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Showing posts with label Career Readiness. Show all posts
Showing posts with label Career Readiness. Show all posts

Wednesday, June 23, 2021

Almost half of older millennials wish they’d chosen a different career path— what they’d do differently

Life is brief. It's important for us to follow our passions to the extent that we can, understanding that even our passions evolve. All of this speaks, among other things, to a robust education that gives our young people opportunities to experience numerous opportunities. Our legislature instead wants to narrow these by narrowing curricula through anti-CRT bills and high-stakes tests—and much to the detriment of our youth. This, atop the inadequate funding of our schools. It's no wonder our youth often find themselves adrift. 

-Angela Valenzuela

Almost half of older millennials wish 

they’d chosen a different career path—

what they’d do differently


by Jennifer Liu | 

As millennials begin to turn 40 in 2021, CNBC Make It has launched Middle-Aged Millennials, a series exploring how the oldest members of this generation have grown into adulthood amidst the backdrop of the Great Recession and the Covid-19 pandemic, student loans, stagnant wages and rising costs of living.

At 35, Kristen Alfenito laments that she has yet to start her career.

That’s not to say she hasn’t worked. For the last 16 years, she has held a string of jobs, starting with two part-time gigs while attending college for musical theater. Then, she says, she was diagnosed with cancer, dropped out and became “resigned to working in food service or retail for the foreseeable future.” Today, Alfenito works as a cashier at a bakery in Morgantown, West Virginia.

Thinking back to her college days, “I wish someone had helped me figure out what jobs would be applicable for my interests and passions, and what kind of degree was actually required for that — if any,” Alfenito says.

Many older millennials who are now approaching middle age have significant career regrets. Nearly half, 47%, say they wish they had chosen a different career path when they started out, according to a recent survey of 1,000 U.S. adults ages 33 to 40, conducted by The Harris Poll on behalf of CNBC Make It.

Alfenito believes millennials, who this year range in age from 25 to 40 and make up the largest age group in the workforce, were pressured to pursue four-year degrees, and the mountains of debt that can come with them, without always knowing if there was a viable career on the other side of graduation.

As older millennials approach two decades in the workforce, their current roles and responsibilities may not be what they envisioned out of high school or college. We talked with six people from a range of fields about what they would do differently if they could start over again.

A history degree and few job opportunities

For Lee Ruark, earning a history degree was all part of the plan to start a career — he just didn’t know what he wanted to use his degree for. He graduated from college in 2007 just as the economy began to nose-dive into the Great Recession, and many jobs he thought of trying out went away with it.

He spent the next three years figuring out his options, first thinking to join the military until his health prevented him from doing so, then taking the LSATs with the intention to go to law school. He almost became a police officer before he finally stumbled into substitute teaching. When he discovered a knack for it, he got certified to teach full time with a focus on high school science.

Ruark, now 35 and living in Jeffersonville, Vermont, remembers how stressful it felt to be directionless right after school.

“I had anxiety because my friends were finding jobs, and I perceived them as being wildly successful while I wasn’t,” Ruark says. “What’s interesting is, after talking about it with them, I realized all my friends had the same anxieties about perceiving others’ successes. We laugh about it now, but to think about it, [feeling anxious] was a waste of time and energy.”

If he could, Ruark says, he would go back to the time he was in third grade when his mom — also a schoolteacher — told him he had a gift for teaching and encouraged him to pursue it. If he had listened instead of being resistant to following in her footsteps, Ruark says he could have pursued education a lot earlier.

A $170K law degree that doesn’t pay off

Some millennials say financial realities, especially living with student loans, changed their chosen career path. As a college senior studying policy, Brad Walters wanted to be a legislative aide, but seeing the low $30,000 starting salary in comparison with his $60,000 student debt, he went into education instead. “It tells you something when education is the more lucrative option,” he jokes.







Sunday, June 12, 2016

On the subject of the Every Student Succeeds Act (ESSA) requirements for state accountability, college readiness and ethnic studies...

On the subject of the Every Student Succeeds Act (ESSA) requirements for state accountability and college readiness and ethnic studies (or critical multicultural education at the Pk-12 level)...  I always notice that cultural competence of the kind that critical ethnic studies affords is never a part of these metrics.  Especially on profoundly sad days like today in the wake of the mass shooting in Orlando, Florida (50 dead, 53 injured by gunfire), I always think about how a critically conscious educator, pedagogy, and curriculum promotes tolerance and acceptance and how in our youth being so exposed if done well, this could have the ultimate positive consequence of diffusing extremism in our midst while simultaneously promoting college readiness.

I'm afraid that yet another re-articulation of accountability will continue to miss the mark in this regard. Thanks to AISD School Board President Kendall Griffith Pace​ for sharing. 

Angela Valenzuela

 

College and Career Readiness: Redefining Ready


"Most U.S. Students Are Not Ready for College, Career." Unfortunately, this is a common headline across the country with "U.S." interchangeable with any number of school, district, or state names.
Usually, it means students didn't perform as well on a standardized assessment as someone thinks they should have. But as educators know, that doesn't mean as much as politicians or the media imply that it does. One assessment does not reveal a student's entire knowledge base. All assessments have limitations. Students have off days.
When evaluating student progress for instructional purposes, educators use a variety of measures. Unfortunately, the idea of multiple measures on a systemic level has been largely ignored in favor of standardized test scores, which are relatively easy to collect and report and have been enshrined in federal policy for the last decade-plus as the measure of school quality.
But that could be changing. In addition to four academic indicators, the Every Student Succeeds Act (ESSA) requires state accountability systems to include one other indicator, such as student engagement, educator engagement, access to and completion of advanced coursework, postsecondary readiness, or school climate and safety. The idea? To broaden the definition of what it means to be a successful school.
And the pressure isn't only coming from Washington, DC. States and districts across the country are developing new ways of measuring student achievement, as well as tools to help redefine what it means to be a successful school -- or student.

National College and Career Readiness Indicators

One such tool comes out of a Chicago-area school district, and it aims to help educators better determine whether a student is college and career ready.
Township High School District 214 Superintendent David Schuler -- who also currently serves as president of AASA, the School Superintendents Association -- and his colleagues have conducted an extensive review of the work of leading research institutions to find out what really predicts student success in college or career.
Based on their research, they developed the National College and Career Readiness Indicators, a multi-metric index that offers a truer picture of whether students are ready for life after high school than you get from simply looking at standardized test scores. AASA has since endorsed the work and launched Redefining Ready! as a national campaign based on these indicators to change the conversation about readiness in our country.
Essentially, the indicators form a checklist for schools and districts -- and possibly even states -- to use to gauge whether students are prepared for their next step.

College Ready Indicators

Under this model, students are considered to be college ready if they have a GPA of 2.8 out of 4.0 and meet one or more of the following benchmarks:
  • Advanced placement exam (3+)
  • Advanced placement course (A, B or C)
  • Dual credit college English or math (A, B or C)
  • College developmental or remedial English or math (A, B or C)
  • Algebra II (A, B or C)
  • International baccalaureate exam (4+)
  • College readiness placement assessment (ACT scores of 18 in English, 22 in reading, 23 in science, and 22 in math; SAT benchmark scores have not yet been determined given its recent redesign)

Career Ready Indicators

Students are considered career ready if they have identified a career interest and meet two or more of the following benchmarks:
  • 90 percent attendance
  • 25 hours of community service
  • Workplace learning experience
  • Industry credential
  • Dual credit career pathway course
  • Two or more organized co-curricular activities
In addition, students hoping to enter the military must meet the passing scores on the Armed Services Vocational Aptitude Battery (ASVAB) for each branch of the military.
Of course, these are just a sampling of the indicators associated with postsecondary success. Others include: earning As, Bs, Cs, FAFSA completion, enrollment in a career pathway course sequence, college academic advising, participation in college bound bridge programs, taking senior year math, and completion of a math class after Algebra II.
District officials did not consider the research base on those indicators strong enough to warrant inclusion in their final list, but it's important to note that this index is merely a starting point. As knowledge about what is tied to success increases, it can be easily adapted.

Changing the Conversation

So how can you use this information to change the conversation around readiness in your community?
If you are interested, you can sign on to personally endorse the Redefining Ready! initiative. You can also bring a resolution to your school board that your district adopt the framework of indicators to assess student readiness. Or you can use these indicators to create a school (or district) reporting system to ensure students are on track for success and shine a light on areas your school could focus efforts to improve readiness.
You can also use these indicators as a starting point for a broader conversation in your community. How does your community define ready?
*If you are interested in reviewing the background research on each of these indicators, it is available at Redefining Ready!