Educational redesign in rural Kansas secondary schools to promote postsecondary credential attainment

Abstract

A country's productivity and economic competitiveness relies upon education, specifically postsecondary training which is fundamental to students' upward mobility in a thriving and progressive economic culture (Hanushek & Kimko, 2000; Haunshek & Woessmann, 2012; Bureau of Labor Statistics, 2013; Bailey, Jaggars, & Jenkins, 2015). At least 71% of careers in the 21st century, and beyond, will require a minimum of a vocational certificate or licensure, associate's degree, or bachelor's degree by the year 2020 (Lindsay, J., Davis, E., Stephan, J., Bonsu, P., & Narlock, J. (2016). Despite several years of state and national efforts, the US is producing nowhere near enough adults with the prescribed postsecondary credentials to meet the national workforce requirements (Bidwell, 2015; Lumina Foundation, 2017). Higher levels of degree attainment must become a national priority (Pathways to success: Integrating learning with life and work to increase national college completion. A report to the U.S. congress and secretary of education.2012). This study articulates (a) thick descriptions of transformational approaches to build a culture that is conducive to successful preparation of students for postsecondary credential attainment in rural secondary schools in Kansas; (b) a purposeful examination of approaches, programs, and strategies that are currently implemented within rural secondary schools in Kansas that promote postsecondary credential attainment of students; and (c) a description of proposed methods to support educators as transformational approaches to enhance postsecondary credential attainment by students in rural secondary schools in Kansas are implemented.