Rodney C. "Rod" Adkins: IBM's First African-American Senior VP

15 Years Council of School Supervisors and Administrators (CSA) Reception with IBM, December 9, 2010 IBM launches Pathways in Technology Early College High School in 2011 Rachel Rosen, MDRC "We believe that CTE leaders will be really interested in the positive impact that we're seeing for students who are participating in P-TECH. P-TECH 9-14 students signed up for dual enrollment programs at higher rates, attempting and earning more college credits than the comparison group students by the end of four years in high school". MDRC October 2023 P-TECH 9-14 Pathways to Success Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation • An evaluation by MDRC, funded by the U.S. Department of Education, examined the first seven P-TECH 9-14 schools in New York City, following students for seven years after they began ninth grade. Rashid Ferrod Davis (member of the design team and founding principal of P-TECH Brooklyn) was among the principals of these seven schools. Two of my former assistant principals are now P-TECH principals in two of the seven schools (2025). New findings in this report indicate that the P-TECH model increased students' postsecondary degree completion, particularly for male students, and boosted internship and dual enrollment rates, even during the pandemic. "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools".   https://lnkd.in/e54rSYKT   www.ptech.org https://www.ptechnyc.org/

15 Years Council of School Supervisors and Administrators (CSA) Reception with IBM, December 9, 2010 IBM launches Pathways in Technology Early College High School in 2011 Rachel Rosen, MDRC "We believe that CTE leaders will be really interested in the positive impact that we're seeing for students who are participating in P-TECH. P-TECH 9-14 students signed up for dual enrollment programs at higher rates, attempting and earning more college credits than the comparison group students by the end of four years in high school". MDRC October 2023 P-TECH 9-14 Pathways to Success Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation • An evaluation by MDRC, funded by the U.S. Department of Education, examined the first seven P-TECH 9-14 schools in New York City, following students for seven years after they began ninth grade. Rashid Ferrod Davis (member of the design team and founding principal of P-TECH Brooklyn) was among the principals of these seven schools. Two of my former assistant principals are now P-TECH principals in two of the seven schools (2025). New findings in this report indicate that the P-TECH model increased students' postsecondary degree completion, particularly for male students, and boosted internship and dual enrollment rates, even during the pandemic. "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools".   https://lnkd.in/eQBKPNsA   www.ptech.org https://www.ptechnyc.org/

The California State University - East Bay's Bay Area K-16 Collaborative celebrates an impactful and momentum-building 2025. This year, we welcomed 275 high school students from San Leandro USD (SLUSD), Hayward USD (HUSD), Oakland USD (OUSD), and Castro Valley USD (CVUSD) to Cal State East Bay. In close partnership with Student Affairs and the Career Empowerment Center, students engaged directly with campus professionals, the CSUEB Robotics Club, and Intuitive’s medical robotics team, through collaboration with the Institute for STEM Education—bringing college, careers, and cutting-edge innovation into clear focus. We also facilitated a targeted workforce connection by linking OUSD’s Life Academy High School with Stanford University School of Medicine Healthcare’s Biomedical Engineering team, exposing students to real-world applications of health sciences and engineering careers and expanding early pathways into high-demand fields. Beyond campus visits, 1,500 additional high school students—predominantly Latinx and Black—benefited from expanded dual enrollment opportunities through our partnerships with Contra Costa Community College District Office, Chabot College, Las Positas College, and Peralta Community College District. These pathways continue to widen access, accelerate time to degree, and strengthen college readiness across the East Bay. We also deepened workforce and career preparation: A cohort of 40 CSUEB Falcons received exceptional preparation for: -- Bloomberg internships, with 15% advancing to interviews -- Hewlett Packard Enterprise provided targeted internship readiness programming -- JPMorganChase delivered a comprehensive financial wellness series for students In academic innovation, we positioned our Computer Science Department to partner with IBM, nimbly integrating the SkillsBuild Training platform into Cybersecurity and AI coursework, aligning curriculum with industry-recognized competencies. And we have had an incredibly productive and supportive relationship with the STEM Lab, serving thousands of CSUEB students. Critically, many of these partnerships were activated and strengthened through the leadership and networks of ALPFA CSU East Bay and Silicon Valley Leadership Group (SVLG), whose engagement helped connect our students and faculty to high-impact industry relationships. Finally, we expanded our ecosystem of collaboration, deepening relationships with partners such as BDO USA, Synopsys Inc, and Lumentum, among others. Together, these efforts reflect a shared commitment to educational equity, workforce alignment, and regional economic mobility. Our Cal State East Bay students—and our East Bay region—are truly on the rise. Happy Holidays, and thank you to our partners, educators, and students who made 2025 a year of meaningful impact.

When I graduated from this high school years ago, I never imagined that my academic journey, as a learner and a professional, would lead me to where I am now. I have learned so much and have had the privilege of working with some brilliant minds. There have been some challenging moments and joyous occasions. But I wouldn't trade my profession for another. I believe in the value of higher education. Colleges and universities not only serve as spaces that provide knowledges that prepare individuals to be productive citizens in a democratic society but also serve communities as partners in societal matters and as employers. College and universities don't just occupy spaces in cities and towns; they are part of the community. They should help communities to grow and prosper. The research and scholarship of faculty and researchers at colleges and universities address important issues, perspectives, and information that benefit local communities, cities, regions, and the nation. Administrators work with local government officials as well as state and federal representatives to not only address the needs of college students but also the concerns of communities. Businesses have the opportunity to participate in the education of college and university students through opportunities such as internships, externships, co-ops, and service-learning. These businesses also have access to some of the best and brightest minds as employees. These are just a few of the contributions higher education has made to society. The value of higher education is vastly numerous, nearly immeasurable. Colleges and universities are not perfect; like every type of business and organization, there is room for growth. As things in society change (such as the use of AI and social media), there are ways to address how such changes impact higher education and how such new tools and information can help higher education to grow. Additionally, the students attending colleges and universities are different from those who attended 20, 50, and 100 years ago. Colleges and universities need to adapt to all such changes. To our benefit, colleges and universities have the researchers/scholars/educators with the knowledge, expertise, and experiences to adapt to such changes. As an academic and administrator, I am privileged to be in these spaces and to engage in this work.

What does it take to run 10 career academies under one roof? At Jackson-Reed High School—the DCPS campus with more academies than any school in the city—Tammy A. Lorenzo, Regina McClure, and Brandon Wims are helping students discover futures in cybersecurity, biomedical science, engineering, hospitality, finance, graphic design, and more. Together, they share how work-based learning, industry-focused coursework, and collaboration across academies are building an inclusive community where students earn certifications, complete internships, and access real career pathways long before graduation. Learn how flexible programming, student leadership opportunities, and hands-on experiences are helping DC learners explore what’s possible—and what policymakers can do to expand those opportunities across the District. Read Part 1 here: https://lnkd.in/gTFUkGa6 and stay tuned for Part 2!

Preparing students for success in a rapidly changing world requires more than academic knowledge. Students need durable skills that transfer across careers, life, and community. An exploration of innovative high schools shows what is possible when schools intentionally build the infrastructure for meaningful career connected experiences and clearly identify, teach, and evaluate the skills that matter most. This work highlights the power of experiences such as internships, real world projects, and competency based learning when they are paired with reflection and explicit skill development. When students understand which skills they are building and why, they are better prepared to adapt, contribute, and thrive no matter which path they choose. The takeaway is clear. Career connected learning and durable skills are not add ons. They are essential to creating future ready graduates and more equitable opportunities for all learners. https://lnkd.in/gwrGrnpX

TECHGIRLS PROGRAM 2026 https://lnkd.in/eYbZ-2sK TechGirls is a prestigious, fully-funded summer exchange program sponsored by the U.S. Department of State. It is designed to empower and inspire young women (ages 15-17) from the United States and a select list of international countries to pursue higher education and careers in Science, Technology, Engineering, and Math (STEM). The program includes a dynamic four-week experience in the U.S. featuring hands-on skills development, mentorship from leading women in tech, and a 7-month post-program mentorship period.

Sunday, December 14, 2025, and preparing for the 7 work days remaining in 2025 NYC Public Schools #ptech #weareptech Rachel Rosen, MDRC "We believe that CTE leaders will be really interested in the positive impact that we're seeing for students who are participating in P-TECH. P-TECH 9-14 students signed up for dual enrollment programs at higher rates, attempting and earning more college credits than the comparison group students by the end of four years in high school". MDRC October 2023 P-TECH 9-14 Pathways to Success Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation • An evaluation by MDRC, funded by the U.S. Department of Education, examined the first seven P-TECH 9-14 schools in New York City, following students for seven years after they began ninth grade. Rashid Ferrod Davis (member of the design team and founding principal of P-TECH Brooklyn) was among the principals of these seven schools. Two of my former assistant principals are now P-TECH principals in two of the seven schools (2025). New findings in this report indicate that the P-TECH model increased students' postsecondary degree completion, particularly for male students, and boosted internship and dual enrollment rates, even during the pandemic. "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools".   https://lnkd.in/e54rSYKT   www.ptech.org https://www.ptechnyc.org/

Happy 2026 Australia P-TECH is replicated in 16 states and 28 countries (Australia was the first country outside of the U.S. to replicate P-TECH) and there are more than 50 P-TECH programs across New York State Public School Review has Pathways in Technology Early College High School as the #1 top-ranked Vocational Public School in New York 2025-2026 #ptech #weareptech NYC Public Schools New York State Education Department https://lnkd.in/eUQVkxB5 Rachel Rosen, MDRC "We believe that CTE leaders will be really interested in the positive impact that we're seeing for students who are participating in P-TECH. P-TECH 9-14 students signed up for dual enrollment programs at higher rates, attempting and earning more college credits than the comparison group students by the end of four years in high school". MDRC October 2023 P-TECH 9-14 Pathways to Success Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation • An evaluation by MDRC, funded by the U.S. Department of Education, examined the first seven P-TECH 9-14 schools in New York City, following students for seven years after they began ninth grade. Rashid Ferrod Davis (member of the design team and founding principal of P-TECH Brooklyn) was among the principals of these seven schools. Two of my former assistant principals are now P-TECH principals in two of the seven schools (2025). New findings in this report indicate that the P-TECH model increased students' postsecondary degree completion, particularly for male students, and boosted internship and dual enrollment rates, even during the pandemic. "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools". https://lnkd.in/ekka5Ppc www.ptech.org https://www.ptechnyc.org/

Congratulations January 1, 2026 #PTECH #WeArePTECH Pathways in Technology Early College High School P-TECH is replicated in 16 states and 28 countries (Australia was the first country outside of the U.S. to replicate P-TECH) and there are more than 50 P-TECH programs across New York State Public School Review has Pathways in Technology Early College High School as the #1 top-ranked Vocational Public School in New York 2025-2026 https://lnkd.in/eUQVkxB5 Rachel Rosen, MDRC "We believe that CTE leaders will be really interested in the positive impact that we're seeing for students who are participating in P-TECH. P-TECH 9-14 students signed up for dual enrollment programs at higher rates, attempting and earning more college credits than the comparison group students by the end of four years in high school". MDRC October 2023 P-TECH 9-14 Pathways to Success Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation • An evaluation by MDRC, funded by the U.S. Department of Education, examined the first seven P-TECH 9-14 schools in New York City, following students for seven years after they began ninth grade. Rashid Ferrod Davis (member of the design team and founding principal of P-TECH Brooklyn) was among the principals of these seven schools. Two of my former assistant principals are now P-TECH principals in two of the seven schools (2025). New findings in this report indicate that the P-TECH model increased students' postsecondary degree completion, particularly for male students, and boosted internship and dual enrollment rates, even during the pandemic. "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools". https://lnkd.in/ekka5Ppc www.ptech.org https://www.ptechnyc.org/