Objective: The Blueprint seeks to reimagine high school as a gateway to the future by clearly defining the knowledge and skills students need to thrive in today’s rapidly-changing economy, while expanding opportunities for them to engage in meaningful, career-connected learning. It starts with the state designating college and career readiness (CCR) standards in ELA and Math that accurately reflects what students need to know and be able to do in order to succeed in a Maryland community college program, based on an empirical study. With those benchmarks in mind, teaching and learning in every grade – starting with the youngest students in PreK – is designed to ensure students achieve the CCR standard in both ELA and Math by the end of 10th grade, a timeline similar to what high-performing countries use. Once students have the foundational knowledge and meet the CCR standard, they can choose among a set of rigorous pathway options designated to accelerate their progress towards academic and career goals.
Rationale: To keep pace with the needs of the 21st century economy, Maryland’s education system must ensure all students exit high school prepared for personal and economic success. By 2031, it is
estimated that 72 percent of jobs in the United States will require at least some postsecondary education and/or training. Students who graduate from a Maryland high school should feel confident that they have the foundational ELA and Math skills needed to succeed in entry-level, credit-bearing community college courses and be immediately employable in in-demand Maryland jobs.
College and Career Readiness (CCR) Standard
- Conduct an
empirical study to determine the levels and types of literacy and math needed for postsecondary success.
- Adopt a statewide
evidence-based CCR standard in ELA and Math that students can meet by the end of 10th grade or by the time they graduate from high school.
- LEAs assess students no later than 10th grade for meeting the CCR standard.
Aligned Instructional System
- Develop an instructional system that aligns to the CCR standard
Objective: Maryland school districts put systems in place to ensure students, starting in the early grades, are progressing towards meeting the CCR standard in ELA and Math.
Rationale: Early and targeted intervention helps keep students on track before small gaps become major barriers. In order to achieve this, LEAs must refine systematic and data-driven approaches to monitoring student progress and for providing targeted, multi-tiered systems of support (MTSS) starting in the early grades and continuing all the way until students meet the CCR standard in ELA and Math.
Monitor Student Progress towards CCR
Provide Targeted Interventions
- Students who are off track and not progressing towards the CCR standard are provided intervention services as early as possible and additional supports when needed. This can include:
- Multi-Tiered Systems of Support (MTSS) (Somerset County example)
- Individual student learning plans as collaborative tools for students and parents to focus on key areas of need (BCPS example)
- Interventions, tutoring, summer school, etc. (PGCPS example)
- CCR Support Pathways
Objective: Rethink the high school experience to ensure that once students reach the CCR standard, they have the option to choose a high-quality post-CCR pathway that is aligned with their personal and career interests, is engaging, offers up to 60 college credits and/or lead to industry-recognized credentials, and incorporates career connected learning experiences including high school level of registered apprenticeship.
Post-CCR pathways include:
- Advanced Placement (AP), International Baccalaureate (IB),
- Cambridge Advanced coursework,
- Dual Enrollment/Early College,
- Career and Technical Education (CTE),
- Comprehensive Arts,
- High school level of a Registered Apprenticeship.
These post-CCR pathways are available to all CCR students at no cost to the student or their family.
Rationale: Once a student meets the CCR standard in high school, they should be given access to post-CCR pathways that give them a jump start on meeting their college and career goals, including earning college credits and/or industry-recognized credentials.
CCR Pathways
- Develop statewide policies to ensure rigorous post-CCR pathway options
-
College pathways including AP and IB
- Dual enrollment: AIB-MSDE
Joint Policy
-
CTE programs of study
- LEAs align high school post-CCR options to statewide policies and definitions and work to increase choices and seats available in a mix of programs
Objective: Strengthen CTE programming to ensure that all programs of study prepare students to enter in-demand jobs and careers in a modern, diverse economy by connecting curriculum to industry-regionized credentials (IRC) valued by employers and postsecondary programs for further study. Maryland is prioritizing apprenticeship opportunities as the preferred IRC with a goal of 45% of high school graduates completing the high school level of a Registered Apprenticeship or other IRC by the 2030-31 school year.
Rationale: In order for CTE programs to be valuable experiences for students, they need to include rigorous content, be connected to current industry standards, focused on high-wage, high-growth industry areas, and result in portable industry-recognized credentials that give students a leg up in securing entry-level jobs and next level training. All students should have access to real world, career-connected experiences that help them connect what they are learning in the classroom to on-the-job responsibilities and forge connections with industry professionals.
CTE Framework
- Develop a statewide
CTE Framework with a state vision for ensuring student can access to industry-aligned CTE programs and what a high quality CTE program looks like
- Develop
policy guidance and statewide definitions to ensure consistent tracking of progress towards the Blueprint’s 45% goal
- Revise
CTE content standards to reflect the latest industry standards and valued credentials
- Update the list of state-recognized
industry-recognized credentials and embed them into CTE programs
- Conduct
visits to CTE programs statewide and develop a landscape analysis to determine which programs and CTE schools need additional support
- Expand employer support for registered
apprenticeships starting in high school
-
Governor’s Apprenticeship Pledge: goal of 500 new employers, 5000 new apprentices and at least 5 new public agencies that have Registered Apprenticeship opportunities within its first year
Objective: Every public middle and high school student in the state receives career exploration and individualized career counseling services, including guiding students in choosing one or more post-college and career readiness (post-CCR) pathways.
Rationale: The Blueprint envisions that every middle and high school student should have ready access to career counselors who could advise them on post-CCR pathway options in high school. The focus of career counseling is career exploration, awareness building, and personalized guidance on post-CCR and post-HS options. This role is distinct from school counselors who have other significant responsibilities beyond career counseling.
Career counseling has three main objectives:
-
Explore: Guide students exploration of their strengths, interests, and values to support their post CCR pathway selection
-
Connect: Connect employers and students to enhance students understanding and interest in career options
-
Empower: Support students in developing and advancing along a six-year plan and for their future beyond graduation
Career Counseling
- Implement career counseling program starting in SY2023-24 with shared oversight between the GWDB CTE Committee, MSDE and the AIB
- Local MOU agreements between the local school district, workforce board, and community college are in place in all 24 Maryland counties.
- The local partners have hired and trained career counselors. At the end of SY2024-25, there were 355 coaches working in middle and high schools across the state.
- Develop a "hub"“website with resources for career counselors. Links to information about six-year plans and professional learning for career coaches will be provided on this page.
