DRAFT METRICS BY IMPLEMENTATION LEVER AND LEVEL
These metrics are for discussion at the 2014 Fall Institute; we invite your edits and additions to this list.
LEVER I: 9-14 PATHWAYS
DISTRICT
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6.
Short-Term
# and % of students enrolled in
Pathways in each high school
# of high school students
completing dual enrollment college
credits by category: 3-6 credits; 12
credits; over 12 credits
Attendance rates (pre/post or
compared with non-Pathways)
Disciplinary actions (pre/post or
compared with non-Pathways)
Yearly program retention rate (9th
to 10th grade; 10th to 11th grade)
% and # 9th grade Pathways
students on-track
Long-Term
7. Yearly program retention and
persistence rates (grades 11-14)
8. % and # 11th grade Pathways
students on-track
9. # and % completing college-ready
math
10. # and % completing all high school
requirements
11. # and % receiving CTE certificate
or certification
12. # and % students enrolling in
postsecondary without remediation
13. # and % students enrolling in
postsecondary overall
Additional Possibilities
14. # and % participating in high
school summer bridge to college
15. # and % completing all courses in
pathway (9-14)
16. % and # receiving AA or AAS
REGION
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9.
Short-Term
# of districts and schools in region
participating in Pathways
# of Pathways scope and
sequences in place (high school)
# of programs of study aligned to
career pathways (postsecondary)
culminating in high value
postsecondary credentials
Industry sectors targeted match
labor market needs
Number of MOUs and formalized
partnerships between districts and
community college
Types of services offered to high
school students by the community
college (i.e., tutoring, computer
labs, fitness and recreation
access, academic support)
Long-Term
Program is responsive to labor
market needs. (Evidence may
include: employer advisors, faculty
externships, history of revising or
adding programs based on labor
market information)
Percentage of students entering
employment in their field of study
Percentage of students entering
employment overall
Percentage of students earning a
family-supporting wage
STATE
1.
2.
3.
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5.
Short-Term
Dual-enrollment policy includes
flexible access, no cost to
students
Perkins funds used on behalf of
Pathways
Diploma endorsements for CTE
and STEM POS
State approved and aligned
grades 9-14 programs of study
CTE pathways, dual credit
weighed same as AP and IB in
state accountability system
LEVER II: CAREER INFORMATION AND ADVISING
DISTRICT
REGION
STATE
1. # and % students participating in
career readiness programs
2. # and % students with college and
career plans
3. # and % students participating in
college and career exploration
visits
4. # teacher externships in
community and business
5. # and % students completing
FAFSA
1. Regions provide data on highgrowth, high-wage career
opportunities for youth to local
schools and colleges
2. Region’s non-profits and
businesses participate in school’s
career exploration and awareness
opportunities
3. Regional economic development
priorities are articulated and
publicly shared
1. Individual learning plan or WBL
plan and resources to support
quality implementation
2. State investment in career
information and advising platform
3. Indicators of college and career
readiness in accountability system
LEVER III: EFFECTIVE INTERMEDIARIES
DISTRICT
1. District has formal agreement or
identified process for partnering
with regional intermediary/ies
REGION
1. Intermediary functions defined,
distributed, and understood across
all Pathways partner organizations
2. A lead intermediary or coalition is
responsible for organizing
employer engagement with high
schools and postsecondary
institutions, including WBL
3. A lead intermediary or coalition is
responsible for organizing and
convening in order to support
collaboration among all key
regional stakeholders
4. Stakeholders agree to metrics,
timeline, scope, and outcomes
5. Intermediary has dedicated, paid
staff
6. Intermediary reports on Pathways
progress publicly and regularly
Pathways to Prosperity Network Draft Metrics
STATE
1. CBOs and other intermediaries
eligible for discretionary funds to
serve in-school youth
2. Support for WIBs working with inschool youth
3. Infrastructure for a WBL service
delivery system under
development
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LEVER IV: EMPLOYER ENGAGEMENT
DISTRICT
REGION
STATE
1. # and % of Pathway students
participating in job shadows
2. # and % of Pathways students with
paid internships in high school
3. # and % of Pathways students with
unpaid internships in high school
4. Internship completion rates
5. # and % of Pathways students
deemed work ready based on
employer evaluation
6. # of mentors or mentorship
opportunities
7. # and % of Pathways students
entering employment or training
following high school
8. # and % of Pathways students
entering employment or training
following postsecondary
9. # and % of Pathways students
employed in field of study
1. Regional steering committee or
decision-making body in place that
includes employers from targeted
industry sectors, as well as
industry sector organizations
2. # of employers across the region
that partner with participating
districts
3. % of regional employers with
projected labor shortages
participating in the Network
4. Evidence of skills match and
closing the skills gap (employer
survey)
5. # of work-based learning
opportunities offered,
differentiated by: type of
experience, location (work place,
school-based, or other), and level
(high school or postsecondary)
6. # of paid student internships
7. # of teacher externships
8. # of hours spent by employers
assisting educators with crafting
real world learning experiences
and curricula
9. Demand-driven, rather than
supply-driven, workforce strategy
evidenced by initiatives led by
employer community
1. State-supported public-private
partnerships in place to support
employer engagement
2. Creation of incentives to
encourage employer engagement
3. Policies that refashion graduation
requirements to make sure WBL
counts
4. Funding for internships
5. Employer champions at state level
using bully pulpit to raise interest
and get commitments, including
state-level Chambers of
Commerce and Business
Roundtables
LEVER V: STATE LEADERSHIP AND POLICY
DISTRICT
REGION
STATE
1. States should identify and have in place: Organizational home
for the work; Cross-agency leadership team with decisionmaking authority
2. State identifies economic development priorities and aligns
the Pathways work with them
3. Investment in development of new programs, including
directing new funds to the work or encouraging the
reallocation and use of existing funds for the work (e.g.,
Perkins)
4. Policies and state systems that support career pathways for
HS students are in place and policy, fiscal, and other barriers
are removed
5. Data collection systems permit following high school students
into and through a pathway and into the labor market
Pathways to Prosperity Network Draft Metrics
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