Photo credit: hechingerreport.org
This article is part of ongoing coverage focusing on the reevaluation of high school education systems. Find out more about innovative educational models, including a new diploma initiative in Alabama that refreshes traditional subjects.
LOUISVILLE, Ky. — The Class Act Federal Credit Union, situated within the Jefferson County Public Schools system, was experiencing a quiet start to the day until an elderly customer entered just after 11 a.m.
“Who’s helping me today?” he asked with a warm smile.
“That would be me,” replied Gracie Lacefield, one of the three student tellers. “How’s your day, and what can I assist you with?” The man provided his account details and handed over his cash for deposit.
This credit union operates differently from most banks; it’s part of a broader educational initiative called Academies of Louisville, designed to incorporate career and technical education (CTE) within the standard curriculum. This strategy invites students to select career paths by their sophomore year, blending vocational training with core academic subjects like math and English.
Launched in 2017 at 11 high schools, the initiative has now expanded to encompass all 15 main high schools in the district. In conjunction with this effort, the district introduced a career exploration initiative across 14 middle schools and formed partnerships with local colleges to offer dual credit courses and facilitate industry-recognized certifications for students.
Related: There’s a plethora of activity in classrooms from kindergarten to high school. Stay informed with our weekly newsletter focused on K-12 education.
According to Jessica Delgado, marketing and communications director for Ford Next Generation Learning, the Academies of Louisville is part of a movement that includes about 30 programs nationwide focused on making CTE accessible to all students. This “CTE for all” model is gaining traction as the prevailing notion of “college for all” wanes, especially in light of escalating tuition fees and unpromising completion rates. Employers are increasingly supporting this model as it aligns with regional workforce needs. Some educators believe that integrating workforce education with academic studies enhances student engagement and helps cultivate professional networks.
Kyle Hartung, associate vice president for education at the nonprofit Jobs for the Future, noted that limited access to work-based learning can hinder career opportunities and economic mobility for youth and adults. While some evidence supports the success of specific “CTE for all” programs, comprehensive data on the efficacy of such an approach is still sparse.
Related: Career exploration can begin as early as middle school
For Marty Pollio, the superintendent of Jefferson County Public Schools, the drive to incorporate career-oriented education stemmed from a desire to enhance student engagement in learning. He recalls an incident from his tenure as principal of Jeffersontown High School—he found a student asleep in chemistry class. Upon waking him, the student expressed disinterest in learning about the periodic table. Yet, when the environment shifted to the welding lab in the next class, the same student was alert and involved, even discussing similar principles covered in chemistry.
Pollio reflected, “If a student shows a passion for welding, why are we not teaching scientific concepts from that angle? Why not incorporate maths in this context?” He motivated his teachers to collaborate and seek tangible applications for their lessons, leading to a chemistry teacher conducting classes within the welding lab, incorporating projects and interdisciplinary teaching across subjects.
As this new model took root, it came about during a pivotal time for the district. Following a legislative change in 2011, there was a push to enhance career readiness evaluations in schools. Being designated a Ford Next Generation Learning Community in 2014 provided a framework for districts aiming to implement CTE programs. In 2016, Jefferson County leaders visited Nashville, a pioneer in the career academies approach, to glean insights for their own implementation.
Transitioning to this new model meant reorganizing schools significantly: each created a freshman academy along with two to three career academies, each with designated leadership and support staff.
Across the 15 high schools, there are now 56 academies offering 155 distinct industry pathways. Freshmen are introduced to all available career pathways, with sophomores selecting one to pursue, allowing them hands-on education in their chosen field.
Students can obtain industry certifications or college credits from local community colleges like Jefferson Community and Technical College. Within their academies, students typically progress through most core subjects together.
For instance, Jeffersontown High School offers academies in business and leadership, build and design, or health sciences, allowing students to focus on specific pathways such as engineering or marketing. Those in the financial services pathway may even work at the campus Class Act Credit Union, originally founded in 1954 to support educators but expanding into high schools for student work experience starting in 2011.
Different schools adopt varying methods for integrating career education with traditional subjects. Some intertwine core academic instruction with vocational training, while others maintain a clearer separation.
Related: Many states are investing heavily in career education but face challenges in proving its effectiveness
Fern Creek High School employs a blended method; students in the engineering lab were busy constructing robotic cars they had designed months prior, while adjacent classes mimicked real software development companies, allowing students to take on roles such as lead developers and technical writers. Meanwhile, fire science students prepared budgets for potential expansions to their program, aiming to present their proposals to local fire department officials later in the semester.
In the early education pathway, juniors learned the essentials of early childhood education and began crafting resumes for internship prospects in district-affiliated childcare centers. Elsewhere, culinary students prepared for certification examinations, while JROTC cadets honed their skills in advance of an upcoming competition.
Ryan Scott, a biology teacher within the engineering and computer sciences academy, mentioned that the CTE model promotes creativity and flexibility for core subject instructors, allowing them to draw from shared interests among their students. For example, in discussing ecological transformations over time, he related lessons about forest fires to his fire science students, illustrating practical applications of their studies.
Sara Abell, now overseeing the academies at Fern Creek, has witnessed her views on higher education evolve. She believes in adequately preparing all students, not just pushing them toward college. “Not every student needs a college education. Many might waste resources on education that doesn’t suit them, rather than training for skilled trades,” she remarked.
Students reflect on how career-focused education has influenced their aspirations. Parker Bowdy, a senior in the fire science pathway, initially intended to join a local fire department post-graduation but is reconsidering college to access broader leadership opportunities. Likewise, Rayna Stewart, a junior in early childhood education, plans to study chemistry but acknowledges the valuable insights into child development gained from her current pathway, prompting her to reconsider the totality of the teaching profession.
However, this model has not yet extended to specialized, magnet, or alternative high schools, as they traditionally offer their own focused career education programs, noted district spokesperson Mark Hebert.
Related: Some colleges are addressing students’ concerns about the value of higher education through work-based learning options
Across the nation, in Anchorage, Alaska, the Academies of Anchorage were introduced amidst some controversy. The district mandated career exploration for ninth graders but reversed course in response to parental objections, allowing older students to opt out while re-evaluating the model’s broader implications.
In November, Anchorage officials announced a delay in further implementation pending further consideration due to concerns regarding budget limitations and potential losses of core classes to make room for the academy framework. They have since proposed an outline for further career pathway offerings by the 2025-26 school year that remains open to all students yet is not compulsory.
Jarrett Boling, a parent of two children in the Anchorage School District, expressed dissatisfaction with the lack of transparency surrounding how the academies would be integrated with existing curricular structures and quality. He raised concerns over how these changes may impact students’ ability to engage in honors or AP classes while recognizing the benefits asserted by advocates—improving graduation rates and fostering ties with local businesses.
Related: Some middle schools are experimenting with thematic curricula, but is it merely a marketing strategy?
While Louisville’s model remains largely uncontroversial, its implementation has not been without difficulty. The program has a significant cost, estimated at $5.7 million to launch and ongoing financial commitments annually. Pollio emphasized the value of this investment, underscoring how students on set pathways tend to perform more successfully compared to those without guidance or structure.
He noted improvements in graduation and postsecondary readiness rates, which increased from 81% to 87% and 50% to approximately 80%, respectively, from 2018 to 2024, though current data on graduate employment outcomes is not collected by the district.
Despite the program still being relatively unknown to some local parents, district leaders, including Pollio, are actively working to enhance awareness by collaborating with KentuckianaWorks to forge stronger ties with community businesses. Highlighting that there are 22,000 students in CTE pathways graduating with applicable skills is crucial for the future of the community.
Fatima Avila, who now coordinates the Jeffersontown branch of Class Act Credit Union, experienced the profound impact of the academy initiative. As a high school junior at Southern High School when the program began, she recalls becoming one of the first student employees at the credit union. After a part-time role during college, she returned as a branch manager, eager to nurture students in business and health sciences.
“After high school, I never imagined I’d come back but here I am, and I genuinely love mentoring students and engaging with the community,” Avila shared.
For Gracie Lacefield, the Class Act experience has fostered her enthusiasm for working with customers and the banking community, even as she contemplates her future after high school.
“I found a real passion for helping people, and it’s a fulfilling experience for me, regardless of financial gain,” Lacefield noted.
Source
hechingerreport.org