Career Readiness is an important part of public education and a key part of our mission to help students find their best-fit post-high school destination.
The Wisconsin Department of Public Instruction Career and Technical Education Team recently surveyed 4,500 high school students and recent graduates for their thoughts on career readiness activities in K-12 education. Through virtual focus groups and interviews of self-selected students from across the state, here are some key findings from the Youth Voice in Career Readiness project:
Most students learn about career readiness from teachers
After learning from teachers, students go to families for help with careers, then teachers and school counselors. However, economically disadvantaged students are more likely to ask school counselors and teachers before family members.
Wisconsin Department of Public Instruction, Youth Voice in Career Readiness: 2022 Findings.
Students want more career readiness activities, sooner, and more often
They seek career readiness courses, work-based learning, project-based learning, and internships. They appreciate career-based learning experiences, CTE courses and organizations, and dedicated time for academic and career planning.
“What would be helpful for me is to be able to research or discuss with people different ways I can go within law that would help me narrow down my path or what I want to major in undergrad. I really don't know how to answer that question when people ask me. So I think that a project or a fair, or even just being able to discuss with teachers or counselors would be helpful to me.” ~Current high school student
Teachers need to be engaging and encouraging during career education
“I felt like [Xello] was made to be some sort of assignment or chore and I did it just to get it done. I wish the teaching staff was more enthusiastic about it and wanting to help us because when they looked at it like ‘oh, this is something that I have to teach you today,’ it wasn't enjoyable. It would have helped if we had more community building, too. Like, ‘let's figure this out as a group’ instead of just ‘here's what you got to do … goodbye’.” ~High school graduate
Students want to learn from “real” people about jobs they are interested in
Students want to understand all of their postsecondary options, including trade schools and careers.
“When I was in middle and high school basically the only path we were told about was college, and typically a four-year degree and hopefully masters education because the value was just placed so heavily in a college degree. We didn't even really have the opportunity to talk about trades or a two-year college, or what the benefit of saving money and going to a two-year and transferring into a four-year. Or if you want to do an apprenticeship and get a job right away or intern, we just weren't given those options. It was pretty much laid out to us, like we're all going to college, which is really frustrating.” ~High school graduate
Engagement of students improves when they have more voice and choice in selecting courses
Seeing how their learning is relevant in all courses, not just counseling classes.
“I was in middle school math and they did Xello. The teacher was so excited about it and was looking up schools that the students were actually interested in and careers the students were actually interested in and they were SO engaged. You could tell the kids were really motivated and were understanding why we were doing it.” ~High school graduate
Students don't participate in readiness activities for several reasons
These reasons include too many competing priorities (most-mentioned), lack of awareness, sense that they don't belong, unaligned with their interests, and feeling overwhelmed,
“I wish the options were more advertised. Because there were these other options and they weren't really made known. I only knew about the apprenticeship stuff because we had a family friend who did it. Some things were obvious and then some things you really had to figure it out yourself and it was a lot of your own work that had to be done to be prepared.” ~High school graduate
Recent graduates believe the most important skills needed are soft skills
The skills most mentioned were communication, critical thinking, and self- or time-management.
“Four big ones that I think about is fostering independence and self-confidence for the ability to do things on your own. Then, the growth mindset and understanding that you can continue to grow as a person. And, intrinsic motivation is a big one, too. That would be really helpful. And then finally diversity and inclusion, understanding equity, and how that plays a role in heading into career readiness.” ~High school graduate
Not all students are the same
Students self-identified with special populations, with many coming from economically disadvantaged homes, or with disabilities. Many of these students felt like they didn't belong in career activities.
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OnToCollege is an approved partner of CESA. As Wisconsin school districts work to implement the recommendations from this project, the OnToCollege College & Career Readiness course can be an invaluable resource to help students find their best-fit college at the lowest cost and navigate the college admissions process. To learn more, contact Betsy Bahn at Betsy@OnToCollege.com or click here to schedule a free demo.
