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“I was so close! I really thought I had it this time.” JD was close to tears, her frustration evident. JD, a senior, is nearing what she hopes is her last semester of high school.
Her academic journey hasn’t been easy. She has persevered through her high school being closed and having to relocate to another school. JD and all her teachers want her to graduate but one required state test stands in her way.
JD is not the only one. According to Get 2 College, approximately 2,914 students or 10% of Mississippi seniors do not finish high school with a diploma. Students like JD “age out” of state tests and are therefore denied this necessary pathway into their future, whether that’s 2-year college, 4-year college or a job.
Now, there is hope. The Mississippi Department of Education has developed a Bridge to Career course that will serve seniors like JD.
The course prepares students for post-secondary success through career exploration and preparation, exposing them to the many options available and ensuring they have a plan for post-secondary success. For JD, this means developing skills such as resume building, career interviewing and developing a portfolio for a possible future career beyond high school.
Through this course, JD can tailor different components of the college and career readiness program to her needs so that she can graduate high school and not leave empty handed.
I worked with JD to develop a plan to become an auto mechanic. This included exploring outlooks for an auto mechanic career in Mississippi and customizing a resume specific to this career path.
The Bridge to Career Pathway course is an excellent starting point, but we need to do more to build on its success and ensure that students, parents and educators are tapping into everything it offers.
First, all Mississippi’s districts need to be aware that the program exists. I learned about the program through the Teach Plus Policy Fellowship, a policy and advocacy program for teachers like me. The Mississippi Department of Education
Trey Rice Credit: Courtesy photoshould establish communication with superintendents, counselors and principals to let them know how to best take advantage of the new course.
While the department has provided some guidance documents and information for auditing the course, teacher training opportunities — especially with a curriculum rollout of this magnitude – would’ve instilled greater confidence among teachers during this first year of implementation. Program requirements, curriculum and guidance documents should all be part of the packet disseminated to schools.
MDE houses general Bridge to Career Pathway information on the website, but after the pilot year, including artifacts or materials that teachers actually create and use in the classroom would prove beneficial as a section on the website.That section should be frequently updated. Being purposeful is critical in order to ensure equitable outcomes for all districts and for students like JD.
MDE should also hold state-level professional learning community meetings to further refine the College and Career Pathway program.
Newness creates unforeseen issues and listening to teachers like me who have taught the course and can share student success stories and implementation solutions will further enhance the program. The meetings could include an in-person gathering and subsequent focus groups to reflect on feedback and put in place improvements.
Last, the creation of artifacts, work samples and lessons for reference will help educators create a more effective instructional program. While the College and Career Pathway program requires flexibility, having a library of proven techniques and instructional strategies will go a long way for teachers and administrators who are willing to take a leap in adopting it.
JD is thriving, and has a work portfolio ready because of the Bridge to Career course. She is hopeful not only for her graduation but for her future in the workforce.
Imagine how many more students like JD we could set up for success if the Bridge to Career course was implemented with fidelity in all Mississippi schools.
Trey Rice is a grades 7-12 inclusion teacher and Mississippi State University mentor at Strayhorn High School in Sarah, Mississippi in Tate County, He is a 2025-2026 Teach Plus Mississippi policy fellow.
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