Career Academy National Standards Of Practice

Partnering Organizations Career Academy Support Network (CASN) National Academy Foundation (NAF) National Career Academy Coalition (NCAC) National Center for Education & the Economy (NCEE) High Schools That Work (SREB) Talent Development High Schools (CRESPAR)

I. Defined Mission & Goals. The career academy has a written definition of its mission and goals. These are available to the administrators, teachers, students, parents, advisory board, and others involved in the academy.

II. Academy Structure. An academy needs to have a well defined structure within the high school, reflecting its status as a small learning community.

III. Host District & High School. Career academies exist in a variety of district and high school contexts, which are important determinants of an academy's success.

IV. Faculty & Staff. Appropriate teacher selection, leadership, credentialing, and cooperation are critical to an academy's success.

V. Professional Development. Since an academy places teachers and other adults into roles not normally included in their previous training, providing adequate professional development time, leadership, and support is critical.

VI. Governance & Leadership. The academy has a governing structure that incorporates the views of all stakeholders.

VII. Curriculum & Instruction. The curriculum and instruction within an academy meets or exceeds external standards and college entrance requirements, while differing from a regular high school by focusing learning around a theme.

VIII. Employer, Higher Education, & Community Involvement. A career academy links high school to its host community and involves members of the employer, higher education and civic community in certain aspects of its operation.

IX. Student Assessment. Improvements in student performance are central to an academy's mission. It is important to gather data that reflect whether students are showing improvement and to report these accurately and fairly to maintain the academy's integrity.

X. Cycle of Improvement. No new academy functions perfectly. Even well established and operated academies benefit from self examination and refinement. Ensuring and improving the quality of a career academy requires engaging in a regular cycle of improvement.

Reforming High Schools: The Role for Career Academies December 1, 2004

Why Change is Needed High School Dropout Rates College Going Rates Postsecondary Remediation Rates Student Engagement

What Are Career Academies? Small, personalized learning communities within a high school Rigorous academics embedded in a career theme Partnerships with employers, communities, and higher education

Framework for Reform Rigor Relevance Relationships Rigor Relevance Relationships

Career Academies Contribution to Rigor High expectations for all students Access to college prep curriculum Students get the help they need -- From qualified teachers Curriculum meets or exceeds state standards, college entrance requirements, and industry standards

Career Academies Contribution to Relevance Students are motivated by applied, contextual, project-based teaching and learning Students select program based on life goals & career interests Career themes linked to local workforce needs Workplace experience, community service Students develop skills important to success in careers, life, society, not just academic skills Programs provide pathways to postsecondary education

Career Academies Contribution to Relationships Smaller settings allow for students and teachers to know each other well Students grouped together over several years with advisors, teachers Employers serve as role models, mentors, advisors

Career Academies Work Labor market outcomes (MDRC) High school graduation (CA) Entry to postsecondary education (CA) Attend four-year college (CA)

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