Priority 1 · Validate first
A specific credential incentive, current expansion window, or dated graduation reform warrants early validation of a Pearson opportunity.
Workforce Development / Missouri
Selected skill and training priorities from reviewed workforce sources, chosen for relevance to career pathways and the Pearson portfolio. They are analytical selections, not an official top-three ranking or a measurement of statewide shortages. Program provision establishes a training priority, not proof that a deficit remains.
These evidence labels do not change the three map tiers. A reported shortage, a demand signal and a training priority are different findings.
| Skill need & evidence | Pearson product solution | How it could address the need | Validation & measurement |
|---|---|---|---|
Skill need & evidenceFoundational literacy and numeracyReported gapMissouri reports increasing enrollment at the lowest adult-basic-education level and the additional time these learners need. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionNo direct solution verified No direct Pearson product match verified. | How it could address the need Prioritize diagnostic assessment and qualified literacy/numeracy instruction before selecting technical materials. Pearson resources may supplement a pathway only after a suitable foundational product is verified. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement No reviewed product is established here as a direct remedy for beginning adult literacy or numeracy. Do not substitute a CTE course or certification exam for remediation. Proposed success measuresValidated reading and numeracy gains plus readiness to participate in the chosen technical pathway. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceParaprofessional and substitute-educator preparationDemand signalDESE describes a statewide IET for paraprofessionals and substitute K–12 educators as addressing an in-demand occupation. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionExploratory match | How it could address the need Evaluate an exact education or child-development course for introductory knowledge that could precede an approved educator or childcare pathway. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement A suitable course-level match has not been verified here. Product and state reviewers must confirm the title, syllabus, age fit and alignment. No ParaPro preparation, educator license or CDA approval is claimed. Proposed success measuresApproved syllabus-to-competency crosswalk, supervised-practice evidence and progression into the recognized program. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Skill need & evidenceWorkforce readiness and digital applicationProgram priorityProviders develop objectives with employers and occupational trainers and embed essential workplace skills in curricula. Workforce evidence ↗PY2024 / 2024–25; may include later implementation updates | Pearson product solutionCapability match | How it could address the need Teach communication, initiative, goal setting and problem solving, then use facilitated business scenarios to practice decisions and teamwork. Analytical recommendation; no state-specific outcome is claimed. | Validation & measurement Agree on an employer-scored rubric and learner age/reading level. A virtual internship is not automatically an approved placement or qualifying work-based learning experience. Proposed success measuresObserved communication and teamwork, completed work samples, interview performance and employer feedback. Set the baseline and target with educators and employers. No target or revenue is assumed. |
Use virtual coursework where it fits the approved pathway. Have the college verify course credit, transfer and degree applicability; have the credential issuer verify assessment requirements. eDynamic course completion alone does not award college credit.
Review Missouri dual-enrollment evidence →Workforce partners confirm the tasks and affected learners. Product and Research verify the syllabus and evidence. Implementation confirms instruction, accessibility and practical experience. Sales and Government Affairs qualify the buyer, budget and purchasing route. Ty reviews the final recommendation.
Pearson government-relations evidence →State-submitted adult education / WIOA Title II report. Local examples retain their stated scope; not representative of every employer or all K–12 learners.
All 50 state PY2024 narrative reports retrieved and relevant sections reviewed; statewide employer-survey rankings have not been established for all 50.
Ty, local workforce partners and Pearson reviewers must approve exact competency mapping, learner fit, credential recognition, delivery and budget before action. No automated changes to tiers or commitments.
MO state narrative — National Reporting System, PY2024 ↗
PY2024 / 2024–25; may include later implementation updates · retrieved 2026-09-12
Product capability sources reviewed 2026-09-12. Portfolio inclusion does not establish state approval, available funding or procurement access. Workforce reports describe existing programs too; verify whether an unmet need remains before proposing replacement software.