Students’ readiness to develop the skills needed to prepare them for their future is a challenge confronting educators, parents, school counselors, and pupils in the United States (Legum & Hoare, 2004). There is a lack of exposure to the necessary Career and Technical Education (CTE) that equips our youth with the insight and resources needed to plan and prepare them for their transition into today’s society and workforce. This is an underlying issue that affects all students, not just those who are disadvantaged.

For many American students, getting to the twelfth grade, and completing high school can be a challenge (Huerta et al., 2013). In 2019, high school was the highest level of education achieved by 28.1% of the population age 25 and older (U.S. Census Bureau). In 2017, there were 2.1 million status dropouts between the ages of 16 and 24, and the overall status dropout rate was 5.4 percent (National Center for Education Statistics, 2017). This issue goes beyond secondary education and can be seen in higher education. The U.S. Department of Education reported in 2019 that about sixty-two percent of students who began seeking a bachelor’s degree at a 4-year institution in fall 2012 completed that degree at the same institution within six years. 

It can be difficult for students to work hard for a future that they cannot imagine, and they are unable to make the best decision on which path to take if they are unaware of all their options. Therefore, providing early exposure to career and technical education during middle grades can be the solution to all students’ overall success. Eccles (1999) highlighted that middle childhood allows children to develop competencies, interests, and a healthy sense of confidence to master and control their worlds. Therefore, students must be engaged in activities that connect academics to career and college preparation throughout the middle grades (Curry, Belser, & Binns, 2013). They should be exposed to CTE that prepares them for their integration into society and provides them with the skills to succeed along the way. 

Effective education-career planning systems in middle schools help students become intentional in their educational and career planning; and is a systemic means for helping all middle school students become engaged in school, both academically and socially (Trusty et al., 2005). By exposing the possibilities of their futures and working collaboratively with all stakeholders, educators can close the achievement gap and increase their chances of success. 

Reference

Curry, J., Belser, C., & Binns, I. (2013). Integrating postsecondary college and career options in the middle level curriculum: Middle-level educators must find ways to integrate postsecondary education and career exploration throughout the curriculum. Middle School Journal, 44(3), 26-32. www.jstor.org/stable/41763126

Eccles, J. (1999). The Development of Children Ages 6 to 14. The Future of Children, 9(2), 30-44. doi:10.2307/1602703

Huerta, J., Watt, K., & Butcher, J. (2013). Examining Advancement Via Individual Determination (AVID) and its Impact on Middle School Rigor and Student Preparedness.American Secondary Education, 41(2), 24-37. www.jstor.org/stable/43694156

Legum, H., & Hoare, C. (2004). Impact of a Career Intervention on At-Risk Middle School Students’ Career Maturity Levels, Academic Achievement, and Self-Esteem. Professional School Counseling, 8(2), 148-155. www.jstor.org/stable/42732617

Trusty, J., Niles, S., & Carney, J. (2005). Education-Career Planning and Middle School Counselors. Professional School Counseling, 9(2), 136-143. www.jstor.org/stable/42732657

U.S. Census Bureau. (2019). Educational Attainment in the United States: 2019 – detailed tables. Retrieved from https://www.census.gov/content/census/en/data/tables/2019/demo/educational-attainment/cps-detailed-tables.html