Episode 130: Portrait of a Graduate — Preparing for Life Beyond the Classroom

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Welcome to another episode of K12 Education Untangled. My name is Dr. Kim J. Fields, former corporate manager turned education researcher and advocate, and I'm the host of this podcast. I got into this space after dealing with some frustrating interactions with school educators and administrators, as well as experiencing the microaggressions that I faced as an African American mom raising my two kids who were in the public school system. I really wanted to understand how teachers were trained and what the research provided about the challenges of the public education system. Once I gained the information and the insights that I needed, I was then equipped to be able to successfully support my children in their educational progress. This battle tested experience is what I provide as action steps for you to take. It's like enjoying a bowl of educational research with a sprinkling of Mother Wisdom on top. If you're looking to find out more about current information and issues in the public education that could affect you and your children and the action steps that you can take to give your children the advantages they need, then you're in the right place. Thanks for tuning in today. I know that staying informed about K12 public education trends and topics is important to you, so keep listening. Give me 30 minutes and I'll untangle the latest trends, issues and topics in this constantly evolving K12 public education environment. In this episode, I'll be discussing the skills and knowledge that a child should have when he or she graduates from high school. Does your high school child think that he or she is ready to go to college? Do you think he or she is ready? The research indicates that they're actually not ready. And it's not just about doing well in academic courses. It's about developing transferable skills that go along with these academic courses. I discussed the key skills that are being required by most states for high school graduates and how transferable skills and personal attributes are part of the big picture. In this episode, let's untangle this According to a February 5, 2025 Gallup poll, Americans opinions about the quality of public education in the United States continue to decline. The results indicated that the percentage of adults who felt dissatisfied with public education increased steadily from 62% to 73% between 2019 and 2025. This percentage of 73% is the lowest since 2001 worth noting is that when Gallup asked parents in other surveys about their own local public schools, parent satisfaction historically was much higher than the overall Americans view of public education in general. One of the reasons why Americans general views of public education continues to decline is based largely on what they see in the media. Results released from a 2024 National Assessment of Educational Progress, or NAEP, which is usually referred to as the nation's report Card, indicate that most American students are still performing below pre pandemic levels in reading and math and the gap between high achieving and low performing students is getting even wider. Scores are increasing for students who already are doing well, but struggling students stagnated even further behind their peers. Lower performing 4th and 8th graders posted the worst reading scores in over 30 years, and in 8th grade math, the gap between the highest and lowest performing students was the widest in the test's history. Students who struggle in middle school, especially in math, tend not to take the more advanced math courses in high school that can open doors to higher paid careers in STEM fields. Given these data, the news is not good. The fact of the matter is that there are a large number of American students who are failing to demonstrate even partial master of the types of skills educators have defined as being important. Dissatisfaction with public schools could be due to the product of public schools that are encountered on a daily basis, that is Graduates from the public school system. So how do we support all students to be successful, especially struggling students? In 2025, the old definition of what it means to be successful as a high school graduate may no longer be applicable. That definition was that someone completed the correct number of courses, demonstrated a high gpa, was admitted to college, or got a head start in a career. Several states have pushed past this definition of traditional expatriates expectations and created a portrait or profile of a graduate. High school students should reach proficiency in transferable skills that are applicable across all content areas. The transferred skills include communication, collaboration, creativity, innovation, inquiry, problem solving, and the use of technology. A portrait of a graduate not only indicates and includes academic skills and transferable skills, but also personal attributes that include psychological health and technology use. The psychological attributes include motivation, setting goals, learning strategies, self esteem, and self concept. Students who self regulate their learning had better educational results and they also displayed a higher degree of school engagement, commitment, and organization in their schoolwork. Additionally, the way in which a student perceives and describes himself or herself has proven to be associated with educational achievement. Physical exercise as part of the health attribute is a factor associated with with academic achievement. One study found that students with a higher level of physical exercise displayed higher academic performance. Interestingly, as far as the technology use attribute is concerned, one study found that students who downloaded software and audio and video content and who made use of all entertainment possibilities were less likely to fail courses than students who only use the Internet minimally. One factor that may contribute to this finding is that those students who use the Internet for functional purposes may see themselves as skilled computer users. The idea behind Portrait of a Graduate is simple. Rather than deciding that a student is a successful graduate based on the amount of time they spent in the classroom, a portrait portrays a more well rounded view of what success looks like. For example, in Kentucky, a successful student is an engaged citizen, critical thinker, effective communicator, empowered learner, creative contributor, and productive collaborator. In South Carolina, a successful student should be able to read critically, express ideas, investigate through inquiry, reason quantitatively, use sources, design solutions, learn independently, navigate conflicts, lead teams, build networks, sustain wellness, and engage as a citizen. The South Carolina portrait was codified his into state law in 2015 in New York. A successful graduate is someone who is a critical thinker, innovative problem solver, literate across content areas, culturally competent, socially and emotionally competent, an effective communicator, and a global citizen. A portrait of a graduate is supposed to be the first step in the states or district's efforts to transform learning. It's developed with the input from a wide range of stakeholders including district leaders, teachers, parents, business leaders and students. The outcome is that everyone has agreement on what makes a successful student.

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Portrait the key for portraits to work in any school district is that they need to be tied to student progress. This can mean anything from formal competency based learning where students academic progress is measured based on mastery of competencies. Or it can mean more pathways through schooling with career and technical education programs to help students build the competencies. Thus far, the porters of the graduate program have managed to avoid getting caught up in political divisions. Unlike many initiatives including K12 public education schools, defining the skills that a graduate should exemplify by the time they leave high school helps to develop a portrait of the graduate. This portrait includes the practices, skill sets and mindsets that graduates to demonstrate in order for them to lead successful lives post graduation. Practices are the actionable skills that students can demonstrate across academic professional context. Examples of this would include evaluating appropriate and accurate information or participating in social issues to make an impact. Skill sets are broadly framed abilities that are necessary for a person's lifelong success. An example of this would be caring for and contributing to society as well as analyzing to understand. Mindset includes the overarching ways of thinking or acting that support students so that they develop and apply the identified skill sets. For example, mindset includes curiosity and perseverance. The portrait also requires that integrated learning pathways should have been implemented throughout their K12 learning experience. These integrated learning pathways include competency based actionable practices, complementary subject area learning, cumulative information that builds from grade to grade and curriculum, and lessons that are consistent across classrooms. Many school districts over the past decade have developed the attributes that a student should have by the time they leave high school. School districts work with school leaders, educators, families, and communities to define these attributes. The attributes develop a portrait or model a framework that contains specific statements of what the school district expects its students to have accomplished by the time they graduate from high school. These specific statements are are actually action plans that teachers can use to implement the practices, skill sets and mindsets into their daily classroom curricula from kindergarten to high school. Action plans will help teachers prepare learners to apply, innovate, and problem solve across disciplines and contexts. The framework is useful for states and districts to articulate the skills that are most essential for students to succeed in today's world and in an ever changing future world. Social emotional learning is also a key strategy for preparing students beyond high school into college and or career. SEL skills, often referred to as durable skills, are essential for young children to thrive into adulthood both in their personal lives and professional lives. A portrait of a graduate is what a state has envisioned as the skills, mindsets, and competencies that their graduates will need to be prepared for life after high school, whether that's in their careers, post secondary education, personal lives, or communities. These portraits provide a well rounded view of student success, including academic skills, social and emotional skills, and civic characteristics that students should master as they graduate from high school. The goal is that these competencies are tied to in demand fields and aligned with the skills that are most in demand by colleges, universities, and employers within the state. There are about 20 states that have portraits of the graduate model. Thirty states indicate some vision of the skills, mindsets, competencies, and characteristics that students should have when they graduate, although many of these visions do not specifically define competencies that students should have at graduation. So, are you ready to know what the essential skills have are for today's high school graduate. There are 14 most commonly cited skills and competencies identified by states and employers as being most in demand 1. Critical thinking and problem solving 2. Social awareness or active citizenship 3. Communication skills 4. Self management skills 5. Academic and technical knowledge 6. Collaboration and teamwork 7. Responsible decision making 8. Digital literacy and using technology tools 9. Self awareness 10. Relationships and interpersonal skills 11. Creativity and innovation 12. Career exploration and development 13. Financial literacy and 14. Lifelong learner or the learner mindset.

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Thing that sticks out to me right away from this list is that financial literacy is second from the bottom. I think that financial literacy should be in the top three skills that a student is to master as they move from high school graduation to either a career or post secondary education. The fact that this skill skill is placed near the bottom means that schools still fail to understand the importance of financial literacy for students of all ages. Also, what about life skills? These weren't mentioned skills such as how to change a tire, how to turn a water leak main pipe off, how to change your WI fi router password, or how to change a shower head. These skills are necessary for a teenager as they move into a more independent life after high school graduation. Why weren't these in the list? In any case, the skills that I enumerated are the skills that states expect of high school graduates. Students graduating from high school should be critical thinkers with the skills, skills, awareness and attitudes needed to be active citizens as well as the creativity to solve problems. They should be able to communicate well and collaborate effectively with empathy and respect for diversity that's needed to lead teams and build relationships in work and in their personal lives. They will also need to have self management skills so that they know how to set and accomplish goals, make responsible decisions and persevere when facing challenges or roadblocks on their path to adulthood. Graduates will need to be prepared for whatever the future brings and to be adaptable to exploring new careers as the labor market changes. Additionally, they will need to be adept at utilizing emerging technology and navigating the ambiguities of the digital world. This is a high bar for most 18 year olds to meet. Most states are ready to do what it takes to develop these skills so that graduates are able to meet the growing challenges of the 21st century. States would have to hold themselves accountable to ensure that all schools and districts are educating students with necessary social and emotional, academic and future ready skills to be successful in their lives after high school graduation. High school students may think that they are ready for college, but most of them aren't. Recent Data show that 62% of the 2022 high school graduates enrolled in either a two year or four year college right after graduation. Meanwhile, students college readiness has reached historic lows according to several metrics, including the lowest score in 30 years on the ACT and declining scores on the SAT. And although more than four in eight high school seniors report feeling very academically prepared for college or mostly academically prepared for college, college, many experts indicate that they are not the trend of high school students declining college readiness, along with their widespread perceived preparedness may lead to a situation for many incoming college freshmen, and that is the possible bewilderment and frustration of trying to keep up with the academic workload. At best, this could lead to first year undergraduate students taking remedial courses. At worst, this could lead to dropping out of college altogether. It's interesting to note that most schools in recent years have stopped requiring high school students to pass certain exams in order to graduate, and those states that haven't done so may be moving in that direction. This, along with grade inflation and a decline in mastery of certain basic skills, has led to students being unprepared for college and thinking that they are prepared. Unfortunately, a student's academic ill preparedness can become evident as soon as they reach the college campus. K12 education seems to constantly evolve from the increase in homeschooling to the power of parental choice to advancements in AI. Additionally, students needs are more complex than ever considering mental health struggles, widening learning gaps, and a shifting post graduation landscape. The college enrollment rate for recent US high school graduates fell to 61.4% in 2020 23, which was the lowest level in three decades. No matter whether the student goes to college, pursues a skilled trade, or immediately enters the workforce post college, it's important to prepare the next generation with real world skills. How does what I've just discussed apply to you? Here are the action steps you can take regarding this topic. Clearly, courses that your middle school and high school children take make a difference in their preparedness for life after graduation. They not only need to do well in academic courses, but they need to be able to think critically, to understand how to be responsible citizens in society, to accept themselves and to manage themselves in order to accomplish their goals. They also need to work collaboratively with others and to display the social emotional skills necessary to respect others. This can seem like a tall order, but they've been working on these skills hopefully throughout all of their time in the public education system. They learn these skills by interacting with peers at school, but some of these skills can also be developed through volunteer organizations and sports teams. Keeping your children engaged and active participants in various community activities, volunteer activities, church activities, and others can help them develop skills that can sometimes only be learned outside of the classroom. Believe it or not, competition can develop many of these skills whether the competition is through academic activities or sports activities. Also, be sure to check in on your teenagers academic progress through the school district website, school newsletter and communications with their teachers. Having a respectful relationship with your children's teachers and staff is another good way to inquire about ways to develop skills that may be weak and need additional support. Once identified, you can devise a plan to help your child reinforce the essential academic, transferable, social and emotional skills. Here are this episode's takeaways High school students should reach proficiency in transferable skills that are applicable across all content areas. The transferable skills include communication, collaboration, creativity, innovation, inquiry, problem solving, and the use of technology. A Portrait of a Graduate is supposed to be the first step in the state or district's efforts to transform learning. It's developed with the input from a wide range of stakeholders including district leaders, teachers, parents, business leaders and students. The outcome is that everyone has agreement on what makes a successful student. The key for portraits to work in any school district is that they need to be tied to student progress. This can mean anything from formal competency based learning where students academic progress is measured based on mastery of competencies, or it can mean more pathways through schooling with career and technical education programs to help students build competencies. A portrait of a Graduate is what a state has envisioned as the skills, mindsets and competencies that their graduates will need to be prepared for life after high school, whether that's in their careers, post secondary education, personal lives or communities. These portraits provide a well rounded view of student success including academic skills, skills, social and emotional skills, and civic characteristics that students should master as they graduate from high school. The goal is that these competencies are tied to in demand fields and aligned with the skills that are most in demand by colleges, universities and employers within that state.

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What are your thoughts on the portrait of the graduate? Let me know your thoughts by leaving me a text comment on my podcast website, k12educationuntangled.buzzsprout.com if you enjoyed this episode, recommend my podcast to a friend directly on social media and tag my show in the post. Thanks for listening today. I hope you'll come back for more K12 educational discussions with even more exciting topics to untangle until next time, aim to learn something new every day.

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