Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools

2020 ◽  
Vol 45 (2) ◽  
pp. 59-78
Author(s):  
Maria Adamuti-Trache ◽  
Yi Leaf Zhang ◽  
Staci L. Barker
Keyword(s):  
High School ◽  
Public Schools ◽  
Career Pathways ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Equity Issues ◽  
Academic Differences ◽  
Career And Technical ◽  
College And Career ◽  
Restricted Use

The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to STEM, Business & Industry, Public Services, Arts & Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three CTE-supported endorsements, STEM, Business & Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.

Transforming High School and Addressing the Challenge of America’s Competitiveness

2018 ◽  
Author(s):  
Stanley S. Litow ◽  
Grace Suh
Keyword(s):  
High School ◽  
Career And Technical Education ◽  
Academic Preparation ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Skill Levels ◽  
Career And Technical ◽  
Knowledge Based ◽  
College And Career ◽  
American Economy

This chapter examines the transformation of academic preparation to address the challenge of America’s competitiveness. American workers need higher skill levels more than at any time in history. In the heyday of manufacturing and skilled labor, vocational education or career and technical education (CTE) provided the critical workplace skills that promoted youth employment and economic mobility. However, today’s, and tomorrow’s, knowledge-based jobs require more than a high school diploma. Therefore, the task for today’s CTE is to create a clear path to student success, ensuring college and career readiness. The P-TECH 9–14 School Model, which is showing significant promise in raising education attainment levels while bolstering the American economy, is one needed solution. P-TECH offers a roadmap to achieving a broader set of reforms that, if implemented, would significantly strengthen US competitiveness and support economic growth.

scholarly journals ¡Adelante! A Community Asset Mapping Approach to Increase College and Career Readiness for Rural Latinx High School Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880027
Author(s):  
Elisabeth Arriero ◽  
Dana Griffin
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Asset Mapping ◽  
College And Career ◽  
Mapping Approach

Community asset mapping is an approach that school counselors can use to locate resources to meet the needs of families, schools, and communities. This article provides step-by-step instructions on how school counselors might use community asset mapping to address the needs of their population(s), illustrated with an example of implementation in a rural high school. The authors address implications for school counselor practice.

Urban high school principals’ promotion of college-and-career readiness

2017 ◽  
Vol 55 (6) ◽  
pp. 606-623 ◽  
Author(s):  
Joel R. Malin ◽  
Donald Hackmann
Keyword(s):  
Distributed Leadership ◽  
Structured Interview ◽  
Shared Vision ◽  
Career Pathways ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Content Type ◽  
Urban Principals ◽  
College And Career ◽  
Comprehensive College

Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.

We need a systemic approach to career pathways

2019 ◽  
Vol 101 (4) ◽  
pp. 38-42
Author(s):  
Stephen F. Hamilton
Keyword(s):  
Dual Enrollment ◽  
Career Pathways ◽  
School To Work ◽  
Career Readiness ◽  
College And Career Readiness ◽  
The Past ◽  
College And Career ◽  
The Face ◽  
Energy Dissipated ◽  
Current Movement

Current career pathways initiatives recapitulate in many ways both the issues motivating the school-to-work movement of the 1980s and 1990s and its recommended solutions, notably more work-based learning, especially apprenticeship. But that movement’s energy dissipated in the face of college for all. Nonetheless, some of its achievements and many of its advocates persisted. Stephen Hamilton explains what the current movement can learn from the past while embracing some contemporary developments, including the goal of college and career readiness, the practice of dual enrollment, and reduced reliance on federal leadership.

Supporting Immigrant Children in College and Career Readiness

2021 ◽  
pp. 268-290
Author(s):  
Grace W. Wambu ◽  
Zandile P. Nkabinde
Keyword(s):  
Public Schools ◽  
School Counselors ◽  
Immigrant Students ◽  
Immigrant Children ◽  
Career Readiness ◽  
Smooth Transition ◽  
College And Career Readiness ◽  
Refugee Students ◽  
College And Career ◽  
Institutions Of Higher Learning

The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.

A Systematic Approach to Exploring College and Career Readiness Program Needs Within High-Poverty Urban Public Schools

2017 ◽  
Vol 51 (4) ◽  
pp. 443-473
Author(s):  
Olcay Yavuz ◽  
Jennifer Parzych ◽  
Margaret Generali
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Faculty Perceptions ◽  
Urban School ◽  
Career Readiness ◽  
College And Career Readiness ◽  
High Poverty ◽  
Enrichment Programs ◽  
College And Career ◽  
Quantitative Correlational Study

This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.

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