Jodi Tandet
What Happens When Employers Help Build the Pathway? Insights from Dr. Jeff Moorhouse
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This September 2026 publication from the Christensen Institute examines how states can better align K–12 education, higher education, and workforce development to create stronger pathways from education to employment. It explores policy barriers that can prevent institutions and employers from coordinating career-connected learning, including work-based learning opportunities, graduation and college credit requirements, funding structures, and licensure rules.
Drawing on case studies, the publication outlines five priorities for state leaders: establishing a shared vision and data across systems, recognizing learning across different settings, aligning funding with career-connected outcomes, building statewide infrastructure to support local programs, and strengthening demand for career-connected pathways. It offers recommendations to help policymakers, education leaders, and workforce partners build more coordinated systems that respond to students’ needs and regional workforce priorities.
Drawing on case studies, the publication outlines five priorities for state leaders: establishing a shared vision and data across systems, recognizing learning across different settings, aligning funding with career-connected outcomes, building statewide infrastructure to support local programs, and strengthening demand for career-connected pathways. It offers recommendations to help policymakers, education leaders, and workforce partners build more coordinated systems that respond to students’ needs and regional workforce priorities.
This August 2026 report from RAND examines career-connected learning in U.S. public schools, drawing on nationally representative surveys of school district leaders, principals, and students during the 2025–2026 school year. It explores how schools support college and career planning, career exploration, and work-related learning, and whether students are able to participate in the experiences they intend to pursue.
The findings highlight gaps between students’ plans and their participation in workplace visits, internships, and apprenticeships, along with an emphasis on four-year college pathways that can leave other options underrepresented. The report also examines how schools track career and postsecondary planning and identifies opportunities for education leaders and policymakers to strengthen career-connected learning and better support students with different goals after high school.
The findings highlight gaps between students’ plans and their participation in workplace visits, internships, and apprenticeships, along with an emphasis on four-year college pathways that can leave other options underrepresented. The report also examines how schools track career and postsecondary planning and identifies opportunities for education leaders and policymakers to strengthen career-connected learning and better support students with different goals after high school.
This July 2026 evidence brief from Project Evident synthesizes research across career development, youth development, education, and workforce development to examine what is known about effective career exploration for middle and high school students. It considers the outcomes young people should gain from career exploration and evaluates what existing studies reveal about different practices and program models.
The brief identifies areas where evidence is strongest, highlights gaps in understanding which approaches work best for different students and under what conditions, and outlines priorities for strengthening research, measurement, and continuous improvement. It provides an evidence-focused resource for education leaders, practitioners, policymakers, and funders working to improve career exploration opportunities for young people.
The brief identifies areas where evidence is strongest, highlights gaps in understanding which approaches work best for different students and under what conditions, and outlines priorities for strengthening research, measurement, and continuous improvement. It provides an evidence-focused resource for education leaders, practitioners, policymakers, and funders working to improve career exploration opportunities for young people.
This July 2026 white paper from Project Evident presents findings from an assessment of career exploration in middle and high schools. Drawing on research across youth development, career development, education, and workforce development, along with input from practitioners, researchers, and education leaders, it examines what is known about career exploration and where evidence gaps remain.
The paper identifies key components of high-quality career exploration, including hands-on experiences, relationships with employers and trusted adults, integration with academic learning, and opportunities that build over time. It also outlines priorities for educators, policymakers, employers, and funders to improve the quality, accessibility, and impact of career exploration for young people.
The paper identifies key components of high-quality career exploration, including hands-on experiences, relationships with employers and trusted adults, integration with academic learning, and opportunities that build over time. It also outlines priorities for educators, policymakers, employers, and funders to improve the quality, accessibility, and impact of career exploration for young people.
In this July 2026 practice brief, Project Evident examines the conditions schools and communities need to provide meaningful career exploration opportunities for middle and high school students.
Drawing on research and input from educators, practitioners, researchers, and education leaders, the brief identifies four key areas for improvement: integrating career exploration with academics, strengthening educator and practitioner capacity, building sustained employer and community partnerships, and aligning funding and accountability with student outcomes. It highlights the need for dedicated staff, professional development, coordination across programs, and better data systems to help schools deliver consistent, high-quality experiences that support students’ career awareness and readiness.
Drawing on research and input from educators, practitioners, researchers, and education leaders, the brief identifies four key areas for improvement: integrating career exploration with academics, strengthening educator and practitioner capacity, building sustained employer and community partnerships, and aligning funding and accountability with student outcomes. It highlights the need for dedicated staff, professional development, coordination across programs, and better data systems to help schools deliver consistent, high-quality experiences that support students’ career awareness and readiness.
This report from the National Cross-Partisan Education Policy Network’s Career-Connected Learning Working Group examines how career-connected learning can help address declining academic achievement, student disengagement, and uncertainty about the purpose of education. It challenges the perceived trade-off between academic rigor and career preparation, arguing that students benefit from mastering core academic skills alongside the skills needed for modern work.
The report calls on education leaders, employers, policymakers, and communities to expand access to high-quality career-connected learning and build stronger connections among classroom learning, career opportunities, and economic development.
The report calls on education leaders, employers, policymakers, and communities to expand access to high-quality career-connected learning and build stronger connections among classroom learning, career opportunities, and economic development.
What Does It Really Mean to Be “Ready”? Insights From Dr. Bill Daggett
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Alabama Department of Youth Services Expands Career-Connected Learning Opportunities for Students Through Partnership with Pathway2Careers
Why Real-World Math Examples Often Fail (and What Actually Works)Â
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