Gilbert Public Schools highlights CTE growth, certifications and industry partnerships
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Summary
District CTE leaders told the governing board that program completers graduate at high rates and increasingly earn industry-recognized credentials. Presenters described a multi-pronged CTE model, workforce-aligned program forecasting and efforts to expand student access and employer advisory engagement.
Gilbert Public Schools officials presented an academic spotlight on Career and Technical Education (CTE), reporting increased student participation, higher completion rates and rapid growth in industry certifications.
Doug Daley, director of Career and Technical Education, told the governing board that CTE uses a four‑pronged model — classroom instruction, hands‑on labs, work‑based learning and leadership development — to prepare students for college and careers. Daley said the district runs 21 CTE programs comprising 108 distinct courses and that some technical programs (agriscience and automotive) require three years to cover validated state standards.
Dr. Michelle Creery, coordinator of analytics, presented outcome data she said were produced by district tracking: "The graduation rate for students who complete a two- or three-year CTE program is 96 percent," she said, and "79 percent of our completers earn an industry credential." She also reported that about "52 percent of our student body" is enrolled in at least one CTE course this school year and that the district has increased industry certifications substantially over recent years.
Ronita Miller, coordinator of program development, summarized a 10‑year career-cluster forecast showing local growth in health care, construction, STEM/advanced manufacturing and an updated view of agriculture oriented toward agribusiness and food science. She described efforts to expand K–12 STEM exposure (chief science officer program and junior-high STEM pilots) and to strengthen advisory councils and paid or for-credit internships.
Board members asked how the district publicizes CTE pathways to families, how advisory council partners are recruited and whether students at one high school can access programs offered at another. Daley and Miller described ongoing outreach with marketing and communications, counselor briefings, junior-high transition events and direct outreach to local industry and postsecondary partners; they said some specialized programs require travel or open enrollment because duplicating costly labs at every campus is infeasible.
The presentation included examples of work-based learning, industry-aligned advisory councils, career centers that proctor credential tests and a classroom-level emphasis on aligning CTE courses with state standards and Technical Skills Assessments (TSAs). Presenters offered to provide additional breakdowns (for example, first‑year versus program‑completer enrollments) at the board's request.
