Educational Pathways

Building a seamless Future Ready journey for Bexar County students.

A New Chapter for Educational Pathways

For more than a decade, the Diplomás initiative helped unite our community around increasing postsecondary success, particularly for historically underserved students, including our Latino community and Dreamers. Through strong partnerships, community engagement, and a shared commitment to educational equity, Diplomás helped build the foundation for much of the work taking place across Bexar County today.

As our region’s needs have evolved, so has our approach. The work previously housed under Diplomás has expanded into our broader Educational Pathways strategy, allowing us to strengthen the full continuum from high school completion through postsecondary education and into meaningful careers. Today, partners collaborate through focused regional working groups and initiatives that advance priority strategies such as Direct Admissions, Dual Credit and other accelerated learning opportunities, Texas Success Initiative Assessment (TSIA) readiness, high-quality advising, college and career readiness, and workforce alignment.

While our structure has evolved, our commitment remains the same: ensuring every young person has access to the opportunities, supports, and pathways needed to achieve their goals. We welcome educators, higher education institutions, employers, community organizations, and other partners to join this work. If you’re interested in collaborating or learning more about our Postsecondary and Workforce initiatives, we’d love to connect.

Building a Seamless Future Ready Journey for Bexar County Students

Educational Pathways Priority Initiatives

The High School Completion, Postsecondary, and Workforce strategies advance the Future Ready Access Strategy by supporting progress across several key performance indicators (KPIs). This work contributes to increasing high school completion (KPI 2b), expanding postsecondary admission and enrollment (KPI 3a1), strengthening implementation of Advise Me 210 (KPI 3a2), increasing participation in dual credit and other accelerated learning opportunities (KPI 3b1), and improving the number of students graduating with college and career readiness indicators (KPI 3b2). Through regional collaboration among K-12, higher education, workforce, and community partners, these strategies create more equitable pathways that prepare students for postsecondary success and careers aligned with the region’s workforce needs.

Each organization can nominate one or two participants per class. The best combination of participants are individuals who has consistent presence with frontline staff and an individual who is in an organizational leadership position. In the first half of year 1, participants will deepen their own understanding of Developmental Relationships and Racial Equity. In the second half of year 1, participants will work together in organization pairs to learn the continuous improvement process, Results Count and use this knowledge to craft an organizational plan. By the end of year 1, the participants will have created a plan for implementing their learnings on Developmental Relationships, Racial Equity, and Results Count within their organization.