District updates college-and-career pathways: CTE enrollment, endorsements and outcomes
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Summary
District staff presented K–12 college-and-career (CTE) pathway data, including program enrollments, capstone and certification pass rates and a gap in graduation and math outcomes the board flagged for further attention.
District administrators updated trustees on K–12 college and career programming on Nov. 19, describing expansion of elementary computer science, middle-school exploratory courses and a range of high-school CTE pathways.
Presenters said kindergarten through fifth grade receive computer-science instruction through library and STEM push-ins; the middle school offers 13 exploratory courses. At the high school, pathways include agriculture (with an ag capstone and endorsement), business and marketing (132 enrolled), digital communications (24 enrolled and a capstone planned), health professions and public safety (17 enrolled, 15 on track for endorsement), and construction and information-systems offerings done in partnership with local colleges. Presenters reported 110 students taking CTE courses overall and highlighted that eight students were on track to complete an ag capstone and earn endorsement on their diplomas.
Performance figures presented included: 23 CTE diploma endorsements, a 100% technical-skills assessment pass rate for students who complete capstones, 28 industry certifications earned and a statement that 96% of Moscow High School students take at least one college-and-career readiness (CCR) course before graduation. Presenters also said that, among students who receive CTE diplomas, a high share go on to college (presenter-reported 100% for the cohort referenced).
Trustees and staff discussed graduation and assessment trends: districtwide four-year graduation rates were listed at 86.5% for 2022–23 and 81% for 2023–24; presenters said the graduation rate for students in a CTE pathway was substantially higher (presenter-reported 96%). Math proficiency and chronic absenteeism were flagged as key barriers to improving graduation outcomes; chronic absenteeism was quoted at about 20% and ISAT scores presented for juniors (English language arts 74%; math 41%; science 58%). Trustees discussed strategies to tie CTE expansion to improved attendance and engagement, and options for surveying graduates to track post-graduation outcomes.
No formal board action was taken on the presentation; trustees suggested continuing focus on math interventions and evaluating graduate-outcome surveying options.