Talent

More and more, economic and workforce

leaders across the nation are pointing

to an appropriately skilled workforce

as the single most important factor in growing,

attracting, and retaining emerging businesses.

The leading companies of tomorrow will choose

to locate in areas that can provide a steady stream

of high quality skilled workers. Without the right

talent, Florida will not be able to expand all of

its industry clusters or be able to retain what it

already has.

Florida is not where it needs to be in developing a

workforce with the skills, education, and training

required for success in our rapidly changing and

increasingly innovation-driven economy. Florida

is not producing enough high school graduates,

certified/credentialed workers, or degree

recipients at any level. Further, too few of its

graduates are earning degrees in fields in demand

by existing employers. The impending retirement

of the baby boomers—many of whom hold upper

management positions and fill important roles

with the state’s high tech employers—will only

exacerbate the issue.

To ensure that the state can produce the talent

it needs, Florida must focus on building and

strengthening all components of a seamless talent

supply chain that includes PreK-12 education;

community, technical and career colleges,

universities; and workforce development. This

supply chain must be demand-driven—aligned

with industry needs—and vertically integrated to

provide workers at all skill levels.

talent

2010 -2015 Strategic Plan for Economic Development

STRATEGIC PRIORITY:

24

“Most leaders today recognize that competitive advantage in the knowledge economy is determined and driven by human capital. People are the only asset that innovates, and innovation is the only path to sustained breakthrough performance.”

—Booz & Co., Global Talent Innovation: Strategies for Breakthrough Performance

If Florida is to be a leading state in the innovation economy,

it must, at a minimum, be among leading U.S. states. Since

Florida is the nation’s 4th most populous state, it is illustrative

to compare Florida’s current standing to what it would have

taken to rank 4th across a variety of talent metrics.

Despite significant progress in other subjects and earlier ygrades, Florida still ranks among the bottom 20 states on a widely cited measure of math and science achievement at the 8th grade level, and its graduating high school seniors fare among the lowest in the nation on the ACT—a common measure of college preparedness.

Florida is a national leader in the award of career yeducation credentials and associates degree production (included in the Florida’s Competitiveness 2010).

Though Florida awards a large number of bachelor’s ydegrees in absolute terms, its degree production rate remains among the lowest in the U.S.

Where We Are Now Where We Need To Be

IndICator

FlorIda’s rank

among states

IndICator Value

Value oF 4th

ranked state

gap

NAEP Math Grade 8 - % of students at or above “proficient”

36 29% 43% 14%

NAEP Science Grade 8 - % of students at or above “proficient”

36 21% 41% 20%

Average composite ACT score 48 19.5 23.1 3.6

Number of career education credentials awarded

3 134,668 - -

Bachelor’s degree production rate (degrees per 100,000 18-44)

40 1,152 2,116 964

Forum Photo

Where We Are Today and Where We Need to Be

What You Told UsAt forum after forum, via online discussion boards, and through formal submissions, talent was a leading issue addressed by Florida’s economic development stakeholders. There is wide agreement that Florida needs well-rounded, creative workers with the diverse range of skill sets in demand by employers today and into the future. Further, because Florida is competing in a flat world—where employers consider competing locations not just in the southeast or U.S. but in China, Singapore, India, and more—the state’s talent must be globally competitive.

That does not mean, however, that talent development efforts should be narrowly focused on producing PhD scientists and engineers. While

Florida’s employers do need more high skill workers, they also need world-class technicians, production workers, machinists, and other middle-skill workers. Florida must do a better job of producing, attracting, and retaining workers of all skill levels.

252010 -2015 St r ate gic Plan f o r Economic D eve lo p ment

97% of online survey respondents agree that building world class talent is still a leading priority and critical to the state’s economic future. Florida is redefining accountability in education in a way

that is reflective of what business expects of our graduates and what parents expect for their children.

Florida Commissioner of education eric smith roadmap regional Forum, tallahassee, July 30, 2009

UCF President John Hitt discussed the role of higher education in economic development at the East Central Regional Roadmap forum.

2010 -2015 St r ate gic Plan f o r Economic D eve lo p ment26

TAlEnT

PreK-12 Excellence

Expand Technical Education

Higher Education Excellence

Workforce Training

& lifelong learning

R o A d m A p R e c o m m e N d A T i o N s

Recommendation #5: Place priority on science, technology, engineering, and math (STEM) across the talent supply chain

Recommendation #2

Meet “middle skill” demand

Recommendation #3

Ensure higher education

excellence and alignment

Recommendation #4

Demand-driven workforce system

aligned with needs of today and

tomorrow

Recommendation #1

Raise the bar at K-12 level

S e a m l e S S T a l e n T S u p p ly C h a i n


To make gains in any portion of the talent supply chain, Florida must start at the beginning and raise the bar at the K-12 level. A quality K-12 education provides students with the foundation in reading, writing, math, science, and other subjects required for postsecondary learning of all types. Clear and compelling evidence shows that the level of courses students take in high school is a leading predictor of their college and workplace success.

1 Accordingly,

developing a globally competitive talent pool depends upon improving student performance from their earliest years of education and carrying gains through high school.

Over the past several years, Florida has made impressive gains in boosting student achievement at the K-12 level. Continued effort and vigilance are needed to raise not only the floor of student performance, but also the ceiling to ensure that Florida’s students are competitive with their peers across the globe.

ACTIOn ITEmS

Increase participation in early education and Vpk

Focus on teacher quality

Continue to raise standards to ensure all students graduate having completed a college and career ready curriculum

Continue to address achievement gaps

support arts education

strengthen foreign language skills

increase participation in early education and VpKPre-Kindergarten and early education programs attempt to address

the vast differences in children’s exposure to learning prior to

entering the K-12 system and improve student performance in school.

A growing body of rigorous evidence suggests children who attend

high quality pre-school are more likely to complete more years of

education, attend four-year colleges, go on to hold skilled jobs, and

earn higher wages—making strong early education a systemic fix.2

Focus on Teacher Quality A substantial body of evidence convincingly shows that teacher

quality is the single most important school-related factor influencing

student achievement. As a result, Florida’s leading business

organizations are advocating for improved teacher quality through

tenure reform, differentiated pay, and professional development.

continue to Raise standards to ensure All students Graduate Having completed a college and career Ready curriculumAs Florida Education Commissioner Eric Smith, a vital partner in

Florida’s economic development efforts, stated at the Tallahassee

Roadmap forum, Florida has made phenomenal progress in

improving student performance over the past decade—especially

in foundational skills such as functional literacy and mathematics.

The state is now focusing its attention on building higher level skills

and performance beginning at the elementary and middle school

levels, and on blurring the boundaries between high school and post

secondary education so that all students are prepared for seamless

entry into skilled trades and other forms of meaningful employment

or post secondary programs following graduation.

Through its Next Generation Sunshine State Standards, participation

in the American Diploma Project, 2009 landmark high school

accountability legislation, and more, Florida is taking significant

action to raise expectations of our students and educational

institutions, better align the K-20 system, and respond to business

needs. It is critical for Florida to stay the course and build momentum

in its efforts.

TAleNT RecommeNdATioN #1

Raise the Bar at K-12 Level for Global Excellence

# 1T A l e N T R e c o m m e N d A T i o N


State Roundtable, Tallahassee

East Central Regional Forum, Orlando

continue to Address Achievement Gaps Florida, like rest of U.S., is focused on reducing student

achievement gaps—gaps in academic achievement (e.g. on

standardized tests, course selection, dropout rates, college

enrollment) between minority and disadvantaged students and

their white counterparts that can be observed beginning at the

elementary level. Demographic changes occurring within Florida

make addressing achievement gaps especially important to the

state’s long term economic future. Florida cannot relent in its

successful efforts to increase the performance of minority and low

income students.

support Arts education The study of the arts has been shown not only to increase student

achievement and academic success, but also to heighten students’

“soft” skills including creative thinking, decision-making skills,

skills in finding multiple solutions to problems, teamwork, cultural

literacy, understanding relationships, and more.3

strengthen Foreign language skills In an increasingly global economy, learning foreign languages

must be stressed from an early age.


The 21st century economy will not be kind to individuals without education or training beyond high school, or to regions that have high percentages of their populations without education or training beyond high school.

4 Not only do higher

skilled workers enjoy higher wages and lower unemployment rates than low or unskilled workers, but by 2020, the vast majority of jobs will require some sort of postsecondary training or education. The modern economy requires workers with higher order technical and analytical skills than in years past.

But, that does not mean all students and workers need to pursue college education as the path to a rewarding career. Through at least the next decade, about half of jobs will require more than a high school education, but less than a four year degree.

5

These so-called “middle-skill” jobs—medical technicians, engineering technicians, aircraft

mechanics, nurses, paralegals, plumbers, and similar—tend to pay well and do not offshore easily.

Given projected occupational demands and Florida’s current talent pipeline, it is imperative that the state increase the percentage of students and adults who complete training and education leading to a two year degree, certificate, or other credential.

expand career and Technical education options and career pathways at K-12 levelToday’s students need to be prepared for whatever path they choose

to take after high school—whether immediate workforce entry or

additional education or training. Career and technical education (CTE)

combines rigorous academics with real-world, project-based learning

that prepares high school students to go on to either a two- or four-

year institution or to enter the job market with in-demand skills.6 In

addition, effective CTE programs have been shown to lower dropout

rates, improve test scores, increase postsecondary enrollment rates,

and increase earnings of participants relative to their peers.7

Continue the expansion of career and professional X

academies statewide, and increase enrollment in them.

The 2007 Florida Career and Professional Education Act built on

existing state CTE efforts by calling on school districts to work

with business groups and establish Career and Professional

Academies to graduate students with high school diplomas,

national industry certifications in high-demand jobs, and

college and university credits. Florida’s career and professional

academies produce graduates with certifications in any of more

than 150 approved, high demand areas ranging from digital

design to aerospace to welding to software development. Every

district is required to have at least one such academy.

During Roadmap regional forums, participants voiced

strong approval for the expansion of career and professional

academies—and noted a need to provide all students with

access to programs covering a broad spectrum of industries.

Forum participants also expressed concern that some Florida

students might opt out of industry certification programs to

pursue higher weighted courses.

Explore solutions to CTE course credit/weight issues ythat may keep high performing students away

leverage the Unique strengths of the Florida college system Because middle-skill jobs require education or training beyond high

school but less than a baccalaureate degree, Florida’s community and

state colleges are a logical place to address middle-skill workforce

demand. The Florida College System—one of the nation’s leading


Meet “Middle-Skill” Demand

ACTIOn ITEmS

expand career and technical education option and career pathways

leverage the unique strengths of the Florida College system

recognize the contributions of Florida’s career colleges



state college systems, with one of the highest Associate’s degree

production rates, and strong business and workforce training

partnerships—offers demand-driven training through degree,

certificate, and industry credential programs that provide students

with immediate employment. Florida’s College System is a

tremendous asset—no other public or private education provider

in the state is better positioned to quickly and cost-effectively

expand access to workforce training for all segments of Florida’s

population.

Take advantage of federal funding that may become X

available through the recently announced American

Graduation Initiative (a ten year, $12 billion effort).

Recognize the contributions of Florida’s career colleges Private career schools, institutes, colleges and universities provide

a broad range of education and training opportunities for students

interested in career-specific opportunities in art, business,

information technology, allied health, culinary arts, and over 200

other fields of study. Career colleges cover the full spectrum of

postsecondary education, from short-term certificate and diploma

programs, to two-year and four-year associate and baccalaureate

degrees, and beyond. Accordingly, Florida’s career colleges are also

well positioned to help build Florida’s middle-skill talent base.

Southeast Regional Forum, West Palm Beach

Northwest Regional Forum, Pensacola


strengthen institutional capacity and excellenceFlorida’s State University System’s (SUS) strategic goals include

becoming a globally competitive provider of advanced education,

innovative research, and high-impact public service for the citizens

of Florida. Recent national and international comparisons suggest

Florida’s public universities are at risk of falling behind in almost every

category of comparison except size. Appropriate, predictable funding

must be part of the solution.

Align degree production with industry cluster Needs Florida’s labor market projections for 2030 show a widening gap

between the labor market demand for postsecondary credentials

and the supply produced by Florida institutions—especially at

the bachelor’s level and above. Further, Florida is not producing

enough graduates with the particular skills sets and degrees needed

by innovation economy employers. For example, Florida ranks

40th among states in its production of science and engineering

doctorates.

Universities play an invaluable role in economic development by producing high skill workers for the innovation economy. Florida lags both nationally and internationally in the percentage of its adult population with college degrees. At present, only 27% of Florida’s 25-64 year-old population—2.5 million people—have a bachelor’s degree or higher,

compared to the national average of 29%. Further, in order for Florida to have the average education level of the ten most productive states, it would need 3.9 million adults with bachelor’s degrees—1.4 million more than it does today.

8

Meeting Florida’s high skill labor needs will require strong institutions of higher education aligned with state and regional industry needs.


Ensure Higher Education Excellence and Alignment

ACTIOn ITEmS

strengthen institutional capacity and excellence

align degree production with industry cluster needs

recognize the role of Florida’s independent colleges and universities

FloRiDA DEgREE PRoDucTioN iN SElEcT HigH DEMAND FiElDS

Degrees Awarded Share of All Degrees

degree program 1998-1999 2007-2008 1998-1999 2007-2008

computer & information Science 950 962 2.0% 1.4%

Engineering 3,136 4,557 6.6% 6.4%

Engineering Technology & Technicians

355 521 0.7% 0.7%

Biological / Biomedical Science 1,418 2,448 3.0% 3.5%

Mathematics and Statistics 282 475 0.6% 0.7%

Physical Sciences 583 884 1.2% 1.3%

Mathematics and Statistics 4,711 7,076 9.9% 10.0%

“We should be aligning our programs of teaching, research, and service against the needs of our state and, more particularly, against the needs of the regions that we serve.“

— uCF president John C. hitt,

east Central region roadmap planning Forum, June 23, 2009



Northwest Regional Forum, Pensacola

Tampa Bay Regional Forum, St. Petersburg

The Florida Board of Governors, broader higher X

education community, Workforce Florida, Enterprise

Florida, and business leaders should work together

to ensure that Florida meets its high skill workforce

demands.

Recognize the Role of Florida’s independent colleges and Universities Florida’s 28 private, not-for-profit independent colleges and

universities produce 14,100 bachelor degree graduates a

year—26% of the state’s total.9 In addition, they produce 37% of

master degrees, 42% of doctoral degrees and 56% first professional

degrees.10

Accordingly, any plan to expand Florida’s high skill

workforce must recognize the important role of these institutions.


To remain competitive in a dynamic economy, Florida needs a workforce system that is not only responsive to the changing needs of employers and workers, but also anticipatory of the future skills and demands needed to compete in a global economy. It must be capable of bridging the gap between stagnating and emerging industries, addressing both workforce preparedness and workforce readiness, and based upon a strong understanding of future workforce

needs gained through data analysis and business partnership.

Florida already boasts a top-notch workforce system with a strong national reputation and supportive business leadership. Florida’s workforce system includes customized and on-the-job workforce training to support the retention, expansion, and attraction of businesses, and more.


Demand-driven Workforce Systems Aligned with the Needs of Today and Tomorrow

continue to strengthen the partnership Between Workforce and economic developmentThe partnership among the state’s workforce and economic

development leaders has never been stronger and is crucial

to increasing alignment between workforce and economic

development strategies.

Support the implementation of the new state workforce X

strategic plan developed by Workforce Florida. The 2010-

2015 state workforce strategic plan is being developed through

stakeholder outreach and consultation with education partners

and is aligned with both the Roadmap to Florida’s Future as well

as the Florida Chamber Talent Caucus.

complete a cluster-oriented, comprehensive Workforce supply and demand Analysis Solid data must be at the foundation of a demand-driven workforce

system, so Florida should complete a comprehensive occupational

analysis to help map industry needs at all skill levels, identify gaps,

and build career ladders in high growth areas. This analysis should

include major industry focus areas to help build economies of

scale and efficiencies in workforce programming. In addition, the

analysis should compare state workforce needs to the numbers

and types of certificates, training, and degrees being awarded by

Florida’s education providers with an eye toward improving resource

allocation.

Workforce Florida and the Agency for Workforce X

Innovation, in partnership with the Department of

Education, Board of Governors, Enterprise Florida and

others, should convene a working group to help implement

this talent supply and demand analysis aligned with the

state’s cluster strategy.

Incr

easi

ng S

kill

leve

lElectrical & chemical Engineers,

operations Managers

Machinists, Welders, chemical & Electrical Technicians,

Plant & Systems operators

industrial Truck Drivers, installation Helpers, Agricultural Workers

illustrative cluster occupation and Skill Structure Schematic

ACTIOn ITEmS

Continue to strength-en the partnership between workforce and economic devel-opment

Complete a cluster-oriented comprehen-sive workforce supply and demand analysis

Continue Banner Center implementa-tion

strengthen training for existing workers

“Florida must develop a demand-driven, seamless talent supply chain that can meet the business needs of today and tomorrow. Partnerships among education, workforce, economic development and business will be critical to this task.”

— Chris hart, IV

president & Ceo, Workforce Florida, Inc.



continue Banner center implementationThe Employ Florida Banner Centers are charged with becoming

a statewide, go-to resource for cutting-edge training for entry-

level and experienced workers who need to upgrade their skills in

Florida’s high-value sectors including biotechnology, homeland

security and defense, manufacturing, energy, alternative energy,

logistics and distribution, aviation/aerospace, digital media,

construction, agriscience and water resources. Each Banner Center

is led by a Florida community college, university or organization

that partners with industry to identify sector training needs

and, among other things, create new curricula. A key objective

is to create timely and relevant training that can be shared

across multiple educational institutions for access by businesses

statewide.

The Banner Center framework should be advanced to the X

next level to create self-sufficiency, alignment with key

cluster needs, and effectiveness in serving as statewide

resources to avoid duplication of resources.

strengthen Training for existing Workers In our fast-paced and rapidly changing world, workers will change

careers many times throughout their lifetimes, and even workers

who stay in the same job will require regular skill upgrades,

retraining, and retooling. Accordingly, Roadmap forum attendees

called for an increased focus on and support for incumbent worker

training and lifelong learning.

Restore funding for the Quick Response Training (QRT) X

Program. QRT provides grant funding for customized

industry training for new and expanding companies. An

effective program with a long track record, this workforce

incentive is critical for successful economic development.

The $5 million budget authority for this program should be

restored.

Expand investment in the Incumbent Worker Training X

(IWT) Program. Retaining and expanding Florida companies

is vital to Florida’s future. The Incumbent Worker Training

program is especially important to help retain companies

and make them more competitive by retooling skills and

enhancing worker productivity.

Consider providing corporate income tax credits to X

employers that provide incumbent worker training (CA,

RI), or creating a supplemental unemployment insurance

tax to fund incumbent worker training. Several states

including California, Minnesota, Massachusetts, Delaware,

New Jersey, Rhode Island, and Tennessee have already

implemented one or more of these policies.

WoRKFoRcE BEST PRAcTicE: Pennsylvania’s Job Ready PA Workforce Strategy

In the mid-2000s, as part of a broader economic development, education, and workforce initiative designed to help transition pennsylvania from an industrial manufacturing economy to knowledge economy where workers need more specialized skills to succeed, the pennsylvania department of labor & Industry transformed the state’s workforce system into a more demand-driven system based on industry-led training strategies, building clearly defined career pathways in high growth jobs, and holding participants to rigorous accountability standards.

the effort started with the completion of a comprehensive occupational analysis to pinpoint high-demand, high-skill and higher wage jobs and careers to serve as the basis for industry-driven development. the research identified nine targeted industry clusters offering long-term economic growth potential for pennsylvania.

the analysis was then used to build regional Industry partnerships– multi-employer/employee consortia designed to learn the specific needs of an industry

cluster with the goal of responding to labor force shortages, skill gaps, and retention issues. since program inception in 2004, more than 6,300 businesses and 70,000 workers have been served through nearly 80 Industry partnerships across the state, generating higher productivity for employers and higher wages for workers.

pennsylvania’s industry-based approach has yielded several other benefits including: (1) efficiency benefits—by focusing scarce workforce development education and training resources on industry and worker priorities, rather than employing a traditional company by company approach, (2) the ability to replace career ladders once available inside firms with industry career ladders, and (3) improved networking, collaboration, and supply relationships among participating firms.


Emerald Coast BEST Robotics Competition at the University of West Florida.

PHOTO COurTESy Of THE PENSACOlA NEwS JOurNAl

Ensuring the availability of appropriately skilled talent with the science, technology, engineering, and math (STEM) skills needed for success in the innovation economy is one of the most pressing challenges facing businesses and states today. Going forward, all students—not just those who plan to pursue STEM professions—will require a solid foundation in STEM to be successful in the workforce. In addition to providing students with the foundation they need in science, technology, engineering, and math, STEM instruction helps

to develop students’ understanding of complex processes, relationships, and inquiry—key foundations of problem solving and critical thinking. In fact, according to the U.S. Bureau of Labor Statistics, 15 of the 20 fastest growing jobs through 2014 will require substantial math or science preparation.

Unfortunately, Florida, like much of the rest of the U.S. , is facing major STEM talent shortages in part due to its failure to generate sufficient numbers of STEM graduates at any level.

establish and implement the Florida sTem council The Florida STEM Council was created in 2009 through the joint

efforts of the Enterprise Florida Strategy Council, Workforce Florida,

Department of Education, Florida Council of 100, and the Florida

Chamber of Commerce to focus on STEM education and align STEM

talent production with state business needs. Ongoing support and

collaboration is needed from all partners as the Florida STEM Council

works to address its mission:

Coordinate the broad and diverse range of STEm initiatives X

offered statewide.

Facilitate business engagement in STEm education X

outreach and policy guidance.

Advocate for STEm education and instill STEm precepts X

from elementary through graduate education.

support Regional and industry sTem efforts Florida’s regional and business leaders have long recognized the

need to take action, and put into place a broad range of STEM

outreach efforts and programs. Programs such as the Central

Florida Promoting Regional Improvement in Science & Math (PRISM)

initiative, TRDA Teacher Quest Program, IHMC Science Saturdays,

BEST Robotics Competition, and many, many more play an important

role in increasing students’ and teachers’ overall STEM interest,

knowledge, and awareness, and building the STEM workforce of

tomorrow.


Place a Priority on STEM Across the Talent Supply Chain

ACTIOn ITEmS

establish and implement the Florida stem Council

support regional and industry stem efforts

Build a strong stem pipeline starting at the k-12 level

“It is critical that the youth of today develop an interest in and curiosity about science, technology, engineering, and math. We need to help them build on that interest through education that prepares them for high quality careers in a future that will require those STEM skills.”

— susan story, president & Ceo of gulf power Company



Emerald Coast BEST Robotics Competition at the University of West Florida.

PHOTO COurTESy Of THE PENSACOlA NEwS JOurNAl

Build a strong sTem pipeline starting at the K-12 level

Florida cannot build the 21st century skills of its workers and increase its production of technicians and innovation economy workers without engaging students and improving their performance in STEM from elementary school on.

Engage students early X —especially since experts have found that student interest and performance in STEm begins to wane somewhere between elementary and

middle school. In recent years Florida’s education and

government leaders have taken significant steps to improve

the state’s STEM pipeline, revising STEM curricula, expanding

professional development and teacher recognition, aligning

K-12 STEM coursework with skills needed for success at higher

levels, and expanding hands on, experiential learning (e.g.

through national models like Project Lead the Way). These

efforts must be continued.

make addressing STEm needs a consideration in setting X

priorities and directing education funding at all levels.

SElEcT ExAMPlES oF REgioNAl AND iNDuSTRy STEM ouTREAcH

• BEST Robotics

• Expanding Your Horizons (UCF)

• I LOVE Science (IHMC)

• PRISM

• Scripps Florida Education Outreach

• Teacher Quest (TRDA)

• techCAMP (Florida High Tech Corridor Council)


South Central Regional Forum, SebringState Roundtable, Tallahassee

1 Achieve, Inc., Closing the Expectations Gap: An Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Careers, 2008

2 Executive Office of the President, Council of Economic Advisers, Preparing the Workers of Today for the Jobs of Tomorrow, July 2009

3 National Governors Association Center for Best Practices, Issue Brief: The Impact of Arts Education of Workforce Preparation, May 2002

4 National Center for Public Policy and Higher Education & National Center for Higher Education Management Systems, Good Policy, Good Practice: Improving Outcomes and Productivity in Higher Education: A Guide for Policy Makers, 2007

5 Holzer, Harry and lerman, robert, The Future of Middle-Skill Jobs, Brookings Center on Children and families, CCf Brief #41, february 2009

6 Institute for a Competitive workforce, The Skills Imperative: How Career and Technical Education Can Solve the U.S. Talent Shortage, 2008

7 Ibid. Similarly, florida Oppaga report 07-40 found that the state’s career academy student’s outperformed their peers in high school.

8 florida Board of Governors, accessed at http://www.flbog.org/about/fbd/roundtable.php,10/15/09

9 Independent Colleges and universities of florida, accessed at http://icuf.org/about-us, 10/15/09

10 Ibid.

Talent

Documents

Transcript of Talent