[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-529262-105":59,"doc-detail-529262-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","unpacking-career-readiness","Unpacking - Career Readiness","","Unpacking “Career Readiness” explains how college and career readiness intersect and why they are not identical, drawing on ACT research. It highlights the empirical findings from Ready for College and Ready for Work and clarifies misconceptions about equating readiness measures. The document outlines three levels of workplace readiness, from broad “Work” readiness tied to foundational academic skills, to more specific “Career” readiness focused on requirements within career clusters and occupations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/unpacking-career-readiness/529262/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/unpacking-career-readiness/529262.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the document argue that college readiness and career readiness are not the same?","Question",{"text":112,"@type":113},"It explains that readiness for college and readiness for work involve overlapping skills but differ in meaning and assessment. 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It differs qualitatively and quantitatively from aggregate “single score” readiness notions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},529262,1791701268,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Unpacking “Career Readiness”  \n[www.act.org](www.act.org)  \n© 2015 by ACT, Inc. All rights reserved. ACT®, ACT Aspire®, ACT Engage®, and ACT WorkKeys® are registered trademarks of ACT, Inc. 3930  \nIntroduction  \nOver the last decade the global economy has become more competitive, and the jobs needed in that new economy have grown more technologically complex. As a result, educators, education researchers, and national and state policymakers have emphasized that students must graduate from high school “ready for college and career.” While college and career readiness has become the goal for all individuals, opinions have recently begun to differ about what college and—especially—career readiness actually means and how best to assess it.  \nACT has long been part of this discussion. In 2006, ACT published Ready for College and Ready for Work: Same or Different?, which examined the mathematics and reading performance of students who took both the ACT® test, the nation’s premier college readiness assessment, and ACT WorkKeys®, the work readiness assessment system. The report—one of the first to examine college and career readiness from an empirical standpoint—demonstrated that, in mathematics and reading, all high school students need to be educated to a rigorous level of readiness whether their goal is to succeed in entry-level college courses without remediation or to go directly into the workforce by learning job-specific skills in workforce training programs (ACT 2006) .  \nIn the years since its release, Ready for College and Ready for Work has often been incorrectly cited as proving that readiness for college and readiness for work are identical—that is, that when you measure one, you also measure the other. This assertion is simply not true.  \nUNPACKING “CAREER READINESS”  \nReady for College and Ready for Work identified similarities between the academic skills needed for college readiness and those needed for work readiness, similarities that could sometimes be obscured by the fact that these skills are often taught and assessed in different contexts. The goal of the report was to dispel a then-common view that high school graduates who plan to enter targeted workforce training programs after high school should be educated to some lesser standard than graduates who plan to attend college. The report underscored the importance of having a common expectation of readiness for all students: one that prepares them both for entry-level credit-bearing college coursework and for jobs likely to offer both awage sufficient to support a family and the potential for career advancement (following relevant workforce training) .  \nWhile studies by ACT continue to support the need for similarly high expectations across all postsecondary paths, ACT has also refined and deepened its groundbreaking research into the requirements for success in postsecondary education and the workplace. In summarizing some of the main conclusions arising from this research, this brief seeks to inform the national discussion around what constitutes college and (especially) career readiness. We also focus attention toward a future direction for assessments that, in taking these new conclusions into account, clarifies and strengthens important concepts related to college readiness and workplace readiness.  \nLevels of Workplace Readiness  \nOne strand of ACT research explores the similarities and differences among the specific academic skill and performance demands across postsecondary education, career clusters, and jobs or occupations. This research suggests that there are three levels of academic readiness for the workplace that move from the more general to the more specific. These three levels are described briefly below.  \n“Work” Readiness  \nThe broadest way to think about assessing readiness for employment is in terms of determining whether students have attained a core or foundational level of the academic knowledge and  \nskills normally required to enter a ","cbCaiiM2JHF4eScc","https://ap.wps.com/l/cbCaiiM2JHF4eScc","pdf",160463,"English","# Introduction\n# Unpacking “Career Readiness”\n# Levels of Workplace Readiness\n## “Work” Readiness\n## “Career” Readiness","[{\"question\":\"Why does the document argue that college readiness and career readiness are not the same?\",\"answer\":\"It explains that readiness for college and readiness for work involve overlapping skills but differ in meaning and assessment. The document states that an incorrect claim of identity—where measuring one also measures the other—is simply not true.\"},{\"question\":\"What is “Work” readiness in the three-level model?\",\"answer\":\"It is the most general way to assess employment readiness by checking whether students have the core academic knowledge and skills required to enter a typical postsecondary workforce training program. This level is described as a foundation that policymakers may use for standards or accountability.\"},{\"question\":\"How does “Career” readiness differ from “Work” readiness?\",\"answer\":\"“Career” readiness focuses on jobs within a specific career cluster and determines both the specific academic skills and the performance levels required. It differs qualitatively and quantitatively from aggregate “single score” readiness notions.\"}]","Unpacking - Career Readiness | PDF",1791520814]