Two years ago, Francisco Corella was struggling at Grant High School with a 1.27 grade-point average and contemplating dropping out. Today, Corella has a 3.5 GPA and is preparing to enroll at California State University, Sacramento, where he plans to major in criminal justice and pursue a career in law enforcement. Francisco's academic career and future career path were transformed through his enrollment in the Public Service Academy at Grant, in the Twin Rivers Unified School District.

Over the past several years, districts and schools throughout the greater Sacramento region have implemented successful Career Technical Education (CTE), Regional Occupation Program (ROP) and Project-Based Learning programs – often in partnership with area employers and associations. The programs enhance student learning and career preparation. Elk Grove Unified, the region's largest school district, offers an array of academies and career pathways, including agriculture, automotive technology, business, arts and media, sports, public service, health care, technology and engineering. Folsom Cordova, Sacramento City, Roseville Joint Union, San Juan and Twin Rivers school districts have similar strategies.

Similarly, LEED – Linking Education and Economic Development – supports a network of 18 schools implementing Project Lead the Way, a nationally recognized project-based learning curriculum that prepares students for careers in engineering, bioscience and, eventually, clean energy technology. Local employers such as Intel, GenCorp, SMUD, Teichert, Comcast and others provide financial support to Sacramento's Project Lead the Way network to offset costs for technology and teacher training and invest volunteer time to enhance students' classroom experience.

Project-Based Learning, ROP and CTE deliver core academic concepts and the 21st century skills employers demand in today's workplace. Those skills include learning how to think critically and creatively, work collaboratively, use the Internet to do research, and communicate effectively. Students also must be responsible and accountable, informed of current events, and have a workable knowledge of economics.

For Grant High School student Carolyn Vo, the skills gained from her four years in the Public Service Academy provided the knowledge and confidence to prepare her for success in any career. A self-described good student, Vo said she was overwhelmed as a freshman, but the skills and values she gained in the academy's program propelled her toward her interests. She will study fashion design at the International Academy of Design and Technology in the fall.

Project-Based Learning, ROP and CTE are expensive compared with standard forms of education and often require more planning and collaboration time for teachers. The fear is these programs will be reduced or eliminated because of budget cuts and competing program priorities.

Now that the Legislature and governor have settled on a patchwork budget, ostensibly through mid-2010, and the federal government has authorized temporary funding for local school districts, education leaders throughout California are seeking to balance their own budgets.

The state budget agreement reduces restrictions on categorical funding and provides districts with more spending flexibility. Local education leaders are currently meeting with constituents, conducting surveys and negotiating with bargaining units to explore which programs to keep and which to cut. Many of these programs have staunch advocates aligned to protect and support them, including parents, teachers and other interests.

One group of constituents – employers – is rarely heard from and, if and when they do speak out, their voices seldom rise to the same volume as directly vested interests.

Employers clearly have a vested interest in the outcomes of our public education system. Employers require students graduating from our public high schools to succeed in school and in the workplace. This requires graduates who acquire not just academic knowledge in core subjects such as math, English, science and social studies, but who also acquire skills to succeed in the 21st century economy.

Other investments are critical to ensure the success of CTE programs and Project-Based Learning, including comprehensive career counseling, teacher training and recruitment, technology and equipment, and cultivating employer partnerships to support internships, site visits and classroom demonstrations.

Local education and business leaders have invested time, talent and treasure to develop these valuable and effective programs that prepare our community's next generation of engineers, architects, health care workers, crafts people, business people and government leaders. These investments in public education not only benefit our economy, they prepare students such as Francisco Corella and Carolyn Vo for success in school and in an increasingly competitive economy.

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David Butler is chief executive officer of Linking Education and Economic Development, a Sacramento regional nonprofit.