CTE feature nity in the past because they were not in a traditional CTE class. These types of real-world opportunities are now part of every student’s educational experience. The move to a new high school model was facilitated by the implementation of the Excellence for All pilot at Gulfport High School. Modeled after the Board Examination System, Excellence for All is one of the innovative high school models in the state and focuses on a strong core curriculum comprising coursework that is the most relevant for preparing high school graduates to succeed in college or in a career. The core coursework is designed to be completed at the end of the sophomore year, giving students the opportunity to graduate early. Gulfport is one of the first high schools in the state to pilot the program. Other districts piloting Excellence for All or similar models include Corinth and Clarksdale. Gulfport has used their innovative high school model as an opportunity to better align to college- and career-ready standards as well by choosing the ACT as their Board Exam-
Below left: Damahree Xayasane and Ingrid Zavala (center of photo) pictured with two Garden Park Medical Center volunteers Left: Abi Hodge with a Gulfport fire fighter
Immediate left: Abi Hodge
ination System provider, increasing project-based learning opportunities in courses, and shifting early to the Common Core State Standards. In elementary and middle schools, students in the Gulfport School District and other Excellence for All participants begin learning about career pathways through focused career awareness and development activities. As students reach high school, they continue the process of examining and identifying career paths that connect with their interests and skill sets while focusing on mastery of a rigorous curriculum aligned to the Common Core with an emphasis on ACT preparedness. By the time students reach their junior year, they have already mastered their academic core and established a career pathway that compliments their skills, aptitudes, and interests. All students are held to the same rigorous academic standards and all students participate in a career-related program, said Fava. What the academic institute has done is blur the line between academic and career goals—this “blending of the educational experience” is
one of the biggest strengths of the institutes, he added. The academic institutes are having another positive impact at Gulfport High School as well. The stigma associated with CTE is beginning to fade, said Fava, noting that “CTE [enrollment] numbers across the board are bulging” due to Gulfport’s innovative high school model. Students have come to understand that being college and career ready are mutually inclusive. Whether students are planning to attend a traditional or a technical college or to enter the job market, their educational experience—with a blending of academic rigor and career preparation—will make their transition a success. Spring 2014 CONNECTIONS 23