This Career Clusters Guide targets the career pathways needed to meet educational and employment goals. This guide, designed around career clusters and related pathways, portrays a common set of knowledge and skills required for career success in each career path, and help all students identify available career options.
A 1998 study on the, then, emerging vision for improvement in the achievement of high school students was examined through the analysis of a 5-year cycle. This 5-year period yielded strong returns and illustrated the great potential for student achievement in regard to advanced-level academic and technical concepts. Students in 1998, the 5th year of the analysis, showed a 15%-20% increase in student assessments for reading, mathematics, and science compared to those taken in 1993-94.
This study provides an overall estimated effect size of dropout prevention efforts on dropout and graduation rates and to provide estimated effect sizes of research-based strategies on these two outcome variables. More than 500 model dropout prevention programs were pared down to fewer than 30, and were self-reported from local education agencies, state education agencies, and national organizations that nominated their successful lighthouse programs to be included in the prestigious and user-friendly database. Over the most recent seven years, 42 states have, on average, increased their averaged freshman graduation rates by up to 2.4% per year.
U.S. adults ages 23 to 55 were surveyed about their perception of the value of higher education, the motivators and barriers for them to return to school, and the quality of online learning. Adult students are consistently overlooked in national conversations defining quality, accessibility, and success in a higher education environment. This data intends to promote better understanding of the new majority of college-going students, their perceptions of higher education, and the obstacles they must overcome in order to pursue a degree.
This Working Group Report, composed of program experts, addresses program quality and accountability, valuations for time and money utilized in programs, equity in and access to programming, and transparency around credit transfer. These topics addressed were identified as four factors essential to strong College Credit in High School programs.
The College Payoff uses in-depth data analysis to identify, illuminate and elucidate the ways in which education and earnings interact. This analysis provides a breakdown of the rules that shape education, occupational choices, and lifetime earnings, and examines industries and occupational choices and the ways in which education shapes career outlooks and earnings.
Through collaboration of numerous experts, the National Center for Special Education Research (NCSER) has published its meeting on the promotion of research in CTE. The TWG considered the CTE experiences of students from different economic and demographic backgrounds and students with disabilities, as well as the differing needs of CTE students at the secondary and postsecondary levels. TWG assessed new and promising trends in CTE, curricula/instructional practices that are in use but not supported by research, and what we need to know to better serve students from diverse backgrounds and students with disabilities.
This evaluation reviewed long term student outcome including the impact of poverty, language, and mobility on student performance. This evaluation addresses prospective changes to three key areas–access, administration, and accountability–to improve student achievement to improve student success and academic achievement for the long term.
This survey discusses the deficiencies in the workforce and various skills that stand in the way of hiring and retention. Recognizing both the necessary technical skills for job performance and “soft skills” for interpersonal and social success, business leaders across South Carolina discuss frequent deficiencies in soft skill development that hinder hiring.
The U.S. Department of Labor’s Office of Disability Employment Policy (ODEP) commissioned a five-year research study to determine whether Individualized Learning Plans (ILPs) should be considered a promising college and career readiness practice. This report summarizes the findings, and two overarching patterns: (1) ILPs share a common set of characteristics, and (2) ILPs are increasingly understood to be the lynchpin linking the twin goals of college and career readiness.
This report assesses both the potential labor market disruptions from automation and some potential sources of new labor demand that will create jobs.
This report provided actionable recommendations addressing the needs of the Career Technical Education system, presented as the essential actions the state of New Mexico should take immediately. This report provides context for the recommendations of the SREB from the perspective of the state’s economic and labor market conditions, and offers recommendations on finding or creating synergies within the state’s workforce development system.
This case study discusses the current gap between occupational skills and skills attainment be student and the American workforce. This study seeks to address the changing job market and its impact upon education’s impact on job placement and occupational choice.
An article discussing companies’ interest in upskilling existing workers. This article discussed the business world’s efforts to lead its current employees to a more developed set of skills, and its desire to be on the frontlines of this ever-growing challenge.
This paper is designed to test these competing hypotheses by examining the impact of the early college on students’ performance in postsecondary education after they leave the early college. Specifically, we are examining the impact of the early college on students’ attainment of a postsecondary credential within four years after 12th grade and their postsecondary Grade Point Average (GPA). Answering these questions will help determine whether a combined high school-college experience could serve as a viable path for increasing students’ successful completion of postsecondary education.
Developed in response to concerns that too few students were enrolling and succeeding in postsecondary education, early college high schools are small schools that blur the line between high school and college. This article presents results from a longitudinal experimental study comparing outcomes for students accepted to an early college through a lottery process with outcomes for students who were not accepted through the lottery and enrolled in high school elsewhere. Results show that treatment students attained signiﬁcantly more college credits while in high school, and graduated from high school, enrolled in postsecondary education, and received postsecondary credentials at higher rates. Results for subgroups are included.
Dual enrollment programs allow high school students to take college courses and earn college credits while still attending high school. Such programs, also referred to as dual credit or early college programs, are designed to boost college access and degree attainment, especially for students typically underrepresented in higher education. Dual enrollment programs support college credit accumulation and degree attainment via at least three mechanisms. First, allowing high school students to experience college-level courses helps them prepare for the social and academic requirements of college while having the additional supports available to high school students; this may reduce the need for developmental coursework. Second, students who accumulate college credits early and consistently are more likely to attain a college degree. Third, many dual enrollment programs offer discounted or free tuition, which reduces the overall cost of college and may increase the number of low socioeconomic status students who can attend and complete college.
Career academies serve an increasingly wide range of students. This paper examines the contemporary profile of students entering career academies in a large, diverse school district and estimates causal effects of participation in one of the district’s well-regarded academies on a range of high school and college outcomes. Exploiting the lottery-based admissions process of this technology-focused academy, we find that academy enrollment increases the likelihood of high school graduation by about 8 percentage points and boosts rates of college enrollment for males but not females. Analysis of intermediate outcomes suggests that effects on attendance and industry-relevant certification at least partially mediate the overall high school graduation effect.
Guidance for school districts for the development of Early College High Schools
ECHS Best Practices
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