Career pathways.


All students within Nevada in grades 9-12 can access online career pathway courses through NVLA.

  • A sequenced progression of high-quality, rigorous courses in 9 high-demand career pathways in Health Science, Information Technology and Business Management.
  • The opportunity to earn industry-recognized certifications, such as Certified Nursing Assistant (CNA), Certified Pharmacy Technician (CPhT), Microsoft® Office, National Occupational Competency Testing Institute (NOCTI), and many others.

Students can blaze a path to the new worlds after graduation with career training and certifications through our comprehensive online solutions.

Career Pathway courses are tuition-free to full-time NVLA students.
The cost for CCSD students is $75 per semester.
Students who are not enrolled in CCSD have a cost of $250 per semester.

NVLA Career Pathway courses do not earn CTE college credit or CTE certification.

All Health Science tracks have the same starting sequence of courses:

    • Year 1: Health Science II
    • Year 2: Principles of Anatomy & Physiology Honors

Year 3 courses will be available 2018-19

Pharmacy Technician

    • Year 3: Pharmacy Practice

Nursing Assistant

    • Year 3: Nursing Assistant Honors

Dental Assistant

    • Year 3: Dental Science I

Medical Assistant

    • Year 3: Medical Assisting
Computer Science / Programming

    • Year 1: Computer Science I
    • Year 2: Computer Science II
    • Year 3: Computer Science III

Graphic Design

    • Year 1: Graphic Design I
    • Year 2: Graphic Design II
    • Year 3: Graphic Design III

Digital Game Development

    • Year 1: Graphic Design I
    • Year 2: Digital Game Development I
    • Year 3: Digital Game Development II
Accounting

    • Year 1: Principles of Business and Marketing
    • Year 2: Accounting and Finance I
    • Year 3: Accounting and Finance II

Administrative Support

    • Year 1: Principles of Business and Marketing
    • Year 2: Business Software Applications
    • Year 3: Business Computer Applications

Courses are hosted online in the Canvas Learning Management System. Instruction is conducted online within Canvas and using other tools that facilitate student-teacher interaction including web conferencing, phone calls, text messaging, and email. Courses include instruction, quizzes, assignments, and formative and summative assessments. All courses are taught by teachers licensed in Nevada who work closely with students to support their individual learning needs.


Some Telling Statistics on Career Technical Education

In an ASCD Policy Priorities article, Barbara Michelman presents statistics that put career technical education (CTE) in perspective:

    • Percent of U.S. high-school seniors prepared for college math and reading – 37%
    • Percent in a college prep program with rigorous CTE who are college ready- 80%
    • Average high-school graduation rate for students concentrating in CTE – 93%
    • Percent of dropouts who said that relevant, real-world learning would have kept them in high school – 81%
    • Number of U.S. high-school students currently in CTE classes – 11 million
    • Percent of manufacturers who report that talent shortages will affect their ability to meet customer demand – 80%
    • Number of manufacturing jobs currently open – 315,000
    • Number of trade, transportation, and utilities sector jobs currently open – 1,019,000
    • Number of job openings predicted by 2020 – 55 million
    • Percent of STEM jobs open to workers with less than a bachelorís degree – 50%
    • Percent of those jobs that will require some college or a 2-year associateís degree – 30%
    • Percent of people with less than an associate’s degree, including licenses and certificates, who earn more than the average bachelor’s degree recipient – 27%
    • Graduates with a technical or applied science associate’s degree out-earn their peers with a bachelor’s degree by $2,000-$11,000

Career Technical Education: Pathways Toward Postsecondary Success by Barbara Michelman in ASCD Policy Priorities, Spring 2017 (Vol. 23, #1, p. 1-7)