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Why Have Cross System Alignment?
Why Have Cross System Alignment?
Cross system alignment is an essential part of creating seamless bridges between educational systems and into the workforce. It requires collaboration, communication, and scrutiny of processes based on data. Equitable access to early college credit (both articulation and dual enrollment) are essential parts of creating equity driven pathways.
Cross system alignment is an essential part of creating seamless bridges between educational systems and into the workforce. It requires collaboration, communication, and scrutiny of processes based on data. Equitable access to early college credit (both articulation and dual enrollment) are essential parts of creating equity driven pathways.
Research has shown that access to early college credit helps students build being a college student as part of their identity, allows them to develop navigational skills for college, and reduces the cost of college attendance after high school graduation. Strong partnerships between community colleges and high school districts to develop early college credit offerings are an essential cross system alignment activity.
Research has shown that access to early college credit helps students build being a college student as part of their identity, allows them to develop navigational skills for college, and reduces the cost of college attendance after high school graduation. Strong partnerships between community colleges and high school districts to develop early college credit offerings are an essential cross system alignment activity.
Essential Element of High Quality CTE
Essential Element of High Quality CTE
Opportunities for strategic and intentional Cross-System Alignment should be informed by the ongoing analysis of student data, and alignment of data definitions across systems to provide, for example, deliberate sector-based programs, deployment of technical field assistance using a regional distribution, or evidence-based practices and processes to optimize pathway success and upward mobility opportunities for all participants.
Source: CDE Guiding Policy Principles to Support Student-Centered K-14+ Pathways
To ensure that this element is being met, rubrics and self assessments have been created for the Perkins (pg. 1 and 6) and CTEIG (pg. 12 and 22) grants with the following basic criteria:
The CTE pathways are articulated with post-secondary and industry through programs of study, formal articulation agreements, and dual enrollment.
Each CTE program sequence will include at least one district-funded CTE course in the industry sector.
Formal agreements are developed that define participants, roles, activities, products, and timeline.
Note: When building pathways, inclusion of dual enrollment and articulated credit must be done intentionally. When included for intro and concentrator courses it can be used to meet the College & Career Readiness indicator. For capstone courses, the course can only be used for course completers or college & career readiness, not both.
Sufficient time is provided for faculty to build cross-segmental and cross-disciplinary collaborations aimed at aligning curricula and programs, as well as models, tools, and professional development to facilitate pathway development.
K–12 and postsecondary core CTE pathway faculty meet regularly to plan and review curriculum and instruction across levels of education, to plan program and support services for smooth transitions, and to develop or update and improve articulation/dual credit agreements.
Leaders of the K-12 CTE pathways are involved in the development and implementation of the regional plan of the Community College Strong Workforce Program (SWP) consortium.
The CTE pathways are aligned with both CTEIG and SWP goals and desired outcomes.
More information and resources can be found below.
Partnership development to support cross-system alignment must be intentional.
Partnership development to support cross-system alignment must be intentional.
When building pathways, K12 & CC partners, with their industry advisors, must engage to create intentional pathways that will support students and meet industry needs. The earlier K12 and CC can discuss development of seamless CTE pathways, the more robust the resulting pathway will be.
Career Ladders Project has provided a Career Pathways Mapping Toolkit to support the development of career pathways maps to:
Clarify and align programs and services;
Link increasing levels of certification, education, and employment; and
Support students in choosing among the opportunities that interest them.
Audience: Community colleges, their K-12 partners, and—ideally—four-year institutions
Goal: Provide clear career pathways maps to enable more students to advance through college, attain credentials with labor market value, and earn wages that sustain their families.
A-G Resources
A-G Resources
UC A-G honors approval process for articulated courses.
Early College Credit Resources
Early College Credit Resources
Data Alignment Resources
Data Alignment Resources
High School to Community College Transition Report Dashboard (Webinar)
Improving IPEDS Data Collection on High School Students Enrolled in College Courses (September 2017) Considers how IPEDs data is collected through the lens of dual enrollment.
College in High School Programs & Data: Reporting and Using Dual Enrollment Data to Improve Equity: Reporting and Using Dual Enrollment Data to Improve Equity (College in High School Alliance & Data Quality Campaign 2021) As a cornerstone of establishing the policy environment necessary to support increased college access and success for students through dual enrollment, states, school districts, and colleges must collect, publicly report, and use data on participation and success in these opportunities.
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