Want “Career-Ready” Students? Start in Middle School

February is Career and Technical Education (CTE) Month, a time when we see a greater focus on the “career” side of college and career readiness conversations. Naturally, these conversations tend to revolve around what high schools can do to prepare students for meaningful careers and the postsecondary pathways that lead to them. But waiting until high school to nurture students’ career interests is too late. The reality is that it’s never too early for students to start learning about themselves and their futures. And there’s ample reason to start the process in middle school. 

Why Middle School?

Career development is about more than just preparing students for a specific career; it’s about helping kids develop an expansive, growth-oriented mindset about what they can achieve. That means reaching kids early and often in their school-age years, before their aspirations and sense of self have narrowed. By high school, many students’ beliefs have already crystallized about how far they’ll get in school, what spaces they belong in, and what jobs are right for them. Those entrenched beliefs can make it harder to affect student mindsets and plans. 

In contrast, middle school students are curious and open-minded. Middle school sits between childhood and adolescence, a time when students are growing physically, psychologically, and developmentally in new and dramatic ways. Well-designed career development activities in the middle grades focus on students’ strengths, interests, and agency in the world, leveraging middle schoolers’ desire to exercise the autonomy they crave in these critical formative years. In doing so, they encourage students to imagine what’s possible for themselves. Many students, particularly those from historically disadvantaged communities, may not see people who look like them in certain professions, or they may have internalized cultural messages about who can succeed in desirable careers. Reaching students at younger ages helps combat harmful stereotypes about who belongs in certain kinds of work and helps kids see themselves in a range of different careers. 

Taking Action to Expand CTE Education

This is one reason why state and local leaders in places like Nebraska are taking steps to reshape what career development looks like earlier in school. As part of our recent analysis, The Landscape of Middle School Career and Technical Education in Nebraska, we heard from districts using 6-week rotational models that allow students to explore careers as early as 6th grade. We also heard examples of middle and high school staff working together to align CTE offerings to provide students with opportunities for acceleration and avoid duplication of content across grade levels. This helps students plan coursework more intentionally so they can take advantage of opportunities to earn industry-recognized credentials and transferable postsecondary credit in high school. 

Another reason to engage students in career development opportunities earlier in school is that it helps bring core academic concepts to life. Access to these opportunities in middle school is especially important because the middle grades are when students can start to lose interest in school. Research shows that student engagement peaks around the transition to middle school. After that, students tend to disengage in academics, particularly in subjects they view as irrelevant.

Middle schoolers need developmentally appropriate opportunities to make explicit connections between their schoolwork and their broader lives—which is what makes career development a potentially powerful student engagement strategy.  

Imagine a project that asks students to interview members of their community, identify the skills those people use in their jobs, and make connections with their own interests and strengths. A project like this might allow a student to hear directly from a respected adult about how plumbers use math to determine the length of piping needed to connect their kitchen sink to the pipe outside. Or how water treatment operators use discipline-specific literacy skills to read, interpret, and communicate water quality test results. These kinds of career-connected learning activities help students understand how reading, writing, and math are relevant to tangible and important issues that impact their own community, like ensuring all homes have safe drinking water. 

Integrating CTE and Career Development Skills into Curricula

CTE is a natural place for career development in the middle grades. For one thing, career development is baked into CTE course standards, and teachers often come from industry or have experience in the field they teach. But as career-connected learning models that blend CTE and general education coursework grow in popularity, we shouldn’t assume that kids simply acquire career development skills just by taking a few CTE classes in high school. Like other skills, career development skills need to be explicitly taught and scaffolded across subject areas and grade levels. And like any other skill, they deepen over prolonged, cumulative practice. Middle school is the opportune time to lay that foundation. 

Now, with the release of Advance CTE’s modernized National Career Clusters Framework last fall, there is fresh momentum around implementing a model of career development that cuts across subject areas and grade levels. This is not a radical idea, either: Last month, EdWeek reported on the results of a poll showing that three quarters of voters believe it is “extremely” or “very” important that schools provide students with career-connected learning. But we shouldn’t just delegate career development to CTE teachers and counselors, as has historically been the case. CTE is a great vehicle for teaching career development, but it shouldn’t be siloed there. 

To be effective, career development needs to be woven throughout the curriculum. This doesn’t mean rejecting the “college” part of college and career readiness, nor does it mean locking students into rigid pathways. It means shifting mindsets to view career-connected learning as a continuum of experiences that begins early in middle school and threads through CTE and general education classes alike—including planning for the many postsecondary pathways that lead to economic mobility.  

This February, it’s time we start a national conversation about redesigning the student experience to maximize the natural synergies among CTE, core academics, and career development. Just don’t wait until high school to start. 

Thomas Torre Gibney is a Senior Research Associate at WestEd and a former CTE program manager at the Tennessee Department of Education. This post was written by Thomas Torre Gibney, ERO Research Affiliate and WestEd Senior Research Associate. Cross posted on LinkedIn.

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Thomas Torre Gibney, MPP
Senior Research Associate

As part of Career and Technical Education (CTE) Month, one of our research affiliates, Thomas Torre Gibney who is a Senior Research Associate at WestEd , at ERO recently contributed to an important new study on career development. Their team at WestEd conducted a landscape analysis of middle school CTE for the Nebraska Department of Education, offering a detailed look at how early career exposure shapes student pathways. Cross posted on WestEd.

This resource explores how middle school Career and Technical Education (CTE) can better equip students with the skills needed for college and career success. Developed in partnership with the Nebraska Department of Education, this comprehensive report provides a 6-month analysis of the state’s CTE programs, highlighting strengths, barriers, and opportunities for growth.

Featuring eight actionable recommendations for state and local leaders, the report serves as a roadmap for expanding high-quality CTE opportunities and enriching career development in the middle grades. By leveraging these insights, Nebraska aims to set students on a trajectory toward long-term academic and professional achievement.

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Thomas Torre Gibney, MPP

Senior Research Associate

MSUB is pleased to highlight past participant Samuel Leighton Hoster. In addition to being an exceptional MSUB participant while in high school, he was also awarded and successfully completed our summer Bridge Scholarship program, which prepares students for their first year in college. He has since begun his time as a Freshman at UTK and is enjoying his experiences as a Mechanical Engineering major. His journey is a testament to the transformative power of education and the opportunities TRiO programs can provide. We are incredibly proud of his accomplishments and are excited to see what’s to come. Samuel Leighton Hoster shared a personal statement reflecting on the impact TRiO had on him.

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My experience in TRiO and MSUB has been nothing short of remarkable. Unfortunately, I was only able to attend this [summer] program one time, and I wish that I had the opportunity to be a part of it for all 3 years in high school. MSUB offered me the experience of living in a college setting and taking classes that I otherwise would not have had access to in my high school. Being able to get a taste of what college is like is an experience I would recommend any high school student to have. Even if they do not want to go to college, the social aspect of living with a community of people you’ve never met, doing challenges with a team of them, and overall experiencing the program together is such an extraordinary experience.

TRiO has completely changed the trajectory of my life, and I think it can change other people’s lives as well, even if they don’t attend the summer program, the mentoring of the college readiness process is like nothing else. Being a first-generation student from a small school in Pigeon Forge, Tennessee, I had no idea what to do after high school. Everyone is told that college is the way to go if you want to be successful in life, but the process is very challenging for someone who has no help from people who have previously been to college. The staff at the program understood my interests in mechanics and automotives, and help me bring my college readiness to fruition. They helped me with everything, every step of the way. Any question I had would be answered and I will forever be thankful. I was able to focus my interests and consider a path in college, and I chose Mechanical Engineering. I am still studying it as a freshman, and I wouldn’t be here without TRiO.

One of the most impactful things in this program was my opportunity to receive the BRIDGE scholarship since I was an upcoming senior in the summer program (2023). This scholarship

gave me the chance to take real classes at UTK and experience living in a dorm with a roommate for an entire summer term. I would have never had the chance to experience college before everyone else. I was able to excel in my classes and ended up attending UTK the following Fall term to study Mechanical Engineering.

It is impossible to express my gratitude to TRiO and UBMS for guiding me through the entire process of going to college, including all of the financial worries that come with it. I have made so many connections through this program that still assists me even to this day. I am currently still in touch with several staff members of the program, and I look forward to being a part of the program and mentoring students. I think a lot of high school students need to be understood and need guidance to pursue something greater. TRiO will do that.

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Samuel Leighton Hoster is a Freshman at UTK and is enjoying his experiences as a Mechanical Engineering major.

by Karina Beltrán

U.S. Sentencing Commission. (2022). Recidivism and educational attainment. https://www.ussc.gov/research/research-reports/reports-glance-recidivism-and-bop-programs
Vera Institute of Justice. (2019). Back to school: A common-sense strategy to lower recidivism. https://www.vera.org/news/back-to-school-a-common-sense-strategy-to-lower-recidivism

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Stephanie Langley serves as the Project Director for EOC. She is dedicated to supporting the people of Central Appalachia, including Knoxville, TN, and surrounding rural communities across East Tennessee, Western North Carolina, and North Georgia.

On January 25, 2025 the UTK High School Upward Bound Programs teamed up with Dr. Thura Mack, the UTK Assistant Dean of the Libraries’ Community Services and Engagement department and Coordinator of Community Learning Services and Diversity Programs to host the 14th Annual Big Orange STEM Saturday (BOSS) Conference. BOSS is a one day professional mini-conference that is designed to introduce underrepresented student populations to science, technology, engineering and mathematics (STEM) careers through faculty led workshops and interactive tabling by UT STEM clubs and community sponsors and supporters. This event is one of the highlights of the academic year Saturday Sessions led by the TRiO programs within the Education Research & Opportunity Center (ERO) and is highly looked forward to by staff and students who have had the privilege of attending the prior year/s.

The theme for this year was “The Future is Now” and the event was attended by 110 students within ERO’s Academic Enrichment Upward Bound, Math and Science Upward Bound, and Pre-College Upward Bound programs. Students benefited from multiple workshops and interactive exhibitor displays. There were also seven breakout sessions on topics including the Artemis Program, artificial intelligence, entrepreneurship in STEM, data analysis, statistics, and digital simulations to aid with natural disasters. Between sessions, students mingled among the tables and hands-on displays provided by UT colleges and groups such as Vol Edge, Tickle College of Engineering, VolsTeach, UT Physics & Astronomy, Drone Club, College of Nursing, Pilot Company, and Kao Innovation and Collaboration Studio. Students enjoyed interacting with technology such as the Unitree Go2 Robot Dog and virtual reality headsets.

Since its inception in 2012, this annual event has striven to bridge the gap between underrepresented student populations and STEM majors at the University of Tennessee. Conceived by Dr. Mack, this program aims to spark excitement about STEM, university life, and the Vol community. In a recent interview, Dr. Mack shared her thoughts on the success of BOSS Day.
How has it evolved?

At first, we invited everyone in all the Knox County public schools, private schools, and middle school students. We quickly found out that our program wasn’t designed for middle school students, who didn’t have the capacity or energy for the conference we plan. During that evolution, we found it difficult for BOSS to rely on individual families to show up – and parents came too, because they had to bring their children! We had generally low numbers of enrollment and even lower numbers of attendees.

In 2017, we began our illustrious partnership with CAPS, which is now the ERO Center, and our attendance has more than tripled – consistently. We now serve between 100 and 150 students, who have reliable transportation and food during the day while they’re here to assure that their basic needs are met so they can better engage with our curriculum. The internal support from the libraries and from the campus has also strengthened throughout the years. We have been able to become a strong, viable, and impactful conference over the years !

What do you love about BOSS?

Everything! What I love the most is sharing the power of BOSS. Sharing the planning and execution of the conference with my students and colleagues allows us to continue to do exceptional work. It amazes me each year that BOSS is able to improve. We use the same foundational methodology and concept – to share the benefit of libraries with our community of high school students – but our momentum enables us to perform each year better than the last. I attribute that to the collaborative nature of BOSS, and our developing relationships with our community members.

Extra Reflection
I believe this collaborative conference has given BOSS a presence with the communities that our Libraries serve. For the most part, BOSS is all about the students. We plan and execute each conference taking into account a great deal of student input and feedback, and I sincerely hope that the students who attend BOSS in their high school years feel our efforts in putting together this program for them. I hope that they are able to tell that all of our hard work and many hours we sink into planning the program is for their enjoyment, edification, and education futures.

Leigh Elkins & Amy Asbury
The University of Tennessee, Knoxville
Upward Bound Math and Science

The 2024 Kentucky and Tennessee TRiO Fall Conference, held from October 27 to 30 in the vibrant city of Chattanooga, marked a milestone event for educators, administrators, and program leaders. This gathering brought together professionals dedicated to promoting educational opportunities for first-generation, low-income, and disabled students through TRiO programs. The conference offered an engaging blend of professional development, networking, and sharing of best practices, making it a transformative experience for all attendees.
A key feature of the conference was its lineup of passionate and knowledgeable presenters, who shared new strategies for student success, federal policy updates, and best practices for TRiO programs. Their energy and dedication were infectious, inspiring attendees to return to their institutions with fresh ideas for enhancing the services they provide to students.
Among the many informative sessions, I had the opportunity to attend three standout presentations. Chelsea Rolph from Talent Search at Bluegrass Community & Technical College in Kentucky led a powerful session on supporting students and staff with invisible disabilities. Her deep knowledge and passion for the topic were evident throughout the presentation. She emphasized the importance of recognizing the prevalence of hidden disabilities and the need to approach them with kindness, empathy, and respect. Chelsea shared practical strategies for fostering an inclusive environment where all individuals feel supported and valued. Another insightful session was led by Destiny O’Rourke, Director of the Student Support Services Center, and Bethany Smith, Director of the Educational Opportunity Center, both from Western Kentucky University. Their session focused on the value of assessments, discussing key assessments, their purposes, and how they contribute to program success. Attendees were provided with actionable steps to implement across all TRiO programs, highlighting the importance of using assessments to drive meaningful outcomes.

The session on “Getting Parent Buy-In,” presented by Dr. Charles White and Liaren Gladfelter from the Academic Enrichment Upward Bound Program at the University of Tennessee, was another highlight. They explored the importance of parental involvement in student success and offered practical strategies for engaging parents effectively. Their dynamic presentation style and ability to facilitate meaningful conversations left a lasting impression on the audience.
In between sessions, the Positional Breakout for Program Directors offered a unique opportunity for small group discussions tailored to the specific needs and interests of each program. These breakout sessions allowed for more in-depth conversations, problem-solving, and sharing of ideas, making the discussions highly relevant and impactful.

The Veterans Upward Bound Program Round Tables were another valuable opportunity for program leaders to exchange insights and strategies specific to their work with veterans. These focused conversations fostered a deeper understanding of program challenges and successes, providing participants with new perspectives to apply to their own initiatives. A personal highlight of the conference for me was attending the Emerging Leaders Institute, an exclusive session sponsored by the
Tennessee and Kentucky TRiO State Presidents. I was honored to be invited to this three-hour session, where we explored the history of TRiO, the structure of the state and regional associations, and leadership development. This session was designed to equip future TRiO leaders with the knowledge and confidence to contribute meaningfully to state associations. It was a powerful reminder that leadership isn’t just about formal titles—it’s about sharing expertise and unique perspectives to strengthen the community.
Overall, the 2024 Kentucky and Tennessee TRiO Fall Conference was an enriching experience. I cannot recommend this and other state and regional conferences enough. The connections made with fellow TRiO professionals in a smaller, more intimate setting allowed for meaningful interactions and the building of lasting professional relationships. For anyone committed to supporting students through TRiO, this conference was invaluable—both for the knowledge shared and the personal connections formed.

Halle L. Timpson
PI/Project Director
Education Research & Opportunity Center
Veterans Upward Bound
The University of Tennessee – Knoxville

We would like to extend sincere gratitude to Stephanie, Darlene, and Caroline for their commitment to supporting the victims of Hurricane Helene. Their voluntary engagement is admirable, and it is important that their efforts are acknowledged and celebrated!  

Recently, Darlene White and Caroline Milne, two of our EOC educational specialists, represented ERO in the ongoing relief efforts for those impacted by Hurricane Helene. Their work in Cocke County exemplifies community support and resilience. They assisted a resident in addressing flood-related damage, which included the removal of debris and cleaning of flooring that had been covered in four feet of water. Additionally, they worked to prepare the home for potential future reconstruction efforts, thus laying a foundation for long-term recovery. Further supporting community recovery, Darlene and Caroline volunteered at a local distribution center by sorting clothing, ensuring it would be appropriately distributed to those impacted by Hurricane Helene. Despite the demanding nature of the day, they found fulfillment in contributing to these vital relief activities. 

Their dedicated service highlights the immense power of community and the significance of collective action. By collaborating with local residents and organizations, they demonstrated how institutional, and community partnerships play a crucial role in addressing the complex aftermath of natural disasters. This unified effort not only helps with recovery but also fosters resilience and hope within the community. We are incredibly grateful for their hard work and the positive impact they have made in the affected area, reminding us of all of what can be achieved when we come together in times of need. 

There are 68 Veteran Upward Bound programs across the US dedicated to helping Veterans transition back to school. The personnel who run these are passionate about helping their Veterans overcome unique challenges and empowering them to succeed in their educational goals. Once a year, they meet at the National Association of Veterans Upward Bound Conference (NAVUB ‘24). This year, Halle Timpson (VUB Director) and I, Daniel Blackburn (VUB Ed Specialist), were both able to attend in Reno, Nevada. Halle and I both started with VUB about a year ago, and the conference allowed us to learn more about how VUB’s started, how it has changed, shared best practices, and overall gave us a sense of the community we joined.

As new NAVUB members, we were warmly welcomed by the community. Chevonne Neal, NAVUB President, emphasized the organization’s national reach. With 68 programs serving nearly 9,000 Veterans across 35 states, the VUB programs have a great potential to impact the lives of the Veteran community. The committee emphasized the opportunities for professional development, networking, and sharing ideas to empower VUB programs to better serve Veterans. Building relationships was the central focus of the conference and we were able to connect with dedicated professionals from across the country that work tirelessly to support their participants preparing for their educational journeys.

This year Dana Foreman, the Team Lead for VUB at the U.S. Dept. of Education and USMC Veteran, was able to share context on the programs national landscape. Kimberly Jones, President of Council for Opportunity in Education, provided a powerful perspective on advocacy and the importance of ensuring equal access to higher education for all. Both speakers helped advocate for VUB programs with the Department of Education and provided insight on problem solving, legislation, and representation.

As mentioned previously, there are 68 VUB programs in 35 states, which is more than ever before. It was fascinating to look back on the history of VUB. VUB grew from TRIO in 1972 in the wake of the Vietnam War, it was intended to meet the academic needs of Veterans returning from war. Legislators found that prior-service members were not using their GI Bill benefits and the VUB programs were established to help guide Veterans through the college application process and connecting them to a community on campus. It is interesting to think that Veterans then and now are facing the same kinds of challenges.

By far, the most valuable part of the NAVUB conference was the best practices shared. For example, Dr. Carrie Root’s (CEO and Founder of Alpha Umi) session on “Building Your Community” resonated deeply. Her emphasis on cultivating strong peer networks outside our program rings true, as it can provide Veterans with invaluable support beyond academics. Our office keeps a “whole body concept in mind,” because if someone is struggling in any aspect of life, they often will be unable to focus on their academics. As a result, we collaborate with many organizations to refer services to Veterans with whatever obstacles they may be facing.

Ben Blake (VUB Education Coordinator at Boise State University and USMC Veteran) oversaw a session on “Interacting with Veterans” offered practical strategies for building rapport and effectively communicating. I heard echoes of conversations our personnel have had with participants in the past. It was heartening to hear that our existing strategies for responding to Veterans align with best practices shared. Ultimately, communication is a crucial skill for ensuring everyone feels understood and supported in our program. Beyond these sessions, our VUB peers were consistently asking questions and exchanging ideas. Challenges we face in recruiting and serving were met with suggestions that are working for programs across the nation.

Overall, the NAVUB Conference was an amazing experience. It was wonderful to network with colleagues from across the country, often Veterans serving Veterans. The special topics and best practices provided new tools and ideas for serving Veterans. Furthermore, It provided a wealth of new connections, best practices, and resources. We left feeling energized and excited to implement what we learned to create an even more supportive and successful program. The knowledge and connections gained at NAVUB ‘24 will allow us to make a significant impact on the lives of the Veterans in our program. We are eager to put these new tools into action and empower our community to achieve their educational goals.

Daniel Allen Blackburn
Veterans Upward Bound Educational Specialist