Strengthening Transitions by Encouraging Career Pathways

In order to be economically self-sufficient, youth need some education beyond high school. Nonetheless, persisting in college and earning a credential is difficult for many students. To facilitate students’ transitions into college and careers, policymakers and practitioners are attempting to find ways of connecting formerly separate facets of the education system. One such effort is the establishment of P-16 (preschool through postsecondary) commissions in 30 states (National Governors Association, n.d.), whose goal is to reconceptualize education as a pathway spanning high school, college, and the workplace. Attention is also being paid to the integration of academic and occupational preparation in order to increase the rigor of career and technical education (CTE) and to make stronger connections to high-wage, highgrowth occupations. At the federal level, these goals are encouraged by proposed changes to a key funding stream for career and technical education, the Carl D. Perkins Vocational and Applied Technology Act. The federal government seeks vocational education reform in keeping with its emphasis on higher academic standards and accountability. These changes will encourage the refinement of CTE programs in occupations that require postsecondary credentials, to ensure both rigorous academics and a smooth secondary-to-postsecondary transition. Perkins funding may be an impetus for reform, but states must address the ways that their own systems of education support these goals. States need to rethink the structure and focus of the educational pipeline, including the relationships between high schools and colleges, academic and applied courses, and educational credentials and the labor market.

This Brief summarizes a report prepared to assist the U.S. Department of Education’s College and Career Transitions Initiative (CCTI). The report presents a sample of state-level policies and legislation that support the implementation of career pathways and other strategies that facilitate educational and employment transitions. Data gathering for the investigation consisted of interviews with CCTI site contacts and other experts in education and workforce development, and web searches for information on legislation and regulation pertaining to career pathways.

The College and Career Transitions Initiative

In fall 2002, the Office of Vocational and Adult Education, U.S. Department of Education, sponsored the College and Career Transitions Initiative. It renews efforts toward the seamless transition from secondary to postsecondary school by coordinating academically rigorous study with career and technical courses across education sectors. The goal of the initiative is to help community colleges, working with high schools and business partners, create career pathways that lead from high school to two- and four-year degrees and technical careers. The League for Innovation in the Community College was selected as the project administrator. As defined by CCTI, a career pathway is an articulated sequence of rigorous academic and career courses, beginning in the ninth grade and leading to an associate degree, and/or an industry-recognized certificate or licensure, and/or a baccalaureate degree and beyond. The pathway is developed, implemented, and maintained by partnerships among secondary and postsecondary education and employers. CCTI reflects the national priorities of increased rigor and educational attainment by establishing five very specific long-term outcomes goals: (1) decreased need for remediation at the postsecondary level; (2) increased enrollment and persistence in postsecondary education; (3) increased academic and skill achievement at the secondary and postsecondary levels; (4) increased attainment of postsecondary degrees, certificates, or other recognized credentials; and (5) increased entry into employment or further education.

Fifteen site partnerships composed of community and technical colleges, secondary schools, and employers have been funded in occupational areas that include: education and training; health science; information technology; law, public safety, and security; and science, technology, engineering, and mathematics. The site partnerships are working to develop exemplary models of college and career transition strategies and programs, and collect and report project implementation and student outcomes data. 

Policies That Support Career Pathways.

Below, we highlight state policies that are promoting a seamless transition to college and careers, and provide examples of cases in which curricula, requirements, and assessments are being coordinated on a statewide basis. These are only a sampling of efforts around the country that are helping to develop effective career pathways.

High School Initiatives

Advising. Students need access to information about career pathways – the types of courses involved and the degrees and careers they might lead to – in order to choose which pathway to enter. Moreover, career pathways should be structured in ways that help students make informed decisions with the assistance of knowledgeable and caring adults. There is widespread support for advising and counseling activities, and evidence that they can have positive influences on young people (Hughes & Karp, 2004). The Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998 included language supporting “career guidance and academic counseling,” defined as “providing access to information regarding career awareness and planning with respect to an individual’s occupational and academic future that shall involve guidance and counseling with respect to career options, financial aid, and postsecondary options.” It seems clear that pathway plans should explicitly require the provision of such services, and a number of states have implemented policies to support students as they develop their career and educational goals. For example: The State Board of Education in Oregon requires all high school students to develop an educational plan and an education profile that includes short- and long-term career goals and documents progress toward those goals.