Career-Connected Learning Puts Focus on Real-World Skills

Career-Connected Learning Puts Focus on Real-World Skills

States aim to create no-dead-end systems where every credential, work experience and academic credit can stack toward future opportunities.

States must elevate high-quality career and technical education, or CTE, to the same level of prestige as college-prep options, according to a panelist at NCSL's Legislative Summit session on preparing students for the workforce. (andresr/Getty Images)

The traditional "college or bust" mindset no longer meets the needs of learners or the economy.

That was the consensus of leaders in education, labor and workforce development at a session on preparing students for the workforce held at the 2025 NCSL Legislative Summit in Boston. They say states play a pivotal role in creating no-dead-end systems where every credential, work experience and academic credit can build, or "stack," toward future opportunities. But getting there requires confronting stubborn stigmas, preparing teachers, engaging employers and rethinking how schools measure success.

"Learning does not happen by shearing off a brain and pouring in a pitcher," says session panelist Randi Weingarten, president of the American Federation of Teachers. "We have to make schools engaging and relevant, safe and welcoming for both kids and their parents."

"We want a no-dead-end approach. Credits are transferable, certifications are stackable and nothing is wasted."

-Maria Flynn, president and CEO of Jobs for the Future

Weingarten argues that high-quality career and technical education, or CTE, can be one of the most powerful ways to build student agency, life skills and community connections. But she warns that a stigma around CTE persists, pointing to survey data showing that 95% of parents encourage their children to pursue college, while only 40% of students complete a postsecondary degree. States must elevate CTE to the same level of prestige as advanced placement courses and other college-prep options, especially when programs lead to in-demand jobs and economic mobility, Weingarten says.

State Action in Practice

Maria Flynn, president and CEO of the nonprofit advocacy group Jobs for the Future, says states can align high school programs with industry needs. South Carolina's apprenticeship model offers students 21 different industry pathways, combining a high school diploma with the equivalent of a year of community college and an apprenticeship certification. The program includes a $5,000 scholarship funded through state legislation.

Other states are making similar moves:

• Indiana has expanded apprenticeship opportunities in partnership with local employers.
• New York created a talent pipeline for the semiconductor industry by connecting school districts, CTE teachers and community colleges with major manufacturers.
• Vicksburg, Miss., redesigned its high school experience with local industry input, boosting its graduation rate from 56% to 88% in a decade.

Panelists also emphasized the value of data and aligned information systems that allow educators and policymakers to track emerging workforce needs and adjust programs accordingly.

Rethinking Teacher Preparation

Expanding career-connected learning requires rethinking how teachers enter the profession, particularly in high-demand fields such as CTE. Jason Dougal, president of the nonprofit National Center on Education and the Economy, points to the growing number of states developing registered teacher apprenticeship models, which allow candidates to earn credentials while working in classrooms.

States are experimenting with:

• Paid student teaching models, such as Pennsylvania's $5 million stipend program for future teachers.
• Grow-your-own models, including initiatives that encourage paraprofessionals to become certified educators.
• Partnerships between school districts and higher education to align teacher preparation with workforce-focused instruction.
• Recruiting industry professionals into the classroom and providing targeted instructional training, particularly to strengthen the CTE teacher workforce.

No-Dead-End Systems

From Colorado's push for every high school graduate to earn college credit, a credential- and work-based learning experience, to Michigan's integration of academic and CTE pathways, panelists urge states to design education systems with flexibility and permeability. They say students should have the flexibility to begin an apprenticeship, transition to college, or pursue both, while retaining credit for completed work.

"We want a no-dead-end approach," says Flynn, with Jobs for the Future. "Credits are transferable, certifications are stackable and nothing is wasted."

While much of the conversation during the NCSL session centered on technical skills, the panelists also stressed the importance of qualities such as empathy, creativity and the ability to work in teams. They say these skills take on even greater importance in the context of AI and the modern workforce because they cannot be replicated or replaced by technology.

Autumn Rivera is a policy specialist in NCSL's Education Program.