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Using ConnectEDU
Student Impact Data to
Improve your Academy
Introductions

• Facilitator
   o Dr. Katherine Blasik – NAF
• Presenter
   o LeAnn Coe – ConnectEDU
   o Dr. Karlene McCormick-Lee – NewLeef LLC
   o Patricia Hasselman, AOHT Language Arts Teacher, Miami Beach
      Senior High School--A Distinguished Academy
   o Bill Kappenhagen, San Francisco Unified School District, Principal,
      Burton Academic High School
   o Dr. Lupe Ferran Diaz, Miami-Dade County Public Schools, Director
   Update on NAF’s Performance Measurement System Data




                Update on NAF’s Performance

                              Measurement System Data
Performance Measurement System Data
The data we collect, analyze, report and target for action
  holds several purposes for both NAF organization and
  academies -
 To know our academies and students,
 To understand student performance,
 To verify longitudinal impact of
  o high school graduation and college and career
      readiness




#NAFNext
Types of Data
               •Aggregate data for all academies: Student enrollment and demographics, course offerings, internship, advisory board, and postsecondary and
                employment data
               •Data collection: September 2011 to December 2011
Data Center    •Analysis and report: fall/winter



               •Individual student demographic and performance data for approximately 125 academies; grade 8 through grade 12
               •Data collection and validation: September to November 2011
 Individual    •Analysis and report: October
Student Data

           •Academy Assessment for open academies
           •Data collection: September 2011 to January 2012
 Academy •Analysis and report: March 2012
Assessment
           •Verification and notification: November to January


              •Status in use of Connect!, student college and career portal
  Connect! •First year report: ongoing
 college and
career portal


   YOP      •YOP pre score on the Academy Assessment to guide planning for 2012-13
Baseline of •Administration: ongoing; due May
 Academy
Assessment




    #NAFNext
What do we know about our network & academies?


  from 474 to 483 academies            +10,197
   with increase of 10,197
   additional students to
   59,482 across 162 districts
   in 39 states, DC and the
   Virgin Islands

                3
    1
                        New at 5
                    4
        2




   #NAFNext
Who are we enrolling?
Found that, overall,

   more Hispanic/Latino and Black/African American (67% academies and 53%

    schools) and more at poverty level (63% academies and 52% schools) – Source:

    Data Center with 99% of the academies reporting aggregate data for nearly 60,000

    NAF students and those in schools offering NAF academies

   more Hispanic/Latino and Black/African American (76% academies vs. 69%

    districtwide) and more in poverty (62% academies vs. 56% districtwide) – Source:

    District SIS from 119 academies/8 districts that provided individual student data;

    282,727 high school students of which 15,531 are enrolled in NAF academies




#NAFNext
What else do we know about our academies?

 4-year program ideal; up from 55% to 65%
 offer 1,964 sections of NAF career-themed courses, taught by
     2,434 teachers
 4,301 compensated internships in 2010-11; 68% summer; 94%
     junior or senior years; providers businesses (67%) followed by non
     profits (13%) target 100% by end of senior year
 4,001 advisory board volunteers; 2,178 from business
 81% of the seniors report plans to attend higher education
     institutions with 6% planning to work after high school
Source: Data Center




#NAFNext
Change in Level of Fidelity For Same Academies Over Two Years


                       160


                       140
                                                                        37%
                                                            36%
                       120
                                              33%     33%
 Number of Academies




                       100                                                                     Includes 13
                                                                                               distinguished
                        80   26%

                                                                              Includes 9
                        60              18%                                   distinguished


                        40
                                                                                                   12%

                        20

                                                                                      5%
                         0
                              Affiliate        Member        Leader 1                  Leader 2
2010-2011                       98              127            139                        18
2011-2012                          72           129               145                         49
Distinguished Academies
What do we know about student
progress?
 Collected individual student data over past two
  academic years; 2010-11 data, District SIS from
  119 academies/8 districts; 282,727 high school
  students of which 15,531 are enrolled in NAF
  academies
 Used the data to look at demographic and
  select achievement data from grade 9 to 10, 10
  to 11, and 11 to 12




#NAFNext
What do we know about student
progress?
 Do not yet have sufficient 4 year data to determine
   impact
 Continue to increase data by year to reflect four years of
   data for individual students and more
   academies/schools
 Therefore, the purpose of our review of individual
   student data is to know how students are progressing
   from one grade level to the next for use in strengthening
   academy outcomes that are critical to high school
   graduation and college readiness


#NAFNext
Select Metrics
 Areas of academic progress (credits, state exams) and
   college readiness (GPA, Math and English course
   grades, SAT/ACT participation and performance)
   greatest challenge for academies and districts
 Across grade matriculations, higher proportions of
   academy students on track to graduate in one year and
   remained on track to graduate the following year
   o grade 9 to 10: 63% NAF versus 58% non-NAF, grade 10 to 11:
      73% NAF versus 66% non-NAF, grade 11 to 12: 77% NAF
      versus 74% non-NAF).



#NAFNext
Overall Finding Over Two Years


 Across grades of 10, 11, and 12,
   academies retaining males, students
   of color, and students in poverty




#NAFNext
Select Metrics, Miami-Dade: District (Non-NAF) vs. NAF vs. NAF
                       Leader (I & II) + Distinguished Academies

                                         District (non-NAF)       NAF Academies          NAF Leader + Distinguished Academies
                100%                                           95% 96%
                              90% 91%                    88%
                90%
                        80%                                                                           82%
                                                                                                79%
                80%                           76% 78%                                     76%                                           75%
                                        70%                                    71% 73%                                            72%
                70%                                                      65%                                      66% 68%   67%
                                                                                                            62%
                60%
% of students




                50%

                40%                                                                                                                           37%
                                                                                                                                                    33% 35%
                30%

                20%

                10%

                  0%
                          Graduated        At least 5   Earned credits Earned math Earned English GPA 2.0, gr. 9   State math      State English
                                        credits earned, to grad, gr. 12 credit (> C ave.), credit (> C ave.),    proficiency, gr. proficiency, gr.
                                              gr. 9                           gr. 9              gr. 9                 10               10

                N.B.: 72% of NAF students in M-D were in Leader + Distinguished academies
                       #NAFNext
Impact




#NAFNext
NAF NEXT 2012
A single platform to manage transitions




  K12                Post              Employer
                     Secondary




                                                      POSSIBILITIES
             > Connecting Learners to Possibilities

  #NAFNext
A qualified user network to meet & interact




            Driving purposeful interactions




 #NAFNext
ConnectEDU Ecosystem
  Network · Lifecycle · Apps · Products



THE
PURPOSE
NETWORK™




THE
LEARNER                                                    Post                                                                  POSSIBILITIES
LIFECYCLETM
                     K12                                   Secondary                                                 Employers


THE
EDUCATION
APP                        Prepare > Plan > Search > Apply > Transition
MARKETPLACE
                                           ADMISSIONS & RECRUITMENT SUITE
                            SmartSearch | RecordExchange | eCRUIT | EYOp | College Cost Calculator | TalentConnect

                                                ADVISING & RETENTION SUITE
INSTITUTIONAL                        EarlyIQ | EarlyWarning | CounselorSuccess | FYRe | Health & Wellness


PRODUCT                                       EVALUATION & ANALYTICS SUITE
                                                    Reporting | Benchmarking | CoursEval
BRANDS                                             SERVICES & ASSESSMENTS
     #NAFNext                                Data Management | Enterprise Solutions | Consulting
                                                                                                                                                 20
173 NAF Academies Participate Today
CA San Francisco Unified School District
    Pasadena Unified School District
    Pomona Unified School District
    Porterville Unified School District
TX Waco Independent School District
OK Oklahoma City Public Schools
AK Lower Kuskokwim (AK) School District
LA East Baton Rouge Parish
    Lafayette Parish
    New Orleans
    Orleans Parish                         NY New York City Department of Education
    Recovery School                           Rochester City Public Schools
    St. John the Baptist Parish               Barker Central School District
FL Miami-Dade County Public Schools        MD Prince Georges County
    Broward County Public Schools          CT Hartford Public Schools
    Pinellas County Public Schools         NC Charlotte-Mecklenburg School District
Connect! College and Career Planning
  Tools & Features
• Student Portfolios                    •   Career Planning
• Calendar and Message Center           •   Course Catalog
• College Search & Match                •   Counselor Dashboards
                                        •   Student Progress Tracker
• College List Manager
                                        •   Scattergrams & Reports
• College Preferences Interview
                                        •   Journaling Tools
• Skills/Interests/Values Assessments   •   Transcript Management
• Career Pathways Explorer              •   Event Creation & Management
• Labor Market Forecasts                •   Letter of Recommendation Mgmt
• Resume Wizard                         •   System Reports
                                        •   SuperAPP Application Process
• Scholarship Search & Match
                                        •   Essay Sharing Capabilities
• Financial Education & Literacy
                                        •   Local Scholarship Import
• FAFSA,EFC & Financial Aid             •   Manage Student Data
• College & Loan Cost Calculators       •   Customer Support Portal
   #NAFNext
NAF Key Metrics—Student Engagement
    College and Career: Aspiration, Planning and Application

             Activate Student Account
             Create or Add to Student Profile
             Conduct a College Search
9    10      Take All 3 “Get To Know Yourself” Assessments

             Search for Careers
11 12        Create a Career Plan

                               Create a College List
            10 11 12           Search for Scholarships and Create a Scholarship List

                                             Explore Financial Aid and Complete the Estimated
                               11 12          Family Contribution Calculator (EFC)

                                                               Submit FAFSA Forms

                                                   12          Complete and Send Applications
ConnectEDU’s Solution Student Highlights
Provides opportunities to learn about financial literacy, prepare for
college enrollment and identify skills and interests



                                                                >   Financial literacy tools, supplemented
                                                                    with interactive, personalized education
                                                                    plan & portfolio:
                                                                      – Federal student loans, financial aid
                                                                           and scholarships
                                                                      – Savings products and loan
                                                                           evaluation/ decision making tools
                                                                      – Mouse-over, tips & financial
                                                                           education content delivered in
                                                                           personalized, bite size formats
                                                                      – 529, Net Price, Affordability
                                                                           Calculators
                                                                      – Games/Interactive financial literacy
                                                                           courses tied directly to the student’s
                                                                           plan/ financial picture
                                                                >   College Enrollment preparation:
                                                                      – Personalized plan & portfolio
                                                                      – Search, compare & recommendation
                                                                           engines
                                                                      – Course, college & career pathway
                                                                           planners
                                                                      – Tips & directed behavior (SAT,
                                                                           essay, application, etc.)
                                                                >   Career Exploration:
                                                                      – Pathway planner & recommendation
                                                                           engine
                                                                      – Resume builder, tips and matching
                                                                           engine
                                                                      – Assessments & recommendations
     #NAFNext
ConnectEDU’s Solution Highlights
Solution allows vested stakeholders such as counselors teachers, coaches, etc. to support
students




                              Purpose Network™




     #NAFNext
ConnectEDU’s Solution Counselor Highlights
Online accounts that monitor students’ progress online




                                                         >   Extensive student
                                                             tracker dashboard

                                                         >   Real-time early
                                                             warning alerts

                                                         >   Journaling
                                                             functionality to track
                                                             and take note of all
                                                             student-counselor
                                                             interactions




   #NAFNext
Getting Ready To Participate and Rollout



• District Perspective
   o Dr. Lupe Ferran Diaz, Miami-Dade County Public
     Schools, Director
• School Perspective
   o Bill Kappenhagen, San Francisco Unified School
     District, Principal, Burton Academic High School
   o Patricia Hasselman, AOHT Language Arts Teacher,
     Miami Beach Senior High School--A Distinguished
     Academy
Getting Ready To Participate and Rollout



• District and School Perspective
   o Who needed to be a part of the discussion?
   o What were some challenges and
    opportunities?
  o How did you get “buy in?”
  o What did you do first?
  o What would you do differently?
Discussion Activity



• If you wanted to do this, who in your district would
 be the person or people who need to be involved?
  o How would you initially involve them?
  o What would be your “elevator pitch?”
  o What could NAF and CDU do to help in the
    conversation?
Getting Students and Teachers Involved



• District Perspective
   o Dr. Lupe Ferran Diaz, Miami-Dade County Public
     Schools, Director
• School Perspective
   o Bill Kappenhagen, San Francisco Unified School
     District, Principal, Burton Academic High School
   o Patricia Hasselman, AOHT Language Arts Teacher,
     Miami Beach Senior High School--A Distinguished
     Academy
Getting Students and Teachers Involved



• District and School Perspective
   o How would you ensure that this is not just “one
    more thing?”
  o What are some ways that you could incorporate
    this program into your day?
  o How would you use the data to improve the
    academy and outcomes for students?
  o What would you do differently?
i Beach Senior High and Conne
Enrollment
 All students originally enrolled through core class
   (English)
 New ninth grade students enrolled through their
   academies
 New students who arrive after the start of school must
   be enrolled and is responsibility of their academy
 Parental piece will be through PTSA
 Cap advisor’s Facebook page will be utilized in
   conjunction with ConnectEDU for Seniors


#NAFNext
How to keep students using ConnectEDU
 Lesson plans
   o Done through English class
   o Each grade level will have plans for each quarter
   o These are done over the quarter and not all at one
     time
   o Lesson plans will ensure students have all the
     necessary requirements to apply for college




#NAFNext
Ninth Grade



 Show examples of lesson plans




#NAFNext
Discussion Activity



• Which of these activities do you think would work
 for your district/school?
   o How would you initiate them?
   o Who would ask to help?
   o What could NAF and CDU do to help in the
     conversation?
On Track to College and Career: Are they really ready?

 Questions and Answers
College and Career Readiness:
What Do We Mean?
  A Proposed Framework
  REVISED DRAFT VERSION 1.1: January 7, 2012
Using connect edu student impact data to improve your academy
COLLEGE AND CAREER
READINESS:
WHAT DO WE MEAN?
A Proposed Framework

Revised Draft Version 1.1: January 7, 2012




ConnectEd: California Center for College and Career
2150 Shattuck Avenue, Suite 1200
Berkeley, CA 94704
510-849-4945
www.connectedcalifornia.org
Using connect edu student impact data to improve your academy
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ..........................................................................................................v
INTRODUCTION .....................................................................................................................1
PERSPECTIVES ON THE PREPARATION OF YOUNG PEOPLE FOR THE FUTURE ............................3
   The Need for Academic Content and Skills ................................................................................. 4
   The Need for 21st-Century Content and Skills ............................................................................ 5
   The Need for Technical Content and Skills .................................................................................. 7
   The Need for Broad Transferable Skills and Productive Dispositions and Behaviors ................. 8
   Navigating Education, Career, and Civic Life Beyond High School ............................................ 10
   A Meeting of the Minds............................................................................................................. 12
A FRAMEWORK FOR DEFINING COLLEGE AND CAREER READINESS ........................................14
College and Career Readiness Framework.............................................................................15
IMPLICATIONS FOR CURRICULUM AND INSTRUCTION, ASSESSMENT, AND TEACHER
PREPARATION......................................................................................................................16
   The Need for New, Integrated Curriculum and Instruction ...................................................... 16
   The Need for New Assessments That Use Multiple Measures ................................................. 17
The Need for Teacher Preparation and Professional Development ........................................18
REFERENCES ........................................................................................................................21
APPENDIX A: Linked Learning College and Career Readiness Framework With Notes ............. 27
APPENDIX B: Essential Skills Presented by Recognized Initiatives and Scholars ...................... 33




REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.               iii
Using connect edu student impact data to improve your academy
ACKNOWLEDGEMENTS
The aim of our efforts to clarify the definition of “college and career readiness” was to produce
a document that would synthesize varying perspectives based on a holistic view of student
needs in view of long-range educational, economic, and societal trends. To that end, in addition
to reviewing the relevant literature, we consulted with educators and experts in education
reform, career technical education, employment and training, cognitive science, and student
assessment, across a broad spectrum — each illuminating a critical piece of the overall picture.
While some placed greater emphasis on one or more aspects of college and career readiness,
without exception all were concerned with equity and providing all students with the greatest
opportunities for long-term success.

We want to thank the following individuals for the time they donated for individual consultation
on the development of this Framework:

Janet B. Bray, Association for Career and Technical Education

Anthony Carnevale, Georgetown University Center on Education and the Workforce

Gilberto Conchas, Career Academy Support Network, UC Berkeley

Amy Gerstein, John W. Gardner Center for Youth and Their Communities, Stanford University

Gary Hoachlander, ConnectEd

JD Hoye, National Academy Foundation

Paula Hudis, ConnectEd

Karen Levesque, MPR Associates, Inc.

Charis McGaughy, Educational Policy Improvement Center (EPIC)

Tameka L. McGlawn, The Education Trust-West

John Merris-Coots, California Department of Education

Edys Quellmalz, WestEd

Senta A. Raizen, WestEd (retired)

Martin Ripley, Qualifications and Curriculum Authority, England (prior affiliation)

Leslie Rodden, Alliance for Education, San Bernardino County Superintendent of Schools

Andrew Rothstein, National Academy Foundation

Nicole Smith, Georgetown University Center on Education and the Workforce



REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   v
David Stern, Career Academy Support Network, UC Berkeley

Michael Strait, National Academy Foundation

April P. Treece, Contra Costa Economic Partnership

Bernie Trilling, Independent Consultant

Elliot Washor, Big Picture Schools



We would like to thank the over 30 participants in the August 11th 2011, Framework
Development Committee meeting at ConnectEd, and the participants in the January 5th Career
Readiness meeting convened by the James Irvine Foundation.

We would like to acknowledge the collaboration and thought partnership of the National
Academy Foundation and the Linked Learning Alliance.

We would like to thank ConnectEd staff for their involvement and intellectual support, including
Roman Stearns, Rob Atterbury, and Kathy Harris.

We would like to thank those involved in editing, producing, and reproducing this revised draft,
including Donna Fowler, Natesh Daniel, and Patti Gildersleeve of MPR Associates, Inc., and
Chelsea Brown of ConnectEd.

Brad Stam, ConnectEd and Svetlana Darche, WestEd
January 2012



In addition to the acknowledgments above, I want to highlight the extraordinary work that
Svetlana Darche of WestEd has undertaken to create this document. In a short time period and
on a modest budget, she has synthesized and distilled a broad range of relevant information and
thinking into a concise and readable document that succeeds in informing both practice and
policy, while highlighting potential avenues for research. This revised draft represents a work in
progress that is designed to be responsive to the needs of the field. It is a living document and
we will continue to revise it so that the education field has the benefit of a college and career
readiness tool that is current, comprehensive, credible, and practical.

Brad Stam, ConnectEd
January 2012



For more information or to send feedback or questions, please contact:

Svetlana Darche at sdarche@wested.org and Brad Stam at bstam@connectedcalifornia.org



REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   vi
INTRODUCTION                                                                      We will set a clear goal: Every
A nationwide consensus is developing that all U.S.                                student should graduate from
students should graduate from high school “ready for                              high school ready for college and
college and career.” Though many have thought and                                 a career, regardless of their
written about the issue of college and career readiness,                          income, race, ethnic or language
presently there is no clear, agreed-upon definition of                            background, or disability status.
what it means to be college and career ready. Although                            President Barack Obama,
not intended to be a definitive statement of what college                         Blueprint for Reform
and career readiness means, this document takes a step
toward a consensus definition.

ConnectEd seeks to develop an operational definition of college and career readiness to help
clarify specific outcomes for students participating in programs implementing the Linked
Learning approach in California and across the nation. To do so, with the assistance of WestEd,
we began by examining a variety of views informing the debate on what constitutes college and
career readiness and the most commonly used definitions or indicators of preparation for
success beyond high school from the past two decades. Sources included research summaries,
policy and advocacy documents, and existing frameworks that address students’ long-term
success in postsecondary education and future careers. The underlying premise of this
document is that these varied perspectives reflect both diverse student needs and the diverse
missions and priorities of different organizations. The aim is to arrive at a holistic and long-term
view of student success, recognizing that ensuring this success would require solutions at
multiple levels.

Though not intended to be exhaustive, this review includes current perspectives on college and
career readiness based on the work of leading economists, educators, researchers, and policy
organizations, such as Nobel Laureate James Heckman, the Education Policy Improvement
Center (EPIC), the Partnership for 21st Century Skills, the Georgetown Center on Education and
the Workforce, the Association for Career Technical Education, and many others. Existing
frameworks we drew upon included:

     •    The California Career Technical Education (CTE) Model Curriculum Standards,
          Foundation Standards
     •    The Common Core State Standards
     •    Partnership for 21st Century Skills
     •    Association of American Colleges and Universities
     •    The Conference Board
     •    Skills highlighted in the work of Anthony Carnevale, Director, Georgetown University
          Center on Education and the Workforce




REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   1
•    The National Association of State Directors of Career Technical Education Essential Skill
          Statements
     •    The Secretary’s Commission on Achieving Necessary Skills (SCANS)
     •    Assessing and Teaching 21st Century Skills (ATC21s)
     •    Equipped for the Future Work Readiness Skills
     •    National Career Development Guidelines
     •    Education Policy Improvement Center’s Four Dimensions of College and Career
          Readiness

Based on this review, we propose a framework — the College and Career Readiness Framework
(Framework) — aimed at moving toward a consensus definition of readiness that can guide
instruction and assessment in Linked Learning programs. We see this as an equity strategy; by
getting clear about what all students should know and be able to do in order to succeed after
high school, we empower students, families, teachers, and those who support them to more
effectively align practice, structures, and systems to achieve that goal and close the equity gap.

The Framework focuses on four categories:
   • Knowledge
   • Skills
   • Productive Dispositions and Behaviors
   • Educational, Career, and Civic Engagement

We believe that these four categories are interrelated—in education and in life. And they are
intended to capture convergence among the various perspectives on college and career
readiness reviewed here. But we have separated them in the Framework to allow policymakers
and educators to consider how best these categories can be combined to address the varied
needs and interests of students and the societal goal of an educated, engaged, and productive
adulthood for all young people.

We conclude by briefly discussing the implications of this Framework for instruction, teacher
preparation and development, and assessment — the drivers of change in practice.

Appendices include an annotated version of the Framework, with descriptors and assessment
options and a crosswalk of the knowledge, skills, dispositions and behaviors, and engagement
areas in each of the existing frameworks we drew upon.




REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   2
PERSPECTIVES ON THE PREPARATION OF
YOUNG PEOPLE FOR THE FUTURE                                                           All Students Need Preparation
                                                                                      for Both College and Career
College and career readiness for all students is a prominent
focus of current debates about education reform and how                               The need to prepare an
to improve student achievement and long-term success.                                 educated and skilled citizenry is
This renewed attention provides a propitious moment for                               well documented. In 2010, the
those working to forge a clearer and more effective                                   share of young people in the
integration of college and career preparation, particularly in                        United States ages 16–24 who
view of economic globalization and increasingly rapid                                 were employed in July was 48.9
change in every sphere of life. But this idea is not a new                            percent, the lowest July rate on
one. Resnick and Wirt, for example, noted in 1996 that the                            record since data were first
United States faced “a moment of extraordinary                                        collected in 1948 (U.S. Census,
opportunity in which business, labor, and educational                                 2010). The Georgetown
leaders can set a new common course in which preparation                              University Center on Education
                                                                                      and the Workforce projects a
for work and preparation for civic and personal life need no
                                                                                      shortfall of at least 3 million
longer be in competition” (Resnick & Wirt, 1996, p. 10).
                                                                                      postsecondary degrees,
Given the rise of new technologies, the globalization of
                                                                                      associate’s degrees or higher, by
industry, and persistent achievement gaps and
                                                                                      2018, with an additional need
unemployment rates, we can no longer afford to maintain
                                                                                      for 4.7 million new workers with
traditional education dichotomies — between college and
                                                                                      postsecondary certificates
work, between academics and technical skills, and between
                                                                                      (Carnevale, Smith, & Strohl,
cognitive skills and character. These divisions have proven                           2010). At the same time, baby
unproductive; students need all of these. We must move                                boomers are beginning to retire,
with urgency toward a synthesis that will benefit both                                taking their expertise with them
individuals and society.                                                              and depending on the younger
The definition of “preparation for the future” has shifted                            generation to pick up the mantle
over time, ranging over many dimensions, from academic                                and contribute to the economy.
preparedness to employment training to preparation for
civic participation and lifelong learning. Despite this
variation, many of these perspectives are necessarily interrelated, and all reflect the same
vision: students’ successful transition to the various roles and responsibilities of adulthood. 1

This section provides a brief overview of various current perspectives on what constitutes
preparation for college and career. As noted earlier, this review is not intended to be

1
  Carnevale argues that education plays a broader role than just preparing students for the workforce because “the
inescapable reality is that ours is a society based on work. Those who are not equipped with the knowledge and skills
necessary to get and keep good jobs are denied full social inclusion and tend to drop out of the mainstream culture,
polity, and economy.” He notes that if educators also do not help young people to become successful workers, they
will fail to fulfill “their cultural and political missions to create good neighbors and good citizens” (Carnevale 2007).



REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.    3
exhaustive, but to highlight the views and major common themes current in the national
conversation about college and career readiness. Our aim is to begin constructing a
comprehensive definition of readiness — one that addresses the full range of students’ needs as
they transition to adulthood.

The Need for Academic Content and Skills
Nearly every existing framework highlights the importance of academic knowledge and skills
as foundational to students’ future success. The National Assessment Governing Board (NAGB),
which oversees administration of the National Assessment of Educational Progress (NAEP),
focuses on academic preparation for college and the workplace, as follows:

          For college, academic preparedness refers to the reading and mathematics
          knowledge and skills necessary to qualify for placement into entry-level college
          credit courses that meet general education requirements without the need for
          remedial coursework.

          For the workplace, academic preparedness refers to the reading and
          mathematics knowledge and skills needed to qualify for job training; it does not
          necessarily mean that the qualifications to be hired for a job have been met
          NAGB n.d.).

NAGB seeks to encourage research that will illuminate college and workforce preparedness and
currently is conducting a variety of research projects to determine what NAEP scores would be
necessary for entry into various kinds of postsecondary institutions and workforce training in
five occupations. NAGB emphasizes “reading and mathematics academic skills” and does not
intend its preparedness reporting to be “the single, authoritative definition of preparedness.”
NAGB’s focus on academics is deliberate:

          Several national conversations include capabilities beyond academics when
          addressing preparedness and readiness. NAEP measures academic aspects of
          student achievement, and it is important to clearly communicate this focus of
          NAEP preparedness research to avoid misrepresentation and overstatement
          (NAGB 2009, p. iii).

The Common Core State Standards (CCSS) for English language arts and mathematics, developed
by the National Governors Association and Council of Chief State School Officers (CCSSO) and
adopted by California in 2010, also emphasize academic content and skills. These standards are
intended to define the knowledge and skills students should acquire during their K–12 education
to enable them to graduate from high school ready “to succeed in entry-level, credit-bearing
academic college courses and in workforce training programs” (CDE 2010).

Other perspectives on academic preparedness include a movement called “deeper learning,”
championed by the Hewlett Foundation. This approach calls for an emphasis on applying


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knowledge in addition to mastering core content, and promotes skills such as critical thinking
and problem solving, collaboration, communication and “learning how to learn” (Alliance for
Excellent Education, 2011; Chow, 2010). Researcher David Conley of the Educational Policy
Improvement Center (EPIC) has used the term “cognitive strategies” to represent the key
cognitive skills needed in addition to academic content. These include problem formulation,
research, interpretation, communication, and precision and accuracy. In their College Readiness
Indicator Systems (CRIS) being developed with support from the Bill & Melinda Gates
Foundation, the John W. Gardner Center for Youth and Their Communities at Stanford
University and the Annenberg Institute for School Reform at Brown University also connect
cognitive strategies with content knowledge as a basis for academic preparedness.

While nearly all college and career frameworks list academic knowledge and skills as
necessary to preparation for both postsecondary education and careers, many believe that
academic knowledge and skills are not sufficient to ensure preparation for career success. For
example, a comparison between the CCSS and the Essential Knowledge and Skill Statements, the
career technical education (CTE) standards set by the National Association of State Directors of
CTE Consortium (NASDCTEc, 2008) found that many skill statements align with the CCSS.
NASDCTEc found, however, that the CCSS did not “fully address the critical ‘career’ component
of a student’s overall experience” (NASDCTEc, n.d.). Perspectives regarding the wide range of
content and skills needed for college and career readiness and success are presented below.

The Need for 21st-Century Content and Skills
In 1990, growing concern about student preparation for the workplace in light of increasing
global competition and the growth of technology resulted in the formation of the Secretary’s
Commission on Achieving Necessary Skills (SCANS). The fundamental purpose of SCANS was to
promote “a high-performance economy characterized by high-skill, high-wage employment”
(DOL, n.d.). Noting that globalization and the explosion in technology “have barely been
reflected in how we prepare young people for work,” SCANS urged schools and employers to do
a better job with preparedness: “Unless they do, neither our schools, our students, nor our
businesses can prosper” (SCANS, 1991, p. viii).

Murnane and Levy (1996) outlined skills for the 21st-century workforce in The New Basic Skills.
These include the ability to read and do math at the ninth-grade level or higher and four new
“soft skills.” The latter include the ability to solve semistructured problems for which
hypotheses must be formed and tested; the ability to work in groups with persons of various
backgrounds; the ability to communicate effectively orally and in writing; and the ability to use
personal computers to carry out simple tasks like word processing.

In 2002, the Partnership for 21st Century Skills (P21) was formed through the efforts of the U.S.
Department of Education, the National Education Association, and several corporations, most of
which, such as Microsoft, Cisco, and Apple, were in the information technology industry. P21



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urged students to attain a broad range of skills, including core academic competencies and
many “learning and innovation skills,” including critical thinking and problem solving, creativity
and innovation, communication, and collaboration, to enable them to compete in an
increasingly global economy.

In 2003, Autor, Levy, and Murnane warned about the exportation of jobs performed more
economically through computerization and argued for the importance of skills such as
“flexibility, creativity, generalized problem-solving capabilities, and complex communications”
that would enable workers to perform “complementary” and “non-routine tasks.”

The NASDCTEc Essential Knowledge and Skill Statements include a similar list of skills among
their essential topics: communications, problem solving and critical thinking, information
technology applications, safety, health and environmental, leadership and teamwork, ethics and
legal responsibilities, and employability and career development.

Assessing and Teaching 21st Century Skills (ATC21s), an international project supported by
Microsoft, Intel, and Cisco, recently prepared a series of white papers discussing the multitude
of skills needed for the future workplace, including the knowledge, skills, and “attitudes, values,
and ethics” needed in each of 10 areas, recognizing that the full array of individual capacities is
needed for success in the workplace. The project emphasizes that, although many of these skills
have always been needed, the 21st century workplace now requires that all workers have these
skills (ATC21s 2010). According to Rotherham and Willingham, “What’s actually new is the
extent to which changes in our economy and the world mean that collective and individual
success depends on having such skills. … If we are to have a more equitable and effective public
education system, skills that have been the province of the few must become universal”
(Rotherham & Willingham, 2008).

Further, workers must be able to work creatively with knowledge itself, as described by ATC21s:

          …Creative work with knowledge — with conceptual artifacts (Bereiter, 2002) —
          must advance along with work with material artifacts. Knowledge work binds
          hard and soft skills together (ATC21s, 2010, p. 211).

Proponents of 21st century skills include a variety of cross-disciplinary themes and traditional
academic subjects within the content domain. P21 and ATC21s, for example, include “21st-
century themes” such as “global awareness, financial, economic, business and entrepreneurial
literacy, civic literacy, and health and environmental literacy” (P21 website). ATC21s refers to
“citizenship — local and global.” These themes are considered critical to students’
understanding of the world they are entering, and they “promote understanding of academic
content at much higher levels by weaving 21st-century interdisciplinary themes into core
subjects” (P21, 2009).




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The Need for Technical Content and Skills
Career technical educators have been consistent champions of the SCANS “employability” and
“21st-century” skills primarily in the context of CTE courses and pathways. In addition, they have
focused on career-related content and technical skills increasingly integrated with academic
content and skills within the 16 federally identified industry sectors or “career clusters.”
Technical skill attainment is measured by students’ receipt of industry-validated credentials or
related measures allowed by the Carl D. Perkins Career and Technical Education Improvement
Act of 2006. California measures technical skill attainment by grades attained in CTE courses
aligned with industry-recognized standards, including the California CTE Model Curriculum
Standards (CDE, 2008, p. 211).

Through its States’ Career Cluster Initiative, NASDCTEc has developed Essential Knowledge and
Skill Statements organized into 10 Essential Topics. These cover a broad ranges of skills,
including academic, technical, and employability skills, that should be demonstrated in the
context of any given cluster and pathway. Technical skills are elaborated in detail for pathways
in each of the 16 career clusters, ranging from the fields of Agriculture, Food, and Natural
Resources to Transportation, Distribution, and Logistics.

Labor market demand has traditionally driven the development of students’ technical skills. In
recent years, economists have underscored the continuing importance of technical skills for
“middle-skill” jobs — those requiring more than a high school diploma but less than a four-year
college degree, including employer-based training and CTE offered through community colleges
and private training institutions. In America’s Forgotten Middle-Skill Jobs: Education and training
Requirements in the Next Decade and Beyond, Holzer and Lerman conclude that Bureau of Labor
Statistics projections indicate “robust” future demand for mid-level skills, “with jobs requiring
postsecondary education or at least moderate-term training growing substantially over the next
decade.” They argue that “Demands for skilled labor in construction, health care, computer use,
transportation, and elsewhere are projected to grow at above-average rates. Replacement
needs for retiring workers will also be strong, generating even more job openings in the middle
than the top of the skills spectrum” (Holzer & Lerman, 2007 p. 29).

In addition, several scholars and researchers have highlighted the value of technical skills as a
means to cognitive development (Rose, 2006; Wilson, 1998). For example, Rose calls for a
“turning of the epistemological tables by articulating the substantial cognitive potential of the
world of work — as Dewey and Whitehead did long ago.” He argues that some of the cognitive
skills that can be fostered by good CTE include:

     •    Acuity in perception and observation;
     •    Ability to attend and remember;
     •    Planning and prioritizing tasks;
     •    Increased ability to solve both routine and non-routine problems;
     •    Analytical reasoning skills;


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•    Ability to use and communicate with a variety of symbols, including mathematical
          symbols;
     •    Applying mathematics to support planning, troubleshooting, and problem-solving;
     •    Using writing to aid learning and task completion;
     •    Using a variety of reading strategies; and
     •    Reflecting on one’s own actions and modifying them to improve task performance and
          avoid injury or error (Rose, 2006).

Unlike most academic skills, technical skills involve the use of tools. According to Resnick (1987),
using tools allows those of limited education to participate in “cognitively complex activity
systems,” while also “enhancing the capacity of highly educated people well beyond what they
could do independently.” In other words, while technical skill development has been seen as a
means to career preparation, offered primarily to CTE students, it is also a means to cognitive
development that can benefit all students.

The Need for Broad Transferable Skills and Productive Dispositions and Behaviors

While technical skills are important, researchers such as Carnevale underscore the importance
of general competencies over specific occupational skills: “While specific skills have greater
short-term economic value, more general skills have greater long-term value. General
competency leavens all subsequent learning and practical experience” (Carnevale, 2008).

The Organisation for Economic Co-operation and Development (OECD), an international
research and policy organization that administers the Programme for International Student
Assessment (PISA), has confirmed the importance of generic transferable skills for students
entering employment at all levels:

          In sectors facing rapid technological change, the ability to learn is crucial and
          generic skills are highly valued by employers (Smits, 2007; Ghost, 2002). Labour
          markets change rapidly and often unpredictably, so skills like literacy that assist
          the acquisition of new skills are particularly valuable in the long run (Kézdi,
          2006). In low-technology industries and at lower skill levels, generic
          competencies may be less valued by employers, but workers need to be able to
          switch jobs, since they are precisely the ones at risk of job loss due to
          diminishing job opportunities (Smits, 2007) (OEDC, 2009, p. 41).

Broad agreement exists that among the generic transferable skills critical for success in both
education and careers are a group of noncognitive, or social-emotional, skills. This cluster of
abilities and skills has acquired various labels over time, but in this document we refer to
them as “productive behaviors and dispositions.” While these are often subsumed within 21st-
century skills, many existing frameworks identify them separately.




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Conley, for example, identifies “Key Learning Skills and Strategies” as a critical category of skills
and behaviors, separate from content knowledge and cognitive strategies. These include self-
awareness, time management, goal setting, study skills, persistence, collaborative learning,
student ownership of learning, and retention of factual information (Conley, 2011). Similarly,
the CRIS framework being developed by the John W. Gardner Center and the Annenberg
Institute for School Reform highlights “academic tenacity” as a critical dimension of success.
CRIS defines academic tenacity as “the underlying beliefs and attitudes (such as motivation and
aspiration) and accompanying academic behaviors that drive student achievement” (CRIS,
2011).

The National Research Council has underscored the distinct importance of these sets of skills in
the workplace and in civic life. According to NRC, 21st-century skills include both “interpersonal”
skills (complex communication, social skills, teamwork, cultural sensitivity, dealing with
diversity), and “intrapersonal” skills (self-management, time management, self-development,
self-regulation, adaptability, executive functioning), in addition to the “cognitive” skills of non-
routine problem solving, critical thinking, systems thinking (NRC, 2011). 2

Sagar, an expert in measurement and the analysis of jobs, speaking at a National Research
Council workshop on future skill demands, noted the need to “develop the skills required to
enter the workforce, including adequate levels of oral and written communication,
interpersonal skills, and conscientiousness.” He warned that “because many people lack these
skills and opportunities to develop them, they have trouble obtaining work and may become
dependent on welfare,” adding that society clearly “needs to address this second skill demand
problem” (NRC, 2008, p. 87).

Research and scholarship on noncognitive skills have suggested that, for many students, these
skills may be better predictors of long-term success than academic skills (Lerman, 2008; Deke
& Haimson, 2006; Sedlacek, 2008; Kyllonen, 2009). According to economist Robert Lerman, a
study by Heckman, Stixrud, and Urzua (2006) of the schooling and job market experience of a
national sample of young workers as they age from 14 through 30 found that, “except for
college graduates, noncognitive skills (as measured by indices of locus of control and self-
esteem) exert at least as high and probably a higher impact on job market outcomes than do
cognitive skills (word knowledge, paragraph comprehension, arithmetic reasoning,
mathematical knowledge, and coding speed, as measured by the Armed Forces Vocational
Aptitude Battery). Using another major data set, the National Education Longitudinal Study
(NELS), Deke and Haimson (2006) develop evidence reinforcing the importance of nonacademic
competencies, such as work habits, leadership skills, teamwork and other sports-related skills,
and attitudes about whether luck or effort determines success in life. They found that for two-



2
 NRC conference participants pointed out, however, that all skills required cognition:” It is impossible to perform
skills such as collaboration, complex communication, or self-regulation without using cognition” (NRC, 2011, p. 109).



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thirds of all high school students, a nonacademic skill is most predictive of earnings (Lerman,
2008, p. 26–27).

Research on social-emotional learning also has shown benefits for students. The literature
highlights the importance of self-awareness, self-management, social awareness, relationship
skills, and responsible decision making and indicates that programs designed to strengthen
these competencies enhance academic attainment, attitudes, and behaviors. (Durlak et al.,
2011).

Navigating Education, Career, and Civic Life Beyond High School
To be able to exercise their various sets of skills, students need opportunities and knowledge
about how to engage with and navigate the institutions and communities they will enter after
high school. In other words, they need “social capital.” Stanton-Salazar defines social capital as
resources and social support embedded in an individual’s network or associations and accessible
through direct or indirect ties with “institutional agents.” Institutional agents are “high-status,
non-kin, agents who occupy relatively high positions in the multiple dimensional stratification
system, and who are well positioned to provide key forms of social and institutional support to
youth,” including both resources and empowerment (Stanton-Salazar, 2010, p.2). Social capital
in the domains of postsecondary education, career, and civic life gives students access to
information and relationships that can make the difference between success and failure in their
encounters with college, employment, and civic institutions. This is particularly true for young
people who are the first in their families to go to college, choose a career, or engage in political
activity.

Recent research on postsecondary educational success has demonstrated students’ need for
direct access to, and familiarity with, resources, new processes, and new environments if they
are to succeed in education beyond high school. Conley has found that students sometimes fail
in college due not only to a lack of academic skills, but also to a lack of contextual knowledge
(also called “college knowledge”) about the college experience itself (Conley, 2011). This
includes understanding admission requirements and college types and missions; knowing how
to obtain financial aid; understanding college culture; addressing social/identity issues in making
the transition; and understanding how to interact with professors and study groups. The CRIS
framework also highlights the importance of college knowledge, combining this with academic
preparedness and academic tenacity as keys to college success. College knowledge includes “the
knowledge base and contextual skills that enable students to successfully access college and
move along through the system once they arrive” (CRIS, 2011).

Promoting the development of career management skills is the central focus of the career
development field. In California, the California Career Resource Network (CalCRN) encourages
adherence to the National Career Development Guidelines and promotes the use of numerous
tools and resources to encourage students’ career awareness and exploration. CalCRN and other



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career development organizations have articulated specific career management skills. These
include awareness of one’s own skills and interests; research, resume-writing, interviewing, and
other job-seeking strategies; presentation skills; and flexibility and various interpersonal skills.
Career management also involves making meaningful connections with potential employers,
both during initial informational interviews and throughout one’s career. Besides supporting
long-term career success, participation in well-designed, academically integrated career
development programs has been shown to improve student engagement and academic
attainment (Hooley et al., 2011).

Similarly, CTE, youth development organizations, and many champions of work-based learning
have cited career exploration, familiarity with the workplace and workplace culture, and
building social networks as key goals of work-based learning and work experience. (Bailey,
Hughes, & Moore, 2004; Darche, Nayar & Bracco, 2009; Symonds, Schwartz, & Ferguson, 2011).

Labor economists also have argued that students must be able to identify their interests and
manage their own careers to adapt to fast-changing workplace environments (OECD, 2009; NRC,
2008). At the National Research Council workshop on Research on Future Skill Demands, Peter
Cappelli, professor of management at the University of Pennsylvania Wharton School, argued
that “employees today must manage their own careers, in contrast to the ‘organization man’ of
the 1950s…Employees must learn to market themselves, and one who tries to simply fit in will
have little chance of promotion” (NRC, 2008, p. 89).

Skills enabling students to participate meaningfully in civic life also are critical to success in
adulthood. In The Mission of the High School: A New Consensus of the Purposes of Public
Education? Barton and Coley argue that civic engagement has dropped significantly in the last
four decades. For example, UCLA surveys of matriculating freshman each year since the mid-
1960s show that every key indicator of political engagement has fallen at least by half. Only 26
percent think keeping up with politics is important, down from 56 percent in 1966, and only 14
percent say they discuss politics, down from 30 percent. The authors warn of a “serious threat
to the health of our democracy” (Barton & Coley, 2011, p. 38).

Civic learning, defined as “that which enables students to respond to social, environmental and
economic challenges at local, national and global levels,” is also one of five key learning
outcomes or “areas of learning” in the Lumina Foundation Degree Profile. The Degree Profile —
or qualifications framework — illustrates what students should be expected to know and be
able to do once they earn their degrees — at any level. This Degree Profile highlights five
learning areas and proposes specific learning outcomes at the associate’s, bachelor’s, and
master’s degree levels. The five learning areas include Specialized Knowledge, Broad Integrative
Knowledge, Intellectual Skills, Applied Learning, and Civic Learning (Lumina Foundation website,
n.d.).




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A Meeting of the Minds
As described above, academic preparation for college and career has been defined by the CCSS
and NAEP as the knowledge and skills students should have to graduate from high school
prepared to succeed, without remediation, in entry-level, credit-bearing academic college
courses and in workforce training programs. Additional knowledge and skills, however, are
needed for success.

Based on our review we have distilled a core list of the knowledge, skills, dispositions and
behaviors, and engagement strategies cited as critical for student success in postsecondary
education, careers, and civic life. The sources for these lists are presented in Appendix B and the
references.

From our analysis, three critical domains of preparation emerged: the academic, 21st century,
and career and technical domains, each encompassing both knowledge and skills.
“Knowledge” encompasses core academic content knowledge, cross-cutting “21st century
themes” and career and technical knowledge. While knowledge is inherently valuable, it also
provides the context for skill development.

Knowledge and skills are intertwined — and, in fact, cannot be taught separately. ATC21s does
not list content knowledge as a separate prerequisite for readiness, but rather includes
knowledge as a component of each of the 10 skill areas (ATC21s, 2010, pp. 13–33). Content or
“domain knowledge” is considered a context for learning and assessing 21st century skills, not a
focus in itself (p. 210). This applies to both academic and career-related knowledge. According
to Carnevale, for example, 21st century skills, such as critical thinking and problem solving, are
best learned through career-related examples and in real-world settings. Psychometricians
have demonstrated that students do best when working on problems directly related to their
subject matter (Carnevale, personal communication, June 20, 2011). At a National Research
Council workshop on Research on Future Skill Demands, Susan Trainman of the Business
Roundtable expressed a similar view, noting that the standards movement placed great
emphasis on content and less emphasis on soft skills. She called for teaching both content and
skills simultaneously (NRC, 2008, p. 80).

At the same time, clustering content knowledge and skills separately is a useful way of
categorizing the material for standards and curriculum development (Martin Ripley, ATC21s,
personal communication, May 25, 2011). This approach also enables us to transcend the
traditional divisions among domains — and their respective constituencies — and focus rather
on the knowledge and skills that benefit all students.

Decoupling knowledge and skills also facilitates interdisciplinary teaching practices, as discussed
below, allowing for more intentional use of content from one domain as context for teaching
skills in another, or skills from one domain to teach content in another.




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Productive dispositions and behaviors are also needed in all domains. Our review has revealed
that, while these are sometimes combined with skills such as critical thinking or included within
“soft skills,” “employability” skills, or “life and career” skills, productive dispositions and
behaviors merit separate attention. They usually are not addressed explicitly in curriculum, as
critical thinking might be, and often are learned outside of classrooms (Resnick, 1987; Wilson-
Ahlstrom, Yohalem, DuBois & Ji, 2011). But they are considered extremely important. Indeed,
research indicates that instruction must mix “context specificity and generality,” as well as
include the development of “self-regulatory and performance control strategies” (Raizen, 1989,
p.55). Within the category of productive dispositions and behaviors, self-concepts such as self-
esteem and self-efficacy are different from self-management, which includes the ability to set
goals and manage one’s time (NRC, 2011; Conley, 2011). Similarly self-management is different
from effective organizational behaviors, as reflected in the National Research Council
differentiation of interpersonal from intrapersonal skills (NRC, 2011).

The navigation skills associated with education, career, and civic engagement are also distinct
from other nonacademic or behavioral competencies. They encompass the practical skills
needed to navigate college campuses, workplaces, and civic institutions and to manage one’s
future educational and career development and engagement with democratic processes. While
they include both knowledge (i.e., about college or career management) and skills (i.e., filling
out a financial aid application), these are rarely taught systematically and require their own
spotlight, as provided by David Conley (2011) in Four Keys to College and Career Readiness: Key
Transition Skills and Strategies.

This brief review demonstrates increasing convergence of views that a “both/and” approach is
needed to identify the knowledge and skills essential for college and career readiness.

Academics must be integrated with other knowledge and skills, such as the 21st century skills of
being able to work with and create knowledge and “learning to learn.” Various productive
dispositions and behaviors also are important. CTE can not only prepare students for immediate
employment, but also teach them such important skills as teamwork, communication, and
critical thinking, along with content skills in mathematics, writing, and other subjects. Students
need exposure to and familiarity with a variety of postsecondary settings and processes,
spanning college, workplace, and community settings, and the self-knowledge and navigational
skills to enter and succeed in all three — immediately after high school and throughout their
adult lives.

This developing consensus is exemplified in a recent document published jointly by NASDCTEc,
the Association for Career Technical Education (ACTE), and P21 entitled Up to the Challenge: The
Role of Career and Technical Education and 21st Century Skills in College and Career Readiness.
The report, which addresses “the growing skills deficit in the United States,” calls for breaking
down “the silos between academic, CTE and 21st century education initiatives, programs and
teachers” and arriving at a “unified vision of college and career readiness.”



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We propose such a unified vision below — including the full array of knowledge, skills, and
behaviors and dispositions that all students need to succeed beyond high school.


A FRAMEWORK FOR DEFINING COLLEGE AND CAREER READINESS
The Framework and a graphic illustration of its most salient features are presented below. It
reflects the following principles:

     •    A variety of knowledge, skills, dispositions and behaviors, and educational, career, and
          civic engagement abilities are needed for all students to be ready for their endeavors
          beyond high school.

     •    Organizing our thinking into these four categories, rather than into the domains of
          “academic,” “21st century,” and “career and technical” knowledge and skills, allows us
          to transcend the traditional domain-driven divisions among disciplines and
          constituencies, and particularly to transcend our traditional categorization of students;
          rather we suggest that all students need access to knowledge and skills in all domains.

     •    Distinguishing among knowledge, skills, and dispositions and behaviors, as well as
          educational, career, and civic engagement enables practitioners to intentionally explore
          options for developing interdisciplinary curricula and instructional approaches.
          Knowledge and skills must be taught together, but can be integrated across domains in
          ways that meet varying curricular objectives and student needs.

     •    “21st century” knowledge and skills are highlighted, even though they are often already
          embedded in high-quality academic and CTE programs. We do this to spotlight their
          importance and to acknowledge a growing constituency that has championed
          development of cross-disciplinary knowledge and skills such as critical thinking and
          creativity, irrespective of the courses within which they are taught.

     •    Productive dispositions and behaviors are also best learned through experiences in
          various courses. In addition, they are learned through work-based experiences and in
          many extra-curricular settings, such as afterschool programs, athletics, and clubs. They
          serve as facilitators — and often engines — of learning. For this reason, while they may
          be difficult to measure, they deserve their own spotlight.

     •    Educational, career, and civic engagement is included as a separate category in
          acknowledgement that many students, particularly those who are first in their families
          to go to college, first to work in the United States, or first to vote, need support in
          navigating the world beyond high school. Indeed, in this rapidly changing world, all
          young people need strategies to effectively manage their own educational and career
          development over time and to participate fully in civic life.




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College and Career Readiness Framework




I. Knowledge                                                           III. Productive Dispositions and Behaviors
     A. Core subject-area content                                              A. Productive self-concept: self-knowledge, self-
     B. 21st century knowledge: global, civic,                                    esteem, self-efficacy
        environmental, financial, health, and media                            B. Self-management: goal setting, time
        literacy                                                                  management, study skills, precision and
     C. Career-related and technical knowledge:                                   accuracy, persistence, initiative/self-direction,
        knowledge about a broad industry sector and                               resourcefulness, and task completion
        associated technical content and college                               C. Effective organizational and social behavior:
        majors                                                                    leadership, flexibility/adaptability,
                                                                                  responsibility, and ethics
II. Skills
     A. Academic skills in core disciplines                            IV.     Educational, Career, and
     B. 21st Century skills                                                    Civic Engagement
        1. Metacognition and knowing how to learn                              A. Engaging in and navigating the world of higher
        2. Creativity and innovation                                              education
        3. Critical thinking and problem solving                               B. Engaging in and navigating the world of work
        4. Systems thinking                                                    C. Engaging in and navigating civic life
        5. Communication: listening, speaking,
           writing, and nonverbal communication
        6. Collaboration and working with diversity
        7. Information management and digital media
           applications
     C. Technical Skills: technical skill in at least one
        career area of interest



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IMPLICATIONS FOR CURRICULUM AND INSTRUCTION, ASSESSMENT, AND
TEACHER PREPARATION
Implementation of the framework that we have proposed will require new curriculum and
instructional strategies, new assessments, and new teacher preparation and professional
development. ConnectEd promotes Linked Learning as a transformational approach that moves
beyond past dichotomies in education to ensure that all students are ready for both
postsecondary education and successful entry into careers. 3

The Need for New, Integrated Curriculum and Instruction
The Framework promotes integration of curricula within and across domains, enabling rich and
meaningful student learning and preparation for postsecondary education and careers.
Curriculum integration means bringing together various fields of content knowledge and skills
around a common theme to reveal connections and facilitate learning. Linked Learning
promotes career pathways that include rigorous academics, rigorous CTE, work-based
experiences and student support services to ensure that students succeed. Pathways are
intentionally designed to offer integrated learning experiences — connecting academic learning
with technical skills and real-world applications in the context of students’ career interests — to
make learning relevant, engaging, and meaningful, thereby motivating student achievement.
Integration is not intended to detract from the richness or rigor of any of the individual
disciplines. Instead, the disciplines complement one another to enhance student learning (CDE,
2010c, p. 28).

If students are to master the content and skills we propose, however, and develop useful
behaviors, dispositions and navigational competencies, then our approach to curriculum and
instruction must be intentional and carefully crafted, to avoid becoming “just another fad”, as
Rothingham (2008) has warned. The Framework proposes a set of outcomes that, together with
existing and new standards and assessments, can be used as an overarching set of guidelines to
ensure that curriculum and instruction are sufficiently rich and rigorous to promote access to
postsecondary education and living-wage careers for all students.

Intentional and careful crafting of integrated curriculum has borne fruit for students of The
Center for Advanced Research and Technology (CART) in Clovis, California. CART combines
rigorous CTE courses with academic courses. Eleventh- and twelfth-grade students attend CART
for half of the school day, taking courses in the career areas of professional sciences, advanced
communications, global issues, and engineering and product development. They work actively in
teams to research real-world problems and discover original solutions. Academic instructors and
business partners guide their project work. Students have access to the latest technology and

3
    More information about Linked Learning can be found at www.connectedcalifornia.org and www.linkedlearning.org.



REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   16
are expected to include their community in integrated projects. The Clovis and Fresno school
districts jointly operate CART, and even though students are bused to the site from their home
schools, there is often a waiting list (CDE, 2010c). Preliminary evaluation findings from the past
seven years are promising and notably positive. CART students matriculated to postsecondary
institutions, including community colleges and universities, at a higher rate than a matched
sample of similar students from area high schools. This held true for college-going within one
year of graduation and at any time after graduating from CART (CART, 2011).

The Need for New Assessments That Use Multiple Measures
In addition to high-quality curriculum and instruction, assessments are needed that can measure
the full array of knowledge and skills in the proposed Framework, together with appropriate
accountability mechanisms. As is widely understood in the field of education, “you get what you
measure.” As we emerge from an era of focus on high stakes multiple-choice tests under the
federal No Child Left Behind Act, efforts are underway, both in the U.S. and internationally, to
explore more robust approaches to measuring college and career readiness. In developing such
assessment tools, matters of cost, feasibility, and logistics must be considered. Further, as with
any transformative reform, new assessments should not simply be added on, but rather
embedded in new ways of teaching and learning.

Two consortia of states have been selected to develop assessments to measure student
attainment of the CCSS: the Partnership for Assessment of Readiness for College and Careers
(PARCC) and the SMARTER Balanced Assessment Consortium (SBAC). Both consortia will use a
mix of methods and online technology to assess student knowledge and skills more efficiently
and effectively than the current standardized testing regime.

Other organizations are developing tools that measure skills beyond the CCSS. For example, the
Assessing and Teaching of 21st Century Skills (ATC21s) project is developing web-based
assessments to measure digital literacy skills, communication, and collaborative problem-
solving. The National Academy Foundation is developing tools that measure attainment of
college- and career-readiness skills through teacher- and employer-scored assessments.
Employer observation of student performance allows for an accurate appraisal of students’ skills
with respect to workplace requirements.

The Envision Schools are developing a College Success Assessment System embedded in
curriculum. Students develop portfolios to demonstrate their mastery of academic content and
21st-century skills. The students work toward three goals: mastery knowledge, application of
knowledge, and metacognition. The portfolio, presented at the end of 12th grade, includes a
written introduction to the contents; examples of mastery-level student work (assessed and
certified by teachers before the presentation); reflective summaries of work completed in five
core content areas; an artifact of and written reflection on the workplace learning project; and
21st-century skills assessment. Students must defend their portfolios, and teachers are given



REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   17
professional development to guide students in this process (NRC, 2011, p. 50). Other school
networks and districts are pursuing a similar path.

Measuring productive behaviors and dispositions is more difficult. The Forum for Youth
Investment, supported by the W.T. Grant Foundation, identified eight tools for assessing the
skills of communication, relationships and collaboration, critical thinking and decision making,
and initiative and self-direction. The focus is on specific skill- and ability-oriented outcomes and
prioritizes skill areas amenable to intervention in outside-school programs. Assessments such as
the Work Readiness Credential (WRC), based on the Equipped for the Future standards, also test
behaviors and dispositions. For all of these areas, constructs must be defined carefully and the
challenges in measuring interpersonal and intrapersonal skills with validity and reliability
recognized.

A balanced assessment system of state and local, formative and summative assessments is
needed — to guide instruction and to promote accountability. District and schools must make it
a priority to foster and sustain robust teacher communities of practice that collaboratively build
their skill to formatively assess student progress against standards and outcomes, finding
evidence of learning in the regular examination of student work. The development of local
assessment systems enables districts and communities to determine their priorities for
students, based on local values and labor market needs. At the same time, the state plays an
important ongoing role in supporting balanced assessment approaches and promoting quality
and comparability among local assessments (Ananda, 2002).


The Need for Teacher Preparation and Professional Development
This Framework has implications for teacher training as well. Teachers in pathways need
competencies in four domains: knowledge, pedagogy, professional skills, and foundational
comprehension. They need knowledge of the academic concepts underlying work in industry,
intellectual skills to solve problems in the real world, and knowledge of how to work in a
community of practice. Necessary pedagogical skills include how to engage students in project-
based and cooperative learning, build on students’ interests, prior knowledge and skills, use
authentic and consequential tasks to engage student motivation, and use multiple assessment
measures and ways for students to demonstrate their competencies. Teachers need appropriate
professional skills that equip them to work in pathways, including understanding how to
collaborate with other teachers and industry partners (CDE, 2010c, p. 141).

Many teachers don’t have the opportunity to develop all of these competencies. In response to
this need, San Diego State University is partnering with ConnectEd and three other California
State Universities (at Fresno, Sacramento, and San Bernardino) to develop a teacher preparation
program for Linked Learning. Working with pre-baccalaureate students, the San Diego program
adds a “Linked Learning lens” to the California Single Subject Teaching Credential. Core
proficiencies are divided into content knowledge, curriculum design, practice pedagogy, and


REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   18
philosophy. A key feature of the program is placement of student teachers in pathway schools
and programs for their practicum. (CDE, 2010c). High Tech High in San Diego has created a
Graduate School of Education, where students engage collaboratively in inquiry- and project-
based approaches to learning, mirroring the approaches they will use in their classrooms.
(HTH, n.d.)




REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   19
Using connect edu student impact data to improve your academy
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APPENDIX A:
            Linked Learning College and Career Readiness Framework With Notes
Framework Category            Descriptors                                                                                 Measurement Options


I. Knowledge                  Content knowledge in three domains considered essential for skill development,
                              success in postsecondary education and careers, and effective participation in a
                              global society (P21 2009; Carnevale & Desrochers 2003)

 A. Core subject area         Core academic content as defined by the Common Core State Standards and other               Current standards-based
    content                   state-defined academic standards, enabling students to pursue the full range of             assessments
                              postsecondary education and career opportunities and providing the foundation
                              for further learning and skill development (CDE 2010; P21 2009; Conference Board            CCSS assessments in
                              2006; NASDCTEc 2008; Conley 2009)                                                           development for English
                                                                                                                          language arts and
                              Core subjects include:
                                                                                                                          mathematics
                                      English/Language Arts
                                      Mathematics
                                      Science                                                                            Future assessments based
                                      Government and Civics                                                              on the Next Generation
                                      Economics                                                                          Science Standards in
                                      History                                                                            development.
                                      Geography
                                      Humanities/Arts
                                      Foreign Languages

                              Within these are included:
                                      Key terms and terminology
                                      Factual information
                                      Linking ideas
                                      Organizing concepts
                                        (Conley 2011)

 B.   21st century            Themes critical to effective participation in local and global society that cross           Curriculum-based
      knowledge: global,      subject and career areas (P21 2009).                                                        assessments aligned with
      civic,                                                                                                              existing standards (e.g., the
                              These include understanding the following issues:
      environmental,                                                                                                      California Environmental
                                Global (e.g., knowledge and understanding of other nations and cultures,
      financial, health,                                                                                                  Principles and Concepts
                                  including the use of non-English languages)
      and media literacy        Civic (e.g., knowledge and understanding the local and global implications of            developed by the CalEPA)
                                  civic decisions)
                                Environmental (e.g. knowledge and understanding of the environment and
                                  the circumstances and conditions affecting it; knowledge and understanding
                                  of society’s impact on the natural world)
                                Financial (e.g., knowing how to make appropriate personal economic choices;
                                  understanding the role of the economy in society)
                                Health (e.g., obtaining, interpreting, and understanding basic health
                                  information and services and using such information and services in ways that
                                  enhance health; understanding preventive physical and mental health
                                  measures, including proper diet, nutrition, exercise, risk avoidance and stress
                                  reduction)
                                Media (e.g., understanding both how and why media messages are
                                  constructed, and for what purposes)




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Framework Category            Descriptors                                                                                 Measurement Options


 C.   Career-related and      Knowledge about an industry sector and associated careers, technical knowledge,             CTE standards-based
      technical               and college majors, providing context for learning in the core subjects; informing          assessments of knowledge
      knowledge               decisions about postsecondary education and future careers; and providing the
                              basis for development of academic, 21st-century, and technical skills (NASDCTEc
                              2008; ACTE 2010)

                              Examples of career areas include:

                                  Agriculture, Food, and Natural Resources
                                  Architecture and Construction
                                  Arts, A/V Technology, and Communications
                                  Business Management and Administration
                                  Education and Training
                                  Finance
                                  Government and Public Administration
                                  Health Sciences
                                  Hospitality and Tourism
                                  Human Services
                                  Information Technology
                                  Law, Public Safety, Corrections, and Security
                                  Manufacturing
                                  Marketing
                                  Science, Technology, Engineering, and Mathematics
                                  Transportation, Distribution, and Logistics

                              Example of knowledge in the Agriculture, Food, and Natural Resources (AFNR)
                              industry:
                                Issues affecting the AFNR industry, including biotechnology, employment,
                                  safety, environmental issues, and animal welfare. (NSDCTEs 2008b, p.22)




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Framework Category               Descriptors                                                                                       Measurement Options

II. Skills                       Academic, 21st-century, and technical skills needed for success (ACTE 2010, Carnevale
                                 & Desrochers 2003), best learned in the context of academic, thematic, or career-
                                 technical disciplines and through application

 A.    Academic skills in        Core academic skills as defined by the CCSS and other state-defined academic                      Current standards-
       core disciplines          standards, enabling students to pursue the full range of postsecondary education and              based assessments
                                 career opportunities and providing the foundation for further learning and skill
                                                                                                                                   CCSS assessments in
                                 development (CDE 2010; Conley 2009)
                                                                                                                                   development for
                                 According to the Conference Board (2006, p.16), referencing the No Child Left Behind              English language arts
                                 Act of 2001, “basic knowledge and skills” include the following:                                  and mathematics
                                     English Language (spoken)                                                                    Future assessments
                                     Reading Comprehension (in English)                                                           based on the Next
                                     Writing in English (grammar, spelling, etc.)                                                 Generation Science
                                     Mathematics
                                                                                                                                   Standards in
                                     Science
                                     Government/Economics                                                                         development.
                                     Humanities/Arts
                                     Foreign Languages
                                     History/Geography

 B.    21st-century skills       Skills identified as essential in the knowledge economy that characterizes work in the
                                 21st century (P21 2009; ATC21s 2010)

        1.   Metacognition       Includes the following concepts:                                                                  Simulations
             and knowing
                                     Understanding and applying strategies for learning, including individual and                 Teacher- and employer-
             how to learn
                                      organizational self-assessment (SCANS 1991; ATC21s 2010; Carnevale &                         scored ratings of
                                      Desrochers 2003; Conley 2011)                                                                student work
                                     Applying and adapting new knowledge and skills in both familiar and changing
                                      situations, using learning theory such as personal learning styles (visual, aural,
                                      etc.), formal learning strategies (note taking or clustering items that share
                                      characteristics), and informal learning strategies (awareness of unidentified false
                                      assumptions that may lead to faulty conclusions). (SCANS 1991, p. 33)
                                     Involves self-awareness, the ability to dedicate time to learning, autonomy,
                                      discipline, perseverance, and information management in the learning process; the
                                      ability to concentrate for extended and short periods of time; the ability to reflect
                                      critically on the object and purpose of learning; the ability to communicate as part
                                      of the learning process ATC21s 2010, p.20)

        2.   Creativity and          Use of a wide range of idea creation techniques (such as brainstorming)                      Performance-based
             innovation              Creation of new and worthwhile ideas (both incremental and radical concepts)                 assessments; teacher-
                                     Elaboration, refinement, analysis, and evaluation of one’s own ideas to improve              and employer-scored
                                      and maximize creative efforts (P21 2009)                                                     ratings of student work,
                                     Demonstration of originality and inventiveness in work; communication of new                 including projects,
                                      ideas to others; integration of knowledge across disciplines (Conference Board               portfolios, and
                                      2006)                                                                                        workplace performance

        3.   Critical thinking   High-level thinking skills exercised in the course of authentic knowledge work (ATC21s            CCSS assessments
             and problem         2010). Includes
                                                                                                                                   Performance-based
             solving
                                     Problem formulation (Conley 2010)                                                            assessments; teacher-
                                     Sound reasoning and analytical thinking; use of knowledge, facts, and data to solve          and employer-scored
                                      workplace problems (Conference Board 2006)                                                   ratings of student work,
                                     Making judgments and decisions; solving unfamiliar problems (P21 2009)                       including projects,
                                                                                                                                   portfolios, and
                                                                                                                                   workplace performance


               REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   29
Framework Category             Descriptors                                                                                       Measurement Options

       4.   Systems                Understanding complex interrelationships (SCANS 1991)                                        Performance-based
            thinking               Analysis of how parts of a whole interact to produce overall outcomes in complex             assessments; teacher-
                                    systems (P21 2009)                                                                           and employer-scored
                                   Understanding roles within teams, work units, departments, organizations, inter-             ratings of student work,
                                    organizational systems, and the larger environment                                           including projects,
                                   Identifying how key organizational systems affect organizational performance and             portfolios, and
                                    the quality of products and services                                                         workplace performance
                                   Understanding the global context of industries and careers (NASDTEc 2008)

       5.   Communication          Using active listening skills to obtain and clarify information (NASDCTEc 2008)              CCSS assessments for
            : listening;           Articulating thoughts and ideas clearly and effectively                                      written communication
            speaking,              Public speaking skills
                                                                                                                                 Performance-based
            writing, and           Written communications, including memos, letters, and complex technical reports
                                                                                                                                 assessments; teacher-
            nonverbal               that are clear and effective (Conference Board 2006)
                                                                                                                                 and employer-scored
            communication
                                                                                                                                 ratings of student work,
                                                                                                                                 including projects,
                                                                                                                                 portfolios, and
                                                                                                                                 workplace performance
                                                                                                                                 WorkKeys for listening
                                                                                                                                 for understanding

       6.   Collaboration          Building collaborative relationships with colleagues and customers                           Teacher- and employer-
            and working            Ability to work with diverse teams, negotiate and manage conflicts, and learn from           scored ratings of
            with diversity          and work collaboratively with individuals representing diverse cultures, races, ages,        student work processes
                                    gender, religions, lifestyles, and viewpoints (Conference Board 2006)
                                                                                                                                 WRC situational
                                                                                                                                 judgment assessment

       7.   Information            Accessing and evaluating information efficiently (time) and effectively (sources)            Curriculum-based
            management             Evaluating information critically and competently                                            assessments, drawing
            and digital            Using information accurately and creatively for the issue or problem at hand                 on relevant standards
            media                  Managing the flow of information from a wide variety of sources
            applications           Applying a fundamental understanding of the ethical/legal issues surrounding the
                                    access and use of information
                                   Using technology as a tool to research, organize, evaluate, and communicate
                                    information (P21 2009)

 C.   Technical skills:            Technical skills as defined by the NASDCTEc and state CTE standards (CDE 2005) in            CTE standards-based
      technical skills in at        the 16 career cluster areas and associated career pathways; use of technical                 assessments of skills
      least one career area         knowledge and skills required to pursue careers in all career clusters, including
      of interest                   knowledge of design, operation, and maintenance of technological systems critical
                                    to the career cluster (see cluster list under Career and Technical Knowledge)
                                    (NASDCTEc 2008)
                                   Technical skills as the foundation for future training and to promote greater
                                    “portability” (Carnevale & Desrochers 2003; ACTE 2010)
                                   Technical skills as a means to facilitate academic learning (Murnane 2008) and
                                    strengthen cognitive abilities (Rose 2006)
                                   Engagement with objects and tools as a means to expand cognitive capacity
                                    (Resnick 1987)

                               Example of technical skills in the Agriculture, Food, and Natural Resources (AFNR)
                               industry, Plant Systems pathway:
                                   Produce and manage plants in both domesticated and natural environments using
                                    application of principles of anatomy and physiology to enhance plant production
                                    o Manage soil/media nutrients using tests of appropriate materials and/or by
                                       examining data

             REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   30
Framework Category              Descriptors                                                                                       Measurement Options

 III. Productive Behaviors       Self-concepts, behaviors, and dispositions deemed critical to success, also called
      and Dispositions               “attitudes, values, and ethics” (ATC21s 2010); “soft skills” or “noncognitive skills”
                                     (Sedlacek 2008); “life and career skills” (P21 2009); “personal qualities” (SCANS,
                                     1991); “intrapersonal and interpersonal skills” (NRC 2011); and social-emotional
                                     skills (Durlak et al 2011)

    A.   Productive self-           Knowledge of one’s strengths, weaknesses, abilities, and interests                           Student self-report
         concepts                    Self-esteem                                                                                  assessments, such as
                                    Belief that success results from hard work as opposed to luck (Deke & Haimson                the California Healthy
                                     2006; NCDG 2003; Sedlacek 2008; Carnevale & Desrochers 2003; ATC21s 2010)                    Kids Survey, Resiliency
                                                                                                                                  Module

    B.   Self-management        The set of skills enabling individuals to appropriately plan, execute, and complete their         Teacher, mentor, and
                                own work, as required in both postsecondary and workplace settings. Includes the                  employer observations
                                ability to:
                                                                                                                                  NAF Internship
                                  Set goals
                                                                                                                                  Assessment
                                  Establish priorities
                                  Manage time                                                                                    WorkKeys talent
                                  Study alone and in groups                                                                      assessment
                                  Execute tasks with precision and accuracy
                                  Persist
                                  Take initiative and direct one’s own efforts
                                  Tackle obstacles resourcefully
                                  Complete tasks and projects (Conley 2007; Kyllonen 2008; Conference Board 2006)

    C.   Effective              The set of skills enabling individuals to work effectively with others within organizations       Teacher, mentor, and
         organizational         and under changing circumstances. Includes:                                                       employer observations
         behaviors                The ability to interact effectively with co-workers and provide leadership as
                                                                                                                                  NAF Internship
                                    appropriate
                                                                                                                                  Assessment
                                  The ability to be flexible and adaptable
                                  Responsibility and accountability to others                                                    WorkKeys talent
                                  Ethical behavior (Conference Board 2006; Carnevale & Desrochers 2003)                          assessment




              REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   31
Framework Category                             Descriptors                                                       Measurement Options

IV. Educational, Career, and Civic             The ability to access resources and navigate effectively
    Engagement                                    within postsecondary and workplace environments;
                                                  the ability to manage a career over time (Conley 2009;
                                                  NCDG 2003)

  A.   Engaging in and navigating the          The practical knowledge and skills required to enroll and         Student completion of relevant
       world of higher education:              succeed in postsecondary education, including:                    experiences ( e.g. completion of
       college transition skills                Knowledge of admission requirements and financial               college applications and FAFSA form,
                                                  aid processes                                                  college tours, interviews with college
                                                Understanding protocols for contacting professors and           students and professors, etc.)
                                                  working in study groups
                                                                                                                 Assessments developed by college
                                                Ability to navigate a postsecondary education campus
                                                                                                                 bridge programs
                                                  (both physical and virtual) and understand school
                                                  culture (Conley 2009)

  B.   Engaging in and navigating the          The practical knowledge and skills required to explore            Student completion of relevant
       world of work: career exploration       career options, obtain employment, and manage one’s               experiences ( e.g. completion of
       and development skills                  career. Includes:                                                 resumes, job applications, and mock
                                                Career research and exploration skills                          interviews, informational interviews,
                                                Resume-writing and interview skills                             job shadows, internships, and other
                                                Understanding the protocols for interacting with                forms of work-based learning.)
                                                   supervisors and colleagues
                                                                                                                 NAF Internship Assessment
                                                Ability to navigate the physical or virtual workplace,
                                                   including understanding the functions of various
                                                   departments and how to access information
                                                Understanding organizational culture
                                                Understanding of how to advance in a career within
                                                   specific industries and pathways (NCDG 2003; Bailey,
                                                   Hughes, & Moore 2004)

  C.   Engaging in and navigating civic           Ability to respond to social, environmental, and              Knowledge of civics and economics,
       life                                        economic challenges at local, national, and global            as measured by standards-based
                                                   levels (Lumina Foundation website)                            social science assessments
                                                  A set of knowledge and skills that enables students to
                                                                                                                 Student completion of relevant
                                                   become engaged members of their communities.
                                                                                                                 experiences (e.g., completion of
                                                                                                                 informational interviews and job
                                                                                                                 shadows with political officials and
                                                                                                                 community leaders, service learning,
                                                                                                                 and community-based projects)
                                                                                                                 Assessments relevant to these
                                                                                                                 experiences




            REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved.   32
APPENDIX B: Essential Skills Presented by Recognized Initiatives and Scholars
                          California CTE
                         Model Curriculum                                                                                                                       Anthony Carnevale:
                            Standards                                                                       Association of                                        The Skills and
                             Foundation             Common Core State            Partnership for 21st     American Colleges                                     Abilities Employers
                             Standards                 Standards                   Century Skills          and Universities           Conference Board                  Want

 Academic               Academics                   California’s CCSS for       Core subjects:           Knowledge of Human       Basic Knowledge:
 Content                                            English language arts       English, reading or      Cultures and the         • English Language
 Knowledge                                          and literacy in             language arts , World    Physical and Natural       (spoken)
                                                    history/social studies,     languages, Arts ,        World
                                                                                                                                  • Reading Comprehension
                                                    science, technical          Mathematics,             • Study in the             (in English)
                                                    subjects and for            Economics, Science,        sciences and
                                                    mathematics                                                                   • Writing in English
                                                                                Geography, History,        mathematics, social
                                                                                                                                    (grammar, spelling, etc.)
                                                                                Government and Civics      sciences,
                                                                                                           humanities, history,   • Mathematics
                                                                                                           languages, and the     • Science
                                                                                                           arts
                                                                                                                                  • Government/Economics
                                                                                                                                  • Humanities/Arts
                                                                                                                                  • Foreign Languages
                                                                                                                                  • History/Geography


 21st Century           Health and Safety                                       Interdisciplinary        Personal and Social
 Themes                                                                         Themes                   Responsibility,
                                                                                21st Century Themes      including:

                                                                                • Global Awareness       • Civic knowledge
                                                                                                           and engagement—
                                                                                • Financial, Economic,
                                                                                                           local and global
                                                                                  Business and
                                                                                  Entrepreneurial        • Intercultural
                                                                                  Literacy                 knowledge and
                                                                                                           competence
                                                                                • Civic Literacy
                                                                                • Health Literacy
                                                                                • Environmental
                                                                                  Literacy




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                         33
California CTE
                         Model Curriculum                                                                                                                         Anthony Carnevale:
                            Standards                                                                        Association of                                          The Skills and
                             Foundation             Common Core State            Partnership for 21st      American Colleges                                       Abilities Employers
                             Standards                 Standards                   Century Skills           and Universities            Conference Board                   Want

 Career-Related         Technical knowledge         References to career-                                                                                         Occupational
 and Technical          included in technical       related content                                                                                               knowledge needed to
 Knowledge              knowledge and skill                                                                                                                       learn technical skills


 Academic Skills        Academics                   California’s CCSS for       Core subjects:                                      Basic Skills:                 Basic Skills:
                                                    English Language            English, reading or                                 • English Language            Reading, Writing, And
                                                    Arts and Literacy in        language arts , World                                 (spoken)                    Mathematics
                                                    History/Social              languages, Arts,                                    • Reading Comprehension
                                                    Studies, Science, and       Mathematics,                                          (in English)
                                                    Technical Subjects          Economics, Science,
                                                    and for Mathematics                                                             • Writing in English
                                                                                Geography, History,
                                                                                                                                      (grammar, spelling, etc.)
                                                                                Government and Civics
                                                                                                                                    • Mathematics
                                                                                                                                    • Science
                                                                                                                                    • Government/Economics
                                                                                                                                    • Humanities/Arts
                                                                                                                                    • Foreign Languages
                                                                                                                                    • History/Geography


 21st Century           Problem Solving and         Critical thinking           Learning and Innovation   Intellectual and          Critical Thinking/Problem     Foundation Skills:
 Skills:                Critical Thinking                                       Skills:                   Practical Skills,         Solving                       Knowing How To
 Creativity and                                                                 • Critical Thinking and   including:                                              Learn
 Critical                                                                         Problem Solving         • Inquiry and analysis                                  Adaptability: Creative
 Thinking;                                                                      • Creativity and          • Understanding                                         Thinking And Problem
 Knowing How                                                                      Innovation                systems (social,                                      Solving
 to Learn                                                                                                   technical)
                                                                                                          • Critical and creative
                                                                                                            thinking




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                              34
California CTE
                         Model Curriculum                                                                                                                        Anthony Carnevale:
                            Standards                                                                        Association of                                         The Skills and
                             Foundation             Common Core State            Partnership for 21st      American Colleges                                      Abilities Employers
                             Standards                 Standards                   Century Skills           and Universities          Conference Board                    Want

 21st Century           Communication               Written                     Learning and Innovation   Intellectual and        • Oral communication           Communication
 Skills:                Leadership and              communication               Skills:                   Practical Skills,       • Written communication        Skills: Listening And
 Communication          Teamwork                                                • Communication and       including:                                             Oral Communication
                                                                                                                                  • Visual communication
 and                                                                              Collaboration           • Written and oral        such as PowerPoint           Group Effectiveness:
 Collaboration                                                                                              communication           presentations, video, etc.   Interpersonal Skills,
                                                                                                          • Teamwork and                                         Negotiation, And
                                                                                                                                  • Teamwork/collaboration
                                                                                                            problem solving                                      Teamwork


 21st Century           Technology                                              Information, Media, and   Information literacy    Information Technology
 Skills:                                                                        Technology Skills                                 Application
 Information and
 Technology
 Use


 Technical              Technical Knowledge         Application of                                        Integrative Learning,                                  Applied Skills:
 Skills;                and Skills                  knowledge                                             including:                                             Occupational And
 Application of         Demonstration and                                                                 • Synthesis and                                        Professional
 Knowledge              Application                                                                         advanced                                             Competencies
                                                                                                            accomplishment
                                                                                                            across general and
                                                                                                            specialized studies




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                            35
California CTE
                         Model Curriculum                                                                                                                     Anthony Carnevale:
                            Standards                                                                        Association of                                      The Skills and
                             Foundation             Common Core State            Partnership for 21st      American Colleges                                   Abilities Employers
                             Standards                 Standards                   Century Skills           and Universities          Conference Board                 Want

 Non-Academic,          Responsibility and                                      Life and Career Skills:   Personal and Social     • Diversity                 Influence:
 intrapersonal          Flexibility                                             • Flexibility and         Responsibility,         • Leadership                Organizational
 and                    Ethics and Legal                                          Adaptability            including:                                          Effectiveness And
                                                                                                                                  • Creativity/Innovation
 Interpersonal          Responsibilities                                                                  • Ethical reasoning                                 Leadership
                                                                                • Initiative and Self-                            • Lifelong learning/Self-
 Skills and                                                                                                 and action                                        Personal
                                                                                  Direction                                         direction
 Behaviors                                                                                                                                                    Management: Self-
                                                                                • Social and Cross-       • Foundations and
 (Productive                                                                                                                      • Professionalism/Work      Esteem And
                                                                                  Cultural Skills           skills for lifelong
 Dispositions                                                                                                                       Ethic                     Motivation/Goal
                                                                                                            learning
 and Behaviors)                                                                 • Productivity and                                • Ethics/Social             Setting
                                                                                  Accountability                                    Responsibility            Attitude: Positive
                                                                                • Leadership and                                                              Cognitive Style
                                                                                  Responsibility


 Educational            Career Planning and
 Career                 Management
 Management
 Skills and Civic
 Engagement




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                        36
Equipped for the
                                                                                                            Future Work
                             National                                                                     Readiness Skills                                     David Conley:
                        Association of State                                                              (Note: Skills and                                The Four Dimensions
                         Directors of CTE                                                                Entry-level tasks are       National Career          of College and
                             (NASDCTEc)                     SCANS                       ATC21s                combined)          Development Guidelines     Career Readiness

 Academic               Academic                                                Academic subject                                 Educational Achievement   Key Content
 Content                Foundations (state                                      matter seen as a                                 and Lifelong Learning:    Knowledge
 Knowledge              graduation                                              domain in which skills                           • Attain educational      Key foundational
                        requirements)                                           are developed                                      achievement and         content and “big ideas”
                                                                                                                                   performance levels      from core subjects
                                                                                                                                   needed to reach
                                                                                                                                   personal and career
                                                                                                                                   goals



 21st Century           Safety, Health, and                                     Living in the World:
 Themes                 Environmental                                           • Citizenship – local
                                                                                  and global
                                                                                • Life and career
                                                                                • Personal and social
                                                                                  responsibility –
                                                                                  including cultural
                                                                                  awareness and
                                                                                  competence


 Career-Related         Technical knowledge
 and Technical          as presented in
 Knowledge              cluster standards




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                    37
Equipped for the
                                                                                                            Future Work
                             National                                                                     Readiness Skills                                       David Conley:
                        Association of State                                                             (Note: Skills and                                    The Four Dimensions
                         Directors of CTE                                                               Entry-level tasks are       National Career              of College and
                             (NASDCTEc)                     SCANS                        ATC21s              combined)          Development Guidelines         Career Readiness

 Academic Skills         Academic                   Foundation                                          • Read with             Master academic skills (for
                         Foundations (state         Basic Skills: Reads,                                  understanding         career management)
                         graduation                 writes, performs                                    • Use math to solve
                         requirements)              arithmetic and                                        problems and
                                                    mathematical                                          communicate
                                                    operations, listens
                                                    and speaks


 21st Century                 •    Problem-         Foundation                  Ways of Thinking        • Observe critically                                  Key Cognitive
 Skills:                           Solving          Thinking Skills:            1. Creativity and       • Learn through                                       Strategies
 Knowing How                       and Critical     Thinks creatively,          innovation                research                                            Problem formulation,
 to Learn;                         Thinking         makes decisions,                                                                                          research,
                                                                                2. Critical thinking,   • Solve problems and
 Creativity and               •    Systems          solves problems,            problem solving,          make decisions                                      interpretation
 Critical                                           visualizes, knows           decision making         • Reflect and
 Thinking;                                          how to learn, and
                                                                                3. Learning to learn,     evaluate
 Systems                                            reasons
                                                                                Metacognition           • Use systems
 Thinking                                           Workplace
                                                    Competencies                                        • Understand
                                                                                                          systems
                                                    Systems:
                                                                                                        • Monitor and Correct
                                                    Understands complex
                                                                                                          Performance
                                                    interrelationships
                                                                                                        • Take responsibility
                                                                                                          for learning; Know
                                                                                                          How to Learn




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                        38
Equipped for the
                                                                                                      Future Work
                             National                                                               Readiness Skills                                  David Conley:
                        Association of State                                                       (Note: Skills and                               The Four Dimensions
                         Directors of CTE                                                         Entry-level tasks are       National Career         of College and
                             (NASDCTEc)                     SCANS                      ATC21s          combined)          Development Guidelines    Career Readiness

 21st Century           • Communications            Workplace                   Ways of Working   • Speak so others                                Communication (as a
 Skills:                • Leadership and            Competencies                • Communication     can understand                                 Cognitive Strategy)
 Communication            Teamwork                  Interpersonal:              • Collaboration   • Listen actively
 and                                                Works with others             (teamwork)      • Convey ideas in
 Collaboration                                                                                      writing
                                                                                                  • Work with others
                                                                                                  • Diversity
                                                                                                  • Negotiate
                                                                                                  • Serve clients
                                                                                                  • Cooperate with
                                                                                                    others
                                                                                                  • Resolve conflicts
                                                                                                    and negotiate




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                            39
Equipped for the
                                                                                                             Future Work
                             National                                                                      Readiness Skills                                      David Conley:
                        Association of State                                                              (Note: Skills and                                   The Four Dimensions
                         Directors of CTE                                                                Entry-level tasks are       National Career             of College and
                             (NASDCTEc)                     SCANS                      ATC21s                 combined)          Development Guidelines        Career Readiness

 21st Century           Information                 Workplace                   Tools for Working        • Acquire and use
 Skills:                Technology                  Competencies                • Information literacy     information and
 Information and        Applications                • Information:                                         communication
                                                                                • Communication
 Technology                                                                                                technology
                                                       o   Acquires and           Technology literacy
 Use                                                       uses                                          • Use technology
                                                           information                                   • Plan
                                                    • Technology:                                        • Allocate resources
                                                       o   Works with a
                                                           variety of
                                                           technologies
                                                    • Resources:
                                                       o   Identifies,
                                                           organizes,
                                                           plans, and
                                                           allocates
                                                           resources


 Technical              Technical Skills                                                                                         Master occupational skills
 Skills:                                                                                                                         (for career management)
 Application of
 Knowledge




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                    40
Equipped for the
                                                                                                             Future Work
                             National                                                                      Readiness Skills                                         David Conley:
                        Association of State                                                              (Note: Skills and                                     The Four Dimensions
                         Directors of CTE                                                                Entry-level tasks are       National Career               of College and
                             (NASDCTEc)                     SCANS                      ATC21s                 combined)          Development Guidelines          Career Readiness

 Non-Academic,          Ethics and Legal            Workplace                   Life and Career Skills   Self -management        Educational Achievement        Key Learning Skills
 Intrapersonal,         Responsibilities            Competencies                and all of the others    Advocate and            and Lifelong Learning          and Strategies
 and                                                Personal Qualities:         include a column for     influence               • Participate in ongoing       • Self-management
 Interpersonal                                                                  “Attitudes, Values,                                lifelong learning              skills: time
                                                    Displays                                             Guide others
 Skills and                                                                     and Ethics”                                        experiences                    management, study
                                                    responsibility, self-                                Responsibility
 Behaviors                                                                                                                                                        skills, goal setting,
                                                    esteem, sociability,                                                         Personal and Social
 (Productive                                                                                             Integrity                                                self-awareness,
                                                    self-management,                                                             Development
 Dispositions                                       and integrity and                                                                                             persistence
                                                                                                                                 • Build and maintain
 and Behaviors)                                     honesty                                                                                                     • Precision and
                                                                                                                                   positive self-concept
                                                                                                                                                                  accuracy (as a
                                                                                                                                 • Develop interpersonal
                                                                                                                                                                  Cognitive Strategy)
                                                                                                                                   skills , including respect
                                                                                                                                   for diversity
                                                                                                                                 • Integrate personal
                                                                                                                                   growth and change into
                                                                                                                                   career development
                                                                                                                                 • Balance personal,
                                                                                                                                   leisure, community,
                                                                                                                                   learner, family, and work
                                                                                                                                   roles
                                                                                                                                 • Master general
                                                                                                                                   employability skills (for
                                                                                                                                   career management)




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                                           41
Equipped for the
                                                                                            Future Work
                             National                                                     Readiness Skills                                        David Conley:
                        Association of State                                              (Note: Skills and                                    The Four Dimensions
                         Directors of CTE                                                Entry-level tasks are       National Career              of College and
                             (NASDCTEc)                     SCANS               ATC21s        combined)          Development Guidelines         Career Readiness

 Education and          Employability and                                                                        Career Management             Key Transition Skills
 Career                 Career Development                                                                       • Create and manage a         and Strategies
 Management             (including                                                                                 career plan that meets      Admissions
 Skills and Civic       entrepreneurship)                                                                          career goals                requirements, college
 Engagement                                                                                                                                    types and missions,
                                                                                                                 • Use a process of
                                                                                                                   decision-making as one      affording college,
                                                                                                                   component of career         college culture,
                                                                                                                   development                 relations with
                                                                                                                                               professors
                                                                                                                 • Use accurate, current,
                                                                                                                   and unbiased career
                                                                                                                   information during career
                                                                                                                   planning and
                                                                                                                   management
                                                                                                                 • Integrate changing
                                                                                                                   employment trends,
                                                                                                                   societal needs, and
                                                                                                                   economic conditions into
                                                                                                                   career plans




ConnectEd: The California Center for College and Career. All rights reserved.                                                                                          42
Using connect edu student impact data to improve your academy
ConnectEd’s mission is to support the development of multiple
          pathways by which California’s young people can complete
          high school, enroll in postsecondary education, attain a formal
          credential, and embark on lasting success in the world of work,
          civic affairs, and family life.




          College and Career Readiness: What Do We Mean?
          A Proposed Framework
          © 2012 ConnectEd: The California Center for College and Career




          ConnectEd was founded with a grant from The James Irvine Foundation.




2150 SHATTUCK AVE, SUITE 1200 BERKELEY, CA 94704 TEL: 510.849.4945 FAX: 510.841.1076
www.ConnectEdCalifornia.org

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Using connect edu student impact data to improve your academy

  • 1. Using ConnectEDU Student Impact Data to Improve your Academy
  • 2. Introductions • Facilitator o Dr. Katherine Blasik – NAF • Presenter o LeAnn Coe – ConnectEDU o Dr. Karlene McCormick-Lee – NewLeef LLC o Patricia Hasselman, AOHT Language Arts Teacher, Miami Beach Senior High School--A Distinguished Academy o Bill Kappenhagen, San Francisco Unified School District, Principal, Burton Academic High School o Dr. Lupe Ferran Diaz, Miami-Dade County Public Schools, Director
  • 3. Update on NAF’s Performance Measurement System Data Update on NAF’s Performance Measurement System Data
  • 4. Performance Measurement System Data The data we collect, analyze, report and target for action holds several purposes for both NAF organization and academies -  To know our academies and students,  To understand student performance,  To verify longitudinal impact of o high school graduation and college and career readiness #NAFNext
  • 5. Types of Data •Aggregate data for all academies: Student enrollment and demographics, course offerings, internship, advisory board, and postsecondary and employment data •Data collection: September 2011 to December 2011 Data Center •Analysis and report: fall/winter •Individual student demographic and performance data for approximately 125 academies; grade 8 through grade 12 •Data collection and validation: September to November 2011 Individual •Analysis and report: October Student Data •Academy Assessment for open academies •Data collection: September 2011 to January 2012 Academy •Analysis and report: March 2012 Assessment •Verification and notification: November to January •Status in use of Connect!, student college and career portal Connect! •First year report: ongoing college and career portal YOP •YOP pre score on the Academy Assessment to guide planning for 2012-13 Baseline of •Administration: ongoing; due May Academy Assessment #NAFNext
  • 6. What do we know about our network & academies?  from 474 to 483 academies +10,197 with increase of 10,197 additional students to 59,482 across 162 districts in 39 states, DC and the Virgin Islands 3 1 New at 5 4 2 #NAFNext
  • 7. Who are we enrolling? Found that, overall,  more Hispanic/Latino and Black/African American (67% academies and 53% schools) and more at poverty level (63% academies and 52% schools) – Source: Data Center with 99% of the academies reporting aggregate data for nearly 60,000 NAF students and those in schools offering NAF academies  more Hispanic/Latino and Black/African American (76% academies vs. 69% districtwide) and more in poverty (62% academies vs. 56% districtwide) – Source: District SIS from 119 academies/8 districts that provided individual student data; 282,727 high school students of which 15,531 are enrolled in NAF academies #NAFNext
  • 8. What else do we know about our academies?  4-year program ideal; up from 55% to 65%  offer 1,964 sections of NAF career-themed courses, taught by 2,434 teachers  4,301 compensated internships in 2010-11; 68% summer; 94% junior or senior years; providers businesses (67%) followed by non profits (13%) target 100% by end of senior year  4,001 advisory board volunteers; 2,178 from business  81% of the seniors report plans to attend higher education institutions with 6% planning to work after high school Source: Data Center #NAFNext
  • 9. Change in Level of Fidelity For Same Academies Over Two Years 160 140 37% 36% 120 33% 33% Number of Academies 100 Includes 13 distinguished 80 26% Includes 9 60 18% distinguished 40 12% 20 5% 0 Affiliate Member Leader 1 Leader 2 2010-2011 98 127 139 18 2011-2012 72 129 145 49
  • 11. What do we know about student progress?  Collected individual student data over past two academic years; 2010-11 data, District SIS from 119 academies/8 districts; 282,727 high school students of which 15,531 are enrolled in NAF academies  Used the data to look at demographic and select achievement data from grade 9 to 10, 10 to 11, and 11 to 12 #NAFNext
  • 12. What do we know about student progress?  Do not yet have sufficient 4 year data to determine impact  Continue to increase data by year to reflect four years of data for individual students and more academies/schools  Therefore, the purpose of our review of individual student data is to know how students are progressing from one grade level to the next for use in strengthening academy outcomes that are critical to high school graduation and college readiness #NAFNext
  • 13. Select Metrics  Areas of academic progress (credits, state exams) and college readiness (GPA, Math and English course grades, SAT/ACT participation and performance) greatest challenge for academies and districts  Across grade matriculations, higher proportions of academy students on track to graduate in one year and remained on track to graduate the following year o grade 9 to 10: 63% NAF versus 58% non-NAF, grade 10 to 11: 73% NAF versus 66% non-NAF, grade 11 to 12: 77% NAF versus 74% non-NAF). #NAFNext
  • 14. Overall Finding Over Two Years  Across grades of 10, 11, and 12, academies retaining males, students of color, and students in poverty #NAFNext
  • 15. Select Metrics, Miami-Dade: District (Non-NAF) vs. NAF vs. NAF Leader (I & II) + Distinguished Academies District (non-NAF) NAF Academies NAF Leader + Distinguished Academies 100% 95% 96% 90% 91% 88% 90% 80% 82% 79% 80% 76% 78% 76% 75% 70% 71% 73% 72% 70% 65% 66% 68% 67% 62% 60% % of students 50% 40% 37% 33% 35% 30% 20% 10% 0% Graduated At least 5 Earned credits Earned math Earned English GPA 2.0, gr. 9 State math State English credits earned, to grad, gr. 12 credit (> C ave.), credit (> C ave.), proficiency, gr. proficiency, gr. gr. 9 gr. 9 gr. 9 10 10 N.B.: 72% of NAF students in M-D were in Leader + Distinguished academies #NAFNext
  • 18. A single platform to manage transitions K12 Post Employer Secondary POSSIBILITIES > Connecting Learners to Possibilities #NAFNext
  • 19. A qualified user network to meet & interact Driving purposeful interactions #NAFNext
  • 20. ConnectEDU Ecosystem Network · Lifecycle · Apps · Products THE PURPOSE NETWORK™ THE LEARNER Post POSSIBILITIES LIFECYCLETM K12 Secondary Employers THE EDUCATION APP Prepare > Plan > Search > Apply > Transition MARKETPLACE ADMISSIONS & RECRUITMENT SUITE SmartSearch | RecordExchange | eCRUIT | EYOp | College Cost Calculator | TalentConnect ADVISING & RETENTION SUITE INSTITUTIONAL EarlyIQ | EarlyWarning | CounselorSuccess | FYRe | Health & Wellness PRODUCT EVALUATION & ANALYTICS SUITE Reporting | Benchmarking | CoursEval BRANDS SERVICES & ASSESSMENTS #NAFNext Data Management | Enterprise Solutions | Consulting 20
  • 21. 173 NAF Academies Participate Today CA San Francisco Unified School District Pasadena Unified School District Pomona Unified School District Porterville Unified School District TX Waco Independent School District OK Oklahoma City Public Schools AK Lower Kuskokwim (AK) School District LA East Baton Rouge Parish Lafayette Parish New Orleans Orleans Parish NY New York City Department of Education Recovery School Rochester City Public Schools St. John the Baptist Parish Barker Central School District FL Miami-Dade County Public Schools MD Prince Georges County Broward County Public Schools CT Hartford Public Schools Pinellas County Public Schools NC Charlotte-Mecklenburg School District
  • 22. Connect! College and Career Planning Tools & Features • Student Portfolios • Career Planning • Calendar and Message Center • Course Catalog • College Search & Match • Counselor Dashboards • Student Progress Tracker • College List Manager • Scattergrams & Reports • College Preferences Interview • Journaling Tools • Skills/Interests/Values Assessments • Transcript Management • Career Pathways Explorer • Event Creation & Management • Labor Market Forecasts • Letter of Recommendation Mgmt • Resume Wizard • System Reports • SuperAPP Application Process • Scholarship Search & Match • Essay Sharing Capabilities • Financial Education & Literacy • Local Scholarship Import • FAFSA,EFC & Financial Aid • Manage Student Data • College & Loan Cost Calculators • Customer Support Portal #NAFNext
  • 23. NAF Key Metrics—Student Engagement College and Career: Aspiration, Planning and Application  Activate Student Account  Create or Add to Student Profile  Conduct a College Search 9 10  Take All 3 “Get To Know Yourself” Assessments  Search for Careers 11 12  Create a Career Plan  Create a College List 10 11 12  Search for Scholarships and Create a Scholarship List Explore Financial Aid and Complete the Estimated 11 12 Family Contribution Calculator (EFC)  Submit FAFSA Forms 12  Complete and Send Applications
  • 24. ConnectEDU’s Solution Student Highlights Provides opportunities to learn about financial literacy, prepare for college enrollment and identify skills and interests > Financial literacy tools, supplemented with interactive, personalized education plan & portfolio: – Federal student loans, financial aid and scholarships – Savings products and loan evaluation/ decision making tools – Mouse-over, tips & financial education content delivered in personalized, bite size formats – 529, Net Price, Affordability Calculators – Games/Interactive financial literacy courses tied directly to the student’s plan/ financial picture > College Enrollment preparation: – Personalized plan & portfolio – Search, compare & recommendation engines – Course, college & career pathway planners – Tips & directed behavior (SAT, essay, application, etc.) > Career Exploration: – Pathway planner & recommendation engine – Resume builder, tips and matching engine – Assessments & recommendations #NAFNext
  • 25. ConnectEDU’s Solution Highlights Solution allows vested stakeholders such as counselors teachers, coaches, etc. to support students Purpose Network™ #NAFNext
  • 26. ConnectEDU’s Solution Counselor Highlights Online accounts that monitor students’ progress online > Extensive student tracker dashboard > Real-time early warning alerts > Journaling functionality to track and take note of all student-counselor interactions #NAFNext
  • 27. Getting Ready To Participate and Rollout • District Perspective o Dr. Lupe Ferran Diaz, Miami-Dade County Public Schools, Director • School Perspective o Bill Kappenhagen, San Francisco Unified School District, Principal, Burton Academic High School o Patricia Hasselman, AOHT Language Arts Teacher, Miami Beach Senior High School--A Distinguished Academy
  • 28. Getting Ready To Participate and Rollout • District and School Perspective o Who needed to be a part of the discussion? o What were some challenges and opportunities? o How did you get “buy in?” o What did you do first? o What would you do differently?
  • 29. Discussion Activity • If you wanted to do this, who in your district would be the person or people who need to be involved? o How would you initially involve them? o What would be your “elevator pitch?” o What could NAF and CDU do to help in the conversation?
  • 30. Getting Students and Teachers Involved • District Perspective o Dr. Lupe Ferran Diaz, Miami-Dade County Public Schools, Director • School Perspective o Bill Kappenhagen, San Francisco Unified School District, Principal, Burton Academic High School o Patricia Hasselman, AOHT Language Arts Teacher, Miami Beach Senior High School--A Distinguished Academy
  • 31. Getting Students and Teachers Involved • District and School Perspective o How would you ensure that this is not just “one more thing?” o What are some ways that you could incorporate this program into your day? o How would you use the data to improve the academy and outcomes for students? o What would you do differently?
  • 32. i Beach Senior High and Conne
  • 33. Enrollment  All students originally enrolled through core class (English)  New ninth grade students enrolled through their academies  New students who arrive after the start of school must be enrolled and is responsibility of their academy  Parental piece will be through PTSA  Cap advisor’s Facebook page will be utilized in conjunction with ConnectEDU for Seniors #NAFNext
  • 34. How to keep students using ConnectEDU  Lesson plans o Done through English class o Each grade level will have plans for each quarter o These are done over the quarter and not all at one time o Lesson plans will ensure students have all the necessary requirements to apply for college #NAFNext
  • 35. Ninth Grade  Show examples of lesson plans #NAFNext
  • 36. Discussion Activity • Which of these activities do you think would work for your district/school? o How would you initiate them? o Who would ask to help? o What could NAF and CDU do to help in the conversation?
  • 37. On Track to College and Career: Are they really ready?  Questions and Answers
  • 38. College and Career Readiness: What Do We Mean? A Proposed Framework REVISED DRAFT VERSION 1.1: January 7, 2012
  • 40. COLLEGE AND CAREER READINESS: WHAT DO WE MEAN? A Proposed Framework Revised Draft Version 1.1: January 7, 2012 ConnectEd: California Center for College and Career 2150 Shattuck Avenue, Suite 1200 Berkeley, CA 94704 510-849-4945 www.connectedcalifornia.org
  • 42. TABLE OF CONTENTS ACKNOWLEDGEMENTS ..........................................................................................................v INTRODUCTION .....................................................................................................................1 PERSPECTIVES ON THE PREPARATION OF YOUNG PEOPLE FOR THE FUTURE ............................3 The Need for Academic Content and Skills ................................................................................. 4 The Need for 21st-Century Content and Skills ............................................................................ 5 The Need for Technical Content and Skills .................................................................................. 7 The Need for Broad Transferable Skills and Productive Dispositions and Behaviors ................. 8 Navigating Education, Career, and Civic Life Beyond High School ............................................ 10 A Meeting of the Minds............................................................................................................. 12 A FRAMEWORK FOR DEFINING COLLEGE AND CAREER READINESS ........................................14 College and Career Readiness Framework.............................................................................15 IMPLICATIONS FOR CURRICULUM AND INSTRUCTION, ASSESSMENT, AND TEACHER PREPARATION......................................................................................................................16 The Need for New, Integrated Curriculum and Instruction ...................................................... 16 The Need for New Assessments That Use Multiple Measures ................................................. 17 The Need for Teacher Preparation and Professional Development ........................................18 REFERENCES ........................................................................................................................21 APPENDIX A: Linked Learning College and Career Readiness Framework With Notes ............. 27 APPENDIX B: Essential Skills Presented by Recognized Initiatives and Scholars ...................... 33 REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. iii
  • 44. ACKNOWLEDGEMENTS The aim of our efforts to clarify the definition of “college and career readiness” was to produce a document that would synthesize varying perspectives based on a holistic view of student needs in view of long-range educational, economic, and societal trends. To that end, in addition to reviewing the relevant literature, we consulted with educators and experts in education reform, career technical education, employment and training, cognitive science, and student assessment, across a broad spectrum — each illuminating a critical piece of the overall picture. While some placed greater emphasis on one or more aspects of college and career readiness, without exception all were concerned with equity and providing all students with the greatest opportunities for long-term success. We want to thank the following individuals for the time they donated for individual consultation on the development of this Framework: Janet B. Bray, Association for Career and Technical Education Anthony Carnevale, Georgetown University Center on Education and the Workforce Gilberto Conchas, Career Academy Support Network, UC Berkeley Amy Gerstein, John W. Gardner Center for Youth and Their Communities, Stanford University Gary Hoachlander, ConnectEd JD Hoye, National Academy Foundation Paula Hudis, ConnectEd Karen Levesque, MPR Associates, Inc. Charis McGaughy, Educational Policy Improvement Center (EPIC) Tameka L. McGlawn, The Education Trust-West John Merris-Coots, California Department of Education Edys Quellmalz, WestEd Senta A. Raizen, WestEd (retired) Martin Ripley, Qualifications and Curriculum Authority, England (prior affiliation) Leslie Rodden, Alliance for Education, San Bernardino County Superintendent of Schools Andrew Rothstein, National Academy Foundation Nicole Smith, Georgetown University Center on Education and the Workforce REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. v
  • 45. David Stern, Career Academy Support Network, UC Berkeley Michael Strait, National Academy Foundation April P. Treece, Contra Costa Economic Partnership Bernie Trilling, Independent Consultant Elliot Washor, Big Picture Schools We would like to thank the over 30 participants in the August 11th 2011, Framework Development Committee meeting at ConnectEd, and the participants in the January 5th Career Readiness meeting convened by the James Irvine Foundation. We would like to acknowledge the collaboration and thought partnership of the National Academy Foundation and the Linked Learning Alliance. We would like to thank ConnectEd staff for their involvement and intellectual support, including Roman Stearns, Rob Atterbury, and Kathy Harris. We would like to thank those involved in editing, producing, and reproducing this revised draft, including Donna Fowler, Natesh Daniel, and Patti Gildersleeve of MPR Associates, Inc., and Chelsea Brown of ConnectEd. Brad Stam, ConnectEd and Svetlana Darche, WestEd January 2012 In addition to the acknowledgments above, I want to highlight the extraordinary work that Svetlana Darche of WestEd has undertaken to create this document. In a short time period and on a modest budget, she has synthesized and distilled a broad range of relevant information and thinking into a concise and readable document that succeeds in informing both practice and policy, while highlighting potential avenues for research. This revised draft represents a work in progress that is designed to be responsive to the needs of the field. It is a living document and we will continue to revise it so that the education field has the benefit of a college and career readiness tool that is current, comprehensive, credible, and practical. Brad Stam, ConnectEd January 2012 For more information or to send feedback or questions, please contact: Svetlana Darche at sdarche@wested.org and Brad Stam at bstam@connectedcalifornia.org REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. vi
  • 46. INTRODUCTION We will set a clear goal: Every A nationwide consensus is developing that all U.S. student should graduate from students should graduate from high school “ready for high school ready for college and college and career.” Though many have thought and a career, regardless of their written about the issue of college and career readiness, income, race, ethnic or language presently there is no clear, agreed-upon definition of background, or disability status. what it means to be college and career ready. Although President Barack Obama, not intended to be a definitive statement of what college Blueprint for Reform and career readiness means, this document takes a step toward a consensus definition. ConnectEd seeks to develop an operational definition of college and career readiness to help clarify specific outcomes for students participating in programs implementing the Linked Learning approach in California and across the nation. To do so, with the assistance of WestEd, we began by examining a variety of views informing the debate on what constitutes college and career readiness and the most commonly used definitions or indicators of preparation for success beyond high school from the past two decades. Sources included research summaries, policy and advocacy documents, and existing frameworks that address students’ long-term success in postsecondary education and future careers. The underlying premise of this document is that these varied perspectives reflect both diverse student needs and the diverse missions and priorities of different organizations. The aim is to arrive at a holistic and long-term view of student success, recognizing that ensuring this success would require solutions at multiple levels. Though not intended to be exhaustive, this review includes current perspectives on college and career readiness based on the work of leading economists, educators, researchers, and policy organizations, such as Nobel Laureate James Heckman, the Education Policy Improvement Center (EPIC), the Partnership for 21st Century Skills, the Georgetown Center on Education and the Workforce, the Association for Career Technical Education, and many others. Existing frameworks we drew upon included: • The California Career Technical Education (CTE) Model Curriculum Standards, Foundation Standards • The Common Core State Standards • Partnership for 21st Century Skills • Association of American Colleges and Universities • The Conference Board • Skills highlighted in the work of Anthony Carnevale, Director, Georgetown University Center on Education and the Workforce REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 1
  • 47. The National Association of State Directors of Career Technical Education Essential Skill Statements • The Secretary’s Commission on Achieving Necessary Skills (SCANS) • Assessing and Teaching 21st Century Skills (ATC21s) • Equipped for the Future Work Readiness Skills • National Career Development Guidelines • Education Policy Improvement Center’s Four Dimensions of College and Career Readiness Based on this review, we propose a framework — the College and Career Readiness Framework (Framework) — aimed at moving toward a consensus definition of readiness that can guide instruction and assessment in Linked Learning programs. We see this as an equity strategy; by getting clear about what all students should know and be able to do in order to succeed after high school, we empower students, families, teachers, and those who support them to more effectively align practice, structures, and systems to achieve that goal and close the equity gap. The Framework focuses on four categories: • Knowledge • Skills • Productive Dispositions and Behaviors • Educational, Career, and Civic Engagement We believe that these four categories are interrelated—in education and in life. And they are intended to capture convergence among the various perspectives on college and career readiness reviewed here. But we have separated them in the Framework to allow policymakers and educators to consider how best these categories can be combined to address the varied needs and interests of students and the societal goal of an educated, engaged, and productive adulthood for all young people. We conclude by briefly discussing the implications of this Framework for instruction, teacher preparation and development, and assessment — the drivers of change in practice. Appendices include an annotated version of the Framework, with descriptors and assessment options and a crosswalk of the knowledge, skills, dispositions and behaviors, and engagement areas in each of the existing frameworks we drew upon. REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 2
  • 48. PERSPECTIVES ON THE PREPARATION OF YOUNG PEOPLE FOR THE FUTURE All Students Need Preparation for Both College and Career College and career readiness for all students is a prominent focus of current debates about education reform and how The need to prepare an to improve student achievement and long-term success. educated and skilled citizenry is This renewed attention provides a propitious moment for well documented. In 2010, the those working to forge a clearer and more effective share of young people in the integration of college and career preparation, particularly in United States ages 16–24 who view of economic globalization and increasingly rapid were employed in July was 48.9 change in every sphere of life. But this idea is not a new percent, the lowest July rate on one. Resnick and Wirt, for example, noted in 1996 that the record since data were first United States faced “a moment of extraordinary collected in 1948 (U.S. Census, opportunity in which business, labor, and educational 2010). The Georgetown leaders can set a new common course in which preparation University Center on Education and the Workforce projects a for work and preparation for civic and personal life need no shortfall of at least 3 million longer be in competition” (Resnick & Wirt, 1996, p. 10). postsecondary degrees, Given the rise of new technologies, the globalization of associate’s degrees or higher, by industry, and persistent achievement gaps and 2018, with an additional need unemployment rates, we can no longer afford to maintain for 4.7 million new workers with traditional education dichotomies — between college and postsecondary certificates work, between academics and technical skills, and between (Carnevale, Smith, & Strohl, cognitive skills and character. These divisions have proven 2010). At the same time, baby unproductive; students need all of these. We must move boomers are beginning to retire, with urgency toward a synthesis that will benefit both taking their expertise with them individuals and society. and depending on the younger The definition of “preparation for the future” has shifted generation to pick up the mantle over time, ranging over many dimensions, from academic and contribute to the economy. preparedness to employment training to preparation for civic participation and lifelong learning. Despite this variation, many of these perspectives are necessarily interrelated, and all reflect the same vision: students’ successful transition to the various roles and responsibilities of adulthood. 1 This section provides a brief overview of various current perspectives on what constitutes preparation for college and career. As noted earlier, this review is not intended to be 1 Carnevale argues that education plays a broader role than just preparing students for the workforce because “the inescapable reality is that ours is a society based on work. Those who are not equipped with the knowledge and skills necessary to get and keep good jobs are denied full social inclusion and tend to drop out of the mainstream culture, polity, and economy.” He notes that if educators also do not help young people to become successful workers, they will fail to fulfill “their cultural and political missions to create good neighbors and good citizens” (Carnevale 2007). REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 3
  • 49. exhaustive, but to highlight the views and major common themes current in the national conversation about college and career readiness. Our aim is to begin constructing a comprehensive definition of readiness — one that addresses the full range of students’ needs as they transition to adulthood. The Need for Academic Content and Skills Nearly every existing framework highlights the importance of academic knowledge and skills as foundational to students’ future success. The National Assessment Governing Board (NAGB), which oversees administration of the National Assessment of Educational Progress (NAEP), focuses on academic preparation for college and the workplace, as follows: For college, academic preparedness refers to the reading and mathematics knowledge and skills necessary to qualify for placement into entry-level college credit courses that meet general education requirements without the need for remedial coursework. For the workplace, academic preparedness refers to the reading and mathematics knowledge and skills needed to qualify for job training; it does not necessarily mean that the qualifications to be hired for a job have been met NAGB n.d.). NAGB seeks to encourage research that will illuminate college and workforce preparedness and currently is conducting a variety of research projects to determine what NAEP scores would be necessary for entry into various kinds of postsecondary institutions and workforce training in five occupations. NAGB emphasizes “reading and mathematics academic skills” and does not intend its preparedness reporting to be “the single, authoritative definition of preparedness.” NAGB’s focus on academics is deliberate: Several national conversations include capabilities beyond academics when addressing preparedness and readiness. NAEP measures academic aspects of student achievement, and it is important to clearly communicate this focus of NAEP preparedness research to avoid misrepresentation and overstatement (NAGB 2009, p. iii). The Common Core State Standards (CCSS) for English language arts and mathematics, developed by the National Governors Association and Council of Chief State School Officers (CCSSO) and adopted by California in 2010, also emphasize academic content and skills. These standards are intended to define the knowledge and skills students should acquire during their K–12 education to enable them to graduate from high school ready “to succeed in entry-level, credit-bearing academic college courses and in workforce training programs” (CDE 2010). Other perspectives on academic preparedness include a movement called “deeper learning,” championed by the Hewlett Foundation. This approach calls for an emphasis on applying REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 4
  • 50. knowledge in addition to mastering core content, and promotes skills such as critical thinking and problem solving, collaboration, communication and “learning how to learn” (Alliance for Excellent Education, 2011; Chow, 2010). Researcher David Conley of the Educational Policy Improvement Center (EPIC) has used the term “cognitive strategies” to represent the key cognitive skills needed in addition to academic content. These include problem formulation, research, interpretation, communication, and precision and accuracy. In their College Readiness Indicator Systems (CRIS) being developed with support from the Bill & Melinda Gates Foundation, the John W. Gardner Center for Youth and Their Communities at Stanford University and the Annenberg Institute for School Reform at Brown University also connect cognitive strategies with content knowledge as a basis for academic preparedness. While nearly all college and career frameworks list academic knowledge and skills as necessary to preparation for both postsecondary education and careers, many believe that academic knowledge and skills are not sufficient to ensure preparation for career success. For example, a comparison between the CCSS and the Essential Knowledge and Skill Statements, the career technical education (CTE) standards set by the National Association of State Directors of CTE Consortium (NASDCTEc, 2008) found that many skill statements align with the CCSS. NASDCTEc found, however, that the CCSS did not “fully address the critical ‘career’ component of a student’s overall experience” (NASDCTEc, n.d.). Perspectives regarding the wide range of content and skills needed for college and career readiness and success are presented below. The Need for 21st-Century Content and Skills In 1990, growing concern about student preparation for the workplace in light of increasing global competition and the growth of technology resulted in the formation of the Secretary’s Commission on Achieving Necessary Skills (SCANS). The fundamental purpose of SCANS was to promote “a high-performance economy characterized by high-skill, high-wage employment” (DOL, n.d.). Noting that globalization and the explosion in technology “have barely been reflected in how we prepare young people for work,” SCANS urged schools and employers to do a better job with preparedness: “Unless they do, neither our schools, our students, nor our businesses can prosper” (SCANS, 1991, p. viii). Murnane and Levy (1996) outlined skills for the 21st-century workforce in The New Basic Skills. These include the ability to read and do math at the ninth-grade level or higher and four new “soft skills.” The latter include the ability to solve semistructured problems for which hypotheses must be formed and tested; the ability to work in groups with persons of various backgrounds; the ability to communicate effectively orally and in writing; and the ability to use personal computers to carry out simple tasks like word processing. In 2002, the Partnership for 21st Century Skills (P21) was formed through the efforts of the U.S. Department of Education, the National Education Association, and several corporations, most of which, such as Microsoft, Cisco, and Apple, were in the information technology industry. P21 REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 5
  • 51. urged students to attain a broad range of skills, including core academic competencies and many “learning and innovation skills,” including critical thinking and problem solving, creativity and innovation, communication, and collaboration, to enable them to compete in an increasingly global economy. In 2003, Autor, Levy, and Murnane warned about the exportation of jobs performed more economically through computerization and argued for the importance of skills such as “flexibility, creativity, generalized problem-solving capabilities, and complex communications” that would enable workers to perform “complementary” and “non-routine tasks.” The NASDCTEc Essential Knowledge and Skill Statements include a similar list of skills among their essential topics: communications, problem solving and critical thinking, information technology applications, safety, health and environmental, leadership and teamwork, ethics and legal responsibilities, and employability and career development. Assessing and Teaching 21st Century Skills (ATC21s), an international project supported by Microsoft, Intel, and Cisco, recently prepared a series of white papers discussing the multitude of skills needed for the future workplace, including the knowledge, skills, and “attitudes, values, and ethics” needed in each of 10 areas, recognizing that the full array of individual capacities is needed for success in the workplace. The project emphasizes that, although many of these skills have always been needed, the 21st century workplace now requires that all workers have these skills (ATC21s 2010). According to Rotherham and Willingham, “What’s actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills. … If we are to have a more equitable and effective public education system, skills that have been the province of the few must become universal” (Rotherham & Willingham, 2008). Further, workers must be able to work creatively with knowledge itself, as described by ATC21s: …Creative work with knowledge — with conceptual artifacts (Bereiter, 2002) — must advance along with work with material artifacts. Knowledge work binds hard and soft skills together (ATC21s, 2010, p. 211). Proponents of 21st century skills include a variety of cross-disciplinary themes and traditional academic subjects within the content domain. P21 and ATC21s, for example, include “21st- century themes” such as “global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, and health and environmental literacy” (P21 website). ATC21s refers to “citizenship — local and global.” These themes are considered critical to students’ understanding of the world they are entering, and they “promote understanding of academic content at much higher levels by weaving 21st-century interdisciplinary themes into core subjects” (P21, 2009). REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 6
  • 52. The Need for Technical Content and Skills Career technical educators have been consistent champions of the SCANS “employability” and “21st-century” skills primarily in the context of CTE courses and pathways. In addition, they have focused on career-related content and technical skills increasingly integrated with academic content and skills within the 16 federally identified industry sectors or “career clusters.” Technical skill attainment is measured by students’ receipt of industry-validated credentials or related measures allowed by the Carl D. Perkins Career and Technical Education Improvement Act of 2006. California measures technical skill attainment by grades attained in CTE courses aligned with industry-recognized standards, including the California CTE Model Curriculum Standards (CDE, 2008, p. 211). Through its States’ Career Cluster Initiative, NASDCTEc has developed Essential Knowledge and Skill Statements organized into 10 Essential Topics. These cover a broad ranges of skills, including academic, technical, and employability skills, that should be demonstrated in the context of any given cluster and pathway. Technical skills are elaborated in detail for pathways in each of the 16 career clusters, ranging from the fields of Agriculture, Food, and Natural Resources to Transportation, Distribution, and Logistics. Labor market demand has traditionally driven the development of students’ technical skills. In recent years, economists have underscored the continuing importance of technical skills for “middle-skill” jobs — those requiring more than a high school diploma but less than a four-year college degree, including employer-based training and CTE offered through community colleges and private training institutions. In America’s Forgotten Middle-Skill Jobs: Education and training Requirements in the Next Decade and Beyond, Holzer and Lerman conclude that Bureau of Labor Statistics projections indicate “robust” future demand for mid-level skills, “with jobs requiring postsecondary education or at least moderate-term training growing substantially over the next decade.” They argue that “Demands for skilled labor in construction, health care, computer use, transportation, and elsewhere are projected to grow at above-average rates. Replacement needs for retiring workers will also be strong, generating even more job openings in the middle than the top of the skills spectrum” (Holzer & Lerman, 2007 p. 29). In addition, several scholars and researchers have highlighted the value of technical skills as a means to cognitive development (Rose, 2006; Wilson, 1998). For example, Rose calls for a “turning of the epistemological tables by articulating the substantial cognitive potential of the world of work — as Dewey and Whitehead did long ago.” He argues that some of the cognitive skills that can be fostered by good CTE include: • Acuity in perception and observation; • Ability to attend and remember; • Planning and prioritizing tasks; • Increased ability to solve both routine and non-routine problems; • Analytical reasoning skills; REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 7
  • 53. Ability to use and communicate with a variety of symbols, including mathematical symbols; • Applying mathematics to support planning, troubleshooting, and problem-solving; • Using writing to aid learning and task completion; • Using a variety of reading strategies; and • Reflecting on one’s own actions and modifying them to improve task performance and avoid injury or error (Rose, 2006). Unlike most academic skills, technical skills involve the use of tools. According to Resnick (1987), using tools allows those of limited education to participate in “cognitively complex activity systems,” while also “enhancing the capacity of highly educated people well beyond what they could do independently.” In other words, while technical skill development has been seen as a means to career preparation, offered primarily to CTE students, it is also a means to cognitive development that can benefit all students. The Need for Broad Transferable Skills and Productive Dispositions and Behaviors While technical skills are important, researchers such as Carnevale underscore the importance of general competencies over specific occupational skills: “While specific skills have greater short-term economic value, more general skills have greater long-term value. General competency leavens all subsequent learning and practical experience” (Carnevale, 2008). The Organisation for Economic Co-operation and Development (OECD), an international research and policy organization that administers the Programme for International Student Assessment (PISA), has confirmed the importance of generic transferable skills for students entering employment at all levels: In sectors facing rapid technological change, the ability to learn is crucial and generic skills are highly valued by employers (Smits, 2007; Ghost, 2002). Labour markets change rapidly and often unpredictably, so skills like literacy that assist the acquisition of new skills are particularly valuable in the long run (Kézdi, 2006). In low-technology industries and at lower skill levels, generic competencies may be less valued by employers, but workers need to be able to switch jobs, since they are precisely the ones at risk of job loss due to diminishing job opportunities (Smits, 2007) (OEDC, 2009, p. 41). Broad agreement exists that among the generic transferable skills critical for success in both education and careers are a group of noncognitive, or social-emotional, skills. This cluster of abilities and skills has acquired various labels over time, but in this document we refer to them as “productive behaviors and dispositions.” While these are often subsumed within 21st- century skills, many existing frameworks identify them separately. REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 8
  • 54. Conley, for example, identifies “Key Learning Skills and Strategies” as a critical category of skills and behaviors, separate from content knowledge and cognitive strategies. These include self- awareness, time management, goal setting, study skills, persistence, collaborative learning, student ownership of learning, and retention of factual information (Conley, 2011). Similarly, the CRIS framework being developed by the John W. Gardner Center and the Annenberg Institute for School Reform highlights “academic tenacity” as a critical dimension of success. CRIS defines academic tenacity as “the underlying beliefs and attitudes (such as motivation and aspiration) and accompanying academic behaviors that drive student achievement” (CRIS, 2011). The National Research Council has underscored the distinct importance of these sets of skills in the workplace and in civic life. According to NRC, 21st-century skills include both “interpersonal” skills (complex communication, social skills, teamwork, cultural sensitivity, dealing with diversity), and “intrapersonal” skills (self-management, time management, self-development, self-regulation, adaptability, executive functioning), in addition to the “cognitive” skills of non- routine problem solving, critical thinking, systems thinking (NRC, 2011). 2 Sagar, an expert in measurement and the analysis of jobs, speaking at a National Research Council workshop on future skill demands, noted the need to “develop the skills required to enter the workforce, including adequate levels of oral and written communication, interpersonal skills, and conscientiousness.” He warned that “because many people lack these skills and opportunities to develop them, they have trouble obtaining work and may become dependent on welfare,” adding that society clearly “needs to address this second skill demand problem” (NRC, 2008, p. 87). Research and scholarship on noncognitive skills have suggested that, for many students, these skills may be better predictors of long-term success than academic skills (Lerman, 2008; Deke & Haimson, 2006; Sedlacek, 2008; Kyllonen, 2009). According to economist Robert Lerman, a study by Heckman, Stixrud, and Urzua (2006) of the schooling and job market experience of a national sample of young workers as they age from 14 through 30 found that, “except for college graduates, noncognitive skills (as measured by indices of locus of control and self- esteem) exert at least as high and probably a higher impact on job market outcomes than do cognitive skills (word knowledge, paragraph comprehension, arithmetic reasoning, mathematical knowledge, and coding speed, as measured by the Armed Forces Vocational Aptitude Battery). Using another major data set, the National Education Longitudinal Study (NELS), Deke and Haimson (2006) develop evidence reinforcing the importance of nonacademic competencies, such as work habits, leadership skills, teamwork and other sports-related skills, and attitudes about whether luck or effort determines success in life. They found that for two- 2 NRC conference participants pointed out, however, that all skills required cognition:” It is impossible to perform skills such as collaboration, complex communication, or self-regulation without using cognition” (NRC, 2011, p. 109). REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 9
  • 55. thirds of all high school students, a nonacademic skill is most predictive of earnings (Lerman, 2008, p. 26–27). Research on social-emotional learning also has shown benefits for students. The literature highlights the importance of self-awareness, self-management, social awareness, relationship skills, and responsible decision making and indicates that programs designed to strengthen these competencies enhance academic attainment, attitudes, and behaviors. (Durlak et al., 2011). Navigating Education, Career, and Civic Life Beyond High School To be able to exercise their various sets of skills, students need opportunities and knowledge about how to engage with and navigate the institutions and communities they will enter after high school. In other words, they need “social capital.” Stanton-Salazar defines social capital as resources and social support embedded in an individual’s network or associations and accessible through direct or indirect ties with “institutional agents.” Institutional agents are “high-status, non-kin, agents who occupy relatively high positions in the multiple dimensional stratification system, and who are well positioned to provide key forms of social and institutional support to youth,” including both resources and empowerment (Stanton-Salazar, 2010, p.2). Social capital in the domains of postsecondary education, career, and civic life gives students access to information and relationships that can make the difference between success and failure in their encounters with college, employment, and civic institutions. This is particularly true for young people who are the first in their families to go to college, choose a career, or engage in political activity. Recent research on postsecondary educational success has demonstrated students’ need for direct access to, and familiarity with, resources, new processes, and new environments if they are to succeed in education beyond high school. Conley has found that students sometimes fail in college due not only to a lack of academic skills, but also to a lack of contextual knowledge (also called “college knowledge”) about the college experience itself (Conley, 2011). This includes understanding admission requirements and college types and missions; knowing how to obtain financial aid; understanding college culture; addressing social/identity issues in making the transition; and understanding how to interact with professors and study groups. The CRIS framework also highlights the importance of college knowledge, combining this with academic preparedness and academic tenacity as keys to college success. College knowledge includes “the knowledge base and contextual skills that enable students to successfully access college and move along through the system once they arrive” (CRIS, 2011). Promoting the development of career management skills is the central focus of the career development field. In California, the California Career Resource Network (CalCRN) encourages adherence to the National Career Development Guidelines and promotes the use of numerous tools and resources to encourage students’ career awareness and exploration. CalCRN and other REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 10
  • 56. career development organizations have articulated specific career management skills. These include awareness of one’s own skills and interests; research, resume-writing, interviewing, and other job-seeking strategies; presentation skills; and flexibility and various interpersonal skills. Career management also involves making meaningful connections with potential employers, both during initial informational interviews and throughout one’s career. Besides supporting long-term career success, participation in well-designed, academically integrated career development programs has been shown to improve student engagement and academic attainment (Hooley et al., 2011). Similarly, CTE, youth development organizations, and many champions of work-based learning have cited career exploration, familiarity with the workplace and workplace culture, and building social networks as key goals of work-based learning and work experience. (Bailey, Hughes, & Moore, 2004; Darche, Nayar & Bracco, 2009; Symonds, Schwartz, & Ferguson, 2011). Labor economists also have argued that students must be able to identify their interests and manage their own careers to adapt to fast-changing workplace environments (OECD, 2009; NRC, 2008). At the National Research Council workshop on Research on Future Skill Demands, Peter Cappelli, professor of management at the University of Pennsylvania Wharton School, argued that “employees today must manage their own careers, in contrast to the ‘organization man’ of the 1950s…Employees must learn to market themselves, and one who tries to simply fit in will have little chance of promotion” (NRC, 2008, p. 89). Skills enabling students to participate meaningfully in civic life also are critical to success in adulthood. In The Mission of the High School: A New Consensus of the Purposes of Public Education? Barton and Coley argue that civic engagement has dropped significantly in the last four decades. For example, UCLA surveys of matriculating freshman each year since the mid- 1960s show that every key indicator of political engagement has fallen at least by half. Only 26 percent think keeping up with politics is important, down from 56 percent in 1966, and only 14 percent say they discuss politics, down from 30 percent. The authors warn of a “serious threat to the health of our democracy” (Barton & Coley, 2011, p. 38). Civic learning, defined as “that which enables students to respond to social, environmental and economic challenges at local, national and global levels,” is also one of five key learning outcomes or “areas of learning” in the Lumina Foundation Degree Profile. The Degree Profile — or qualifications framework — illustrates what students should be expected to know and be able to do once they earn their degrees — at any level. This Degree Profile highlights five learning areas and proposes specific learning outcomes at the associate’s, bachelor’s, and master’s degree levels. The five learning areas include Specialized Knowledge, Broad Integrative Knowledge, Intellectual Skills, Applied Learning, and Civic Learning (Lumina Foundation website, n.d.). REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 11
  • 57. A Meeting of the Minds As described above, academic preparation for college and career has been defined by the CCSS and NAEP as the knowledge and skills students should have to graduate from high school prepared to succeed, without remediation, in entry-level, credit-bearing academic college courses and in workforce training programs. Additional knowledge and skills, however, are needed for success. Based on our review we have distilled a core list of the knowledge, skills, dispositions and behaviors, and engagement strategies cited as critical for student success in postsecondary education, careers, and civic life. The sources for these lists are presented in Appendix B and the references. From our analysis, three critical domains of preparation emerged: the academic, 21st century, and career and technical domains, each encompassing both knowledge and skills. “Knowledge” encompasses core academic content knowledge, cross-cutting “21st century themes” and career and technical knowledge. While knowledge is inherently valuable, it also provides the context for skill development. Knowledge and skills are intertwined — and, in fact, cannot be taught separately. ATC21s does not list content knowledge as a separate prerequisite for readiness, but rather includes knowledge as a component of each of the 10 skill areas (ATC21s, 2010, pp. 13–33). Content or “domain knowledge” is considered a context for learning and assessing 21st century skills, not a focus in itself (p. 210). This applies to both academic and career-related knowledge. According to Carnevale, for example, 21st century skills, such as critical thinking and problem solving, are best learned through career-related examples and in real-world settings. Psychometricians have demonstrated that students do best when working on problems directly related to their subject matter (Carnevale, personal communication, June 20, 2011). At a National Research Council workshop on Research on Future Skill Demands, Susan Trainman of the Business Roundtable expressed a similar view, noting that the standards movement placed great emphasis on content and less emphasis on soft skills. She called for teaching both content and skills simultaneously (NRC, 2008, p. 80). At the same time, clustering content knowledge and skills separately is a useful way of categorizing the material for standards and curriculum development (Martin Ripley, ATC21s, personal communication, May 25, 2011). This approach also enables us to transcend the traditional divisions among domains — and their respective constituencies — and focus rather on the knowledge and skills that benefit all students. Decoupling knowledge and skills also facilitates interdisciplinary teaching practices, as discussed below, allowing for more intentional use of content from one domain as context for teaching skills in another, or skills from one domain to teach content in another. REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 12
  • 58. Productive dispositions and behaviors are also needed in all domains. Our review has revealed that, while these are sometimes combined with skills such as critical thinking or included within “soft skills,” “employability” skills, or “life and career” skills, productive dispositions and behaviors merit separate attention. They usually are not addressed explicitly in curriculum, as critical thinking might be, and often are learned outside of classrooms (Resnick, 1987; Wilson- Ahlstrom, Yohalem, DuBois & Ji, 2011). But they are considered extremely important. Indeed, research indicates that instruction must mix “context specificity and generality,” as well as include the development of “self-regulatory and performance control strategies” (Raizen, 1989, p.55). Within the category of productive dispositions and behaviors, self-concepts such as self- esteem and self-efficacy are different from self-management, which includes the ability to set goals and manage one’s time (NRC, 2011; Conley, 2011). Similarly self-management is different from effective organizational behaviors, as reflected in the National Research Council differentiation of interpersonal from intrapersonal skills (NRC, 2011). The navigation skills associated with education, career, and civic engagement are also distinct from other nonacademic or behavioral competencies. They encompass the practical skills needed to navigate college campuses, workplaces, and civic institutions and to manage one’s future educational and career development and engagement with democratic processes. While they include both knowledge (i.e., about college or career management) and skills (i.e., filling out a financial aid application), these are rarely taught systematically and require their own spotlight, as provided by David Conley (2011) in Four Keys to College and Career Readiness: Key Transition Skills and Strategies. This brief review demonstrates increasing convergence of views that a “both/and” approach is needed to identify the knowledge and skills essential for college and career readiness. Academics must be integrated with other knowledge and skills, such as the 21st century skills of being able to work with and create knowledge and “learning to learn.” Various productive dispositions and behaviors also are important. CTE can not only prepare students for immediate employment, but also teach them such important skills as teamwork, communication, and critical thinking, along with content skills in mathematics, writing, and other subjects. Students need exposure to and familiarity with a variety of postsecondary settings and processes, spanning college, workplace, and community settings, and the self-knowledge and navigational skills to enter and succeed in all three — immediately after high school and throughout their adult lives. This developing consensus is exemplified in a recent document published jointly by NASDCTEc, the Association for Career Technical Education (ACTE), and P21 entitled Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career Readiness. The report, which addresses “the growing skills deficit in the United States,” calls for breaking down “the silos between academic, CTE and 21st century education initiatives, programs and teachers” and arriving at a “unified vision of college and career readiness.” REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 13
  • 59. We propose such a unified vision below — including the full array of knowledge, skills, and behaviors and dispositions that all students need to succeed beyond high school. A FRAMEWORK FOR DEFINING COLLEGE AND CAREER READINESS The Framework and a graphic illustration of its most salient features are presented below. It reflects the following principles: • A variety of knowledge, skills, dispositions and behaviors, and educational, career, and civic engagement abilities are needed for all students to be ready for their endeavors beyond high school. • Organizing our thinking into these four categories, rather than into the domains of “academic,” “21st century,” and “career and technical” knowledge and skills, allows us to transcend the traditional domain-driven divisions among disciplines and constituencies, and particularly to transcend our traditional categorization of students; rather we suggest that all students need access to knowledge and skills in all domains. • Distinguishing among knowledge, skills, and dispositions and behaviors, as well as educational, career, and civic engagement enables practitioners to intentionally explore options for developing interdisciplinary curricula and instructional approaches. Knowledge and skills must be taught together, but can be integrated across domains in ways that meet varying curricular objectives and student needs. • “21st century” knowledge and skills are highlighted, even though they are often already embedded in high-quality academic and CTE programs. We do this to spotlight their importance and to acknowledge a growing constituency that has championed development of cross-disciplinary knowledge and skills such as critical thinking and creativity, irrespective of the courses within which they are taught. • Productive dispositions and behaviors are also best learned through experiences in various courses. In addition, they are learned through work-based experiences and in many extra-curricular settings, such as afterschool programs, athletics, and clubs. They serve as facilitators — and often engines — of learning. For this reason, while they may be difficult to measure, they deserve their own spotlight. • Educational, career, and civic engagement is included as a separate category in acknowledgement that many students, particularly those who are first in their families to go to college, first to work in the United States, or first to vote, need support in navigating the world beyond high school. Indeed, in this rapidly changing world, all young people need strategies to effectively manage their own educational and career development over time and to participate fully in civic life. REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 14
  • 60. College and Career Readiness Framework I. Knowledge III. Productive Dispositions and Behaviors A. Core subject-area content A. Productive self-concept: self-knowledge, self- B. 21st century knowledge: global, civic, esteem, self-efficacy environmental, financial, health, and media B. Self-management: goal setting, time literacy management, study skills, precision and C. Career-related and technical knowledge: accuracy, persistence, initiative/self-direction, knowledge about a broad industry sector and resourcefulness, and task completion associated technical content and college C. Effective organizational and social behavior: majors leadership, flexibility/adaptability, responsibility, and ethics II. Skills A. Academic skills in core disciplines IV. Educational, Career, and B. 21st Century skills Civic Engagement 1. Metacognition and knowing how to learn A. Engaging in and navigating the world of higher 2. Creativity and innovation education 3. Critical thinking and problem solving B. Engaging in and navigating the world of work 4. Systems thinking C. Engaging in and navigating civic life 5. Communication: listening, speaking, writing, and nonverbal communication 6. Collaboration and working with diversity 7. Information management and digital media applications C. Technical Skills: technical skill in at least one career area of interest REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 15
  • 61. IMPLICATIONS FOR CURRICULUM AND INSTRUCTION, ASSESSMENT, AND TEACHER PREPARATION Implementation of the framework that we have proposed will require new curriculum and instructional strategies, new assessments, and new teacher preparation and professional development. ConnectEd promotes Linked Learning as a transformational approach that moves beyond past dichotomies in education to ensure that all students are ready for both postsecondary education and successful entry into careers. 3 The Need for New, Integrated Curriculum and Instruction The Framework promotes integration of curricula within and across domains, enabling rich and meaningful student learning and preparation for postsecondary education and careers. Curriculum integration means bringing together various fields of content knowledge and skills around a common theme to reveal connections and facilitate learning. Linked Learning promotes career pathways that include rigorous academics, rigorous CTE, work-based experiences and student support services to ensure that students succeed. Pathways are intentionally designed to offer integrated learning experiences — connecting academic learning with technical skills and real-world applications in the context of students’ career interests — to make learning relevant, engaging, and meaningful, thereby motivating student achievement. Integration is not intended to detract from the richness or rigor of any of the individual disciplines. Instead, the disciplines complement one another to enhance student learning (CDE, 2010c, p. 28). If students are to master the content and skills we propose, however, and develop useful behaviors, dispositions and navigational competencies, then our approach to curriculum and instruction must be intentional and carefully crafted, to avoid becoming “just another fad”, as Rothingham (2008) has warned. The Framework proposes a set of outcomes that, together with existing and new standards and assessments, can be used as an overarching set of guidelines to ensure that curriculum and instruction are sufficiently rich and rigorous to promote access to postsecondary education and living-wage careers for all students. Intentional and careful crafting of integrated curriculum has borne fruit for students of The Center for Advanced Research and Technology (CART) in Clovis, California. CART combines rigorous CTE courses with academic courses. Eleventh- and twelfth-grade students attend CART for half of the school day, taking courses in the career areas of professional sciences, advanced communications, global issues, and engineering and product development. They work actively in teams to research real-world problems and discover original solutions. Academic instructors and business partners guide their project work. Students have access to the latest technology and 3 More information about Linked Learning can be found at www.connectedcalifornia.org and www.linkedlearning.org. REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 16
  • 62. are expected to include their community in integrated projects. The Clovis and Fresno school districts jointly operate CART, and even though students are bused to the site from their home schools, there is often a waiting list (CDE, 2010c). Preliminary evaluation findings from the past seven years are promising and notably positive. CART students matriculated to postsecondary institutions, including community colleges and universities, at a higher rate than a matched sample of similar students from area high schools. This held true for college-going within one year of graduation and at any time after graduating from CART (CART, 2011). The Need for New Assessments That Use Multiple Measures In addition to high-quality curriculum and instruction, assessments are needed that can measure the full array of knowledge and skills in the proposed Framework, together with appropriate accountability mechanisms. As is widely understood in the field of education, “you get what you measure.” As we emerge from an era of focus on high stakes multiple-choice tests under the federal No Child Left Behind Act, efforts are underway, both in the U.S. and internationally, to explore more robust approaches to measuring college and career readiness. In developing such assessment tools, matters of cost, feasibility, and logistics must be considered. Further, as with any transformative reform, new assessments should not simply be added on, but rather embedded in new ways of teaching and learning. Two consortia of states have been selected to develop assessments to measure student attainment of the CCSS: the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC). Both consortia will use a mix of methods and online technology to assess student knowledge and skills more efficiently and effectively than the current standardized testing regime. Other organizations are developing tools that measure skills beyond the CCSS. For example, the Assessing and Teaching of 21st Century Skills (ATC21s) project is developing web-based assessments to measure digital literacy skills, communication, and collaborative problem- solving. The National Academy Foundation is developing tools that measure attainment of college- and career-readiness skills through teacher- and employer-scored assessments. Employer observation of student performance allows for an accurate appraisal of students’ skills with respect to workplace requirements. The Envision Schools are developing a College Success Assessment System embedded in curriculum. Students develop portfolios to demonstrate their mastery of academic content and 21st-century skills. The students work toward three goals: mastery knowledge, application of knowledge, and metacognition. The portfolio, presented at the end of 12th grade, includes a written introduction to the contents; examples of mastery-level student work (assessed and certified by teachers before the presentation); reflective summaries of work completed in five core content areas; an artifact of and written reflection on the workplace learning project; and 21st-century skills assessment. Students must defend their portfolios, and teachers are given REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 17
  • 63. professional development to guide students in this process (NRC, 2011, p. 50). Other school networks and districts are pursuing a similar path. Measuring productive behaviors and dispositions is more difficult. The Forum for Youth Investment, supported by the W.T. Grant Foundation, identified eight tools for assessing the skills of communication, relationships and collaboration, critical thinking and decision making, and initiative and self-direction. The focus is on specific skill- and ability-oriented outcomes and prioritizes skill areas amenable to intervention in outside-school programs. Assessments such as the Work Readiness Credential (WRC), based on the Equipped for the Future standards, also test behaviors and dispositions. For all of these areas, constructs must be defined carefully and the challenges in measuring interpersonal and intrapersonal skills with validity and reliability recognized. A balanced assessment system of state and local, formative and summative assessments is needed — to guide instruction and to promote accountability. District and schools must make it a priority to foster and sustain robust teacher communities of practice that collaboratively build their skill to formatively assess student progress against standards and outcomes, finding evidence of learning in the regular examination of student work. The development of local assessment systems enables districts and communities to determine their priorities for students, based on local values and labor market needs. At the same time, the state plays an important ongoing role in supporting balanced assessment approaches and promoting quality and comparability among local assessments (Ananda, 2002). The Need for Teacher Preparation and Professional Development This Framework has implications for teacher training as well. Teachers in pathways need competencies in four domains: knowledge, pedagogy, professional skills, and foundational comprehension. They need knowledge of the academic concepts underlying work in industry, intellectual skills to solve problems in the real world, and knowledge of how to work in a community of practice. Necessary pedagogical skills include how to engage students in project- based and cooperative learning, build on students’ interests, prior knowledge and skills, use authentic and consequential tasks to engage student motivation, and use multiple assessment measures and ways for students to demonstrate their competencies. Teachers need appropriate professional skills that equip them to work in pathways, including understanding how to collaborate with other teachers and industry partners (CDE, 2010c, p. 141). Many teachers don’t have the opportunity to develop all of these competencies. In response to this need, San Diego State University is partnering with ConnectEd and three other California State Universities (at Fresno, Sacramento, and San Bernardino) to develop a teacher preparation program for Linked Learning. Working with pre-baccalaureate students, the San Diego program adds a “Linked Learning lens” to the California Single Subject Teaching Credential. Core proficiencies are divided into content knowledge, curriculum design, practice pedagogy, and REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 18
  • 64. philosophy. A key feature of the program is placement of student teachers in pathway schools and programs for their practicum. (CDE, 2010c). High Tech High in San Diego has created a Graduate School of Education, where students engage collaboratively in inquiry- and project- based approaches to learning, mirroring the approaches they will use in their classrooms. (HTH, n.d.) REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 19
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  • 71. Symonds, W., Schwartz, R., and Ferguson, R. (2011). Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century. Report issued by the Pathways to Prosperity Project, Harvard Graduate School of Education. U.S. Department of Education. (2010). A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act. Washington D.C. Wagner, T. (2008).The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills our Children Need — and What We Can Do about It. New York: Basic Books. Wilson, F. (1998). The Hand. New York: Vintage Books. Wilson-Ahlstrom, A. and Yohalem, N., The Forum for Youth Investment; DuBois, D. , University of Illinois at Chicago & Ji, P., Adler School of Professional Psychology. (2011). From Soft Skills to Hard Data: Measure Youth Program Outcomes. Forum for Youth Investment. Washington, D.C., The W.T. Grant Foundation. REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 26
  • 72. APPENDIX A: Linked Learning College and Career Readiness Framework With Notes Framework Category Descriptors Measurement Options I. Knowledge Content knowledge in three domains considered essential for skill development, success in postsecondary education and careers, and effective participation in a global society (P21 2009; Carnevale & Desrochers 2003) A. Core subject area Core academic content as defined by the Common Core State Standards and other Current standards-based content state-defined academic standards, enabling students to pursue the full range of assessments postsecondary education and career opportunities and providing the foundation for further learning and skill development (CDE 2010; P21 2009; Conference Board CCSS assessments in 2006; NASDCTEc 2008; Conley 2009) development for English language arts and Core subjects include: mathematics  English/Language Arts  Mathematics  Science Future assessments based  Government and Civics on the Next Generation  Economics Science Standards in  History development.  Geography  Humanities/Arts  Foreign Languages Within these are included:  Key terms and terminology  Factual information  Linking ideas  Organizing concepts (Conley 2011) B. 21st century Themes critical to effective participation in local and global society that cross Curriculum-based knowledge: global, subject and career areas (P21 2009). assessments aligned with civic, existing standards (e.g., the These include understanding the following issues: environmental, California Environmental  Global (e.g., knowledge and understanding of other nations and cultures, financial, health, Principles and Concepts including the use of non-English languages) and media literacy  Civic (e.g., knowledge and understanding the local and global implications of developed by the CalEPA) civic decisions)  Environmental (e.g. knowledge and understanding of the environment and the circumstances and conditions affecting it; knowledge and understanding of society’s impact on the natural world)  Financial (e.g., knowing how to make appropriate personal economic choices; understanding the role of the economy in society)  Health (e.g., obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that enhance health; understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction)  Media (e.g., understanding both how and why media messages are constructed, and for what purposes) REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 27
  • 73. Framework Category Descriptors Measurement Options C. Career-related and Knowledge about an industry sector and associated careers, technical knowledge, CTE standards-based technical and college majors, providing context for learning in the core subjects; informing assessments of knowledge knowledge decisions about postsecondary education and future careers; and providing the basis for development of academic, 21st-century, and technical skills (NASDCTEc 2008; ACTE 2010) Examples of career areas include:  Agriculture, Food, and Natural Resources  Architecture and Construction  Arts, A/V Technology, and Communications  Business Management and Administration  Education and Training  Finance  Government and Public Administration  Health Sciences  Hospitality and Tourism  Human Services  Information Technology  Law, Public Safety, Corrections, and Security  Manufacturing  Marketing  Science, Technology, Engineering, and Mathematics  Transportation, Distribution, and Logistics Example of knowledge in the Agriculture, Food, and Natural Resources (AFNR) industry:  Issues affecting the AFNR industry, including biotechnology, employment, safety, environmental issues, and animal welfare. (NSDCTEs 2008b, p.22) REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 28
  • 74. Framework Category Descriptors Measurement Options II. Skills Academic, 21st-century, and technical skills needed for success (ACTE 2010, Carnevale & Desrochers 2003), best learned in the context of academic, thematic, or career- technical disciplines and through application A. Academic skills in Core academic skills as defined by the CCSS and other state-defined academic Current standards- core disciplines standards, enabling students to pursue the full range of postsecondary education and based assessments career opportunities and providing the foundation for further learning and skill CCSS assessments in development (CDE 2010; Conley 2009) development for According to the Conference Board (2006, p.16), referencing the No Child Left Behind English language arts Act of 2001, “basic knowledge and skills” include the following: and mathematics  English Language (spoken) Future assessments  Reading Comprehension (in English) based on the Next  Writing in English (grammar, spelling, etc.) Generation Science  Mathematics Standards in  Science  Government/Economics development.  Humanities/Arts  Foreign Languages  History/Geography B. 21st-century skills Skills identified as essential in the knowledge economy that characterizes work in the 21st century (P21 2009; ATC21s 2010) 1. Metacognition Includes the following concepts: Simulations and knowing  Understanding and applying strategies for learning, including individual and Teacher- and employer- how to learn organizational self-assessment (SCANS 1991; ATC21s 2010; Carnevale & scored ratings of Desrochers 2003; Conley 2011) student work  Applying and adapting new knowledge and skills in both familiar and changing situations, using learning theory such as personal learning styles (visual, aural, etc.), formal learning strategies (note taking or clustering items that share characteristics), and informal learning strategies (awareness of unidentified false assumptions that may lead to faulty conclusions). (SCANS 1991, p. 33)  Involves self-awareness, the ability to dedicate time to learning, autonomy, discipline, perseverance, and information management in the learning process; the ability to concentrate for extended and short periods of time; the ability to reflect critically on the object and purpose of learning; the ability to communicate as part of the learning process ATC21s 2010, p.20) 2. Creativity and  Use of a wide range of idea creation techniques (such as brainstorming) Performance-based innovation  Creation of new and worthwhile ideas (both incremental and radical concepts) assessments; teacher-  Elaboration, refinement, analysis, and evaluation of one’s own ideas to improve and employer-scored and maximize creative efforts (P21 2009) ratings of student work,  Demonstration of originality and inventiveness in work; communication of new including projects, ideas to others; integration of knowledge across disciplines (Conference Board portfolios, and 2006) workplace performance 3. Critical thinking High-level thinking skills exercised in the course of authentic knowledge work (ATC21s CCSS assessments and problem 2010). Includes Performance-based solving  Problem formulation (Conley 2010) assessments; teacher-  Sound reasoning and analytical thinking; use of knowledge, facts, and data to solve and employer-scored workplace problems (Conference Board 2006) ratings of student work,  Making judgments and decisions; solving unfamiliar problems (P21 2009) including projects, portfolios, and workplace performance REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 29
  • 75. Framework Category Descriptors Measurement Options 4. Systems  Understanding complex interrelationships (SCANS 1991) Performance-based thinking  Analysis of how parts of a whole interact to produce overall outcomes in complex assessments; teacher- systems (P21 2009) and employer-scored  Understanding roles within teams, work units, departments, organizations, inter- ratings of student work, organizational systems, and the larger environment including projects,  Identifying how key organizational systems affect organizational performance and portfolios, and the quality of products and services workplace performance  Understanding the global context of industries and careers (NASDTEc 2008) 5. Communication  Using active listening skills to obtain and clarify information (NASDCTEc 2008) CCSS assessments for : listening;  Articulating thoughts and ideas clearly and effectively written communication speaking,  Public speaking skills Performance-based writing, and  Written communications, including memos, letters, and complex technical reports assessments; teacher- nonverbal that are clear and effective (Conference Board 2006) and employer-scored communication ratings of student work, including projects, portfolios, and workplace performance WorkKeys for listening for understanding 6. Collaboration  Building collaborative relationships with colleagues and customers Teacher- and employer- and working  Ability to work with diverse teams, negotiate and manage conflicts, and learn from scored ratings of with diversity and work collaboratively with individuals representing diverse cultures, races, ages, student work processes gender, religions, lifestyles, and viewpoints (Conference Board 2006) WRC situational judgment assessment 7. Information  Accessing and evaluating information efficiently (time) and effectively (sources) Curriculum-based management  Evaluating information critically and competently assessments, drawing and digital  Using information accurately and creatively for the issue or problem at hand on relevant standards media  Managing the flow of information from a wide variety of sources applications  Applying a fundamental understanding of the ethical/legal issues surrounding the access and use of information  Using technology as a tool to research, organize, evaluate, and communicate information (P21 2009) C. Technical skills:  Technical skills as defined by the NASDCTEc and state CTE standards (CDE 2005) in CTE standards-based technical skills in at the 16 career cluster areas and associated career pathways; use of technical assessments of skills least one career area knowledge and skills required to pursue careers in all career clusters, including of interest knowledge of design, operation, and maintenance of technological systems critical to the career cluster (see cluster list under Career and Technical Knowledge) (NASDCTEc 2008)  Technical skills as the foundation for future training and to promote greater “portability” (Carnevale & Desrochers 2003; ACTE 2010)  Technical skills as a means to facilitate academic learning (Murnane 2008) and strengthen cognitive abilities (Rose 2006)  Engagement with objects and tools as a means to expand cognitive capacity (Resnick 1987) Example of technical skills in the Agriculture, Food, and Natural Resources (AFNR) industry, Plant Systems pathway:  Produce and manage plants in both domesticated and natural environments using application of principles of anatomy and physiology to enhance plant production o Manage soil/media nutrients using tests of appropriate materials and/or by examining data REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 30
  • 76. Framework Category Descriptors Measurement Options III. Productive Behaviors Self-concepts, behaviors, and dispositions deemed critical to success, also called and Dispositions “attitudes, values, and ethics” (ATC21s 2010); “soft skills” or “noncognitive skills” (Sedlacek 2008); “life and career skills” (P21 2009); “personal qualities” (SCANS, 1991); “intrapersonal and interpersonal skills” (NRC 2011); and social-emotional skills (Durlak et al 2011) A. Productive self-  Knowledge of one’s strengths, weaknesses, abilities, and interests Student self-report concepts Self-esteem assessments, such as  Belief that success results from hard work as opposed to luck (Deke & Haimson the California Healthy 2006; NCDG 2003; Sedlacek 2008; Carnevale & Desrochers 2003; ATC21s 2010) Kids Survey, Resiliency Module B. Self-management The set of skills enabling individuals to appropriately plan, execute, and complete their Teacher, mentor, and own work, as required in both postsecondary and workplace settings. Includes the employer observations ability to: NAF Internship  Set goals Assessment  Establish priorities  Manage time WorkKeys talent  Study alone and in groups assessment  Execute tasks with precision and accuracy  Persist  Take initiative and direct one’s own efforts  Tackle obstacles resourcefully  Complete tasks and projects (Conley 2007; Kyllonen 2008; Conference Board 2006) C. Effective The set of skills enabling individuals to work effectively with others within organizations Teacher, mentor, and organizational and under changing circumstances. Includes: employer observations behaviors  The ability to interact effectively with co-workers and provide leadership as NAF Internship appropriate Assessment  The ability to be flexible and adaptable  Responsibility and accountability to others WorkKeys talent  Ethical behavior (Conference Board 2006; Carnevale & Desrochers 2003) assessment REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 31
  • 77. Framework Category Descriptors Measurement Options IV. Educational, Career, and Civic The ability to access resources and navigate effectively Engagement within postsecondary and workplace environments; the ability to manage a career over time (Conley 2009; NCDG 2003) A. Engaging in and navigating the The practical knowledge and skills required to enroll and Student completion of relevant world of higher education: succeed in postsecondary education, including: experiences ( e.g. completion of college transition skills  Knowledge of admission requirements and financial college applications and FAFSA form, aid processes college tours, interviews with college  Understanding protocols for contacting professors and students and professors, etc.) working in study groups Assessments developed by college  Ability to navigate a postsecondary education campus bridge programs (both physical and virtual) and understand school culture (Conley 2009) B. Engaging in and navigating the The practical knowledge and skills required to explore Student completion of relevant world of work: career exploration career options, obtain employment, and manage one’s experiences ( e.g. completion of and development skills career. Includes: resumes, job applications, and mock  Career research and exploration skills interviews, informational interviews,  Resume-writing and interview skills job shadows, internships, and other  Understanding the protocols for interacting with forms of work-based learning.) supervisors and colleagues NAF Internship Assessment  Ability to navigate the physical or virtual workplace, including understanding the functions of various departments and how to access information  Understanding organizational culture  Understanding of how to advance in a career within specific industries and pathways (NCDG 2003; Bailey, Hughes, & Moore 2004) C. Engaging in and navigating civic  Ability to respond to social, environmental, and Knowledge of civics and economics, life economic challenges at local, national, and global as measured by standards-based levels (Lumina Foundation website) social science assessments  A set of knowledge and skills that enables students to Student completion of relevant become engaged members of their communities. experiences (e.g., completion of informational interviews and job shadows with political officials and community leaders, service learning, and community-based projects) Assessments relevant to these experiences REVISED DRAFT VERSION 1.1, JANUARY 7, 2012—ConnectEd: The California Center for College and Career. All rights reserved. 32
  • 78. APPENDIX B: Essential Skills Presented by Recognized Initiatives and Scholars California CTE Model Curriculum Anthony Carnevale: Standards Association of The Skills and Foundation Common Core State Partnership for 21st American Colleges Abilities Employers Standards Standards Century Skills and Universities Conference Board Want Academic Academics California’s CCSS for Core subjects: Knowledge of Human Basic Knowledge: Content English language arts English, reading or Cultures and the • English Language Knowledge and literacy in language arts , World Physical and Natural (spoken) history/social studies, languages, Arts , World • Reading Comprehension science, technical Mathematics, • Study in the (in English) subjects and for Economics, Science, sciences and mathematics • Writing in English Geography, History, mathematics, social (grammar, spelling, etc.) Government and Civics sciences, humanities, history, • Mathematics languages, and the • Science arts • Government/Economics • Humanities/Arts • Foreign Languages • History/Geography 21st Century Health and Safety Interdisciplinary Personal and Social Themes Themes Responsibility, 21st Century Themes including: • Global Awareness • Civic knowledge and engagement— • Financial, Economic, local and global Business and Entrepreneurial • Intercultural Literacy knowledge and competence • Civic Literacy • Health Literacy • Environmental Literacy ConnectEd: The California Center for College and Career. All rights reserved. 33
  • 79. California CTE Model Curriculum Anthony Carnevale: Standards Association of The Skills and Foundation Common Core State Partnership for 21st American Colleges Abilities Employers Standards Standards Century Skills and Universities Conference Board Want Career-Related Technical knowledge References to career- Occupational and Technical included in technical related content knowledge needed to Knowledge knowledge and skill learn technical skills Academic Skills Academics California’s CCSS for Core subjects: Basic Skills: Basic Skills: English Language English, reading or • English Language Reading, Writing, And Arts and Literacy in language arts , World (spoken) Mathematics History/Social languages, Arts, • Reading Comprehension Studies, Science, and Mathematics, (in English) Technical Subjects Economics, Science, and for Mathematics • Writing in English Geography, History, (grammar, spelling, etc.) Government and Civics • Mathematics • Science • Government/Economics • Humanities/Arts • Foreign Languages • History/Geography 21st Century Problem Solving and Critical thinking Learning and Innovation Intellectual and Critical Thinking/Problem Foundation Skills: Skills: Critical Thinking Skills: Practical Skills, Solving Knowing How To Creativity and • Critical Thinking and including: Learn Critical Problem Solving • Inquiry and analysis Adaptability: Creative Thinking; • Creativity and • Understanding Thinking And Problem Knowing How Innovation systems (social, Solving to Learn technical) • Critical and creative thinking ConnectEd: The California Center for College and Career. All rights reserved. 34
  • 80. California CTE Model Curriculum Anthony Carnevale: Standards Association of The Skills and Foundation Common Core State Partnership for 21st American Colleges Abilities Employers Standards Standards Century Skills and Universities Conference Board Want 21st Century Communication Written Learning and Innovation Intellectual and • Oral communication Communication Skills: Leadership and communication Skills: Practical Skills, • Written communication Skills: Listening And Communication Teamwork • Communication and including: Oral Communication • Visual communication and Collaboration • Written and oral such as PowerPoint Group Effectiveness: Collaboration communication presentations, video, etc. Interpersonal Skills, • Teamwork and Negotiation, And • Teamwork/collaboration problem solving Teamwork 21st Century Technology Information, Media, and Information literacy Information Technology Skills: Technology Skills Application Information and Technology Use Technical Technical Knowledge Application of Integrative Learning, Applied Skills: Skills; and Skills knowledge including: Occupational And Application of Demonstration and • Synthesis and Professional Knowledge Application advanced Competencies accomplishment across general and specialized studies ConnectEd: The California Center for College and Career. All rights reserved. 35
  • 81. California CTE Model Curriculum Anthony Carnevale: Standards Association of The Skills and Foundation Common Core State Partnership for 21st American Colleges Abilities Employers Standards Standards Century Skills and Universities Conference Board Want Non-Academic, Responsibility and Life and Career Skills: Personal and Social • Diversity Influence: intrapersonal Flexibility • Flexibility and Responsibility, • Leadership Organizational and Ethics and Legal Adaptability including: Effectiveness And • Creativity/Innovation Interpersonal Responsibilities • Ethical reasoning Leadership • Initiative and Self- • Lifelong learning/Self- Skills and and action Personal Direction direction Behaviors Management: Self- • Social and Cross- • Foundations and (Productive • Professionalism/Work Esteem And Cultural Skills skills for lifelong Dispositions Ethic Motivation/Goal learning and Behaviors) • Productivity and • Ethics/Social Setting Accountability Responsibility Attitude: Positive • Leadership and Cognitive Style Responsibility Educational Career Planning and Career Management Management Skills and Civic Engagement ConnectEd: The California Center for College and Career. All rights reserved. 36
  • 82. Equipped for the Future Work National Readiness Skills David Conley: Association of State (Note: Skills and The Four Dimensions Directors of CTE Entry-level tasks are National Career of College and (NASDCTEc) SCANS ATC21s combined) Development Guidelines Career Readiness Academic Academic Academic subject Educational Achievement Key Content Content Foundations (state matter seen as a and Lifelong Learning: Knowledge Knowledge graduation domain in which skills • Attain educational Key foundational requirements) are developed achievement and content and “big ideas” performance levels from core subjects needed to reach personal and career goals 21st Century Safety, Health, and Living in the World: Themes Environmental • Citizenship – local and global • Life and career • Personal and social responsibility – including cultural awareness and competence Career-Related Technical knowledge and Technical as presented in Knowledge cluster standards ConnectEd: The California Center for College and Career. All rights reserved. 37
  • 83. Equipped for the Future Work National Readiness Skills David Conley: Association of State (Note: Skills and The Four Dimensions Directors of CTE Entry-level tasks are National Career of College and (NASDCTEc) SCANS ATC21s combined) Development Guidelines Career Readiness Academic Skills Academic Foundation • Read with Master academic skills (for Foundations (state Basic Skills: Reads, understanding career management) graduation writes, performs • Use math to solve requirements) arithmetic and problems and mathematical communicate operations, listens and speaks 21st Century • Problem- Foundation Ways of Thinking • Observe critically Key Cognitive Skills: Solving Thinking Skills: 1. Creativity and • Learn through Strategies Knowing How and Critical Thinks creatively, innovation research Problem formulation, to Learn; Thinking makes decisions, research, 2. Critical thinking, • Solve problems and Creativity and • Systems solves problems, problem solving, make decisions interpretation Critical visualizes, knows decision making • Reflect and Thinking; how to learn, and 3. Learning to learn, evaluate Systems reasons Metacognition • Use systems Thinking Workplace Competencies • Understand systems Systems: • Monitor and Correct Understands complex Performance interrelationships • Take responsibility for learning; Know How to Learn ConnectEd: The California Center for College and Career. All rights reserved. 38
  • 84. Equipped for the Future Work National Readiness Skills David Conley: Association of State (Note: Skills and The Four Dimensions Directors of CTE Entry-level tasks are National Career of College and (NASDCTEc) SCANS ATC21s combined) Development Guidelines Career Readiness 21st Century • Communications Workplace Ways of Working • Speak so others Communication (as a Skills: • Leadership and Competencies • Communication can understand Cognitive Strategy) Communication Teamwork Interpersonal: • Collaboration • Listen actively and Works with others (teamwork) • Convey ideas in Collaboration writing • Work with others • Diversity • Negotiate • Serve clients • Cooperate with others • Resolve conflicts and negotiate ConnectEd: The California Center for College and Career. All rights reserved. 39
  • 85. Equipped for the Future Work National Readiness Skills David Conley: Association of State (Note: Skills and The Four Dimensions Directors of CTE Entry-level tasks are National Career of College and (NASDCTEc) SCANS ATC21s combined) Development Guidelines Career Readiness 21st Century Information Workplace Tools for Working • Acquire and use Skills: Technology Competencies • Information literacy information and Information and Applications • Information: communication • Communication Technology technology o Acquires and Technology literacy Use uses • Use technology information • Plan • Technology: • Allocate resources o Works with a variety of technologies • Resources: o Identifies, organizes, plans, and allocates resources Technical Technical Skills Master occupational skills Skills: (for career management) Application of Knowledge ConnectEd: The California Center for College and Career. All rights reserved. 40
  • 86. Equipped for the Future Work National Readiness Skills David Conley: Association of State (Note: Skills and The Four Dimensions Directors of CTE Entry-level tasks are National Career of College and (NASDCTEc) SCANS ATC21s combined) Development Guidelines Career Readiness Non-Academic, Ethics and Legal Workplace Life and Career Skills Self -management Educational Achievement Key Learning Skills Intrapersonal, Responsibilities Competencies and all of the others Advocate and and Lifelong Learning and Strategies and Personal Qualities: include a column for influence • Participate in ongoing • Self-management Interpersonal “Attitudes, Values, lifelong learning skills: time Displays Guide others Skills and and Ethics” experiences management, study responsibility, self- Responsibility Behaviors skills, goal setting, esteem, sociability, Personal and Social (Productive Integrity self-awareness, self-management, Development Dispositions and integrity and persistence • Build and maintain and Behaviors) honesty • Precision and positive self-concept accuracy (as a • Develop interpersonal Cognitive Strategy) skills , including respect for diversity • Integrate personal growth and change into career development • Balance personal, leisure, community, learner, family, and work roles • Master general employability skills (for career management) ConnectEd: The California Center for College and Career. All rights reserved. 41
  • 87. Equipped for the Future Work National Readiness Skills David Conley: Association of State (Note: Skills and The Four Dimensions Directors of CTE Entry-level tasks are National Career of College and (NASDCTEc) SCANS ATC21s combined) Development Guidelines Career Readiness Education and Employability and Career Management Key Transition Skills Career Career Development • Create and manage a and Strategies Management (including career plan that meets Admissions Skills and Civic entrepreneurship) career goals requirements, college Engagement types and missions, • Use a process of decision-making as one affording college, component of career college culture, development relations with professors • Use accurate, current, and unbiased career information during career planning and management • Integrate changing employment trends, societal needs, and economic conditions into career plans ConnectEd: The California Center for College and Career. All rights reserved. 42
  • 89. ConnectEd’s mission is to support the development of multiple pathways by which California’s young people can complete high school, enroll in postsecondary education, attain a formal credential, and embark on lasting success in the world of work, civic affairs, and family life. College and Career Readiness: What Do We Mean? A Proposed Framework © 2012 ConnectEd: The California Center for College and Career ConnectEd was founded with a grant from The James Irvine Foundation. 2150 SHATTUCK AVE, SUITE 1200 BERKELEY, CA 94704 TEL: 510.849.4945 FAX: 510.841.1076 www.ConnectEdCalifornia.org