Career Academy Course Sequences

Prepared under contract to Johns Hopkins University and
the Office of Educational Research and Improvement,
U.S. Department of Education (ED-99-R-0024).
The views and opinions expressed here do not necessarily represent those
of the University of California, Johns Hopkins University, or the funding agency.

August 2003

Career Academy Support Network
University of California, Berkeley
Graduate School of Education
Berkeley, CA 94720-1674

Contents

• Introduction
• Agriculture, Food, Natural Resources and Environmental Science
• Architecture and Construction
• Arts, Audio-Visual Technology and Communication
• Business, Management & Administration; Finance; Marketing, Sales & Services
• Education and Training
• Government & Public Administration; Law, Public Safety & Security
• Health & Bio-Sciences; Human Services
• Hospitality And Tourism
• Information Technology
• Manufacturing
• Science, Mathematics, Engineering & Technology
• Transportation, Distribution, and Logistics

INTRODUCTION

At the core of a successful career academy is a well-designed curriculum that provides a logical, linked sequence of courses for high school students over a period of two to four years. The courses should focus on the career theme, yet offer students a comprehensive, rigorous curriculum that prepares them for college. A good course sequence generally begins with scaffolding courses that prepare students for advanced work. Often, choices will be available to students as they progress through the sequence and develop a particular career focus. A well-developed course sequence facilitates scheduling for students as they think about their career goals and prepare their high school plan. The course sequence is also valuable to teachers, especially teacher teams, for planning and delivering integrated instruction across disciplines and grade levels.

Educators faced with designing a course sequence for a new career academy are often overwhelmed. Yet many others have likely done this before them. The challenge is finding out what established successful academies offer in the way of courses. That's the purpose of this Career Academy Support Network (CASN) guide—to give teachers and administrators a quick overview of course sequences from well-known academy and career pathway programs across the country. You will find a variety of sample course sequences for 12 different industry clusters, listed below alphabetically. These career fields are drawn from a national effort to define 16 career clusters into which the economy can be divided for purposes of understanding and career preparation (a few have been collapsed to create our 12), a project coordinated by the National Association of State Directors of Career Technical Education Consortium (hereinafter referred to as the States Career Clusters Initiative). More information about this project is available at www.careerclusters.org.

• Agriculture, Food, Natural Resources and Environmental Science
• Architecture and Construction
• Arts, Audio-Visual Technology and Communication
• Business, Management & Administration; Finance; and Marketing, Sales & Service
• Education and Training
• Government & Public Administration; and Law, Public Safety & Security
• Health & Bio-Sciences; and Human Services
• Hospitality And Tourism
• Information Technology
• Manufacturing
• Science, Technology, Engineering and Mathematics
• Transportation, Distribution, and Logistics

In the list below, you'll find key sources for information on career academies. The place to begin is with other sections of the CASN web site (http://casn.berkeley.edu). Look at the directory of career academies (http://casn.berkeley.edu/directory.html), organized by state and locality, and searchable by career field. Check for high schools near you that may have similar programs, and schedule a visit if you can. Also, use the links to educational web sites listed in the CASN Teaching and Learning Resource Guide (http://casn.berkeley.edu/pages/TLResources.html) for lesson plans, curriculum development guides, project-based learning ideas, approaches to assessment, and many other topics in education, including specifics for many academic and career fields.

In addition, you may want to consult a start-up or planning guide, such as:

1. CASN: Planning Guide for Career Academies
   http://casn.berkeley.edu/resources/planning_guide.html
   
2. National Career Academy Coalition (NCAC): Career Academy Tool Kit
   www.ncacinc.org/
   
3. GMS Partners: Creating and Sustaining Small Learning Communities
   www.gmspartnersinc.org
   
4. National Academy Foundation (NAF): NAF Academy Planning Guide
   www.naf.org

The information for this guide has been compiled using some key sources that you may wish to access yourself:

• If you are interested in a fee-based support network for career academies in Business & Finance, Travel & Tourism, and/or Information Technology, contact the National Academy Foundation (www.naf.org).
  
• Queen Anne's County High School (http://www.boe.qacps.k12.md.us/) in Maryland offers course sequences online for five career clusters: Arts and Communication; Biological, Environmental, and Natural Resources Technology; Business Management Systems; Engineering, Mechanical, and Construction Technology; and Health and Human Services.
  
• The St. Louis Public Schools, through Gateway High School in metropolitan St. Louis, has developed course sequences in four fields: Engineering and Technical Education; Health and Biological Sciences; Physical and Chemical Sciences; and Mathematics and Computer Science. Contact: Susan Katzman at Susan.Katzman@slps.org.
  
• Southfield Public Schools in Southfield, Michigan, (www.southfield.k12.mi.us) has academy programs in Engineering, Arts, Health and Medical, and Global Business. Look at the academy pages on the site.
  
• Columbus Public Schools (www.columbus.k12.oh.us) offers many career course options to students. Look at the Career Centers page on the website, or contact the Columbus staff via email at Educational_Programs@columbus.org.
  
• South Grand Prairie High School near Dallas, Texas, a New American High School, (http://www.gpisd.org) offers academy pathways in: Business and Computer Technology; Creative and Performing Arts; Health Sciences and Human Services; Communications, Humanities, and Law; and Math, Science, and Engineering.
  
• Most of the course descriptions here are taken from the University of California interactive web site (www.ucop.ed/), which lists approved career-based electives for the University of California system. On this site you will find downloadable course descriptions, textbook recommendations, and additional contact information. Use these courses to add to a core of other college-preparatory academy classes that have been approved by your state or district. This will ensure that your students have the full range of post-secondary options at graduation.

AGRICULTURE, FOOD, NATURAL RESOURCES AND ENVIRONMENTAL SCIENCE

This industry cluster focuses on the planning, implementation, production, management, processing, and marketing of agricultural commodities and services, and the related professional, technical and educational services. The Career Clusters Initiative (www.careerclusters.org) has identified seven pathways within this cluster: food products and processing systems; plant systems; animal systems; power, structural and technical systems; natural resource systems; environmental service systems; and agribusiness systems. Careers in this area require educational preparation ranging from high school education with on-the-job training to community college, four-year, technical school and advanced degrees. Some positions require certification and/or licensing.

Typical Course Sequence

1. Queen Anne's County High School (http://www.boe.qacps.k12.md.us) in Maryland offers courses in Biological, Environmental, and Natural Resources Technology that prepare students for bachelor's level programs leading to careers such as forest ranger, agricultural engineer, biologist, horticulturist, landscape architect, or veterinarian. Students pursue difference sequences: Research and Development, Agriscience, Veterinary Science, or Natural Resource Management. Typically, students choose four required courses from the following lists:

Additional course requirements (depending on the emphasis):

• Advanced Placement Probability and Statistics
• Computer Applications
• Psychology
• World Geography
• Technical Drafting
• Supervised Career Orientation
• Directed Work (Independent Study)
• Business Management
• Additional Science electives
• Additional Business electives
• Additional Math electives
• Internship
• Entrepreneurship

A typical course sequence for Biological, Environmental, and Natural Resources Technology:

2. The Agriculture-Science Magnet Academy at Santa Paula High School in the Santa Paula Unified High School District, California. This is a California Partnership Academy covering grades 10 – 12. Agriculture-Science Classes 1-4 focus on the agriculture-science state curriculum through lecture, activities and software. It includes a hands-on horticulture class with integration of science and biology. The students maintain an avocado and citrus orchard and an animal farm where they raise and sell livestock. Students are also involved in Future Farmers of America (FFA) for leadership training and animal science. For more information about this Academy program, contact Catherine Sepulveda, (805) 525-4406, ext. 293 or csepulveda@spuhsd.k12.ca.us. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under the Agriculture and Natural Resources career path and some additional courses under the “approved elective” category. All of the electives necessary to design a course sequence for an academy in agriculture or the environment are listed on this site, including Oceanography and Ecoliteracy.

ARCHITECTURE AND CONSTRUCTION

This industry cluster focuses on careers in designing, planning, managing, building and maintaining the built environment. This includes new structures, restorations, additions, alterations and repairs. The States' Career Clusters Initiative has identified three pathways within this cluster: design/pre-construction, construction, and maintenance/operations. These careers require educational preparation ranging from high school education with specialized training to community college and four-year college/university degrees. Skilled construction craft-workers can earn the status of journey worker, and craft training programs run from one to five years. Industry-recognized credentials are available from trade associations, industry-established education foundations and industry consortia. Many positions require certification and/or licensing.

Typical Course Sequence

1. Queen Anne County High School in Maryland (http://www.boe.qacps.k12.md.us). This school offers a cluster of courses that prepare students who are interested in architecture, construction, and engineering (ACE). The courses include a foundation in science and math. Depending on choices of electives, each of these sequences can be college-preparatory.

2. Arvin High School in the Kern Unified High School District in Bakersfield, California offers a Construction/Design Academy program. This is a California Partnership Academy covering grades 10 – 12. Course content for the career-technical course options is described below. For more information about this Academy, contact Buzz Calaway, Director, (661) 854-5561, ext. 12 or bcalaway@khsd.k12.ca.us. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include: applied physics, computer assisted drafting (CAD), geometry, engineering I and II, engineering technology, physics 1-2, physics and technology, principles of engineering, environmental science, environmental field studies, applied earth and physical science, art and architecture.

ARTS, AUDIO-VISUAL TECHNOLOGY AND COMMUNICATIONS

This industry cluster focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services. The States' Career Clusters Initiative has identified six pathways within this cluster: audio and video technologies; printing technologies; visual arts; performing arts; journalism and broadcasting; and telecommunications technologies. These careers require educational preparation ranging from high school education with specialized training to advanced degrees.

Typical Course Sequence

1. Performing Arts: The Arts Academy at Southfield-Lathrup High School in Michigan provides for advanced preparation in dance, drama, vocal and instrumental music, and visual arts. In addition to academic core courses in math, English, social studies, and science, students are required to complete four courses in 11th and 12th grade from the following list:

• Dance Technique/Dance Company
• Play Production
• Intermediate and Advanced Acting
• Music Theory and History
• Piano Lab/MIDI Computer Lab
• Jazz Band
• Art Research and Exploration
• Visual Animation Lab
• Advanced Placement Art History

Contact the coordinator at Southfield at (248) 746-7433, or look at the website www.southfield.k12.mi.us/academy/art.htm, for specific information on course content. Other Arts academies add electives such as Mythology and Folklore, Survey of American Music, and Guitar Musicianship.

2. Visual Arts and Communications: Queen Anne's County High School, Maryland

Queen Anne's County High School (http://www.boe.qacps.k12.md.us) provides a solid example of course requirements for a visual arts sequence. Over four years, students complete college academic requirements in English, Math, Science, and Social Studies. All students in this academy also complete Computer Technology and Computer Applications. In addition, students with a visual arts emphasis choose four required courses from:

• Fundamentals of Art
• Ceramics & Sculpture
• Production Graphics
• Graphic Arts
• Life Drawing

Additional elective courses include Communications Technology, Studio Techniques, and Wood Sculpture. This program of study also requires internships and three semesters of foreign language, as well as providing for dual enrollment at the local community college.

For students interested primarily in communications, required courses include Graphic Arts, Journalism, Communications Technology, and Speech/Oral Communication. Students choose six electives from a list that includes Creative Writing, Introduction to Drama, Advanced Journalism, Production Graphics, Psychology, and Yearbook.

The Columbus, Ohio Arts and Communications Academies begin with foundation courses in 9th and 10th grades, then encourage students to choose a career path in communications media, performing arts, or visual arts. The sequences for the three paths are:

Summer academic or career enrichment courses are an important element in the Columbus program. For example, students may take the following courses in the summer:

• Multimedia Computer Systems
• Fundamentals of Music Theory
• Beginning Tap Dance
• World Music
• Beginning Painting
• Survey of Graphic Communications

More information on the Columbus Public Schools is available at (www.columbus.k12.oh.us). Look at the Career Centers page on the website, or contact the Columbus staff via email at Educational_Programs@columbus.org

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include nearly 60 college-approved courses in the arts that can be incorporated into an academy course sequence.

BUSINESS, MANAGEMENT & ADMINISTRATION; FINANCE; MARKETING, SALES & SERVICE

The careers in these three industry clusters frequently overlap in job responsibilities and desired outcomes, depending upon the type, size and goals of a business. Therefore, the “business, finance and marketing” careers are frequently introduced through one academy with multiple pathways. The States' Career Clusters Initiative has identified the following pathways for each of these clusters. The business, management and administration cluster prepares students for careers in planning, organizing, directing and evaluating business functions. It includes the following pathways: management; business financial management and accounting; human resources; business analysis; marketing; administration and information support. The finance cluster prepares students for careers in financial and investment planning, banking, insurance and business financial management. In includes the following pathways: financial and investment planning; business financial management; banking and related services; and insurance services. The marketing, sales and services cluster prepares students for careers in planning, managing and performing marketing activities for organizations. This cluster includes seven pathways: management and entrepreneurship; professional sales and marketing; buying and merchandising; marketing communications and promotion; marketing information management and research; distribution and logistics; and e-marketing. These careers require educational preparation ranging from high school to community college, technical school, four-year and advanced degrees.

Typical Course Sequence

1. The National Academy Foundation (NAF). With 20 years experience and a network of over 500 academies, NAF (www.naf.org) is a premier resource for finance and business academies. NAF provides courses and lessons for two, three, or four-year academy sequences. Typical courses for a three-year curriculum are listed below. Note that 8 out of the 20 courses are college-approved. These courses are combined with courses in other core subjects

2. Queen Anne County High School, Maryland: Queen Anne's County High School in Maryland (http://www.boe.qacps.k12.md.us) also offers an academy sequence in Business Management Systems that looks similar to the NAF sequence, but with slightly more emphasis on retail sales, marketing and merchandising.

3. Southfield High School, Michigan (www.southfield.k12.mi.us/academy/business.htm): In this school, the curriculum has been integrated into a Global Business and Information Technology Academy, with specialized courses in Accounting, Marketing, Management, and Information Technology. Academy students are required to complete courses from among the following in grades 11-12:

• Introduction to Marketing
• Advanced Marketing
• Entrepreneurship
• Small Business Ownership
• Corporate Business
• International business
• Business Information Systems
• Computerized Accounting

4. The Columbus, Ohio Public Schools Business Career Academies (www.columbus.k12.oh.us) allow students to pursue paths in marketing technologies, administration and management, or accounting and finance. Sequences look like this:

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under the Finance and Business career path and some additional courses under the “approved elective” category. There are nine courses on economics, including a Virtual Economics course for entrepreneurs and several courses with an international flavor. Also of interest is a course titled Contemporary Communications, which outlines a rigorous 12th grade Business English course.

EDUCATION AND TRAINING

This industry cluster focuses on careers in education and training in a variety of settings that offer academic, vocational and technical instruction and education services. The States' Career Clusters Initiative has identified three pathways within this cluster: Teaching and Training, Professional Support Services, and Administration and Administrative Support. These careers require preparation ranging from technical post-secondary training to advanced degrees.

Typical Course Sequence

1. The Education and Human Services Academy at John W. North High School in the Riverside Unified School District in Riverside has been California Partnership Academy since 1995. Students participate in internships during their junior year with assignments to elementary and/or preschools for a total of 180 hours for the year. The career-technical courses are: Education Careers 1 – students explore careers in education and learn about child development; Education Careers 2 – students explore careers in home economics related occupations and in child care; Education Careers 3-- students study psychology and sociology. For more information about this Academy, contact Rosalyn Anderson, Academy Coordinator, (909) 788-7343, randerson@north.rusd.k12.ca.us. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

2. The Education and Child Development Academy at Peter Johansen High School in the Modesto City High School District, Modesto, California has been a California Partnership Academy since 1999. This program articulates with the Modesto Junior College TEAM program, with the Regional Occupation Center (ROP) elementary education and early childhood education programs, and with the Cal Teach program at the California State University level. The career technical classes study human development from birth to old age and explore careers in a variety of education and related fields. All seniors participate in internships and/or paid job experiences. For more information about this Academy, contact Cynthia Elledge, Team Leader, (209) 576-4702, elledge.c@monet.k12.ca.us. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include: cross-age play development, developmental psychology of adolescence, developmental psychology of children, and sociology: contemporary urban social issues.

GOVERNMENT & PUBLIC ADMINISTRATION; AND LAW, PUBLIC SAFETY & SECURITY

These two industry clusters are frequently paired at the high school level since careers in government and public service frequently develop out of an interest in law and public safety. The Government and Public Administration cluster focuses on careers that are unique to government. Just about every occupation can be found in government service, but some are unique to this cluster. The States' Career Clusters Initiative has identified seven pathways within this cluster: governance; national security; foreign service; planning; revenue and taxation; regulation; and public management and administration. These careers require educational preparation ranging from high school education plus formal instruction and training to advanced degrees. Many positions require certification and/or licensing.

The Law, Public Safety and Security cluster focuses on careers in planning, managing and providing legal, public safety and protective services and homeland security, including support services. The States' Career Clusters Initiative has identified five pathways within this cluster: correctional services; emergency and fire management; security and protective services; law enforcement; and legal services. These careers require educational preparation ranging from high school education plus formal instruction and training to advanced degrees. Many positions require certification and/or licensing.

Typical Course Sequence

1. The Criminal Justice & Community Services Academy at Hiram Johnson High School in the Sacramento City Unified School District, Sacramento is a California Partnership Academy that began in 1996. This Academy utilizes the “Street Law” program in its technical courses, which combine government principles into a common criminal justice vernacular. It also uses an “Administration of Justice” program published by a retired Los Angeles officer. The wide range of industry partnerships provides the students with a real-world look at the various fields within the criminal justice system. For more information about this Academy, contact Heather Wien McDill, Lead Teacher, (916) 277-6300, ext. 1911, hwienmcdill@yahoo.com. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Law I is designed as an introductory class for freshmen interested in the Academy of Criminal Justice. It covers general aspects of Constitutional Law, balancing rights with responsibilities, nature of crimes, understanding the media in relation to crime and crime reporting, basic types of laws, history of law enforcement, and types of court systems found in the United States.

Law II covers cultural diversity, fairness policies, street gangs, organized crime, choices and consequences, narcotics and drug abuse, and introduction to the juvenile justice system.

Law III covers state and federal crimes, classes of crimes, parties to crimes and due process. Students examine the right to privacy, search and seizure laws, arrest procedures, elements of the various crimes against persons, the juvenile justice system, forensic science and crime scene investigation.

Law IV examines citizen advocacy, the voting process, crimes against property, miscellaneous crimes, civil law, family law, consumer law, and continuation of forensic science and crime scene investigation.

2. The Fire Science Academy at McClatchy High School in the Sacramento City Unified School District, Sacramento has been a California Partnership Academy since 1995. The content of the fire science core curriculum is based on nationally accepted Firefighter I standards established by the National Fire Protection Association (NFPA). The structure within the classroom is based on the Fire Department's organization and the Incident Command System (ICS). A chain of command is followed from the Incident Commander (IC/Teacher) to Squad Leaders and Squad Members (students). Students attend a three-day Fire Camp where they light a prescribed burn and work on a wild-land fire. For more information on this Academy, contact Tom Eustis, Fire Science coordinator, (916) 264-4498, tom-eustis@sac-city.k12.ca.us. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

3. The Monroe High School Police Academy in the Los Angeles Unified School District, California has been developed based on employment requirements of the Los Angeles Police Department (LAPD). The teachers work closely with the LAPD to create a college-bound law enforcement curriculum. The Monroe campus has a state-of-the-art computer lab with 30 internet-connected computers, a forensic science lab, a weight room, an obstacle course, a driver education bungalow and a roll call room. The seven areas of focus for the curriculum are academics, discipline, physical fitness, individualized support, work experience, leadership activities and support services. For more information about this program, contact Nikki Siercks, Coordinator (818) 895-6257, nikster50@aol.com. More information on California Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

4. The Internal Revenue Service (IRS) Careers Academy at Roosevelt High School in the Fresno Unified School District, Fresno, a California Partnership Academy started in 1989, enjoys a mutually beneficial relation with the Internal Revenue Service. Students are provided employment opportunities during the summer, receive VITA training through the IRS in which students are trained to do volunteer income tax assistance, are mentored by IRS employees, and engage in mock interviews by IRS executives. In the career technical courses, students focus on higher order thinking and problem solving skills, delegation of authority, teamwork, social skills, communication skills, leadership skills, life skills, personal effectiveness skills, and computer and multi-media literacy and usage. Project East takes students from developing and initiating a project to portfolio development, project presentation and reflection. For more information on this program, contact Sarah Selzer, Academy Director, (559) 253-5200, sarahbel@cvip.net. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include: constitutional law, elements of journalism, elements of oral communication, English 11/law and literature, forensics: argumentation/debate, international issues and public policy, introduction to political studies, political science: comparative politics, law I, law and government, law and order and public policy, Spanish 1 law, Spanish 2 law, Spanish 3 Law, statistics with technology, technology and society, and space technologies: mathematics.

HEALTH & BIO-SCIENCES; AND HUMAN SERVICES

These two career clusters are frequently paired at the high school level since students seeking careers in the “helping professions” frequently wish to explore both health and human services options.

The Health and Bio-Sciences cluster focuses on careers in planning, managing, and providing health care and research related services. The States' Career Clusters Initiative (www.careerclusters.org) has identified five pathways within this cluster: therapeutics; diagnostic services; health information; support services; and biotechnology research and development. These careers require educational preparation ranging from community college to four-year college/university, technical school and advanced degrees. Most positions require certification and/or licensing.

The Human Services cluster focuses on careers related to families and human needs. The States' Career Clusters Initiative (www.careerclusters.org) has identified five pathways within this cluster: consumer services; early childhood development; counseling and mental health; family and community services; and personal care. There is some overlapping between some of these pathways and other clusters described in this document. For example, consumer services might overlap with business, management and administration or with the finance cluster; early childhood development might overlap with education and training; and counseling and mental health services might overlap with health services. The careers in this cluster require educational preparation ranging from high school training to four-year, master's and doctoral degrees. These courses are intended to focus on direct human services in a broad variety of settings. Some areas require licensing.

Typical Course Sequence

1. Southfield High School, Michigan, Health and Medical Sciences Academy (www.southfield.k12.mi.us/academy/health.htm). In addition to academic core courses in math, English, social studies, and science, students at this academy complete courses from among the following in 11th and 12th grade:

• Anatomy and Physiology
• Biotechnology
• Advanced Placement Biology
• Health Occupations
• Health Science
• Advanced Placement Chemistry
• Environmental Science
  

2. Queen Anne County High School, Maryland, Health and Human Services cluster prepares students for health careers requiring advanced degrees by completing the following courses (http://www.boe.qacps.k12.md.us):

• Advanced Biology
• Advanced Chemistry
• Foreign Language I
• Foreign Language II
• Computer Applications
• Genetics
• Advanced Placement Biology
• Advanced Placement Chemistry
• Two additional math courses above Algebra II and the Advanced Placement level

3. The Health Sciences Academy in St. Louis, Missouri course sequence for Medical Sciences and Sports Management is as follows:

3. Gateway High School in St. Louis, Missouri offers a Medical Laboratory Science program with the following course sequences:

4. The Human Services Academy at Nathaniel Narbonne High School in Los Angeles, California, started in 1998, enjoys partnerships with local universities, colleges, community colleges and the Regional Occupation Program (ROP). Students also benefit from the California Student Opportunity and Access Program (SOAP), in which post-secondary education provides outreach and guidance to high school students. The career technical courses include grade 10 Future Studies in which students survey the world of work in the 21st century with a strong emphasis on the skills, attributes and knowledge that are needed to be successful. In grade 11 Introduction to Human Services provides an in-depth look at career options in the human services fields and provides students with job performance feedback from the ROP teacher, worksite supervisors and mentors. In grade 12 students take psychology or introduction to sociology and are also required to complete 30 hours of community service, paid or volunteer, in a people-to-people setting. For more information about this program, contact Gustavo Loera, Director, (213) 413-1130, ext. 120, gloera@mhala.org. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under the Biotechnology and Laboratory Science approved courses list. These courses include excellent course descriptions for genetics, medical research, and veterinary science. Also, there is an approved, specialized English course for 11th graders interested in the medical field.

HOSPITALITY AND TOURISM

This industry cluster focuses on careers in the management, operations and marketing of restaurants, other food services, lodging, attractions, recreation events and travel-related services. The four pathways in this cluster are restaurant and food/beverage services; lodging; travel and tourism; and recreation, amusements and attractions. These careers require educational preparation ranging from high school education to four-year and advanced degrees.

Apprenticeship and internship programs and technical schools play a large role in educating for these careers. The level and type of education required depends on the level and type of job responsibilities. Many positions prefer, and some require, certification. (States' Career Clusters Initiative, www.careerclusters.org).

Typical Course Sequence

1. NAF (www.naf.org) is a premier resource for Travel, Tourism, and Hospitality Academies. The following is a typical NAF academy course sequence for an Academy of Travel and Tourism, three-year or four-year program.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include: business economics, economics – virtual enterprise, economics of business ownership, topics in global economics and finance, elements of oral communication, and literature of sport.

INFORMATION TECHNOLOGY

This industry cluster focuses on careers related to the design, development, support and management of hardware, software, multimedia and systems integration services. It includes four pathways: network services; information support and services; programming and software development; and interactive media. These careers require educational preparation ranging from technical school training to community college, four-year college/university and advanced degrees. Many positions require industry certification (States' Career Clusters Initiative, www.careerclusters.org).

Typical Course Sequence

1. Columbus, Ohio's Computer and Information Technology Academy (www.columbus.k12.oh.us) begins its course sequence with foundation courses in the 9th and 10th grade. In the 11th and 12th grade, students pursue a pathway focused on Web Developer or on Networking, Desktop, and Information Support and Service:

2. Gateway High School in St. Louis, Missouri (314) 776-8148 (Susan.Katzman@slps.org) has a slightly different approach in its Computer Science and Mathematics sequence. This program offers 9th and 10th graders an opportunity to gain a foundation in both mathematics and computers. Students in 11th and 12th grade then choose a pathway that allows for a focus on one area, but integrates both subjects. Computer Science majors take three years of mathematics; mathematics majors enroll in four years of math and take advanced courses in computer programming. For 11th and 12th graders, the sequences are:

3. As with its two other fields, the National Academy Foundation (NAF) (www.naf.org) offers a full series of career/ technical courses in information technology.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists 12 courses under Information Technology, including courses in statistics, music, animation, and computer programming.

MANUFACTURING

This industry cluster focuses on careers in planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering. The pathways identified in this cluster are production; manufacturing production process development; maintenance, installation and repair; quality assurance; logistics and inventory control; and health, safety and environmental assurance. These careers require educational preparation ranging from high school education with on-the-job training to advanced degrees. Many positions require certification and some require licensing.

Typical Course Sequence

1. The Engineering and Manufacturing (TEAM) Sciences Academy at Southfield High School in Michigan (www.southfield.k12.mi.us/academy/engin.htm). This program provides courses that integrate math, science, and technology to prepare students for post-secondary education in manufacturing.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include: applied physics, CAD geometry, chemical engineering/technology I, engineering I and II, engineering technology, physics 1-2, physics and technology, principles of engineering.

SCIENCE, MATHEMATICS, ENGINEERING AND TECHNOLOGY

This industry cluster focuses on careers in planning, managing and providing scientific research and professional and technical services including laboratory and testing services, and research and development services. The two pathways identified are science and mathematics (biologist, chemist, economist, geneticist, physicist, quality-control scientists, mathematician, statistician, research technician, science teacher, scientific visualization/graphics expert, lab technician) and engineering and technology (engineer: aeronautical-architectural-biotechnical-chemical-civil-construction-industrial-mechanical, materials lab and supply technician, quality technician, drafter, technical writer). These careers require educational preparation ranging from community college to doctoral degrees. Most positions require certification and/or licensing. (States' Career Clusters Initiative, www.careerclusters.org).

Typical Course Sequence

1. The Gateway Institute of Technology in St. Louis, Missouri where students focus on core courses in Applied Physical Science, then at the end of the sophomore year choose a major from the following:

• Chemical Industrial Laboratory
• Chemistry
• Engineering Chemistry
• Engineering Physics
• Computer Based Technology
• Physics

The course sequence for the Engineering Physics major

2. The DaVinci Science/Math Academy at Newport Harbor High School in Newport Beach, California began in 1995. This Academy focuses on developing high level science and math skills through rigorous study and through hands-on applications of academic material. The University Science Class focuses on the physical sciences, earth physics, chemistry and astronomy. This hands-on science course introduces students to several projects and tools and has included the design and construction of solar powered cars, electric cars, fuel cell vehicles, mouse trap vehicles, NRG (energy) vehicles, solar powered blimps, remote controlled battle bots, electroscopes, telescopes, microscopes, laser communicators, earthquake towers, balsa wood bridges and projects involving earth systems.

Chemistry deals with the characteristics, laws and behaviors of elements under various conditions. Students plan a business and make a product within the chemistry class in integration with the other academy classes. Marine Science is an introduction to the marine environment from both a physical and biological science point of view. In Physics students study the concepts as well as the mathematical analysis of the universe. Students regularly use computer technology to collect and manipulate data. Students build several projects within the program that include a trebuchet, a rocket launcher, a laser guidance system, an NRG (energy) car, a paper tower, a wooden earthquake safe building and a wood and paper boat that must float a student yet only weighs about three pounds.

For more information about this Academy contact Scott Dukes, Director, (949) 515-6328, sdukes@nmusd.k12.ca.us. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include: all university accepted laboratory science and mathematics courses, applied physics, CAD geometry, chemical engineering/technology I, engineering I and II, engineering technology, physics 1-2, physics and technology, physics of optics and lasers, principles of engineering, satellite systems/aerospace design, space mechanics and computer systems, space technologies, mathematics, and the human genome.

TRANSPORTATION, DISTRIBUTION, AND LOGISTICS

This industry cluster focuses on careers and businesses involved in the planning, management and movement of people, materials and products by road, air, rail and water. It also covers support services such as infrastructure planning and management, logistic services and maintenance of mobile equipment and facilities. The seven pathways identified in this cluster are transportation operations; logistics planning and management; warehousing and distribution center operations; facility and mobile equipment maintenance; transportation systems/infrastructure planning-management-regulation; health-safety-environmental management; and sales and service. These careers require educational preparation ranging from on-the-job training to advanced degrees. Many positions require certification and/or licensing.

Typical Course Sequence

1. The Transportation Academy at Anaheim High School in Anaheim, a California Partnership Academy started in 1998, allows students to learn about a variety of modes of transportation and the technologies that make them possible. Transportation Tech I introduces transportation systems and technologies. In Transportation Tech II the students explore and investigate various transportation-related technologies such as solar energy, auto design, robotics, lasers and fiber optics. In Transportation Tech III students use the knowledge and experience gained in the previous years to integrate current transportation technologies with more complex or involved technologies. For example, students work with city traffic managers to coordinate traffic flows, analyze the current patterns of traffic, and create and suggest possible alternative patterns to improve traffic flow. For more information on this Academy, contact Brett Schumm, Lead Teacher, (714) 493-1937, schumm_b@auhsd.k12.ca.us. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

2. Some academies focus on one particular mode of transportation such as automotive, air transportation, marine transportation, and space exploration. The Technical Institute Academy at Lassen High School in Susanville, California focuses on the automotive industry. This academy is able to offer high-level technical courses through a partnership with their Regional Occupation Program (ROP). They are a nationally certified Master NATEF program and AYES in automotive and offer Advanced Automotive, Collision Repair, Auto Parts Supply and Diesel Equipment Repair as their advanced classes for the Academy. The Energy and Transportation class for 10th grade students is a basic class in automotive and understanding of tools and transportation careers and choices. The two-year Diesel program teaches the basics to being a HD Diesel mechanic. The Collision Repair program is an ICAR program and teaches auto collision and painting. The Auto Parts Supply class teaches the basic skills and knowledge needed as an automotive counter-person. For more information on this Academy, contact John Crosby, Project Director, at (530) 257-2742, jmcrosby@hotmail.com. More information on CA Partnership Academies can found at www.cde.ca.gov/ci/gs/hs/cpagen.asp.

Sample course descriptions

The University of California site (http://pathstat1.ucop.edu/ag/course_descriptions/index.html) lists several courses under this career path and some additional courses under the “approved elective” category. These courses include: physics and technology, economics – virtual enterprise, economics of business, modern American economy, topics in global economics and finance, product development, and technology and society.