Industry Credentials Challenge: Equity of Access

Ohio’s new emphasis on earning industry credentials as a pathway to high school graduation reveals underrecognized gaps in access to programs that deliver workforce skills

EnvisionEdPlus has been working with district and school leaders to understand their biggest pain points in adapting to Ohio’s new graduation requirements as we have provided dozens of Operation Graduation Design Labs throughout the state over the past 18 months. Among the most consistent worries of educators is that industry credentials are an essential-but-elusive ingredient that many students will need to earn high school diplomas when the new requirements take full effect.

As we prepare for our next iteration of Design Labs – focused on DoAble Credentials – we have assembled some resources that are worth sharing with our friends and partners now. District leaders tell us they need help expanding access to programs that build transferrable skills and lead to industry credentials.

This is the first in a series of blog entries that will explore the realities of access to industry credentials, especially for disadvantaged youth, and resources to help educators move the needle in their schools.

Let’s Start with the WHY

We know Ohio has a skills gap due to issues like technology advancement, automation, an aging workforce and a shifting economy (Franklin University, 2020). When adding the anticipated long-term impacts of COVID-19 to this, Ohio’s high school students must be prepared to enter an uncharted workforce.

While Ohio has identified key in-demand jobs in fields like health, information technology, business, manufacturing and hospitality/tourism, there is no guarantee these jobs will still be in-demand in the post-COVID economy.  Furthermore, “The impacts of the pandemic … are particularly prevalent among Black, Latino, Indigenous, and immigrant households and… reflect harsh, longstanding inequities, often stemming from structural racism” (Center on Budget, Policy Priorities, 2020), so historically disadvantaged youth need to be prepared to succeed in multiple fields in order to compete with their White, middle class peers. 

Meanwhile, in Ohio, indicators of such readiness are sobering. Using the state’s Prepared for Success indicator, as reported on the Ohio Local Report Card for the Class of 2019, fewer than half of all graduates (42%) met the established benchmarks – which include achievements such as earning industry credentials. But, consistent with other academic performance metrics, the outcomes for disadvantaged and traditionally underrepresented subgroups demonstrate even greater needs:

  • Hispanic – 25%
  • Economically disadvantaged – 20%
  • Black, non-Hispanic – 13%
  • Students with Disabilities and Foster youth- 11%
  • English Learners – 10%
  • Migrant and homeless youth – 9% 

This indicates that just increasing opportunities to earn industry credentials likely won’t be sufficient to ensure students are ready for what comes after high school, or that they’ll even earn a high school diploma. We’ll need to dig into engagement and student support strategies, as well as structural barriers hiding within policies, practices and high school schedules.

Understanding Equity and Social Justice

As a first step, staff (teachers and leaders) need to develop a deep understanding of equity in education (current and historical) and its long-term impact on young people, their own community and the global workforce. Here are some resources that can help:

  • The Central Ohio Compact and the ESC of Central Ohio joined forces this year to offer a Diversity, Equity and Inclusion Series engaging educators, businesses and higher education to more deeply focus on increasing equitable outcomes for working adults, low-income and first-generation college students and students of color.  Two webinars are currently available online.  
  • We are HUGE fans of the YWCA Columbus’s Diversity, Equity & Inclusion training and consulting services. Their mission is to educate individuals, small groups and organizations on how to recognize and combat racial injustice and they just announced a new Racial Equity 101 webinar. By January, 2021, the YWCA will be expanding their offerings and consultancy opportunities.  
  • Several Ohio districts are engaging leadership and staff via book studies such as Stamped: Racism, Antiracism, and You  by Jason Reynolds and Ibram X. Kendi and All American Boys by Jason Reynolds and Brendan Kiely.

Continuing the Discussion

If the above resources resonate with you, look for our next installments in this Industry Credential Challenge series. Also, consider registering a team from your school for our DoAble Credential Design Labs in January, February or March. Learn more at the link below.

Our Courses

Image Course Description Price Created On Last Updated On categories_ID
Supporting Families (Level 1) Consider the differences between engaging and supporting eight types of parents or family members you might encounter. Reflect on your past experiences with each of those types. Create and implement an action plan to improve your support for families who need it. 0.00 2020/07/17 2022/03/24 6
STEAMing Up Literacy (Level 1) The content in this course is designed to begin your understanding of STEAM integration (design thinking) and apply this knowledge to your own classroom. You will have the opportunity to implement a mini lesson and receive feedback about your lesson. Two “office hours” will be available to chat with the instructor and others enrolled in this course. 0.00 2021/01/09 2022/03/24 5
Trauma Brain (Level 1) The brain is constantly changing and molding in response to the environment. These changes impact student learning. This is especially true in terms of trauma. This training is designed to help participants learn what goes on in the brain and how they can set up a learning environment for each of the students in their class. 0.00 2021/01/30 2022/03/24 4
STEAMing Up Literacy (Level 2) The content in this course is designed to begin your understanding of Problem Based Learning(PBL) and apply this knowledge to your own classroom. You will have the opportunity to implement a mini lesson and receive feedback about your lesson. 0.00 2021/02/23 2022/03/24 5
High Quality Literacy Instruction (Level 1 & 2) Core content includes an overview of Ohio’s Plan to Raise Literacy Achievement, evidence-based literacy practices, and resources and tools for literacy instruction. Participants will create, implement and improve two classroom-based literacy strategies (in-person, blended or remote). 0.00 2021/02/23 2022/03/24 5
Supporting Families (Level 2) In Engaging Families Through Support - Level 1, you learned about eight types of parents/caregivers and reflected on your past experiences with each type, culminating in a plan to better engage specific types as partners in their children's education. During this 8-hour asynchronous course you will delve deeper in your understanding of the eight types of parents/caregivers by speaking with individual family members you work with, discovering what they need from you and your program, and implementing an action plan informed by the actual families you serve. Doing so will give you sustainable skills and strategies to build stronger family engagement year after year. 0.00 2021/03/07 2022/03/30 6
Differentiated & Engaged Instruction (Level 1) Differentiation is effective instruction that is responsive to the learner’s preferences, interests and their readiness. It could be explained as a framework for thinking about your teaching and your student’s learning. This course discusses differentiation as an effective teaching tool. Included are many resources and strategies to help meet the learning needs of each student. Participants will learn through various articles, videos, examples, strategies and resources to adapt lessons to meet the needs of each student in their classrooms. 0.00 2021/03/18 2022/03/24 5
Trauma Brain (Level 2) This course gives an advanced understanding of the brain. including differences between “active” and “relational” based brains, trauma-related behaviors, and strategies to reach and teach trauma-impacted students so that they can re-engage in learning. Participants will learn about the range of thinking that a brain does, explore how students fit into the range of thinking, and discover healthy ways of engaging the full range of thinking. 0.00 2021/05/31 2022/03/24 4
Differentiated & Engaged Instruction (Level 2) This 8-hour, self-paced course is facilitated by Laurie Trotter, an EnvisionEdPlus Instructional Specialist. The course explores advanced differentiation as an effective instructional method that is responsive to the learner’s preferences and interests. Create, implement, and improve a lesson plan to engage all learners. Participants will learn through various articles, videos, examples, strategies, and resources to be able to be proficient in starting to adapt lessons to meet all needs of students in their classroom. Prerequisite: Differentiated and Engaged Instruction (Bronze Badge). 0.00 2021/05/31 2022/03/24 5
Creativity Belongs in the Classroom (Level 1) Encourage lifelong learning, improve focus, reduce anxiety and enhance thinking in your classroom or program. Creativity is a learned and trained process for getting the most out of higher level thinking and problem solving of your students. Learn how to embed creativity easily into your lessons, using strategies that will help unlock your students ability to be innovative thinkers and problem solvers. This course is appropriate for anyone who works with youth and also satisfies the HQPD Gifted competencies of A, B, and D. 0.00 2022/01/14 2022/04/10 5

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