Overview

The Lorain County Community College PIM project seeks to engage and support students in Computer Science (CS) Career and Technical Education (CTE) pathways that lead to Applied Associates Degrees in CS, include earn-and-learn opportunities, to promote employment in in-demand CS fields.

Project Objectives

• Implement the FlexFactor program in CS CTE pathways to increase enrollment.
• Expand dual enrollment pathways in CS to all partner school districts.
• Support students to meet minimum math assessment standards to fully transition into postsecondary CS programs upon graduation from high school (HS).
• Expand and integrate the Earn-and-Learn program in targeted CS pathways.
• Create a STEM Success supportive service program that serves low-income, Opportunity Zones, and rural HS students in targeted CS pathways.
• Recruit, qualify, and credential CTE instructors in CS.

Project Partners

• Lorain County RITE Council
• NextFlex
• AgriNomix
• Lorain County Community College’s Early College High School
• Lorain City Schools
• Lorain County Joint Vocational School
• Elyria City Schools
• Keystone Local Schools
• Midview Schools
• North Ridgeville Schools
• Sheffield-Sheffield Lakes City Schools District
• Columbia Local Schools

Federal Funding

Total performance period: $497,505

• Year 1: $165,835
• Year 2: $165,835

• Year 3: $165,835

Application (PDF, 1.63 MB)

External Evalutation Report (PDF, 520 KB)

Overview

The City University of New York's (CUNY) Fast Track to College and Careers project seeks to work with participating New York City Career and Technical Education (CTE) high schools and CUNY’s dual enrollment program, College Now, to create structured pathways that combine traditional high school coursework with college preparatory courses, and support for the transition to college.

Project Objectives

• Increase access to dual enrollment courses for students in CTE high schools (HS).
• Increase the number of students who benefit from CTE articulation agreements between HS and colleges.
• Increase the percentage of students able to meet the demand for entry-level technology and design candidates by NYC employers.
• Increase the percentage of students graduating from CTE programs meeting CUNY’s college proficiency standards.

Project Partners

• New York City Department of Education
• Bronx Community College
• Borough of Manhattan Community College
• Hostos Community College
• New York City College of Technology
• Academy for Language and Technology
• Academy of Innovative Technology
• Alfred E. Smith CTE High School
• Bronx High School for the Visual Arts
• Bronx Design and Construction Academy
• Crotona International High School
• George Westinghouse Vocational Technical High School
• Longwood Preparatory Academy
• Manhattan Bridges High School
• Transit Tech CTE High School
• William H. Maxwell Vocational High School

Federal Funding

Total performance period: $490,326

• Year 1: $135,623
• Year 2: $186,612

• Year 3: $168,091

Application (PDF, 1.57 MB)

External Evaluation Report (PDF, 1.51 MB)

Overview

The Old Dominion University’s Computer Science Principles and Cybersecurity Pathway for Career and Technical Education project seek to implement a Career and Technical Education (CTE) Computer Science Cybersecurity Pathway pilot program at Granby High School in Norfolk, Virginia, and then expand the program to four other Norfolk high schools. The project seeks to develop supplemental educational modules aligned with industry needs and courses available at Old Dominion University at the B.S. level in Cybersecurity to enable easier transition of students from secondary to postsecondary education or employment.

Project Objectives

• Increase female high school (HS) student enrollment in CTE cybersecurity pathway courses.
• Increase female HS enrollment in informal (after school) learning experiences in local schools.
• Develop and deliver CTE Cybersecurity professional development workshops for CTE HS teachers.
• Develop and distribute Computer Science educational modules to all CTE cybersecurity teachers in the Commonwealth of Virginia.

Project Partners

• Norfolk Public Schools
• Huntington Ingalls Industries
• NASA Langley Research Center
• Norfolk Naval Shipyard
• Bank of America
• Swisslog
• Continental Automotive
• Bauer compressors
• Busch Manufacturing
• Stihl

Federal Funding

Total performance period: $450,000

• Year 1: $140,866
• Year 2: $170,729
• Year 3: $138,405

Application (PDF, 2.44 MB)

External Evaluation Report (PDF, 608 KB)

Overview

The Miami-Dade County Public Schools' Building the Code for Success: Developing the Future Ready Workforce project expanded access to and participation in STEM + Computer Science (CS) Career and Technical Education (CTE) pathways by creating a STEM + CS CTE pathway for students in grades 6-12. Working in three middle schools, the project created a STEM + CS course sequence for the middle grades that align with feeder high school programs to ensure programming continuity.

Project Partners Included:

• Miami-Dade County Public Schools
• LEGO Education
• Microsoft Education
• Beacon Council
• Miami-Dade County Fair & Exposition
• Miami EdTech

Application (PDF, 2.98 MB)

External Evaluation Report (PDF, 1.55 MB)

Overview

The School District 1J Multnomah County's STEM and Computer Science Focused College and Career Pathways project supported the school district’s goal of implementing a districtwide system of college and career pathways to make Career and Technical Education (CTE) an integral part of students’ educational experience, and with strong emphasis on STEM and Computer Science (CS) aligned across the high school curriculum. Working with ConnectED: The National Center for College and Career, the project provided leadership development to district staff, including high school principals, pathway directors, and teachers, to create Linked Learning pathways and design a district-wide system of work-based learning.

Project Partners Included:

• ConnectED: The National Center for College and Career
• Education Northwest
• Portland Community College
• Oregon Health & Science University
• SourceU, Warner Pacific University
• All Hands Raised
• Oregon Zoo
• Associated General Contractors Oregon-Columbia Chapter
• Providence Health & Services
• Pacific Northwest Carpenters Institute
• P&C Construction
• Work Systems

Application (PDF, 2.62 MB)

External Evaluation Report (PDF, 808 KB)

Overview

The Gwinnett County Public Schools' Integration of Computer Science in STEM classrooms project seeks to increase the number of trained and certified Computer Science teachers in the district and directly support the Paul Duke Science Technology, Engineering, and Mathematics (STEM) Magnet High School as well as two feeder middle schools.

Project Objectives

• Increase access to high school CTE courses by increasing the supply of teachers certified to teach high-quality Computer Science and Engineering courses.
• Develop interdisciplinary teams at three high-need schools who will lead efforts to integrate STEM and CTE content, while providing authentic, engaging, learning experiences and STEM- focused internships for students.

Project Partners

• Paul Duke STEM Magnet High School
• Summerour Middle School
• Pinckneyville Middle School
• Georgia Tech Research Institute (GTRI)
• Partnership Gwinnett: Public-private initiative working with the Gwinnett and Metro Atlanta Chambers of Commerce to bring new jobs and capital investment to Gwinnett County
• Georgia State University, Metro Atlanta Policy Lab for Education (MAPLE)

Federal Funding

Total performance period: $493,397

• Year 1: $151,594
• Year 2: $146,423
• Year 3: $200,551

Application (PDF, 2.17 MB)

External Evaluation Report (PDF, 372 KB)

Overview

The Wyoming Department of Education’s Boot Up Wyoming: Developing Computer Science (CS) Micro-credentials for Teachers and Students project seeks to integrate and improve CS instruction and opportunities for high school (HS) students in Wyoming by developing a system of stackable, competency-based micro-credentials through which Wyoming teachers can acquire CS skills and be provided incentives and resources to successfully teach CS. Students can also earn a subset of these micro-credentials for HS credit and industry certification.

Project Objectives

• Develop/create Computer Science (CS) micro-credentials for teachers.
• Administer CS micro-credentials to teachers.
• Positively impact teachers’ CS content knowledge, pedagogical knowledge, and pedagogical skill through the micro-credentials.
• Develop/create CS micro-credential for secondary students.
• Administer the CS micro-credentials to secondary students.
• Positively impact students’ CS knowledge and skills through the micro-credentials.
• Increase the number of students earning IT-related industry-recognized credentials.
• Increase the number of students taking CS courses.
• Increase the number of districts that have a CS-related Program of Study within the IT cluster.
• Increase the number of CTE participants/concentrators in the IT cluster.
• Positively impact the outcomes for CTE concentrators in the IT cluster.
• Increase the number of schools offering CS courses.
• Increase the percentage of district staff members who are invested in the CS reform.
• Increase the percentage of school staff members who are invested in the CS reform.

Project Partners

• Carbon County School District #1
• Fremont County School District #14
• Uinta County School District #1
• University of Wyoming
• Wyoming Professional Teaching Standards Board
• Wyoming Workforce Development Council
• Computer Science Teachers Association Wyoming Chapter
• American Institutes for Research

Federal Funding

Total performance period: $489,714

• Year 1: $55,938
• Year 2: $216,888
• Year 3: $216,888

Application (PDF, 2.96 MB)

External Evaluation Report (PDF, 2.60 MB)

Overview

The Orange County Department of Education's Delivering Integrated Curricula and Course Pathways through Making and Esports project provided professional development and support to teams of academic and career and technical education (CTE) teachers at three high-poverty high schools in the Santa Ana Unified School District to help them create and implement curricula, as well as pedagogical strategies, that integrate rigorous academic content standards with electronics sports-based (esports) education and maker-centered learning. Equipped with a Spyder 3D manufacturing cell to design and create products, students were provided the skills, tools, and resources to prepare for a culminating capstone project and participate in design competition events.

Project Partners Included:

• Santa Ana Unified School District: Saddleback High School, Valley High School, and Century High School
• Spyder 3D, Founder and President Joseph Bloomfield

Application (PDF, 1.72 MB)

External Evaluation Report (PDF, 7.17 MB)

Overview

The Northeast State Community College's (NeSCC's) project, Leap AHEAD (Aligning Higher Education with Achieving Dreams), seeks to augment dual credit opportunities in advanced technology programs that culminate in a certificate or Applied Associate Degree for students attending 15 high schools in Northeast Tennessee. Programs include construction electricity; electromechanical technology; heating, ventilation, and air conditioning; and aviation technology.

Project Objectives

• Enhance CTE instruction and technology within Advanced Technologies with state-of-art equipment, for use in dual enrollment and articulated courses.
• Market advanced manufacturing Early Post-secondary Opportunities (EPSOs) and recruit CTE high school students into advanced manufacturing dual enrollment/courses.
• Improve retention and achievement rates in advanced manufacturing dual enrollment courses.

Project Partners

• Bristol City Schools
• Sullivan County School District
• Johnson County Schools
• Washington County Schools

Federal Funding

Total performance period: $473,935

• Year 1: $164,590
• Year 2: $150,500
• Year 3: $158,845

Application (PDF, 1.08 MB)

External Evaluation Report (PDF, 328 KB)

Overview

Allen County Schools has developed the “Pathways, Proficiency, and Promotion” project or “P3” with the goal of revamping and redesigning Allen County High School’s college and career program and pathways to become innovative, modernized, and purposeful in providing direct on-ramps for students to enter desired and rewarding careers.  P3 will equip students with the keys to drive their future through specific opportunities, training, and advancements, including dual credit, to result in student success.  The pathway redesign process will provide students with the education, skills, and credentials required to meet identified workforce needs, including high-demand industry-recognize credentials (IRCs), work-based learning opportunities, dual credit courses, and more.   The project will serve approximately 1,504 students each year.  One of the ways the P3 program is ensuring increased participation in opportunities to attain a high-demand IRCs is through the creation of a Coding Academy within its STEM HUB to provide students with industry-recognized courses and certifications, college credit, and industry job placement assistance.  Students attaining their IRCs through the Academy will be able to enter various computer science occupations directly upon graduation.

Federal Funding

Year 1: $1,475,000

Application (PDF, 8.26 MB)

Overview

The Arkansas Department of Education’s Division of Career and Technical Education aims to expand access to career-connected high schools for career and technical education (CTE) students enrolled in nine (9) Arkansas school districts.  Of the 75 counties within the State, 54 have career connected high schools with partnerships between secondary and postsecondary campuses and “Career Coaches” who support students as they move through their secondary CTE program of study into postsecondary education.  This project seeks to expand this model focusing student learning in three (3) programs of study: Agricultural Power, Structural, and Technical Systems; Construction; and Teaching and Training.

Federal Funding

Year 1: $1,106,200

Application (PDF, 13.2 MB)

Overview

Tribal Education Agency’s Modern Youth Internship Academy (MYIA): Grow Your Own Project’s primary goal is for six (6) project schools to become career-connected high schools that implement the four keys to career connected learning.  The MYIA combines concepts piloted by the Career Wise Colorado Youth Apprenticeship Programs and existing career and technical education (CTE) and college and career initiatives among Northern California’s rural and remote school districts and small businesses.  The five core components of the MYIA are internships, coaching and mentoring, leadership/student projects, college preparation, and career readiness.  The MYIA proposes an innovative grades 9-16 consortium that aligns Tribal, school district, community college, and business resources to prepare local students for living wage careers in high need and growing sectors of its regional economy.  The project will serve over 6,000 high schoolers in Humboldt and Del Norte Counties located on the rural northwestern California coast. The career pathways identified as high need areas include Advanced Manufacturing, Health Careers, Education, Agriculture and Forestry, and Managerial, Business, and Entrepreneurship. 

Federal Funding

Year 1: $1,520,950

Application (PDF, 14.2 MB)

Overview

The Pathways to Science: Healthcare, Aquaculture, and Agriculture (PSC) project creates a regional consortium to bring career pathway aligned dual enrollment opportunities to high school students.  Consisting of two (2) Oregon community colleges, along with 33 predominately rural and under-resourced high schools, and industry partners, the consortium’s goal is to provide students a path toward earning college credit, acquiring industry recognized credentials, and experiencing work-based learning during high school.  Grant funds will support the expansion of career and technical education dual credit opportunities in high demand pathways, provide educational and career planning, recruit underrepresented students to dual enrollment, and provide supported workplace career exposure for 17,716 students attending partner high schools. 

Federal Funding

Year 1: $1,421,219

Application (PDF, 9.36 MB)

Overview

The “Launch Your Career” project will implement innovative strategies and activities to improve career and technical education (CTE) while building capacity among secondary education, postsecondary education, and workforce development systems.  Program goals include increasing dual enrollment and work-based learning participation at each school; increasing the number of students earning an industry-recognized credential; and creating an individualized college and/or career plan for each student at the project schools.  Through partnerships with Atlanta Technical College, Clayton State University and Middle Georgia State University, Launch Your Career will expose students to quality instruction and interventions to ensure that more students are eligible for dual enrollment.  The project will also afford the students opportunity to participate in work-based learning by mitigating transportation as a barrier and hiring an additional work-based learning coordinator to secure professional internship locations aligned with high-demand career areas. ,  The project will serve 3,939 students in the following career pathways:  Allied Health; Firefighter; Emergency Responder/Emergency Medical Technician; Flight Operations/Maintenance; and Computer Science.  In addition, the project will create Teaching as a Professional as a new pathway for students.   

Federal Funding

Year 1: $1,288,596

Application (PDF, 15.3 MB)

Overview

This project seeks to sustain the expansion of career and technical education (CTE) and fee-free dual enrollment programming through the District of Columbia’s Advanced Technical Center (ATC) to bolster DC students’ postsecondary employment and education opportunities and successes by: (1) increasing the number of schools and local education agencies (LEAs) partnering with the ATC; (2) strengthening select programmatic components to ensure learning strategies are fully implemented; and (3) evaluating the ATC’s unique approach to determine its impact, viability, and potential for replication across DC and other jurisdictions that include multiple LEA options for students.  The grant funding will allow OSSE to sustain the CTE-aligned dual-enrollment course offerings and increase the number of students enrolling in the ATC, incorporate new industry-recognized credentials (IRCs) into the ATC’s programs of study, provide support for IRC fees, guarantee CTE-aligned internships, and enhance student academic and career advising—ensuring that all four of the career-connected learning strategies outlined in in the project are fully implemented. This project will serve 900 students and build the following career pathways: Nursing (Certified Nursing Assistant, Licensed Practical Nurse, and Registered Nurse); Emergency Medical Technician; Patient Care Technician; and Cybersecurity (Cybersecurity Analyst and Information Security Analyst).

Federal Funding

Year 1: $1,136,348

Application (PDF, 7.03 MB)

Overview

The Teacher Academies Project (TAP) aims to offer a career and technical education (CTE) program of study that expands the participation of underserved students in a pathway leading to careers in education with industry-related credentialing.  TAP will equip students with the necessary knowledge and skills to succeed in the education field, providing them with opportunities for work-based learning, dual enrollment, and the attainment of industry-recognized credentials.  The Educational Services District 105 will create TAP as part of its partnership with Washington State Teacher Academies Consortium.  The consortium will provide students with valuable opportunities to explore educational career pathways, earn college credits, and gain industry-recognized credentials, benefiting individual students and contributing to meeting Washington state’s workforce demands and improving educational attainment.  The project has established a goal of serving 400 students through the Washington Paraprofessional Credential pathway, preparing “paraeducators” for the challenges of the teaching profession through coursework, practical experience, and mentorship.  

Federal Funding

Year 1: $613,140

Application (PDF, 5.81 MB)

Overview

The “Innovating Career-Connected Pathways for Lifelong Success” project’s primary goal is to build the capacity of its secondary education, postsecondary education, and workforce development systems in Essex County Vocational and Technical Schools to expand access to career-connected high school programs for more students, particularly low-income students, students with disabilities, and students underrepresented in offered programs.  The project will provide opportunities to engage businesses and institutions in Newark and Essex County, NJ, in the shaping and managing of key program elements, including dual enrollment for college credit, paid or credited work-based learning, career and networking skills development, the guided creation of personal postsecondary plans, and the opportunity to earn industry-recognized credentials with wrap-around counseling and support services. This project will provide the opportunity for the leadership to bring many groups in the community into the process of education and of preparing secondary students for successful postsecondary life—a time to reimagine and transform education to be more student-centered and connected to career and community.  The following career pathways will be expanded or created, adding more than 100 students a year to dual enrollment, work-based learning, and credentialing:  Business; Engineering/Construction Trades; Computer Science, Education, Web Design; Health Science; and Music Technology.

Federal Funding

Year 1: $1,405,000

Application (PDF, 23.7 MB)

Overview

Illinois Center College and its partners have formed a consortium to centralize work-based learning experiences for high school students to address critical workforce shortages and provide its learners with pathways to good jobs. The consortium’s Regional Work-Based Learning Hub project will improve college and industry credential attainment, employment rates, and earnings through a centralized hub that will scale equity-driven work-based learning and apprenticeships throughout participating regions. In furtherance of this goal, the consortium will unite efforts and share resources to 1) maintain a rate of 100 percent participation among high school students in postsecondary educational and career planning, 2) increase Early College credit attainment among underserved students, 3) increase participation in work-based learning opportunities, and 4) increase attainment of portable, industry-recognized credentials among high school students. The project will serve over 1,000 students from urban, suburban, and rural schools and will bring together consortia and employer partners across the Central Illinois region to create a new national model supporting students’ critical transitions from high school to careers. The project will focus student learning around the following four (4) career clusters—Healthcare; Construction; Manufacturing; and Information Technology.   

Federal Funding

Year 1: $1,288,021

Application (PDF, 26.3 MB)

Overview

The primary goal of the “Mexico C2C” project, a “Commitment to Community” through a “Cradle to Career” approach, is to promote high-value careers, guiding students from 9^th grade to graduation through diverse career readiness experiences by enhancing pathways; improving dual credit eligibility; increasing participation in high-value career courses; expanding work-based learning; evaluating readiness with state indicators; establishing goals to surpass state averages in college enrollment; and enhancing participation in industry-recognized credential programs.  The project will serve all 722 Mexico High School students, focusing student learning in the follow career pathways:  Agriculture; Automotive Technician; Computer Network/Repair; Construction Technician; Graphic Arts; Diesel Mechanics; Health Occupations; Marketing; and Project Lead the Way/Pre-Engineering.  

Federal Funding

Year 1: $1,475,000

Application (PDF, 9.17 MB)

Overview

Miami Dade College (MDC) and Miami Dade County Public Schools (M-DCPS) “Tech Credentials for Tomorrow’s Workforce (TCTW) project, aims to increase the number of career and technical education (CTE) high school students who graduate with postsecondary education credits, work-based learning, and industry certifications for Information Technology (IT)/tech jobs in Miami, Florida.  MDC has partnered with M-DCPS to successfully link workforce needs with student skill sets.  The specialized IT/Tech CTE program’s primary goal is to create “Guided Career Pathways” for all CTE IT/Tech career programs and implement a “Postsecondary Education and Career Navigation Platform” for counselors to create annual academic and career plans for students.  The project will add more dual enrollment courses in the high schools and integrate work-based learning activities and industry certification skills into the IT/Tech courses, increasing student access to these opportunities. The TCTW project will also include professional development activities for high school teachers to train and credential them to teach dual enrollment courses at their high schools. The work will focus on six (6) high schools and serve 10,472 students from predominately low-income backgrounds.    

Federal Funding

Year 1: $571,244

Application (PDF, 41.6 MB)

Overview

The Montgomery County Schools’ EmpowerED project focuses on improving opportunities for dual enrollment for its students by increasing alignment of high school and the first two (2) years of postsecondary education to culminate in the attainment of associate, bachelor’s, advanced degree, or completion of a registered apprenticeship. Students will choose from three tuition-free dual enrollment pathways: the “College Transfer Pathway” for students who plan to pursue a bachelor’s degree or higher earning up to 35 hours of transferrable credit or an Associate degree; the “Cooperative Innovative High Schools” where students could attend an Early College Program to earn an Associate’s Degree, and the “CTE Pathway” where students can earn postsecondary credits towards an industry credential, certification, diploma, or degree across eight (8) Career Clusters and 28 Career Pathways.  The project will add four (4) career pathways to its CTE offerings: Nursing, Dental Assistant/Hygienist, Medical Informatics, and Emergency Medical Technician.  Students from grades 6-12 will participate in work-based learning experiences to include job shadowing, apprenticeships, or internships with the opportunity to earn industry specific and work readiness credentials to increase equity and access.  The project will serve 892 students attending Montgomery Central High School in rural Montgomery. 

Federal Funding

Year 1: $1,420,709

Application (PDF, 12 MB)

Overview

The project will support Pike County Schools, in partnership with Troy City Schools, to implement the expansion of dual enrollment and work-based learning through career and technical education (CTE) to navigate barriers and ensure that students are provided advancement to be college and career ready.  The primary goals are to increase the availability of high demand CTE dual enrollment courses to three high poverty high schools and expand simulated workplace models within all CTE programs to offer immersive experiences through hands-on learning in preparation for attainment of high-value industry-recognized credentials. The project will include dual enrollment offerings in Mechatronics; Medical Assisting Technology; Additive and Subtractive Manufacturing; and Culinary Arts. The project also will include a dual; enrollment Agriscience Academy that will be offered in partnership with Alabama A & M University, a Historically Black College and University.  The project will serve 1,376 students in three high-poverty schools. 

Federal Funding

Year 1: $879,801

Application (PDF, 16.8 MB)

Overview

The Rio Grande Valley Operation Youth Career Link project will address the academic, career and technical education (CTE), and workforce needs of secondary education students in south Texas.  The goal of the project is to expand access to career and technical education (CTE) in nine (9) high schools by creating evidence-based, innovative, and modernized CTE programs aligned to workforce skills and labor market needs that build the capacity of secondary, postsecondary, and workforce development systems to foster CTE, academic, and college and career success for all students.  The project will serve 4,379 students within nine (9) rural school districts and will focus student learning in the following programs of study:  Renewable Energy, Healthcare Therapeutics, Manufacturing Technology, Lodging and Resort Management, and Culinary Arts. 

Federal Funding

Year 1: $1,424,289

Application (PDF, 95.6 MB)

Overview

The “Rockcastle Ready” project is designed to help students consider and experience career readiness opportunities from the time of transition into the 9^th grade at Rockcastle County High School (RCHS) through the summer after graduating.  The project will address and build upon each of the four keys to career-connected learning, including by helping students develop individualized postsecondary education and career plans and supports for all high school students aligned to student aspirations and available high value jobs in the region; increasing dual credit course-taking and postsecondary credits earned for all students, particularly priority and underserved students; building work experiences connected to local workforce opportunities, including job shadowing in early grades, then cooperative education and internships for academic credit and/or wages in grades 11 and 12, including summers; and increasing the number of students earning industry-recognized credentials that have the potential to lead to local high-value career opportunities.  To ensure equity, all RCHS students will be served while intentionally targeting students in need with key supports and resources.  Priority students will be directly served by four grade-level Postsecondary Navigators.  Each Navigator will provide guidance in determining and preparing to meet Rockcastle Ready student goals.  The project will serve 790 students in the following career pathways:  Health Sciences/Allied Health (Phlebotomy, Pre-Nursing); Business (Information Processing); Engineering (Automotive Maintenance, Welding, Electrician Assistant); Agriculture (Animal Science, Environmental Science & Natural Resources); Computer Science (Programming, Network Security); Family and Consumer Sciences (Early Childhood Education); and Teaching and Learning.  

Federal Funding

Year 1: $1,475,000

Application (PDF, 13.9 MB)

Overview

The College, Career, and Credential (C3) project will support SAISD’s initiative to advance the postsecondary college and career achievements of its students by providing rigorous, high-quality career and technical education (CTE) programs coupled with comprehensive support systems.  The key objectives are to: (1) improve the comprehensive postsecondary education and career navigation system to promote awareness, access, attainment, and achievement of students’ personalized postsecondary education goals; (2) improve and increase family and student awareness, access, attainment, and achievement in dual credit/concurrent courses that align to students’ postsecondary goals; (3) improve and increase students’ awareness, access, attainment, and achievement in work-based learning experiences that include wages and/or academic credit that align to their postsecondary goals; and (4) improve and increase students’ awareness, access, attainment and achievement of high-wage/high-demand industry-recognized credentials that align to their postsecondary goals.  Activities and initiatives to help achieve the objectives include counseling for all students; college and career visits; professional development for school staff on college and career programming; information sessions for students and families on high school and postsecondary planning; and work-based learning, internships, apprenticeships, and externships.  The project will engage C3 Coaches who will focus on coordinating and improving resources, staff, and systems.  The SAISD will serve 10,100 students across seven (7) high schools, focusing on career areas that include:  Business; Cybersecurity; Aerospace; Manufacturing/Engineering; Construction; Media/Film; Health Sciences, Automotive; Agriculture; Architecture; Information Technology; Law Enforcement; and Education and Training. 

Federal Funding

Year 1: $1,467,851

Application (PDF, 16.9 MB)

Overview

Alignment of Career-Connected Education Supports for Students (ACCESS) seeks to transform four (4) public high schools and a new career center into career connected centers of excellence by expanding existing programming and implementing new strategies that will help students identify and navigate pathways to postsecondary education and career preparation; accrue college credit, pursue in-demand and high-value industry recognized credentials, and gain direct experience in the workplace through work-based learning.  ACCESS will build capacity and align secondary education, postsecondary education, and workforce development systems to expand access to career-connected high school programs equitably for all students, irrespective of background or circumstances.  Through the use of evidence-based strategies, students at the elementary, middle, and high school levels will be able to learn and sharpen their skills, build networks, choose a path, complete their studies, and unlock successful careers.  The project will expand early college high school options at Washington High School (medical magnet) and Riley High School (engineering magnet), and in 2024, access will be granted to the new, countywide Career Center.  ACCESS will serve up to 7,694 students enrolled in 12 middle and high schools during the five-year grant period in dual enrollment career pathways that include the following career areas:  Architecture; Manufacturing; Education Professionals; Automotive Services; Criminal Justice; Entrepreneurship, Marketing and Sales; Aviation Flight and Operations; Pre-Nursing: Construction Trades; Supply Chain Management; and Information Technology Operations.

Federal Funding

Year 1: $1,747,826

Application (PDF, 69.2 MB)

Overview

The Unlocking Pathways Wisconsin project goals are to increase career advising and navigation, dual enrollment, work-based learning, and workforce credentials for high school students, particularly students from low-income families, students with disabilities, English language learners, Black, Indigenous, and people of color, and students of special populations and/or underrepresented students. The Wisconsin Department of Public Instruction and its consortium of partners will meet its goals through creation of the Pathways Wisconsin State Team, consisting of state agencies and organizations, and development of a career-readiness capacity-building model for high schools.  The project will leverage its existing career and navigation framework (Academic and Career Planning) and career pathways framework (Regional Career Pathways, or RCP). The project will be implemented through 20 pilot high schools in Wisconsin, serving a total of 10,149 students, with each school receiving up to $45,000/year for project implementation. 

Federal Funding

Year 1: $1,475,000

Application (PDF, 2.77 MB)

Overview

Project Puente: Connecting the Pathway to a Career is a collaborative initiative to address critical workforce shortages and educational equity in Arizona.  The program aims to revolutionize the educational experience for high school students by providing equitable and efficient pathways to industry-recognized postsecondary credentials, preparing students for future careers.  The project’s six objectives are to: (1) enhance the career-connected curriculum; (2) use best-in-class communication strategies to engage traditionally underrepresented high school students and their parents; (3) utilize technology-driven career navigation enabling students to make informed career pathway decisions; (4) engage students in quality work-based learning opportunities; (5) increase credential attainment; and (6) create a more robust workforce pipeline in the clean energy and construction sectors.  Through the implementation of evidence-based strategies, Project Puente seeks to prepare underrepresented students, irrespective of background, for further learning and economic advancement in rewarding careers.  Two of the three partnering institutions of higher education are designated as Hispanic Serving Institutions (HSI), and all four partners combined will serve approximately 41,900 students in the following career pathways:  Clean Energy, Construction, Manufacturing Technology, Information Technology, and Engineering.  

Federal Funding

Year 1: $1,112,555

Application (PDF, 15.8 MB)