Evidence Based Strategy
Recognizing that success in the labor market demands both core academic competencies and job-related skills, it is crucial to adopt an integrated approach. This requires a learning ecosystem where academic and durable skills are not treated as separate components, but rather as interconnected requirements of a student’s education journey. By integrating durable skills into core academics (and vice versa), schools can better prepare students for the realities of life after school. This is far more likely to happen if there is deep collaboration between the education and business sectors in the design of such an ecosystem.
The urgency for this integration has never been greater. Employer perspectives reinforce this need: a 2024 Kentucky employer survey of over 600 businesses found that only 12% express strong confidence in recent high school graduates’ preparedness, with less than 10% believing graduates are well-prepared in key areas like professionalism, critical thinking, and communication. However, 78.5% of employers rate durable skills as highly important for employment readiness, emphasizing professionalism, work ethic, interpersonal skills, and emotional intelligence.
State education agencies across the nation and local school districts are implementing innovative practices and strategies aimed at providing students with deeper learning experiences that are personalized and competency-based, with the intention of students acquiring skills, not just a diploma. The Carnegie Foundation and many education experts are calling for the need to change the currency of learning from “seat time” to “skills”, recognizing that the knowledge, skills, and dispositions needed to succeed in the 21st-century workplace are not singularly demonstrated through time spent in the classroom.
Integrating durable skills in core academics should be embedded in teaching and learning practices; not an add-on. While this is easier said than done, policy-to-practice research provides insights on integrating durable skills seamlessly into school curricula and activities. This integration extends beyond memorization or mastering repetitive tasks; it demands the demonstration of higher-level skills such as navigating complex situations with multiple variables, devising creative solutions where clear answers are elusive, and effectively conveying ideas through various means.
Research consistently demonstrates that integrated approaches to durable skills and academics produce measurable benefits for students. Analysis of 82 million job postings revealed that 73% of jobs demanded at least one Durable Skill, with six out of the top 10 most requested skills across all postings identified as Durable Skills.
Successful integration requires systematic implementation and employer engagement. Research from the Indiana Department of Education’s ESII Grant, in partnership with America Succeeds and Learner-Centered Collaborative, highlights key considerations for integrating durable skills into school curricula and programs. This initiative involved 58 schools across Indiana integrating three key employability skills: collaboration, communication, and work ethic, serving over 90,000+ students.
Deeper learning approaches provide a proven framework for integration. The William and Flora Hewlett Foundation defines deeper learning as “a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job.” Deeper learning is comprised of six vital competencies: mastery of core academic content, critical thinking and complex problem-solving, collaborative teamwork, proficient communication, acquisition of learning strategies, and cultivation of academic mindsets.
Research demonstrates significant positive outcomes from integrated approaches. Studies show that students in deeper learning environments develop higher-order thinking skills, learning dispositions, and collaboration skills needed for success in twenty-first century work and civic life. The integration promotes the ability to transfer learning and apply knowledge to new and complex situations in an ever-changing global environment.
Personalized, competency-based learning environments support skill integration effectively. The Aurora Institute [FullScale] defines competency-based education as a system where students are empowered daily to make important decisions about their learning experiences, assessment is meaningful and empowering, students receive timely differentiated support, students progress based on evidence of mastery rather than seat time, and strategies to ensure equity are embedded throughout.
Employer perspectives confirm the critical gap between current education and workforce needs. A comprehensive 2024 Kentucky employer survey of over 600 businesses across 20+ industries reveals significant challenges in graduate preparedness. While Kentucky maintains a high graduation rate of 92.3%, only 12% of employers express strong confidence in recent graduates’ readiness, and 14% have no confidence at all. Less than 10% believe graduates are well-prepared in fundamental workplace competencies including professionalism, critical thinking, and communication skills.
The employer data highlights specific skill priorities and partnership opportunities. When assessing recent graduates, 78.5% of employers rate durable skills as the most important factor, significantly outweighing academic credentials (31.5%) and extracurricular activities (19.3%). Employers specifically prioritize professionalism and work ethic (88.5%), interpersonal skills (70.8%), and real-world applications of learning (60.8%). Despite this demand, only 21.4% of employers currently offer work-based learning opportunities, though 54.2% express willingness to provide such experiences, indicating significant untapped potential for school-business partnerships.
Successfully integrating durable skills and core academics requires specific organizational, cultural, and resource conditions. Based on research and successful implementation examples, districts and schools must establish several critical conditions.
Resource Allocation and Time Investment: Effective integration of durable skills demands substantial groundwork and continuous support. Schools must allocate dedicated time and resources for professional development, curriculum redesign, and ongoing program support.
Assessment and Measurement Systems: While the importance of assessing employability skills proficiency is recognized, there’s a need for standardized assessment methods. Schools should be provided with a selection of assessment options, along with grade-level assessment requirements and data reporting protocols. Local assessment systems must allow students to develop, demonstrate, and receive feedback on essential competencies.
Formal Employer Partnerships: Forge formal partnerships and procedures to involve employers from the outset of durable skills initiatives. This entails aligning educational objectives with workforce expectations and facilitating meaningful work-based learning experiences. Employers expressed strong preference for candidates with demonstrated experience using these skills in real-world settings.
Instructional Diversity and Flexibility: Acknowledge that a singular teaching method for durable skills is insufficient. The current Carnegie Unit system, which has been the standard for measuring student progress since 1906, is increasingly inadequate for 21st-century learning needs. Educators must diversify lessons and experiences, extending learning beyond conventional classroom settings.
Early and Continuous Implementation: Introduce durable skills concepts and skill-building opportunities at an early stage. Early exposure to career exploration and age-appropriate skill development lays a foundation for workforce success. Taking gradual, deliberate steps proves more effective than attempting comprehensive integration all at once.
Family and Community Engagement: Involving families in durable skills initiatives ensures benefits extend beyond the classroom, supporting students both academically and personally. Community partnerships help create authentic learning experiences that mirror real-world applications.
Leadership and Vision: Deeper Learning leadership is fundamental to ensuring integration happens effectively in the classroom. Leaders must rally teachers and the community around creating learning outcomes that reflect the role of technology and collaboration in modern society.
Track both early signals and long-term outcomes.
(Early Indicators)
(Lagging Indicators)
9th Grade On-Track measures whether students are positioned to graduate high school in four years, enroll in postsecondary education, and succeed in their first year after graduation. This composite indicator typically includes percentage of students with a GPA of 3.0 or higher, no D’s or F’s in English or Math, attendance above 90%, no suspensions or expulsions, and potential for advanced coursework completion. Research demonstrates that 9th grade serves as a foundational year that sets the stage for on-time graduation and postsecondary success. GPA achieved in 9th grade strongly predicts academic performance later in high school, including 11th grade GPA, postsecondary enrollment, and first-year college retention. This indicator enables early intervention and support systems for at-risk students before academic struggles widen, making it a critical leading indicator for educational success.
Education and Career Navigation Competencies represent the knowledge, skills, and behaviors students need to effectively pursue education and career opportunities after high school. These competencies enable students to make informed choices about their futures through systematic career exploration, educational planning, and decision-making skill development. Research shows that students who develop these competencies are more likely to have expanded education and career opportunities, make decisions that better fit their interests and abilities, increase motivation to learn and achieve, and experience positive outcomes in school and work settings. Students who engage in intentional college and career planning, seek information about postsecondary options, and develop effective decision-making abilities demonstrate higher engagement in career exploration and planning activities. These competencies must begin developing well before high school, as limited early exploration can delay or impede informed decision-making about educational and career pathways.
Durable Skills Competencies encompass the essential skills students use to share what they know—like critical thinking, collaboration, and communication—as well as who they are—like fortitude and leadership. America Succeeds identifies 10 competency areas: communication, collaboration, character, critical thinking, creativity, adaptability, agency, leadership, global perspective, and lifelong learning. Among 885,000 Kentucky job postings analyzed in 2020-2021, 74% demanded durable skills, with the top 5 durable skills requested 3.5 times more than technical skills. These competencies are essential across all industries and professions while supporting quality-of-life conditions including social, emotional, and physical well-being. However, discrepancies exist between what students believe they should have and what employers expect, underscoring the need for clearer collaboration between educators, employers, and students. Success requires an integrated approach where academic and work-ready skills are interconnected components of students’ educational journey.
Kentucky’s 93.3% high school graduation rate ranks 4th nationally, demonstrating exceptional success in helping students complete secondary education. This metric measures the percentage of students who graduate with a regular high school diploma within four years of entering ninth grade. While this achievement reflects strong completion systems, it requires deeper analysis of preparation quality beyond mere completion rates. The high graduation rate indicates effective student support systems, but must be evaluated alongside readiness indicators to ensure diplomas represent meaningful preparation for postsecondary success and career readiness.
Kentucky’s college-going rate of 53.8% measures the percentage of high school graduates who enroll in postsecondary education immediately following graduation, serving as a lagging indicator of postsecondary transition patterns and educational pathway choices. This metric reflects the cumulative impact of academic preparation, financial readiness, career guidance, and cultural factors that influence student decisions about continuing education. The rate has declined from historical levels, indicating shifting student priorities and pathway preferences that may reflect changing economic conditions, increased career pathway options, or concerns about college costs and outcomes. Understanding college-going patterns is essential for evaluating educational effectiveness and planning postsecondary capacity, though it must be interpreted alongside alternative pathway participation and employment outcomes.
Kentucky’s postsecondary degree attainment rate of 39.5% among residents ages 25-64 with associate degrees or higher ranks 44th nationally, reflecting long-term educational and economic outcomes that result from years of educational policy and practice. This metric measures the cumulative impact of educational systems on adult credential completion and serves as a lagging indicator of workforce preparation and economic competitiveness. The rate includes all postsecondary credentials from certificates through doctoral degrees, providing a comprehensive view of population-level educational achievement. Low attainment rates indicate challenges in educational access, completion support, and economic opportunity that require sustained intervention across multiple systems to improve outcomes for future generations.
Kentucky’s workforce participation rate of 56.9% ranks 45th nationally, indicating significant challenges in transitioning education to economic engagement among working-age residents. This metric measures the percentage of civilians aged 16 and older who are either employed or actively seeking employment, serving as a lagging indicator of economic health and educational effectiveness. Low participation rates suggest barriers including limited job opportunities, skills mismatches between worker preparation and available positions, geographic constraints, health challenges, or economic conditions that discourage workforce entry. The rate reflects long-term outcomes of educational policies, economic development strategies, and social conditions that either support or hinder residents’ ability to engage productively in the labor market.
