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ERIC Number: ED562527
Record Type: Non-Journal
Publication Date: 2013-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 44
Making It Real: How High Schools Can Be Held Accountable for Developing Students' Career Readiness. Policy Brief 13-2
Darche, Svetlana; Stern, David
Policy Analysis for California Education, PACE
There is widespread agreement on the goal of preparing every high school student for both postsecondary education and a lifetime of fulfilling work, that every graduate should be "college and career ready." The authors' view is that career readiness and college readiness entail many of the same skills, bodies of knowledge, and dispositions, but being ready for adult professional life is not exactly the same as being ready for postsecondary education. It may require more. In this paper the authors focus on the practical question of how high schools might be held accountable for developing students' career readiness--beyond implementing the assessments being developed to measure students' attainment of the new common core standards in math and English language arts. Their goal is to propose a feasible indicator of high school students' career readiness that could be included among the measures used by states to hold schools accountable, and would complement and enhance the assessments of proficiency in academic subjects. Such an indicator could address the requirement for a career readiness measure as stated in a new provision of the California Education Code enacted in September 2012: "the Superintendent, with approval of the state board, may incorporate into the index for secondary schools valid, reliable, and stable measures of pupil preparedness for postsecondary education and career" (EC 52052 (a) (4) (F) (ii)). The authors' aim is not to spell out a complete list of possible indicators. They focus on one measure: the "percentage of students who have obtained, by the end of grade 12, a satisfactory performance rating by a supervisor in a paid job, paid or unpaid internship, school-based enterprise, or other qualifying experience that allows students to apply and demonstrate important career-related transferable skills." This measure would be relatively easy to implement, would create an appropriate incentive for high schools, and is related to the development of capabilities that contribute to students' long-term career success, as indicated by the summarized research. In addition to their proposed indicator, the authors also suggest some additional indicators.
Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: California Education Policy Fund (CEPF); Dirk and Charlene Kabcenell Foundation; James Irvine Foundation; Stuart Foundation
Authoring Institution: Policy Analysis for California Education (PACE)
Identifiers - Location: California