CRPE’s in-depth interviews with students and educators across six high schools in New England yielded a resounding message: the primary purpose of high school is not to prepare every student for college. 

Instead, parents and students in wide-ranging circumstances describe happiness, fulfillment, and a “good life” as their priorities. “I just hope that she’s happy, [that she finds] something that she enjoys doing and that she can just find her place,” said a parent of a student in credit recovery. A parent of a straight-A student taking multiple AP courses said, “I want her to just pursue whatever makes her happy, honestly.” A rural student said, “How I measure success isn’t exactly in scores or numbers. It’s more of, do I enjoy where I’m at in life, and is this where I saw myself going, and where can I go from here?”

Underneath these desires hum a host of economic and social pressures. “Success would mean for me that I am not living a paycheck-to-paycheck life, or I’m not struggling to provide for me and the others around me,” said one student. A parent added, “Honestly, I think it’s really hard for kids to settle on what they want to do right out of high school right now, given the state of our environment and our world and everything that’s happening.”

What leads to happiness and stability? Some students have told us about college plans, convinced that college is the path to “being my best self and earning my own money and doing a job that I enjoy.” But others aren’t so convinced that college will lead to success on their own terms. The reasons are varied: young people don’t want to do more school; they’d prefer to avoid high-stakes tests and applications; they’re concerned about finances; or, they would simply prefer to start earning money in a job they know rather than make a big bet on future opportunities they can’t access yet.

Administrators in our study are also noticing a trend away from college as the agreed-upon best path out of high school. “At one point, people defined success by college,” said an assistant superintendent. “And I think that people have come to realize now that that’s not the ultimate measure of success.” 

Letting go of ‘college for all’ …

Our study’s findings aren’t an anomaly. Since the pandemic, Americans as a whole have college prep as a key function for high schools. 

In many ways, this shift is a good thing. Present and future workforce needs are changing rapidly, demanding continuous waves of learning. Meanwhile, college graduates even now aren’t reliably showing proficiency in skills that employers value. CRPE and others have argued for years that the old “4+4” equation—four years of high school and four years of college—is increasingly outdated. That’s especially true when for a four year degree top $35,000 and student debt is crushing across income levels, with few solutions in sight. Over the past decade, Gallup surveys that three in four Americans do not believe college is affordable for everyone who needs it.

… Without exacerbating inequities

The challenge for high schools is how to make the shift beyond college for all without reverting back to fundamentally inequitable patterns. While historically underrepresented groups have made notable gains in and over the past decades, disparities persist along the lines of race and income. Those inequalities are cause for concern because evidence still that college can be a powerful engine of economic mobility. Students from low-income and high-income families who attend the same college, especially selective colleges, end up having similar earnings in adulthood. But students from families in the top 1% of income distribution are 77 times more likely to attend elite colleges than students from the poorest families. Taking into account persistent racial wealth gaps, this means that , and learners face multiple structural barriers to economic mobility.

The push for K-12 schools to prepare all students to enroll in a four-year university represented a laudable effort to address this staggering inequality, but the problem hasn’t been solved. In 2022, Black, Hispanic/Latino, and Asian Americans all college prep as a much higher priority for high schools than White Americans did. In our study, one teacher from a Title I high school said, “I worry for every single student that leaves us, that they’ll have the tools to make a real life for themselves, with choices.” Could leaving “college for all” behind mean giving up on a commitment to equity? 

The way through this conundrum is to reject the between going to college or not. If the options are either “college” or “no college,” then inevitably only some students—mainly those already advantaged—will get support toward a college degree. But if the options include many paths to family-sustaining careers, with further education and credentials at multiple points on each path, then many choices can be good choices. 

High schools that internalize this mantra won’t be any less committed to college readiness for all students, and they won’t divide their students between kids who are college-bound and others who prefer to “work with their hands.” Instead, they’ll help every young person be ready for the adult world of work, aware of the trade-offs of choices they make, and academically prepared for higher education—when they choose it or need it.

What high schools are learning

No school we’ve studied has fully solved how to move beyond the traditional mindset while still avoiding the harm of low expectations, especially for historically underserved students. But some schools are approaching it in deliberate, thoughtful ways from which that others can learn.

At Nokomis Regional High School in rural Maine, educators believe that a wide range of college and non-degree options requires students to develop self-knowledge and articulate their own personal life values. Nokomis starting in ninth grade and develop a concrete plan by senior year. A critical new step is an interdisciplinary course called “The Good Life,” which helps, according to one student, to define “your version of the good life and how are you going to achieve it.” She also noted that comparing visions can help students expand their thinking about options. At Nokomis, as well as several other schools in our study, educators describe success as a viable postsecondary plan for every student, whether or not four-year college is part of it.

KIPP Academy Lynn Collegiate in Massachusetts was founded with the KIPP network’s commitment to guarantee college access and success for underrepresented communities, especially students of color. The school has long focused on college prep courses, robust college counseling for every student, and for students through their college years. But now, administrators are listening to students who don’t yet feel ready to commit to college, and others who have dreams of entrepreneurship, beauty school, performance arts, and beyond. The school is expanding its own postsecondary counseling services to support a wider range of options, while staying committed to rigorous academic preparation so every student is at least college ready, if not college-going.

The high school every student deserves

In these and other high schools across the country, the work ahead will be difficult. High schools have proven remarkably resistant to change, and past efforts to transform them have seen limited results at best. 

Most critically, schools will need to maintain a laser focus on setting and maintaining high expectations for every student, even if the endgame for those expectations—traditionally, a bachelor’s degree—is shifting. Students who don’t choose college right away cannot be given an “easier” high school experience; they need a challenging one that maximizes their potential. 

Doing this well means listening seriously to families about their goals and priorities, not telling them what’s best. It also means exposing students to a far more diverse range of education, training, and work opportunities. Every student will need information and adult mentors to help them learn about their options, think through the trade-offs, and make an informed decision. They’ll also need relationships with a diverse range of adults to gain a foothold in their careers. Schools can’t do this alone: they will need help from employers and community partners. They also need their states to redesign policies on credit and seat time, since existing policies allow precious little flexibility for learning through internships and outside of school walls.

Skeptics who are hesitant to let go of the college-focused reform agenda need only think about the vibrant individuality of young people in their lives. In our study, one academically ambitious student dreams of being an opera singer, another student with a history of truancy aims to be a judge, and a third from a family of educators just wants to start working. They need their high schools to take them seriously. They each deserve an education that helps them to set and pursue goals that matter to them—and to adjust course when their interests or circumstances change.

See more from the Center on Reinventing Public Education and its .

Spending at least four hours every week at the pet hospital, Sylvia’s internship is an ideal example of how the charter school’s mandatory award-winning Firehawks Internship and Real-World Experience (FIRE) program can work.

Along with about 110 other juniors and seniors — who helped with office jobs in insurance, child care, construction or social services — Sylvia did more than just clean cages and feed animals at Keystone Pet Hospital. She quickly learned how to meet with families and give dogs and cats basic physical exams and shots.

“It was incredible,” said Sylvia, who is interning with the pet hospital again as a senior and hopes to work there full time after attending Purdue University. “I got to put myself into the vet’s shoes.”

Victory’s program is a leader in Indiana in connecting high school students to workplace experiences, even for a state that’s made work-based learning a priority in recent years and hopes to transform high school by making it a centerpiece of student’s high school experience. The Indiana Department of Education gave Victory and the program one of three Excellence in Student Pathways awards last fall.

Now in its fifth year, the program places students each spring with three dozen businesses and nonprofits as part of their regular school week, busing them to workplaces when needed.

“What sets us apart here is this is compulsory for 11th, and 12th graders,” said Andrew Hayenga, the school’s chief development officer. “It’s not reserved for the top 10% of kids. It’s not reserved for the kids who may want to go into a trade. We’re trying to open the possibilities up to every student in 11th and 12th grade.”

Rahul Jyoti, the school’s readiness director, said many schools might balk at giving up class time for 11 Fridays out of a 40-week school year to career exposure, often out of worry that students’ test scores in math and English might suffer.

But Victory considers it a crucial part of students’ education, particularly those who are low-income; and whose parents don’t have connections in high-paying fields. Jyoti said many students were graduating without knowing what careers they could seek or chose majors in college that weren’t leading to good fits for them, so the school needed to step in and help.

“We know the academics are important, but we realized that no matter how strong their academics are, if they don’t have that networking, professional experience and the soft skills, they are not able to be truly ready to go to college and truly ready to grow into a career,” Jyoti said. “Taking away those days throughout the year actually helps them to be more prepared on all the other school days.”

“We ended up having our juniors and seniors be the most professional students, being more successful in college, and being really engaged in presenting themselves after they graduate because they’ve had so many of these experiences,” he added.

Businesses and nonprofits have stepped up to take on student interns, with many participating in the program year after year.

Chad Miller, managing director of Miller Insurance Group, said his small business couldn’t take on a full-time intern, but Victory organizes the program, has students go to businesses for a reasonable amount of time and even gives employers a guide on how to help students.

“This is a commitment that I feel like I and my team can bite off and it’s sustainable for us and hopefully provides a value to them,” Miller said. 

Shamika Buchanan, owner of Intelligent Minds Child Development, said interns at her daycare center “have been amazing.” She tries to have students learn both about child care and how to run the business.

“They’ve learned a lot,” Buchanan told other businesses as the program launched for the year in the fall, “We’ve grown together. I’ve even employed some over the summer to come and work for my childcare.”

The pet hospital has also asked Sylvia to fill in for absent employees outside of her internship.

“Our relationship has grown incredibly strong,” she said. “They always rely on me for multiple things, so I’m excited to be part of their group.”

Victory can’t always find such perfect matches for students, Jyoti admits, since there are a limited number of employers volunteering for the program. So the school tries to find close or related matches, and stresses that time in any workplace develops skills students can use anywhere.

“I tell the students, you are not necessarily learning about the field you’re interested in, but it’s still a really valuable experience,” Jyoti said. “Being successful in any field requires skills in a professional way that you’re going to learn. And most of our partners are small business owners that have a lot of different areas and functions in their business. So students, even if they are not 100% sure of what they want to do, can find something to be engaged with at their site.”

Senior Devin Stewart, who will attend Purdue University to pursue a career in cybersecurity and information technology, is one of those students who did not have a direct match to his career plans. After interning with a public relations firm as a junior, he’s interning with a community development and affordable housing nonprofit as a senior.

But he doesn’t mind because he’s learning how businesses work.

“I think it’s gonna be valuable for me,” he said. “My mom has always had an idea for me to start a business on my own, so with business development, and things of that nature, it’ll help me have the skills that I need to potentially start a business if I want.”

In honor of 3.14, we recently canvassed the country, searching out STEM students with noteworthy projects and inventions. You can see all our recent profiles on our STEM Superstars microsite; here are our most recent video profiles of four remarkable teenagers: 

Helping Amputees — Virginia’s Arav Bhargava

The 18-year-old senior at The Potomac School in McLean, Virginia has developed a universal fit, 3D-printed prosthetic for amputees missing their forearms. (Read the full story) 

Confronting Depression & Suicide — New York’s Natasha Kulviwat

The 17-year-old from Jericho researched a biomarker to help identify those at risk of suicide. (Read the full story) 

Easing Anxiety — Philadelphia’s Gavriela Beatrice Kalish-Schur

The 18-year-old senior at Pennsylvania’s Julia R. Masterman High School gave fruit flies anxiety to gain a deeper understanding for what makes us anxious — and to pave the path for better treatments. (Read the full story) 

Improving Rural Health Care — Maryland’s William Gao

The 18-year-old from Ellicott City’s Centennial High School created an AI-enabled diagnostic app that could help save rural cancer patients. (Read the full story) 

And in honor of March 14 and Women’s History Month, The 74’s Trinity Alicia explores women’s ongoing impact in STEM and how a hashtag is driving the Pi Day conversation to representation of women in the field:

High schools are essential to preparing young people for these challenges, regardless of whether their future includes college, career or a combination of postsecondary plans. But how can families and students understand how any individual high school approaches learning?

While districts and states provide a variety of data points, many agree these metrics don’t paint a complete picture and don’t necessarily mean students are well-prepared for postsecondary life. Helping all students reach their full potential requires passionate and inspired teaching and meaningful learning experiences that encourage them to think critically. Schools should also empower teachers as professionals. 

When those ingredients are combined, the sky’s the limit. As just one example, Alex Campbell’s sociology students at in Tennessee solved a cold case with (and became the subject of the true-crime podcast series “”). All high school teachers can tap into students’ natural curiosities in exciting ways that connect with the world around them — and prepare them for their lives beyond graduation. 

identified research-backed or goals, that recognize the full range of knowledge, skills, habits and mindsets students need to be successful in life. The framework guides educators to transform teaching and learning. They’re also helpful for families looking for ways to determine if a particular high school fully prepares all students for the future. 

Here are five things parents should look for in their kids’ classrooms to ensure they’re ready for the world.

1. Are students learning to be literate in the fullest sense? Do they know how to read information, understand it and apply meaning to it — with language, numbers, digital content and other subjects?

This is where the XQ goal, “” comes in. In addition to required subjects, such as English and math, students should learn how to interpret and use data, which is increasingly essential in many fields beyond the sciences. For example, at , one student ​�ċmade a documentary about “food deserts” — neighborhoods where residents have limited access to nutritious foods.

2. Can students think in ways that apply art, literacy, science, history, economics, math and STEM — and connect these disciplines?

This relates to “.” The goal is to foster curious young people who are knowledgeable about the world: its history, culture, sciences and underlying mathematics, biology and cultural currency. They’re engaged participants vital to creating a more just and functional democracy.

3. Are students given opportunities to think creatively about subjects they’re passionate about? Can they also explore their interests in the “real world” through internships or partnerships with local businesses and community organizations, so they can think about future professions? 

Students must be taught to be “” In our information age, students must learn to become sense-makers who can deal with conflicting knowledge and abundant data points. How do they know if something was generated by artificial intelligence? They also need to adapt to changing situations. For example, with XQ’s help, are redesigning existing schools with new approaches, like having students build their own businesses and applying the U.N.’s Sustainable Development Goals. 

4. Does the school foster collaborators who value the expertise of others? Are there group projects where students learn to be co-creators in what they bring and how they show up?

Successful high schools cultivate “,” self-aware team members who bring their strengths to support others. At , students responded to a devastating storm that hit the Cedar Rapids region and destroyed up to 70% of the local tree canopy. Students contracted with local chainsaw artists to turn fallen wood into sculptures and used the funds to “re-leaf” the damaged tree canopy. 

5. Do students understand their own strengths and areas for growth? Is there an opportunity for them to reflect on their learning?

We want to ensure that schools are nurturing “.” Any high school’s role is to foster a love for learning and the ability to keep learning. Students must become self-driven, self-directed, curious learners — about themselves and the world. Many great high schools have capstone projects where students present what they’ve learned and then celebrate their growth and achievements. At student presentations showcase the projects and issues they’re passionate about, including climate change, immigration and gun violence.

Preparing students for the future is no easy feat when so many industries, from STEM to manufacturing and media, are in a constant state of flux. But with a nimble approach to learning and foundational knowledge, high schools can help their students feel equipped to succeed on whatever paths they choose. Next month, we’ll give more tips for looking at what a high school’s design says about how students learn.

Want to learn more about innovative ways of reaching high school students? Subscribe to the a newsletter that comes out twice a month for high school teachers.

Disclosure: is a financial supporter of The 74.

The American high school is broken. The pandemic underscored just how broken. American teens are—as a September 2023 Gallup poll shows—disengaged, stressed, and questioning the value of high school and college. At the same time, they are hungry to make a difference in the world and to use new technologies and ideas toward that end. 

In 2013, Ted Sizer wrote a book called The New American High School. Large national foundations invested in smaller, more personalized high schools. The pandemic made clear it’s past time to finally remake high school, but with an eye toward the future. 

Rather than seek to provide a comprehensive set of learning experiences under one roof, the new American high school would connect students to meaningful work in their communities and to expert knowledge around the globe.

Rather than dumb down concepts or activities to make them easier for teenagers, it would support young people to do meaningful work that makes real contributions and leads to credentials that hold weight in the adult world.

Rather than sort students into tracks or marshaling all of them toward a single objective, it would provide every student adult guidance and technological support to understand their own conception of a good life, and provide them with the support, connections, knowledge, and skills to pursue that life—and to change course where necessary. 

Rather than focus on a centuries-old curriculum and memorization, it would recognize the transformative forces of AI technology, climate change, and geopolitics and prepare students to thrive, collaborate, and innovate in a rapidly changing world. Yes, students would still study Sophocles, Shakespeare, and Newton, but in a more relevant, contemporary context. 

Arizona State University’s Michael Crow conceived something similar for the postsecondary world—the New American University. These institutions would be designed for access rather than exclusivity, and would develop knowledge that could improve student’s communities and address global challenges. 

New career and technical education (CTE) programs popping up across the country provide a great starting point. They’re building tighter integrations between high school and postsecondary education, delivering industry-recognized credentials on the way to graduation, resourcing students through college via learn-and-earn programs, and developing students’ social capital to strengthen their support circles and professional networks. 

Seamless and permeable pathways

It is key that the New American High School does not place students into tracks or find them in dead-ends. Instead of “tracks,” there should be a seamless and permeable set of pathways between high school, college, and career. 

To provide a few examples:

• Colorado’s Homegrown Talent Initiative is a grant-funded program designed to help rural districts create career-relevant learning experiences aligned to the needs and aspirations of their local economies. Participating districts have redefined student graduation requirements, designed new courses, integrated career exploration into existing classes, and created new learning opportunities via internships with local industry and dual enrollment in local higher education institutions. 

• Seckinger High School in Gwinnett County, Georgia, is the district’s first artificial intelligence themed high school and is part of a broader district vision to foster excellence and a sense of belonging in every school. Once the school opens, students will receive a college preparatory curriculum that is taught through the lens of artificial intelligence. Students will also be able to pursue an education in developing artificial intelligence. 

• Indiana’s Purdue Polytechnic High School is a public charter school network designed to prepare students for careers in the STEM fields. The school implements hands-on and project-based learning, industry and higher ed partnerships, and a flexible and personalized approach. Students leave high school with college credit, in-demand industry credentials, as well as preferred admission to nine out of the 10 colleges at Purdue University. 

• Another Indiana charter school, GEO Academies, offers a College Immersion Program, a hyper personalized dual enrollment program where high school students take college classes on the college campus of their choice beginning as early as the ninth grade. GEO pays for everything and provides the academic, social, and emotional supports so that kids learn real-life skills and grow the confidence necessary to earn college degrees—and a path to escaping poverty—before they graduate from high school. When they are on the high school campus, GEO students can engage in direct, teacher-led instruction, independent learning and practice, and teacher-assisted small group instruction. 

• At the state level, Colorado, Delaware, Indiana, Louisiana, and Virginia are moving toward more coherent state-wide career pathways, using federal funds and industry partnerships to create a more permeable path between high school, college, and career. (Colorado Governor Jared Polis and Virginia Secretary of Education Aimee Guidera elaborate on their states’ work in essays on pages 76 and 39, respectively.)

There is plenty of evidence that the current American high school is outdated and irrelevant. The best source of data is coming from students themselves. Adolescents report feeling isolated, bored, and disengaged in school. In this volume, we report plenty of evidence that they are calling for change and they are voting with their feet by failing to attend school or dropping out to get a job in larger numbers than ever. 

Despite the very obvious need to update and refresh secondary education, high schools are notoriously resistant to change. Shifting existing curriculum, coursework, instructional strategies, counseling, industry partnerships, and teacher expertise are all onerous prospects. What’s more, the old model of high school is hard-wired: core graduation course requirements are geared toward a “college for all” mentality. Do students intent on pursuing a career in music, for instance, really need to take calculus? Schedules do not easily shift to accommodate a student who must leave during the day for an apprenticeship. If a student wants to take an online pre engineering course in place of a course offered by their high school, they must pay for it themselves. 

Much of schools’ inability to change stems from outdated state policy. State teacher licensing laws often prevent would-be teachers with industry expertise from teaching credit-earning classes. State graduation requirements often do not allow students to count industry credentials toward graduation. Funding models are outdated and assume high school students will receive all of their education in one building. 

A New National Initiative

To overcome these and many other barriers, we need a new national initiative for the New American High School. We need more states to follow the lead of vanguard states such as Colorado and Virginia—and for these states to continue to push for lasting changes to the core aims and structures of their schools. 

The growing movement to add or update career and technical education is a good start, but ultimately, career focus needs to grow rapidly from small, peripheral programs to a widespread, core element of all secondary education. 

As the other essays in this report suggest, we need to start thinking, talking, and acting bigger. Career preparation in high school is essential for every student. At the very least, students should leave high school with a guarantee that they have mastered the core skills the business and nonprofit sectors say they will need for the middle-class jobs of the future.

We can do this, but the business community, philanthropies, governors, and state school chiefs must lead. Here are some first steps that could make a real difference:

• Create a national council on the New American High School to set national goals and guide federal and state funding strategies 
• Support more state- and district-level initiatives for business-education partnerships like Colorado, Louisiana, and Virginia have done 
• Incentivize every state to collect data across states on long-term outcomes like Indiana has done
• Build a global network of schools and school districts that are committed to the New American High School
• Create a national research center on the New American High School to amass evidence on innovations, best practices, and policies to support schools and states that want to re-tool their high schools 

Tinkering around the edges of American high schools won’t ensure that every student graduates on a viable pathway to a family-sustaining career. We don’t need to remake career and technical education—we need to remake high school. 

Skeptics will understandably ask: how is this possible when school systems are struggling just to keep their heads above water, grappling with record levels of mental health and behavior challenges and declining achievement? 

My response to the skeptics: high schools across the country began this transformation before or even during the pandemic. They did so because they know there is no alternative but to shift toward the future. They know they must catch kids up, but they also know that the best way to do so is to engage them in deep, meaningful, and relevant ways. With the right help from the federal government, states, businesses, and philanthropies, this is doable. 

But the first step on any road to recovery is to admit that there’s a problem. Given the reality of the past few years, can anyone really argue that the American high school has not reached its bottom?

See more from the Center on Reinventing Public Education and its .

I’ve always believed that education is the closest thing we have to a silver bullet for life success. A quality education leads to greater personal earnings, better health outcomes, a stronger economy, and lower community crime rates, among many other benefits. For example, bachelor’s and associate degree holders take home median weekly earnings of $1,334 and $963, respectively, compared to $809 for their peers with only a high school degree, according to the Bureau of Labor Statistics.

But as the global economy rapidly evolves, we must rethink the way we educate students and our workforce. A fragmented approach—where high schools, postsecondary institutions, and employers all work in their own silos— shortchanges everyone.

We need to create more seamless pathways from school to careers. In Colorado, for example, 91.4% of jobs that can support a family of three require postsecondary education or some form of training or certification in high school beyond diploma requirements. Conventional four-year degrees alone cannot solve this problem, as more and more jobs value skills over a formal college diploma.

Blurring the Lines

In Colorado, we refer to breaking down silos as “blurring.” Advanced degrees and credentials are now table stakes to participate in the modern economy, but accessing them usually requires students to persist through four years of high school work that often doesn’t feel relevant to their futures. Then they proceed to postsecondary programs where they must take on debt, pay tuition, or forgo work while they pursue credentials. Blurring can make high school more relevant and credentials more attainable for all students.

While Colorado has seen one of the strongest economic recoveries in the country following the pandemic, employers across our state still struggle to find the right talent for their available jobs. One factor: we have historically asked students to make choices about their careers after leaving high school, often without the appropriate data needed to identify industry-specific needs or what kind of return on investment a particular pathway will afford.

That’s why we have been laser-focused on blurring the lines between high school, higher education, and the workforce. Students and young professionals deserve more opportunities to gain skills.
By increasing those opportunities, we can save people time and money, create a better-trained workforce, and better support our businesses.

Today, roughly 53% of high school graduates in Colorado earn college credit or industry credentials through dual and concurrent enrollment while in high school, saving them an estimated $53 million annually on tuition costs. A growing number also participate in apprenticeship and “learn while you earn” models.

Innovative intermediaries, such as CareerWise Colorado, are working between education and business to provide youth apprenticeship opportunities in industries such as banking, finance, health care, insurance and advanced manufacturing.

Additionally, Pathways in Technology Early College High School models (PTECH) provide students the opportunity to learn on the job while in high school, earn an associate degree and be first in line for those jobs following graduation.

However, more students can and should be participating in these opportunities. Our vision is that every student will graduate with a diploma in one hand and a certificate, degree, or meaningful job experience in the other.

That’s why the Colorado Legislature created a task force that brought together partners from schools, postsecondary pathways, and industry. Its mission was to “develop and recommend policies, laws, and rules to support the equitable and sustainable expansion and alignment of programs that integrate secondary, postsecondary, and work-based learning opportunities.”

This past year, the task force identified several impediments to the various pathways available to students: lack of awareness, confusion about program goals, affordability, and inadequate data on outcomes. Schools are already working to better target and maximize their resources, and the task force will present a final report with clear recommendations on how to scale this work by the end of 2023.

A Skills-Based Ecosystem

The four-year degree is still a great choice for many students, but we must also create opportunities for those who choose a different path. That’s why we are creating a skills-based ecosystem, where people of all ages can get the skills they need to fill jobs that will earn them a good living and support their families.

To lead by example, we implemented skills-based hiring practices for our state workforce, and we expanded apprenticeship opportunities within state government, implementing best practices already in place at many major employers in the state.

Colorado has removed or provided flexibility on degree requirements for most state jobs, such as entry-level positions, project management, IT and supervisory roles, replacing them with the opportunity to show experience and transferable skills. In the private sector, companies such as Google and Slalom Consulting now list degrees as optional for most positions in Colorado.

To ensure all students have access to these various pathways, Colorado has created a zero-cost credential program, making it completely free to pursue a number of healthcare certifications at any of our community and technical colleges. More than 1,000 students have taken advantage of this program, and we are working to expand it to other in- demand industries, such as early childhood and education, law enforcement, fire and forestry, skilled trades and green jobs. We also created a new state scholarship program that will provide eligible students who graduate in 2023-24 with $1,500 each to pursue higher education or postsecondary training.

We have also implemented a series of programs that help ensure our agencies, schools, and industry partners work together to break down silos and integrate our “blurring the lines” vision at a statewide level. In recent years, we’ve created other programs that encourage agencies, schools and businesses to collaborate in ways that offer students more opportunities to pursue credits and degrees. Those include expanded state apprenticeships, more scholarships for students in high-needs fields, and an $85 million grant program that helps businesses work with schools to grow their own talent.

All of this work creates a more integrated talent pipeline that serves students, professionals, and businesses alike. Blurring the lines means creating new opportunities, taking a bold new approach to training the workforce of tomorrow, and meeting Coloradans where they are—to help everyone achieve a successful future in a career that they love.

See more from the Center on Reinventing Public Education and its .

The United States has an education problem—low and declining test scores, disengaged students, and growing teacher shortages, among other challenges. In Indiana, fewer high school students are pursuing postsecondary education or completing a credential or degree. This decline in postsecondary enrollment and educational attainment is sharpest for Black and Hispanic/Latino students, especially males. 

We also have a skills gap problem—not enough people with the skills to handle the jobs of the future—and the pandemic has accelerated this misalignment in supply and demand. In Indianapolis alone, at last count, we needed 215,000 people with job-ready credentials to close our skills gap. 

Traditional approaches aren’t working. Communities like ours must become much more innovative if we wish to ensure a future of inclusive economic prosperity. 

A continuum of career-connected learning

EmployIndy, a quasi-governmental intermediary organization, is doing what we can. We work closely with businesses, K-12, postsecondary and higher education, city and state agencies, and philanthropic organizations to ensure all local residents earn a livable wage and that local employers have the skilled talent they need to grow. In order to make our vision a reality, we invest in what works: good jobs, talent connections, coaching and training, and career-connected learning. 

We leverage a continuum of career-connected learning to ensure Indy’s youth and young adults are positioned to meet the future needs of the local economy. This continuum includes a broad array of exploration, engagement, and experience opportunities. As part of this learning continuum, one of our most ambitious initiatives is a reinvented approach to apprenticeship, a job training model that dates back to the Middle Ages. Through the Modern Apprenticeship Program, which we operate with a sister intermediary, Ascend Indiana, we’re preparing high school students for the jobs of the future. By blurring the lines between education and work, we’re making learning more relevant for students. We’re giving businesses a fresh approach to a time-tested model. And we’re creating more pathways to prosperity for all students, with a particular focus on the underserved, underrepresented, and underprivileged in our community. By blurring the lines between education and work, we’re making learning more relevant for students. We’re giving businesses a fresh approach to a timetested model. And we’re creating more pathways to prosperity for all students. 

More than 40 participating local employers and 14 high schools have come together to co-develop talent, offering apprenticeships across seven industries with the highest student interest: 

• Healthcare services 

• Information technology

• Business operations 

• Advanced manufacturing 

• Construction 

• Education 

• Financial services 

Specific jobs range from project coordinators and staff accountants to maintenance technicians and IT support. 

High school students earn while they learn. As juniors, they spend two days a week on the job, which increases to three days as seniors. One year after graduation, young adults have earned a high school diploma, college credits, and industry credentials. They have built a professional network. And they have a choice for their next step—college, postsecondary training, or work. What parent wouldn’t want that for their 18-year-old? 

We’re having an impact. We’re helping diversify our workforce: about 88% of current apprentices are students of color, 60% are female, and one-third come from low-income households, doing jobs such as IT and accounting that historically have been dominated by white men. We’re reducing employer turnover: 94% of Indiana employees say they would stay with their companies longer if they invested in learning. And we’re having a positive return on investment: every $1 invested in apprenticeship returns $1.47.

Scaling what works

Our primary challenge now is to expand what’s working. We’ve incubated success. Now we must scale it. Doing so will require all parties to adjust how they do business in the 21st century.

Employers need to play a much bigger, more well-defined role in this new system. They must cocreate learning opportunities, advise on occupations and curriculum, become training companies for apprentices, and invest more time and treasure to ensure education and government partners are providing the most comprehensive education possible to young people. They need to engage their future workforce early, starting in middle school, and not wait until unprepared graduates fill out a job application. 

High schools must continue to become more flexible, offering students more choices and pathways. They must work with their community partners to ensure all students are receiving the career-coaching support needed to make important decisions about their future. Graduation day must be seen as the starting line, not the endpoint. 

Colleges and universities must become more adaptable, awarding credits for prior learning (including on the job) and working more closely with local employers on teaching applied skills. Clearly, there is a continued role for elite postsecondary programs, but we are equally committed to working with innovative community-focused institutions. 

Government agencies must continue to broaden their measures of accountability to track not just high school graduation rates, college-going rates, or completion data, but more longitudinal and actionable data that allow institutions to make informed and equitable decisions about the needs of their constituents. 

Young people themselves must step up and benefit from the growing opportunities to take charge of their own learning. Of course, they need to learn math, science, and reading. But just as important, they need a career plan. And they need to master durable skills such as problem solving, teamwork, and conflict resolution that will help them in school–and in life. 

Apprenticeships are just one of the gateways we’re providing to young people to build skills and become future-ready. Working with multiple partners, we also support dropout prevention and recovery programs, administer career coaching and job training programs, and deliver a curriculum for young adults to learn durable skills in mindsets, self management, learning strategies, social skills, workplace skills, and launching a career. 

Thanks to the leadership of Indianapolis Mayor Joe Hogsett, we’re also able to award college scholarships, provide completion grants, and connect teens to summer jobs, among other efforts. The City of Indianapolis has dedicated millions of dollars annually over the last five years to Indy Achieves, which works to ensure that every Indianapolis resident can pursue and complete a postsecondary credential or degree program. We empower residents to pursue careers that put them on a pathway to the middle class by removing barriers and providing a debt-free pathway to a better future. Mayor Hogsett also launched Project Indy as a critical first step in helping young people explore job opportunities and gain valuable experience and skills toward a future career. We’ve connected thousands of in-school and out-of-school youth in Marion County to summer jobs and work-based learning experiences. 

One of our most innovative programs, YES Indy, invites out-of-school youth to play basketball at reengagement centers (RECs) as a first step in building the trust needed for them to reengage with school and work. The Indianapolis area has more than 30,000 such young people. It costs us about $12,500 each to reengage with them—a smart investment, considering it costs society three times more if they continue to stay out of school or work. As an intermediary working with many stakeholders, we’re a catalyst, a translator, and a funding go between. We’ve made hopeful progress since our founding in 1983. Our real success, however, will be when we’re not needed anymore, when businesses and institutions are working together as a matter of course, and routinely engaging students with real-world, hands-on, and creative assignments that help them become the lifelong learners every community needs.

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