Exploring the Integration of Novel STEM Workforce Contexts within K-12: Vertically Aligning Microelectronics Across Schools

STEM education initiatives in K-12 often face challenges in long-term sustainability, with many programs fading after initial funding or leadership changes. These sustainability issues and boom-and-bust cycles can undermine efforts to prepare students for emerging technical careers and workforce needs. Vertical alignment (VA) offers a potential solution by embedding workforce-relevant content and experiences across grade-levels and focusing on coherence, progression, and durability over time. This qualitative collective case study investigated how seven school districts piloted a district-wide VA process as part of a K-12 microelectronics workforce development initiative. This study explored the experiences and perspectives of stakeholders during the pilot year of creating a district-wide vertical alignment plan for microelectronics content and experiences by drawing on interviews with teachers, administrators, and external facilitators from a regional workforce development non-profit, as well as open-ended survey responses. Four key themes emerged: 1) factors that contribute to school readiness for district-wide vertical alignment, 2) strategies to build and sustain engagement with the workforce context across grades, 3) administrator support matters, and 4) the value of external support. This study offers practical recommendations for sustaining vertically aligned, workforce-driven STEM programs. This study also seeks to contribute insight into how districts can build resilient educational pathways that respond to both current and future industry needs.