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EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005

MABRY MIDDLE SCHOOL in conjunction with Spartanburg School District One and The South Carolina Department of Education presents. EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005. Now is the time to prepare South Carolina students to compete in a global economy.

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EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005

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  1. MABRY MIDDLE SCHOOLin conjunction withSpartanburg School District One andThe South Carolina Department of Educationpresents

  2. EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005

  3. Now is the time to prepare South Carolina students to compete in a global economy “When I was growing up, my parents used to say to me, ‘Tom, finish your dinner. People in China and India are starving.’ Today I tell my girls, ‘Finish your homework. People in China and India are starving for your jobs.’” –Thomas L. Friedman, The World Is Flat: A Brief History of the Twenty-First Century

  4. The realities of global competition have hit hard in South Carolina • 4,300 manufacturing jobs in South Carolina have been cut since 20051 • 50% of textile jobs in South Carolina have been lost since 20012 • 44% of U.S. textile jobs have been lost to overseas competition since 19963 1Wee, G. and Hirsch, D. The Charlotte Observer. June 15, 2006. 2Healy, B. The Spartanburg Herald-Journal. May 20, 2006. 3DuPlessis, J. The State. June 17, 2006.

  5. With the rise of globalization and the low number of higher wage jobs, two gaps have developed in South Carolina The first is the alarming gap between the state’s per capita income as compared to the rest of the nation and neighboring states. 12005 American Community Survey, U.S. Census Bureau.

  6. With the rise of globalization and the low number of higher wage jobs, two gaps have developed in South Carolina Another gap exists between the knowledge and skills our workforce possesses and the requirements of available jobs in the future. *1998–1999 State Department of Education Special Survey. **Judy, R.W., D’Amico, C., and Geipel, G.L. Workforce 2020: Work and Workers in the 21st Century.

  7. If 85% of jobs require education or training beyond high school, then South Carolina students must be provided with: • Exposure to the entire range of professional opportunities that exist • Programs to help them choose classroom courses relevant to their aspirations and abilities • Ongoing guidance and support from educators, counselors and parents or parental designees • Experiential interaction with professionals in their chosen fields to understand job requirements and employer expectations

  8. What’s the current situation of South Carolina students? • 53% of high school students graduate in four years — the nation’s lowest “on time” graduation rate in 20031 • 33% of 8th graders scored below the basic reading level in 20052 • 17% of South Carolina households were headed by high school dropouts in 20052 1Education Week publisher research. 2Annie E. Casey Foundation, 2005 Kids Count report.

  9. However, the state’s education transformation has already begun South Carolina ranks: • 1st in the nation in improvement on federal math tests since 19971 • 1st in the nation in improvement on federal science tests since 20002 • 1st in the nation in SAT improvement since 19963 • 2nd in the nation in improving teacher quality in 2005 and 20064 • 3rd in the nation in raising academic standards and improving accountability in 20064 1The Monitor Group. 2U.S. Department of Education. 3The College Board. 4Education Week.

  10. The solution is here To achieve statewide prosperity, South Carolina’s students must graduate at higher rates with education plans that prepare them to compete in the global economy. Through the Education and Economic Development Act of 2005, students have the best possible chance for success — their own Personal Pathways to Success.

  11. Personal Pathways to Success empowers youth by making education relevant to their aspirations and abilities, promising a better economy and quality of life for everyone in South Carolina.

  12. Through Personal Pathways to Success, all students will have the resources to identify, explore and attain their career and employment goals

  13. Clusters of study provide focus and direction as students plan their coursework • There are 16 clusters of study as established by the U.S. Department of Education • School districts will offer courses organized around these clusters of study • Each school district in S.C. must offer a minimum of three clusters • District 1 offers courses in 13 of the 16 clusters • Students can transfer to a different school within their district if that school offers a cluster of study unavailable at the student’s assigned school

  14. Clusters of Study Hospitality and Tourism A/V Technology and Communications Agriculture, Food and Natural Resources Human Services Architecture and Construction Information Technology Manufacturing Business, Management and Administration Marketing, Sales and Service Education and Training Public Safety and Security Finance Science, Technology, Engineering and Mathematics Government and Public Administration Health Science Transportation, Distribution and Logistics

  15. DISTRICT ONEACADEMIES ACADEMY OF ARTS AND COMMUNICATION • Arts, A/V Technology, and Communication • Performing Arts ACADEMY OF SCIENCE, ENVIRONMENT, ENGINEERING, AND TECHNOLOGY • Agriculture, Food, Natural Resources, and Environment • Architecture and Environment • Manufacturing • Science, Technology, Engineering, and Mathematics • Transportation, Distribution, and Logistics ACADEMY OF BUSINESS AND INFORMATION SYSTEMS • Business, Marketing, and Administration • Information Technology ACADEMY OF HEALTH AND HUMAN SERVICES • Education and Training • Health Science • Human Services • Law, Public Safety, Government, and Security

  16. An Individual Graduation Plan (IGP) is a road map that guides students toward their education, career or employment goals An IGP also: • Includes general graduation requirements as well as coursework and out-of-classroom learning opportunities related to the student’s cluster of study • Encourages students to begin planning for their futures now, making them more aware of what it takes to achieve their goals • Is flexible and can change based on a student’s aspirations, abilities and interests

  17. Beginning in the 2006–07 school year, all 8th grade public school students will choose a cluster of study and write an IGP with input from their guidance specialists and parents or parental designees

  18. Additional resources will be provided to help students personalize their education plans • Beginning in middle school, the ratio of students to guidance specialists will improve to a maximum of 300:1 to ensure that each student receives adequate counsel, attention and support • Programs are being created to help students make a smooth transition from secondary to post-secondary institutions • More students will have the chance to earn higher education credit in high school • Programs are being implemented to specifically address the individual needs of at-risk students

  19. Every step along the Pathway is crucial to making each student’s future a success Employment: Career Advancement Continuing education and lifelong learning Post-secondary: Career Preparation Achieving credentials: college, certification, apprenticeships, military 9–12: Career Preparation Academics and technical courses, intensive guidance, individual graduation plans 8: Transition Choosing a cluster of study and major (can change easily at any time) 6–8: Career Exploration Discovering interest areas K–5: Career Awareness Introduction to the world of careers

  20. Parents and parental designees are an integral part of Personal Pathways to Success Along with guidance specialists, parents or parental designees are expected to: • Help students choose a cluster of study • Offer input when students write their IGP • Help students prepare for post-secondary study, specialized training or employment after graduation • Provide encouragement and support for students as they work toward attaining their goals

  21. As students follow Personal Pathways to Success, graduate and enter the workforce, the economy and standard of living will improve • Better-prepared graduates will have the knowledge, skills and character traits necessary to close the workforce gap • A better-educated workforce will raise the per capita income, increase productivity and help position South Carolina as a global competitor • As educational institutions collaborate in new ways with business and industry, programs can be developed that align with the specific needs of South Carolina businesses

  22. Personal Pathways to Success cannot work without a strong partnership between educational institutions and businesses 12 online Regional Education Centers will be created to connect schools, students, businesses and professionals. These centers also will: • Connect business and education with nonprofit groups, workforce development boards and other organizations devoted to helping students achieve their goals • Coordinate and facilitate internships, apprenticeships and job shadowing opportunities for students across the state

  23. Personal Pathways to Success is every student’s right and every citizen’s responsibility Making this initiative a success is critical to South Carolina’s future. Get involved today: • Become an EEDA Ambassador and spread the word about Personal Pathways • Volunteer your organization or business to be a partner of a Regional Education Center • Visit www.scpathways.com to learn more about the initiative Thank you for your time and interest in South Carolina’s students and their future.

  24. MARLENE BOWLING Guidance Counselor And KAREN GREENE Career Specialist

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