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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Margo Turner Mead, Technical Assistance Provider, Communications, CCC

Regional Collaboration Leads to Student Success at New High School

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: First-time Students, Low Unit Certificate Students
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Global Trade & Logistics, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : MP 4, MP 5, MP 6, MP 6a, MP 7, MP 10, MP 15, MP 18, LI 5 (click here for description)
  • Regions Involved: Central Valley
  • Colleges Involved: College of the Sequoias
  • Other Organizations: Visalia Technical Early College High School

The Challenge

Fostering regional collaboration in order to develop innovative and sustainable programs that have the buy-in, backing, and support of multiple actors, and which highlight weaknesses and minimize redundancies in regional offerings.

The Solution

College of the Sequoias expanded its Tech Prep Consortium, which was historically focused on agriculture, to include multiple industry sectors in the Central Valley. It secured the participation of K–12 schools, community colleges, businesses and others, and formalized their engagement through agreements that spelled out expectations. By pooling funding from multiple sources, the leaders generated an innovation fund and worked with the Consortium to determine the areas of greatest need and the topics of highest priority. Funding was distributed using a mini-grant system that required partners to write short proposals, which were reviewed and approved by the Consortium.


The Consortium generated a number of projects that yielded strong returns for students. For example, it helped to establish Visalia Technical Early College High School, a charter school that focuses on career and technical education. Students from any of the district’s four high schools can elect to attend the school, which is located on the College of the Sequoias campus. Thanks to clear articulation agreements and the close proximity to postsecondary offerings, many students receive 15–20 college credits prior to finishing their high school coursework and some attain a college certificate.

The Data

The first graduating class of Visalia Technical Early College High School attained a 96% college and career transition rate and a 98% graduation rate. Graduating seniors improved their GPA by more than 1.8 points and attendance by more than 6%. 18% of graduating seniors received College of the Sequoias Certificates of Completion in an approved career and technical education program area.

Supporting Information

See pg 24-25 in the 2013 CTE Pathways Initiative Report

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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Understand why regional collaboration is more important than ever.