# data[].attributes.headline
students who like the creative aspect of some of the building trades, students who enjoy hands on work, students looking for are looking for high paying careers that do not require entry into college (if it is something like electrical), students looking to continue in parents' business through trade, students who might need entry into a field through the beginning like CNA for various reasons before being ready and in a position to tackle more advanced coursework for RN....It should not be a default program for not being able to do other things, vocational training should be the right fit for the student

# data[].attributes.subject
students who like the creative aspect of some of the building trades, students who enjoy hands on work, students looking for are looking for high paying careers that do not require entry into college (if it is something like electrical), students looking to continue in parents' business through trade, students who might need entry into a field through the beginning like CNA for various reasons before being ready and in a position to tackle more advanced coursework for RN....It should not be a default program for not being able to do other things, vocational training should be the right fit for the student

# data[].attributes.headline
They are often unrealistic for the coursework that they are able and willing to complete in order to meet the immediate requirements for entering those colleges or majors. Parents, students and teachers need more information about entry into certain areas from the beginning and clarification between what you need to graduate from high school and what you need to enter college and specific programs w/in college, such as strong chemistry for nursing and math through at least pre-calc for engineering....but then also help in understanding that you can have entry into these fields even if you are behind in these areas, but it will take some extra time.

# data[].attributes.subject
They are often unrealistic for the coursework that they are able and willing to complete in order to meet the immediate requirements for entering those colleges or majors. Parents, students and teachers need more information about entry into certain areas from the beginning and clarification between what you need to graduate from high school and what you need to enter college and specific programs w/in college, such as strong chemistry for nursing and math through at least pre-calc for engineering....but then also help in understanding that you can have entry into these fields even if you are behind in these areas, but it will take some extra time.

# data[].attributes.headline
There needs to be accountability in the District for students to work towards and advanced Regents diploma and to take advantage of the strongest course load possible through their 4 years. Right now, there is constant data and reports surrounding graduation and passing of the 5 required Regents. Not all our students come prepared to continue on the track for the advanced Regents (whatever you want to call this even if Regents are dropped - completing the sequence assumes students have many of the building blocks for successful entry and completion of college). So, that preparation is one issue, and it starts in pre-k at least as far as where we enter the child's life. But, even those who come to us now with the ability to get through that sequence, sometimes do not continue. Most are first generation college students. Some parents have a hard time understanding the need for these courses if they are not needed for graduation, and that education needs to begin early for parents as well. But students are allowed to drop courses earlier on, and the push is just not the same for interventions to keep these students in these classes when the interventions are prioritized for those who simply need the bare bones classes that are needed to graduate from high school. Staff in the building are held accountable for these students - whose needs are also important, and for who we d

# data[].attributes.subject
There needs to be accountability in the District for students to work towards and advanced Regents diploma and to take advantage of the strongest course load possible through their 4 years. Right now, there is constant data and reports surrounding graduation and passing of the 5 required Regents. Not all our students come prepared to continue on the track for the advanced Regents (whatever you want to call this even if Regents are dropped - completing the sequence assumes students have many of the building blocks for successful entry and completion of college). So, that preparation is one issue, and it starts in pre-k at least as far as where we enter the child's life. But, even those who come to us now with the ability to get through that sequence, sometimes do not continue. Most are first generation college students. Some parents have a hard time understanding the need for these courses if they are not needed for graduation, and that education needs to begin early for parents as well. But students are allowed to drop courses earlier on, and the push is just not the same for interventions to keep these students in these classes when the interventions are prioritized for those who simply need the bare bones classes that are needed to graduate from high school. Staff in the building are held accountable for these students - whose needs are also important, and for who we d

# data[].attributes.headline
Disagree that the majority should be seeking that, but agree that a majority of current  students do not meet the requirements for admission to a 4 year college.  A majority of students should be preparing for the option to attend a 4 year college. That does not mean it is necessarily then their best option when they are ready to leave. They could be prepared to enter 4 year, but have strong interest in hands-on training offered through trades or tech program at 2 year school, but they would be choosing that, rather than needing to do that as a result of course deficits

# data[].attributes.subject
Disagree that the majority should be seeking that, but agree that a majority of current  students do not meet the requirements for admission to a 4 year college.  A majority of students should be preparing for the option to attend a 4 year college. That does not mean it is necessarily then their best option when they are ready to leave. They could be prepared to enter 4 year, but have strong interest in hands-on training offered through trades or tech program at 2 year school, but they would be choosing that, rather than needing to do that as a result of course deficits

# data[].attributes.body
Equity is about ensuring options at any level for all students.  We can try our best to do this, but the barriers are bigger and stronger for students born into poverty, especially students of color.  Sometimes the biggest barrier is students not seeing the possibilities, because they have not seen someone in their position break the barriers they face.  So much more to this answer, but to ensure equity at this level we need to start in preschool.  Resources from the bottom up, not the top down.

# data[].attributes.body
I think all students should go for what they personally want.  However if there is someone with no clear path, offering them information on a two year college to save money while they decide is an excellent choice and/or giving them information on vocational school might give them a career path or a temporary path while they are coming to decisions on their future.

# data[].attributes.body
Someone who might prefer a quicker path to career, not a traditional learner, likes a path offered in vocational training.

# data[].attributes.body
Someone focused on a particular outcome (major, graduate school, career).

# data[].attributes.body
I wouldn't define it as characteristics; I would say it depends on their career path plans, indecision about study focus, saving money, etc.

# data[].attributes.body
Yes, but with the perspective that they feel they will not have the opportunity for college or a particular career due to the barriars.

# data[].attributes.body
The student's drive/passion.

# data[].attributes.body
That is an individualized choice.

# data[].attributes.headline
As far as 2 vs. 4 year college I think some of this is determined by lacking skills in the early grades, kids coming in grades below reading level and math ability. This in turn leads to students not being able to access higher level course work - math beyond algebra etc... which ultimately impacts their ability to access 4 year schools without first going to community college. (More intervention needed in the younger years). 

# data[].attributes.subject
As far as 2 vs. 4 year college I think some of this is determined by lacking skills in the early grades, kids coming in grades below reading level and math ability. This in turn leads to students not being able to access higher level course work - math beyond algebra etc... which ultimately impacts their ability to access 4 year schools without first going to community college. (More intervention needed in the younger years). 

# data[].attributes.headline
Always give students the chance to try.  There are often too many adult barriers such as you need a certain grade on a regents to enter into a class. What does the first 5 weeks of the course look like?  Perhaps that could be the time where the decisions get made about staying in the course or transferring out.

# data[].attributes.subject
Always give students the chance to try.  There are often too many adult barriers such as you need a certain grade on a regents to enter into a class. What does the first 5 weeks of the course look like?  Perhaps that could be the time where the decisions get made about staying in the course or transferring out.

# data[].attributes.headline
Not sure why they would have to complete either of these first.  All their choice. I guess then I would disagree.  Who am I to tell them they should  complete 2 year or vocational training to then go on to 4 year schooling?

# data[].attributes.subject
Not sure why they would have to complete either of these first.  All their choice. I guess then I would disagree.  Who am I to tell them they should  complete 2 year or vocational training to then go on to 4 year schooling?

# data[].attributes.headline
Usually I find this information out in 10th grade when we start talking about CTE programs.  However, some students may not know until the junior conference.  Conversations and class choices throughout high school helps to understand this track better.

# data[].attributes.subject
Usually I find this information out in 10th grade when we start talking about CTE programs.  However, some students may not know until the junior conference.  Conversations and class choices throughout high school helps to understand this track better.

# data[].attributes.headline
a specific degree program. Desire to change geography or live on campus. Academic prowess.

# data[].attributes.subject
a specific degree program. Desire to change geography or live on campus. Academic prowess.

# data[].attributes.headline
A specific degree or certificate program. Definitive cost savings. Desire to stay close to home.

# data[].attributes.subject
A specific degree or certificate program. Definitive cost savings. Desire to stay close to home.

# data[].attributes.headline
often? definitely sometimes.  Like the student who absolutely can't stand science and can't get past the algebra regents, but still wants to be a doctor or engineer?  Yes. But that's where we come in and either provide them with an interest inventory to assist them in seeing their strengths and therefore a better decision based on interests or just a conversation to help me understand why they have expectations of themselves or in the usual case, someone at home may have that expectation of them.

# data[].attributes.subject
often? definitely sometimes.  Like the student who absolutely can't stand science and can't get past the algebra regents, but still wants to be a doctor or engineer?  Yes. But that's where we come in and either provide them with an interest inventory to assist them in seeing their strengths and therefore a better decision based on interests or just a conversation to help me understand why they have expectations of themselves or in the usual case, someone at home may have that expectation of them.

# data[].attributes.headline
The student interests. If they are unsure, then their vision on how they see their future will assist in direction. If they are still unsure, I make suggestions based on all previous conversations, classes, feedback from teachers, experiences. Ultimately, the student and perhaps the family will deicide.

# data[].attributes.subject
The student interests. If they are unsure, then their vision on how they see their future will assist in direction. If they are still unsure, I make suggestions based on all previous conversations, classes, feedback from teachers, experiences. Ultimately, the student and perhaps the family will deicide.

# data[].attributes.headline
They do...we do have to consider variables such as GPA and class rigor to decided 2 or 4 year. But college vs. trade? the student decides.  Those decisions begin to get made in 10th grade vs. 12th

# data[].attributes.subject
They do...we do have to consider variables such as GPA and class rigor to decided 2 or 4 year. But college vs. trade? the student decides.  Those decisions begin to get made in 10th grade vs. 12th