Jesse Eberly’s journey into computer science began unexpectedly during his middle school years at an afterschool and summer learning initiative called Schools and Homes in Education (SHINE) in Jim Thorpe, Pennsylvania. Reflecting on his time with SHINE, Jesse, now a senior at the Carbon Career & Technical Institute (CCTI), recalls his very first hands-on learning experience: building a shed during the summer program. This initial spark ignited a deeper interest, leading him to enroll in afterschool computer classes focusing on drafting and design at the CCTI campus the following year. From that point forward, his path became clear.
This early engagement in afterschool activities paved the way for Jesse to attend CCTI, specializing in Information Technology, computer engineering, and networking. He maintained his connection with SHINE, transitioning into a volunteer role. As a recent CCTI graduate, Jesse is now aiming to leverage his earned credits to pursue a cybersecurity degree and envisions a future career at the Pentagon. He is a firm believer in dispelling outdated perceptions surrounding technical schools, stating, “If the career you want to have is offered there, it’s great.” For Jesse, his early experiences within SHINE’s afterschool and summer programs were instrumental in shaping his career aspirations.
The Impact of Afterschool Programs on Early Career Exploration
Afterschool programs, like SHINE, play a crucial role in providing elementary and middle school students with opportunities to explore and prepare for various career paths. These programs are designed to deliver curriculum that is developmentally appropriate, effectively fostering students’ academic and technical skills, alongside their social and emotional growth. This includes nurturing essential employability skills such as teamwork, communication, and critical thinking. Significantly, 77 percent of parents nationwide recognize the potential of afterschool programs to aid students in developing workforce skills. These programs are invaluable in reinforcing and enriching classroom learning and should be considered vital partners for Career Technical Education (CTE) programs and other career-focused educational initiatives.
Alt text: Seventy-seven percent of parents agree that afterschool programs are beneficial in helping students develop essential workforce skills, highlighting the perceived value in career readiness.
For instance, the SHINE program’s activities are strategically centered around high-demand occupations in sectors like healthcare, engineering, and green energy. This approach allows students to see the direct relevance of their education to promising career opportunities. SHINE was conceived as a key component of a broader community strategy aimed at establishing seamless educational pathways from elementary school through high school, integrating the regional career and technical center and extending to college opportunities.
Moreover, afterschool programs broaden middle school students’ horizons by introducing them to diverse career options they might not have otherwise encountered. Skyler, another CCTI alumna, dedicated her high school years to volunteering and working with the SHINE program. She was instrumental in developing two-week summer camps specifically designed to expose middle schoolers to non-traditional career fields. These camps offered girls hands-on experiences in carpentry, auto collision repair, and engineering, while boys had the chance to explore culinary arts, cosmetology, and nursing. Skyler recounted an encounter at CCTI with a former camper, a freshman, who had enrolled in a nursing rotation. She recalled asking him, “If you hadn’t come to the camp, would you have tried nursing?”
His response was a definitive, “Absolutely not.” This anecdote powerfully illustrates how afterschool programs can be pivotal in opening students’ minds to unexpected career possibilities.
State-Level Initiatives to Boost Career Exploration in Afterschool Settings
Ensuring that all elementary and middle school students have access to programs akin to SHINE is paramount, and state leaders are essential in championing and expanding these opportunities. Many afterschool programs, including SHINE, receive funding through the Every Student Succeeds Act (ESSA)’s 21st Century Community Learning Center grant program. This grant program offers states flexibility in prioritizing and allocating funds at the local level. With ESSA’s emphasis on providing a well-rounded education, numerous states have chosen to prioritize career exploration and STEM (Science, Technology, Engineering, and Mathematics) education within afterschool programs.
Alt text: SHINE program by the numbers showcasing diversity and positive outcomes; 4 out of 5 attendees are low income, 30 percent are nonwhite, and 30 percent have special needs; program evaluation shows 79 percent improved school performance, 89 percent recognize science & math importance, and 83 percent of parents noted increased career awareness.
In Pennsylvania, the home of the SHINE program, the state has outlined specific priorities for ESSA-funded afterschool initiatives in its state plan. These priorities include STEM education, workforce, career and college readiness, and planning for transitional, vocational/technical services. Pennsylvania is further emphasizing career exploration as a statewide priority by integrating career exploration accountability into school and district report cards. The state also encourages students to develop individualized career plans by the eighth grade, underscoring the importance of early career guidance. Pennsylvania’s ESSA State Plan Priorities further details these initiatives.
Synergies with Perkins V and Career Pathways
The Strengthening Career and Technical Education for the 21st Century Act (Perkins V), reauthorized recently, presents states with another avenue to integrate CTE and afterschool programs more closely. A notable advancement under Perkins V is the allowance for states to allocate Perkins funds to middle school CTE programs. This enables the initiation of career exploration activities at even earlier grade levels. To maximize the impact of these early career interventions, state leaders should explore strategies to connect afterschool career exploration with in-school curriculum and content. This alignment would reinforce classroom learning and provide a more cohesive educational experience for students.
State leaders are also encouraged to foster collaboration between afterschool and CTE programs through Perkins V by involving state afterschool program leaders, aligning curriculum and resources, and encouraging local Perkins grant recipients to include afterschool programs in their local application development. In the broader national effort to expand career exploration and equip students for future career success, afterschool programs are poised to play an increasingly vital and supportive role.
