Learn how to create a powerful CTE Strategic Plan that aligns career readiness, workforce development, student outcomes, and institutional vision. Discover eight proven strategies to strengthen Career and Technical Education programs through data, partnerships, and intentional leadership.

Dr. Kevin Fleming continues the conversation on A–G requirements, career readiness, and multiple pathways for student success in California education. Explore insights on equity, workforce preparation, college readiness, and the future of high school graduation policy.

The research we cited at the time was clear: students who attend full-time are statistically more likely to persist and complete their degree. And because completion was the institutional North Star, everything aligned around increasing unit load. What if pushing 15 units, without regard to relevant experience, actually limits long-term student success?

This month, I step slightly outside my usual format of leadership commentary and practical strategy. Instead, I offer a research brief that tackles one of the most significant policy conversations in California education today. A proposal currently being discussed suggests aligning high school graduation requirements with the University of California and California State University A–G course sequence. At first glance, this idea appears to support equity and rigor.