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Stockton Unified expands CTE work‑based learning with job shadows, paid internships and student enterprises
Summary
District CTE leaders described a stepped approach to work‑based learning — from mock interviews to paid internships and student‑run enterprises — touting partnerships with local employers, a 'one student, one day' job‑shadow model, and early results including 106 internships last year and plans to fund paid internships districtwide.
The Stockton Unified School District on Tuesday outlined plans to scale career and technical education (CTE) work‑based learning, emphasizing short‑term job shadows, year‑long internships and student‑run enterprises as pathways to employment.
"One student, one day" has become the district's recruiting slogan for job shadows, Nathan Haley, director of career and technical education, told the board, describing employer partners that hosted students for hands‑on experience. Haley said the approach is designed to reduce barriers for industry partners asked to take interns for longer periods: "When they're thinking about getting involved with us, would you be willing to host one student one day? We're more likely to get a yes." He said early partners included DD Construction, Holt of California and Collins Electric.
Christa Vanest, the district’s work‑based learning coordinator, described the range of experiences the district offers: low‑lift options such as mock interviews and guest speakers; field trips and job shadows; and higher‑touch internships and student enterprises that require site supervisors and ongoing evaluation. She highlighted student‑led projects such as Titan Coffee and a student floral enterprise as real examples of enterprise learning.
Haley and Vanest presented metrics and funding approaches: last year the district recorded 106 student internships across sites; at the time of the presentation 78 students were enrolled in internships this school year. The district reported providing up to 97 scholarships to support student participation and said it is pursuing a mix of grant and industry donation funding to expand paid internships.
District leaders described partnerships that link internships to industry certifications and to local hiring. For example, a collaboration with the transportation department and Worknet aims to prepare selected auto‑pathway students for commercial driver's license (CDL) training after graduation, including behind‑the‑wheel support that would otherwise be cost‑prohibitive.
Trustees asked how the district will expand opportunities to sites with lower CTE completion rates (such as Jane Frederick and Stockton High). Haley said some barriers are scheduling and the number of formal CTE course hours required; the department is exploring condensed pathways, stronger counselor outreach, and targeted site support to increase completion rates.
Why it matters: district officials said work‑based learning addresses both student engagement and local workforce needs by offering tangible career pathways and by creating a "grow‑your‑own" pipeline for district operations and local employers.
The board received the update with broad praise and no immediate action items; staff said they will build out metrics and funding proposals to support expansion and to make paid internships more widely available.
