginruralGeorgia,southwestTennessee,New

YorkState’sCapitalRegion,Aurora,Ill.,andwestern

Massachusettshaveindicatedthatleadersareseeking

totransformtheireconomiesandareanxioustowork

acrosssectorstobuildnewpathwaystoandthrough

postsecondaryeducation.

> Schools and young people are typically disconnected

from the labor market.Teachers,schoolleaders,and

youngpeopleandtheirfamilieshavelittleinformation

aboutwherethegoodjobsare,wheretheywillbe

comingfrom,andtheskillsandknowledgerequired.

VI. LESSONS FROM THE FIELD


NETWORK INSTITUTES

In2012,afteraninitialgroupoffivestatesjoinedthe

Network,theHarvardGraduateSchoolofEducationand

JobsfortheFuturebroughttogetherteamsofregional

stakeholders—includingstatepolicymakers,K-12and

highereducationofficials,andbusinessleaders—for

atwo-daymeetinginCambridge,Massachusetts,to

begintheprocessofdeterminingtheirownpriorities

forworkforcedevelopment,selectingregionalpartners,

anddesigningschool-to-workpathwaysspanninggrades

9-14.Thefollowingyear,asthePathwaysNetwork

expandedtoincludeeightstates,thisworkcontinued

withasecondInstituteattheHarvardGraduateSchool

ofEducation,asitevisittoLongBeach,California,

andaconveningofthePathwaysstatesinNashville,

Tennessee,inconjunctionwithTennessee’srolloutofits

statewidePathwaysstrategy.Therewasalsoasmaller

groupvisittoSwitzerlandtostudywhatmanyconsider

thebestappliedlearningorvocationaleducation

systeminEurope.

Networkstaffmembershavecrisscrossedthecountry

manytimesovertoconsultwithstateprojectsonthe

groundasthesemoveforwardwithassetmappingand

programdevelopment.Already,atotalof25regional

initiativesisunderway,featuringawiderangeof

programmodelssuchastheredesignandexpansion

ofcareerandtechnicalcourses,business-education

partnerships,apprenticeships,andearlycollegehigh

schools.

Theyareeagerforinformationaboutnewcareersin

suchfieldsashealthIT,advancedmanufacturing,or

datasecurity.Teachersareeagerfor,andcanlearn

muchfrom,evenbriefexternshipexperiences.

> Career exploration that begins in middle school

is beneficial but not widely available. Fewschool

districtsprovideconsistentorexpansiveeffortsto

exposeyoungpeopletoworkbeginninginmiddle

school.Manycareerreadinessandworkforce

developmentprogramsandpartnershipsaredesigned

forstudentswhohavefailed,andhavenotyetfocused

onmiddle-orhigher-achievinghighschoolstudents

whoarestillinschoolyetareatriskoffloundering

astheyapproachhighschoolgraduationandmake

postsecondarychoices.

> Effective programs emphasize adolescent

development, flexibility, application of knowledge

to real-world problems, and develop STEM

competencies and work skills.Modelpathwaysenable

youngpeopletotestthemselvesatworkandbuilda

workidentityinamultigenerationalworkplaceoutside

ofschool.Theycreatepermeablepathwaysthrough

postsecondaryeducation,allowingyoungpeopleto

transfercreditfromoneleveltothenextandmove

betweensectorsoftheeconomy.Theyrequirestudents

toapplyacademiclearningtoreal-worldproblemsand

developsophisticatedSTEMcompetenciesandwork

skills,suchascomplexproblem-solving,expertise

inteamwork,oralandwrittencommunication,and

presentationskillshighlyprizedbyemployers.

> Community colleges can be strong local partners

to build pathways to college as part of their efforts

to reduce the cost of remediation.Community

collegeleaderswillsupporttheseeffortsandpartner

inprogramsbeginningin9thgradeprogrammingif

theycanbeassured—asintheearlycollegedesigns

advocatedbyPathways—thatstudentswillentercollege

withoutneedingtore-learnkeyconceptsandcontent

thattheynevermasteredinhighschool.

> We need to replicate or expand the most effective

career and technical education programs.The

strongestoftheseprogramsareoversubscribedbutare

producingstudentswhohavehadinternshipsandgoon

topostsecondaryeducationathighrates.

> The best approach to engaging employers is working

sector by sector,startinginthosefieldswhere

employersarealreadycommittedtostrengtheningthe

pipelineofnewentrantstothelabormarket.

> High school students who seek to learn about

careers are a true asset in the workplace and often

become more engaged and hardworking in school.

Whileonlyanecdotal,thereisgrowingevidence

thatoncehighschoolstudentsareinaworkplace,

employersgenerallyfindtheminventive,hardworking

contributors,andsurprisinglymature.Studentsclaim

thatinternshipsimprovetheirtrajectoriesdramatically,

committingthemtoworkhardinschoolsincetheynow

haveapurpose.

POLICY ACTIONS THAT SUPPORT STATE PATHWAYS EFFORTS 27

POLICY ACTIONS THAT SUPPORT STATE PATHWAYS EFFORTSThePathwaystoProsperityNetworkhasidentified

keypolicyactionsthatcanfacilitatetheexpansion

andsuccessofstateinitiativestoincreasecareerand

postsecondaryoptionsforyoungpeople.

> Encourage better coordination of resources across

state agencies to provide funding for scale up of

Pathways programs.TheK-12,postsecondary,and

workforcetrainingsystemswerenotsetuptowork

togetherinthewaysnecessarytosupportwork-based

learningandthedevelopmentofgrades9-14pathways.

Inmanystates,localcommunitiesneedpermission

tousestatefundingflexiblytobuildtheneeded

programsandservicesandtoreceivefundingto

establishtheinfrastructurerequiredforscaleup.Some

statePathwaysinitiativeshaveworkedaroundthese

problemsbyappropriatingapoolofstateresources

requiringthatschoolsworkcloselywithcollegesand

workforcedevelopmentagenciestoapplycollectively

forthesefunds.Oneexemplarywaytojumpstart

suchintegrationisthroughanappropriationfora

competitiveregionalpathwaysinitiativethatrequires

agenciestobraidresources.Asecondisthrougha

waiverprocess.

VII. POLICY ACTIONS


> Support acceleration of learning through dual

enrollment/dual creditsothatmorehighschool

students,particularlydiverseanddisadvantaged

students,cangraduatefromhighschoolwhilemaking

progresstowardpostsecondarydegrees.Statesshould

allowhighschoolstudentstotakecollegecourses

freeoftuitionandnon-course-relatedcharges,and

allowbothdistrictsandpostsecondaryinstitutions

toclaimper-pupilfundingallocationstosupportthe

costofofferingcollegecoursesfordualcredit.There

shouldalsobeprovisionsorspecialappropriations

tosupportthedevelopmentofearlycollegemodels

targetingstudentswhoareunderrepresentedinhigher

educationandprovidingprogramsofstudythroughthe

associate’sdegree.Statesshouldensurethatstudents

inearlycollegeprogramshaveadequatecareer

advising,counselingsupport,andaccesstoacademic

skillsbuildingtosupportstudentsuccess.Statesalso

shouldbroadeneligibilityrequirementstopermit

studentstoparticipateincredit-bearing,college-level

coursesbasedonproficiencyinthosesubjectseven

iftheyarenotproficientinothers.Studenteligibility

shouldalsobedeterminedbyacombinationoftests,

end-of-coursegrades,teacherrecommendations,and

students’workportfolios.

> Better integrate academic and career and technical

education (CTE) programs, and elevate the profile of

these programs as a means to develop crucial STEM

skills.Tobolstercareerreadinessforallstudentsand

counteractthestigmaassociatedwithCTEprograms,

stateshavecreateddynamicclustersofcoursesin

growthfields,suchasIT,advancedmanufacturing,

biotech,andotherSTEMareas.Toensureintegrationof

academicandappliedlearningandtofurtherleverage

thevalueandimportanceofCTE,statesmustarticulate

college-andcareer-readinessstandardsandestablish

corecontentcreditsothatstudentstakingCTEcourses

inAdvancedManufacturingorEngineeringMathcan

getcoursecredit.Somestateshaveleveragedfederal

fundsreservedundertheCarlD.PerkinsVocational

andTechnicalEducationAct,whichsupportsincreasing

thefocusontheacademicachievementofCTE

students,toincentivizeintegrationofacademicand

CTEfunds.

> Expand the mission and purview of workforce

development organizations and other economic

development nonprofits.Workforceinvestmentboards,

communityfoundations,chambersofcommerce,

sectororganizations(e.g.theNationalAssociation

ofManufacturers)andyouth-servingcommunity

organizationsallhavearoletoplayinbrokering,

distributing,andsupportingwork-basedlearning.

Neitherschoolsnoremployersalonecandevelop

appropriatejobsforyoungpeople,ensurethatstudents

arebothlearningandcontributingtotheworkplace,

andtroubleshootasnecessary.Intermediariesmust

serveasthego-betweensor“glue”betweenschools

andbusiness.Manysuchorganizationsserveonlyat-

riskordisengagedyouth.Theyneedstatesupportto

joinintheeducationofin-schoolyouth.

> Establish more robust career information and

advising systems linking online resources and

appropriate counseling from teachers, mentors, and

others through student work-based learning plans.

Statesneedtostrengthenandexpandcareeradvising

systemstoincludeindustrymentorsandteachers

wholearnmoreaboutcareersrelatedtotheirsubject

matterthroughexternships.Advisingcannotbethe

responsibilityofcounselorsalonebutneedstobe

supportedbyeducators,parents,andmentorsthrough

thedevelopmentofwork-basedlearningplansinwhich

studentsexplorecareergoalswithadultswhosupport

themastheyparticipateininternships,summer

jobs,communityservice,andotherwork-related

experiences.

> Develop policies that incentivize business

involvement and work-based learning.States

shouldexploretaxandotherincentivestoencourage

businessestogetinvolvedinPathwayseffortsand

provideallstudentsenrolledinacareerpathwayan

opportunitytoparticipateinwork-basedlearning,

includingjobshadowing,paidorunpaidinternships,

virtualandgroupexperiences,andpaidpart-

timeand/orsummeremployment.Studentsneed

flexibleschedulesandexpandedlearningtimeto

takeadvantageofopportunitiesoutsideofschool.

Policymakersalsomustensurethatapprenticeship

programsareeligibletoreceivestatefundsand

thatwork-basedlearningisrecognizedincollege

admissions.

CONCLUSION: EXTENDING THE PATHWAYS 29

CONCLUSION: EXTENDING THE PATHWAYSStatesintheNetworkareleadingthewaytoprovide

abroadrangeofmeaningfuleducationalandcareer

optionsforyoungpeople.Thenewpathwaysthatare

beingdevelopedandexpandedarenotone-waystreets,

butanexusofopportunitiesthatlinkschooltowork

andpostsecondarylearningandallowyoungpeople

toenterandexitdifferentinstitutionsflexiblyacross

thesectorsastheymakenewchoicestoshapetheir

futures.Thepathwayshelpyoungpeoplehoneabroad

rangeofacademic,criticalthinking,problem-solving,

andcommunicationskills.Theyhelpyoungpeopletest

themselves,buildaworkidentity,andlearntoteamwith

othersinamultigenerationalworkplaceoutsideofschool.

TheNetwork’seffortsareexpandingrapidlytonewstates

overtimeandaregainingsupportasstateofficialsand

civicleaders,business,andK-12andhighereducation

leadersexplorewhatisneededintheirregions.Their

effortsrecognizetheimportanceofgivingyoungpeople

afootholdinfieldsthatrequireanassociate’sdegree

orotherpostsecondarycredentialsuchasanindustry-

specificcertificate,butwhichalsocanserveaspathways

toafour-yeardegree.

VIII. CONCLUSION


TheNetworkwillcontinuetostudywhatisworkingin

rural,urban,andsuburbancommunitiesandencourage

morecreativepublic-privatepartnershipsandcorporate

investmentinemergingoccupationalareas.Itwillalso

worktoestablishrobustpoliciesthatwillcontinueto

supporttheexpansionandsuccessofnewprograms.

ThestatesintheNetworkarefindingthefundingand

developingtheorganizationalstructurestobringthese

programstomorestudentswhocanbenefit.

TheNetworkwillcontinuetogrowassolidpublic

supportfortheseprogramsincreasesasithasoverthe

lastseveralyears.Onerecentstudyofpublicopinion—

KetteringFoundation’sDivided We Fail reportonwhat

thepublicvalueswhenitcomestoshapingthefutureof

highereducation—indicatesthatmanycollege-educated

Americansrecognizethatweneedtobetterservestudents

uponleavinghighschoolsothattheycanfindtheirway

towardmeaningfuljobsandpostsecondaryeducation

experiences.

HGSEandJFF,andthePathwaystoProsperityNetwork,

willcontinuetoprovideongoingtechnicalassistanceto

statesandcommunitiesthatwanttoexplorethisapproach

tohelpyouthandtheircommunitiesthrive.

Weencouragealltolearnfromthestatesthatarepart

oftheNetwork.Wecontinuetocallonallsectors—K-12

andpostsecondaryeducation,economicandworkforce

development,business,labor,andcivicandyouth-serving

institutions—tohelpmaketheseopportunitiesthenorm,

nottheexception,forAmerica’syoungpeople.

31

ENDNOTES1Symonds,W.C.,Schwartz,R.B.,&Ferguson,R.(2011).

Pathways to Prosperity: Meeting the Challenge of

Preparing Young Americans for the 21st Century.Boston,

MA:PathwaystoProsperityProject,HarvardGraduate

SchoolofEducation.

2Kena,G.,etal.(2014).The Condition of Education 2014.

Washington,DC:U.S.DepartmentofEducation,National

CenterforEducationStatistics,p.2.

3Sum,A.,Khatiwada,I.,&McHugh,W.(2013).The

Complete Breakdown in the High School-to-Work Transition

of Young, Non-College Enrolled High School Graduates

in the U.S.; The Need for an Immediate Policy Response.

Boston,MA:CenterforLaborMarketStudies,Northeastern

University.

4Ibid.

5Amos,J.(2012).Ittakesawholesociety:Newreport

sayshighschoolyearsshouldblendacademicandapplied

learning,providestudentswithwindowtooutsideworld.

StraightA’s,12(7).Retrievedfromhttp://all4ed.org/

articles/it-takes-a-whole-society/.

6Code.org.(2014).[ComputerScience:America’sUntapped

Opportunity].[Infographic].Retrievedfromhttp://code.

org/stats.

7Cuny,J.(2011).Transforming Computer Science Education

in High Schools.Washington,DC:IEEEComputerSociety.

Sourceis:http://nces.ed.gov/nationsreportcard/pdf/

studies/2011462.pdf.

ACKNOWLEDGEMENTS ThePathwaystoProsperityStateNetworkisgenerously

supportedbymemberstatesandthefollowingfoundations

andcompanies:

> CarnegieCorporationofNewYork

> FordFoundation

> JamesIrvineFoundation

> NoyceFoundation

> ResnickFamilyFoundation

> SAP

ThanksaswelltoCommunicationWorks,L.L.C.fortheir

workonthisreport.

FormoreinformationaboutthePathwaystoProsperity

Network,pleasevisitwww.pathwaystoprosperity.org

PHOTOGRAPHYcourtesy2008SouthTexasCollege

(cover);©2005DavidBinder(1,6,29);iStockphoto©2013

4774344sean(8),iStockphoto©2014KaliNineLLC(25),

iStockphoto©2013MachineHeadz(27)

http://all4ed.org/articles/it-takes-a-whole-society/

http://all4ed.org/articles/it-takes-a-whole-society/

http://code.org/stats

http://code.org/stats

http://nces.ed.gov/nationsreportcard/pdf/studies/2011462.pdf

http://nces.ed.gov/nationsreportcard/pdf/studies/2011462.pdf

TEL 617.728.4446 FAX 617.728.4857 [email protected]

88 Broad Street, 8th Floor, Boston, MA 02110

122 C Street, NW, Suite 650, Washington, DC 20001

WWW.JFF.ORG

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