"It’s about being open to disrupting the status quo and moving education to the next level—one that supports a stronger, more connected global economy."
My name is Dr. Kara Casimiro. I’m the superintendent of the Danbury Public Schools, and I work for the Danbury Public School system in Connecticut.
Danbury Public Schools is located in western Connecticut, and we’re one of the few urban districts across the state. We have about 12,000 students, and we’ve been growing exponentially in the last couple of years. While enrollment across the state has been in decline, there’s just a handful of school systems seeing an increase, and that describes our school system. We’ve had an influx of second-language learners over the last 10 years. Our community has been growing exponentially, and we’re very diverse, with over 40 different languages spoken here. That’s been true for the last 15 to 20 years. We’ve always been a wonderfully rich, diverse community, and that diversity has grown even more in the last decade, especially with our numbers increasing.
Despite this growth, we’ve struggled with our budget. Out of 169 towns in the state of Connecticut, we rank 169th in per-pupil expenditure. We’ve really struggled to even meet the average student expenditure need. Despite that, we have a very small central office and administrative staff. However, we are extremely focused on student learning and providing opportunities for students that align with the needs of this new economy. Over the last few years, my work here has been about changing the landscape of how we envision post-secondary education—what success actually looks like and how it could look differently for different students while still meeting the needs of a local economy.
It is belief in individual people—our students and our families, who come to us with many assets. In a challenging socioeconomic environment, people tend to look at students as missing out on formalized experiences, but they actually have a lot of them. They’re just not the typical ones schools might expect. We try to capitalize on those assets, particularly their linguistic strengths. Early on, we teach families and students about the incredible opportunities of being biliterate and living in a bicultural community.
We work hard to highlight those assets while also breaking down cultural barriers that might prevent students from pursuing post-secondary opportunities. We collaborate closely with families through a strong Family Engagement Center. Additionally, over the last few years, we’ve focused on ensuring that our staff looks more like the students and families we serve.
One of the most exciting things for me personally has been transforming opportunities at the high school level through a K-12 backward design plan. Just before the pandemic, a small team and I visited schools providing innovative opportunities for students. We explored models that offered industry-recognized credentials and career-connected learning.
We noticed that we were losing students at the high school level. Our graduation rates were hovering, attendance rates were struggling and chronic absenteeism was higher than ever. We did a lot of instructional work to understand why students weren’t as engaged as they needed to be and why they didn’t see school as an opportunity for a better future.
We started to engage in researching best practices and educational models that would bring about meaningful change—not just in the high school or for students, but for entire communities. We looked at examples like the Metro Nashville Public School System, where they have an Academy model. In this framework, students graduate with not just a high school diploma but also an industry-recognized credential or multiple credentials.
For instance, Danbury High School has a small Certified Nurse Assistant (CNA) program. Students graduating from this program could immediately work in hospitals as a nurse’s aide. They also have a high school diploma, which makes them competitive for colleges, particularly for direct-entry nursing programs or medical schools. If college isn’t immediately feasible, students could still go right to work and support themselves. Or they could work part-time while attending college part-time.
We asked ourselves, “If this is good for some kids, why can’t it be good for all of our students?” With nearly 4,000 students at Danbury High School, we created a wall-to-wall Academy model. Every student has an opportunity to choose something they are passionate about and earn industry-recognized credentials in those areas.
For this school year, we’re opening a new campus to support this initiative. We’ve created seven academies, each with three pathways. These academies allow students to focus their electives in areas they’re passionate about. For example, the Clean Energy and Green Design Academy is aligned with an emerging sector of work in the United States and globally. Students in this academy learn about what careers are available, what kind of education they might need, and even the salaries they could expect. We also align these pathways with job shadowing experiences and internships.
Students still take their typical English, science and math courses, but ninth grade starts with an exploration academy experience. They take an exploratory course where they learn about all the different academies and pathways available. By the end of ninth grade, they make an informed decision about their academy. Along the way, they visit college campuses—often for the first time—so they can start seeing themselves pursuing higher education. Not every student will attend a four-year college, and that’s okay. Some will pursue technical degrees or certificate programs, but our goal is to inspire them to see the opportunities available after high school.
Many students come back to us and say, “I went off to a four-year college, I got a degree, and I still don’t know what I want to do.” Others tell us, “I have all this student loan debt, I’m an English major, and I’m not sure what I will do with this degree. I still don’t know what other jobs are out there.” By implementing our programs, we’re helping students prepare and make informed choices for post-secondary education. We also incentivize their learning in school by making it more relevant and engaging.
As part of these academies, we are introducing project-based learning that is hands-on and aligned with the entry requirements for various jobs. This approach emphasizes critical thinking, collaborative teamwork and other skills that our industry partners have identified as crucial. They’ve told us that while we produce very smart students, these students sometimes struggle with soft skills like working well with others, showing up on time, dressing appropriately or demonstrating a strong work ethic. So, we focus on teaching these essential soft skills alongside academic content.
This is why we see this as a K-12 experience. We’re starting to backward-build this model into our middle schools, giving students broader exposure to different types of work earlier on. This approach ties directly to our Portrait of the Graduate framework, which outlines the skills, attributes and characteristics we want all students to develop before they graduate. For every grade level, we’ve created a description of what these attributes look like so teachers, parents and students can work together to develop them.
By the time our students reach high school and graduate, they’ve had extensive practice, experience and feedback in key areas. They’ve learned to be good communicators, advocates and innovators. They’ve also built perseverance and know what it means to push through challenges in their work. We’ve rallied our entire school system around this model, and we see it as a fully integrated K-12 approach.
What’s exciting is that we designed this curriculum in collaboration with industry partners. We analyzed national, regional and local career clusters, identifying where jobs are and aligning pathways with opportunities for high-wage careers. While some entry-level jobs may not offer high pay initially, there’s potential for growth and demand in those fields. We used Department of Labor statistics and projections to see where the jobs will be in the next few years.
We were going to create a dedicated AI pathway, but we’ve realized that AI will be integrated into all pathways because it impacts every industry. This shift in thinking reflects how pervasive AI has become across all sectors.
We’re thrilled about this model because it provides students with something truly different by the time they graduate high school. It makes them more competitive for four-year colleges while also preparing them to enter the workforce directly if that’s their choice. The community benefits as well because we’re producing students with a leg up in entry-level skills, making them more competitive than peers who haven’t had access to a program like this.
The other piece to it is that this model is experiential. For each pathway, we align college credits so that students can take three or four courses that provide exposure to college-level work. The rest of their schedule consists of typical high school courses. It’s not as intense as a full college program, but it offers students the opportunity to earn credentials and gain valuable experience.
The progression begins in ninth grade with a career fair and a college visit. All ninth-grade students participate. We recently held a phenomenal career fair where we invited people from across the community to engage with our students. The students interviewed the professionals, and the professionals interviewed the students. It was an incredible experience. We also include industry field trips where students visit corporations and industries, as well as opportunities to hear from guest speakers.
In eleventh grade, students can participate in job shadowing. They spend about 10 hours during the semester shadowing different jobs and earning credit for their participation. For students who demonstrate responsibility and meet expectations, we offer the chance to take part in internships, where they can earn additional credits.
Every pathway includes the opportunity to earn at least 9 to 12 college credits through electives that align with their chosen fields. In addition, we offer dual enrollment courses. Students can elect to take these courses in two formats: one for high school credit only, and one for both high school and college credit. The content is relatively the same, though the college credit option is slightly more challenging.
Through this program, students can leave our high school with a college transcript already in hand. This transcript can be applied to several local community colleges and even our state universities. We’re currently in the process of developing articulations and strengthening relationships with these institutions. It’s an exciting step forward for our students and our school system.
It’s just as important for students to figure out what they don’t want to do as it is to discover what they do want to pursue. Internships and job shadowing experiences provide that clarity. For example, a student might think they want to work in a hospital but realize it’s not the right environment for them. Learning this before committing to a college major saves time, money and frustration.
The way we approach hiring teachers now is very different from how we did it five years ago. When one applies for a job as a history or science teacher, we’re not just interested in their subject area—we’re deeply curious about their background, experiences and passions. What might have been a small detail on their resume before is now something we see as a tremendous asset.
For example, we’ve had people who have changed careers. They might have been engineers or computer programmers who decided they were tired of corporate life and wanted to transition into education. We love welcoming second-career teachers because they bring a wealth of industry knowledge and hands-on, practical experience. They can speak to students in ways that someone without that experience might be unable to.
We also value teachers’ passions, even if they haven’t had the chance to work in a specific field. If someone has always been passionate about a particular area, we try to align that passion with one of our academies. For instance, we conducted a large survey with our staff before transitioning to this new model—our first year implementing it—to see where teachers saw themselves. It’s equally important for staff to feel committed and passionate because that enthusiasm translates into better student experiences.
An English teacher who’s passionate about science, for example, might work in the Science and Innovation Academy. They could focus on technical writing and integrate scientific knowledge and innovation into their teaching. Similarly, teachers in other subject areas, like math or social studies, can incorporate their interests into their work while still teaching their core skills. It’s an exciting approach for staff, and we believe it will also help with teacher retention.
Across the United States, the teaching profession has struggled to attract people. Hiring has been challenging, and we’ve felt those effects. By aligning teachers’ interests with their roles and offering something different from the traditional model, we hope to inspire and retain more teachers. We’ve had some of them express doubts, saying, “This isn’t for me. I think I’ll go to another district.” We expected some of that—it’s a significant shift.
This model is unique. We believe it will be the first in the northeastern United States to adopt a wall-to-wall Academy approach. Every student will be involved in an academy, all the time. In many high schools, academies are limited to one or two, and students must compete through a lottery or application system to participate. While that system benefits some students, these opportunities benefit all kids. So, we designed our model to ensure that every student has access. You don’t have to be an A+ student to take part. The opportunities are there for everyone—it’s up to each student to maximize them.
We’ve done a tremendous amount of work bringing community partners to the table to gather their feedback. We wanted to understand the needs of their businesses, the challenges they face and how our graduates perform when they join their workforce. We’ve received valuable feedback about our exit outcomes and how they align with entrance criteria at colleges and in the workplace. There was a clear gap, and our partners were excited to collaborate with us to address it.
To formalize this collaboration, we’re creating advisory boards for each academy. These boards will include representatives from various industries and corporations who will invest their time and expertise. Some partners have already expressed enthusiasm, saying, “If we could get two or three summer interns to work with us, we’d be thrilled.” They’ve told us they need solid students who are exposed to diverse experiences but can be trained in their company’s specific systems.
The goal is to build relationships between our students and these companies. When students go off to college and later return, they’ll already be familiar with the company as a great workplace. Businesses are struggling to find reliable staff, and these partnerships help create trust between employers and future employees. Many industry partners have already committed to supporting us, asking, “How can we help?” We request their time and talent, and if they wish to contribute equipment or funding down the line, that’s always welcome. However, the real value lies in them engaging with our students—whether it’s visiting classrooms or hosting our students at their workplaces.
Some businesses have gone even further, offering to cover the costs of industry tests and credentials for our students. In return, they’ve asked for the opportunity to interview those students when they finish the program. We’ve agreed to allow them the first chance to interview, though students aren’t obligated to commit. This creates opportunities for students to work with these companies during the summer or part-time while attending college.
We’ve visited programs where relationships like these have flourished. Companies have developed apprenticeship programs and even offered to pay for four-year college degrees. In these cases, students work part-time while attending school, and in return, they are trained in the company’s systems, technologies and operations. For example, in Charlotte, North Carolina, there are incredible apprenticeship programs where students have their entire college education paid for by working with major industry partners. It’s mutually beneficial—students get a free education and invaluable experience, while companies build strong, reliable workers.
We’ve been fortunate to receive grant funding that allows our administrative and central office staff to visit programs like these and learn from their successes. This year, we’re doing it again, traveling to see how these models work in practice and bringing those lessons back to our district.
It’s an exciting time for us, and there’s no reason why we can’t become a model—not just in the Northeast but across the East Coast of the United States. That’s my goal. While there are other excellent models across the country, many are located further away and harder to access. I want us to become a resource for educators in Connecticut and throughout the East Coast, demonstrating what’s possible when schools and industries work together.
The biggest thing to understand when we talk about this kind of work is the why. Why do public schools exist? Public schools shouldn’t exist just for the sake of existing. The question is, what are we producing, and how does it serve the community? Our goal is to produce informed citizens and students who have the capability to support and strengthen the economy so that the United States can thrive.
I believe that the faster public school institutions and the states that govern them get on the same page about this role—supporting students’ growth and success—the better off students will be. When students are successful, their families experience socioeconomic mobility. This, in turn, supports the next generation. When a student thrives, they lift their family and the generation behind them. This is especially critical in today’s world, where we see so much cultural diversity. Public schools play a vital role in supporting economies and communities, but there has to be a promise tied to that high school diploma.
If we’re not giving students something meaningful—something that equips them to be productive and successful—then we need to rethink what we’re doing. In this era of rapid change, where AI and technological advancements are accelerating and transforming work models, public schools must keep up. In fact, public schools should be at the forefront, leading the way and working closely with industries and corporations far more than they do now.
We’re hoping that what we’re building here in Danbury will serve as a strong example of this collaboration. We’re super excited about what’s to come, and we’re committed to preparing our students and community for the future.
This work is truly about collaboration. Public school systems, states, the federal government and private industry all have a role to play. When we come together to collaborate around the needs of what our great country can achieve, powerful things can happen. It’s about being open to disrupting the status quo and moving education to the next level—one that supports a stronger, more connected global economy.
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