Durable Skills and Career Readiness by State
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Durable Skills & Career Readiness by State
Renzulli Learning Builds Durable Skills, Portrait of a Graduate Outcomes, and Career Readiness in Every State
Every state is approaching durable skills differently, from formally adopted Portraits of a Graduate codified into law, to statutory durable-skills graduation requirements, to state DOE-led essential-skills frameworks. Click your state on the interactive map, or search the table below, to access your state’s detailed alignment page and download the summary PDF to share with your administrator.
The Only K-12 Platform That Both Assesses and Develops the Durable Skills Every State Framework Demands
Portrait of a Graduate frameworks, state career readiness standards, and durable-skills statutes all converge on the same set of human capabilities: critical thinking, creativity, executive function, leadership, collaboration, communication, and self-direction. Twenty-six states have now formalized these expectations through a state-level Portrait or Profile of a Graduate. Many more have codified durable-skills frameworks, ICAP/Personal Learning Plan mandates, CTE pathway requirements, or work-based learning standards, each requiring evidence that students are actually developing the skills the state names.
Renzulli Learning is built precisely for this work. Four proprietary assessments (the Renzulli Profiler, Cebeci Test of Creativity (CTC, US Patent 12,087,176), Executive Function Assessment, and Leadership Assessment) measure durable skills directly. Forty thousand interest-matched enrichment activities and Project-Based Learning develop them through authentic, real-world application. The Personal Success Plan (PSP) documents growth across a four-year portfolio of evidence, the kind of authentic demonstrationn that state Portrait frameworks, capstone graduation requirements, and ICAP advising structures are designed to capture.
Durable Skills Assessment
Profiler, CTC, EFA, and Leadership Assessment generate scored, structured evidence of each student’s durable skills, the data Portrait of a Graduate frameworks and career readiness standards require.
Personalized Skill Development
40,000+ interest-matched enrichment activities and Type III PBL investigations build critical thinking, creativity, collaboration, communication, and self-direction through authentic real-world application.
Portrait & ICAP Documentation
The Total Talent Portfolio and Personal Success Plan generate the durable-skills evidence that state Portraits, ICAPs, Personal Learning Plans, and capstone graduation requirements are designed to validate.
Equitable Access
Web-based platform accessible in any district. Renzulli Profiler available in 20+ languages; the CTC is culture-independent (US Patent 12,087,176), supporting equitable durable-skills development for every learner.
The Total Talent Portfolio: Where Durable Skills Are Documented
Assessing and developing durable skills is only two thirds of what a Portrait of a Graduate demands. The third is documentation. The Total Talent Portfolio is where each student's durable-skill growth over time and their best work come together, in one living, evidence-based record.
And the most meaningful learning rarely fits inside a worksheet. Renzulli Learning moves students into hands-on, real-world experiences, first-hand investigations, original creations, and authentic projects that matter to them, then highlights their best work, from school and from beyond it. A capstone belongs in a student's record; so does the club they lead, the community project they launch, or the art they make on their own time. Because durable skills grow everywhere, not just between bells, the portfolio captures the whole student.
"This is your personal space that shows who you are and what you can do. It brings together your interests, your skill growth over time, and your best hands-on work, from school projects to real-world experiences like clubs, sports, and the arts, because it all adds to your portfolio."
The Total Talent Portfolio provides a comprehensive view of each student's strengths. Grounded in the Schoolwide Enrichment Model, it brings together their interests, learning styles, and expression styles from the profile summary, their durable-skill assessment results and growth over time, and their best hands-on work, from academic projects to real-world experiences such as clubs, athletics, and the arts. The result is an evidence-based Portrait of a Graduate that documents the whole student.
Click Your State to Explore the Full Career Readiness Alignment
Each state links to a dedicated page covering Portrait of a Graduate status, statutory career readiness frameworks, ICAP/Personal Learning Plan requirements, CTE pathways, work-based learning standards, and how Renzulli Learning aligns. Use the data table below the map to search states or sort by Portrait adoption, framework type, or durable skills emphasis.
Durable skills emphasis: Whether a state names a durable-skills, transferable-skills, essential-skills, or 21st-century-skills framework explicitly in statute or published state-level guidance.
America Succeeds Portrait to Practice ↗
| State | Portrait of a Graduate | Career Readiness Framework | Durable Skills Emphasis | Resources |
|---|---|---|---|---|
| Alabama | In Progress | Codified Statute | Embedded | |
| Alaska | Adopted | Codified Statute | Explicit | |
| Arizona | In Progress | State DOE Initiative | Embedded | |
| Arkansas | In Progress | Codified Statute | Embedded | |
| California | In Progress | State DOE Initiative | Embedded | |
| Colorado | Adopted | State DOE Initiative | Explicit | |
| Connecticut | In Progress | Codified Statute | Embedded | |
| Delaware | In Progress | State DOE Initiative | Embedded | |
| District of Columbia | Not Yet | State DOE Initiative | Embedded | |
| Florida | In Progress | Codified Statute | Embedded | |
| Georgia | In Progress | Codified Statute | Embedded | |
| Hawaii | Adopted | Codified Statute | Explicit | |
| Idaho | Adopted | Codified Statute | Explicit | |
| Illinois | In Progress | Codified Statute | Embedded | |
| Indiana | Adopted | Codified Statute | Explicit | |
| Iowa | In Progress | Codified Statute | Embedded | |
| Kansas | In Progress | Codified Statute | Embedded | |
| Kentucky | Adopted | Codified Statute | Explicit | |
| Louisiana | In Progress | State DOE Initiative | Embedded | |
| Maine | Adopted | Codified Statute | Explicit | |
| Maryland | Adopted | Codified Statute | Explicit | |
| Massachusetts | In Progress | State DOE Initiative | Embedded | |
| Michigan | Adopted | Codified Statute | Explicit | |
| Minnesota | In Progress | Codified Statute | Embedded | |
| Mississippi | In Progress | Codified Statute | Embedded | |
| Missouri | In Progress | Codified Statute | Embedded | |
| Montana | In Progress | Codified Statute | Embedded | |
| Nebraska | Adopted | Codified Statute | Explicit | |
| Nevada | Adopted | Codified Statute | Explicit | |
| New Hampshire | Adopted | Codified Statute | Explicit | |
| New Jersey | Adopted | Codified Statute | Explicit | |
| New Mexico | Adopted | Codified Statute | Explicit | |
| New York | Adopted | State DOE Initiative | Explicit | |
| North Carolina | Adopted | State DOE Initiative | Explicit | |
| North Dakota | Adopted | Codified Statute | Explicit | |
| Ohio | In Progress | Codified Statute | Embedded | |
| Oklahoma | In Progress | Codified Statute | Embedded | |
| Oregon | Adopted | Codified Statute | Explicit | |
| Pennsylvania | Adopted | Codified Statute | Explicit | |
| Rhode Island | Adopted | Codified Statute | Explicit | |
| South Carolina | Adopted | Codified Statute | Explicit | |
| South Dakota | In Progress | Codified Statute | Embedded | |
| Tennessee | In Progress | State DOE Initiative | Embedded | |
| Texas | In Progress | Codified Statute | Embedded | |
| Utah | Adopted | Codified Statute | Explicit | |
| Vermont | Adopted | Codified Statute | Explicit | |
| Virginia | Adopted | Codified Statute | Explicit | |
| Washington | In Progress | Codified Statute | Embedded | |
| West Virginia | Adopted | Codified Statute | Explicit | |
| Wisconsin | In Progress | Codified Statute | Embedded | |
| Wyoming | Adopted | Codified Statute | Explicit |
Portrait of a Graduate: Adopted = state has formally adopted a Portrait or Profile of a Graduate; In Progress = state has a durable-skills, transferable-skills, or essential-skills framework, but not labeled as a Portrait; Not Yet = no statewide durable-skills framework. Career Readiness Framework: Codified Statute = framework written into state law or board regulation; State DOE Initiative = state department of education guidance, not statutory; District-Led = no statewide framework, locally determined. Durable Skills Emphasis: Explicit = durable skills named in a statewide framework; Embedded = skills referenced through CTE, employability, or standards but not as a named framework; Limited = minimal statewide policy emphasis. Click any column header to sort.
Common Questions About Renzulli Learning & State Career Readiness
Questions that career readiness coordinators, CTE directors, curriculum administrators, and Portrait of a Graduate implementation teams ask most often:
Ready to See How Renzulli Learning Aligns to Your State’s Durable Skills and Career Readiness Requirements?
Click your state on the interactive map above or find it in the table to access the full detailed alignment page. Start a 30-day free trial with full platform access, no credit card required, or schedule a demo with a consultant who knows your state’s specific career readiness framework, Portrait of a Graduate, and durable skills standards.
Call +1 (203) 680-8301 · Email [email protected]