Innovation Career Pathway Stakeholder Feedback Survey

The Executive Office of Education, Department of Elementary and Secondary Education, and Department of Higher Education are reaching out to you as an important stakeholder and field partner in the critical work of preparing all students for college and career. We are currently developing guidelines and minimum characteristics for two types of High Quality College and Career Pathways (“HQCCPs”), namely Early College Pathways and Innovation Career Pathways, along with a designation process that will enable districts and institutions of higher education to obtain formal designation for pathways that satisfy intended requirements. We would be grateful for your participation in this survey, which is specifically regarding Innovation Career Pathways (ICPs).

If you have any questions, feel free to reach out to Shailah Stewart at sstewart@doe.mass.edu. Thank you in advance for your time and consideration.

Please indicate your role/affiliation.

If "other," please specify.

1. Interest in Pursuing Innovation Career Pathway (ICP) Designation

Please indicate your level of agreement.

High schools/districts in my region would be interested in pursuing an ICP designation(s).

Strongly disagree	Disagree	Agree	Strongly agree	Not applicable
Strongly disagree	Disagree	Agree	Strongly agree	Not applicable

What are the most important factors that your school will weigh in determining whether or not to pursue ICP designation?

2. Guiding Principles

The accompanying DRAFT criteria defines five guiding principles, which were adopted by the Board of Elementary and Secondary Education and the Board of Higher Education at the joint meeting on January 24, 2017 for Early College models, but which are also fully applicable to Innovation Career Pathways.If you have existing career pathway program(s), to what extent are each of the five guiding principles embedded in the design of your existing program(s)?

Space Cell	Not embedded	Somewhat embedded	Embedded	Strongly Embedded	Not applicable
Equitable Access	Equitable Access: Not embedded	Equitable Access: Somewhat embedded	Equitable Access: Embedded	Equitable Access: Strongly Embedded	Equitable Access: Not applicable
Guided Academic Pathways	Guided Academic Pathways: Not embedded	Guided Academic Pathways: Somewhat embedded	Guided Academic Pathways: Embedded	Guided Academic Pathways: Strongly Embedded	Guided Academic Pathways: Not applicable
Enhanced Student Support	Enhanced Student Support: Not embedded	Enhanced Student Support: Somewhat embedded	Enhanced Student Support: Embedded	Enhanced Student Support: Strongly Embedded	Enhanced Student Support: Not applicable
Connection to Career	Connection to Career: Not embedded	Connection to Career: Somewhat embedded	Connection to Career: Embedded	Connection to Career: Strongly Embedded	Connection to Career: Not applicable
Effective Partnerships	Effective Partnerships: Not embedded	Effective Partnerships: Somewhat embedded	Effective Partnerships: Embedded	Effective Partnerships: Strongly Embedded	Effective Partnerships: Not applicable

What are the largest obstacles to more deeply embedding these five guiding principles?

3. Labor Market Information

Please indicate your level of agreement.

My school or district uses labor market information to inform its career pathway program design.

Strongly Disagree	Disagree	Agree	Strongly Agree	Not applicable
Strongly Disagree	Disagree	Agree	Strongly Agree	Not applicable

How does your school or district use labor market information is to inform career pathway program design?

4. Partnerships

Please indicate your level of agreement.

In my school or district, partnerships are in place to support these pathways (such as partnerships between an institution of higher education and a district or partnerships with workforce entities).

Strongly disagree	Disagree	Agree	Strongly agree	Not applicable
Strongly disagree	Disagree	Agree	Strongly agree	Not applicable

What are the greatest challenges that you've encountered to building partnerships to support the services required by these pathways?

5. Pathway Access

Please indicate your level of agreement.

Career pathway programs in my school/district target at-risk student groups or other demographic groups underrepresented in the relevant industry.

Strongly disagree	Disagree	Agree	Strongly agree	Not applicable
Strongly disagree	Disagree	Agree	Strongly agree	Not applicable

If applicable, how does your program target at-risk students? If you do not already target at-risk students, what challenges (if any) do you foresee from that expectation in the designation process?

6. Measuring Success

Please indicate your level of agreement.

My career pathway program regularly looks at student data to measure success.

Strongly Disagree	Disagree	Agree	Strongly Agree	Not applicable
Strongly Disagree	Disagree	Agree	Strongly Agree	Not applicable

If your school/district regularly uses data to measure your pathway's impact, please share some of the measurable outcomes that you use (e.g. graduation rate, college persistence, selection of major based on career immersion, etc.).