Innovation Pathway FAQ

Why is an Innovation Pathways program needed to build a highly-skilled workforce?

The demand for a highly skilled labor force for the innovation economy requires a greater number of college degree holders, and this demand is exacerbated by a decline in college-going students and an increase in the retiring workforce.

• The total number of high school graduates is projected to decline by 8% by 2032.
• The percentage of the nation’s population 65 and older will grow from 13% to 18% by 2030.
• In 2016 80% of retiring degree holders were at BA or BA+ level.
• Changing demographics demand a focus on equity - the percentage of white high school graduates will decrease from 82% to 56% by 2032 while the percentage of Latinx high school graduates will increase from 6% to 22%.
• Disparate outcomes coupled with changing demographics will create critical labor supply problems and intensify the equity gap - currently, 65% of white females graduate college as opposed to 22% of Latino males.

How did Hadley Public Schools become involved in the Innovation Pathways?

The Department of Elementary and Secondary Education (DESE) has designated Hadley Public Schools and specifically Hopkins Academy as an Innovation Pathways site. This means that for five-years, HPS will run a designated program, recruiting HPS students as well as local employers to apply and participate, and will track outcomes and report back to DESE. HPS has worked with the Franklin and Hampshire Workforce Boards and with an initial group of local employers to design and establish the two Innovation pathways: Business and Finance and Life and Environmental Science.

In what grade do students begin Pathways?

Students are strongly encouraged to apply to these programs starting in the 8th grade to allow for at least three years of participation though students may apply if space is available prior to the start of their senior year.

Is this program designed to promote equitable access for underrepresented students?

The Hopkins Academy Pathways have been designed to align with DESE’s Innovation Pathways Guiding Principles, including Equitable Access: prioritizing students underrepresented in postsecondary education enrollment and completion, and also in the relevant industry. Pathways are open to general and special education students, those for whom English is a second language, and first-generation college students, among others; and enrollment is without regard to prior academic performance or disciplinary record.

What types of careers are students looking for?

Some examples of high growth careers in the Business and Finance Pathway include Statistician, Data Analysis, Actuary, and Market Research Analyst.

IP courses allow students to earn credits toward several industry-recognized credentials, including:

• For Business and Finance, a degree in accounting, business administration or management, or a certificate in entrepreneurship or management
• For Life and Environmental Sciences, a degree or certificate in farm and food systems, renewable energy/energy efficiency, or a degree in environmental conservation, health care, and nursing.

What role do employers play in the student’s Culminating Project?

Students will receive feedback from their employer as part of their Work-Based Learning Plan at the culmination of their internship experience.

The student’s Culminating Project is developed with the support of their IP Advisor. For that project, students will create a digital portfolio that includes the research they have conducted related to career options and required postsecondary training, and a research paper on key learning from their internship experience and the role growth mindset, perseverance, and resiliency played in their internship experience. Students will use their research and written reflection to produce a TED talk which they will present to a live audience of parents, community members, and employers. TED talks will also be aired on Hadley Public Media in order to make them available to a wider community audience.

Is the timing for the internships flexible?

Students have the option of completing the 100-hour internship over one or two semesters. They may take their internship in the summer before their senior year or during their senior year. The 100-hour internship is a 5 credit course that counts toward graduation. A student may take up to three semesters of internship credits, providing that the student applies for each 100- hour internship and that a suitable internship is available.

How are student applicants prioritized for admission to the Pathway?

If an admission cap is necessary, priority will be given to students based on year of graduation (in descending order) with the understanding that students must be able to complete all requirements prior to graduation. Students may apply at any point during their high school career to be a part of a pathway; however, students will be encouraged to commit to a specific pathway in the spring of 9th grade or fall of 10th grade. Students who are not accepted in a given year will receive priority for the following year. If any other selection issues occur (e.g. too many priority students), all decisions will be made by lottery.

What kind of advisory support is available for students in the Innovation Pathway (IP)?

MyCAP:
Each student in IP will have a MyCAP advisor responsible for assisting the student with MyCAP activities and participating in quarterly MyCAP meetings for each student. Students will be responsible for facilitating their MyCAP meetings with the help of their advisor. MyCAP advisors will work with five students. In addition to quarterly meetings, MyCAP advisors will hold office hours in which they meet with students individually or in groups to support skill development related to MyCAP activities.

Culminating Project:
MyCAP advisors will also support students in the development and production of their “culminating project” and final presentation.

Job Coach for Students with Disabilities:
Students with disabilities who require a job coach to successfully participate in CDE activities will be provided this support. The job coach will provide all students in the program with additional support for CDE and MyCAP activities.