The Golden State Pathways Program (GSPP) was a $500 million investment established by Assembly Bill 181 after California set a 70-percent postsecondary attainment goal in the 2022–23 State Budget.
Program funds are provided to support expanded pathways and smoother transitions into high-wage, high-skill and high-growth fields including technology, health care, education and climate-related professions in hopes that promoting student success and interest in in-demand careers will strengthen the workforce and propel economic growth — particularly for those from underserved groups that face systemic barriers in educational settings, including English learners, low-income students, and foster youth. Awardees could focus on building pathways that address local, regional or state workforce needs.
A new analysis by the Public Policy Institute of California (PPIC) shows that while local educational agencies have been able to move the needle in support of students, more work is needed to help LEAs sustain programming.
For instance, the report cites the need for more opportunities for stronger coordination between K-12, higher education and workforce partners.
“Given that most future jobs will require postsecondary education, the alignment within and across educational institutions and industry is more essential than ever to help students learn the foundational knowledge, skills, and abilities needed to succeed in the labor market,” the report states. “Our research identified possible challenges in monitoring progress because GSPP did not specify measurable goals for improving students’ college or career readiness. Given that the state has set a 70 percent postsecondary attainment goal, GSPP could aim for all high school students to graduate A-G ready. In this way, all high school graduates would be adequately prepared to eventually pursue a postsecondary credential or degree, even if they choose to enter the workforce immediately after high school.”
Key findings
As of February, about $426 million of the GSPP funds had been allocated to 372 LEAs in all regions of the state to expand, enhance or continue existing career programs and pathways.
Those that have received grant funding enroll 46 percent of the state’s high school aged students. According to PPIC estimates, about 532,200 high school students will participate in the program, representing 60 percent of students enrolled in these LEAs and nearly 28 percent of the state’s high school students.
Researchers also noted that LEAs that received implementation grants serve more diverse students than the statewide average, including serving higher rates of low-income students (67 percent among grantees vs. 61 percent statewide) and Latino youth (60 percent vs. 57 percent). Additionally, grant awards also varied notably by region, with the Greater Los Angeles and Northern areas receiving a larger share of grant funds relative to their share of high school students.
GSPP priority sectors — technology, health care, education and climate-related fields — comprise over three-quarters of funded implementation grants, with the most common pathways including programs in health science and medical technology, information and communication technologies, education and child development, and art, media and entertainment.
According to the report, there is “considerable excitement about using GSPP to support work-based learning through funded internships and pre-apprenticeships. However, once GSPP funds are exhausted, finding the resources needed to sustainably develop and maintain work-based learning programs, acceleration strategies (such as dual enrollment, in which high school students enroll in college courses for credit), and student supports with annual one-time allocations may prove challenging, particularly in an environment of fiscal restraint.”
Recommendations
Researchers identified several critical policy areas for policymakers and other stakeholders to consider, including:
- Working with partners in higher education and private sector employers to better align standards for career readiness, college readiness and university admissions requirements.
- Avoiding one-size-fits-all approaches in implementing dual enrollment and other acceleration models, all of which require unique strategies to ensure they’re meeting student needs.
- Not relying on one-time funding allocations to supplement GSPP, which will likely prove inadequate during times of fiscal restraint among LEAs.
Detailed recommendations are included in the report.
“Despite the implementation challenges, LEAs have embraced GSPP’s charge. More research will be needed to help us better understand policy gaps and opportunities, including how LEAs are weaving funds to implement and sustain their programs, as well as whether GSPP is helping to improve key indicators, including dual enrollment course-taking, college and career readiness, and college-going, among others,” researchers concluded.
