Friday, September 14, 2018

Is your School’s College and Career Initiative a Dream or a Reality?

In schools and all over social media, the emphasis grows more and more everyday for college and career. The big push for tech integration, #FutureReady, collaboration, individualized learning is all in an effort to inspire every student to pursue education beyond high school, and it makes sense. We have to prepare every student for a college and career ready future. Without it, students are almost guaranteed a challenging life with greater chances for poverty and improsonment.

The reality is that our schools should have an authentic emphasis on College and Career, and the reason is obvious.    The more education you get, the higher wage that you can earn, and the lower employment rate you will find.  Check out this graphic from GoGrad.org of data collected by the US Bureau of Labor Statistics.  A picture is worth a thousand words, and this graphic can be summed up in 1 tweet.


Your Education is Your Future!!!

Source: GoGrad.org


Is College and Career a Priority?
If we want our kids to believe in college and career, we must first recognize that over 50% of our students are kids of poverty, and many of them don’t see college as an attainable option.  Schools that excel the most in preparing all kids for college go far beyond the superficial college day of wearing college shirts and take purposeful steps to acquaint students with all of the options at their disposal. 

They talk to their students often about college, take entire grade levels of students on college tours, and prepare all students for college entrance exams. Furthermore, they show their students the financial benefits of performing well on ACT and SAT tests, and inspire them to believe that academic excellence is their proverbial lottery ticket. 

Is college and career a dream in your school, or is it your school’s reality?  The answer to that question is not in your head. It’s in the heads of the students you hope will pursue college after graduation.

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