Woods says the collaborative’s intent is to create a statewide framework that can be customized locally—strong enough to provide structure, but flexible enough to reflect regional industry. “We’re hoping our work will be regionalized,” he explains.“Texas is a very large state. Workforce needs in the Panhandle are very different than they are in the far south Valley, very different than they are in the metro areas.” At the same time, the collaborative is wary of building pathways that are too narrow. The aim is to prepare students for local opportunity while still supporting mobility across industries and geographies. SYSTEMS FIRST: EQUITY THROUGH CAPACITY When the conversation turns to inclusion and equal opportunity, Poenitsch emphasizes that the collaborative’s current focus is at the systems level— building a framework that districts of all sizes can actually implement. “There is such variance in districts and size and capacity,” she explains.“The work of our collaboration is really that systems aspect of how you create an actionable framework… in a district that’s midsize and rural, as well as urban or suburban and fast growth.” In other words, equity in this context begins with capacity: ensuring every district understands how to engage industry partners and build pathways— regardless of staffing, geography, or local resources. MODERNIZING ACCOUNTABILITY AND ALIGNING INCENTIVES While advocacy is not the collaborative’s first deliverable, it is expected to become a major component once the statewide framework is complete. Woods points to a core structural challenge: Texas grades high schools A through F, and workforce readiness is included—but the current model is outdated and overly one-size-fits-all. “It needs to be modernized,”Woods says.“It needs to 402 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 01
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