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Multiple Pathways to Success: Preparing High School Students for College and Career


Multiple Pathways to Success: Preparing High School Students for ... Deanna Cruz. Counselor. School of Digital Media Design, San Diego (858) 496-8370 ext. ... – PowerPoint PPT presentation

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Title: Multiple Pathways to Success: Preparing High School Students for College and Career

Multiple Pathways to Success Preparing High
School Students for College and
Career California Association of School
Counselors Workforce Ready! Set! Go! San Diego,
CA December 14, 2007
Students Say
  • 3 in 4 say they could be doing better in school
    if they were motivated to work harder
  • 9 in 10 believe tying classes to their future and
    real-world careers would inspire them to work
    hard and do well in school
  • 9 in 10 say they would like to take courses for
    college as well as have the opportunity to
    acquire skills and knowledge relevant to future
  • Source Statewide poll conducted by Peter D.
    Hart Research Associates, commissioned by The
    James Irvine Foundation

Connecting College and Career
  • Multiple Pathways
  • Comprehensive programs of academic and technical
  • Organized around broad industry themes
  • Prepare students for full range of postsecondary
    options and career success
  • Thematic, practical focus that inspires students
    to achieve

Pathway Design Components
A multi-grade program consisting of
  • An academic core meeting postsecondary
    admissions requirements of UC, CSU, community
  • A technical core meeting industry standards
    providing certification
  • Work-based learning
  • Support services supplementary instruction,
    counseling, and transportation

Incorporating Applied Academic Courses
  • Bring real world relevance to the college
    preparatory curriculum
  • Promote project-based teaching and learning
  • Partner with qualified CTE instructors
  • Use more authentic student assessment methods

Transforming Career Technical Education
  • Shift from narrow occupationally specific
    preparation to career clusters
  • Meet CTE and Industry Standards
  • Examples
  • Engineering, robotics
  • Health science, sports medicine
  • Animation, graphic design
  • Advanced manufacturing
  • Agriculture and renewable resources

Incorporating Work-based Learning
  • Includes mentoring, job shadowing, internships,
    school-based enterprise, virtual apprenticeship
  • Students develop meaningful relationships with
    adult role models
  • Immerses students in adult world, leading to
    maturity, understanding of professional
    behaviors, high expectations

Providing Student Support Services
  • Supplemental instruction for students below grade
  • Additional coursework but, rather than more of
    the same, use a more applied learning approach
  • Extended day, extended year
  • Tutoring and other assistance
  • College and career guidance and counseling
  • Transportation to/from work-based learning

Many Models Already Exist
  • 290 California Partnership Academies
  • Another 300 career pathway programs
  • Themed magnet schools, charter schools, and small
  • Other alternative programs
  • e.g., Early College HS programs, High Tech High,
    Big Picture Schools

Common Features
  • Tend to operate as small learning communities
  • Pathways incorporate ROCP and community college
    course-taking options, as appropriate and
  • Blend academic and career technical course
  • Either as integrated courses, or through
    interdisciplinary projects
  • By design, students are expected to complete an
    academic core, a sequence of CTE courses, and
    associated work-based learning activities
  • Learning is project-based, student-centered,
    rigorous and relevant, and supported by a range
    of services

Achievement Gap Data
  • Study of California Partnership Academies found
  • CPAs enrolled a noticeably higher proportion of
    Hispanic/Latino and black students relative to
    the statewide 10th- through 12th-grade enrollment
    (46 v. 41 and 11 v. 8, respectively)
  • Hispanic/Latino and black students from CPAs
    passed both the ELA and math exams at
    substantially higher ratesranging from 11 to 17
    percentage pointsthan students of the same
    ethnicity within the general population
  • Hispanic/Latino and black CPA students graduated
    at rates 12 to 15 percentage points higher than
    the general population

Source A Profile of the California Partnership
Academies 2004-05 (March 2007), ConnectEd The
California Center for College and Career Career
Academy Support Network (CASN)
10th Grade CAHSEE Pass Rates
Graduation Rates
Breaking Through Barriers
  • Flexible schedules that allow for
  • Students to take more courses
  • Teacher collaboration time
  • Work-based learning
  • Project- and problem-based learning
  • Professional development
  • Sharing curriculum
  • A-g approval for CTE courses
  • Policy considerations

Model Programs
  • School of Digital Media Design San Diego
  • For others, see the ConnectEd demonstration
    sites, at

Counseling Considerations
  • Small Group Discussion Questions
  • What role should counselors play in developing
    comprehensive career exploration and development
    programs in high schools and their feeder middle
    schools? What best practices can you share?
  • How might counselors guide students to look 5-10
    years ahead when considering college and career
    options? Best practices?
  • How can counselors help students find the right
    postsecondary match based on their interests
    and aspirations? Best practices?
  • How can counselors promote a college prep program
    in order to ensure access and opportunity (and
    avoid tracking), while simultaneously
    communicating to students that many other good
    postsecondary options exist? Best practices?

  • Roman J. Stearns
  • Director for Policy Analysis and Development
  • ConnectEd The California Center for College and
  • (510) 849-4945
  • Deanna Cruz
  • Counselor
  • School of Digital Media Design, San Diego
  • (858) 496-8370 ext. 2980