MABRY MIDDLE SCHOOL in conjunction with

Spartanburg School District One and

The South Carolina Department of Educationpresents

EDUCATION AND ECONOMIC DEVELOPMENT ACT OF 2005

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

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.

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.

$19,000

$20,000

$21,000

$22,000

$23,000

$24,000

$25,000

$26,000

Per Capita Income

United StatesGeorgiaNorth CarolinaSouth Carolina

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.

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

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.

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.

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.

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.

Through Personal Pathways to Success, all students will have the resources

to identify, explore and attain their career and employment goals

In elementary school… In middle school… In high school…

Students will learn about a variety of professions through career awareness activities.

Students will explore careers to identify clusters of study relevant to their aspirations and abilities.

Students will experience a variety of professional opportunities through job shadowing, apprenticeships or internships.

Beginning in the 8th grade, students will write and annually update an Individual Graduation Plan (IGP) with help from guidance specialists and parents or parental designees.

In the 10th grade, students will declare a major based on their chosen cluster of study.

Students will plan and prepare for post-secondary study, specialized training or employment with input from parents or parental designees, educators, counselors and the business community.

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

Clusters of Study

A/V Technology and Communications

Agriculture, Food and Natural Resources

Architecture and Construction

Business, Management and Administration

Education and Training

Finance

Government and Public Administration

Health Science

Hospitality and Tourism

Human Services

Information Technology

Manufacturing

Marketing, Sales and Service

Public Safety and Security

Science, Technology, Engineering and Mathematics

Transportation, Distribution and Logistics

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

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

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

A Sample Individual Graduation Plan

Cluster of Study: Health Science Major: Health Treatment Specialties

Required Core for Graduation

9 10 11 12

Math–Four Units Algebra I Geometry Algebra II Pre-Calculus

English–Four Units English I English II English III English IV

Science–Three Units Physical Science

Biology Chemistry or Physics

Physics or Biology II

Social Studies–Three Units One unit of Social Studies U.S. History Economics/ Government

Required Courses for Major–Four Units Health Science Technology I, II, III, IV; Medical Terminology; Others

Complementary Coursework Anatomy & Physiology, AP Biology, AP Calculus, Emergency Medical Services, Sports Medicine

Career-oriented Learning Opportunities Career Mentoring, Shadowing, Service Learning, Internship, Cooperative Education, Senior Projects

Professional Opportunities After Post-secondary Education

2-Year Degree: Dental Hygienist, Paramedic, Registered Nurse4-Year Degree or Higher: Athletic Trainer, Pharmacist, Physical Therapist, Medical Doctor

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

Every step along the Pathway is crucial to making each student’s future a success

K–5: Career AwarenessIntroduction to the world of careers

6–8: Career ExplorationDiscovering interest areas

8: TransitionChoosing a cluster of study and major (can change easily at any time)

9–12: Career PreparationAcademics and technical courses, intensive guidance, individual graduation plans

Post-secondary: Career PreparationAchieving credentials: college, certification, apprenticeships, military

Employment: Career AdvancementContinuing education and lifelong learning

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

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

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

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.

MARLENE BOWLINGGuidance Counselor

And

KAREN GREENECareer Specialist