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Galena Park CTE Early College High School marks 10 years; staff and students highlight career pathways
Summary
At the Feb. 3 board meeting, CTE Early College staff and students marked the program—s 10th year, described dual-credit and certification pathways (welding, healthcare, engineering graphics, diesel) and shared student success stories and workforce outcomes tied to San Jacinto College partnership.
Dr. Jeff Hutchinson, principal of Galena Park CTE Early College High School, presented an academic spotlight at the Feb. 3 Galena Park ISD board meeting, marking the campus—s 10th anniversary and showcasing student pathways into college and the workforce.
Hutchinson introduced a video and campus team members who described the program—s small-school culture and extensive career-technical education offerings. Teachers and staff said students can earn certifications or an associate degree through a partnership with San Jacinto College; program areas cited included welding, electrical technology, medical assisting, pharmacy technician, diesel and engineering graphics. Staff and students related success stories ranging from students entering four-year universities (University of Notre Dame; Penn State; UT Austin; UT San Antonio; Texas State) to graduates who entered the workforce with applied technical certificates and jobs in the region.
Teachers emphasized close relationships between students and instructors, intensive support for dual-credit courses and coordinated scheduling with college partners. Anthony Felder, a lead teacher, described roles that include testing coordination and coaching struggling students to pass college courses. Associate Principal Ashley Sherrard described her role as a liaison with the college to ensure appropriate dual-credit enrollment.
Students who spoke described program benefits including early exposure to careers, the ability to earn college credit and opportunities to graduate with a certificate or associate degree paid for through the district-college arrangement. The spotlight concluded with trustees and administrators thanking staff and students for the program—s contribution to the district.
The presentation was descriptive and celebratory; no action items were associated with the spotlight.
