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Consistent with the growing political and intellectual discussions on public education, the need has not been greater to redefine and implement strategic plans designed to make envisioned education success a reality. The predicament facing South Carolina in that numerous advocates for preK-12 school reform are very vocal about needed changes, but are without plans or meaningful ideas for the desired changes to take place.

South Carolina’s Pathways to Success is a new program in the state that connects academics and individualized workforce preparation. The initiative was launched in May 2005 as the Education and Economic Development Act (EEDA), and it is undergirded on the notion that fundamental education changes are necessary for the state to compete in a 21st century economy. The program has been funded for only the first year of implementation.

Rick W. Ott Sr., executive vice president for Construction Management, M.B. Kahn Construction Co. Inc, likens EEDA to a program on steroids (emphasis added) in that it possesses the robustness South Carolina needs for a more prominent role in educating its K-14 (yes, 14) students. Toward this end, when students graduate from public high schools with academic credits and specific majors, they can make seamless transitions to college work at the technical colleges where many of the EEDA career clusters and associate degrees exist.

The South Carolina General Assembly passed EEDA with these purposes in mind:

1. To increase student achievement.

2. To reduce the number of school dropouts; and

3. To better prepare students for post secondary education and employment.

In fall 2006, South Carolina public school students are participating in career awareness in kindergarten through grade five; career exploration in grades nine through 12; and a postsecondary education goal (college, career-related employment, the military, etc.). Personal Pathways to Success provides six key elements envisioned to lead to K-12 student success:

1. Schools are required to identify students at risk for dropping out and assisting them.

2. By 10th grade, every students must declare a major consisting of specific electives. Students are not locked into early career choices.

3. Individual Graduation Plans (IGPs) will list courses required for graduation, electives focusing on students’ individual interests, their post-graduation plans and professional goals.

4. Learning in work settings (apprenticeships) are part of the EEDA experience.

5. Agreements between high schools and participating colleges and universities will make it easier for students to carry on with their career interests.

6. Regional Education Centers will address the needs of students and their families.

Other spinoffs not in the early EEDA literature are worth noting. First, teachers, administrators, counselors, support staff, etc., will see more engaged and focused students in their schools.ˇ Second, these engaged students will enable everyone to be more successful and effective in what they do ...ˇ in and out of school.ˇ Third, South Carolina will be strengthening itself with regard to a better prepared workforce and a more competitive state economy.ˇ

Columnist Howard D. Hill, Ph.D., may be reached at educationconsultant@sc.rr.com.

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