Key points:

• Virtual reality career training helps students focus on their future
• How 3 districts reimagined high school and the future of work
• How CTE supports college and career readiness
• For more news on career training, visit eSN’s Innovative Teaching hub

Education is a cornerstone for personal growth and economic success, but for students in juvenile detention facilities, it serves a deeper purpose, equipping students with the skills they’ll need to make positive choices and achieve their goals.

A large part of setting students up for success involves connecting them with career training and experiences that allow them to explore their skills and interests. This enables them to envision successful career paths they can work towards before and after their release.

In Connecticut, Bridgeport Public Schools and the Connecticut Department of Children and Families/Juvenile Justice Education Unit are working together to support continued student learning at the Bridgeport Juvenile Residential Center, readying students for success by connecting them to work experiences and helping them develop transferrable skills through career training.

The initiative uses Transfr VR goggles to help students access vocational training modules, which make students’ project-based learning more tangible and relevant–and can help meet the needs of an evolving job market. 

Bringing this learning to students offers a unique and individualized experience that equips students with skills and a foundational knowledge of different vocational careers. 

One of the program’s main goals is to connect students with vocational exposure and lower recidivism, aligning students with a focus on their future and the opportunities to succeed, said John Tarka , assistant superintendent in the Connecticut Department of Children & Families/Juvenile Justice Education Unit.

The Transfr goggles “really presented a very engaging learning opportunity,” he said. “The goggles provide a way for students to get very unique exposure to these vocational and work opportunities that they wouldn’t have in a regular setting.”

Students use the goggles during their project-based learning class period, where they can earn vocational credits and can choose from more than 40 career exploratory programs.

“We’re excited to have the VR goggles so our students can experience what they would not have in a community high school,” said Ca’Tisha Howard, a Bridgeport Public Schools administrator in the Bridgeport Residential Center program.

After working through the program logistics, Tarka and Howard found their priorities for students aligned in a shared vision around the vocational program: a program that helps students ultimately identify career paths and pursue those paths after their release.

Exposure to the vocational programs ensures students learn more than English, math, science, and social studies–they’ll be able to explore what they might want to do after they return to their community schools.

“They’ll get to explore if they want to be an auto mechanic,” Howard said. “If they want to assist a doctor in surgery, they’re able to participate in these experiences. We had a student who wanted to be a veterinary technician; he removed a tick from a dog’s ear. Some of the kids were interested in construction and [the goggles gave them experiences navigating] scaffolding, cranes, and steel beams.”

As students try different training modules, they can identify where they might like to pursue careers.

“Our ultimate goal is for students to choose a career pathway and follow through with it while they’re in high school,” Howard said. “Research has shown that those students who use the goggles and have this type of training tend to perform better, in some instances, than those students who were actually physically present in the vocational classroom with the equipment.”

Students training with virtual reality often feel more connected to the content, display increased confidence, and learn faster, according to recent research.

“While they’re in detention, a part of their life and freedom are put on hold,” Tarka said. “They leave the detention center with a certificate they can use to obtain a job.”

In the future, Howard and Tarka envision building partnerships with community businesses and organizations to help students find employment once they’re released, creating stronger supports to ensure student success.

“The bigger goal is to have a number of different resources, so that if I have a student being released tomorrow, we can say, ‘OK, here are the areas where you’ve performed really well with the goggles–let’s call our contacts and see about getting you a job,’” Howard said.

During an upcoming career day, students in the center, who are age 12-18 and who all have opportunities to use the Transfr goggles, will meet community partners and begin to map out a plan for what their lives might look like after release.

“Students will have opportunities to talk to these people; they can present themselves in a certain way and obtain a job, so the community doesn’t look at it like it’s jail. These kids are in a detention setting. But look at all the opportunities they have,” Howard said.

Along with Howard’s encouragement, support from classroom teachers leads students to examine their actions, what choices led them to the detention center, and how they can make better choices when they’re released.

“This is truly educational reform work in the sense that we’re not just giving students new opportunities, but we’re also changing the narrative of what people think kids in jail are doing,” Tarka said. “Everybody says people deserve a second chance, but they don’t really know what they looks like and they might not want to embrace it any more than just a conversation.”

“Our unit really works to reintegrate the students back into their home schools and home communities–we really look to support them in their re-entry into the community,” Tarka said.

Key points:

• States are investing in career-connected learning (CCL) to boost employability
• 5 ways kids will learn about careers in 2025
• How CTE supports college and career readiness
• For more news on career-connected learning, visit eSN’s Innovative Teaching hub

Abraham Maslow’s Hierarchy of Needs is a fundamental psychological theory that explains human motivation. At its base are physiological and safety needs, followed by love and belonging, esteem, and self-actualization at the peak. While this theory is universally recognized for understanding personal growth in human development, it can also be applied to an individual’s educational journey.

Had Maslow been an educator, he might have reconsidered the foundation of our education system to one that would align student aptitudes and interests to sustain the rapidly changing workforce. Consider the phrase, “If you give a man a fish, he will be hungry tomorrow. If you teach a man to fish, he will be richer forever.” It could be applied here, too. If we pair students’ strengths and aptitudes with in-demand careers through personalized learning, we are ensuring the success of our students and tomorrow’s workforce, thus realigning motivation and fulfilling the individuals Hierarchy of Needs.

States have begun investing in career-connected learning (CCL) to connect learning to career pathways as a means to boost employability and inevitably support businesses and the local economy.

Students are rarely guided toward career paths that match their aptitudes (or natural talents). But if our districts began doing so, we would likely see higher levels of employment and job satisfaction, and lower economic instability and gaps in the job market. This could ultimately impact our communities and the national economy at large.

While work is being done, there is still plenty to do as the career exposure gap grows, particularly in IT, manufacturing, finance, and more. It’s time for educational stakeholders–policy, K-12 decision makers, guidance counselors and parents alike–to rethink how we prepare young people for their futures.

The foundation: Addressing basic needs first

It has become ever so clear that every student, starting as early as junior high, should have the opportunity to take an aptitude assessment. Researchers have identified that students’ natural aptitudes solidify by age 14, forming the foundation for understanding what they’re inherently good at. If Maslow were designing today’s educational experience, this would be the starting point–helping students discover their strengths and setting the stage for growth.

Students’ ability to learn, and therefore their level of education, has always shown to have direct correlations to their physical well-being and sense of security. Often, students feel discouraged and unengaged in their coursework because it doesn’t connect to their innate strengths, making it harder to feel confident in their abilities and motivated to tap into potential future pathways for employment. 

When these foundational supports are provided, students are likely to feel ready to explore career opportunities and develop the workplace-ready skills needed in today’s economy.

Building confidence: Belonging and self-esteem in education

Students thrive when they feel a sense of belonging–both in the classroom and in the broader community. They also need to build self-esteem by experiencing achievement, recognition, and purpose. Connecting education with natural aptitudes and real-world career experiences can foster this sense of belonging and achievement.

Encouraging students to participate in internships, apprenticeships, or mentorship programs can bridge the connection between their talents and real-world job opportunities. This fosters a sense of community and a personal identity tied to their future careers and success. CCL helps students understand that they have valuable contributions to make, both in school and beyond, which often leads to students taking ownership of their educational journeys.

Path to self-actualization: Unlocking career potential

At the pinnacle of Maslow’s hierarchy is self-actualization. Students are no longer just attending school to pass tests–they are actively seeking knowledge and skills to help them achieve their dreams. Students are often more motivated when they see the relevance of their learning, especially when they understand how it connects to their future aspirations.

Tech solutions have helped districts provide personalized career assessments and work-based learning experiences for students, which empowers them to explore their career interests in-depth. When we offer students opportunities for hands-on exploration and real-world application, they find greater fulfillment in their educational experiences and a stronger desire to achieve higher learning goals.

The crisis: How the current system is failing to meet Maslow’s vision

Most high school graduates (75 percent) do not feel prepared to make college or career decisions after graduation.

Simultaneously, 40 percent of employers stated that educational institutions do not sufficiently prepare students for their future careers, and 90 percent emphasized the need for stronger partnerships between K-12 schools and postsecondary institutions.

Despite the clear benefits of linking education to career pathways, more often schools solely focus on academic success, neglecting the broader skills students need to thrive in the workforce. And CCL is frequently seen as a nice-to-have, rather than an essential piece of education. The growing career exposure gap is evidence of this disconnect.

Closing this disconnect begins with helping people understand where to invest in their skills. 

A new model: Career-connected learning as the solution

By ensuring basic needs are met, fostering belonging and esteem, and unlocking students’ potential, we equip students with the real-world skills they need to succeed. CCL benefits every student and should be seen as an essential part of education, not just a nice-to-have.

Personalized learning platforms, aptitude assessments, career identification, and skill-based learning tools provide the foundation for this transformation. But it’s the convergence among educators, employers, policymakers, and technology providers that will ultimately ensure that every student has the opportunity to realize their full potential. 

My final thoughts: Maslow would remind us that education isn’t just about filling students’ heads with knowledge–it’s about inspiring them to dream, grow, and discover their limitless opportunities. This vision offers not just hope for individual students, but economic benefits for society as a whole.

Key points:

• New graduation requirements let schools redefine what it means to be truly prepared for the future
• 5 ways kids will learn about careers in 2025
• Online learning in high school helps students explore career pathways
• For more on workforce readiness, visit eSN’s Innovative Teaching hub

Across the country, education is on the brink of significant change. As schools, districts, and policymakers grapple with the realities of a rapidly evolving workforce that requires discipline-specific knowledge, high-tech know-how, and hands-on skills, there is a growing recognition that the traditional approaches to preparing students for the real world no longer suffice. 

This shift brings uncertainty and anxiety for district leaders here in Indiana. Change can be intimidating, especially when the stakes are as high as the future success of our students. Yet, this moment also holds immense potential to redefine what it means to truly ready them for a workplace that is continually reinventing itself.

To confront the challenges future-focused schools face, we’re sharing our approach from two distinct, but complementary, perspectives. One, from the superintendent of Eastern Hancock Schools, a small, rural district in Indiana that is deeply rooted in its community and focused on creating opportunities for students through strong local partnerships. The other, from the president and CEO of Project Lead The Way (PLTW), a national nonprofit organization that provides schools with innovative, hands-on, project-based STEM curriculum designed to develop critical skills and knowledge, while preparing students for careers beyond the classroom. 

While we work in different contexts, our shared mission of preparing students and educators for an ever-changing world unites us. Together, we aim to highlight the excitement and possibility that change can bring when approached with readiness and purpose.

Redefining what it means to be ready

The jobs of tomorrow will demand far more than technical knowledge. As industries transform at warp speed, accelerated by AI, automation, and other technological advancements, many of today’s students will enter careers that don’t yet exist. 

Preparing them for this reality requires educators to focus on more than just meeting academic benchmarks or prepping for the next standardized test. It demands fostering critical thinking, collaboration, communication skills, and, perhaps most importantly, confidence–characteristics many employers say are lacking among today’s graduates.

At Eastern Hancock, this preparation begins by creating opportunities for students to connect their learning to real-world applications. The district’s robust work-based learning program allows juniors and seniors to spend part of their day in professional placements across industries, such as construction, healthcare, engineering, and education, where they receive hands-on training. These experiences not only provide exposure to potential careers but also help students develop soft skills, including teamwork and problem-solving, that are critical for success in any field.

We also know that when students have earlier access to STEM learning and concepts, they are more inclined to pursue a STEM-driven career, such as computer science and engineering. Students in PLTW programs tackle meaningful problems as capable contributors, such as designing prototypes to address environmental issues, exploring biomedical innovations, and solving arising problems like cybersecurity and information safety.

Preparation, however, is about more than providing opportunities. Many students dismiss career paths because they lack the self-assurance to see themselves thriving in those roles. Both Eastern Hancock and PLTW work to break down these barriers–helping students build self-esteem, explore new possibilities, and develop confidence in chosen fields they may have once considered out of reach.

Empowering educators to lead with confidence

While students are at the heart of these changes, educators are the driving force behind them. For many teachers, however, change can feel overwhelming, even threatening. Resistance to new approaches often stems from a fear of irrelevance or a lack of preparation. To truly transform education, it is essential to support teachers with the resources, tools, and confidence they need to thrive in evolving classrooms.

PLTW’s professional development programs equip educators with training that builds their capacity to lead transformative learning experiences. Teachers leave PLTW sessions with practical strategies, a renewed sense of purpose, and the self-assurance to inspire their students through immersive classroom experiences.

At Eastern Hancock, the promise of growth drives efforts to support educators through professional development that aligns with their goals and the district’s vision. Teachers collaborate to set meaningful objectives, fostering a culture of innovation and shared purpose. This approach ensures that educators feel prepared not only to guide students but also to grow alongside them.

Blending a local approach and national reach illustrates how schools and organizations at every level can work together to address the shared challenge of preparing and supporting educators for the future. By empowering teachers with the tools and confidence they need, both Eastern Hancock and PLTW demonstrate how readiness can ripple outward to transform entire communities.

Delivering on the promises of education

Indiana’s reimagined graduation requirements offer schools the chance to redefine what it means to be truly prepared for the future. At Eastern Hancock, we’ve seen how aligned values–like those we share with PLTW–can inspire new ways of thinking about career readiness. We’re both deeply committed to ensuring students are equipped with the skills, experiences, and confidence they need to thrive in an unpredictable world.

Change may cause anxiety, but it also creates opportunities for innovation, growth, and excitement. When educators, students, and communities embrace readiness, the future of education becomes a source of hope and possibility-for Indiana and for the nation.

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

This story about Alabama graduation requirements was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

In a corner of Huffman High School, the sounds of popping nail guns and whirring table saws fill the architecture and construction classroom.

Down the hall, culinary students chop and saute in the school’s commercial kitchen, and in another room, cosmetology students snip mannequin hair to prepare for the state’s natural hair stylist license.

Starting this fall, Alabama high school students can choose to take these classes–or any other state-approved career and technical education courses–in place of upper level math and science, such as Algebra 2 or chemistry.

Alabama state law previously required students to take at least four years each of English, math, science and social studies to graduate from high school. The state is now calling that track the “Option A” diploma. The new “Option B” workforce diploma allows students to replace two math and two science classes with a sequence of three CTE courses of their choosing. The CTE courses do not have to be related to math or science, but they do have to be in the same career cluster. Already, more than 70% of Alabama high school students take at least one CTE class, according to the state’s Office of Career and Technical Education/Workforce Development.

The workforce diploma will give students more opportunities to get the kind of skills that can lead to jobs right after high school, legislators said. But there’s a cost: Many universities, including the state’s flagship University of Alabama, require at least three math credits for admission. The workforce diploma would make it more difficult for students on that track to get into those colleges.

The law passed in 2024 alongside a spate of bills aimed at boosting the state’s labor participation rate, which at 58% as of January remained below the national rate of 63%. Simply put, Alabama wants to get more of its residents working.

The new diploma option also comes at a time when public perception of college is souring: Only 36% of U.S. adults have a lot of confidence in higher education, according to a 2024 Gallup poll. Just 43% of Alabama high schoolers who graduated in 2023 enrolled in one of the state’s public colleges the following fall.

“The world of higher education is at a crossroads,” said Amy Lloyd, executive director of the education advocacy nonprofit All4Ed and former assistant secretary for the Office of Career, Technical, and Adult Education at the U.S. Department of Education. “Americans are questioning the value of the return on their investment: Is it worth my money? Is it worth my time?”

Counselors play key role as students weigh trade-offs

One recent afternoon in Huffman High School’s architecture class, a few students in bright yellow safety vests were measuring a wall they had built. At the end of the semester, the project will culminate in a tiny home.

Lucas Giles, a senior, started taking architecture his sophomore year as a way to “be able to fix things around the home without having to call other people,” he said. The new workforce diploma option won’t apply to him since he’s graduating this year, but he said he likely would have opted for it to fit more architecture classes into his schedule–that is, until he learned it would make it harder for him to attend college and study engineering.

“I wouldn’t have the credits,” Giles realized.

Students who earn a workforce diploma and end up wanting to go to college after all can enroll in community colleges, or aim for state colleges that have less stringent admissions requirements, said Alabama education chief Eric Mackey. The key to the new diploma will be ensuring school counselors are properly advising students, he added.

“That’s where the counselor comes in and says, ‘If you want to be a nurse, then yes, you need the practical stuff at the career tech center–taking blood pressure and trauma support–but you also need to be taking biology, physiology, chemistry and all those things, too,‘” Mackey said.

Because the diploma only makes sense for a specific subset of students–those who do not plan to go to a four-year college that requires more math or science and who cannot otherwise fit CTE classes in their schedule–counselors have a huge role to play in guiding students. As of 2023, there were 405 students for every counselor in Alabama’s public schools, well over the recommended ratio of 250 to 1.

Mackey said the state added career coaches in recent years to ease the counseling workload, but in many districts there is just a single coach, who rotates among schools.

Samantha Williams, executive director of the nonprofit Birmingham Promise, fears the workforce diploma may shut off students’ options too early. Birmingham Promise helps students in Birmingham City Schools pay college tuition and connects them to internship opportunities while in high school.

“Do you really think that all of our school districts are preparing students to know what they want to do” by the time they’re in high school, Williams asked.

Williams also worries that lower-performing students might be steered to this diploma option in order to boost their schools’ rankings.

Students who opt for the workforce diploma will not have their ACT test scores included in their schools’ public reports. Legislators decided that schools should not have to report standardized test scores for students who did not have to take the requisite math and science classes.

“The concern a lot of people voiced was ‘Hey, isn’t everyone just going to place the kids who are underperforming in the workforce diploma so their ACT scores don’t bring down the whole?‘” Williams said. “There’s a strong perverse incentive for people to do that.”

Speaking to the state’s Board of Education last fall, Mackey warned the “furor of the state superintendent will come down on” anyone who tries to redirect students toward the workforce diploma because of low ACT scores.

Career and technical education courses already popular

At Headland High School in rural Henry County, Alabama, every student takes at least one CTE course, according to Principal Brent Maloy. The most popular classes, he said, are financial management and family consumer science.

“We don’t force them in–everybody registers themselves, they pick their own classes,” Maloy said. “But there’s just about a zero percent chance that a kid’s not going to have a career tech class when they graduate.”

The school has hosted information sessions for parents and students about the new diploma option ahead of next school year. In a poll of rising juniors and seniors, 20% said they would like to pursue a workforce diploma, and another 30% said they might be interested. Maloy is anticipating about 25% of students will actually opt in to the pathway.

Most graduates of Headland enroll in a two-year school after graduation anyway, Maloy said, and the workforce diploma won’t hinder that. But the high school has only one counselor for its 450 students, and making sure students fully understand this diploma pathway–and its limitations–is likely to add pressure and extra responsibilities on counselors with heavy workloads.

“There’s so much pressure on our secondary counselors already just to make sure that all of the boxes are checked before graduation. It’s going to put an extra box for them to check,” Maloy said.

Ultimately, state businesses and industries want this change, said Mackey, who started his career as a middle and high school science teacher.

“They were saying, ‘We really need students with skills over, say, calculus,‘” Mackey said. “That doesn’t mean some students don’t need calculus–we want to still offer those higher math courses and higher science courses.”

But, reflecting on his own experience as a high school science teacher, “I can tell you that every student doesn’t need high school chemistry,” Mackey said.

Career pathways don’t always align with industry demands

The chamber of commerce in Mobile, Alabama, is one group that advocated for the workforce diploma. Career tech classes are a good way for students to better learn what they want to do before graduating high school, and they are also an avenue for students to get skills in high-wage industries prevalent in Alabama, said Kellie Snodgrass, vice president of workforce development at the Mobile Chamber.

Less than half of high school graduates in the region end up enrolling in college after graduation, Snodgrass said, and only 20% of high-wage jobs in Mobile require a college degree. A large chunk of jobs in the state, and in Mobile in particular, are in manufacturing.

“It’s terrible when a student goes away to college and comes back and can’t find a job, when we have thousands of open jobs here,” Snodgrass said.

In an emailed statement, Trevor Sutton, the vice president of economic development at the Birmingham Business Alliance, said the diploma option was a “win for the state of Alabama” that would allow students a chance to learn both “hard and soft skills like communication and time management.”

At least 11 states have embraced policies that give students flexibility to use career tech courses for core academic credits, according to a review from the Education Commission of the States.

Like Alabama, Indiana also made changes to its diploma requirements in 2024. After more than a year of public debate, the state created three graduation pathways that are meant to lead to college admissions, the workforce, or enlistment in the military. Those changes will be effective for students in the Class of 2029, or current eighth graders.

Having industry buy-in on career tech programs is important, said Lloyd with All4Ed, because most students will need either an industry or postsecondary credential to land a job with a comfortable wage.

“The reality is a high school diploma is not enough in today’s labor market to have a guaranteed ticket to the middle class,” Lloyd said.

The problem, Lloyd said, is most K-12 industry credentials have little use to employers. Only 18% of CTE credentials earned by K-12 students in the U.S. were in demand by employers, according to a 2020 report from the Burning Glass Institute.

The key in Alabama will be ensuring students are going into career pathways that line up with job demand, Snodgrass said. Out of the more than 33,000 CTE credentials Alabama high school students earned in 2023, only 2% were in manufacturing, which is one of the state’s highest need areas.

Still, attitudes toward high school CTE courses–once largely thought of as classes for students who struggled academically–have improved significantly over the years. And many schools offer CTE programs like aerospace, robotics, or conservation that could help students get into high-demand undergraduate programs at universities.

“We’re increasingly blurring the lines between what has been historically siloed in people’s minds in terms of career education versus academic education,” Lloyd said. “Those are very often one and the same.”

This story about Alabama high school requirements was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

Chalkbeat is a nonprofit news site covering educational change in public schools.

For more news on CTE and career readiness, visit eSN’s Innovative Teaching hub.

Key points:

• The workforce is evolving–students must demonstrate AI literacy for success
• A new era for teachers as AI disrupts instruction
• 5 ways kids will learn about careers in 2025
• For more news on AI competency, visit eSN’s Digital Learning hub

AI skills are evolving from a “nice to have” to a necessity for students who hope to enter the workforce as competitive prospective employees.

The Digital Education Council, which focuses on education and innovation through collaboration between higher-ed institutions and the workforce, has outlined an AI Literacy framework that takes a human-centered approach to AI literacy.

The framework prioritizes the importance of human skills, including as critical thinking, creativity, and emotional intelligence, and offers higher-ed institutions structured guidance around creating AI literacy approaches that will equip individuals with key foundational AI competencies and industry-specific applications.

While the framework is targeted to higher education, K-12 students are developing AI skills and will need competencies as they enter higher education or the workforce.

The Digital Education Council defines AI literacy as “the essential knowledge and skills needed to understand, interact with, and critically assess AI technologies. AI literacy includes the ability to use AI tools effectively and ethically, evaluate their output, ensure humans are at the core of AI, and adapt to the evolving AI landscape in both personal and professional settings.”

Organized around five dimensions of AI literacy, each dimension features three competency levels to define and characterize mastery.

Dimension 1: Understanding AI and data; how does AI work?

• Competency level 1: AI data and awareness
• Competency level 2: AI and data in action
• Competency level 3: AI and data optimization

Dimension 2: Critical thinking and judgment

• Competency level 1: Question AI output
• Competency level 2: Evaluate AI output
• Competency level 3: Challenge AI output

Dimension 3: Ethical and responsible use

• Competency level 1: Understand risks
• Competency level 2: Apply responsible practices
• Competency level 3: Shape responsible practices

Dimension 4: Human centricity, emotional intelligence, and creativity

• Competency level 1: Awareness of human-AI interaction
• Competency level 2: AI as a collaborative tool
• Competency level 3: Develop human-centered AI practices

Dimension 5: Domain expertise

• Competency level 1: Applied AI awareness
• Competency level 2: AI application in professional contexts
• Competency level 3: Strategic AI leadership

Key points:

• Every student will have a career someday, but no two paths are the same
• How CTE supports college and career readiness
• 5 ways kids will learn about careers in 2025
• For more news on career paths, visit eSN’s Innovative Teaching hub

A few weeks ago, I had the opportunity to judge a middle school competition for a
Career and Technical Student Organization (CTSO). While I used to be deeply involved in CTSOs as an advisor and teacher, stepping into an administrator role has allowed me to continue engaging with students in a new way–judging events and witnessing their enthusiasm firsthand.

This year, I judged the middle school career research event, which allows students to explore careers of interest by completing a career interest survey, researching a field, and presenting key details such as education requirements, job outlook, salary, and what a typical workday looks like.

The range of careers students presented was impressive and included jobs like
animators, hospice nurses, and lawyers. However, the most popular job by far was
being a doctor. Not just general practitioners–these middle schoolers aimed high and discussed specialties like cardiology, neurosurgery, psychiatry, plastic surgery, and anesthesiology.

While their ambition is inspiring, it raises important questions for educators, such as:

• What are alternative careers in a student’s field of interest?
• Is this career path truly the right fit for the student?
• What problems are students interested in solving?
• What are the student’s strengths, and how do they translate into a career?

Starting career exploration early

Elementary school: Building awareness

During my judging experience a few weeks ago, I met students who said they knew their career path since they were eight or nine. Not because they deeply researched it but because they were exposed to a job or career early in life. One student wanted to be a pediatric therapist because their sibling received those services. Another wanted to be a hospice nurse because her mother worked in hospice care.

In elementary school, highlighting a variety of careers to younger students is key.
Educators can introduce students to more careers by:

• Inviting guest speakers from different professions to the classroom
• Organizing field trips to businesses or organizations so students can see firsthand what a typical day looks like
• Developing community engagement opportunities where students can meet
  professionals in different fields

The goal is to make career exploration fun, help students break away from what they know or are familiar with, and allow them to recognize their skills and interests while keeping their options open.

Middle school: Expanding exploration

As students progress to middle school, career exploration should become more
structured. Educators can help by encouraging students to:

• Take career interest inventory assessments to align careers with their strengths and interests
• Research career clusters to understand how different careers connect and what pathways exist
• Set short and long-term goals while exploring high school and postsecondary options
• Understand their learning styles, which can influence their career choices. For example, kinesthetic learners might excel in hands-on professions like carpentry or welding

Many middle school students in the competition chose medical careers. They
seemed to understand the demanding path ahead, which starts with an
undergraduate degree and ends with fellowships, totaling 12 to 14 years of school
and training. However, a common trend emerged:

• Nearly every student wanted or planned to attend Harvard or Yale University, showing that many think an Ivy League degree is the only path to success
• Meanwhile, their career interest survey results told a different story about what jobs would be a good fit. Many students had top matches in agriculture, biology, business, and sales, with “doctor” ranking much lower
• Despite this, the students ignored their top-ranked careers and chose “doctor” because of societal expectations or prestige

Instead of discouraging students, educators should broaden their perspective by:

• Giving them opportunities to gain real-world experience through volunteering, internships, and job shadowing. This can help students determine if a career is a good fit before investing years into it
• Encouraging them to embrace flexibility. Most students will shift career interests along the way. Educators should make students aware of other opportunities to help with this

High school: Preparing for the future

By high school, students should have a clearer understanding of their career path, but they should also keep their options open. High school students should be encouraged to:

• Select relevant courses, certifications, and electives
• Participate in clubs and extracurricular activities
• Pursue internships, volunteer opportunities, or part-time jobs in their field of interest
• Develop soft skills like communication, leadership, and critical thinking

While it’s great to see students aiming high, a realistic perspective is just as critical. Success is not limited to one path. If a student’s goal is to help people, they could consider careers in social work or physical therapy instead of being a doctor. Instead of a cardiologist, they could explore medical research, public health, or hospital administration.

Shift focus to inspire the future workforce

Every student will have a career someday, but no two paths are the same. By shifting the focus from “What do you want to be when you grow up?” to “What problems do you want to solve?” educators can help students connect their passions with meaningful career opportunities.

The key is to guide, not dictate. Encourage exploration, provide real-world exposure, and help students remain flexible in their ambitions.

Success isn’t just about titles or prestige, it’s about finding the right fit and a fulfilling path.

Key points:

• Students need modern models to succeed in today’s changing world
• Districts are turning to innovative models to ensure student success
• The League of Innovative Schools pilots cutting-edge models in districts
• For more news on high school innovation, visit the eSN Resource Center

If students are to graduate prepared to succeed as they pursue higher education or join the future-ready workforce, high schools must evolve–and innovative districts are ready to meet the challenge.

Forward-thinking educators in the Digital Promise League of Innovative Schools are reimagining what high school looks like, restructuring the workday, moving from grading systems to competency-based systems, and prioritizing personalized learning pathways.

Mineola High School in Long Island (NY) features a structured but flexible mix of teacher-led workshops and seminars, asynchronous independent learning, and career training. This combination ensures students have time to explore their interests and build skills that will help them find success in life.

Vermont’s Bellows Free Academy Fairfax High School ditched the traditional letter grading system and move to a system where students earn scores based on their attainment of standards-based proficiencies. The move resulted in students no longer asking what their grades are, and instead, asking what skills they’re learning and how those skills apply to the real world around them.

At Bostonia Global, a charter school in California’s Cajon Valley Union School District, students come to deeply understand their strengths and interests through the district’s World of Work, a comprehensive K-12 career development and assessment curriculum and framework. The framework ensures that every student is able to articulate who they are and what they want to contribute to the world.

For a detailed look at how these districts are reimagining high school, click here.

Key points:

• SkillsUSA competitions help students learn what employers will expect of them
• How CTE supports college and career readiness
• Online learning in high school helps students explore career pathways
• For more news on careers and CTE, visit eSN’s Innovative Teaching hub

The most effective way for students to learn career-ready skills in fields such as advanced manufacturing and robotics is by applying these skills in the context of authentic projects and real-world scenarios.

For 60 years, SkillsUSA has provided these types of hands-on learning opportunities for students in the form of regional, state, and national competitions–and participants in these contests have gained valuable career experience.

A nonprofit organization for career and technical education (CTE), SkillsUSA serves more than 413,000 middle school, high school, and college students and instructors nationwide. The organization is best known for its skills competitions that bring students together to network with industry professionals and test their abilities in more than 100 career fields.

When students take part in SkillsUSA competitions, they compete with students in the state based on technical standards created by industry leaders. They learn what’s expected of them from employers in their chosen field, and they see how well they measure up to their peers.

The winners of regional and state competitions are invited to compete in the national SkillsUSA Championships, the premier showcase of America’s most highly skilled CTE students. “It’s also one of the largest hands-on workforce development events in the world,” says SkillsUSA Senior Program Manager Tracy Whitehead.

Held each June, the SkillsUSA’s National Leadership & Skills Conference event features more than 6,500 state champions from across the United States competing head-to-head in 114 skill and leadership competitions.

“Business partners make it possible for us to achieve our mission of preparing students for career success,” Whitehead says. “Their support includes personnel, equipment, and in-kind donations that are essential to hosting these competitions.”

Intelitek is proud to have served as a SkillsUSA sponsor since 1991. As a Bronze Industry Partner, we chair two skills competitions: Robotics & Automation Technology (RAT) and Automated Manufacturing Technology (AMT). We organize the competitions for these events as part of the manufacturing cluster together with other vendors in these fields and volunteers. Along with these other sponsors, we also arrange for equipment so that all teams compete on a level playing field, run and judge the competitions, and provide prizes for the winners.

In the Robotics & Automation Technology competition, teams of two students lay out and program a robotic manufacturing production system in response to a given scenario. The project tests each team’s approach to problem solving within a simulated work environment, allowing students to display their skills in a valid, measurable format.

Each project requires students to use a variety of technical skills they would be required to demonstrate within an authentic workplace, including the use of robotics, programmable logic controllers (PLCs), sensors, and electrical systems.

The most recent RAT competition was described as follows: “This competition challenges two-person teams to demonstrate operation of a five-axis servo-robot along with a set of sensors and motorized devices to resolve a production process problem. Teams set up and demonstrate operation of a robotic workcell from a word problem. Competitors also utilize and program a Siemens LOGO PLC as part of the contest, as well as a Cognex vision camera. Competitors are required to create a flowchart and sequence of operation. Teams are also judged on efficiency, speed and teamwork.”

In the AMT competition, students manufacture a part for a fictitious company doing the CAD, CAM, and then actually milling the part on a CNC machine. The competition tests their technical skills as well as their ability to work as a team, manage their time, document their work, and deliver an accurately milled product.

A 2023 report from the Student Research Foundation shows that SkillsUSA members consistently outperform their peers not enrolled in a career and technical student organization (CTSO) in seven essential areas:

1. Earning a license or certification related to their field of study
2. Meeting potential employers
3. Being excited about their chosen career
4. Gaining work experience as a student
5. Understanding the work environment
6. Being excited about school
7. Connecting school to the real world

For instance, 79 percent of SkillsUSA participants earned an industry license or certification in their chosen field, compared with 50 percent of CTE students who did not take part in a career and technical student organization. Eighty-three percent of SkillsUSA participants said they were excited about their chosen career, compared with 66 percent of non-CTSO students. Fifty-eight percent met potential employers, compared to 37 percent of non-CTSO students.

SkillsUSA competitions give CTE students real-world exposure to in-demand career skills, applied within authentic challenges and scenarios. They connect students with practicing industry professionals and help them gain hands-on experience that empowers them to excel in their chosen field.

“The employability and leadership skills–and just the motivation and the confidence you get from involvement with SkillsUSA–is amazing,” a former SkillsUSA participant is quoted as saying on the organization’s website. “It helped me to have a feeling of worth.”

The SkillsUSA NLSC competition is one of the most inspiring events I have ever attended. Seeing the thousands of students parading through the streets of Atlanta, proudly wearing their SkillsUSA uniforms, participating in competitions and events with pride, and encouraging their peers to succeed, is truly the oxygen that makes companies like ours not only come back year after year, but also gives us the motivation to do what we do all year long for CTE education.

Key points:

• Specific goals provide a clear path to turn dreams into reality
• Connecting learning to career exploration
• Online learning in high school helps students explore career pathways
• For more news on goal setting, visit eSN’s Innovative Teaching hub

Spring is the perfect time for a reset—an opportunity to reflect on progress, adjust goals and finish the school year strong. For students, the mid-year stretch is a chance to assess their learning, refine their decision-making skills and build momentum for the opportunities ahead.

In today’s world, goal setting isn’t just about school—it’s a necessary life skill. By looking at the bigger picture, students can aim for academic achievements, ideate on their personal and professional goals, and set themselves up for a successful future.

Time Management Skills: A Foundation for Success

One of the most significant benefits of goal setting is the development of time management skills—you can’t meet your goals if you don’t have the time. Learning to manage schedules effectively helps students juggle schoolwork, extracurricular activities and a social life. Parents can play a pivotal role in this process by modeling effective time management and encouraging their children to use planners, digital tools or simple to-do lists.

For instance, parents can help students set realistic deadlines for completing school projects or studying for exams, considering the need for relaxation and the siren call of family fun. By fostering these habits early, students develop the ability to prioritize and stay organized—a crucial skill in both academic and professional settings. And by working to model those habits, grownups might find themselves less frantic as well.

Achieving School-Life Balance

By focusing on school-life balance, students are better equipped to set realistic goals and develop the resilience needed to navigate challenges. Parents can support this balance by encouraging structured routines that allow for both productivity and downtime. This ensures that students—and their families—can enjoy the journey of learning without feeling overwhelmed.

Research by Connections Academy highlights the importance of achieving school-life balance. According to their findings, students with a strong school/life balance are more likely to prioritize their wellbeing through activities like taking breaks, drinking water and getting enough sleep. They are also less likely to struggle with their mental wellbeing and often have a clearer understanding of their future aspirations, with 76% knowing what career they want to pursue.

Leveraging Flexibility

Flexibility is a powerful tool for achieving personal and academic goals, allowing individuals to adapt their approach based on their unique needs and circumstances. Whether managing responsibilities, pursuing new opportunities, or balancing commitments, embracing flexibility helps reduce stress and improve productivity. One way this can be applied is through virtual learning, which offers students the ability to customize their schedules while staying on track academically.

Parents can support their children in setting daily or weekly goals within a virtual learning environment by ensuring time is effectively allocated for both academic growth and personal development. This adaptable approach not only fosters academic success but also empowers students to take ownership of their learning and develop self-awareness about how and when they work best—an essential skill for success in today’s self-directed, remote-working world.

Building Habits for Long-Term Success

As multiple studies and observations have shown in recent years, prioritizing well-being and mental health alongside education is essential. Along with incorporating wellness goals (such as regular exercise, mindfulness practices and sufficient sleep) students and parents need to learn to recognize when help, support or a new path is required.  Resilience, focus and a sense of self are traits that help build a fulfilling life, no matter what course someone’s career takes.

Parents can support this balance by promoting healthy routines and emphasizing the importance of downtime. Simple practices, like taking breaks between study sessions or engaging in family activities, can significantly enhance a student’s mental and emotional well-being. And creating an environment where kids feel comfortable and supported can go a long way in helping them differentiate between good and bad habits.

Aligning Goals with Future Readiness

By aligning goals with in-demand skills, students can better prepare for future career opportunities. Pearson’s US Skills Map highlights the most sought-after skills in today’s job market, including critical thinking, adaptability and digital literacy. Pearson’s Connections Academy integrates this approach into its curriculum, including using the Pathful college and career readiness tool, empowering students to connect their academic achievements with real-world applications.

But no matter the educational environment, setting clear goals helps students channel their energy in the right direction. Specific goals provide a clear path, and actionable steps turn dreams into reality, bringing a sense of accomplishment and keeping students motivated as they track their progress. Celebrating small victories builds confidence and resilience, preparing them to face future challenges with a positive mindset. Well-defined goals keep students focused and organized, ensuring they make meaningful progress toward their educational and career objectives. Spring is the perfect time to reflect on those achievements and make any necessary adjustments to finish the school year strong.

As the season changes, parents and educators can help students embrace the opportunity to set thoughtful, impactful goals. By fostering time management, leveraging virtual learning opportunities and promoting a balanced approach to well-being, students can cultivate the skills needed for success in school and beyond. The journey from classroom to career is clearer than ever with resources like career assessments, graduation tracking tools, Pathful, Pearson’s US Skills Map and the support of innovative platforms like Connections Academy.

This season, let’s empower students to reflect, refine their goals, and take meaningful steps toward their aspirations for a strong finish this school year and a bright future ahead.

This post on CTE and career readiness originally appeared on iCEV’s blog, and is republished here with permission.

For students to be truly prepared for their futures, they need academic knowledge, technical expertise, and workforce skills that translate directly into the workplace. As a career and technical education (CTE) instructor, I see firsthand how career-focused education provides students with the tools to transition smoothly from high school to college and careers.

According to ACTE’s College and Career Readiness report, students who complete CTE programs are more likely to meet these readiness benchmarks. A strong curriculum integrates industry certifications, technical skills development, and career pathways that align with workforce demands.

The role of CTE in workforce readiness

A well-rounded career and technical education curriculum focuses on workforce readiness and prepares students for high-demand careers. Employers seek candidates who not only have technical knowledge, but also have problem-solving skills, adaptability, and communication skills.

I’ve seen firsthand how CTE benefits students by offering dual enrollment programs, work-based learning, and industry partnerships. In my surgical technology program, students don’t just learn from textbooks; they gain hands-on experience through lab work, real-world simulations, and industry-recognized certifications for high school students that prepare them for healthcare careers.

For example, when we cover anatomy and physiology, we don’t just look at diagrams—we work with real organs sourced from a local butcher. This experiential learning helps students grasp medical concepts in ways that traditional education cannot. 

CTE curriculum and certification programs 

Comprehensive CTE programs ensure students gain industry-relevant knowledge. In surgical technology, mastering workforce skills such as sterile techniques, infection control, and medical equipment handling is crucial. I use iCEV as both a formative and summative assessment tool, which reinforces student learning with interactive modules, quizzes, career exploration, and workforce skills taught in career and technical education.

I’ve had students who struggled at the beginning of the course, needing multiple quiz attempts, but after working through the career-focused education curriculum, they built confidence and improved their performance significantly.

Industry partnerships strengthening career-focused learning

One of the strengths of career-focused education is its connection to industry partnerships. In my program, we ensure students gain practical, real-world experience through work-based learning. We don’t rely on gamification; instead, students work with manikins that contain realistic organs, use real medical instruments, and perform hands-on lab activities that mirror healthcare settings.

I’ve had students who entered my program unsure of their career path but, through hands-on exposure, became passionate about healthcare. One student became a teaching assistant, reinforcing her own knowledge while mentoring younger students—an experience that helped her gain admission to UC’s pre-med program.

Soft skills development for college and career readiness

Technical knowledge alone isn’t enough—employability skills such as teamwork, leadership, and critical thinking are essential in healthcare. With experiential learning, my students develop these skills through lab-based problem-solving and patient care simulations.

I’ve seen their confidence grow as they apply their knowledge, moving from struggling on assessments to excelling in lab check-offs. These hands-on experiences make them competitive in both college and careers.

How CTE programs prepare students for college and careers

Many CTE programs offer dual enrollment programs, allowing students to earn college credits while still in high school. This early exposure reduces the financial burden of education and strengthens students’ transition into postsecondary institutions.

In my classroom, career preparation goes beyond certification—it’s about preparing students for real medical environments. Industry-recognized certifications validate their skills, giving them a competitive edge in the job market.

Final thoughts

Career and technical education isn’t just about learning skills—it’s about shaping futures. My goal as an educator is to ensure my students graduate with the technical expertise, employability skills, and workforce readiness needed to thrive in college and careers.

By focusing on how technical education helps students succeed in the workforce, we empower them to confidently take the next step in their professional journeys.

For more on CTE and career readiness, visit eSN’s Innovative Teaching hub.

Key points:

• Choose a college that offers strong programs, career support, and opportunities
• Online learning in high school helps students explore career pathways
• Students need clarity on their postsecondary pathways
• For more news on college readiness, visit eSN’s Innovative Teaching hub

Choosing a college is one of the biggest decisions a student will make, shaping not only the next four years but also their career path and personal growth. With College Decision Day approaching, students are bombarded with information–rankings, brochures, campus tours, and advice from every direction. But beyond the glossy marketing materials and statistics, what truly makes a college the right fit?

The key is knowing what to ask. Every student has different needs, priorities, and goals, and finding the right school requires looking beyond name recognition. These 10 questions can help prospective students make an informed decision and choose a college where they will thrive academically, socially, and financially.

1. Does this college offer the right programs for my career goals?

A school’s overall reputation matters, but what’s more important is whether it has strong programs in your field of interest. If you have a specific major in mind, research the faculty, curriculum, and available resources. Beyond academics, consider whether the institution provides career support through career services–does it help students secure internships, research positions, or study abroad opportunities relevant to your field? Look at where graduates of your intended major end up–are they in roles you aspire to? A college that invests in academic excellence and career readiness can set you up for long-term success.

2. What will this actually cost me, and what financial aid options exist?

College costs go beyond tuition–housing, meal plans, textbooks, and personal expenses add up. Compare financial aid packages and consider the long-term impact of student loans. Ask about merit- and need-based scholarships, grants, and on-campus jobs like work-study, student assistant, and leadership positions to help subsidize the overall cost without finding a job off-campus. Most colleges offer hundreds of specialized scholarships; don’t hesitate to ask a financial aid counselor to see what you may qualify for. Additionally, research the average student debt upon graduation and how well the college supports students in securing jobs that justify the investment. Most schools publish their loan default rate, and that can be a good indicator of post-grad outcomes. A school with a high price tag isn’t necessarily a bad choice if it offers substantial financial aid and career support, but hidden costs can make some options less appealing than they initially seem.

3. What is campus life like, and will I feel comfortable here?

Beyond academics, a sense of belonging is essential to a fulfilling college experience. Some students thrive in large, bustling universities, while others prefer small, close-knit communities. Consider whether you’d feel more at home in an urban setting with access to internships and city life or a quieter suburban or rural campus. Social opportunities also shape your experience–do clubs, organizations, and leadership roles align with your interests? Will you find students you connect with, as well as those who challenge your perspective and encourage meaningful dialogue? A school’s culture isn’t found in rankings, so talking to students and visiting a campus can help you determine if it’s the right fit.

4. What support services are available?

Resource offices help students while they adjust to life at college. Academic advising and tutoring can become a regular part of a student’s life, while mental health and well-being resources provide assistance and support. Communities of care comprise multicultural centers, LGBTQ+ resources, and first-generation student-centered programs. And while some colleges have limited housing, forcing upper-class students off-campus, many require students to reside on campus, sometimes until their third year. With groups like the Association for College and University Housing Officers-International highlighting the importance of residential life in student engagement and retention, research indicates that on-campus housing fosters student persistence. For students who require accommodations, accessibility services are also essential. A college has a better chance of establishing a helpful and productive learning environment if it invests in its students’ well-being.

5. What is the average class size, and how accessible are professors?

Some students prefer the energy of large lecture halls, while others thrive in small, discussion-based classes. It’s worth investigating the student-to-faculty ratio and whether professors are actively engaged in teaching or if most instruction is left to teaching assistants. Do professors hold regular office hours, and are they approachable? Personalized attention can make a significant difference in academic success, so consider whether a school’s class sizes and faculty engagement align with your learning style.

6. What are the graduation and job placement rates?

A college degree is a major investment, and it’s important to understand the return on that investment. Check the school’s four-year graduation rate–many students end up paying for extra semesters because required courses are full or academic advising isn’t strong. Just as crucially, research job placement rates and career services. Does the school actively help students find internships and full-time jobs? Are there strong employer connections and alumni networks? A college that supports students beyond graduation is one that takes its commitment to student success seriously.

7. What opportunities exist for study abroad, research, or experiential learning?

Classroom learning is essential, but hands-on experiences can be just as valuable. If you’re interested in studying abroad, find out how easy it is to participate–some schools have well-established programs, while others make credit transfer difficult. Research opportunities are also key, especially if you’re considering graduate school or a research-heavy career. Some colleges offer accelerated 4+1 programs, allowing students to earn a master’s degree with just one additional year of study, saving time and money. Does the college offer co-op programs, service-learning, or other practical experiences?

8. What do current students and recent graduates say about their experience?

While official college materials highlight the best aspects of a school, talking to current students and alumni can provide a more honest perspective. What do students love about the school? What are the most common complaints? If they could choose again, would they still pick this college? Online forums, social media groups, and campus visits can help you get unfiltered opinions about daily life at a particular school. If possible, try to connect with students in your intended major to see if the academic experience aligns with your expectations.

Ultimately, there’s no one-size-fits-all answer when it comes to choosing the right college. The most prestigious school isn’t necessarily the best fit, and a smaller or lesser-known college may offer exactly what you need. The key is to ask the right questions to ask during a college visit, consider all the factors in choosing a college, and trust your instincts.

As College Decision Day approaches, take your time, gather as much information as possible, and remember that this choice is about more than just academics–it’s about finding a place where you’ll grow, succeed, and feel at home.

Key points:

• Students can’t aspire to work in a career field they don’t know about
• Empowering students to earn college credit from high school classrooms
• How to choose the right digital courses for your students
• For more on career readiness, visit eSN’s Innovative Teaching hub

Helping students choose a career pathway that’s personally rewarding for them is one of the most important functions of a secondary education. High schools can fulfill this goal by giving students opportunities to explore a wide range of career options in the courses they provide.

Programs and courses that help students learn about potential career pathways are important for many reasons. First, they make education more relevant and meaningful for students by connecting the skills and concepts learned in class with jobs in the real world. They also expose students to possibilities they might not have considered and open up a world of opportunities.

Students can’t aspire to work in a career field they’re unfamiliar with. When asked what they’d like to be when they grow up, most students are familiar with careers like doctors, teachers, firefighters, or professional athletes, but what about careers as an accountant, animal behavioral scientist, entrepreneur, or cybersecurity specialist?

When students are planning for their future, their goals and desires are limited by the careers they’ve been exposed to before–jobs they’ve learned about from their own experiences or from what they’ve seen in the media. But many exciting and rewarding careers aren’t featured in the news or on streaming video, and students from lower-income neighborhoods in particular might not see as many well-paying career options as those from more affluent families.

Taking career-related courses in high school doesn’t just broaden students’ horizons. It also helps them narrow their choices. It allows students to “test drive” various career options through hands-on learning to see which types of jobs they might like–and which they don’t like. Both of these insights can be incredibly valuable.

For example, suppose a student who likes animals thinks she might like to become a veterinarian. In taking a course in veterinary science, however, she discovers that this profession isn’t a good match for her after all. If she’d waited until college to make this discovery, she might have wasted valuable time and money pursuing a career pathway that wasn’t a good fit for her. By exploring career options while still in high school, she can “try before she buys” and make better choices for possible future study.

How online learning can help

The more career pathways that students can explore in high school, the greater the likelihood they’ll find an option that appeals to them. However, many high schools–especially those in small or rural communities–can’t afford to offer a broad range of career-related courses.

Hiring and retaining instructors who are qualified to teach career-related courses can also be challenging for schools and districts of all sizes. According to an analysis from the Brookings Foundation, high school administrators report having difficulty filling teaching positions in career-related subjects 57 percent of the time, compared to only 39 percent for job openings in traditional academic subjects.

Online learning can help expose students to a much richer array of career options than schools can provide by themselves. By partnering with a supplemental online learning provider, schools can offer a wide range of courses that give high school students hands-on experience in a broad spectrum of career fields.

For instance, VHS Learning has been an accredited nonprofit provider of supplemental online courses for high school students since 1996. Students who enroll in VHS Learning courses through their local high school have access to more than 250 courses across a wide range of industries and professions, including computer science, architecture, biotechnology, fashion design, forensic science, meteorology, and much more. VHS Learning courses expand a school’s local program of studies, allowing them to provide more educational options for their students.

All VHS Learning courses are taught by certified high school teachers, and students engage with their peers from around the world, while learning subjects not always available to them locally. Students who enroll in VHS Learning courses receive practical, hands-on experience in career fields by completing authentic, real-world tasks and projects.

Connecting students with careers they’re passionate about should be every high school administrator’s mission. High-quality, hands-on instruction from an experienced, high-quality supplemental online learning provider allows high schools to broaden the options available to their students, so students can find careers that truly engage and inspire them.

Key points:

• Students have an affordable, accessible pathway to higher education
• 5 ways kids will learn about careers in 2025
• Students need clarity on their postsecondary pathways
• For more news on college readiness, visit eSN’s Innovative Teaching hub

As an educator, I’m continuously searching for ways to give my students a leg up. When I discovered Modern States, a philanthropic organization offering free online courses that give any student the chance to learn college-level content, I knew it could be transformative for my students.

There are lots of different ways that high school students earn college credit, but one of the most powerful is also one of the least known. I first learned of the College Level Examination Program, a set of standardized assessments created and administered by the College Board since the 1960s, when I was in college myself. CLEPs assess college-level knowledge and passing scores on the exams are accepted as credit at more than 2,900 colleges and universities. I took two CLEP exams, and the credits I earned saved me time and money as I worked toward my degree.

Today, working in both a state and a school committed to helping students earn college credit before graduation, I saw a world of opportunity in Modern States, which debuted in 2017. The organization created a library of 32 online courses, taught by college professors and designed specifically to prepare learners for CLEP exams. Learners can take classes and then use the CLEP exams to demonstrate their learning and ultimately receive credit. Here’s how I’ve incorporated its courses into my classroom, along with some tips for educators looking to expand opportunities for their students:

Start small and map it out

When I first learned about Modern States, I was excited but also overwhelmed. My fellow teachers can attest to how much we all have on our plates, so adding new material is daunting. It took me wading in and really examining how the course modules aligned with my own Social Studies curriculum to figure out how to incorporate it best. After immersing myself, I easily developed a plan that brought together the Modern States course material with each of my classes. This allowed me to seamlessly integrate preparation for the U.S. History I CLEP exam into my existing classes, instead of treating it as a separate task.

I also make Modern States (and taking the CLEP test) optional for my students–but I do give extra credit for passing the exam. I take grades on module completion, but I exempt students who choose not to participate.

My advice? Start with one subject, connect the Modern States content to your teaching goals and your student’s learning goals, and then expand once you all can see the value.

Build buy-in through stories and expectations

When we first discuss Modern States and CLEP, I hear from many of my students that they don’t understand what the exams are or why they should take them. I share my own story: How I discovered CLEP in college and wished I’d known about it sooner. Framing it as an opportunity to save time and money helps students see the value.

Encourage confidence through preparation

I set high expectations in my classroom, creating a culture where students rise to the challenge. Passion and belief in their potential go a long way. One of the most rewarding aspects of using Modern States is seeing students grow in confidence.

Make CLEP testing available at your school

When I first took this on and it was time for my students to sit for their exams, they had to travel to local CLEP testing centers. While that sounds simple, it creates one more opportunity for students to opt-out, be late, or miss their opportunity. After we realized the value of CLEP and Modern States, I worked with my assistant principal on opening a CLEP test center at our school to make it simple and familiar for students to test. It was surprisingly easy to set up and now students can take their exams during the school day without having to arrange transportation to a test center.

This accessibility removes significant barriers and it’s one of the reasons so many of my students are succeeding. If your school isn’t a CLEP testing center yet, I encourage you to explore the process. It’s simpler than you might think and can make a world of difference.

I couldn’t be prouder about what my students are achieving. At the end of last semester, 100 percent of my students who took the U.S. History I CLEP passed, and 92 percent passed U.S. History II–that’s 30 of my students earning college credit for free. To date, nearly 700,000 learners have taken Modern States courses, with 150,000 CLEP exams attempted for an estimated tuition and fee savings of nearly $200 million. Knowing my students are part of these remarkable achievements makes their success even more meaningful.

Modern States has been an essential tool in my classroom. It’s given students an affordable, accessible pathway to higher education. By opening doors to college credits while still in high school, students gain a powerful head start on their journey to higher education and future success.

Key points:

• CTE positions students to develop critical postsecondary skills
• Connecting learning to career exploration
• Real-life work experiences: The unseen curriculum for high school success
• For more news on CTE, visit eSN’s Innovative Teaching hub

What do today’s students need to know before they jump into the workforce? While the future is theirs to create, today’s career and technical education (CTE) providers are adapting to meet the moment and giving students access to opportunities to develop the skills they need to succeed.

As we head into 2025, here are five trends we can expect to see more of in the year ahead.

1. A larger focus on AI-training. Maybe this is a given. But, according to Dr. J.J. Ayers, who wrote for the Association for Career and Technical Education, not only are more teachers adopting AI in CTE programs, but there’s likely to be a heavier focus on helping students navigate these tools. Practical exercises using AI (NAF’s latest KnoPro challenge is a great example of what this could look like) or an emphasis on Future Ready Skills, such as problem solving, communication, and social awareness, that help students understand how to use AI more efficiently and the limits of language learning models will be an important anchor to prepare students for their futures.

2. CTE is growing in popularity, with an increase in digital and virtual tools. More students are showing interest in CTE programs at their schools, especially as demand for skilled workers grows across the U.S. They help to make the classroom experience more relevant, engaging, and aligned with the needs of both students–who will become our nation’s future workforce leaders–and the evolving job market, as well as preparing students who plan to go on to college. Hands-on learning will still be key, but CTE providers now have many more options for expanding access to opportunity through online learning platforms. KnoPro, a free digital tool for students 13+, provides them with the ability to participate in authentic business projects with mentorship from industry professionals and chances to win prize money.

3. Working to amplify the full continuum of work-based learning opportunities. High school is the time that the next generation of talent is making crucial decisions about their futures, making it all the more essential for them to become familiar with the world of work before landing on their choices. All students should have opportunities to explore a variety of college and career pathways and have access to the full continuum of experiences (job shadows, worksite tours, apprenticeships, internships, etc.). These experiences set them up to not only make informed career choices, but also help them build their social capital and gain economic mobility. Our outcomes-driven approach to work-based learning (ODWBL) focuses on 3 specific outcomes for students to achieve by the end of high school and helps to equip them with the aspirations, skills, and connections necessary to navigate their professional journeys and be successful in a variety of pathways.

4. More employers are considering skills-based training programs. CTE programs are likely to refocus on the development of technical AND Future Ready (or durable) Skills that employers deem necessary, as more are considering the merits of skills-based hiring. Higher education will still be necessary for many jobs, but we’re likely to see employers become more critical of whether a bachelor’s degree makes sense for a particular position –  especially with skills-based hiring being on the rise. To illustrate this point, see this recent Netflix documentary.

5. States and the federal government want more CTE programs. In recent years, states like Indiana, Idaho, and Illinois have signaled interest in making these programs more available, whether that be through legislation or calls for increased funding. Even the Senate, with a bipartisan bill, hopes to fund programs through state grants. We can only expect more and more states to join in.   

Key points:

• The cost barriers of actually attending college remain stacked far too high
• Students want more career-connected learning
• Students need clarity on their postsecondary pathways
• For more on college readiness, visit eSN’s Innovative Teaching hub

The Free Application for Federal Student Aid (FAFSA) has long been the starting line for millions of students on the path to higher education. For decades, it’s also been a grueling maze of financial forms and red tape. This year’s more streamlined version aimed to fix that, and early signs suggest it’s helping. But even the FAFSA at its best can’t fix what’s truly broken about pursuing and paying for college.  

Soaring tuition prices have forced students to carry $1.77 trillion in student loan debt–more than the market cap of Meta. Yet the crisis in higher education isn’t just about the cost of college; it’s about the return on investment. Too many students end up drowning in debt for degrees that don’t deliver. To change this reality, we must stop asking “How can students pay for college?” and start asking “How can college pay off for students?”

What FAFSA improvements can and can’t do

The new FAFSA is like adding a step stool under a shelf that’s still impossibly out of reach. Simplifying the application process is a win, making it easier for students and families to access aid. But the cost barriers of actually attending college remain stacked far too high: rising tuition costs, sky-high housing and childcare costs, opaque fees and expenses, and missed earnings while learning. Many college students end up in debt, ultimately putting them behind instead of ahead.

The problem starts early. Colleges and universities control how costs and aid packages are shared, and many make it difficult–some intentionally–to understand or compare information. Worse, they rely on outdated communication methods like email that don’t fit younger generations’ habits, meaning students may miss important messages and deadlines. 

Without transparent information or financial coaching, students face two bad options: Opt out of options that seem too costly–losing potential earnings or career paths–or take on burdensome student loans and spend decades trying to pay them off. Either way, they lose.

Emergency aid could be a lifeline

For many students, even a minor emergency can derail their education. The car they rely on breaks down. Rent goes up. An unexpected medical bill wipes out their savings. 

Financial aid packages don’t cover living costs, forcing students–especially those from under-resourced communities and families–to make hard decisions about paying for housing, childcare, food, and other basic needs. Nearly one-quarter of undergraduates report experiencing food insecurity. Four million undergraduates are raising children who may need childcare. 

The scope of this is simply alarming: Forty million people in the U.S. have some college credit but no degree. Helping students most at risk of dropping or stopping out requires better support systems.

Emergency aid programs can offer relief and, according to WGU Labs research, measurably increase graduation rates. But too many are bogged down by cumbersome applications, strict qualifying criteria, and lengthy evaluation periods. Emergencies are hard to predict, and when students realize they need help, aid from emergency funds may come too late. 

States like Minnesota are leading the way with smarter models. Their state-run emergency aid program provides grants to institutions to assist students with housing, food, and transportation expenses that could otherwise prevent them from finishing the academic term.

Employers must step up

For students with financial obligations beyond tuition, the trade-off between the benefits of college and the opportunity cost of forgoing income might not appear worth it. Employers can help address this challenge. 

Creating a stronger learn-work-learn cycle in which employers or other programs cover all or part of the cost of education fosters a shared-risk model. Expanding employer-funded education benefits is a start, especially when changes cover certificates and other short-form courses. State-funded upskilling programs, like those in Massachusetts and California, also open the door, particularly to small and mid-sized businesses.

In workforce development programs, employers share the risks–and the benefits. Workers get the skills they need to prepare for better-paying jobs, while employers retain valuable employees and get a skilled workforce to fill critical gaps.

Confusing repayment system penalizes borrowers

Navigating student loan repayment options can be more confusing than taking out the loan in the first place. Only about 28 percent of borrowers know about all their repayment options, causing many to pay more than is necessary. Multiple messy rollouts of the Biden Administration’s loan forgiveness programs and confusing updates to the FAFSA application have done little to help students understand their options.

Borrowers already face big consequences for taking on debt, and confusing repayment systems further hamper them. In a national survey, WGU Labs found that student loan debt has been linked to delaying financial and personal milestones like buying a home or car, building savings and other financial assets, moving out of their parents’ house, marriage, and additional education. Furthermore, survey responses showed that borrowers who are Black, LatinX, and women, as well as those without a bachelor’s degree, struggle most to repay their student loans.

A system in need of bold change

This year’s FAFSA overhaul is progress. It’s a step stool toward a more accessible and student-friendly financial aid system. But it’s just that: a step.

The bigger problems like opaque pricing, insufficient aid, and the disconnect between education and the workforce remain far from solved. Today’s college students and families deserve and want better: clearer costs, greater accountability from colleges, and more support to graduate without a mountain of debt. Achieving that will take systemic shifts to share information in plain language, streamline applications and aid distribution, strengthen ties between educational institutions and employers, and create effective repayment and forgiveness programs. 

As higher education enrollment continues to decline, the need for bold action grows. If we fail to act, millions of students and families will be the ones who continue to carry the cost.

Key points:

• Students need better guidance on post-graduation options
• Real-life work experiences: The unseen curriculum for high school success
• Rethinking STEM to shape the future workforce
• For more news on career readiness, visit eSN’s Innovative Teaching hub

When it comes to figuring out what to do after high school, too many of today’s young people are anxious, uninformed, and unprepared.

Here are some rising trends that educators, counselors, and parents can use to help students explore careers. In doing so, they will be equipped to make informed, confident decisions to achieve their postsecondary education and career goals. 

1. Starting early. Young people need to start exploring career possibilities, based on their strengths and interests, starting in middle school–and they’re beginning to. We’re also seeing more students being encouraged to tap into their passions. Rather than steering them in the one direction we think they need to go, more adults are seeing the wisdom in helping kids connect their passions with tangible jobs that make sense for them.  

2. Edtech is on the rise. Edtech will continue to advance and grow. More dollars are being invested in it, partly for the equity and access it brings to all students, regardless of their school or circumstances. We’ll see more and more high-quality digital resources, co-created with and for youth, most of which they can access anytime, for free, on their phones or other mobile devices. This means more young people will have access to personalized edtech tools to get the information and experiences they need to prepare for future success. These activities range from mock job interviews, AI-powered career coaching, career mentorships, and even virtual internships. 

3. High school internships will become more prevalent. There is no substitute for real world learning starting in high school. In my book, Crisis-Proofing Today’s Learners: Reimagining Career Education to Prepare Kids for Tomorrow’s World, I discuss the three “ships” (internships, apprenticeships, and mentorships). There will be a growing demand for opportunities that let students “test and try” careers, gain hands-on experience, build social capital, receive guidance from caring adults, and develop the skills they’ll need for the workforce of tomorrow. Research shows that employers benefit from offering high school internships and want to do so, while many students think they won’t be able to get one. We’ll see that gap starting to close in 2025. 

4. College isn’t the only path to success, and non-degree pathways are on the rise. College has long been our country’s default, but it is not the only path to success. Research commissioned by American Student Assistance (ASA) and Jobs for the Future (JFF), conducted by Morning Consult, shows that the vast majority of young people who had chosen to pursue a non-degree pathway (90 percent) said they are satisfied with their choice. The top reasons selected include the opportunity to participate in hands-on learning (44 percent) and the ability to complete such programs faster than they could earn a college degree (41 percent). Fortunately, we’re seeing more people embrace other choices like trades. As long-standing stigmas surrounding trades continue to be lifted, more young people will recognize that they are excellent choices for lucrative and satisfying careers. Further, with the rapid growth of non-degree credentials available today and little information on which pathways lead to meaningful, high-quality jobs and careers, we’ll see a trend toward providing equitable access to the information, including free digital resources created with input from young people, that they need to navigate a path to success after high school. 

5. Durable skills are here to stay. Even though technology has become embedded in today’s workplace, soft skills are critical to succeed, and young people need to practice using them. Employers also value these “durable skills”–a set of professional capabilities like teamwork, problem solving, critical thinking, and flexibility–that are essential in almost every job. In fact, a study by America Succeeds found that 70 percent of the most requested skills in nearly 82 million job postings are durable skills. These are the skills employers are looking for on resumes.                 

As the job market continues to evolve, these trends will help more young people find the postsecondary education and career pathway that’s right for them.  

Key points:

• CTE programs play a pivotal role in students’ postsecondary success
• UO professor equips Oregon students with virtual career counselor
• Real-life work experiences: The unseen curriculum for high school success
• For more news on career readiness, visit eSN’s Innovative Teaching hub

Career and technical education (CTE) is a crucial piece of worldwide economic success, particularly with talent shortfalls forecasted in numerous industries–but CTE leaders still face challenges in creating successful CTE programs that prepare students for career-ready fields.

A new report from iCEV, The World Needs CTE: Why Career & Technical Education Holds the Key to Our Economic Future, is intended for state elected officials, state departments of education, administrators, CTE leaders, and educators, details trends in global and domestic job growth, workforce projections across major industries, and how CTE programs can set students on a path to great jobs.

District educators said recruiting industry professionals to teach is their biggest challenge when it comes to CTE programs, followed by finding program funding, PD for CTE educators, tracking state accountability requirements, and implementing industry certifications in the CTE program.

Seventy percent of CTE educators reported industry experience prior to teaching, while 30 percent reported having no industry experience before teaching.

CTE teachers were the most likely of all grades 9-12 public school instructors to be newer to the profession, with 10 percent having less than three years of teaching experience. In addition, 29 percent had three to nine years of experience, 36 percent had 10 to 20 years of experience, and 25 percent had more than 20 years of experience.

About 38 percent of public CTE instructors entered teaching through an alternative certification program–a much higher rate than overall instructors (19.4 percent), Before going into teaching, 65.5 percent of public CTE teachers worked in the private sector.

The report identifies three actional steps to create and sustain successful CTE programs that prepare students for career-ready futures.

A1. Invest in CTE teaching excellence

Create streamlined, funded pathways for industry professionals to enter teaching

Develop professional development systems that keep educators current with industry trends

Provide comprehensive, ready-to-use curriculum resources aligned with standards

Establish mentorship programs connecting experienced and new teachers

A2. Prepare career-ready students

Adopt engaging, career-focused curriculum that connects learning to real-world applications

Create clear pathways with industry-recognized certifications

Integrate essential workplace skills into technical training

Provide hands-on and digital learning experiences

A3. Power industry growth through CTE

Prioritize high-growth industry needs with targeted curriculum

Provide industry-recognized certification preparation and testing

Create a media relations campaign, including social media, to raise awareness

Implement real-world scenario-based learning resources

Develop industry partnership programs for both funding & internships

Key points

• What students learn must change alongside new technologies and career demands
• Early STEM career awareness drives future success for students
• Real-life work experiences: The unseen curriculum for high school success
• For more news on career exploration, visit eSN’s Innovative Teaching hub

According to the Post Graduation Readiness Report by YouScience, 83 percent of students cannot connect the skills from school to future employment. Similarly, recent research shows that while 88 percent of district leaders, teachers, parents, and students rate life skills as very important, only 57 percent of students believe their schools adequately teach the life skills needed for future success. Together, these insights highlight an urgent need to connect classroom learning to future careers by 2025.

Straddling the classroom and business sector, edtech companies are uniquely positioned to help students connect their education to potential careers beyond the classroom in new and engaging ways. Here are three examples:

1.  Digital platforms that expand students’ career horizons

New digital platforms like Career Connect have the power to expand students’ career horizons, no matter where they are. Through Career Connect, professionals from a wide range of industries virtually visit classrooms, sharing not only their unique career path, but also how the lessons students learn today can transform into real-world applications.

These interactions make life beyond graduation tangible and inspire curiosity, making classroom lessons timelier and more relevant. Digital tools like these also give corporate partners meaningful ways to engage with the next generation of talent, creating a win-win scenario for education and industry.

2. Expanded industry partnerships

Collaboration between schools and industry leaders has already begun to take root, but by 2025, these efforts will reach new heights. Industry coalitions, technology companies, and local businesses are increasingly recognizing the shared benefits of deeper alignment with schools. We can expect programs connecting students to internships, mentor relationships, and experiential learning opportunities to grow significantly in the coming year.

Verizon Innovative Learning Schools is a good example of this approach. The program brings together schools and districts with Verizon, edtech organizations, and the nonprofit Digital Promise to get internet-connected devices and high-quality learning resources into the hands of students, enhancing how teachers use technology in the classroom. Over the last decade, Verizon Innovative Learning has transformed the learning experience for more than 3 million students by providing schools and districts with the tools they need to thrive in the digital world and bridge the digital divide.

Another powerful example is the STEM Careers Coalition, an alliance of industries and nonprofit organizations collaborating to create equitable access to free STEM content and career connections. With partners like COX, United Airlines, Nucor, LyondellBasell, and many others, the Coalition helps students develop the skills and knowledge needed to succeed in college and a career through high-quality classroom resources, career exploration tools, after school activities, digital content, and more. Since 2019, the STEM Careers Coalition has reached over 10.7 million students ahead of the 2025 goal. This includes 2.97 million in the 2023-2024 school year alone, 65% of which are from Title I schools.

3. Experiential learning redefined

Coding boot camps and community-based apprenticeship programs are redefining experiential learning by promoting hands-on lessons that help students build practical, transferable skills. Going beyond traditional career days or field trips, experiential programs now emphasize sustained engagement. For example, For the Win Robotics helps schools and educators incorporate drones and drone technology into lessons for project-based and hands-on learning that is both educational and fun.

Plus, many schools are already creating programs to connect with local businesses, with some states mandating these activities, as well as federal initiatives like the Invest in America Act. Examples include technology academies and makerspaces embedded within schools that enable students to take on real-world challenges like designing apps for local businesses or solving environmental issues through STEM solutions.

These programs not only develop competency, but also build confidence and agency among students, showing them that their skills can have an immediate impact.

Collaboration for careers
One central truth underpins all these innovations: No single entity can close the career-readiness gap alone. Success depends on collaborative efforts between schools, edtech companies, and businesses to align resources, expertise, and vision.

Schools need the support of forward-thinking organizations that prioritize both equity and user-friendliness in their solutions. Meanwhile, businesses must view their role in education not only as a philanthropic endeavor, but also as an investment in their future workforce. Together, these parties can co-create programs that weave career exploration into the fabric of everyday learning. Such an approach ensures that career readiness is not an isolated activity, but an integral part of the K-12 experience.

Career readiness is not just a buzzword–it’s a critical measure of our education system’s relevance in an increasingly complex world. By thoughtfully implementing innovative tools, fostering meaningful partnerships, and prioritizing collaboration, we can help every student envision–and realize–a future where their skills and ambitions align. As new technologies emerge and career demands evolve, what students are taught in school must change alongside them. By centering the resources and curriculum around career readiness, educators can spark students’ curiosity about their futures. Fundamentally, we are seeing a continued emphasis from stakeholders in and around education on the importance of classroom connections to careers. Going forward, I predict a stronger push to empower students with the tools and resources they need to transform school lessons into future career opportunities.

Key points:

• Fostering interest in teaching at the high school level is important to creating a pipeline of future teachers
• Students want more career-connected learning
• Real-life work experiences: The unseen curriculum for high school success
• For more news on career readiness, visit eSN’s Innovative Teaching hub

As teacher shortages continue to challenge K-12 education, it’s essential for school and district administrators to create pathways for high school students to experience the teaching profession. This will allow them to better understand if it’s a career they would like to pursue. By inspiring the next generation of educators, we can build up this honorable profession to ensure all students are receiving the attention and support they need to thrive.

To help, here are six ways school leaders can encourage students to consider careers in teaching, which will benefit K-12 education in the long term.

1. Develop career and technical education pathways

Offer a career and technical education (CTE) program of study–a progression of industry-focused classes that create accessible pathways for students to gain the skills needed for college and career success–that introduces students to the teaching industry. At FlexPoint, we have a Principles of Teaching program of study that provides high school students with the technical and soft skills needed to become a professional educator. At the end of the program of study, which includes three courses, students can earn a certification by taking the Professional Teaching Exam.

Each course offers field experience, allowing students to explore teaching through guided observations and real-life scenarios. This enables students to fully understand whether this is the profession for them.

2. Provide hands-on work experiences

Partner with CTE Student Organization like Future Educators of America (FEA). These organizations provide students with hands-on demonstrations and work experiences, including:

• Project-based learning: FEA club members can plan events where they create and implement lesson plans, showing them how students learn best.
• Competitive and networking events: Students can participate in competitions at the local, state, and national levels, where they can gain feedback from education professionals and build connections with peers.
• Community service: Students can engage in service-learning projects that emphasize the social impact of teaching, highlighting how educators can positively shape communities.

My tip: Provide students with a space to showcase their projects, allowing them to reflect on their efforts while helping them connect with school leaders and families.

3. Hire teachers who love to teach

Great teachers often inspire future educators. When recruiting, seek those who can inspire a deep understanding of their subject and have a high level of emotional intelligence. These qualities foster strong student-teacher relationships and showcase teaching as a fulfilling and impactful profession.

4. Create peer tutoring programs

Adding peer tutoring programs to your school or district allows middle and high school students to assist younger learners while building virtual skills like active listening and providing feedback. This hands-on experience can inspire students to see teaching as a meaningful career choice. Here are additional elements you should consider when creating peer tutoring programs:

• Structured training: Provide training to student tutors so they know how to communicate effectively, give constructive feedback, and ways to engage with younger students.
• Supportive oversight: Arrange for teachers to guide peer tutors, helping them with session planning and addressing challenges as they arise.
• Flexible delivery: Offer both in-person and virtual options to make tutoring more accessible for students across various learning formats.

My tip: Have student tutors reflect on their experience through journals or meetings with educators, helping them assess their interest in the professional and strengthen key skills.

5. Celebrate teachers year-round

Consistently recognize the hard work of your teachers. Simple acts of appreciation remind students of the value and impact of the teaching profession. Here are some ways school leaders can continue to recognize their incredible teachers:

• Weekly spotlights: Feature a teacher each week during school announcements, emails, or on your social media channels, highlighting their successes and contributions.
• Community and student acknowledgement: Work with your students and parents to learn how teachers have positively influenced their lives and then ask them if you can share those stories in weekly communications.
• Engagement in local media: Partner with local media to share teacher achievements, reinforcing the value of educators in the wider community.

My tip: Encourage students to write thank-you notes to their teachers, giving them a chance to reflect on the positive influences in their lives and see firsthand the rewards of teaching.

6. Collaborate with higher education institutions

Partnering with local colleges and universities can expand student exposure to the teaching field. Host events with education faculty or create mentorship programs to show students a clear path toward teaching careers. Initiatives could include:

• College-facilitated workshops: Invite college professors or education majors to present about their experiences, introducing students to college-level coursework and the realities of a teaching career.
• Mentorship programs: Match high school students with college education majors or recent graduates, giving students one-on-one time with individuals currently navigating a teaching career.
• Field trips and job shadowing: Organize visits to local colleges’ education departments, where students can sit in on classes or shadow colleague students in classrooms.

My tip: Work with colleges to offer dual enrollment credits for teaching-related courses to help students get a head start on an education degree.

By fostering an environment where students can explore, experience, and appreciate the teaching profession, administrators can inspire the next generation of educators and help combat the teacher shortage.

Key points:

• Earlier discussions about careers make core content classwork more relevant
• Early STEM career awareness drives future success for students
• Real-life work experiences: The unseen curriculum for high school success
• For more news on career readiness, visit eSN’s Innovative Teaching hub

Oregon middle-schoolers can now get a head start on picking a career path, thanks to a new tool powered by artificial intelligence and developed by a University of Oregon journalism professor.

Ed Madison, a media professor and researcher at the UO’s School of Journalism and Communication, created Sassy, an online career coach that’s been officially adopted by the state of Oregon. Sassy–short for Sasquatch, the mythical creature thought to roam Northwest forests–joins the collection of other AI technologies developed by the Journalistic Learning Initiative, a nonprofit organization co-founded by Madison that’s committed to empowering students and teachers with educational programs and resources.

“AI is allowing us to do things like democratize tutoring so that families who can’t afford to hire a private tutor or counselor have access to this individualized coaching,” said Madison, executive director of the initiative.

The group has a selection of AI guides for writing and story development, including one named Murrow that launched in 2023 and has provided feedback to 60,000 users in news journalism, Madison said. Sassy is the organization’s first career-connecting tool, providing students guidance on brainstorming career and trade pathways; writing emails, cover letters and resumes; and preparing for interviews.

Sassy was developed in partnership with the Oregon Department of Education, Southern Oregon Education Service District and the Massachusetts Institute of Technology’s Play Labs in response to a need for learners to begin career exploration earlier. Research from around the country has shown that earlier discussions about careers make core content classwork more relevant, help students better plan for their future, increase school attendance, and enhance students’ emotional and mental well-being, according to Beth Molenkamp, the coordinator of the state’s Career Connected Learning program.

“We really wanted to have students in Oregon see the wide variety of careers available to them, the remarkable post-secondary training opportunities that exist, and to support them in finding careers that fit their aptitudes and interests here in our state,” Molenkamp said in an emailed statement. “We want them to see that Oregon is a great place for them to stay, learn and work. Sassy uses employment data to ensure that students are aware of the most in-demand careers as well.”

The developers said Sassy is trained on a range of career-readiness documents and resources generated by the state Department of Education. It stays up to date via real-time industry and institution reports on Oregon’s job market and educational opportunities. And it doesn’t require or ask for personal data and has guardrails built in to provide age-appropriate content.

Sassy isn’t meant to replace human advisers, Molenkamp said. Instead, she hopes students will use the chatbot to start conversations about career planning that they continue in person with important adults in their life.

“Our intention is to provide guidance counselors with some relief, as we know the ratio of students to counselors is very high,” Madison said. “So if a student can do some preliminary work with Sassy, print it out and come into the guidance session with that in hand, it’s going to make the session that much more valuable.”

Zach Knapp, a teacher in career and technical education at Vale Middle School in Eastern Oregon, and his students were some of the first to try Sassy earlier this year. He said he saw how the platform provided a safe, conversational space for his students to comfortably ask any questions about future careers.

With the guardrails in place directing Sassy to avoid and discourage conversations on sensitive or personal matters, Knapp said that as a teacher he felt secure in offering access to the technology.

“This tool gives them an opportunity to ask questions they’re maybe afraid to ask me or their parents, and it’s intelligent enough to give them smart responses and solid advice, which I think is the most amazing thing about it,” Knapp said.

Knapp plans to integrate Sassy into his future curriculum to help middle school students get a jump-start on career planning. High school is where kids get some of their first chances to think about and make decisions regarding their educational career, he said, “and I want to try to help them understand that those choices can have a very real and significant impact on what’s coming next after high school.”

“I want folks to know it is entirely possible for kids this age to have serious conversations and thoughts about what their future might be,” Knapp said. “With a tool like Sassy, alongside other resources from the state, we can have an impact on helping every single student go through their public education with a sense of why this is what they need, as opposed to just going through the process to graduate.”

Madison said the development team is looking to make Sassy more accessible and useful to students and communities of varying socioeconomic status. They also plan to expand and localize similar AI career coaches to different states.

“I’m thankful that we reside in a state that’s forward-thinking,” Madison said. “There’s a bit of a frontier spirit in Oregon that I love and attracted me to wanting to live here. We’re open to discovery, and I think that’s the essence of the UO and of the state. That’s why we can proudly say we’re leading the nation in the adoption of this kind of technology.”

This story originally appeared on the University of Oregon site and is reposted with permission.

Key points:

• College is competitive, but students shouldn’t panic about AP classes
• After COVID, high school GPA isn’t a sure predictor of first-year college GPA
• Students need clarity on their postsecondary pathways
• For more news on college readiness, visit eSN’s Innovative Teaching hub

It is no secret that college admissions have only become more and more competitive over the last 50 years. The number of students applying to college has increased, while the number of spots at colleges and universities in the United States has remained relatively constant. For Ivy League schools, acceptance rates are usually under 10 percent, with many accepting fewer than 5 percent of the students who apply. Acceptance rates at other top-tier colleges can be equally low.

The competitive nature of college admissions can leave students in a panic, desperate to prove their academic excellence. Admissions officers and experts get asked all the time how students can stand out, including whether AP classes matter for their chances. Many students worry about the lack of AP courses offered at their school. Fortunately for these students, there are other ways to prove academic excellence. This does not mean that AP classes are irrelevant–far from it–but they’re not all that matter. Teachers and guidance counselors can play a pivotal role in helping students showcase their academic potential regardless of what’s offered in a particular school.

How important are AP classes for college admission?

AP courses are a time-tested way to prove academic rigor, making them an integral part of many students’ college admissions strategy–their importance for college admissions, however, comes down to what a school offers.

Because AP classes use a standardized test to assess how well students have learned and can apply the concepts taught in these courses, they are generally well accepted by colleges and universities both as a measure of academic achievement and for college credit. This makes them a good choice for high achieving students, particularly those looking to go to an elite university. That does not mean, however, that they are necessary.

AP classes matter the most when a school offers them. Universities, but especially elite ones, evaluate students based on how well they challenged themselves academically in their school and compared to their peers. This means that if a school offers AP courses, students should absolutely take them–especially those most relevant to their intended major. Not doing so implies that a student is not up for academic challenge and makes their application weaker in comparison to others from their school. But if a school does not offer AP courses, students can show academic excellence in other ways without hurting their admissions chances.

6 ways students can showcase excellence if their school doesn’t offer AP classes

If a high school does not offer AP courses, or offers very few that are hard to get into, there are several effective strategies a student can use to demonstrate academic rigor and challenge themselves. Here’s what a student in this situation can do:

1. Enroll in dual enrollment or college-level courses

Many community colleges and universities offer dual enrollment programs that allow high school students to take college-level classes. These courses are often viewed as equivalent to AP in terms of rigor and can show colleges that a student is taking the initiative to pursue advanced coursework.

2. Take online AP or advanced courses

Numerous accredited online programs provide AP courses that students can take independently. Platforms like EdX, Coursera, or school-affiliated online programs often offer college-level coursework in various subjects. AP courses from the College Board’s approved providers, like Apex Learning or Florida Virtual School, are good options because they are recognized by colleges.

3. Self-study for AP exams

A motivated student can self-study for AP exams using prep books, online resources, or AP exam prep courses and still take the AP exams at a local testing center. Scoring well on AP exams (even without an official AP course) will show admissions committees that the student has mastered college-level content independently.

4. Pursue honors or IB courses (if available)

If the school offers honors or International Baccalaureate (IB) courses, these can also provide academic rigor and preparation for college-level work. IB courses, in particular, are highly regarded by colleges and provide a rigorous academic foundation.

5. Engage in rigorous independent study or research

Demonstrating commitment to a subject through independent research or study can be powerful. For instance, if a student is interested in biology, they could conduct local research or complete a capstone project. Such independent projects can demonstrate initiative and depth of interest, especially if the student presents their findings in local events, publications, or competitions.

6. Communicate context to colleges

In applications, students should clearly explain their school’s offerings and how they’ve maximized available opportunities. Many application platforms allow for an explanation of academic limitations, and guidance counselors can also mention the lack of AP offerings in their recommendation letters.

Motivated students have options when it comes to showcasing their ability to challenge themselves academically and prove college readiness. Teachers and guidance counselors looking to help students, particularly those targeting elite universities, can direct students to these strategies, which admissions officers recognize as strong indicators of readiness and resilience.

Key points:

• Lack of awareness is the primary reason students don’t pursue STEM careers
• Rethinking STEM to shape the future workforce
• 3 keys to success when introducing robotics to young learners
• For more news on STEM careers, visit eSN’s STEM & STEAM hub

With career interests and aspirations forming as early as age 10, the middle grades are the ideal time to start making connections between students’ academic work and their future career paths. By introducing students to STEM careers and sparking interest in essential industries like manufacturing, programming, and engineering, state leaders and district administrators are inspiring students to explore and learn about critical industries while paving the way for the workforce of tomorrow.

According to the U.S. Bureau of Labor and Statistics, occupations in are expected to grow 10.4 percent by 2033, compared with 4 percent for all occupations. Additionally, the median annual wage for STEM occupations in 2023 was $101,650, in comparison to non-STEM occupations at $46,680. In order to fill the need for these high-wage, in-demand jobs, early STEM intervention and career awareness for students in the middle grades are necessary.

Furthermore, students want to be exposed to emerging technologies and career possibilities. In the May 2022 report Question the Quo, by the ECMC Group, a majority (63 percent) of teens said they wished they received more information about the variety of postsecondary opportunities available. By providing this academic relevance through career-connected learning, students are less likely to drop out and more likely to engage in their academic journey.

In learning many concepts, students often ask, “When am I going to need this in real life?” According to the Association for Career and Technical Education (ACTE), students who engage in career exploration are more likely to understand the relevance of their coursework. Career-connected learning helps students understand how academics connect to real-world careers which can improve academic motivation.

Research shows that a lack of awareness is the primary reason students don’t pursue STEM careers. In a recent survey, 42 percent of adults said they would have considered a STEM career if they had better understood the opportunities available. Research conducted by Battelle on students (grades 5-9) using a mission-based career exploration learning platform revealed that 84 percent of students were more likely to want a job involving designing or construction​, there was a 56 percent increase in students interested in taking advanced math courses in high school, and 59 percent said they were more likely to pursue a career in STEM.

Early STEM intervention provides many benefits beyond broadening career options as well. It supports critical skills development, such as fostering critical thinking, problem-solving, creativity, and adaptability. These transferable employability skills are increasingly a competitive advantage for students. “[Those] who develop and increase their human, or ‘soft,’ skills could see their income grow twice as fast due to the rising need for capabilities such as customer service, digital literacy, and time management,” according to a 2019 study.

Research by Education Strategy Group, commissioned by American Student Assistance, refers to the latest reauthorization of the Perkins Career and Technical Education Act (Perkins V), which allows middle school programs as early as fifth grade to receive federal funding for career exploration. “States have a strong start in this relatively new space, but without a unified state vision and commitment, a prioritization of students’ need for more relevant, diverse, and hands-on experiences in a continuum throughout K-12, and sustained financial support and local capacity building, they risk making career exploration a series of paper-pencil activities that miss the opportunity to help shape students’ path to a fulfilling career that pays a living wage.”

The benefits of early STEM and career awareness are far-reaching. By providing students in the middle grades with engaging, career-connected learning opportunities, we can spark their interest in emerging technologies and in-demand, high-wage careers.

Key points:

• Real-life work experiences set the foundation for professional and personal success
• Students want more career-connected learning
• 3 online resources to encourage student career planning
• For more on career readiness, visit eSN’s Innovative Teaching hub

In the bustling halls of high schools across America, students race between classes, their backpacks heavy with textbooks and their minds laden with academic expectations. Yet, a vital component of education remains overlooked.

Education often lags behind in today’s rapidly evolving world, where technological advancements and shifting job markets are the norm. While classrooms focus on theoretical knowledge, they may fail to prepare students for the real-life challenges they will inevitably face. One in six employers is hesitant to hire young adults due to their lack of a strong work ethic and practical job skills, even as they struggle to fill critical labor gaps.

Work-based learning partnerships are not just an add-on to the high school experience; they’re a transformative element that can lead to remarkable success. At Eastern Hancock Schools in Indiana, we’ve successfully engaged with local businesses to build robust, hands-on career and technical education (CTE) programs, as well as develop entrepreneurial and business development curricula. 

What we’ve discovered from feedback provided by both students and employers is that when youth engage in real-world work experiences, they emerge with higher self-esteem, a greater sense of responsibility, and newfound independence, all of which set the foundation for professional and personal success.

Building self-esteem 

Feeling needed and valued at work provides students with an immediate ego boost, according to psychologist Barbara Greenberg; in one study, 70 percent of parents reported a positive difference in their child’s self-esteem and confidence once they entered the workforce.

Consider the case of Sarah, an EHS student who spent part of her school day working at an advanced manufacturing organization. Sarah entered the internship as a quiet, unsure high school student but left as a confident young adult ready to tackle any challenge. Through her hands-on experience, she learned job skills, developed a strong work ethic, and thrived in a teamwork setting–each success she achieved and every challenge she overcame ignited her self-esteem. By the time Sarah graduated, she was not just college-ready; she was life-ready.

Real-life work experiences provide students like Sarah with tangible accomplishments. They see the direct impact of their efforts, which is profoundly empowering. It’s one thing to score well on a test; it’s another to see a project you worked on come to fruition and make a real impact. This kind of validation is irreplaceable and builds a robust sense of self-worth that classroom grades alone cannot provide.

Cultivating responsibility

Another EHS student, Marcus, worked part-time at a local utility and communications company. Balancing school work with a job taught Marcus invaluable lessons in time management, responsibility, and accountability. He learned what it meant to be relied upon by his employer and colleagues. He saw the consequences of tardiness, punctuality’s value, and dependability’s importance.

These lessons in responsibility transcend the workplace. They shape character and instill a work ethic that benefits students in all areas of life. Marcus’s teachers noticed his improved focus and discipline, which are directly attributable to his work experience. By the time he graduated, Marcus was not just a student with good grades but a reliable young man ready to meet the demands of adulthood.

Fostering independence

Real-world work experiences also foster independence. When students like Emily, who worked as a receptionist in the central office at Eastern Hancock, take on jobs, they earn their own money and make their own financial decisions. They learn the value of a dollar and the satisfaction of earning their way. 

Emily’s experience taught her financial literacy, budget management, and the confidence that comes from financial independence. She learned to make choices about saving, spending, and managing her resources–lessons that set her apart from peers who had yet to encounter these real-world responsibilities. 

At Eastern Hancock, we take a personalized approach to work-based learning. Each junior and senior meets individually with the principal and superintendent to discuss their future goals. Our work-based learning coordinator then helps make those dreams a reality by connecting students to local employers, guiding them through the application and interview process, and providing ongoing support. By working closely with employers to understand their needs, we match student aspirations with community opportunities–like two puzzle pieces coming together. This comprehensive support helps students thrive both in school and beyond.

The forward-looking solution: Integrating work experience into education

Imagine a future where high school students graduate with a diploma and a resume filled with meaningful work experiences. These students will be better prepared for college and careers, equipped with self-esteem, responsibility, and independence from real-world achievements. They will enter the workforce not as novices but as seasoned individuals who understand the dynamics of professional environments.

This vision requires a collective effort from educators, parents, and the community to become a reality. Schools must prioritize partnerships with local businesses, create flexible schedules that allow for work-study opportunities, and provide guidance on balancing academics with work. Parents should encourage their children to seek work experiences and support them in these endeavors. Communities should rally around their youth, offering opportunities and mentoring to ensure their success.

Real-life work experiences are not just beneficial but essential. By embracing and promoting these opportunities, we can equip our young people with the skills they need to thrive in an ever-changing world. Let’s bridge the gap between education and employment and pave the way for the next generation of successful, well-rounded adults.

Key points:

• Students need adaptable, lifelong learning pathways
• Students want more career-connected learning
• Students need clarity on their postsecondary pathways
• For more on college and career readiness, visit eSN’s Innovative Teaching hub

Partnerships between academia and industry are an essential part of a successful school-to-career pipeline, and continuous lifelong learning opportunities must be available for workers, according to a new report from Instructure, maker of Canvas LMS.

The Lifelong Learning Report: Trends & Insights from K-12 to Career is a comprehensive study analyzing the evolving landscape of education and the role technology plays in shaping the future of learning. The report provides a detailed look at the trends transforming K-12, higher education, and professional learning, with a focus on how the learning management system (LMS), generative AI, and new technologies are impacting educational practices across all learning stages.

The report surveyed over 1,000 educators and administrators from both public and private sector organizations, revealing the growing impact of technology on the learning process. Key findings highlight the widespread use of learning management systems to enhance teaching and learning, as educators and learners increasingly rely on digital tools to personalize, engage, and optimize their experiences. From K-12 classrooms to corporate training programs, LMS technology has become an operating system for modern education, driving improvements in teaching strategies and learner outcomes.

Additionally, the report highlights key challenges in education, including data privacy and security concerns, the need for better training on emerging technologies, and the importance of connecting academic knowledge to practical skills. It also examines the growing role of generative AI in education, emphasizing its potential to transform learning through personalized instruction and enhanced efficiency. However, it raises ethical concerns about user dependency and the urgent need for clear policies and educator training to ensure responsible implementation.

Key findings from the report:

• LMS usage is nearly universal: 91 percent of K-12 teachers, 95 percent of higher education instructors and 79 percent of professional learning respondents report using an LMS to enhance their teaching and learning experiences.
  
• Generative AI holds promise but raises concerns: While AI has significant potential to improve education through personalized learning and efficiency, with 65 percent of respondents rating generative AI as having high potential to improve teaching practices, educators are wary of ethical considerations, over-reliance and the need for clear policies and training.
  
• Industry partnerships are crucial: Schools and institutions are increasingly partnering with businesses to offer real-world experiences, ensuring learners are better prepared for the workforce.
  
• Lifelong learning is essential: The report stresses the importance of providing learners with continuous learning opportunities, whether in K-12, higher education or the critical upskilling and reskilling required throughout their careers.

“At a time when the educational landscape is undergoing rapid transformation, this report underscores the critical need for adaptable, lifelong learning pathways,” said Melissa Loble, chief academic officer at Instructure. “As technology reshapes how we learn and work, it’s more important than ever for institutions to embrace innovation, personalize learning experiences, and equip learners with the real-world skills required for the 21st-century economy.”

The report emphasizes the critical role of lifelong learning and the need for adaptability in today’s digital world. Institutions must prioritize flexible learning pathways, personalized experiences, and ongoing skill development to support learners from K-12 through their careers. By embracing technology and fostering collaboration, education can be a powerful engine for future success.

This press release originally appeared online.

Key points:

• Students should view AP exams and standardized testing as a chance for growth, not a mandate for perfection
• Students want more career-connected learning
• Test: The four-letter word that works with GPA for college admissions
• For more on college and career readiness, visit eSN’s Innovative Teaching hub

The significance and rigor of AP exams are once again in the spotlight with the release of the latest test scores. Discussions about the new scoring methodology and the streamlining of content continue to place value on a single test score, and forget the primary reason students should take AP and other standardized tests: to get them future-ready in an environment that fosters growth and aligns with college and career experiences and expectations.  

A 2021 College Board analysis found that simply completing AP classes and taking the exams made students more likely to enroll in college and excel in introductory courses. That holds true for students scoring a 5 on the test as well as a 1 or 2. There are, of course, financial drivers for students who score well. Strong AP exam scores allow students to earn college credits and potentially skip introductory university courses. High scores across the SAT, ACT, and AP exams can also enhance scholarship applications. In either case, students can save–or earn–more money to help pay for college. 

Though these quantifiable benefits are important, the impact of AP exams stretches far beyond college credits and scholarship money. They provide students with an enhanced skill set in critical thinking, time management, strong writing and communication, and problem-solving as a direct result of a learning environment that promotes productive struggle. 

Optional advanced coursework that allows for learning through productive struggle seems to be the first to go when districts grapple with budget cuts, widespread school closures, increased teacher attrition, and larger class sizes. As a former principal, I often saw students inclined to drop AP classes when they didn’t perform with the same success they found with other coursework–a mindset reinforced by parents and teachers who didn’t want to push their students past their comfort zones. This potentially sets them up for low performance, as well as a compounded sense of struggle at more critical times in life, such as when preparing for a career in nursing, accounting, or many others that require standardized testing. 

I’m not suggesting we let our students fail in their AP classes. There is a threshold. However, we must provide the resources and encouragement to help them surpass their limits and understand that the learning journey is more significant than the final score. This requires parents and teachers to push students beyond their limits and guide them on how to navigate challenges in their coursework. School districts should provide teachers and students with supplemental resources to support the instruction that they receive and what is expected of them. All teachers, even those new to AP, can effectively teach complex subjects with the help of high-quality instructional resources, enabling them to better engage with their students and help them master the material.  

After-school programming and nonprofits also play a crucial role in providing essential resources that may not be available in schools. Many providers collaborate with local organizations to offer academic support for students preparing for standardized tests. All of these efforts, plus the encouragement to persevere through AP courses, are vital to the success of today’s students. 

Research shows that standardized tests directly correlate to college success. I have found that students who learn how to effectively prepare for rigorous exams derive the most benefits from the studying process. SAT, ACT, and AP exams are not IQ tests with concrete results. Students can improve their scores and work to optimize learning over prioritizing memorization. They must embrace the challenges of exam preparation out of a stronger drive to see improvement, rather than perfection. 

The SAT, ACT, and AP exams are a staple in the college admissions process, despite a past movement for universities to shift to a test-blind process. Our classrooms set the standard for the future workforce, so emphasizing rigor through advanced placement courses and challenging exams will help students develop grit and not be afraid to struggle to grow–ultimately benefiting society. 

Key points:

• Industry 5.0 features synergy between human ingenuity and machine precision
• A surefire way to make science relevant to kids
• The exposure gap is blocking students’ ability to envision future careers
• For more on the future of STEM, visit eSN’s STEM & STEAM hub

The global workforce is transforming, propelled by the dawn of the Fifth Industrial Revolution–commonly referred to as Industry 5.0. Unlike previous revolutions that focused solely on technological advancement, Industry 5.0 strongly emphasizes collaboration between humans and machines. While AI, robotics, and drones continue to push boundaries, this era also recognizes the importance of human creativity and problem-solving in conjunction with these tools.

As we prepare the workforce of the future, it becomes clear that we must rethink our approach to STEM education. It’s no longer enough to teach technical skills in isolation. Instead, we must create learning environments that foster creativity and adaptability–key traits that will help students thrive in an increasingly complex and tech-driven world.

The imperative for Industry 5.0 readiness

The rise of AI and automation is reshaping industries, creating an urgent need for students to develop technical competencies and think innovatively about how these technologies can be applied. The future workforce must be able to work alongside machines in ways we can’t even fully anticipate yet. Anticipating this demands an education system that evolves to meet future challenges–not just by focusing on coding or data analysis but by cultivating skills that will prove invaluable in navigating new, unforeseen challenges.

Hands-on STEM learning is key to this evolution. Rather than confining students to theoretical exercises, integrating real-world technologies like drones into the classroom can provide students with the physical experiences they need to better understand the evolving job market. As these young minds engage with advanced tools, they gain the technical know-how and develop the mindset required to succeed in Industry 5.0.

Why drones? Connecting STEM to real-world applications

Drones are among the most impactful ways to bring STEM education to life. Unlike traditional teaching methods, drones allow students to interface directly with technology, transforming their learning experiences from passive to active. In classrooms incorporating drones, students can experience real-world problem-solving scenarios that transcend textbook learning.

For example, drones are already playing a crucial role in industries such as agriculture, logistics, and environmental monitoring. By bringing these applications into the classroom, students are provided the opportunity to understand these technologies and explore their potential in solving pressing challenges across industries. Students can learn about everything from engineering and physics to coding and data analysis, all while working on projects with tangible, real-world implications.

Take, for instance, schools that leverage partnerships with drone providers to deploy curricula that include practical lesson plans, like surveying local farmland and analyzing soil conditions to help improve crop yields. These projects go beyond theoretical knowledge, teaching students to apply data analytics in meaningful ways. In another example, high school students can design drones to support healthcare initiatives, like delivering medical supplies to remote areas–projects that mirror innovations currently being explored in healthcare logistics. These experiences prepare students for real-world careers and illuminate career pathways that may not have otherwise been obvious or desirable options.

Bridging the skills gap with experiential learning

Verticalized skills gaps have become a significant barrier to innovation and economic growth, as many students are graduating without the technical and critical thinking abilities demanded by today’s employers. The gap is particularly evident in data analysis, programming, advanced manufacturing, and cybersecurity–fields that are essential for navigating the complexities of the modern digital economy.

This gap continues to widen as technological advancements outpace traditional education methods. In a world increasingly driven by data, students need to learn how to collect, analyze, and interpret information to make informed decisions. Introducing project-based learning centered around data analysis–such as interpreting data sets from environmental studies or designing experiments that involve data collection–gives students hands-on experience in this critical skill area.

As work becomes increasingly global and cross-functional, students must develop the ability to communicate effectively in diverse teams. Experiential learning projects, such as team-based STEM competitions or group technology builds, teach students the importance of working together toward shared goals while honing their communication skills, mirroring the collaborative environments they will encounter in the workforce.

Incorporating creativity and human ingenuity in Industry 5.0

Technical skills are essential, but the distinguishing factor of Industry 5.0 is the synergy between human ingenuity and machine precision. Our ability to innovate and collaborate with machines to solve complex problems will mark this era. Schools should focus on fostering creativity alongside technical training, as the future workforce will be called upon to design new solutions, lead teams, and tackle challenges that have yet to emerge.

Schools can consider integrating design thinking into their curriculum, where students engage in iterative processes to ideate, prototype, and test solutions to complex problems. In a classroom setting, students could use design thinking to create smart home devices that integrate human comfort with AI precision, focusing on user-centric solutions.

Entrepreneurship courses in schools will empower students to develop tech startups where they identify a societal problem, design a technological solution, and pitch their idea to judges, peers, and even potential investors. This encourages both creativity in coming up with new ideas and collaboration with technology to make ideas a reality.

The classroom as a catalyst for the future workforce

As we move deeper into Industry 5.0, the demand for a workforce that can blend technical skills with innovative problem-solving increases. Integrating hands-on technology like drones into educational environments offers a dynamic way to address this need. It allows students to connect with STEM fields practically and inspiringly. Educators have the crucial responsibility to provide students with the necessary tools and perspectives. By incorporating creative, physical, and project-based lessons into the curriculum, we foster the innovation, adaptability, and collaboration essential for the future workforce.

Key points:

• A study offers important considerations for how colleges can best evaluate student performance
• Test: The four-letter word that works with GPA for college admissions
• What data is necessary to help students succeed?
• For more news on college readiness, visit eSN’s Innovative Teaching hub

A new study examining the effect of the COVID-19 pandemic on the predictive validity of high school grade point average (HSGPA) and ACT Composite scores has uncovered significant changes in how these metrics forecast first-year college performance.

The research, conducted by ACT, reveals that while the predictive power of high school GPA has notably decreased since 2020, ACT Composite scores have remained a reliable indicator of students’ early college success.

Early success in college has been shown to be an indicator of successful and timely degree completion. HSGPA and standardized test scores such as those from the ACT have been used to predict a student’s first-year college GPA (FYGPA), which offers insights for students to better prepare for higher education and for colleges to identify students who may need additional support.

ACT researchers reviewed and analyzed students’ ACT Composite scores, self-reported HSGPAs, and official FYGPAs. The researchers used HSGPA and ACT Composite score to predict a student’s FYGPA, and then analyzed how these predictions differed from the student’s actual FYGPA.  

The research found a rise in the mean HSGPA from 3.44 in 2017 to 3.59 in 2021. At the same time, ACT Composite scores decreased from 22.51 in 2018 to 21.90 in 2021.

“When you examine how these trends correspond with first-year college GPA, our research demonstrates that after the onset of the pandemic, high school GPA has become a less consistent predictor while ACT Composite scores have shown relative stability in predicting first-year GPA,” said Dr. Edgar I. Sanchez, a lead research scientist at ACT and author of the report. “In light of these findings, we must reevaluate the predictive power of high school grades and use a more holistic approach for predicting student success, so students have an accurate assessment of how they’re likely to perform in their first year of college.”

As colleges work to ensure they are accurately evaluating students as part of the admission process, and education grapples with the ongoing effects of the COVID-19 pandemic, the study’s findings provide important considerations for how colleges can best evaluate student performance. 

“As many colleges increasingly rely on high school GPA for admission, course placement, and scholarship decisions–particularly with standardized test scores becoming optional–understanding and addressing the effect of grade inflation is more critical than ever,” ACT CEO Janet Godwin said. “Accurate assessment of academic readiness is essential for supporting students effectively and ensuring they are prepared for the challenges of higher education.”

The study is based on an analytical sample of 40,194 students across 10 postsecondary institutions. Based on these findings, colleges and other decision makers should consider a more holistic approach, in which HSGPA and ACT Composite score combined provide a unique value and nuanced prediction of student FYGPA. Using both HSGPA and ACT Composite score together improved predictions of FYGPA more effectively than using either measure alone, according to the study.

Key findings:

• The onset of the pandemic saw significant grade inflation in high schools. This study demonstrates that after the onset of the pandemic, HSGPA has become a less consistent predictor of FYGPA.
• The relationship between ACT Composite score and predicted FYGPA has remained stable across all cohorts indicating that the ACT Composite score was and remains a consistent predictor of FYGPA despite the pandemic.
• Using both HSGPA and ACT Composite score together improved predictions of FYGPA more effectively than using either measure alone.
• The mean ACT Composite score slightly decreased from 22.34 (2017) to 21.90 (2021).
• The mean HSGPA increased from 3.44 (2017) to 3.59 (2021).
• The mean FYGPA showed a steady increase from 2.81 (2017) to 2.92 (2019), dropped to 2.78 (2020), and then rebounded to 2.84 (2021).

This press release originally appeared online. 

Key points:

• When learning is linked to career opportunities, student engagement increases
• iWhat data is necessary to help students succeed?
• 5 steps to boost CTE programs and fill workforce pipelines
• For more news on career readiness, visit eSN’s Innovative Teaching hub

Fifty-nine percent of students say they would like more opportunities for career-connected learning, according to a new report from the New Hampshire Learning Initiative and Gallup.

The report, Voices of New Hampshire Students: Career-Connected Learning’s Role in Building Bright Futures, examines the impact of career-connected learning on the more than 8,500 New Hampshire students in grades 5-12.

About half of students say while at school, they learned about a job or career they previously did not know about. Students who have a mentor who supports their development are more likely to be engaged at school (36 percent) than their peers (16 percent).

Fifty-nine percent of surveyed students would like more career-related learning opportunities–especially if those opportunities align with their specific interests in jobs and careers. Just under half (48 percent) of high school students and only 25 percent of middle school students report their school’s career-connected learning offerings include the careers they are interested in.

Career-connected learning opportunities can include elective classes, units taught in core classes, career fairs, job shadowing opportunities, internships, and volunteering. Around one-third of students (34 percent) say their career-connected learning experiences have helped them formulate plans for life after high school. What’s more, at least half of students who have held an internship or externship (57 percent), completed a registered apprenticeship (54 percent), participated in job shadowing (51 percent), or taken a volunteer opportunity for a job- or career-related position (51 percent) say such activities helped inform their post-high-school trajectory.

Student engagement also increases with career-related learning opportunities. Fifteen percent of students who did not participate in any career-connected activity are engaged in learning, compared to 26 percent of those who have participated in at least one career-linked learning opportunity. Greater participation in career-related activities leads to even higher levels of engagement–45 percent of students who participated in 10 or more activities are engaged, compared to 22 percent among those who have participated in one to four.

“The NHLI-Gallup survey has been a game-changer for districts, providing data that underscores how important career-connected learning is to student engagement and mindset about the future. The data could not have come at a better time,” NHLI’s Executive Director Ellen Hume-Howard said in the report.

Key points:

• Students require guidance and career exposure to plan for the future
• The exposure gap is blocking students’ ability to envision future careers
• 3 online resources to encourage student career planning
• For more news on career readiness, visit eSN’s Innovative Teaching hub
  

Much emphasis is placed on college and career readiness, but too often, K-12 students aren’t exposed to career possibilities or career resources to form an idea of what their future may look like.

Students have the aptitudes (or natural talents) for the nation’s most in-demand career fields–including healthcare, manufacturing, technology, and finance–but they are not inclined to pursue those occupations due to a profound lack of exposure, according to The 2024 State of the Future U.S. Workforce Report from tech provider YouScience, which aims to solve the skills gap crisis for students and employers.

Exposure gaps are particularly prevalent in STEM education and are more pronounced for underrepresented groups like girls and minorities.

Women play a crucial role in filling high-paying, in-demand STEM careers, but they account for just 34 percent of the STEM workforce, according to 2024 Female Students and STEM Report.

Beginning in middle school, female students experience significant STEM exposure gaps that continue through high school. The report highlights critical insights into career exposure gaps among female students across the nation for a variety of in-demand jobs, and offers actionable solutions to bridge these gaps in the STEM field careers.

“Too many young people are leaving high school without clarity on where they’re going next or how to get there. In fact, less than half of respondents who identified as members of Generation Z said they had enough information to decide what post-high school pathway was best for them,” said Judy Goldstein, SVP, PR/Communications, American Student Assistance (ASA).

A survey commissioned by ASA and Jobs for the Future (JFF) found that both parents and educators lack sufficient information about the range and quality of education to career pathways available to young people today. The survey and accompanying white paper, Beyond Degrees, found nearly 90 percent of parents are interested in learning more about non-degree pathways for their children, and two in five want schools to start advising students about their postsecondary options as early as middle school.

“With more than a million credentials available through various programs and organizations, today’s youth face a vast array of degree and non-degree options–including certificate programs, apprenticeships, short-term credentials, and professional licenses–but little information on which non-degree paths lead to meaningful, quality jobs and careers. Recognizing this information gap, we’ll see a greater trend toward providing increased equitable access to the information, including free digital resources, that young people need to help them find the path after high school that’s right for them,” Goldstein added.

As the workforce evolves, students and teachers should know how classroom learning connects to future careers. In fact, making learning relevant to careers and the real world is among the stop strategies educators employ to increase student engagement and interest in lessons.

“Career-connected learning will become more important than ever. The workforce has undergone significant changes, and today’s jobs require advanced skills and specialized training, particularly in STEM fields. However, many high school classrooms still use outdated college and career preparation models, which can leave high school graduates feeling unprepared for their future,” said Edson Barton, CEO of YouScience. “This highlights the increasing need for high schools to incorporate career-connected learning. In the upcoming school year, we can expect more educators and counselors to focus on aligning their students’ educational experiences with the demands of the job market so that they are better prepared to pursue college and/or career pathways that will empower them to succeed.”

One way to help students learn what their futures may look like? Career planning.

“High school students said learning skills they need to be successful in the real world is a top criterion in choosing a path after they graduate. But there’s a disconnect between what students know they want to learn and what they do learn,” writes Joanna McCumber, a digital integration specialist for Anderson School District 5 in South Carolina.

McCumber uses several career planning tools to help students find what they love to do and identify career paths in those areas:

1. Discovery Education’s Career Connect helps students connect with working industry professionals to learn about career journeys and what it’s like to work in the field. Teachers can virtually connect students with industry professionals to talk about their careers, the concepts they use to solve problems, and the path they have taken to get to where they are today.

2. A Day in the Life is a free digital archive of first-hand accounts of what it’s like to work in a specific field or role. Students will be able to find jobs that reflect their interests and get excited about their future. From social media manager, to oncology charge nurse, to video game lead animator, there are countless different career paths to explore.

3. Forage offers free job simulations that expose students to a wide array of careers and skills. Through partnerships with top companies, students get a unique look into what being an industry professional would be like. Industries range from marketing to software engineering, with popular companies such as J.P. Morgan and Lululemon offering job simulations. This is a great tool for students looking to develop industry-related skills and explore real-life projects.

Key points:

• A diploma certification program opens doors for adult students
• What data is necessary to help students succeed?
• 3 online resources to encourage student career planning
• For more on career readiness, visit eSN’s Innovative Teaching hub

In today’s competitive workforce, having a high school diploma can drastically improve your income and quality of life. In fact, the U.S. Bureau of Labor Statistics has found that high school graduates earn 25 percent more than those who haven’t graduated. Unfortunately, life sometimes gets in the way.

Currently, in St. Louis County, Missouri alone, more than 57,000 people over the age of 25 have no high school diploma. At St. Louis County Library (SLCL), we are committed to helping this subsection of the population continue their education and find fulfilling, well-paying careers. Through Gale Presents: Excel Adult High School, we provide adults with an easily accessible way to earn a high school diploma at no cost.

How the program works

SLCL launched our diploma completion program in late 2017, and since then we have had 122 graduates. We have funding from our library foundation, so we’re able to offer the program at no cost to 50 applicants a year. Though we advertise the scholarships, the primary way people learn about them is through word of mouth. We had a large surge of interest after we held a graduation ceremony last year. In one instance, a mother signed up after seeing her daughter’s experience with the program.

Before applicants begin the program, they complete a self-assessment and an interview. They earn credit for courses completed at other accredited high schools or homeschools as well as portions of the GED®, HiSET®, or TASC that they have passed. Students can take up to 2 years to finish the program, and along the way they have access to academic coaches, as well as career and college planning. They can choose from 40 high-interest electives relevant to fast-growing occupations including science, technology, and healthcare, and we also provide work opportunities and apprenticeships to program participants.

Last year, we had 10 graduates, which included some incredible success stories: a woman who started her own business after completing the program, a husband and wife who had adopted children early in life and decided to support their family by going through the program together, and Zemira Zigic, a Bosnian immigrant.

Zemira Zigic’s journey: From refugee to graduate

Though every person who has gone through the program has an inspiring story, Zemira’s unique background and tremendous drive make her an exceptional example of how a diploma-completion program can change a person’s life.

Zemira Zigic is a Bosnian who immigrated to the U.S. in 1998 at the age of 17, settling in St. Louis. Though she attended high school in her native country, she did not receive her high school diploma because of the Bosnian War. While it had always been her dream to get a high school diploma, it would have cost more than a thousand dollars to get it from her home country. Many immigrants–especially refugees–face this problem when they immigrate to a country where their academic credits may not transfer, and they may be too old to take advantage of public education opportunities.

Shortly after arriving in the US, Zemira found employment to support herself and continued to work in various positions over the years. Before she enrolled in Excel Adult High School, Zemira had a strenuous job that paid $17 an hour–but had been offered a higher quality role that paid $27 an hour if she could earn her high school diploma. Motivated by this new job opportunity, she finished the requirements within a year, graduating this past May. “And when I knew I had my diploma,” she said, “I started crying immediately.”

With her diploma in hand, she immediately began her new job, which is more enjoyable and earns nearly 60 percent more than before. Zemira has encouraged “every single person who doesn’t have their high school diploma,” including her husband, a self-employed delivery driver, to explore the Excel Adult High School program offered through the library. Within her local Bosnian community, there was disbelief that such an opportunity existed, but now that she has graduated, everyone can see for themselves it is true and are happy for her. Earning her diploma has been such a monumental change in her life that she urges anyone who thinks they’re too old to reconsider.

And high school was just the beginning of Zemira’s educational journey. After completing Excel Adult High School, she went on to earn a Healthcare Certification from the Washington University in St. Louis, School of Continuing & Professional Studies. The university offered this 3-month program to help our adult high school graduates kickstart their careers by preparing them for jobs as patient care techs, medical assistants, medical scribes, and other positions. Zemira completed the program in December 2023. Inspired by her success, her sister is enrolled in Excel Adult High School.

Last year, 11 graduates completed the Healthcare Certification program, and then were immediately interviewed by the Washington University School of Medicine. The hospital system is looking to hire about 3,000 people through its apprenticeship program over the next five years. We hope to help as many people as possible to earn those jobs so that, like Zemira, they can fulfill their dreams.

Key points:

• Microcredentials open up a work of possibilities to students–particularly systematically excluded learners
• 5 steps to boost CTE programs and fill workforce pipelines
• CTE advocates want more funding as demand increases
• For more news on college and career readiness, visit eSN’s Innovative Teaching hub

As the U.S. offers more opportunities for skills-based hiring and advancement, microcredentials and learning and employment records (LER) can certify student learning and success and comprise lifelong learning data.

The Promise of Microcredentials and Learning and Employment Record Technologies for Youth and K-12 Schools, a new report from education nonprofit Digital Promise, helps district leaders and technology sector leaders understand what is needed to successfully implement competency-based, learner-centered microcredentials and LER technologies in K-12 schools.

LER technologies are tools that allow individuals to document and share their skills, credentials, diplomas, and employment history, with the potential to strengthen or reinvent resumes by including verifiable information about achievements in real-time.

Microcredentials are digital certifications that verify an individual’s competence in a specific skill or set of skills. These technologies have the potential to foster lifelong learning and career advancement, particularly for systematically excluded (HSE) learners.

Digital Promise’s research provides recommendations and considerations based on insights from students, families/caregivers, educators, postsecondary partners, and workforce partners in co-design sessions and focus groups from Talladega City Schools (Alabama) and JMG.

“The skills-based economy is rapidly and continuously shifting to accommodate the rapid pace of innovation,” said Rita Fennelly-Atkinson, senior director of credentials at Digital Promise. “Organizations that serve youth are positioned to increase opportunities for learners by adopting competency-based credentialing and recognition, which will allow learners greater access to pathways that will lead to success.”

Microcredentials are increasingly popular in partnerships between high schools and community colleges. High school students earn microcredentials that add up to job-ready certificates or qualifications, or in some cases, enable students to remain on an associate’s degree track while working those jobs.

Skills-based hiring, which opens up opportunities to workers who have learned skills in programs like apprenticeships and other training programs rather than relying solely on two or four-year college degree requirements, is receiving recognition at the federal level as well. An increased push for skills-based hiring will open up career opportunities in federal IT jobs.

The Readiness Framework provides K-12 district leaders with an opportunity to evaluate their district’s readiness to implement LER technologies and competency-based microcredentials while prioritizing the voices of HSE learners. Designed in partnership with leaders in K-12 education and competency-based microcredential and LER implementation leaders, the framework indicates what is needed to successfully introduce, manage, and sustain digital credentialing and LERs for their learners.

“We aim to expand opportunities for youth to develop and gain recognition for what they know and can do,” said Christina Luke Luna, chief learning officer at Digital Promise. “The guidance in this report equips education leaders, technology providers, and funders with insights to design for greater equity and inclusion with learners at the table.”

Alongside the report, Digital Promise has released a video, “Boost K-12 Success with MicroCredentials & LER Tech for Skill Recognition,” which depicts the various ways a K-12 learner can leverage microcredentials and LER technologies to support entry and advancement into the postsecondary pathway of their choosing.

Material from a press release was used in this report.

Key points:

• Standardized test have been pivotal in college admissions for nearly a century
• Igniting student curiosity through career exploration
• The exposure gap is blocking students’ ability to envision future careers
• For more news on admissions, visit eSN’s Innovative Teaching hub

If you work long enough in education, you see that most academic trends swing through extreme phases like a pendulum. College admissions trends have followed suit, especially regarding standardized testing. The debate over using test scores in college admissions has oscillated between requiring them and questioning their necessity in favor of relying more on student grade point averages (GPAs).

Proponents of the latter sometimes view “test” as an unpleasant four-letter word. They argue that scores poorly indicate a student’s ability to thrive in college, although data suggests otherwise. And they’re right–standardized testing is an unpleasant necessity. While high school GPAs provide valuable insight, grade inflation can mar their reliability. Neither test scores nor GPAs alone paint a complete picture of a student’s ability. Instead, looking at GPAs and test scores together in college admissions offers a more comprehensive view of a student’s academic potential.

The history and purpose of testing

Standardized tests have been pivotal in college admissions for nearly a century. Initially–and ironically–they were designed to foster diversity in higher education. Harvard introduced the SAT^® Exam to identify talented students nationwide, breaking regional biases and creating opportunities for working-class students.

Over time, standardized tests have evolved in many ways. Recent changes in the wake of the COVID-19 pandemic, such as transitioning to digital exams and increasing testing locations and dates, aim to support equity. However, opponents argue that GPA is a better measure of a student’s college readiness, regardless of their racial or economic background.

Let’s really talk about equity

A primary argument against standardized testing is that replacing test scores with GPA requirements will create an even playing field for students from non-privileged backgrounds. However, a 2018 American University study found that from 2005 to 2016, high school GPAs increased more at wealthier private and suburban schools than lower-income urban public schools. This highlights that high-income schools often offer more advanced courses like AP classes, leading to higher GPAs.

Additionally, wealthier families have greater access to tutoring and academic support, boosting grades. Conversely, students from lower-income households often need to work to help support their families and cannot afford expensive extracurriculars. These factors result in less study time and fewer activities, such as sports and school clubs, leading to lower GPAs and weaker college applications.

Standardized tests offer consistent metrics across diverse educational environments

Colleges need consistent metrics to evaluate students from diverse educational backgrounds. High school GPAs are not standardized, making uniform comparisons difficult. Test scores provide a common measure, allowing colleges to assess students’ academic skills relative to their peers nationwide. This consistency ensures all students are judged by the same criteria, offering a fair assessment of their readiness for college-level work.

A recent University of Chicago Consortium on School Research study found that while high school GPA alone is a predictor of college readiness, requiring GPAs and ACT^® scores reduces GPA inconsistencies across schools. Standardized tests offer an objective measure to balance GPA discrepancies, ensuring a fairer evaluation process.

Identifying talented students from disadvantaged backgrounds

By considering GPAs and standardized test scores together, colleges can better identify talented students who have faced socioeconomic or educational challenges. Standardized tests can uncover hidden potential, providing an equitable opportunity for students to demonstrate their abilities.

For example, Massachusetts Institute of Technology (MIT) recently reinstated test requirements and subsequently admitted their most diverse class in history, with 15 percent being Black and 20 percent being Pell Grant recipients. This dual approach, using both test scores and GPAs, helped level the playing field, ensuring students, regardless of background, can showcase their academic potential.

When the student’s a 10–but so is every other student

With a rise in applicants boasting near-perfect GPAs, colleges face the challenge of distinguishing among high-achieving students. Standardized tests provide an additional data point to differentiate applicants. This helps place students in appropriate academic programs that align with their abilities, enabling more nuanced admissions decisions that consider both grades and test scores.

GPA inflation is an ongoing problem

Grade inflation has made GPAs higher across most schools, complicating the admissions process. More students now have straight A’s and 4.0 GPAs, making it difficult for colleges to choose the best applicants based solely on GPA.

The National Center for Education Statistics (NCES) reported that the average high school GPA rose from 3.0 in 2009 to 3.11 in 2019, a 3.7 percent increase in just 10 years. Meanwhile, standardized test scores remained relatively constant, with some even decreasing. This can exacerbate economic inequities, as wealthier students often have access to resources that boost their GPA. Standardized test scores help mitigate these issues by providing an objective measure of a student’s academic abilities.

Differentiating among top applicants with similar GPAs

Standardized test scores allow colleges to differentiate among top applicants with similarly high GPAs. Without standardized testing, students may be chosen based on parental lobbying or other economic advantages. Combining test scores with GPAs ensures a more comprehensive evaluation, helping admissions teams understand each student’s academic journey and readiness for college. During the pandemic, many colleges adopted test-optional policies and found it more challenging to assess applicants’ academic preparedness accurately.

A holistic approach to college admissions

After reinstating standardized test requirements, MIT Dean of Admissions Stuart Schmill stated: “Just getting straight A’s is not enough information for us to know whether the students are going to succeed or not.” Schools like MIT understand that students are more than a test score, but they’re also greater than their grades.

Research shows that combining GPA with standardized test scores provides a more reliable indicator of a student’s future success in college. Taking a holistic approach to college admissions by using both measures is the best way to predict and support college readiness.

The above points don’t make the sometimes unpleasant four-letter word more palatable. But they do help put into perspective why several of the nation’s top schools believe test scores are an important part of the entire college readiness picture.

Key points:

• The right guidance sets students up for successful lifelong learning
• Igniting student curiosity through career exploration
• 10 ways to teach students for a changing world
• For more news on college and career readiness, visit eSN’s Innovative Teaching hub

In education, the quality and type of feedback students receive can significantly influence their academic success. Typically, information presented to students is either qualitative or too broad, such as during parent-teacher conferences or through course grades. These forms of feedback often focus on assignments and homework prior to college, where feedback becomes scarce. In contrast, medical school can overwhelm students with detailed information, like longitudinal reports on multiple-choice question performance throughout the year. This raises an essential question: What kind of feedback information is genuinely useful for students?

Effective feedback is vital for several reasons, allowing for students to adopt new study strategies, identify weaknesses, and chart development over time. However, there is a delicate balance to strike; too much information can be as detrimental as too little. For example, understanding why a concept is misunderstood can direct remediation efforts effectively. A pupil has difficulty implementing a concept but not understanding it, in this case it is not prudent to have the student review or be retaught the topic; rather it is more beneficial to run through practice problems in the application. In contrast, listing the student’s deficiencies can seem overwhelming and not give the student a road to success.

Let’s take an example of a middle school student struggling with systems of equations. While the concept is understood–solve for one equation and substitute to solve for the missing variable–the deficiency is application, not knowledge. The student would be much better off with a list of 20 or so practice problems than they would remediation on all the applicable topics. The student doesn’t have to know that they missed a question because they forgot to multiply through the parentheses; they just need practice on the application. This idea is well understood in grading, but not as so in feedback to students. For example, a student will get partial credit on a math problem when steps are correct, but they make an arithmetic mistake because arithmetic is not the topic being examined. This balance becomes harder to strike as more topics are presented. It is easier to tell a 6^th grader that he has a hard time with systems of equations than tell a high school student he doesn’t understand the second World War.

Feedback that is specific to the student is the best type a student can receive. Identifying gaps in understanding can be addressed by targeted remediation. For instance, knowing that a student struggles with the concept of ATP in mitochondria allows for focused study on that topic. Students might understand a topic broadly but miss finer details required for higher-level questions. Detailed analysis and practice on these aspects can enhance their understanding. Students often know historical facts but fail to connect them, like the link between Franz Ferdinand’s assassination and the onset of WWI. Concept mapping can be particularly beneficial in subjects like history and science.

Students seek comprehensive understanding and application of knowledge. They want to know what they don’t know and prefer to review tests thoroughly, identifying trends in their mistakes. Implementing systems like ExamSoft or Canvas for online exams can facilitate this. For instance, identifying consistent issues with higher-level Bloom’s questions can guide deeper study.

At lower educational levels, specific and actionable plans are crucial. Setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals helps students focus on achievable steps. Say a student is having difficulty pulling themes from different eras in a history class. The student understands all the important topics about the Gilded Age, WWI, and WWII, but is unable to write a cohesive paper about overarching themes. Beneficial feedback for this student would be to explain the difficulty with synthesis, not to review each topic by individually. A SMART goal for the student would be as follows: By the next argumentative paper, ensure you can tie each era to the theme of your project. After providing the student with some example papers that achieve this goal, all parts of the goal should be attainable. They have a timeline, it is measurable by teacher evaluation and comparison to provided resources, it is achievable because there is only one deficiency being addressed, and it is relevant to the coursework. While challenging, this approach pays dividends by fostering a mindset geared towards lifelong learning. High school educators should prepare students for college by building these habits.

Effective student-teacher conferences and feedback systems are crucial for student success. By providing actionable information, setting specific goals, and encouraging deeper learning, educators can significantly enhance students’ educational experiences and prepare them for lifelong learning.

Key points:

• Career planning can seem daunting to students
• 5 steps to boost CTE programs and fill workforce pipelines
• iConcerns mount as high school graduates express career uncertainty
• For more news on career readiness, visit eSN’s Innovative Teaching hub

For the last three years, I have worked as a digital integration specialist for Anderson School District 5 in South Carolina. In this role, I support teachers by providing high-quality learning opportunities through innovative integration of instructional technology. One of the schools I serve is a CTE high school and I am always on the hunt for new tools to prepare these students for their future careers.

According to a study conducted by ECMC Group, 81 percent of high school students surveyed said learning skills they need to be successful in the real world is a top criterion in choosing a path after they graduate. But there’s a disconnect between what students know they want to learn and what they do learn. A YouScience survey found 83 percent of today’s learners can’t connect the skills they have and learn in school to future employment. Many students simply don’t have access to industry professionals to get a better look at careers they are interested in and understand what skills and abilities are necessary for those fields. This can lead to thinking that pursuing that career in the future is impossible.

Knowing this, I work to provide students with opportunities for career-focused learning that encourages them to be curious about different careers. Here are some tools that I love to use and have found effective with my students:

Career Connect

I was invited to pilot Discovery Education’s Career Connect platform during the 2023-2024 school year (and I’m happy to report that it is now open to all 4.5 million educators who use Discovery Education!). Through Career Connect, students connect with working industry professionals to learn about career journeys and what it’s like to work in the field. Teachers can virtually connect students with industry professionals to talk about their careers, the concepts they use to solve problems, and the path they have taken to get to where they are today.

Career Connect offers many industry professionals for teachers to choose from, including software engineers, microbiologists, financial analysts and planners, and many more. For example, I worked with our computer science teacher to choose a professional that fit into her curriculum and submit a request through the Career Connect platform. The students were able to connect virtually with a Software Engineer and a Vice President of IT at a technology company.

It’s not just about the connection with the professional, though. I help make the learning last by utilizing the turnkey worksheets. With this resource, students are prompted to share three things they learned, two things they can do to prepare for their future, and one way the speaker inspired them. At the end of both conversations, students were given an opportunity to ask questions and have a meaningful conversation with the professional.

A Day in the Life

A Day in the Life is a free digital archive of first-hand written accounts of what it’s like to work in a specific field or role. Students will be able to find jobs that reflect their interests and get excited about their future. From social media manager, to oncology charge nurse, to video game lead animator, there are countless different career paths to explore.

These blogs are snippets of one day in the life of these industry professionals. Each one is time stamped, starting from when the professional first begins work that day and going until they arrive back home. Some articles provide additional background into their role’s responsibilities, such as explanations of the research conducted by an entry-level scientist in biotech, before going into a description of a typical day.

Students can explore a diverse range of careers connected to their current interests through these short, easily digestible articles. The standardized format, regardless of industry, makes the insights accessible and engaging, allowing students to quickly dive into a wide range of possible careers.

Forage: Free Virtual Work Experiences

Forage offers free-to-use job simulations that expose students to a wide array of careers and skills. Through partnerships with top companies, students get a unique look into what being an industry professional would be like. Industries range from marketing to software engineering, with popular companies such as J.P. Morgan and Lululemon offering job simulations. This is a great tool for students looking to develop industry-related skills and explore real-life projects.

These short, self-paced, open access lessons guide students through a variety of tasks, giving them insight into the company and developing the skills needed to hold this position. Students follow along with videos and text resources and compare their answers and projects to real company deliverables. For example, Lululemon explores Omnichannel Marketing, walking students through creating integrated marketing plans and key data analysis tasks.

My advice: Just begin!

Career planning can seem daunting to students, especially if they do not feel they have the necessary connections or skills to enter the work force. Forging connections between students and industry professionals is key to opening their eyes to future possibilities. These resources are a great way to encourage your students to consider different career paths, giving them access to key professionals and skill development opportunities. So now, the challenge is to just get started.

Key points:

• Data centers need employees with specialized skills so they can hit the ground running
• 5 steps to boost CTE programs and fill workforce pipelines
• Concerns mount as high school graduates express career uncertainty
• For more news on career readiness, visit eSN’s Innovative Teaching hub

We often refer to the “silver tsunami” in the data center industry–a reference to the growing wave of older employees poised to retire and leave the workforce in the next five years or less.

It’s a real challenge, especially because the industry is already facing a shortage of skilled talent. According to research from Uptime Institute, by 2025, the global data center industry will need 2.3 million full-time staff. Many data center providers will be hard pressed to attract, hire, and retain all the employees their businesses require to maintain operations and support growth targets.

It might be a manageable situation if our industry were slowing down or even plateauing. Yet, the global data center industry continues to see extremely high demand for hosting, data storage, computing, and managed services, driven in part by AI. Consider also, hyperscale data center providers–companies like AWS, Microsoft, and Google–may attract more tech talent, making it even more difficult for other data center operators to recruit people with technical and mechanical skills to keep our systems up and running.

It all highlights a growing need for one specialized–but often overlooked–group of employees: skilled tradespeople.

Data centers’ demand for tradespeople

Why focus on the trades as opposed to those employees with more traditional credentials or backgrounds in the technology industry?

The first answer is that data centers tend to have a need for employees with experience in specialized skills, allowing them to hit the ground running. These include positions such as electricians, mechanics, heating and cooling technicians, construction workers, and more.

These employees can offer technical and mechanical skills and other experience to keep mission-critical data center systems up and running. It’s an important advantage in an industry hyper-focused on providing the highest levels of uptime for customers, to the point where many operators must meet “five-digit” service-level agreements (99.999 percent uptime). Often the right employees can make all the difference, whether it’s a technician spotting a potential server issue before it becomes a problem or a versatile mechanic who can quickly repair a diesel generator.

Ideally, high schools, vocational schools, and community colleges would have programs in place to introduce students to a potential career in the data center industry and even provide basic training to get them started down this path. The manufacturing sector has experienced success with similar initiatives, which has helped it overcome past misconceptions and recruit younger generations to fill its own staff shortages.

The data center industry could use a similar approach, especially when it comes to raising awareness related to employees’ earning potential. Many students may believe that they won’t earn as much as peers with four-year or even graduate-level degrees. This is not true. Today, a growing cohort of data center employees without college degrees now earn six-figure salaries complete with impressive benefits and enjoy job security that may not exist in other technology companies.

A growing focus on veterans

Many data center companies have experienced significant success by hiring military veterans for these types of roles. Veterans are often a great fit because they bring a wealth of specialized experience related to working with a wide range of technology, machinery, and specialized equipment. They also have a proven track record of working within groups where everyone puts aside his or her individual role to sacrifice and support the organization’s overall mission.

Veterans bring a unique type of discipline that most data centers need when it comes to following instructions or supporting rigid protocols. We also encourage them to share their opinions or recommendations for processes that could be managed in a different way. We have many examples where our military veteran employees have challenged the status quo and offered innovative new solutions to improve our business operations.

A new competitive edge

Finding the next generation of employees is a real challenge today and may seem insurmountable for many data center operators. By challenging past ways of thinking and embracing a new segment of workers–skilled tradespeople–many data centers can out-recruit the competition and gain a valuable new advantage.

Key points:

• CTE programs help students gain industry experience and set goals
• 4 ways to support work-based learning
• CTE advocates want more funding as demand increases
• For more news on CTE, visit eSN’s Innovative Teaching hub

As the U.S. faces a shortage of critical healthcare workers, career and technical education (CTE) can help fill the pipeline and link students to valuable career opportunities.

Training healthcare workers to fill an increasing gap between available jobs and highly-qualified candidates begins in high school–and there is where CTE enters the picture, according to a new report from iCEV, conducted by Catapult X.

The World Health Organization predicts a shortfall of about 10 million healthcare workers by 2030–an alarming projection that highlights the need to help interested students explore healthcare fields. The U.S. Bureau of Labor Statistics predicts that by 2032, the U.S. will need about 1.8 million healthcare workers.

“As a global community, we need to engage students while they are young, partnering with industry, and ensuring that all CTE educators have the tools, lab activities, career exploration materials, and support to inspire the next generation of healthcare workers. Collectively, our health, quality of life, and longevity depend upon it,” said Dusty Moore, president/CEO of iCEV.

Access to industry certifications through CTE programs enable students to demonstrate their skills, qualifications, and capabilities to employers immediately, connecting them with valuable career opportunities to fill the healthcare worker pipeline.

But to do this, CTE programs need highly-qualified educators with industry experience. In fact, securing teachers with industry experience is a top challenge for 60 percent of district CTE leaders, according to the iCEV study.

That challenge is followed closely by securing CTE program funding (53 percent), retaining qualified teachers (51 percent), developing work-based learning opportunities for students (48 percent), and finding engaging instructional materials (32 percent).

Student engagement remains a challenge, too–17 percent of CTE educators said they grapple with a lack of student interest in the health science career pathway as their top challenge. Developing work-based learning opportunities, finding engaging instructional materials, providing accommodations, and preparing students for industry certifications are among other top challenges cited.

Here are 5 actionable steps for CTE programs:

1. Secure partnerships with local healthcare institutions for access to internships, expensive and/or large healthcare equipment, and information about trends in the healthcare industry.

2. Offer a wide variety of industry recognized credentials and exams in dual credit programs, and encourage students take two or more courses in a single CTE Healthcare cluster.

3. Train school staff in best practices for CTE placement, focusing on student interest and prerequisite skills.

4. Create evaluation and vetting committees composed of CTE educators and administrators to review instructional materials, curriculum, resources, and vendor services.

5. Develop relationships with employers to learn about job-readiness expectations and incorporate those into CTE courses.

Key points:

• Education and industry stakeholders convened to further outline AI skill development policies
• New group targets AI skills in education and the workforce
• High school students say AI will change the workforce
• For more news on AI in education, visit eSN’s Digital Learning hub

As AI evolves and cements its place in the global economy, educators and stakeholders recognize that in addition to using AI in learning, students will need to develop AI skills and knowledge to succeed in the workforce.

The Southern Regional Education Board (SREB) Commission on AI in Education, a new commission comprising policymakers, education leaders, business leaders, and education stakeholders from 16 states, held a second meeting to refine its mission and further explore priorities for AI in learning.

SREB President Stephen L. Pruitt said SREB established the commission to chart a course on how AI is used in classrooms and how to prepare people for a workforce being transformed by technology. The commission, which met June 21, is chaired by South Carolina Gov. Henry McMaster and co-chaired by former Silicon Valley CEO Brad D. Smith, president of Marshall University in West Virginia.

“The commission’s approach is to provide leadership to education and the workforce that is thoughtful, strategic, and practical,” Pruitt said. “What we saw in this second meeting is a tsunami of information. Commission members are working to ensure they have the best information and the best recommendations as they lead the work in the South and country.”  

Here are five takeaways and reflections shared in interviews with commission members immediately following the meeting:

Address the ethical and privacy implications of AI first.

Commission members emphasized the need to create guidelines that protect student privacy, maintain AI equity and inform K-12 educators and students of the potential risks and benefits of AI.

“Ethics should be the rock, the foundation on which AI is built. While AI has tremendous potential for good, if we are not creating it on an ethical framework and including a diverse population in its creation, we risk biases that could have a negative impact.” –Kim Christ, member of the commission’s workforce skills subcommittee and Director of Workforce and Education Innovation for the South Carolina Council on Competitiveness

Build a comprehensive AI framework for K-12 educators and administrators.

The SREB region should work to clearly define AI literacy, establish best practices, and create resources for training and support to ensure consistency. In addition, commission members stressed that integrating AI into education requires teachers to adapt to new technologies and teaching methods. Adequate professional development and support, they said, are necessary to ensure that teachers can effectively use AI tools in the classroom.

“AI presents an incredible opportunity for educators to combat disinformation. With generative AI tools producing results often with no citations or even fabricated ones, it’s imperative for us to teach students to critically assess information and recognize quality sources.” – Matthew Kinservik, member of the commission’s postsecondary instruction subcommittee and University of Delaware Vice Provost for Faculty Affairs

Integrate AI through all school disciplines.

Preparing students for the future workforce involves teaching them how to use AI tools effectively. Commission members stressed that AI should be integrated across all subject areas, not just computer science. An interdisciplinary approach ensures that students develop a broad understanding of AI and can apply it in various contexts to enhance problem-solving and critical thinking skills​.

“AI isn’t taking anything away that shouldn’t have already been done. Now, we can replace those and allow humans to focus on more meaningful work.” – John Matthew Cortez, member of the commission’s K-12 instruction subcommittee and high school AI educator in Pinellas County Florida Schools

Collaborate with industry and deliver students prepared with success skills.

Collaboration with industry partners is essential to ensure that the skills taught in schools align with the needs of the workforce. Industry feedback provides real-world context for students. In addition, preparing students by developing “durable” or “soft” skills such as critical thinking, creativity, and ethical reasoning are essential to prepare them for an AI-driven workplace.

“AI is a tool like the internet and other forms of technology. It’s how we are using it, how we want to use it, and how we plan to use it. I look at humans learning how to effectively use artificial intelligence, not AI taking away from humanity.” – Robbie Melton, member of the commission’s postsecondary instruction subcommittee and Tennessee State University Vice President for Technology and Innovation

Develop clear AI in education policy.

State and district policies play a vital role in shaping AI integration in education. Clear policies and guidance can help educators and administrators navigate the complexities of AI, set expectations, and ensure consistent implementation across different areas of a state. (To help states share strategies, SREB has begun publishing a scan of AI guidance, policy and standards on the Southern states). 

“Many of us don’t fully understand AI yet, but SREB has taken a bold step to bring people together and start defining it in various contexts. It’s a tool that will help us, but we need to be aware that it will do things beyond the exact instructions we give it.” –Eric Ebersole, member of the commission’s policy subcommittee and Maryland State Delegate

The two-year commission, which launched in April, is tasked with reviewing research and industry data and hearing from experts. It will then develop recommendations for Southern states to lead in:  

• Using AI in teaching and learning, K-12 and postsecondary
• Developing related policies in K-12 schools, colleges and universities
• Preparing students for careers in AI

Key points:

• Many students experience an educational and career exposure gap
• 4 ways to support work-based learning
• Igniting student curiosity through career exploration
• For more news on career readiness, visit eSN’s Innovative Teaching hub

New survey data reveals a number of concerning trends among high school graduates, including uncertainty regarding post-graduation plans, a notable gap in career exposure, and disparities in post-high school guidance experiences between genders.

The statistics come from YouScience, a technology provider focused on solving the skills gap crisis for students and employers, in its YouScience Aptitude & Career Discovery solution and its nationwide consumer survey.

Concerning trends include:

1. Students don’t feel prepared

Findings show that many students feel they need more preparation for the critical life transitions that follow graduation, highlighting the pressing need for comprehensive support systems. In fact:

• 55 percent of graduating seniors reported either opting out of a four-year college path or delaying the decision, a 14.6% increase over previous years
• 31 percent of students said they are not confident in their education or career path

2. Career exposure is limited

Research of more than 500,000 students demonstrates a vital issue in education today: an educational and career exposure gap. Despite having untapped potential for in-demand careers, students often need a clearer comprehension of their skills and relevance to a variety of careers. Neglecting the issue deprives students of invaluable insights into their capabilities and their connections to the ever-changing landscape of career opportunities. Key findings include:

• 43 percent career exposure gap in Health Science careers (a field that is projected to grow 16 percent in the next decade)
• 75 percent career exposure gap in Computers & Technology (a field that is projected to grow 23 percent in the next decade)

3. Gender disparities exist

Several pieces of research demonstrate that students–regardless of gender and race–are experiencing inequalities when it comes to post-grad high school preparedness and exposure to in-demand careers.

• For instance, this report reveals that female high school graduates are increasingly pursuing alternative pathways to traditional 4-year colleges or universities. Only 44 percent of female graduates from the class of 2023 opted to pursue a 4-year college or university, compared to the 53 percent of female grads from the class of 2022.
• Male high school graduates displayed a significantly higher level of readiness (60 percent) in selecting a career path or declaring a major upon graduation, contrasting sharply with their female peers, among whom 36 perrcent expressed feeling unprepared for this pivotal decision.

Female, Black, and Hispanic students have the necessary aptitudes to fill the workforce skills gap plaguing many industries today and well into the future. For example:

• 87 percent more female students have an aptitude for careers in Computers & Technology than interest
• 73 percent more Black students have an aptitude for careers in Advanced Manufacturing than interest
• 69 percent more Hispanic students have an aptitude for careers in Computers & Technology than interest

This collective data underscores the urgent need for parents and educators to equip students with the essential skills, knowledge, and confidence required to make informed decisions about their future paths and successfully navigate the complexities of adulthood.

“We’re witnessing an increasing number of parents, consumers, and school districts embracing YouScience ® Aptitude & Career Discovery. The urgency to assist students nationwide in determining their pathways has never been more pronounced,” said Edson Barton, CEO of YouScience. “Time and again, we have seen that when students can recognize their innate aptitudes and leverage that insight to make informed choices about their educational and career trajectories, their success is significantly amplified.”

Solutions: What families can do

Families can get involved and leverage existing tools and resources. Dawn Mann, a mother whose daughter utilized YouScience Aptitude & Career Discovery, shared, “My daughter utilized her aptitude assessment data to apply for multiple scholarships, resulting in the coverage of her full tuition–approximately $200,000. These outcomes facilitated her focus and guided her towards the ideal path for her, where she found her perfect fit.”

Additionally, the following actions can help:

Support student personal exploration and career discovery

Encourage your child to explore careers, college majors, and pathways that include their interests and their aptitudes. Engage in open conversations about their aspirations and help them identify potential career paths that align with their passions and aptitudes.

Consider non-traditional pathways

More than 50 percent of students either delay or choose not to attend college or university. There are many reasons, including concerns about taking on too much debt, interest in taking a break from formal education, or lack of clarity on what to study. Family members can help by having open conversations about non-traditional pathways that are in demand, pay well, and provide flexibility.

Leverage available tools

Leveraging various tools can help students understand what they are naturally good at and see where those talents can be put to work. These tools include aptitude and career discovery tools and work-based learning opportunities through internships or apprenticeship programs.

Develop the in-demand, durable soft skills required to be successful in any field

It’s important for students to continue to grow in their education. Encourage your students to develop the following skills that will always be in demand: critical thinking and problem solving, resilience and adaptability, communication and team building, financial literacy and management, and a work ethic.

Explore internships

Highlight the benefits of hands-on experience gained through internships or apprenticeships, such as practical skills development, industry exposure, and networking opportunities.

This press release originally appeared online.

Key points:

• AI continues to dominate Gen Z’s concerns about career prospects
• 4 ways to support work-based learning
• A bungled FAFSA rollout threatens students’ college ambitions
• For more news on college and career, visit eSN’s Innovative Teaching hub

When it comes to the future, Gen Z students are worried about how AI will form their career opportunities.

More than half of Gen Z youth (59 percent) say they believe AI will have a more negative than positive effect on society in the next 10 years, 55 percent are extremely or very much concerned about AI’s impact on personal privacy, and 62 percent are worried about job displacement, according to the 2024 Career Interest Survey conducted by National Society of High School Scholars (NSHSS).

The survey offers a look at how 10,072 Gen Z students (born after 1997) view their future education and career prospects.

Nearly half (48 percent) of next-generation workers say the most important quality in an employer is clear communication skills.

Young people want experience. More than nine out of 10 expect to participate in an internship and almost three quarters (70 percent) were interested in certification courses to prepare for what lies ahead.

The majority (63 percent) have concerns about pursuing passions as careers due to not making sufficient income. The top career fields of interest include medicine/health-related (24 percent), healthcare (22 percent), and engineering (18 percent).

Workplace and employer preferences

Fair treatment of all employees continues to rank at the top of all workplace preferences (28 percent rank it first), followed by work life balance (25 percent), and corporate social responsibility (14 percent).

Sixty-seven percent say they expect employers to offer in-person training.

Almost half (41 percent) believe that student loan debt has or will prevent them from pursuing their passions.

Scholarships play a big role in financing college–students picked them as their top contributor to financing higher education.

Sixty-six percent of students say they’ll live at home after college graduation to further be able to pay for student loans.

Health benefits trump time-off and flexible work schedule as their most valued compensation benefits, with 72 percent saying health benefits, 25 percent work-life balance, and 61 percent saying flexible work schedule.

Material from a press release was used in this report.

Key points:

• Algebra 1 is used to predict college and career success
• 4 ways to support work-based learning
• The exposure gap is blocking students’ ability to envision future careers
• For more news on college and career, visit eSN’s Innovative Teaching hub

This NWEA press release originally appeared online.

NWEA, a K-12 assessment and research organization, has announced new guidance for schools to support them in more equitably identifying students who may be ready for Algebra 1.

While Algebra 1 is a high school graduation requirement in most states, it also is a gateway toward more advanced mathematics courses, and passing the course is often used as a predictor of future college success and career readiness.

Determining readiness for Algebra 1 can be complex. Common placement decisions may rely on subjective methods, such as teacher recommendations or students completing a grade level. Students may be misidentified (meaning they are not ready), or they may not be identified at all if the approach to placement unintentionally excludes potentially ready students. This new guidance is designed to help navigate these complexities by stressing the importance of a universally administered indicator of readiness as a starting place in the decision process.

“Students turning 13 or 14 years old is not an automatic marker that they are ready to take Algebra 1. We know that in any given classroom, the academic variances present can range multiple grades,” said Dr. Scott Peters, the author of the guide and Director of Research Consulting Partnerships at NWEA.

“This guide offers an objective start to help educators make those placement decisions beyond just a student’s grades or grade level completed. It’s also a door opener for traditionally underrepresented students often overlooked for higher-level math courses because those placement decisions don’t include something like a universally administered indicator of readiness at the start.”

The new guide focuses on how districts using MAP Growth–a widely used interim assessment developed by NWEA–can leverage its data to help identify students who may potentially be ready for Algebra 1. The research behind the guide looked at what score in the MAP Growth 6+ Math test predicts students scoring proficient on a state’s end-of-course Algebra 1 exam or being successful in an Algebra 1 course.

The guide also provides schools placement considerations and approaches based on their goal for Algebra 1, whether that’s to increase demographic representation, greater success in the course or providing more students the opportunity to take the course.