Engagement-Report-Final-Spread - Flipbook - Page 27
STUDENT
PARTICIPANTS
WHO HAD RECENTLY COMPLETED INTERNSHIPS,
APPRENTICESHIPS, AND OTHER FORMS OF WORK-BASED
LEARNING HAD FOUND IMMENSE VALUE IN THESE PROGRAMS
Work-based learning experiences provided students with a unique opportunity to explore a career path
through hands-on work and determine, based on first-hand knowledge, if that path was the right fit.
Beyond the opportunities for career exploration, students spoke about the tangible benefits of completing
a CTE program for postsecondary success. For those who expected to go to college, CTE programs
offered the chance of earning college credits and acquiring valuable experience that could have a
positive weight in college applications. For those who planned to enter the workforce as their immediate
next step, completing a CTE program, especially if they earned an industry recognized credential along
the way, could be their ticket to a well-paid job after graduating high school.
SUGGESTIONS
TO IMPROVE
AND EXPAND CTE PROGRAMS AND INCREASE THE NUMBER
OF HIGH SCHOOL GRADUATES WHO COMPLETE AN
APPRENTICESHIP OR AN INDUSTRY RECOGNIZED CREDENTIAL
In the view of participants, greater flexibility in the school schedule was needed for students to be able to
complete all their CTE requirements, especially the work-based experience. In addition to greater flexibility
in the school schedule, employers recommended streamlining how the educational system reaches out
to business leaders. Some of the participants would like to see better coordination within the educational
KEY
TAKEAWAYS
system, at the state level, if possible, to facilitate collaboration between education and industry.
EQUALIZING THE
IMPORTANCE
GIVEN TO CTE AND COLLEGE IN HOW THE STATE, SCHOOLS, AND
FAMILIES PREPARE YOUTH FOR THE FUTURE
While round table participants had a positive view of existing apprenticeships and other forms of
work-based learning, they also recognized serious shortcomings in the CTE landscape in the state.
Prominent among these were insufficient communication to students and parents/guardians regarding
CTE opportunities, low employer and student participation, and a prevalent view of CTE as a backup to
college rather than as an attractive primary educational and career path.
“
I think that there’s a certain... just education that needs to happen around apprenticeship as a pathway
to a career. I know that I’ve worked in high school settings for a while, and it was always college,
college, college. If you can’t do college, then maybe an apprenticeship or something, but that’s just an
incorrect and an uninformed opinion. It’s because individuals don’t understand all of the benefits.
”
(a)(1) On or before December 1, 2022, the Career and Technical Education Committee shall establish, for each school
year between the 2023-2024 school year and the 2030-2031 school year, inclusive, statewide goals that reach 45% by
the 2030-2031 school year, for the percentage of high school students who, prior to graduation, complete the high
ENABLER
Maryland’s classrooms challenge, support, and inspire students. Therefore, our schools will be
equipped with high-quality curricula, lessons, assessments, and systems for intervention and
acceleration.
PRIORITY
EMERGING
PRIORITIES
& ENABLERS
school level of a registered apprenticeship or an industry-recognized occupational credential. (Education §21–204)
All Maryland students enter high school on track to meet the college and career readiness standard
by the end of 10th grade, and are engaged socially, emotionally, and academically to succeed in
progressively challenging and advanced level coursework aligned to college and career pathways.
ENGAGEMENT REPORT - PHASE 1
27