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Career paths clusters l.jpg

Career Paths/Clusters

A key concept in helping all students achieve academic and career success

Building Bridges December, 2005



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Students DO Have Higher Aspirations

80% of eighth graders expect to go to postsecondary education

70% of high school graduates go to college within two years of graduation

The Bridge Project

Stanford University


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The Reality —

100 Ninth Graders:

  • 67 graduate from high school

  • 38 enter college

  • 26 still enrolled after their sophomore year

  • 18 graduate from college in six years

Source: National Center for Higher Education

Management Systems


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Student aspirations

are being undermined by disconnected

educational systems and other barriers

The Bridge Project

Stanford University


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Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.

(Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.)Relation between MAP scores and ACT?


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Coursework between high school and college vague messages about what students need to know to enter and succeed in college.(and the workplace) is not connected.

Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college (and the workplace)

(Mo. Graduation Requirements Have been raised)

The Bridge Project

Stanford University


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63% at two-year institutions vague messages about what students need to know to enter and succeed in college.

40% at four-year institutions

Percent of students who take remedial courses

The Bridge Project

Stanford University

College completion rates drop sharply with each remedial course

One course = 45% completion rate

Three courses =18% completion rate

American Diploma Project


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Other Indicators of Problems vague messages about what students need to know to enter and succeed in college.

  • Increasing competition from other countries where students are better prepared

  • China graduates twice as many students with bachelor’s degrees and six times as many engineering majors as the U.S. India and Singapore are producing scientists through top-notch undergraduate programs. In 2001, India graduated almost a million more students from college than the U.S., including 100,000 more in the sciences and 60,000 more in engineering.

  • Employers and college professors grade high school graduates’ performance as “average” or “poor” (Am. Diploma Project)

  • According to the National Association of Manufacturers, by 2010 there will be an estimated 5.3 million high-skill jobs available to qualified workers and 14 million more 10 years later.


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What Can High Schools Do? vague messages about what students need to know to enter and succeed in college.Research says…..

  • Reinforce high expectations for all students

  • Provide a rigorous and relevant core curriculum to match expectations

  • Personalize the school environment

  • Establish partnerships with community partners, higher education, and families

  • Align curricula with state content standards and benchmarks


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Career Paths/Clusters vague messages about what students need to know to enter and succeed in college.

Providing Relevance and Personalization Through a Comprehensive Guidance Program


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Career Development: A Life-Long Process vague messages about what students need to know to enter and succeed in college.

Involving Academic and Personal Development

Responsive Services

Curriculum

CommunicationArts

Individual Planning

Social Studies

Fine Arts

System Support

K12345

678

9 10

11 12

13 14

15 16

Grades

Career Awareness Exploration Planning

Comprehensive Guidance Program

Associate

Degree

B.A. Degree

Work

Individualized Career Plan

Knowledge + Awareness + Performance

Apprenticeship

Military

Health and P.E

Science

Math

Lifetime Success


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Career Awareness vague messages about what students need to know to enter and succeed in college.

Teaching A Consistent Language of Careers


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Creative Path vague messages about what students need to know to enter and succeed in college.

Business Path

Health Path

Helping Path

Fixing/Building Path

Nature Path

Arts & Communication

Business Management/Tech.

Health Services

Human Services

Industrial & Engineering Tech.

Natural Resource Systems

From Elem. To Middle School

Exploring Interests and Abilities and Relating Them to the Broad Spectrum of Career Paths: Preparing for the 4-6 Year Plan of Study


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High School and Beyond: Recognizing & Addressing Career Maturity

Introducing Career Clusters/Majors


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Developing a Personal Plan of Study Maturity(See Handout)

Characteristics:

  • A coherent articulated sequence of rigorous course work beginning in 9th grade

  • Meets state academic standards and GLE’s

  • Meets state testing requirements


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Characteristics (continued) Maturity

  • Provides preparation to ensure the development of “college ready” skills

  • Opportunity for post-secondary education or meaningful work experience while in H.S.

    • Dual credit/Dual Enrollment

    • Articulation Agreements

    • Job Shadowing

    • Volunteer

    • Service Learning

    • Internships/Cooperative Education

  • Provides academic and technical foundational skills in a chosen career cluster/major


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The New 3 R’s Maturity

From Path Cluster Major

  • Rigor

  • Relevance

  • Relationships

Meeting the Needs of All Students


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Career Development: A Life-Long Process Maturity

Responsive Services

Curriculum

Individual Planning

Foundational Skills (Rigor)

System Support

K12345

678

9 10

11 12

13 14

15 16

Grades

Relationships

Career Awareness Exploration Planning

Comprehensive Guidance Program

Associate

Degree

B.A. Degree

Work

Individualized Career Plan

Knowledge + Awareness + Performance

Career Path-Cluster-Major (Relevance)

Apprenticeship

Military

Lifetime Success


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What Else Can Be Done? Maturity Research says…..

  • Offer Pre-high school preparation programs—help ensure all kids are ready for high school

  • Develop an aligned curriculum framework around the career path cluster model

  • Improve communication between all departments within a school to strengthen both vertical and horizontal alignment/articulation

  • Maximize the Senior Year: create capstone experiences relating to their career path/cluster


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What Else Can Be Done? Maturity(Continued) Research says…..

  • Incorporate contextually based teaching methodology in all programs—academic as well as career education programs and ensure rigorous content (“There is no such thing as an “easy” class)

  • Regularly assess for post-secondary readiness skills (i.e. Explore and PLAN/PSAT tests)

  • Work with Higher Education and Employers to help ensure a “seamless transition” into post-secondary education or the workplace

  • Strengthen Dual Credit/Enrollment Opportunities


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What Else Can Be Done? Maturity(Continued)Research Says….

  • Strengthen and increase the number of articulation agreement opportunities

  • Enhance Learning opportunities through technology (i.e. Distance Learning)

  • Develop high quality professional development opportunities for faculty and staff around meaningful high school reform


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DESE’s Role: MaturityAssist Schools to…..

  • FOCUS ON SCHOOL CAREER COUNSELING

    Organize curriculum choices and the career development process around Career Paths/Career Clusters leading to career majors. Center the process of career awareness and exploration at elementary and middle schools on Career Paths and move to planning and preparation with Career Clusters at the secondary level.

    Encourage/Assist in fully implementing Comprehensive Guidance Programs in all schools


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  • FOCUS ON RIGOROUS AND RELEVANT SCHOOL CURRICULA THAT WILL PREPARE STUDENTS FOR CURRENT AND FUTURE CAREER OPPORTUNITIES

    The foundation of quality curriculum is the combination of rigorous academics and meaningful career-based learning for all students. The curriculum must be relevant to the lives of students and prepare them for current and future career opportunities.


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  • FOCUS ON HIGH-QUALITY PROFESSIONAL DEVELOPMENT PREPARE STUDENTS FOR CURRENT AND FUTURE CAREER OPPORTUNITIES

    High-quality, ongoing professional development from various providers throughout Missouri will focus on academically rigorous contextual learning methodologies and career development strategies to support all educators in meeting the needs of all children.


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  • FOCUS ON STUDENT TRANSITIONS PREPARE STUDENTS FOR CURRENT AND FUTURE CAREER OPPORTUNITIES

    Effective educational systems assist in the successful advancement of their students. This involves the implementation of transition strategies for middle school students entering high school, and secondary students entering postsecondary education and/or the world of work.


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Contact Information PREPARE STUDENTS FOR CURRENT AND FUTURE CAREER OPPORTUNITIES

Bragg Stanley, Director

Guidance and Placement

Division of Career Education

Department of Elementary and Secondary Education

[email protected]

573.751.0857


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