Latest news with #AmericanStudentAssistance
Forbes
6 days ago
- Business
- Forbes
Work-Based Learning: Getting On The Same Page
As awareness of the many benefits of work-based learning (WBL) continues to grow, states are focusing more attention on policies that will extend these valuable opportunities to high school students. In 2021 Bellwether and American Student Assistance (ASA) surveyed the landscape to create a snapshot of where each state was with WBL. Four years later, we revisited 10 states to see how their programs are progressing and what obstacles are keeping them from reaching their goals. Although each state has unique educational, political, and economic circumstances, the research uncovered nine key themes which illustrate common opportunities and challenges for expanding WBL. In this three-part blog series, we'll explore these themes to see what worked and what didn't so other states can benefit from their counterparts' experience. We'll start with how states are getting stakeholders on the same page. Engineering apprentices standing at a training presentation Before a cohesive work-based learning policy and plan can be developed, stakeholders need to agree on clear definitions. While this may seem like a straightforward task, it's a challenge because of the large number of agencies, departments, and organizations involved. Since the initial survey, states that have made good progress towards this goal include: To further expand work-based learning programs so that more high school students can benefit from them, some states have created new visions, strategic plans, or college and career readiness standards, including: And to ensure WBL opportunities are accessible to all students, several states are implementing new legislation, regulations, or grant programs that remove barriers to participation. For example: For more details on how states are defining a common language around WBL, implementing policies to expand programs, and collaborating across agencies and networks, read the full report Making it Work: Ten Stories of Promise and Progress in High School Work-Based Learning. And to learn how states are finding creative ways to address funding and staffing challenges, look out for the next blog in our series.
Forbes
20-05-2025
- Health
- Forbes
A Student's Guide To Postsecondary Education And Career Planning
For middle- and high-school students, life after high school may seem like a distant dream. But for many, graduation comes far too quickly and without a plan for the future. To enable students and recent high school graduates to plan an education-to-career pathway tailored to their interests, strengths, circumstances, and life goals, American Student Assistance (ASA) and Jobs for the Future (JFF) have created a Pathfinder Guide and Checklist. The guide and postsecondary training program checklist include questions, topics for consideration, and tips to help students navigate their career journey. It helps students: What are career interests? They can be specific jobs, like a nursing assistant, or broader industries, like health care. Many teens may still be exploring their career interests, and that's okay. They can start narrowing down their options by considering what classes, extracurricular activities, and hobbies they enjoy; volunteer, work, or community service experiences that give them a sense of accomplishment; and advice from their teachers, counselors, family members, or neighbors. Using free online tools like ASA's Futurescape and EvolveMe, students can then see which careers align with their likes, strengths, and goals, gain access to real-world experiences like virtual internships, and connect with career mentors. Note, some students may have multiple career interests that they want to explore further while others may feel drawn to one in particular. Either situation is fine at this stage in the process. Almost all careers today require additional education or training after high school. For each career interest, students should identify at least one postsecondary training program aligned to it. For example, if a young person is interested in becoming a nursing assistant, they will need to identify and enroll in a state-approved training program and pass an examination. To find this information, students can talk to trusted adults like guidance counselors, network to find professionals who work in their area of interest or do online research using free tools such as My Next Move or Career Village. To evaluate the pros and cons of each training program, this four-step checklist includes a useful rubric. After listing one or more postsecondary training programs aligned with each identified career interest (Step 1), students are asked to respond to a series of prompts about each training program (Step 2), covering areas including but not limited to entrance requirements, structure and logistics, cost, time to hire, and success indicators. Step 3 of the checklist then delves into career readiness/placement, prompting students to reflect on whether their career interest will help society, be something they enjoy doing, allow them to earn a living wage, provide them with employment stability, and give them opportunities for advancement. To answer these questions students may need to supplement their online research with informational interviews with professionals already working in these roles. Once students complete Steps 1-3, they should have the information they need to evaluate each postsecondary training program. Step 4 guides them through this process with reflection questions including how well the program meets the needs of leading employers in the student's area of interest and their placement track record, aligns with student requirements (costs involved, time to completion, scheduling flexibility, etc.), and prepares them for a career that is a good fit for the student's personality and goals. After this analysis, a student may find a specific training program is not a good fit. If that happens, there is no need to be concerned. It is just part of the process and gives students the opportunity to find better pathways that will get them closer to their ideal career. Graduation should be an exciting time for teens, a celebration of their past accomplishments as they look forward to the next chapter in their lives. Yet it can bring stress and anxiety to those who don't have a plan for the future. The Pathfinder Guide and Checklist can help young people explore their career interests and postsecondary training program options, so they can develop a plan for life after high school which puts them on a path towards a fulfilling, enjoyable, and successful career.
Forbes
06-05-2025
- Entertainment
- Forbes
Empowering Opportunity Youth To Dream Big And Prepare For Their Futures
American Student Assistance (ASA) CEO Jean Eddy with award-winning artist, actor, author, and ... More activist Common American Student Assistance (ASA) During this time of year when many young people are looking forward to their high school graduation and what comes next, it's important to remember that for some teens and young adults, thinking about and preparing for future success may seem like a luxury they cannot afford. There is an urgent need to engage this population to activate their strengths and interests and dream big about their futures. For this population of over five million opportunity youth who are neither working nor in school, and more than 700,000 justice-involved young people currently or formerly incarcerated, there is an urgent need to engage these underestimated youth to activate their strengths and interests and help them to dream big about their futures. May 4-June 4 is National Returning Youth Month. It's imperative that we bring awareness to young people transitioning into society after incarceration, and ensuring they have the support and resources to successfully reintegrate is a critical step in this process. For all these reasons and more, the national nonprofit American Student Assistance (ASA) partnered with FREE TO DREAM—a newly founded nonprofit by award-winning artist, actor, author, and activist Common—to launch the #IAMFREETODREAM campaign, providing tools and resources to help young people turn their dreams into reality. Harnessing the Power of Dreams While all young people need to be encouraged to dream big, this is critically important to underestimated youth who are facing challenges relevant to education, recidivism reduction, and reentry for those who are or were recently incarcerated. That's why FREE TO DREAM is focused on harnessing the power of proximity, storytelling, and collaboration. We offer programs and pathways in creative arts & self-expression to activate the dreams of people from high potential communities. As Common puts it, 'We know dreams have the power to change life outcomes, yet so many people don't feel they even have permission to dream, or remember the dreams they once had. In some of the most difficult times in my life, it was holding on to my dreams that made the difference in my decisions, and ultimately those decisions made the difference in my life- that's how important it is. I know people who were incarcerated but held on to their dreams, and now they are home and living out those dreams and they are amazing examples of hope.' Dreaming Big In Action At ASA, we are on a mission to help all young people prepare for their futures, including those from rural areas, teens with disabilities, and young people who are opportunity youth. We need to find meaningful ways to help young people tap into their strengths and interests, explore, test and try, discover and transition into their dream careers. For all of us as caring adults or DREAMKEEPERS who support youth, we can start by asking a simple question of what do they love to do? What brings them joy? And as Common would say, what makes their eyes light up? Starting with kids' dreams and their highest aspirations, we can help them map out a successful future. Another powerful way to create an environment where youth are encouraged to dream big about their futures, is through a process FREE TO DREAM calls "DREAMSCAPING." During national and regional activation events as part of the campaign, students were broken out into small groups led by adult facilitators. Young people worked through journaling prompts, brainstorming their own dreams and goals for the future. It was a chance for the kids to step back and think without limitation about where they wanted to go, how to get there, and who in their lives might be able to help them achieve their dreams. The facilitators encouraged the kids to share aloud and provided advice and guidance along the way. Let us all, individually and collectively do all we can to ensure that all kids know they are not only free to dream, but have access to the environments, experiences, tools, and resources, critical in attaining those dreams. It starts with an adult who cares, who can help illuminate the path.
