Launch Pathways

Delivering high-quality college and career pathways requires consistent, long-term funding that can be adaptable and flexible to the demands of industry and the varied needs of learners. For pathways to exist at scale and be sustainable, the approach to funding must be strategic, aligned across K–12, postsecondary, and workforce systems, and include a diversified mix of funding types. Over the past two years of collaboration, leaders and participants in the Launch initiative learned a great deal about the conditions that must be in place to advance high-quality,?equitable, and sustainable pathways systems. The conditions are related to a framework of five levers that are critical for driving lasting systems change.? Check out the second blog in the series which elevates three state-level examples featured in Conditions For Sustainable and Equitable Pathways Systems of how state CTE leaders are leveraging funding to build college and career pathways for scale and sustainability. https://lnkd.in/eYRmtBrZ Advance CTE New America – Education Policy Program Education Strategy Group Jobs for the Future (JFF)

North Carolina has prioritized ensuring that all learners can attain an industry-recognized credential by the time they graduate high school.? In the 2022-23 school year, CTE learners had a 41% credential attainment rate. Additionally, the alignment of credentials with North Carolina Workforce needs saw an increase of 44%. The North Carolina Workforce Credentials list was created in partnership with employers and workforce development organizations. Explore more state-level examples of leveraging key conditions to improve access and success to high-quality career pathways for all learners at https://lnkd.in/ePXTNjJR

Since 2019, the Ohio Office of Career-Technical Education has been helping local districts review and analyze learner data to identify gaps in three major categories: meaningful access, engagement and enrollment, and learner outcomes. Through these state-facilitated workshops, local leaders identify the largest or most pressing gap to be addressed and perform a root cause analysis. Local leaders also clearly articulate a plan to address and continually make meaningful progress toward closing the gap so that all learners can have access to and succeed in high-quality Career Technical Education (CTE) programs. Explore more state-level examples of leveraging key conditions to improve access and success to high-quality pathways for all learners at https://lnkd.in/ePXTNjJR

In 2019, through the Workforce Education Investment Act, Washington state created Career Connect Washington (CCW) to develop and increase partnerships and coordination among the public and private sectors, creating a career-connected learning system that benefits Washington’s learners and employers. In CCW’s first five years, its dynamic partnerships have led to the creation of more than 115 Career Launch programs, enabled nearly 10,000 young people to complete earn-and-learn programs, and attracted more than $30 million in federal grants to further scale and build a statewide system of career pathways. Learn more about CCW and explore more state-level examples of leveraging key conditions to build pathways for scale and sustainability at https://lnkd.in/ePXTNjJR

Enacted into law in 2021, the Blueprint for Maryland’s Future aims to provide all Maryland learners equal access to high-quality education, enhance learner outcomes, and strengthen the state’s workforce. Through the College and Career Readiness pillar, the Blueprint establishes a clear, statewide vision. The Blueprint looks to expand Career Technical Education (CTE) with ambitious targets for learner participation in programs leading to an industry-recognized credential.? It promotes rigorous standards to ensure that learners are prepared for success after high school; notably, 45% of public high school learners will graduate having completed the high school level of a Registered Apprenticeship or another industry-recognized credential. Explore more state-level examples of leveraging key conditions to build pathways for scale and sustainability and improve access and success for all learners at https://lnkd.in/ePXTNjJR Maryland State Department of Education (MSDE)

Let’s talk about credit for prior learning or CPL. Indiana’s CPL Clearinghouse provides a database searchable by a variety of stakeholders of all CPL options, including Advanced Placement and College-Level Examination Program exams, early postsecondary opportunities, and every Indiana public and independent postsecondary institution’s policies and CPL offerings. In 2024, the Indiana Commission for Higher Education sought to support more consistent use of CPL across Indiana’s higher education institutions and released statewide policy guidance to do so. Developed with input from higher education, workforce development, and community partners, the model policy guidance aims to increase statewide consistency of values and practices in five key areas and offers minimum program standards. To read more about Indiana’s CPL initiatives and to explore examples of how states are leveraging the key conditions to build pathways for scale and sustainability, visit https://lnkd.in/ePXTNjJR

Explore the first "Examples from the Field" blog that elevates state examples of applying specific conditions to scale and sustain high-quality college and career pathways. https://lnkd.in/egmM2XvR

In 2016 Illinois created a shared statewide strategy for better preparing high school graduates for success in college and career through advisory committees and partnerships mandated by the legislature which resulted in establishing the Postsecondary and Workforce Readiness (PWR) Act. The PWR Act aims to require and support coordinated efforts among school districts, postsecondary education institutions, employers, and other public and private organizations to implement four aligned strategies to address key barriers to the successful transition of Illinois high school learners into college and careers. Explore examples from more states and read about the key conditions to build pathways for scale and sustainability here https://lnkd.in/ePXTNjJR

The key conditions that must exist with DATA to scale and sustain college and career pathways are: ???? Integrated state data system to support coordination across K–12, postsecondary, and the workforce ???? Data for real-time and long-term decision-making including a mix of short-term and long-term data points ???? Local leaders, policymakers, and the public understand and leverage education and workforce data to assess performance, track progress, and continuously improve career pathways programs ???? Economic and labor market data integration to inform decision-making ???? Leverage the power of data to identify access and outcomes gaps, set ambitious goals for improving access and outcomes, and track progress toward reaching them Explore actionable recommendations for each DATA condition and examples from Tennessee, Virginia, North Carolina, and Kentucky in Conditions For Sustainable and Equitable Pathways Systems https://lnkd.in/ePXTNjJR

What key conditions must exist within college and career pathways PARTNERSHIPS in order to scale and sustain? ???? Well-defined governance? structures, roles, and responsibilities for all partners? ???? Shared system-level accountability for progress toward a shared goal ???? Cross-sector ownership of local delivery programs ???? Business and workforce communities are actively engaged and feel co-ownership ???? Transition and succession planning ???? Partnerships are grounded in a shared understanding of the need for promoting greater access to and outcomes from pathways opportunities for every learner Explore actionable recommendations for each PARTNERSHIPS condition and examples from Massachusetts, Washington, and Rhode Island in Conditions For Sustainable and Equitable Pathways Systems https://lnkd.in/ePXTNjJR