The Center for Law and Social Policy (CLASP) recently joined policy leaders in other organizations calling upon to call upon key stakeholders in our nation’s postsecondary education and workforce credentialing system to increase transparency, trust and portability in the credentialing marketplace.
This brief proposes a new framework that incorporates career preparation into college- and career-ready indicators. Within this framework, the importance of college preparation is reinforced by developing indicators of course completion/success, achievement, attainment, and experiential learning. The remainder of this brief provides suggestions to states in formulating college readiness indicators; lists state examples of indicator use in public reporting and accountability systems; and offers current trends for how states are using career-focused indicators.
This report provides projections of job demand as well as skill and educational requirements through the year 2018 for jobs that fall into each of the 16 technical education and career clusters. The report also includes wage data to help identify high-wage clusters and occupations.
This paper examines how four Georgia career academies compare with a Central Education Center (CEC) exemplar in Georgia. This study focuses on three elements of the CEC model; courses and curricula development based on need, stakeholder engagement, and seamless integration of career and technical education with academics and alignment between secondary and postsecondary education. Internet searches and key informant interviews from each site were conducted to assess the results.