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Practices with Promise Success Story

Submitted By: Cindy Wijma, WestEd

High School Core Science Classes Contextualized for Health Science Careers

  • Type of Practice: Contextualized Content
  • Type(s) of Users Served: First-time Students
  • Sector(s): Health
  • Momentum Point(s) & Leading Indicators : MP 4, MP 5, MP 6, MP 6a, MP 7 (click here for description)
  • Regions Involved: San Diego/Imperial
  • Colleges Involved: Cuyamaca College, Grossmont College

The Challenge

Students often find it challenging to figure out the right combination and sequence of college courses required to prepare for a specific field or job, resulting in a waste of student and institutional resources.

The Solution

Grossmont-Cuyamaca Community College District partnered with secondary education, industry, community partners, and the Chancellor’s Office to implement the Health and Science Pipeline Initiative (HASPI). HASPI created college preparatory (A-G approved) core science courses that are contextualized with health science career-related content aligned to Common Core state standards.

Outcomes

HASPI has partnered with over 95 middle and high schools throughout California who are using these contextualized core science curricula.

The Data

In 2009/10, 86 percent of San Diego County HASPI sites teaching medical chemistry outperformed state mean scores for chemistry. Overall, HASPI medical chemistry students averaged 342, compared to the county mean of 338 and the state average of 337.

Improvements were even better for biology — 93 percent of HASPI San Diego County sites teaching medical biology outperformed state mean scores for biology. Average biology scores for HASPI sites, the county and the state in 2009/10 were 368, 354 and 347, respectively.

Supporting Information

HASPI.org


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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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