Graduation and Career Readiness

In its latest career and technical education offering, Baldwin Union Free School District in New York launched a Future Jewelers Academy in January to prepare students for careers in the jewelry industry. 

Students in the Baldwin High School@Shubert program are learning about all aspects of the jewelry-making business, from benchwork and design to marketing and sales, and will be certified upon completion. There are currently 12 students in the program, although enrollment for the next year looks like it might double, said Superintendent Shari Camhi.

Baldwin High School@Shubert is a nontraditional high school offering academic and CTE credits. Students have access to small class sizes and rooms equipped specifically for CTE courses and work-based learning opportunities.

“When most people are looking at career exploration, it's through reading. It's through visitors,” said Camhi. “We actually have our kids deeply involved in those fields.”

The Future Jewelers Academy aims to ensure a percentage of students receive scholarships and post-graduation support. According to the U.S. Bureau of Labor Statistics, despite a slight decline in employment outlook, about 5,400 openings for jewelers and precious stone and metal workers are projected each year, on average, over the next decade. 

Support for post-secondary success

High School and CTE classes provide valuable career exploration and preparation experiences for students that may carry them into postsecondary education, the workforce or an apprenticeship program, said Alisha Hyslop, chief policy, research and content officer for the Association for Career and Technical Education.

According to Hyslop, a successful CTE program must be connected to business and industry needs. 

“We want to make sure that we're preparing students for jobs and career pathways that are actually available in the economy, and that the skills that the programs are preparing students with are appropriate for those jobs,” Hyslop said. 

She added that some ways to achieve this include partnering with business and industry professionals and using labor market data in alignment with skill needs. The Future Jewelers Academy achieves this through its partnership with the Black In Jewelry Coalition and the Natural Diamond Council.

It is also essential for CTE courses to start by teaching a curriculum that’s as broad as possible and ensuring it includes all aspects of industry, Hyslop said. She noted that the Future Jewelers Academy does a good job of this by not just teaching about jewelry making but incorporating the marketing and manufacturing aspects, as well.

“The more options you can provide, the more different pathways that might be appealing or appropriate for the goals of different students, the more successful programs can be,” Hyslop said.

Hyslop said CTE has many economic benefits for participants, such as students earning increased salaries once they get a job and saving money on postsecondary education through dual enrollment.

However, another less measurable benefit to courses like the one at Baldwin High School@Shubert is that it provides students with a space to form community and build relationships — something Hyslop said can be a potential solution to absenteeism. She said that because of the consistency over the years, CTE teachers become that “caring adult at school,” which research shows is critical for students.

Attendance is one of the markers of success for the Future Jewelers Academy, said Camhi, adding that students have been vocal about their positive experiences with the program and have been showing up to every class.

Hyslop emphasized that the success of a CTE course depends on where it’s being established. A program like the Future Jewelers Academy works despite being a bit more niche than other CTE programs like cybersecurity or health, she said, because there is a demand for that market in New York.

“The thing about CTE, which highlights the diversity, is that you can't necessarily take a program that's successful in one community and plop it down in another community halfway across the country,” Hyslop said.

However, she added that the structure and models of those programs —  like having business partnerships, hands-on learning and an infusion of creativity — can be replicated regardless of what the specific needs are in that community.

An initiative to keep 9th graders on track is credited with helping to boost high school graduation rates by 10.2 percentage points over the last seven years in the School District of Philadelphia.

The district's 9th Grade On-Track strategy was launched in 2018 to identify barriers to success early in students' high school careers, monitor their progress and ensure they're set to graduate and be prepared for college and careers.

“When kids graduate from high school and are college and career ready, we know they have a much better life chance, we know they're likely to have better health care and better job incomes,” said Tony Watlington, the Philadelphia district’s superintendent. These students are also more likely to be civically engaged, he told K-12 Dive.

The transition from middle school to high school is crucial to student success, but this transition can be fraught as students encounter new academic challenges and increased responsibility for their own learning, according to a 2024 report by national nonprofit Education Resource Strategies.

Moreover, the report found that these changes can contribute to increased academic or behavioral concerns for struggling students. Those who don’t master foundational skills in 9th grade are less likely to do well in the rigorous high school courses that lead to postsecondary success, the report said.

To closely monitor this transition and keep students from falling through the cracks, Philadelphia’s program provides teachers and administrators with tools for monitoring attendance and progress. Parents can also access summary reports to help them understand their children's strengths and challenges.

In the Philadelphia district, a 9th grader is considered “on track” for graduation if they earn at least one credit in each of the four core areas — English, math, science and social studies — in addition to one credit from a non-core class. Students who earn all As and Bs in these requirements are considered “firmly" on track.

A December 2023 report from the district showed that while being firmly on track is associated with the best graduation outcomes, any variety of on-track status indicates a high likelihood of graduating in four years. The study found a roughly 14-percentage point difference between the graduation rates of 9th graders considered firmly on track and those who were on-track but at risk.

While all 331 schools in the district have access to the monitoring tools, initiative partner Philadelphia Academies — a nonprofit working to improve outcomes for Philadelphia youth — works with a cohort of schools that receive weekly coaching and teacher professional development.

For the 2024-2025 school year, this 9th Grade Success Network cohort includes 24 campuses.  The district plans to expand that to 32 schools in future years. Watlington said schools selected for the network tend to have graduation rates below 90% and to have expressed interest in incorporating the strategies.

For educators and administrators interested in introducing something similar into their schools or district, Watlington said it's important not to put the bulk of the workload on school staff. Instead of overburdening teachers and principals, he suggests figuring out how to also build partnerships with parents and community and philanthropic organizations.

Apart from expanding to more schools next year, Watlington said the district is looking into academic patterns that manifest during middle school so the district can assist students even before they enter high school.

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By Discovery Education

The Importance of Career and Technical Education for Career Readiness

Career and technical education (CTE) equips students with the skills and knowledge necessary to thrive in the workforce. CTE programs are designed to align with high-demand industries such as healthcare, information technology, advanced manufacturing, renewable energy, and more. CTE can increase student engagement, improve graduation rates, and boost career readiness.

The Impact of CTE on Students and Communities

• Increased Graduation Rates: Studies show that students who participate in CTE programs are less likely to drop out of school and more likely to graduate from high school on time.
• Postsecondary Success: CTE students are often better prepared for both college and career. Many earn industry-recognized credentials, which give them a competitive edge in the job market.
• Community Workforce Development: By aligning CTE programs with local labor market needs, school districts can help address workforce shortages and contribute to regional economic growth.

Key Data on CTE’s Impact on Career Readiness

There is a wealth of data that shows CTE programs can improve academic outcomes and prepare students for life beyond high school, particularly with career readiness. Benefits include:

• Higher Graduation Rates: Nationally, CTE concentrators graduate at a rate of 94%, compared to the national average of 87%. (Source: National Center for Education Statistics - NCES)

• Improved Academic Performance: CTE students are more likely to score higher in math, science, and reading assessments, especially when their coursework integrates academic and technical learning. (Source: Association for Career and Technical Education - ACTE)

• Increase in Industry Credentials: More than 50% of CTE students earn industry-recognized credentials or college credits while in high school, giving them a head start in the job market or further education. (Source: Perkins V Annual Performance Report)

• Better Career Preparedness: +80% of employers report that CTE graduates are better prepared for jobs than their non-CTE counterparts, particularly in fields requiring technical and soft skills such as collaboration and problem-solving. (Source: Advance CTE)

Strategies for Scaling Up CTE Initiatives

Scaling up Career and Technical Education (CTE) initiatives requires a comprehensive approach involving many aspects such as program relevancy and access, fostering strong partnerships with industry and postsecondary institutions, and more. Below are a few key strategies that district leaders, policymakers, and educators can use to scale CTE programs and improve outcomes.

Aligning Programs with Regional Workforce Needs

Successful CTE programs are designed in collaboration with local employers and industry groups to ensure that students acquire skills that are in demand. Without this alignment, students may graduate with skills that are outdated or misaligned with local job opportunities, limiting their career prospects. Successful CTE programs are developed in close collaboration with employers, industry groups, and workforce development organizations to provide students with the most relevant, high-demand skills. These resources may help in identifying highdemand industries and occupations: U.S. Bureau of Labor Statistics (BLS), which provides national and regional employment projections; and State Labor Market Information Systems (LMIS) – each state tracks job trends and skills gaps.

Expanding Access to Industry-Recognized Credentials

Earning an industry-recognized credential while in high school gives students a significant advantage in the job market. These credentials validate a student’s technical skills and often lead to higher starting salaries. The credentials, awarded by professional organizations or industry groups, signal to employers that students have met industry standards for technical knowledge, hands-on expertise, and workplace readiness. Districts should embed credential preparation into standard coursework rather than treating it as an add-on.

Quick Tip: Many students face financial barriers when obtaining credentials due to exam costs. Districts can explore employer sponsorships to subsidize costs and local partnerships with community colleges that offer free testing opportunities for dual-enrolled students.

Teacher Professional Development: Building Capacity for High-Quality CTE

Effective CTE programs require highly skilled and well-trained educators who can bridge the gap between academic learning and industry practices. Recruiting, training, and retaining qualified CTE teachers is essential for program success. There is no doubt that districts face many challenges in finding effective CTE teachers, including staffing shortages, industry competition, and rapid technological change. However, there are a number of approaches to overcoming these obstacles.

Strategies for Building a Strong CTE Teaching Workforce

• Alternative Certification Pathways: Creating flexible certification programs allows industry professionals to transition into teaching roles without traditional education degrees. • Ongoing Professional Development: Offering workshops, externships with local businesses, and training in emerging technologies to ensure that teachers stay current.
• Mentorship and Peer Support: Establishing mentorship programs where experienced CTE teachers can guide new educators through curriculum planning, classroom management, and industry engagement.
• Competitive Compensation and Incentives: Providing competitive salaries, signing bonuses, and loan forgiveness programs to attract and retain CTE teachers.
• Collaboration with Industry Experts: Partnering with local businesses to bring professionals into the classroom for guest lectures, co-teaching opportunities, and curriculum design.

Career Exploration Improves Readiness and Engagement

Career exploration is a continuous process that helps students connect their academic experiences to future career possibilities. District leaders should prioritize early and ongoing career exploration opportunities to ensure students are exposed to a variety of options. Discovery Education’s recent report found that “Connecting students with opportunities to explore future careers and envision what is possible helps them link their education to real-world outcomes,” improving student engagement with coursework.

Initiatives for Career Exploration

• Career Awareness in Elementary and Middle Schools: Introducing career concepts at an early age helps students develop a broader understanding of the world of work. Programs such as career days, guest speaker series, and hands-on projects can be highly effective and engaging.
• Comprehensive Career Counseling in Upper Grades: Career counselors play a critical role in guiding students through the exploration process. District leaders should invest in training counselors to use the latest career assessment tools and provide access to updated labor market data.

Digital Tools for Career Exploration

According to Discovery Education’s Insights report, “About three-quarters of students report that resources for career exploration are important for both their long-term success and day-to-day learning, and about 80% of students report that content that connects to real-world experiences like career is important for their day-to-day learning.”

Technology has expanded opportunities for students to explore careers virtually. Tools such as virtual job shadowing platforms, career readiness content, career assessment software, and VR simulations give students insights into various professions without leaving the classroom. In addition, on-demand tools like Discovery Education Experience Career Connect enable educators to host live video sessions with professionals from anywhere in the world, enabling exploration beyond a local community. Many of these resources can be woven into core curriculum instruction, deepening student engagement to meet state standards in core subjects.

Work-Based Learning: Bringing the Classroom to the Workplace to Build Career Readiness

Work-based learning (WBL) provides students with meaningful experiences that bridge the gap between classroom learning and the workplace. These programs are essential for developing technical and “soft” skills, building professional networks, and applying academic knowledge in real-world settings. According to the Discovery Education report, “Research has shown that work-based learning helps students gain an understanding of the work environment, increases motivation in school, supports work readiness, and enhances job-related skills and knowledge.”

Strategies for Building Effective Work-Based Learning Programs

• Partnering with Local Employers: Strong partnerships with local businesses are the foundation of successful WBL programs. District leaders should work closely with industry leaders to identify workforce needs and co-create internship and apprenticeship opportunities.
• Structured Learning Experiences: Work-based learning programs should have clear learning objectives and regular assessments. Ensuring that students receive mentorship and feedback from professionals is essential for a meaningful experience.
• Support Services for Students: Addressing barriers such as transportation and financial challenges is critical for ensuring equitable access to WBL opportunities. Districts can offer transportation, stipends, or meals to reduce these barriers.

Key Data on Work-Based Learning Experiences

• Students who participate in WBL are more likely to be employed in high-skill, high-wage jobs after graduation. (Source: National Association of Colleges and Employers (NACE))
• Students who participate in WBL are expected to have 6% higher income earning potential than non-WBL participants. (Source: Economic Benefits of WBL, International Journal of Training and Development)

Types of Work-based learning experiences

There are a number of effective ways to provide WBL, including:

• Internships: Paid or unpaid positions that provide real-world experience in a student’s field of interest
• Apprenticeships: Structured programs that combine classroom instruction with paid on-the-job training
• Job Shadowing: Short-term experiences where students observe professionals in the workplace

Funding for CTE and Work-Based Learning

Expanding CTE, career exploration, and work-based learning requires a multifaceted approach to funding. District leaders must explore federal, state, and local funding opportunities while also leveraging private partnerships. District leaders can also blend or braid federal, state, and local resources to create long-term funding models.

Federal Resources

• The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) Funding: Provides over $1.2 billion annually to support CTE programs nationwide. These funds can be used for curriculum development, teacher training, and equipment purchases. District leaders can use these funds to enhance curriculum, invest in teacher training, and purchase equipment.
• Workforce Innovation and Opportunity Act (WIOA): Supports youth employment programs and provides opportunities for work-based learning. This federal program supports youth employment and training services, offering opportunities for districts to partner with workforce development boards and support youth training programs, apprenticeships, and career pathways that prepare students for high-demand careers.
• Title I (Education for the Disadvantaged) of the Every Student Succeeds Act (ESSA): The largest federal K-12 program can help improve the academic achievement of economically disadvantaged students by, for example, integrating academic content with CTE to enhance learning in core subjects like math, science, and language arts, or providing supplemental services, such as tutoring or credit recovery, in conjunction with CTE programs.
• Title II (Preparing, Training, and Recruiting High-Quality Teachers and Principals) of ESSA: Schools and districts can leverage these funds to build a well-trained CTE workforce, strengthen industry connections, and expand high-quality work-based learning opportunities.
• Title IV (Student Support and Academic Enrichment) of ESSA: Title IV funds can support CTE-related activities that enhance a well-rounded education, including STEM-focused CTE initiatives, courses and programs in coding, computer science, and engineering, professional development for educators to integrate technology into CTE instruction, and more.

State and Local Resources

• State CTE Grants: Many states offer competitive grants for CTE expansion. These funds can be used for innovative programming, career counseling, and industry partnerships.
• Local Government Support: District leaders should engage with city and county governments to secure additional resources for workforce development initiatives.
• Bond Initiatives: In some cases, districts have successfully passed bond measures to fund new CTE facilities or upgrade existing infrastructure.

Leveraging Public-Private Partnerships

Private sector involvement is foundational to successful CTE and WBL programs. District leaders can cultivate partnerships with local businesses, industry associations, and community organizations to secure funding, provide internships, and offer mentorship opportunities. Private sector partners are often motivated – and have policies in place – to provide significant resources, including in-kind donations and even funding, mentorship, and real-world learning opportunities for students.

Measuring Success and Ensuring Continuous Improvement

To maximize the impact of CTE, career exploration, and WBL programs, district leaders should seek to establish clear metrics for success and adopt a culture of continuous improvement. Continuous improvement requires collecting data, soliciting feedback from stakeholders, and adapting programs based on workforce trends and student needs. Regular data analysis and stakeholder feedback will help district leaders refine programs and ensure they remain responsive to evolving workforce needs.

Key Performance Indicators:

• Student Enrollment in CTE Programs
• Credential Completion Rates
• Work-Based Learning
• Participation Rates
• Postsecondary Enrollment and Employment Outcomes
• Industry-Recognized Credential Attainment
• Student and Employer Satisfaction Surveys

Overcoming Common Obstacles in CTE, Career Exploration, and Work-Based Learning Programs

Implementing and expanding CTE, career exploration, and WBL programs can be challenging. District leaders must anticipate and address common obstacles to ensure success.

1. Funding Limitations

Challenge: Many districts face limited budgets and struggle to fund new programs.

Solutions:

• Leverage multiple funding sources: Blend or braid federal (e.g., Perkins V), state, and local funds.
• Partner with local businesses: Seek in-kind donations such as equipment, facilities, or expertise.
• Pursue grant opportunities: Apply for competitive grants from state and national foundations that support workforce development.

2. Access for All

Challenge: Students from low-income backgrounds or rural areas may have limited access to high-quality CTE and WBL opportunities.

Solutions:

• Provide transportation and stipends for students participating in work-based learning experiences.
• Scale outreach to students from all backgrounds through targeted recruitment and mentorship programs.
• Offer flexible scheduling for students with family or work obligations.
• Subsidize exam fees or other costs associated with credentials or certifications.
• Explore options to utilize technology to bring work-based learning experiences and career exploration to students via online platforms and video conferencing.

3. Business Engagement

Challenge: Some companies may be reluctant to participate due to liability concerns or a lack of time and resources.

Solutions:

1. Address liability concerns by offering clear guidance on insurance and legal protections for work-based learning.
2. Demonstrate the benefits of the partnership, such as a well-prepared future workforce and positive community impact.
3. Start small and scale up – begin with short-term job-shadowing opportunities and build toward internships or apprenticeships.

4. Curriculum Alignment with Industry Standard

Challenge: Rapid technological changes can make instructional materials outdated.

Solutions:

• Work with reputable career-readiness content providers.
• Partner with industry experts to review and update curricula annually.
• Incorporate emerging technologies and offer professional development for teachers to stay current.
• Use advisory boards to provide regular feedback on program relevance and industry trends.

Conclusion

As the demand for skilled workers continues to rise, the time for action is now to create lasting change – empowering students to achieve their full potential and equipping them for a successful future. As Discovery Education’s annual report shared, “Findings across career readiness indicate a significant opportunity for development. Both students and educators expressed concerns about whether students are adequately prepared to navigate future career paths, with middle school students showing the strongest desire for more exposure and resources to prepare for the future.”

District leaders have an extraordinary opportunity to transform the educational experiences of all students by embracing and expanding career readiness initiatives. Career and Technical Education, career exploration, and workbased learning are essential components of a comprehensive approach to career readiness that prepares students for life after high school. By adopting evidence-based strategies, forming strong partnerships, and leveraging diverse funding streams, district leaders can create opportunities that transform student lives and strengthen local economies.

The success stories and data presented in this guide make it clear: expanding career readiness programs is not just an investment in education—it is an investment in the future. The path to a more prepared and adaptable workforce begins with visionary district leadership and a commitment to preparing students for the future.

Learn how Discovery Education is helping educators prepare all students for a bright future at DiscoveryEducation.com/Workforce-Readiness.

The U.S. Department of Education announced Feb. 10 it was reversing two career and technical education policies put in place by the outgoing Biden administration that some say would have added administrative burdens for additional reporting at the state and local levels.

The policies — finalized just days before President Donald Trump was inaugurated in January — include information collection activities under the Carl D. Perkins Career and Technical Education Act’s state plan guide and consolidated annual report.  

The additional reporting requirements would have "piled on thousands of hours in additional reporting compliance requirements on states, high schools, and community colleges that can be better spent on equipping the American workforce with the skills necessary to rebuild our economy," the Education Department said.

Also known as Perkins V, the law supports CTE learners through secondary and postsecondary school connections. About 85% of high school graduates in 2019 had taken a CTE course, according to the National Center for Education Statistics. 

When the Education Department proposed the policy changes last fall, the agency said it wanted to change data specifications to align more with the Perkins V law. At the time, the Education Department also said the changes would reduce the collection of potentially duplicative information, give states more time to report education and employment outcomes, and improve the consistency of performance data reported by states.

But several school administrative groups said the policies would result in unnecessary and burdensome work for schools.

In a statement posted Feb. 10, AASA, The School Superintendents Association, said the information collection policies would have "hindered the ability of districts to track the success of our CTE students over time and create considerable new and inappropriate unfunded mandates on districts leading to thousands of hours of additional reporting requirements for districts."

Advance CTE, a CTE membership organization, and the Association for Career and Technical Education, a CTE advocacy organization, had asked the new Trump administration to rescind the Biden-era policies and revert to the previous versions of the requirements for the state plan guide and related consolidated annual report.

In a Jan. 24 letter the organizations wrote to Acting Education Secretary Denise Carter that the new policy exceeded statutory requirements in Perkins V and would not help state or local programs bring value for learners.

The organizations said feedback from state members showed that the Biden-era policy changes would require them to recode or update existing systems of data collection and reporting. That would require an additional 1,000 hours of staff time to successfully complete per state, they estimated. 

In its announcement, the Education Department also said it is celebrating CTE Month in February. CTE courses can include information technology, business, healthcare, agriculture, hospitality, engineering and more.

New York City Public Schools is working on launching an early college program with Delaware State University for the 2025-2026 school year. 

The early college program, called HBCU Early College Prep High School, will be the first such collaboration between a historically Black college or university and a school district that’s located in a state without an HBCU, according to Chyann Tull, a New York City Public Schools spokesperson.

Early college programs are jointly run by high schools and colleges and allow high schoolers to take college courses for credits toward an associate or bachelor’s degree. These programs can help make college more attainable for low-income, first-generation and racial minority students — and lead to better educational outcomes. 

Since 2002, when the Gates Foundation launched an early college initiative, the number of such programs have grown to more than 1,000 throughout the U.S., according to the nonprofit American Institutes for Research. 

In the New York City school, students will take college courses starting in 9th grade — allowing them to earn an associate degree for free with their high school diploma. They will also be automatically accepted to Delaware State when they graduate, Tull said in December. 

Administrators at Delaware State declined to comment in December on the program since “the formal agreement has not been finalized by the two institutions,” said Carlos Holmes, a university spokesperson. As of Feb. 4, the agreement was not yet finalized but the two parties were close to completing it, Holmes said in an email. 

School districts and colleges need to consider several factors when building early college partnerships, experts say. 

In general, early college programs can “really inspire students” to move on to two- or four-year colleges after graduating high school, said Russell Olwell, dean of education and educational partnerships at Middlesex Community College and an expert on early college and dual-enrollment programs. 

Many students don’t realize the extent to which early college can move them ahead or how much money credits earned in high school can save them down the road, Olwell said. 

First-generation students and students of color “have been less involved in early college and dual enrollment historically, and programs like this could help turn this situation around,” Olwell said. “This program could be impactful on its own, and could inspire other efforts from HBCUs across the country.”

The HBCU Early College Prep

NYC Public Schools offers other early college programs, including through a partnership with Bard College, a private liberal arts college in New York, Tull said. 

But the system has been aiming to open “accelerated schools” for students in underserved areas, such as the South Bronx, East New York in Brooklyn, and South Queens. That includes one that exposes students to “the HBCU experience,” Tull said. 

Why did officials select Delaware State for the program? Asya Johnson, the program’s founder and interim acting principal is a Delaware State graduate herself. Moreover, 30% of Delaware State’s students come from New York City, Tull said. 

The program’s initial 9th grade class, starting in the fall, will include 100 students accepted through an application and assessment process that factors in GPA, writing prompts and a video interview, Tull said. The program is prioritizing students living in certain neighborhoods within the Queens borough of New York. Offers will be sent to students in March. 

Through the program, NYC Public School teachers trained by Delaware State will deliver a college-level curriculum to students in grades 9-11. Then, during the second semester of their junior years, students will receive online instruction by Delaware State professors, Tull said. In total, they will earn 64 college credits upon graduation.  

The partnership could have long-term benefits for the students, especially since New York City has a critical mass of students from racially marginalized groups, said Felecia Commodore, an education policy professor at the University of Illinois Urbana-Champaign.

Such a collaboration would expose underrepresented students, including those who are Black or Latino, to HBCUs — despite the New York City area lacking one, said Commodore. 

Some research has linked graduating from HBCUs to better mental health outcomes and well-being for Black students. That’s because those institutions are “culturally affirming” for students, while preparing them to be highly competitive in both the workforce and the graduate school marketplace, Commodore said. 

“From a demographics standpoint, it seems like a really good match,” said Commodore.

The benefits of early college programs

Guaranteeing acceptance to a university like Delaware State, as the HBCU Early College Prep program is planning to do, can make the college admissions process “feel less daunting,” Tull said. 

And getting an associate degree for free can alleviate some of the financial burden that comes with higher education, she added. 

Those students will enter college at a sophomore or even junior-level status, Commodore said. 

“It’s not just that you are academically prepared for college, but actually can, for some students, save money or save on the cost of college because you will not be paying tuition for as many years,” said Commodore. 

Some evidence also suggests that early college programs can make higher education more attainable for many students. 

A study from the University of North Carolina at Greensboro in 2022 found that early college students were three times as likely to earn an associate degree than other students. And economically disadvantaged students in early college programs were also more likely to earn a bachelor’s degree. Those students also earned those degrees more quickly. 

Students in early college programs also outperformed their peers in the same school district both on state assessments and in high school graduation rates, according to a June 2024 report from AIR.

Implementing a successful program

Olwell said he hopes the New York City program could be replicated at other HBCUs and minority-serving institutions — such as Hispanic-serving institutions and tribal colleges and universities. 

Early college programs are also resource-intensive, Commodore said. School districts and colleges collaborating on these programs need to ensure they have the financial resources in place to sustain them, she said. 

“You want to make sure that there is an investment of resources to ensure that the program can sustain over years,” said Commodore.

According to Tull, the HBCU Early College Prep program is a permanent new school, costing the district more than $2.2 million over the first four years — roughly $500,000 per year. 

Commodore also cautioned that such partnerships shouldn’t siphon money from other public schools in the district that are not participating in the program. 

And it’s important that students taking classes in those programs receive credit that multiple institutions will accept, Commodore said. Students in the New York City program, for instance, may want to attend a college other than Delaware State. 

Lastly, when partnering with college on an early program, school districts should consider whether their students could actually afford to enroll there to earn their bachelor’s degree after graduating high school.

“It’s great for students to accumulate the credits, to have access to these wonderful institutions like Delaware State University,” said Commodore. “But if students can’t afford those final two to three years at the institution, then it kind of seems for naught.” 

Federal student aid in the U.S. depends on one form — the Free Application for Federal Student Aid, or the FAFSA. But not every student fills it out.

Recently, researchers at The Century Foundation, a left-leaning think tank, looked closely at completion rates for the FAFSA and cataloged some surprising trends. 

Among them: Completion rates for low-income students have mostly rebounded after dips seen during the pandemic, while completion rates for most other income groups have declined. Middle-income students, in particular, still have lower completion rates than they did pre-pandemic. 

“Reaching middle income families remains a difficult problem to solve even as low-income communities are doing relatively well,” said Peter Granville, co-author of the research and fellow at The Century Foundation. 

Much of the concern around FAFSA completion rates is about low-income students not getting all of the aid that they’re entitled to. In turn, less aid can prevent students from attending college or succeeding once there. The pandemic depressed overall FAFSA completion rates, as some students reconsidered higher education in the face of widespread remote learning and a strong labor market.

The rebound of FAFSA completion for low-income students and families is a promising signal for policymakers who have been trying to get those rates up, Granville said. 

“Historically, low-income families had been the least likely to complete the FAFSA despite having the greatest need for aid,” he said. “These trends suggest that something has been working to engage low-income communities in the financial aid process.”

For the class of 2017, about 52.9% of students in the lowest income quintile filled out the FAFSA, according to the think tank’s analysis, which looked at data from the Federal Student Aid Data Center. That amount was roughly the same for the class of 2023. Researchers did not look at the class of 2024, which was affected by the delayed rollout of a new form by the U.S. Department of Education. 

The numbers likely indicate that policies to encourage FAFSA completion among low-income students are working, Granville said. Those include making FAFSA completion a requirement for high school graduation or for participating in free college programs. Direct admissions programs — in which colleges proactively offer admission to high schools students — can also encourage FAFSA completion. 

“I take it as a sign of encouragement for policymakers who want to see families with significant needs receive the aid offers that they’re entitled to,” Granville said. 

Similarly, FAFSA completion rates are level for other groups that policymakers have often targeted. Completion rates for students from areas with the lowest average educational attainment have increased by more than 1 percentage point since 2017, reaching 54.2% for the class of 2023. 

And while students from largely Black and Latino neighborhoods have historically had lower FAFSA completion rates than their peers in other areas, that relationship has now reversed slightly. 

In 2023, those student groups were slightly more likely to file a FAFSA than their counterparts in neighborhoods with smaller shares of Black and Latino residents. Among the class of 2023, 54.9% of students from neighborhoods with the highest shares of Black and Latino residents completed the form, compared with 53.2% of students from neighborhoods with the lowest shares. 

Part of that is likely due to California and Texas passing FAFSA requirements for high school students to graduate, researchers suggested. In both states, Hispanic and Latino residents account for roughly 40% of the poplation, Census data shows. 

Low-income families are almost always entitled to some federal student aid if they fill out the FAFSA. But middle-income families face a more complicated picture. It can be difficult for them to know if filing a FAFSA will really be worth their time, Granville said. 

Students in the middle three income quintiles saw their FAFSA completion rates decrease between 2017 and 2023, some by as much as 3 percentage points. Rates currently hover between 49% and 54%. 

But middle-income students and families might still qualify for federal aid, and still might be leaving money on the table if they don’t fill out a form. 

Granville said colleges and states offering free or reduced tuition to students with household incomes below a certain threshold could make the financial aid process more clear for families and help address the FAFSA completion declines in middle-income families. 

“A highly complex financial aid system has downsides,” he said.

High schoolers nationwide graduated at nearly the same rate in the 2022-23 school year as prior to the COVID-19 pandemic, according to data released Dec. 19 by the National Center for Education Statistics.

The average four-year high school graduation rate reached 87.4% in 2022-23 — a tiny uptick from 87.3% in 2018-19, NCES found. Still, the rates eclipse the 73.7% graduation rate of three decades ago in 1990-91. 

The split was roughly equal for states that increased or didn't increase graduation rates. Twenty-three states and the District of Columbia saw higher graduation rates between 2018-19 and 2022-23, NCES found.

While graduation rates have improved over time, gaps were found by race and ethnicity.

In 2022-23, students who were Asian, White, or two or more races graduated at rates above the national average. But rates fell below the national average for Hispanic, Pacific Islander, Black and American Indian/Alaska Native students, the NCES data showed. 

The NCES data also revealed a gender gap: Women graduated at higher rates than men, 89.9% versus 84.9%.