Market Value Assets

Market value assets set the stage for the “why” behind real world learning.  How many times have students asked teachers or parents the question:  “Why do I need to know this _____ concept?”  You fill in the blank with any subject offered in our schools.  Many students are compelled to know the why before they commit to memorizing the content or applying the concepts. The why becomes the application of core skills or career skills to what’s happening in the business and industry.  

Teachers can help students answer the why by making connections between business/industry to the core principles and skills being taught in our classroom.  Students can have experiences beyond what is shown on a transcript as credits earned or GPA achieved. Students will be building a resume or portfolio of marketable skills that are in demand by employers.  

The Kauffman Foundation refers to these connections and opportunities as market value assets. In LSR7, our belief is that 100 percent of our students in high school can graduate with a market value asset; therefore, our district has chosen to outline the Portrait of a Graduate as any student who earns the Diploma Plus as part of the high school transcript.

Students earn the Early College Asset through nine (9) or more hours of college-level credit, progressing toward an industry-recognized degree or credential from any of our postsecondary partners (MCC, UCM, UMKC, MSU, MST). 

• International Baccalaureate Program
• International Baccalaureate Career Program 
• Missouri Innovation Campus Program
• LSR7 Early College Program

LSR7 International Baccalaureate Career Program

• LSN | LSHS | LSW

Students complete meaningful workplace job tasks that develop readiness for work, knowledge and skills that support entry or advancement in a particular career field.  Learners analyze and solve authentic problems, working in collaboration with other learners and professionals from industry, not-for-profit, civic or community-based organizations. 

• Work involves authentic methods and tools used by professionals in work environment. 
• Experience includes mentoring and evaluation by working professionals. 
• At least 24 hours of work with at least 4 hours engaged with a client.
• Output is viewed as value-add by external stakeholders and resume-worthy.

Students complete meaningful workplace job tasks that develop readiness for work, knowledge and skills that support entry or advancement in a particular career field. Learners perform meaningful job tasks at worksite, virtually or approved location, under the guidance of a qualified supervisor. 

• Should qualify for high school and/or college credit and/or be paid 
• Minimum 120 hours within a calendar year, at least 60 onsite
• Performance evaluated by work manager in addition to educator
• Internship completion substantive enough to be included on students’ resume

Current lists published by state education departments will be reviewed with employers and validated for applicability and relevance as either a Industry-recognized Credential (IRC) or a stackable credential. There may be a small number of regional ‘custom’ credentials identified that also become part of this category. Examples of certifications or stackable credentials available to LSR7 students include:  CNA, AWS, iCAR, Autodesk, Cisco, CompTIA, TestOut, NIMS, ASK, MT1, Microsoft, ProStart

Students identify a compelling social or market problem and mobilize resources to research and solve it. The project originates with the student or group of students but must include interactions with the business community.  Professionals who might  help solve the problem include  a Project Sponsorship, Project Reviewers, and/or Informational Interviews with a Subject-matter Expert (SME).  Leveraging input and support from multiple stakeholders, students iteratively analyze, prototype, implement, reflect and adapt potential solutions. Outputs of MVA-level entrepreneurial experiences include a market and stakeholder research summary, a ‘business plan’ that includes an assessment of costs and benefits associated with development or operation of their solution, and feedback from relevant external stakeholders obtained through exhibition or ‘shark-tank’ type pitch opportunities.

Both are types of market value assets that all metro-wide school districts will be using as a common language to make it simpler and easier to understand the market value assets. The bottom line on the difference starts with the originator of the problem statement.  Clients (employer associates) identify an authentic problem to be solved by a group of students.  Entrepreneurial experience projects originate with the student identifying a compelling social or market problem. Check out this document that explains the difference:  Client Project versus Entrepreneurial Project.