High schools that have implemented a pathways model–for both career and technical pathways (CTE) as well as traditional academic paths–quickly find that course sequence and curriculum resources should not be stagnant. One of the purposes of pathway development is to draw a throughline from the high school pathway into college programming and related careers. Students who study within an effective pathway design learn about the various options they have after graduation, including 2-year degree attainment, 4-year traditional colleges, and credentialing programs for entry directly into the workforce. Great pathways don’t just impart durable and technical skills, they reveal career possibilities that students might not have otherwise learned about. 

One of the reasons why the pathways can’t remain stagnant is because the college programs, available jobs, and industry standards are always evolving. This forces high schools to change pathway courses and curriculum materials annually to meet the needs of their graduates. This means that effective high school pathways are built and sustained based on regular evaluation and feedback from stakeholders so that they can remain relevant to the community. It’s one of the most powerful aspects of providing a pathway experience–school is no longer the age-old traditional model of the past. This also means that the evaluation process must be outlined using the right details. The following seven questions are meant to help counselors, school leaders, and others as they make decisions for both pathway implementation and redesign. 

Are the right stakeholders at the table? 

One of the biggest problems with program design and evaluation is that the right stakeholders are rarely brought together to advise and create. Depending on the program, this should include (at a minimum) industry partners, institutes of higher education (IHE), teachers, school administrators, and alumni. Often, it’s also appropriate to invite current students–juniors and seniors who are experiencing the coursework. This group becomes an advisory board to support key changes and future considerations. Each stakeholder plays a vital role in providing feedback to alter and improve the pathway. Everyone’s voice matters, and our industry partners should be leading these conversations. 

Are students earning industry recognized credentials? 

Another problem with pathway design is that many of the certifications and credentials embedded in the pathways are outdated or irrelevant to the field. In fact, it’s often the case that state required pathway credentials aren’t of value within the related industry. Without a constant watch on new credentials and changing standards, students might be working to earn certifications that they’ll never need or use. Through the above mentioned advisory boards, schools can learn about up-to-date credentials that students can earn and stack before graduation as well as the ones that will be important to pursue in the future. It’s critical for students and pathway teachers to be aware of what it takes to be career ready as well as the important indicators of success for resumes and portfolios. 

Are the pathway courses aligned to college and career opportunities? 

Pathways should be directly aligned to postsecondary programs and career clusters. In some cases, pathways are very specific. Students are learning to become nursing assistants by the time they graduate high school, with the proper credentials to enter into the workforce right away. In other cases, pathways are broad enough–such as “business, marketing, and entrepreneurship–that students have a wide range of possible next steps. The point is that through pathway engagement students begin to see the world that is available to them. Pathways should live and die by future college and career options; when a path becomes obsolete due to new technologies or an insufficient job market, it should be replaced with a more viable option.  

Are the curriculum resources relevant to student interests and industry standards? 

Curriculum review cycles for pathway courses, whether that’s for career and technical education courses (CTE) or non-CTE pathways, are critical for the success of the pathway and the engagement of the students. Review cycles should take place every 3-5 years using a subset of the people on the advisory board with the authority to sunset old curriculum materials and adopt new ones. Purchased resources from companies that supply specific materials, in the case of biomedical science or engineering, for example, often have an advantage because most companies that provide these resources keep them up-to-date as industry trends and standards change. It’s important for the annual program evaluation to determine whether or not it’s time for the curriculum to go under review for the consideration of new or different resources.    

Is the equipment that students are using up to date? 

Relevant equipment for classroom use and beyond is at the top of the list of things to review when evaluating or adopting pathways. Access to appropriate equipment for training and safety purposes makes a huge difference for student learning and preparation for their next steps. Everything from computer software to simulation machines have to be considered. Equipment is likely one of the biggest costs in program design, and it may actually be worth holding off on implementation until schools can afford to purchase the right equipment or find industry partners who are willing to donate equipment as they make updates. This is another place where the advisory board should provide guidance and have authority. They may know which brands are most appropriate and from whom to ask for donations.  

How many of the courses are dual enrollment or hold articulated agreements? 

Pathway courses should always be considered for advanced standing delineation. Because many pathway courses, including career and technical education courses, are rigorous and aligned to postsecondary goals, they often lend themselves to college credit. Especially when we include leaders from institutes of higher education (IHEs) on our advisory boards, we can always be looking to align college syllabi with the high school scope and sequence. One of the goals must be to graduate students in pathways with credits to local colleges and universities so that they not only see themselves as future college students, but they save time and money at a school that is likely to accept them. 

Do we have sufficient industry partnerships for WBL placements?

Work-based learning should not wait until high school. There are plenty of ways to start career exploration and exposure as early as kindergarten and certainly in middle school. That said, quality work-based learning opportunities don’t typically just present themselves. They’re based on relationships within the community with local businesses, chambers of commerce, and corporations that require a pipeline. If we want every student to experience work-based learning–for example, on a continuum throughout K-12 with a culminating 50-hour immersion experience in the 11th and 12th grade–we must have sufficient industry partnerships for all students to participate. When we ask this question during our annual evaluation, we might find that we need more industry involvement so that the students rolling up into the grades where they have these experiences can be placed. We may also need to look at other options, such as virtual internships and industry-based projects. 

Conclusion

Evaluating pathways is hard work, but it’s necessary so that our courses and curriculum remain relevant in a way that actually prepares students for their college and career journeys. Sometimes it means that schools and districts might need help with the process, including hiring a consultant to assist or advise. The most important part, though, is to have the right people at the table and ask the right questions about the programs. 

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