Career Pathways in Michigan SchoolsMichigan Department of Career DevelopmentDecember 2002The Michigan Department of Career Development is an Equal Opportunity Employer/Program. Auxiliary aids and services are available uponrequest to individuals with disabilities. Printed by authority of the Michigan Department of Career Development.1-888-605-6722 (voice/TTY). Printed 3/2003. 1202-657 Career Pathways in Michigan Schools:A Success StoryCareer Pathways in Michigan SchoolsTable Of ContentsAcknowledgements................................................................................................ iiExecutive Summary .............................................................................................. iiiIntroduction ........................................................................................................... 1Michigan’s Career Preparation System ................................................................... 2What is Career Pathways? ...................................................................................... 2Extent and Nature of Implementation in Michigan ................................................. 3Three Exemplary Approaches ................................................................................ 4Perception of the Challenge .............................................................................. 4
Curricular Approaches...................................................................................... 5Williamston Community Schools ............................................................... 5
Berrien County ISD .................................................................................... 7
Glen Lake Community Schools .................................................................. 7Building Capacity .................................................................................................. 9Impact of Career Pathways on Student Achievement and Behavior ...................... 11Conclusion........................................................................................................... 15Appendix: Figures 1-17....................................................................................... 17iMichigan Department of Career DevelopmentAcknowledgementsThe Michigan Department of Career Development (MDCD) wishes to acknowledge the individuals
who contributed to this monograph. Dr. Barry Stern, Director of Policy and Planning of MDCD,
prepared the document with material from the Williamston Community Schools, Berrien
Intermediate School District, and Glen Lake School District. Individuals associated with these
districts provided key information for the project including Narda Murphy, Director of Assessment
and Articulation at Williamston Community Schools, Kathy Humphrey, Supervisor of the
Department of Planning and Evaluation at Ingham Intermediate School District, Paul Bergan,
Director of Career-Technical Education of the Berrien County Intermediate School District, and
Mike Carpenter, consultant and former Director of Career-Technical Education of the Glen Lake
School District.iiCareer Pathways in Michigan SchoolsiiiExecutive SummaryThe learning experience of Michigan students is being reshaped by Career Pathways, the central
component of the state’s Career Preparation initiative that increases emphasis on the application of
knowledge and skills to the world beyond the classroom.With the active support and encouragement of the Michigan Department of Career Development,
Career Pathways is gaining momentum in Michigan. Although the vast majority (95 percent) of
school districts intend to fully implement Career Pathways by 2004, thus far it has been implemented
by only 23 percent of the districts. However, many districts have partially implemented Pathways or
are running other career preparation initiatives that fit well with the Career Pathways approach.
Three Michigan leaders in the adoption of Career Pathways are the Williamston Community
Schools, Berrien County Intermediate School District, and the Glen Lake School District.The framework for developing a Career Preparation System was initially provided by the Michigan
Department of Education and then by the Michigan Department of Career Development. The
Michigan model, which is generally followed by the three districts, progresses from Career
Awareness at the elementary school level, to Career Exploration in middle school, and then to
Career Preparation in High School. Thus, while improving students’ academic preparation, schools
gradually increase the students’ exposure to the world of work, focus their career interests, and
increase their career and employability skills.Each of the three districts realized early on that the Career Preparation/Pathways approach could not
succeed without enthusiastic teacher support and intensive professional development. Each district
has very active staff development programs to support Career Pathways. Like many districts
throughout Michigan, they obtained funds for professional and curriculum development from the
state’s Career Preparation program, which began in 1998.The Career Pathways approach is having a positive impact on students in a variety of ways. Students
have better attendance, choose more challenging courses, have higher grade point averages, enroll
more often in career-technical education, and attend colleges in greater numbers. In addition,
graduation rates are higher, and disciplinary referrals are down when career contextual classes are
compared to traditional ones. Overall, the data show that the Career Preparation System is helping
young people think systematically about their futures and the education that is necessary to achieve
their occupational and lifetime goals. Career Pathways students have a better sense of their career
direction and feel more certain about what they want to do in the future.Career Pathways in Michigan SchoolsIntroductionCareer Pathways is the fastest-growing curriculum innovation in Michigan secondary schools. This
is an account of how three exemplary school districts organize classroom learning to ensure that
students are prepared for work or college while helping them make informed decisions about their
futures. In these districts—Williamston Community Schools, Berrien County Intermediate School
District, and Glen Lake School District—teachers design curricula and incorporate real life
experiences into lessons that help students learn about careers and apply academics to address work-
related challenges.This document provides a summary of the three approaches, focusing on the following:•Curricular approaches in the three districts, similarities and differences;•Impact of Career Pathways on student achievement and behavior;•Impact on the satisfaction of key stakeholders;•Current efforts to build capacity and institutionalize Pathways in the schools.Preceding this discussion is a brief description of Career Pathways and the extent of its
implementation in Michigan, using a study of almost 100 districts that responded to a survey
conducted on behalf of the Michigan Department of Career Development by a graduate class of the
Michigan State University School of Public Policy and Administration.1Michigan Department of Career DevelopmentMichigan’s Career Preparation SystemCareer Preparation is a system designed to give all students a jump-start on their futures by providing
them with opportunities to explore a variety of careers throughout their K-12 education. Aided by
$23 million in state funds for “system building,” K-12 school districts support several career
development initiatives including integrated academic and technical curricula, career planning
activities, and comprehensive career guidance programs.What Is Career Pathways?Career Pathways has grown out of the widespread belief that our educational system does not fully
prepare students for the world outside of school and that schools should incorporate workplace
competencies into curricula at all levels—elementary, secondary, and postsecondary. This concept
has been adopted by states throughout the country, although the implementation and the components
of each program vary.Career Pathways is a key strategy in the implementation of Michigan’s Career Preparation System.
The approach helps students by engaging them in opportunities to identify, assess, and prepare for
their career goals.The Pathways, which are also defined as career clusters or majors, are broad-based groupings of careers that share similar characteristics and whose employment requirements
call for many common interests, strengths, and competencies. Thus, Pathways help students make
meaningful connections to six broad industry sectors that are reflective of the current and emerging
world of work. Through their incorporation into the curriculum, Pathways help students examine
their interests and learn through direct experience how school subjects relate to work. It is believed
that this approach will help students select a career that suits them while acquiring the skills to help
them succeed and prepare for lifelong learning.In Michigan, Career Pathways is implemented with six basic groups and is flexible, allowing
individual school districts to design their own program. The six Career Pathways are:♦Arts and Communication: careers related to the humanities and the performing,
visual, literary, and media arts.♦Business, Management, Marketing, and Technology: careers related to all
aspects of business including accounting, business administration, finance,
information processing and marketing.♦Engineering/Manufacturing and Industrial Technology: careers related to
technologies necessary to design, develop, install, or maintain physical systems.♦Health Services: careers related to the promotion of health as well as the
treatment of injuries, conditions, and disease.♦Human Services: includes careers in childcare, civil service, education,
hospitality, and the social services.2Career Pathways in Michigan Schools♦Natural Resources and Agriscience: careers related to natural resources, agriculture, and the environment.The six-pathway system serves as a guide for schools. The state does not require schools to have all
six pathways, and it permits schools to incorporate locally relevant content into a Pathway area.
However, the state does require local schools to integrate into all Career Pathways course offerings,
state standards, or benchmarks from the Michigan Curriculum Frameworks. This integration and
articulation of the curricula links the elementary, middle, and high schools in their career preparation
focus, and ensures that students select coursework that is meaningful, rigorous, and appropriate to
their interests and academic level.Extent And Nature Of Implementation In MichiganAlthough the vast majority (95 percent) of Michigan school districts intend to implement Career
Pathways by 2004, through FY 2002 these have been implemented by only 23 percent of the
districts.1 However, many districts that have not fully implemented Pathways are running othercareer preparation initiatives that fit well with the Career Pathways approach.Although Michigan school districts have flexibility within a set of state guidelines for Career
Pathways, they appear to have coalesced around a general model of implementation, with
considerable variability within the general model. More than four-fifths of the districts use or intend
to use all six Pathways. The majority of school districts include the following components:•Educational Development Plans (EDPs)•Internships•Career classes•Visits to businesses•Job shadowing•Final presentation•Graduation requirement•Portfolios•Teacher externshipsThe previously mentioned study of 100 districts showed that Career Pathways catalyzed growth in
the use of all of these components, particularly EDPs that increased from 35 percent to 80 percent.The study also documented that school curricula throughout Michigan are changing as a result of
Career Pathways. Over 60 percent of responding school districts report their curriculum is changing,
with half saying the change was due to the addition of courses or electives and 40 percent reporting
the integration of Career Pathways into existing curricula._____________________1Career Pathways “implementers“ are those eligible agencies that implement half or more of six benchmarks determinedby MDCD’s Office of Career and Technical Preparation. In FY 2002 154 of 674 eligible agencies (548 traditional
school districts and 126 charter schools) implemented enough Career Pathways benchmarks to be designated as
“implementers.”3Michigan Department of Career DevelopmentAlmost 60 percent indicated they had integrated technical and academic curricula as part of their
implementation of Career Pathways.The introduction of Career Pathways in a school appears to change the nature of work-based learning
as well. Among the 17 respondent districts identified by MDCD as Career Pathways implementers
in FY 2001 (out of 73 eligible agencies in this category), half believe work-based learning had
changed as a result of Career Pathways, compared to a quarter of the respondent schools that were
not in this MDCD-designated group.The study also showed that while few districts have reorganized staff as a result of Career Pathways,
the initiative is having a major impact on school scheduling practices. Forty-four percent of the 92
districts responding to this question indicated their high schools used block scheduling, while 20
percent of 81 districts responded that their middle schools did. Almost one-third of schools reported
that as a result of Career Pathways they had changed their schedule or length of class session, school
day, or school year. Of the schools that made a change, 70 percent changed to a block-type
schedule.2Three Exemplary ApproachesThree Michigan leaders in the adoption of Career Pathways are the Williamston Community
Schools, Berrien County Intermediate School District, and the Glen Lake School District.3The Berrien County Intermediate School District is an educational service agency serving 29,000 students in Berrien County,
Michigan. The county includes 16 public school districts, 30 private schools, and two public school academies. All 14 of the
districts with a high school work with the Berrien County Intermediate School District to implement the Career Preparation System. While Williamston and Glen Lake are K-12 districts, Berrien’s ISD is working with all 14 districts
in the county to implement Pathways. Pathways have been evolving in a different manner in each
community, responding to different constituencies with different perceptions of the problem to be
addressed.Perception of the ChallengeConverting the high-school curriculum with traditional teaching methods to a career-contextual,
problem-based delivery is the vehicle by which the three districts are helping students become_________________________41 “Implementation and Impact of Career Pathways in Michigan” study prepared for the Michigan Department of CareerDevelopment by Michigan State University graduate class in the School of Public Policy and Administration, August
2002, page 25.2The Berrien County Intermediate School District is an educational service agency serving 29,000 students in Berrien County,Michigan. The county includes 16 public school districts, 30 private schools, and two public school academies. All 14 of the
districts with a high school work with the Berrien County Intermediate School District to implement the Career Preparation System.Glen Lake Community Schools serve the four small towns of Cedar, Empire, Glen Arbor, and Maple City. The school district
covers 200 square miles and enrolls 950 students in one elementary school and one 6-12 middle/high school. Sleeping Bear Dunes
National Lakeshore encompasses the north and westerly boundaries of the school district and attracts one million visitors a year.
Three institutions provide career preparation opportunities for students: the middle/high school, the Traverse Bay Area Career–
Technical Center, and Northwestern Michigan College.The Williamston School District is located ten miles east of Michigan State University. The district covers 75 square miles. The
school district enrolls approximately 2,000 students in one high school (grades 9-12), one middle school, and two elementary schools.Career Pathways in Michigan Schoolsstrategic learners. The three districts have more in common than differences in their approach, but
there are subtle differences.In Williamston, the focus has been to align school improvement efforts with the Michigan
Curriculum Framework, which includes student standards regarding academic content, technology,
and career and employability skills, as well as standards for school staff regarding instruction and
assessment. While teaching methods are becoming more applied and hands-on, alignment of content
with the state academic standards remains a key area of emphasis.While the fourteen K-12 school districts within Berrien County also align curricula with instruction
in a standards-based program of study, the focus has been to use components of the Michigan Career
Preparation Model to meet employer expectations for well-prepared employees who possess a
variety of technical, teamwork, and problem-solving abilities. A major consequence of this approach
is that attendance in career-technical programs has mushroomed along with a higher rate of college
attendance among high school graduates.The Glen Lake Secondary School has used a marketing approach to expand choices and ensure that
curricula reflect what students and parents want as a result of increased career awareness and
knowledge of student abilities and interests. As a result of this demand-driven approach, the high
school and the Traverse Bay Area Career-Technical Center have added new career-technical electives
and dropped others that had low enrollments.Curricular ApproachesThe framework for developing a Career Preparation System was initially provided by the Michigan
Department of Education and then by the Michigan Department of Career Development. The
Michigan model, which is generally followed by the three districts, progresses from Career
Awareness in elementary school to Career Exploration in middle school to Career Preparation in
High School. Thus, while improving students’ academic preparation, schools gradually increase
their exposure to the world of work, steadily focus their career interests, and increase their career and
employability skills (see Figure 14).Within the Michigan framework, each district follows an approach that fits with the local character
of the community. Following are key features of the curricular approach in each district.Williamston Community Schools. The district has a Director of Assessment and Articulation and
one curriculum coach each at the middle school and high school who facilitate and coordinate the
integration of career contextual learning and career preparation. The superintendent, the Director of
Assessment and Articulation, principals, and coaches communicate frequently.Williamston has reorganized and combined traditional classes in order to meet learning objectives.
For example, the traditional one-semester, ninth-grade social studies and geograph classes have been______________ 4 Dr. Barry Stern, the author of this report, used materials provided by MDCD and the three districts profiled here todevelop this representation of the Michigan Career Preparation model.5Michigan Department of Career Developmentcombined into a year-long global studies class with a team teaching approach. This type of career-
contextual, problem-based curriculum still addresses the Michigan Curriculum Frameworks. While
it does not change course content, it does change how information is presented and the strategies for
helping students learn.Whether it is a problem-based project encompassing several subject areas such as social studies,
math, and science or a problem-based project within a unit of a specific subject such as language
arts, Williamston employs the same basic template. This template provides the project title; the
overarching goals for the project/unit; how student mastery will be measured; and the State of
Michigan Frameworks which will be addressed for each subject area, including content standards,
technology standards, and career and employability skill standards. The template also requires the
determination of which Career Pathways the project will address and which pillars of technology
integration (communication, collaboration, publication, and investigation) will be used.Service learning is incorporated into most problem-based projects. For example, a 4th–5th gradeproject to put on a musical includes career and employability standards of personal management and
teamwork, individual and team tasks, and performances by different casts. However, it also includes
the formation of a Community Giving Committee of students and parents to decide on donations of
proceeds to selected benefactors.A 10th grade problem-solving project uses a unit in literature to relate issues developed by the authorto how these might impact a contemporary community or person. Students listen to guest speakers
from different Career Pathways and do research on a real local problem using a prescribed process
that includes the following steps: identify the problem, come up with a solution, implement the
solution, evaluate the solution, and present your work. Teachers grade students on teamwork,
completing each step of the process, coming up with a realistic and achievable solution, and the
actual visually aided presentation itself.Other examples that illustrate the nature of the district’s efforts in this area include:•Sixth graders participate in a True Skills class to begin to explore careers, their strengths, and
interests. They also work on an instructional garden project.•Seventh graders study the water quality of the Red Cedar River. They also participate in
“Reading in the Garden/Literacy Circles,” which involves reading books to elementary
students in the school garden.•Eighth graders study a non-profit organization, do volunteer work, and report on what they
learned. They also are given the ACT Explorer test, which identifies their aptitudes and
interests.•Eleventh graders participate in job shadowing and also revisit the Educational Development
Plan (EDP) in their English Language Arts class.•Twelfth graders participate in a senior exit project where they demonstrate achievement of
the district’s learner outcomes such as being a responsible citizen, quality producer, self-
directed learner, etc.6Career Pathways in Michigan SchoolsNo matter what the problem-based project, key academic concepts are always incorporated.
Teachers and administrators operate from the premise that students need to acquire not only
informational knowledge, but also the skills to put that knowledge to use in their lives. All subject
areas must address the Michigan Curriculum Frameworks and Content Standards. However, an
integrated contextual approach that aligns with the standards and principles of learning responds to
students’ desire to be in the company of adults who are doing adult work.Berrien County Intermediate School District (BCISD). Over the past five years, the BCISD has
assisted local school districts in developing or enhancing the implementation of Career Pathways and
other components of the Career Preparation System. The County’s coordinated systems approach
attempts to integrate programs and services, which address the needs of students to be lifelong
learners and successfully fill roles as capable individuals in schooling and/or a career of their choice.
There are many strands to the integrated Career Pathways curriculum that are currently in place in
the K-12 schools. Some are listed below:•Comprehensive Guidance and Counseling,•Career Assessment Activities,•Four-year Educational Development Plans,•Workplace Readiness Training,•Career Technical Education learning opportunities,•Work-based learning experiences,•Job-shadowing,•Portfolio development, and•Service learning projects.These components and/or strands are also evident in the Glen Lake Community Schools and the
Williamston Community Schools. Williamston, however, focuses more on applied academics,
giving somewhat less emphasis to career-technical education learning opportunities.Glen Lake Community Schools. Glen Lake was one of the first small or rural districts in Michigan
to incorporate Career Preparation principles into its curriculum. In fact, its work in this area
preceded state efforts, and many small districts are modeling Glen Lake’s approach as an efficient
way to get started. The district’s approach is founded on six basic principles:1. Common Language: Career Pathways provides a common language to ensure thatstudents, staff, and parents are “on the same page” and understand the school’s careerpreparation strategies.2. Grassroots Staff-Driven Approach: Curriculum changes and other aspects of the program thataffect the classroom are generated by staff members.3. Level Playing Field: The pathway program presents career preparation opportunities and theacademic curriculum equally to all students. Once students complete pathway “focusactivities,” they are free to work with their parents and guidance counselor to make curricularand school-to-career plans that they think are attainable.4. Promote Curriculum & Opportunities: The curriculum guides, Career Pathway Days,School-to-Career Opportunities Day and field trips are excellent promotional vehicles.7Michigan Department of Career Development5. Provide a Focus: Interest and aptitude assessments, portfolios, and curriculum guides helpstudents choose a Pathway, and plan for and reach their educational goals (Note: Students
can change this choice at any time.)6. Make Postsecondary Connections: Pathways can help students connect their high schoolwork with their postsecondary plans.The Glen Lake approach begins with four self-scoring interest and aptitude tests that students take in
the 8th grade. The student and counselor work together to discern a profile or pattern among theseassessments, and students and parents connect these assessments to Career Pathway choices. These
choices, in turn, create a demand voiced by students for electives that will help them pursue a career
in their chosen Pathway. Following are examples of curriculum changes and developments in the
first 30 months after implementation.•Graduation credit requirements increased•Unpaid trainee internships started•Drafting class enrollment quadrupled•Virtual learning lab (classroom for Internet courses)•K–12 career education curriculum developed•Elementary school career resource center•New courses added to the curriculum:oAdvanced Health & FitnessoDesign Engineering I & IIoBusiness Principles ClassoAP English 12oAP SpanishoApplied Language IoCommunication Arts—TheatreoCommunication Arts—BroadcastingoAdvanced Communication Arts—TheatreoAdvanced Communication Arts—BroadcastingoEconomics/Civicso2-Dimensional Arto3-Dimensional Art•Dune Grass Project (partnership with National Park Service)•Port Oneida Historical District Drafting Project (partnership with National Park Service)•Community-Based Learning Program—special education (partnership with Homestead Resort)•College/Postsecondary Preparatory Plan revision•“Girls in Technology Lab” exploratory (middle school)•Career Pathways banners display•Career Preparation display case•STC Opportunities Day8Career Pathways in Michigan SchoolsThese changes were accomplished by redirecting school resources and without an increase in staff.
Additionally, the increasing interest in careers has increased student participation in the Traverse Bay
Area Career-Tech Center, where they go for half a day. In fact, Glen Lake High School has the
highest per capita participation among high schools that are served by the center.Building CapacityAll three districts realized early on that the Career Preparation/Pathways approach could not succeed
without enthusiastic teacher support and intensive professional development. Like many districts
throughout Michigan, they obtained funds for professional and curriculum development from the
state’s Career Preparation program, which began in 1998. The Michigan Department of Career
Development (MDCD) has administered this program since 2000. (The Governor created the
department in 1999.) To bring more focus to this $23-million-per-year program, MDCD has been
requiring districts that receive these funds to implement Career Pathways and Educational
Development Plans as key components of their Career Preparation system. Additionally, in 2001 and
2002 MDCD provided Career Pathway grants to several dozen school districts, using $5 million of
tobacco settlement funds.Each of these exemplary districts has very active staff development programs to support Career
Pathways. Of the three, the most documented is the comprehensive Williamston Community
Schools’ program described below.Career Connections at the Williamston Community Schools evolved over eight years in a gradual yet
purposeful manner. With the leadership of the superintendent and school board, four elements were
evident during the development of their version of Career Pathways (which they call Career
Connections): (1) professional development, (2) site-based management, (3) a career focus for
applied academics, and (4) alignment of Williamston curricula with the Michigan Curriculum
Framework content standards and teaching and learning standards. Additionally, the district was
laying a foundation to ensure that teachers taught the district curriculum, and that student
assessments used by the district measured the achievement of what teachers were supposed to teach.
These elements were incorporated into goal statements of the school board and continually
communicated to various stakeholder groups through newsletters and board publicity materials.
Figure 2 indicates how Career Connections and the state framework both support the district’s goals.Since 2000, the Williamston Community Schools has obtained state Career Preparation funds
through the Capital Area Career Connections Advisory Board (name given to their Education
Advisory Group),5which has designated these funds to support the development and implementationof Career Pathways in districts in Ingham, Eaton and Clinton counties. The initial focus of_________________________5The term “Career Connections” is used two different ways in this document. It is the label used by the WilliamstonCommunity Schools to describe its initiative to connect “real life” authentic experiences to academic learning. Career
Connections is also the name given to the Capital Area Education Advisory Group (EAG) that proposes and carries out
educational strategies for the region. In the tri-county region, Career Connections (or the EAG) consists of local elected
officials and school, college, business, and labor executives who are appointed by the Capital Area Workforce
Development Board.9Michigan Department of Career DevelopmentCareer Connections was to ensure that the career preparation philosophy would have a wide impact
on school practices in the tri-county region. In addition, the board wanted to implement career
preparation activities that would not disappear if the funding stream were no longer available.In 2001, the Career Connections Advisory Board awarded from its state Career Preparation funds
“Lighthouse” grants to one school district in each of the counties. Each district was selected to help
develop and implement the most appropriate career initiatives and then serve as models to other
districts. Williamston Community Schools was one of the three districts designated as a Career
Pathways Lighthouse District and was recognized at a dinner in April 2002 for its leadership in
fostering the four major components of the Career Connections effort in the tri-county region:•Career contextual learning•Educational Development Plans (EDPs)•Career Pathways organization of high school course offerings•Comprehensive guidance and counseling.The Lighthouse award, as well as other grants over the years,6 have been used to help develop keycomponents of the Williamston model:•Professional development to help teachers develop and deliver curriculum models that
connect student learning to the world beyond the classroom and establish a purpose for why
students are involved in these learning activities; additionally, the district provides in-service
training to align instruction with the Michigan Curriculum Frameworks, to incorporate
technology education standards into the curriculum, and to employ action research methods
to determine the relative effectiveness of different components of the curriculum.•Curriculum coaches that work directly with teachers in their schools to build daily lessons
that incorporate career-contextual, applied, and hands-on teaching methods.•Externship opportunities that enable teachers to spend a few days visiting a business in order
to discover real-world applications of school subjects. To date, 60 percent of the K–12
teaching staff has participated in externships.•Comprehensive guidance and counseling program with specific responsibilities and learning
objectives assigned to teachers as well as counselors at each educational level (elementary,
middle, and high school).Another part of the Williamston model is to offer technical assistance and training to other districts.
By building the capacity of staff in other districts, Williamston staff improves their own. Moreover,
these external services generate revenue that not only covers costs but also helps fund continuing
staff development within the Williamston district. Revenues from external training are also used to
purchase classroom supplies for those schools or departments that contribute external trainers. The
superintendent’s commitment to external training stems from his belief that “you can learn without_________________________6 In addition to state Career Preparation funds, two of the major funding sources for professional development includethe Technology Literacy Challenge Fund of the Michigan Department of Education (MDE) and the Making Connections
project sponsored by DaimlerChrysler, first administered by MDE and then from 2000-2002 by the Michigan
Department of Career Development.10Career Pathways in Michigan Schoolsteaching, but it is impossible to teach without learning.” Thus, Williamston Community Schools’
strategy for becoming a learning organization is continually improving its own instruction while
building capacity in other districts.Impact Of Career Pathways On Student Achievement And BehaviorDoes Career Connections make a difference? It appears that it does. However, developing definitive
data on the impact of Career Pathways can be difficult because it is nearly impossible to isolate all of
the factors potentially influencing student outcomes and conduct. Nevertheless, staff in the three
exemplary districts continues to report that Career Pathways are obtaining positive results for
students. Teachers using the problem-based curriculum report that students are more engaged and
there are fewer incidences of student misconduct. Here are two examples:Ø J.D. is an “at-risk” student, expelled during 1998-99 and readmitted in 1999-00. Aneducational plan (an EDP) was developed for J.D. in the Human Services pathway. His
specific focus was teaching. A mentoring opportunity was provided to J.D. through the
district’s alternative education program. He recently graduated with plans to pursue a
teaching career.Ø D.R. is an average student who early on exhibited little interest in school. The project- andproblem-based math, however, sparked an interest causing him to select the Engineering/
Manufacturing career pathway. His renewed interest in school spread to language arts and
social studies where problem-based lessons had replaced traditional methods of learning and
teaching, and he was able to apply his math interest to these subjects.In addition to anecdotal evidence, staff needed scientifically definitive data to ascertain whether the
school population as a whole is benefiting from the career-related approach. Both the Williamston
schools and the Berrien County ISD independently decided to look at a wide range of data covering
the school years from 1997-98 to 2001-02. It was during this period that the most significant change
was occurring in their implementation of Career Pathways.While the Williamston and Berrien studies use somewhat different indicators, the two together
present a favorable evaluation of Career Pathways. Performance indicators demonstrate that students
have better attendance, take courses that are more difficult, have higher grade point averages, have
higher MEAP scores, and attend colleges in greater numbers. Overall, the data show that the Career
Preparation System is helping young people think systematically about their futures and what is
necessary to be able to achieve their occupational or other goals. Career Pathways students have a
better sense of their career direction and feel more certain about what they want to do in the future.
Participants are more motivated academically because their experiences help them see the practical
relevance of their class work.Figure 3 summarizes the data on student outcomes that the Williamston Community Schools and
Berrien County Intermediate School District have provided to MDCD for this monograph.11Michigan Department of Career DevelopmentStudent AchievementTo assess whether the implementation of Career Pathways is associated with student achievement,
this paper presents trend data on grade-point averages (GPAs) for the Williamston Community
Schools and Berrien County schools. In addition, the paper presents average test scores of the
graduating classes 2000-2002 on the Michigan Educational Assessment Program (MEAP). MEAP
scores are presented for all three entities examined in this study, including Williamston, Berrien
County, and Glen Lake.Grade-point Averages. Student achievement as expressed by grade point averages is improving in
the Williamston Community Schools, particularly among students in problem-based math classes.
Grade point averages for ninth graders show a slight increase from 2.91 to 3.04 when comparing the
1999-00 and 2001-02 school years. (See Figure 4.)A more pronounced impact emerges when comparing the grade point averages of Williamston
students in the problem-based and traditional applied math classes. During the 2000-01 school year,
most applied math classes were taught using traditional methods. Many of these classes switched to
the problem-based approach during the 2001-02 school year. The difference in grade point average
between the two years is large, with the average rising from 1.5 to 2.55 or more than a full grade
point. (See Figure 5.)A similar pattern appears in Berrien County, where trend and pattern data support a county-wide
increase in the mean grade point average for all high school students in grades 9, 10, 11 and 12 in the
years 1997-2001.7yMEAP Scores. Michigan’s primary way of assessing student achievement is the Michigan
Educational Assessment Program (MEAP). At the high school level, generally in the 11th grade,students take a battery of five assessments: Math, Reading, Science, Social Studies and Writing.
Some students take the battery in the 10th grade in order to qualify for dual enrollment inpostsecondary institutions, and others test or retest in the 12th grade in order to qualify for the $2,500Merit Award scholarship. A graduating class score may be obtained that includes the best scores
obtained by the students in a particular class. Following are tables showing the scores of the
graduating classes for 2000, 2001, and 2002.Thus far, Career Pathways has had negligible impact on the passing rates of students taking the
MEAP tests. This is true for both the Williamston and Glen Lake school districts, and for the
fourteen districts in Berrien County, where the Intermediate School District leads efforts to
implement Career Pathways. However, inasmuch as the state is continually adjusting the rules
concerning these high stakes tests, as well as the content of the tests themselves, it may be too soon
to have confidence in the meaning of MEAP trend data.8 (See Figures 6–8.)______________7 Berrien County Intermediate School District Report on Career Pathways, a publication ofLakehouse Evaluation, June 2001.8 For example, whereas several districts had excluded many students from requirements to take these tests, the state in2001 began requiring schools to test at least 95% of their students, and to test special education students in math and
science. Thus, passing rates in some districts could be lower in 2001 due to the inclusion of students with lesser
academic abilities. This did not appear to be the case with the districts profiled in this monograph, except for 1-2
districts of the 14 districts in Berrien County.12Career Pathways in Michigan SchoolsGraduation RatesThe high school completion rate of students in the Williamston Community Schools has significantly
improved over a four-year period. Whereas 94.7 percent of ninth graders in the class of 1997-98
graduated in four years, the graduation rate of the 2001-02 class increased to 99 percent. (See Figure
9.)Attendance RatesAttendance rates are higher in problem-based, or contextual learning, classes. In 1999-2000
Williamston average daily attendance for classes taught using traditional methods was 89 percent.
After implementing problem-based teaching, average daily attendance rose to a significantly high 96
percent for students in these classes (the 2001-02 school year). (See Figure 10.)The overall high school attendance rate also has grown steadily in the 14 districts in Berrien County
as seen by the following figure.9 (See Figure 11.)High School Graduation Requirements and Enrollment in 3rd Year AcademicCoursesOverall high school graduation requirements for Berrien County have risen 15 percent to a mean of
26.5 in 2001 versus a mean of 23.1 in 1997. Additionally, the number of students enrolled in a 3rd
year content course (i.e. Math, Science, Social Studies and Language Arts) has substantially
increased for all schools participating in Career Pathways for the reporting years 1997-2001. (See
Figure 12.) The county has also seen a marked increase in the number of Advancement Placement
(AP) course offerings available to high school students. Although the relationship between course
taking and participation in Career Pathways is not necessarily causal, there is a strong relationship
nonetheless.Participation in Career-Technical Education and Applied LearningAs suggested by the figures below, in Berrien County participation in career-technical education
courses increased over 500 percent from 895 students in 1997 to 5,554 students in 2001. There were
also increases in applied learning experiences associated with the Career Pathways, indicating that
Pathways integrate job readiness skills (e.g. making decisions, solving problems, working as a team)
into the regular curriculum. Such work-based learning experiences provide students opportunities to
relate to adults, to practice accepted social expectations and appropriate behaviors in a professional
environment, and to communicate with adult co-workers.10 (See Figure 13.)Dual Enrollment and Articulation with Postsecondary ProgramsThere is an increased and renewed connection between the Berrien County high schools and the
post-secondary system of instruction and certification. In fact, this articulation reflects a national______________9Ibid.10Ibid.13Michigan Department of Career Developmenttrend resulting in most young people broadening their career options to include postsecondary
programs of study, such as: junior colleges; post high school certificate programs, and four-year
colleges. Data from the county shows a marked increase in the number of high school students
receiving college credits through dual enrollment and articulation programs. Figure 14 illustrates
this increase.In 1997, only 62 high school students were enrolled in college-level courses, while 299 high school
students earned college credits in 2001. This 270 percent increase in enrollment reflects the vigor
and vitality of the renewed connection between postsecondary institutions and the Berrien County
schools.Graduates Attending Postsecondary InstitutionsIn Berrien County, Career Pathways curricula have significantly impacted the number of high school
graduates attending a postsecondary program of instruction for additional training, certification, and
degrees. In 1997, 61 percent of high school seniors enrolled in postsecondary education after high
school graduation, while 68.7 percent of seniors enrolled in programs after graduation in 2000. (See
Figure 15.)Disciplinary Incidence RatesStudent disciplinary referrals are down sharply in Williamston Community Schools when contrasting
students in traditional classes and those in problem-based courses. In classes targeted for a switch to
problem-based teaching, student referrals were 5.39 per 100 students during the 1999-00. After the
change in curriculum, referrals dropped by more than three percentage points to 2.25 percent. (See
Figure 16.)Student Ratings of High School ExperiencesA senior exit survey of the class of 2002 showed that students generally enjoyed their Williamston
High School (WHS) experience and felt prepared for their future beyond high school. The
overwhelming majority of seniors (88 percent) plan to attend college immediately after high school
and have a specific career plan (71 percent). They felt the high school provided a challenging
curriculum (78 percent) and that while at WHS, they applied something learned in school to real-
world problems outside of school (75 percent). Three-fourths of the seniors took pride in the fact
that they had produced a product that reflected originality, high standards, and the use of advanced
technologies.The great majority of seniors were comfortable in their abilities to influence others and to work with
others from different cultures. They had positive academic and social experiences (74 percent) and
had confidence in their abilities to take the steps needed to achieve their future goals (84 percent).
They had good personal relationships with faculty and staff (82 percent), with 40 percent indicating
that either a teacher or counselor helped them the most in making post–high school decisions.
Figure 17 summarizes the responses from this exit survey.14Career Pathways in Michigan SchoolsConclusionsIn all three exemplary Career Pathway districts, factors related to progress achieved through
curriculum integration and career contextual learning include a clear focus and purposeful planning,
commitment by teachers, administrative support, professional development, effective and frequent
communication among staff and administrators, sufficient resources, and time for teachers to
collaborate and reflect on practices and plans. Additionally, teachers generally feel that they are part
of the process and thus strive to continually improve their practices.All of this hard work toward a common goal is paying off in terms of improved student outcomes.
Students are achieving higher grades, have improved attendance, graduate more often, enroll in more
difficult high school courses and in college courses while still in high school, participate more in
career-technical education, and enroll in college after graduation. There are also fewer disciplinary
incidents among students, and they express greater confidence in their future.15Career Pathways in Michigan SchoolsCareer PathwaysIn Michigan SchoolsAppendix: Figures 1–1717Michigan Department of Career DevelopmentK-12 Career Preparation ProcessPrepare Students for Success at the Next LevelCareer Prep ProgressionElementary School (Grades 1–5): Career Awareness•Guest speakers from workplace, workplace tours, field projects.•Integration of career themes into basic subjects.•School-based micro-enterprises.Middle School (Grades 6–8): Career Exploration•Grade 8: EDP + assessments of career aptitudes & interests.•Visits to workplaces and colleges, career fairs, mentors, job shadowing.•Technology education: “hands-on” modules in different technological areas to aid career
pathway selection and understanding of key technological concepts.•Junior Achievement, school-based micro-enterprises.High School (Grades 9–12): Career Preparation•Options for integrating academic with technical preparation: applied academics (e.g.,
applied physics), tech prep that aligns secondary with community college preparation,
career-technical education courses, cooperative education, career academies, school-to-
registered apprenticeship, and dual enrollment.•Career Pathways + Educational/Career Development Plans (EDPs).•Career & employability skills: work habits, interpersonal skills, portfolios/resumes.•Career aptitude tests and interest inventories, career information system (MOIS).•Visits to workplaces, career fairs, mentors, job shadowing.•Paid/unpaid work experience, school-based enterprises (e.g., bookstore, snack shop).*****Career Contextual Teaching/Learning•Hands-on instructional units and activities.•Project-based learning.•Service learning.Comprehensive Guidance & Counseling•Guidance Curriculum.•Individual Planning.•On-Demand Services.•Instructional Support.Technology Education•Technological concepts introduced and integrated into academic subject area curricula for
technological literacy.18Figure 1:Academic Content StandardsTechnology StandardsCareer and Employability Standardsv<b>Stimulating, caring, highexpectations environment that
promotes student achievement.v<b>Integrate authentic hands-on experiences into curriculum.v<b>Multiple approaches toinstruction to accommodate
different learning styles.v<b>Community involvement tosupport service and work-based
learning and expand number of
role models for students.v<b>Stimulating, caring, highexpectations environment that
promotes student achievement.v<b>Integrate authentic hands-on experiences into curriculum.v<b>Multiple approaches toinstruction to accommodate
different learning styles.v<b>Community involvement tosupport service and work-based
learning and expand number of
role models for students.Michigan Curriculum FrameworkMichigan Curriculum FrameworkWCS School Improvement PlanWCS School Improvement PlanCareer ConnectionsCareer ConnectionsAddresses the Michigan Curriculum Addresses the Michigan Curriculum Frameworks, Standards and the School Improvement PlanFrameworks, Standards and the School Improvement PlanWhat students need to know and be able to do.Michigan Assessment StandardsMichigan Assessment StandardsAssessments measure what is
taught and expected by district.
Measures whether students can:v<b>Organize information.v<b>Consider alternatives.v<b>Understand/use theoriesand inquiry methods
central to academic disciplines.v<b>Write explanations.v<b>Solve problems connectedto world beyond classroom.Assessments measure what is
taught and expected by district.
Measures whether students can:v<b>Organize information.v<b>Consider alternatives.v<b>Understand/use theoriesand inquiry methods
central to academic disciplines.v<b>Write explanations.v<b>Solve problems connectedto world beyond classroom.+ Michigan Teaching Standards+ Michigan Teaching StandardsTeachingAssessmentMichigan Department of Career DevelopmentOutcome Measure Williamston Community Schools Berrien County Intermediate School District Student Achievement Grade-point Average (GPA) MEAP Passing RateYesObtained from CEPIYesObtained from CEPIGraduation RateYesNoAttendance RateYesYesHigh School Graduation
Requirements and Enrollment in 3rdYear Academic CoursesNoYesParticipation in Career-Technical
Education and Applied LearningNoYesDual Enrollment and Articulation
with Postsecondary ProgramsNoYesGraduates Attending Postsecondary
InstitutionsNoYesDisciplinary Incidence RatesYesNoStudent Ratings of High School
ExperiencesYesNoFigure 3:2.913.042.82.852.92.9533.051999-20002001-2002School YearGrade Point AveragesNinth GradersWilliamston Community SchoolsGrade Point Averages, Ninth GradersFigure 4:20Career Pathways in Michigan SchoolsFigure 5:1.52.5500.511.522.53Grade Point Average2000-2001(Traditional)2001-2002(Problem-Based)Grade Point Averagesin Applied MathWilliamston Community SchoolsGrade Point Averages in Applied Math Subject Class of 2000 Class of 2001 Class of 2002 Math80.388.978.5Reading81.690.377.9Science69.375.069.4Writing76.588.276.3Figure 6:Figure 7: Percent of Graduating Classes with MEAP Passing Scores in Glen Lake Community Schools Subject Class of 2000 Class of 2001 Class of 2002 Math82.970.471.3Reading88.673.286.3Science80.071.875.3Writing72.971.879.2Percent of Graduating Classes with MEAP Passing Scoresin Williamston Community Schools21Michigan Department of Career DevelopmentFigure 8: Percent of Graduating Classes with MEAP Passing Scores in Berrien County* Subject 2000 2001 2002 Math64.664.763.8Reading69.869.969.3Science55.656.057.3Writing58.063.065.2
* These are average pass rates for the fourteen districts in Berrien County. For 2000 and 2002 the county rates were calculated from
raw scores from each district; ;the data were obtained from the Department of the Treasury’s website for the Merit Award and
MEAP. For the Class of 2001, the county score was obtained from the Standard and Poors’ School Evaluation Services for
Michigan.* These are average pass rates for the fourteen districts in Berrien County. For 2000 and 2002 the county
rates were calculated from raw scores from each district; ;the data were obtained from the Department of the
Treasury’s website for the Merit Award and MEAP. For the Class of 2001, the county score was obtained from
the Standard and Poors’ School Evaluation Services for Michigan.94.70%99.00%92.00%93.00%94.00%95.00%96.00%97.00%98.00%99.00%1997-19982001-2002School YearGraduation RateFigure 9:Williamston Community SchoolsGraduation Rate22Career Pathways in Michigan SchoolsFigure 10:89%96%84%86%88%90%92%94%96%1999-20002001-2002SchoolYearWilliamston High School Average Daily Attendance Rates99-00=traditional classes01-02=contextual learning
classesFigure 11:Berrien County Intermediate School DistrictStudent Attendance Rate23Michigan Department of Career DevelopmentFigure 12:Career Technical EducationParticipation In Berrien CountyFigure 13:Career Pathways Applied LearningExperiences In Berrien CountyFigure 15:Percent of High School GraduatesAttending Post-Secondary SchoolsIn Berrien CountyFigure 14:Dual Enrollment/ArticulationIn Berrien County24Career Pathways in Michigan SchoolsFigure 16:5.392.2501234561999-20002001-2002School YearStudent Referrals for Disciplinary Reasons# per 100 studentsWilliamston Community SchoolsStudent Referrals for Disciplinary ReasonsFigure 17: WILLIAMSTON HIGH SCHOOL SENIOR EXIT SURVEY CLASS OF 2002 Survey Questions on High School Experiences Response
(percent)Expect to attend 4-year (62%) or 2-year college (26%) immediately after high school88*Ability to share knowledge and information to influence other people85*Confident in ability to achieve future goals84*Good personal relationship with WHS faculty and staff82Found curriculum academically challenging78*Comfortable in ability to work with others from different cultures78While at WHS, applied school learning to real world problem outside of school75Takes pride in product at WHS that reflects student’s originality, high standards, and
use of advanced technologies75*Positive social experience at Williamston High School74*Positive academic experience at Williamston High School74Received enough information to make decision about future career73Students with career plan after high school71*Positive rating of WHS athletics and after school activities62*Positive rating of WHS co-curricular activities (PALS, Student Council)60Volunteered time to a cause or organization to improve life of others57WHS teacher or counselor was most helpful in making a decision about life after
high school (parents 24%, friends 18%, others 12%, no response 5%).40
* Percent represents the sum of “excellent” and “good” ratings.Figure 17:25

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