Over the last few years, career-connected learning has become an increasingly important priority in the Buckeye State. Policymakers have established a variety of initiatives and invested hundreds of millions in career-technical education. Ohio business leaders have called for students to explore careers earlier so they’re better prepared for the future. And recent polling indicates that voters across the political spectrum—parents, in particular—consider better workforce preparation and more robust career exploration to be top priorities.
Clearly, career-connected learning is popular. That’s why it’s a bit of a headscratcher that Ohio lawmakers failed to make it a higher priority in the state budget finalized this summer. There were some important developments within the bill, including a much-needed requirement to revamp the state’s industry-recognized credential framework. But as I wrote in July, lawmakers missed some pretty big opportunities.
The good news is they have a second chance. Senate Bill 328, which was proposed in mid-November, is chock full of workforce readiness initiatives that would help Ohio build on its solid career-connected learning foundation. Let’s take a look at two key provisions.
1. Academic and career plans
Current law requires students in grades nine through twelve to have a graduation plan that maps their academic pathway to a diploma. Unfortunately, graduation is the only goal these plans take into account. Students aren’t expected to consider potential careers when choosing their academic courses, which creates a disconnect between high school and adulthood. As a result, many kids graduate with no idea how to pursue their interests or even what they’re interested in—and that makes finding a job or picking a major a lot more difficult.
Senate Bill 328 seeks to change that by establishing a planning framework that asks students to think beyond high school graduation. Starting with the eighth-grade class in the 2026–27 school year, Ohio students would be required to create an academic and career plan. Each plan must include a list of the student’s strengths, interests, and aptitudes; academic, career, and financial goals; and a description of the pathway the student will take to meet not only diploma requirements but also post-graduation career goals. Plans must be evaluated annually to monitor progress and make adjustments.
There’s a lot to like here. First, the level of detail that’s required in each plan should prevent this policy from becoming a box-checking exercise. Identifying strengths, interests, and aptitudes will require effort from students, as will creating action plans for career and financial goals. (Career exploration courses for students—discussed in detail below—will also help.) Moreover, requiring plans to be reviewed annually gives students plenty of time to accumulate knowledge and adjust their goals accordingly. An annual opportunity to shift course should assuage concerns about students being locked into a pathway they’re no longer interested in.
Second, the bill requires plans to be transferable between schools. For most kids, the only transfer they’ll experience will be between their district’s middle and high school. But in a state with a robust school choice sector—and in communities with high student mobility rates, in particular—ensuring that plans can follow students is crucial. Requiring the Department of Education and Workforce (DEW) to develop a template for plans should make it easy for districts to meet this expectation.
Finally, the bill recognizes the important role that families play in shaping students’ futures. Parents and guardians must be involved in the plan development process and are required to sign off on the final version. Districts must also provide families with at least one update on their student’s progress each year, including a copy of the plan itself and contact information for a person who can answer any questions they may have. Collectively, these expectations should ensure that families are involved and can provide students with an extra layer of support.
2. Career exploration courses
Requiring schools to help students craft career plans is a step in the right direction. But ensuring students have the information and tools they need to take advantage of planning opportunities is critical. That’s where career exploration courses come in.
Beginning with the 2026–27 school year, districts would be required to offer at least one-half unit in career exploration to middle schoolers, who must complete the course by the end of eighth grade. Although districts are free to design their own unique courses, they must include all of the following:
- Career field exploration, including an overview of the state’s sixteen career clusters.
- Hands-on learning opportunities such as research projects, guest speakers, and job shadowing.
- Life budgeting and financial planning exercises.
- Interest and aptitude assessments.
- Professional skills development.
- At least one quality career coaching session per student.
- Career academic planning, including the completion of each student’s academic and career plan or a preliminary plan if the course is completed prior to eighth grade.
In some districts, career exploration efforts are already underway. Rather than forcing these schools to abandon their work and start from scratch, Senate Bill 328 permits them to submit an alternative career exploration plan to the state. If approved, alternatives are valid for two years and can be renewed.
To ensure rigorous implementation, state leaders need to balance flexibility with oversight. Senate Bill 328 accomplishes this by clearly outlining DEW’s compliance responsibilities. The Department is charged with issuing guidance for schools on acceptable course delivery models, funding eligibility, and reporting requirements. For the sake of transparency, DEW will publicly report the districts that are enrolling students in career exploration courses, districts that have approved alternative plans, and any districts that are out of compliance. The Department will also audit up to 5 percent of schools each year to monitor and enforce compliance through intervention and support measures. These standards should ensure that districts take their new responsibilities seriously—and that students reap the benefits.
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Ohio policymakers deserve kudos for how they’ve prioritized career-connected learning over the last few years. But they can and should do more. To build on Ohio’s solid foundation, lawmakers should ensure that every student has an opportunity to explore careers and create a plan for the future. Senate Bill 328 would accomplish both.
