The College and Career Readines and Success Center closed on September 30,2019 because the grant cycle for the U.S. Department of Education Comprehensive Centers ended. The information on this website will no longer be updated. Visit www.air.org for updates on college and career readiness.
Using career and technical education (CTE) as a lever for ensuring all students receive a well-rounded education does not need to start from scratch. States have substantial numbers of CTE experts and programs on which to build career pathway systems; therefore, time to inventory existing resources and identifying future needs is critical.
Our three-part webinar series "Career Pathways—Leveraging CTE to Enhance Learning for All Students" will explore key aspects of designing a career pathways system for all students. Presenters will share stories from the field, including strategies and lessons learned from states grappling with similar issues. Further, the series will highlight existing tools that states can use to promote and guide the career pathways work.
The Every Students Succeeds Act (ESSA) has created opportunities for stakeholders to play a more active role in helping state education agencies create policy and implement initiatives. For this to happen, however, state education agencies must first to be able to engage stakeholders in a way that will encourage committed collaboration with state and local leaders.
Work-based learning is an educational strategy that offers students an opportunity to reinforce and deepen their classroom learning, explore future career fields, and demonstrate their skills in an authentic setting. This article from Advance CTE highlights how states can set a vision for work-based learning and provides some key questions when setting this statewide vision. The article highlights an example from Tennessee and their strategy for strengthening work-based learning.
Education leaders and employers across the country are working together to develop a well-prepared and competitive workforce. Work-based learning is an effective strategy for connecting students’ classroom learning to their future careers. This article from Advance CTE discusses the state’s role is removing potential legal barriers around work-based learning and provides key questions to ask when confronting those legal barriers. The article also highlights examples from New Jersey.
This brief recommends seven ways for supporters of deeper learning to take advantage of the changing education policy landscape, as authority shifts from the federal government to states and local districts. The authors outline priorities to help the nation’s high schools move from a largely inequitable system to one that prepares all students for college and careers, with the full range of academic, personal, and social skills needed for life success.
The passage of the Every Student Succeeds Act (ESSA) provides states with flexibility and the responsibility to design and implement new systems of accountability, support, and intervention. With the new law comes an opportunity to focus efforts at the school, district, and state level on ensuring that all students graduate high school with the knowledge, skills, and dispositions to participate fully in our society.
With the implementation of the Every Student Succeeds Act (ESSA), states now have flexibility to design more balanced accountability systems. This report details the advancement made by 10 states to create accountability systems that support meaningful learning opportunities, especially in terms of current policy and capacity-building efforts in designing accountability frameworks. Included in this report are examples of state legislation, working papers, and board meeting minutes.
