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Gilbert Public Schools reports rising CTE participation, industry credentials and job-aligned planning
Summary
District CTE leaders told the board the graduation rate for students completing 2–3 year CTE programs is about 96%, roughly half the student body has taken at least one CTE course this year, and the district has sharply increased industry credentials and TSA participation over recent years.
Gilbert Public Schools CTE leaders presented program outcomes and a 10-year career-cluster forecast during the board’s academic spotlight.
"Currently, this graduation rate for students who complete a 2 or 3 year CTE program is 96 percent," said Dr. Michelle Creery, the district’s analytics coordinator, citing program outcomes the district tracks. She added that about 52% of the student body is enrolled in a CTE course this school year and that 79% of completers earn an industry credential.
Director Doug Daley and Coordinator Ronita Miller described a four-pronged CTE approach—classroom instruction, hands-on lab work, work-based learning (including internships) and leadership development—and said programs align with industry-recognized credentials. Creery and Daley credited district efforts to streamline data and testing processes for sharp gains: presenters reported a 2,700% increase in industry certifications over seven years, a 56% increase in completers attempting the Arizona Technical Skills Assessment (TSA), and a 55% increase in completers passing the TSA in recent years.
Board members asked how families are being informed, how programs are distributed across schools and whether students who earn certificates move directly into related jobs. Presenters said marketing and communications, course catalogs and visits by high-school programs to junior highs are used, and noted that student outcomes vary by program: roughly 80% of CTE concentrators go on to post-secondary education, military service or employment, depending on the pathway.
Presenters also described advisory councils, partnerships with postsecondary institutions and industry, and plans to expand hands-on and pathway development. The board thanked CTE staff and requested follow-up data, including breakdowns of first- versus later-year participant composition and consideration of ways to broaden awareness across families and feeder schools.
