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District highlights pathways, dual credit and new apprenticeships; reports high AP/dual-credit participation
Summary
MCCSC leaders told the board the district offers 26 college-and-career pathways, 34 AP courses and more than 41 dual-credit courses; 56% of high-school students took at least one AP or dual-credit class in 2025–26 and the district estimates families saved roughly $6 million by earning college credit locally.
Ms. Harmon introduced Eric Gelb, director of secondary education, who described how MCCSC’s secondary systems build on elementary foundations and prepare students for college and careers.
Gelb used the image of "building a house" to explain how foundational literacy and numeracy at the elementary level support advanced skills at the secondary level. He said MCCSC offers 26 college-and-career pathways, 34 AP courses and more than 41 dual-credit courses. "We had over 2,800 dual credit classes taken. We had almost 2,800 advanced placement classes taken," Gelb told trustees, and said 56% of students in grades 9–12 at the district’s four high schools took at least one AP or dual-credit course in 2025–26.
Gelb described work-based learning options — simulated experiences, traditional jobs, internships and apprenticeships — and highlighted local programs: an automotive shop at Hoosier Hills, a student-run coffee shop at Bloomington South and the culinary program (the Dew Drop Inn) that provides catering and certifications. He outlined a new apprenticeship opportunity through the Regional Opportunity Initiative called UpSkills, where businesses hire students for multi-year placements; he cited a student who worked with German American Bank and received a direct admit to Indiana University’s Kelley School of Business.
Gelb also discussed the district’s Future Ready Diploma (42 required credits), new seals for college, employment and enlistment pathways, and the state’s emphasis on communication proficiency. He said district students can graduate with the Indiana College Core (ICC) and cited a 95% graduation rate and prior-year college-enrollment metrics.
Trustees asked questions about assessments for self-contained special education classrooms, whether communication proficiency includes oral and written skills (Gelb said both), and practical concerns about student-run programs (e.g., how the coffee shop is staffed and open to the public). Gelb repeatedly credited the board and community referenda for supporting the programs. "Without your insight, without your support, these things wouldn't exist," he told trustees.
The presentation included brief video and student examples. Board members praised the high participation in AP/dual-credit offerings and the real-world learning opportunities.
No formal action was taken; the board discussed next steps and community engagement opportunities for these programs.
