Implementation Strategies by Role

Pathway programs often arise in silos. A state agency creates a pathway into the workforce that emphasizes industry credentials. A district revises its graduation requirements to include transferable skills that cut across content areas. A CTE center offers students the opportunity to gain content credit outside of traditional classrooms. A student asks to count an internship towards a graduation requirement. All of these examples reveal stakeholders who care about changing our educational paradigm in service of students, and all of them work to solve a problem in isolation from other stakeholders.

The following sections are intended to name strategies—and equity questions—specific to common roles in education: students and families, teachers, partners, administrators, and policymakers. It is essential to remember, however, that pathways cannot produce equitable, powerful learning outcomes for all students unless stakeholders break down silos and collaborate to create a robust, transferable, and transformative system that works for everyone.

To review strategies and to conduct an equity check, make a selection below:

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This report is authored by the members of the New England Secondary School Consortium Task Force on Flexible and Multiple Pathways. The NESSC Leads commissioned the Task Force, whose recommendations emerged over the course of meetings taking place between March 2019 and October 2020. While each participating NESSC state education agency is committed to equitable pathways, the recommendations included in this report do not necessarily mean that they have the formal endorsement of the participating agencies.

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