Georgia career standards crosswalk
Georgia's career standard, criterion by criterion: 27 of 66 matched, 39 not claimed.
CTAE (Georgia Department of Education) covers grades 6-8 in 15 groups and 66 criteria. 3 are evidenced directly by something the platform produces, 24 more are supported by a named result plus teacher-led classroom work, and we make no claim on the other 39. The two claimed groups are never added into one number.
In Brief
Georgia compels a middle-grades career plan by law. Georgia has the clearest middle-grades mandate of any state on this hub, and it is universal rather than conditional. O.C.G.A. § 20-2-327(c)(1): "Students in grades six through 12 shall be provided counseling, advisement, career awareness, career interest and career demand inventories, and information to assist them in evaluating their academic skills, career oriented aptitudes, and career interests. Before the end of the second semester of the eighth grade, students shall develop an individual college and career plan based on their academic skills, career oriented aptitudes, and career interests." The statute names, in its own words, three of the constructs this platform measures — academic skills, career-oriented aptitudes and career interests — and requires an inventory of them for every student from grade six. It also names a fourth the platform does not serve at all: career DEMAND inventories. There is no employment-outlook or demand data anywhere in the product, so that quarter of the statutory duty is not something a district can discharge with this platform, and the rows below say so wherever it comes up. Enacted by the BRIDGE Act (Ga. L. 2010, p. 186, § 1/HB 400) and amended eight times since, most recently by Ga. L. 2026, p. 508, § 8/HB 1302, effective 1 July 2026.
The standard itself: CTAE, published by Georgia Department of Education, grades 6-8. Three one-semester courses, one per grade, each with its own standards prefix: MSCA6 (Career Awareness, grade 6), MSCD7 (Career Discovery, grade 7), MSCM8 (Career Management, grade 8). Two levels: a numbered Content Standard, then numbered Elements beneath it. All 15 content standards and every one of their 66 elements are listed below — 66 of 66. Two things a reader should know before comparing this page with another state’s. First, Georgia repeats itself deliberately: the same ten-item work-ethics list appears once per grade (MSCA6-3.5, MSCD7-1.1, MSCM8-3.3) with only the verb changed, and a behaviour-recognition criterion appears three times as well, so 66 elements are fewer than 66 distinct demands. Second, the registry gives content standard MSCM8-3 the same sentence as element MSCM8-2.3 — that is what the state publishes, reproduced here unrepaired rather than silently rewritten.
Below is every one of its 66 criteria, what closes each, and what a student walks away with — 3 evidenced directly, 24 supported via lesson plan, 39 not claimed. The 3 directly-evidenced criteria and the 24 lesson-supported ones stay separate on purpose — merging them into one headline would flatter the platform at your expense.
CTAE — Georgia Standards of Excellence: Middle School CTAE Standards — Career Awareness (course 32.02100, grade 6), Career Discovery (32.02200, grade 7), Career Management (32.02300, grade 8), grades 6-8
Every criterion, what closes it, and what a student walks away with.
Georgia Department of Education — www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/Middle-School-Performance-Standards.aspx
— work the software does
— work a teacher does
— of 66 total
The two claimed counts stay separate on purpose — merging platform-evidenced and teacher-supported criteria into one number would flatter the platform at your expense.
Georgia’s own codes, in Georgia’s own citation form. A row shown as MSCD7-2.5 is citable back to the state’s published CTAE standards exactly as printed here — the codes were read out of the department’s CASE registry, not assigned by us.
MSCA6-1Students will understand the personal nature of work and how it relates to them as individuals and as integral parts of society.
Identify reasons why individuals work (economic, social, and psychological).
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Compare and contrast jobs vs. careers.
/glossary/job, /glossary/career, /glossary/occupation
Three published definitions a student can read side by side
The product supplies the two definitions the criterion turns on and a third that is routinely confused with them. Comparing and contrasting is the classroom half — nothing in the product sets the two words against each other or asks a student to.
Determine viable career options (high-demand, high-skilled, and high-wage).
/careers/search — the BLS OEWS median-wage chip on every result card
Career list sortable and readable by federal median wage
One of the criterion's three named attributes. High-wage is covered by a federal median figure on the card. High-demand is not: the product holds no employment-outlook, growth or demand data of any kind, for any state. High-skilled is not named or scored anywhere. A Georgia reviewer should read this row as one third, not as the criterion.
Investigate and describe Georgia’s Career Program Concentrations and Pathways.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Identify, utilize, and demonstrate current and viable career-related resources to research career opportunities in self-selected pathways.
/careers/search and the individual career pages beneath it
A searchable career library with sourced wage, skill and responsibility fields
The criterion asks a student to identify, use and demonstrate career-related resources — plural. The platform is one such resource and can be used self-directed. Identifying a set of resources and demonstrating their use is the teacher's half.
Explain the purpose and benefits of membership in career and technical student organizations (CTSOs) at middle school and high school levels.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCA6-2Students will demonstrate an understanding of how to build and maintain a positive self-concept and a positive self-esteem.
Understand personality traits of a positive self-concept.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Compare and contrast positive and negative self-esteem characteristics and how these influence our choices.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Understand how successful decision-making affects self-concept and self-esteem.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Label and explain the elements of a decision-making process.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Utilize a decision-making process to help make quality choices in their daily lives.
/assessments/situational-judgement
Scored scenario set where each item requires choosing among four courses of action
The instrument is a decision-making exercise in its format: every item is a situation and four possible responses. Two limits. The scenarios are workplace-set, not the 'daily lives' the criterion names; and the product scores which choice a student makes, it never names or teaches a decision-making process — which is what MSCA6-2.4 asks for, and why that row is not claimed.
MSCA6-3Students will describe, develop, and evaluate how positive interpersonal skills affect their ability to work successfully.
Recognize appropriate and inappropriate behaviors and attitudes in specific school, social, and work situations.
/assessments/situational-judgement
Scored workplace-behaviour scenarios with a defensible best answer per item
The criterion's verb — recognise appropriate and inappropriate behaviour — is exactly what the instrument scores. But it names three settings and the scenarios are set in one: work. School and social situations have no scenario, so two thirds of the criterion rest on the teacher.
Identify and demonstrate effective communication skills.
/assessments/communication-adaptability
Scored result across audience-and-purpose, medium, and interpersonal-versus-communication subscales
'Identify' is met. 'Demonstrate' is not: the student picks the better-formed message among options rather than writing one, so production stays with the teacher. This recognition-versus-production limit is the same one recorded on Arizona 6.3 and it applies to every 'demonstrate' row on this page.
Show respect for all kinds of human diversity.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Demonstrate effective leadership and teamwork skills.
/assessments/character-strengths, /assessments/leadership-style
Named Teamwork and Leadership subscale scores, plus a leadership-style profile
Both words the criterion names are scored subscales, not approximations. What is absent is the verb: demonstrating leadership and teamwork is observed conduct in a group, and no product surface observes a student working with other students.
Recognize the importance of positive work ethics in relation to success (Appearance, attendance, attitude, character, communication, cooperation, productivity, organizational skills, respect, teamwork).
/assessments/work-ethics, /assessments/character-strengths, /assessments/time-management
Scored subscales across dependability, accountability, integrity, teamwork and time management
The criterion names ten components in its own parenthesis; count them against the product rather than taking the row whole. Scored by name: character (Integrity), cooperation and teamwork (Teamwork), organisational skills (time-management habits). Approximated: communication, via a separate instrument. Not addressed at all: appearance, attendance, attitude, productivity and respect — the first two because they are in-person presence, which no online instrument observes.
MSCA6-4Students will illustrate effective personal management skills.
Recognize and utilize appropriate personal management skills including organizational skills, study skills, learning styles, time and stress management strategies.
/assessments/time-management
Tiered, plain-language description of the student’s own time-management habits with a named next step
One of the five skills the criterion lists has a purpose-built scored instrument: time management. Organisational skills are partly inside it. Study skills and stress-management strategies have none. Learning styles have none either — and the catalogue deliberately offers no substitute for them, because the instruments that get used that way measure something else.
Identify how to use positive social skills such as good manners and showing gratitude.
/assessments/eq
Social Skills and Empathy subscale scores
Social skills are a named subscale. The criterion's two examples — good manners and showing gratitude — are not scored by name anywhere, so a reviewer should read this as the general construct only.
MSCA6-5Students will participate in career-related assessments.
Identify personal interests, abilities, skills, aptitudes, and values, and how the assessment results impact their career development.
/assessments/riasec, /assessments/career-match, /assessments/onet-interest-profiler, /assessments/skills-audit, /assessments/values, /assessments/logical-reasoning, /assessments/numerical-reasoning, /assessments/english-proficiency
Scored result pages covering interests, skills, aptitudes and values, each assignable from a class dashboard
This is the criterion the product is actually built for, and every construct it names has its own instrument: interests (three of them), skills, aptitudes (three reasoning tests) and values (Schwartz PVQ-21, 21 items). Abilities are covered by the skills instrument rather than by a separate one. The second clause — how the results impact their career development — is served by the interest-to-career mapping, which is the one place the platform draws the line from a score to an occupation.
Explore the components of an individual career plan (Peach State Pathways: Education and Career Plan).
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCA6-6Students will utilize the planning process to assist in the achievement of personal, social, financial, educational, and career goals.
Identify and critique the difference between short-term, intermediate, and longterm goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Describe actions needed to obtain short-term, intermediate, and long-term goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize how to modify and adjust their goals as growth and change occur.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCA6-7Students will analyze the relationship between societal issues and career options and opportunities.
Interpret how labor market changes effect career options.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Define non-traditional occupations, stereotyping, biases, discrimination, and sexual harassment.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Compare and contrast the advantages and disadvantages of non-traditional careers.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Identify the emotions and peer pressure issues related to career choices in our ever-changing society.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize the importance of maintaining current technological skills.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCD7-1Students will identify and evaluate work ethics and behavior characteristics needed for success in a career and in life.
Demonstrate the importance of positive work ethics in relation to success (Appearance, attendance, attitude, character, communication, cooperation, productivity, organizational skills, respect, and teamwork).
/assessments/work-ethics, /assessments/character-strengths, /assessments/time-management
The same scored subscales that carry MSCA6-3.5, one grade later
Georgia repeats the identical ten-item work-ethics list in grade 6 (MSCA6-3.5), grade 7 here, and grade 8 (MSCM8-3.3), changing only the verb. One capability answers all three rows; the coverage gaps listed under MSCA6-3.5 are the same gaps here. The verb in this row is 'demonstrate', which is observed conduct and is not what the instrument produces.
Identify examples of appropriate and inappropriate personal behaviors in specific school, social, and work situations.
/assessments/situational-judgement
The same scored workplace-behaviour scenarios that carry MSCA6-3.1
A near-duplicate of MSCA6-3.1 with 'identify' in place of 'recognise'. Same instrument, same limit: the scenarios are workplace-set, and the school and social settings the criterion names have none.
Assess the consequences of positive and negative work ethic choices.
/assessments/situational-judgement
Integrity & Ownership scenario scores
The subscale puts a student in front of real work-ethic choices — an irregular expense claim, a colleague taking credit, softening an honest report. It scores which choice they make. It never asks them to state the consequence, which is the criterion's actual verb, so the assessing half is the teacher's.
Perform activities that will develop effective communication and decisions making skills.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Explore group dynamics and interpersonal skills in order to foster teamwork.
/assessments/conflict-styles, /assessments/eq, /assessments/character-strengths
Thomas-Kilmann conflict-mode profile, Social Skills and Empathy scores, and a named Teamwork subscale
Interpersonal skills are covered from three angles and teamwork is scored by name. Group dynamics are not: every instrument here reports on one student in isolation, and nothing in the product measures or describes how a group behaves.
MSCD7-2Students will investigate Georgia’s Career Program Concentrations that align with their personal assessments and identify possible career pathways.
Identify and analyze Georgia’s career/program concentrations: 1)Agriculture; 2) Architecture, Construction, Communications & Transportation; 3) Arts & Humanities; 4) Business & Computer Science; 5) Engineering & Technology; 6) Family & Consumer Sciences; 7) Healthcare Science; 8) Government & Public Safety; 9) Marketing, Sales & Services; 10) Education & Teaching; and 11) Culinary Arts.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Identify career pathways that align with program concentrations.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Discover and coordinate personal abilities, interests, and personality traits with career concentrations and pathways.
/assessments/career-match, /assessments/riasec, /assessments/big-five, /careers/search
Interest and personality results mapped onto a cluster-filtered career library
This is the row where Georgia and the product use different maps, and a district should know it before buying. Abilities, interests and personality traits are all measured, and the platform does map them onto career clusters — but onto the Advance CTE National Career Clusters framework, not onto Georgia's own Career Program Concentrations and Pathways. The two taxonomies do not line up one-to-one, and bridging them is teacher work. That mismatch is also why MSCD7-2.1 and MSCD7-2.2 are not claimed at all.
Gather information from multiple resources based on current, unbiased, and accurate research related to self-selected career pathway options.
/careers/search and the individual career pages beneath it
Career pages carrying a named federal source beside every wage figure
'Current and accurate' is supported where it can be checked: wage figures name the federal occupation and source they came from rather than asserting a number. 'Unbiased' is not something a product can certify about itself. 'Multiple resources' means this is one of several a student should use, not the set.
Evaluate employability skills, academic proficiencies, and personal qualities needed for success in self-selected pathway.
/assessments/skills-audit, /assessments/work-ethics, /assessments/english-proficiency, /assessments/numerical-reasoning, plus the Required Skills field on every career page
A student-side skills profile readable against the skills a chosen occupation actually lists
Both halves of the criterion are in the product on one screen: what the pathway requires (Required Skills, present on 2,395 of the 2,521 browsable careers) and what the student currently has. All three named constructs are covered — employability skills, academic proficiencies and personal qualities. The gap a reviewer will find is the 126 careers with no Required Skills field, which were left blank rather than guessed.
Examine employment outlook/demand in self-selected pathway.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCD7-3Students will understand the importance of attaining educational achievement and performance levels needed to reach personal and career goals.
Describe study skills and learning habits and styles that promote educational achievement and performance.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize correlation between personal educational achievement/performance and workplace success or failure.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Identify and examine existing pathways, course offerings and graduation requirements at local high school(s).
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Examine post-secondary options linked to pathway specific occupations.
/careers/search — the education-level field on every career page
Typical entry education shown beside the wage figure for each occupation
A student can see what level of education an occupation typically requires. What is absent is the Georgia half: no list of technical colleges, University System institutions or specific programmes exists in the product, so linking a pathway to an actual post-secondary destination is the counsellor's work.
Identify individual career and educational goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Demonstrate the decision making process while creating, analyzing, and managing a career plan that promotes attainment of specific career goals (Peach State Pathways: Education and Career Plan).
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCD7-4Students will recognize the impact of societal issues on their ability to function effectively in a diverse and changing world.
Recognize and assess the impact of life roles (Personal, leisure, community, learner, family, and work).
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize the need for respect, openness, and acceptance of all human diversity.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Describe how stereotypes, bias, and discrimination may affect and limit career choices.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Examine the positive benefits and outcomes of non-traditional careers.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize that changes in technology, society, and economy require updated knowledge and skills throughout life.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCM8-1Students will develop and demonstrate positive interpersonal skills.
Demonstrate and evaluate the ability to get along well with others including conflict management and respect for diversity.
/assessments/conflict-styles, /assessments/eq
Thomas-Kilmann five-strategy conflict profile plus Empathy and Social Skills scores
Conflict management is named directly by the instrument and scored across all five Thomas-Kilmann strategies — the strongest half of this row. Respect for diversity is not scored anywhere, and 'demonstrate and evaluate' is observed conduct rather than a result page.
Recognize the difference between appropriate and inappropriate behaviors and attitudes in specific school, social, and work situations.
/assessments/situational-judgement
The same scored workplace-behaviour scenarios that carry MSCA6-3.1 and MSCD7-1.2
The third appearance of one criterion across three grades. One capability answers all three, and the same limit applies to all three: the scenarios are workplace-set, so the school and social settings are the teacher's.
Demonstrate effective verbal and non-verbal communication skills (oral, written, and electronic).
/assessments/communication-adaptability
Professional Mediums subscale — one scored item per medium, including email, letter and social media
Written and electronic communication are covered by name. Oral is not, and non-verbal communication is not measured by anything in the catalogue. As with MSCA6-3.2, the verb is 'demonstrate' and the instrument scores recognition.
MSCM8-2Students will develop management skills that lead to academic and career success.
Analyze the impact of stress and the importance of time and money management skills for academic, social, and career success.
/assessments/time-management, /assessments/personal-finance-literacy
A time-management habit profile plus a 24-item scored money test with Budgeting and Saving subscales
Two of the criterion's three named skills have a purpose-built scored instrument, and the money one was written for this grade band: mean Flesch-Kincaid 4.8 across the stems. Stress has none — no instrument in the catalogue measures it, so the 'impact of stress' clause is not answered here.
Analyze how specific life role changes (e.g. personal, leisure, community, learner, family, and work roles) would affect the attainment of career goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize, discriminate, and manage career information including occupational, education and training, employment outlook, and economic information.
/careers/search and the individual career pages beneath it
Per-career occupational description, typical education, and a sourced federal median wage
Three of the four information types the criterion names are on the career page: occupational, education and training, and economic. The fourth — employment outlook — is absent from the product entirely, the same gap that leaves MSCD7-2.6 unclaimed.
MSCM8-3Recognize, discriminate, and manage career information including occupational, education and training, employment outlook, and economic information.
Explain and summarize the state and federal child labor laws.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize the importance of and demonstrate the following employability/soft skills, such as, but not limited to: honesty, motivation, creativity, leadership, critical thinking, risk-taking, flexibility, questioning, and problem-solving.
/assessments/work-ethics, /assessments/character-strengths, /assessments/sdt-motivation, /assessments/leadership-style
Named subscale scores for integrity, motivation type and leadership, across four instruments
The criterion lists nine soft skills; three are scored by name. Honesty maps to the Integrity subscale, motivation to a purpose-built motivation instrument, and leadership to both a named subscale and a style profile. The remaining six — creativity, critical thinking, risk-taking, flexibility, questioning and problem-solving — are named by nothing. Other subscales sit near some of them, but 'sits near' is not what this page claims, so they are listed as absent.
Demonstrate the importance of positive work ethics in relation to educational and career success (appearance, attendance, attitude, character, communication, cooperation, organizational skills, productivity, respect, and teamwork).
/assessments/work-ethics, /assessments/character-strengths, /assessments/time-management
The same scored subscales that carry MSCA6-3.5 and MSCD7-1.1
Third and final repetition of Georgia's ten-item work-ethics list, this time tied to educational as well as career success. Same instruments, same five uncovered components listed under MSCA6-3.5.
Demonstrate the following job-seeking skills: write a resume and cover letter, complete a job application, find and pursue employment leads, and interview for a job.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
MSCM8-4Students will personalize a self-selected Pathway that meets educational and career goals.
Assess individual learning styles, abilities, interests, and personality traits to enhance educational and career success.
/assessments/riasec, /assessments/career-match, /assessments/skills-audit, /assessments/big-five, /assessments/disc, /assessments/values
A profile across interests, abilities, personality and values, every part of it assignable from a class dashboard
Three of the four constructs the criterion names have purpose-built instruments: abilities, interests and personality traits. The fourth, learning styles, has none — and the catalogue deliberately offers no stand-in for it, because the tests commonly used that way measure a different construct and a Georgia reviewer would be right to reject the substitution.
Create an individual plan using Peach State Pathways: Education and Career Planning Tool.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Recognize the importance of educational achievement to the attainment of personal and career goals.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Describe the importance of community service and career-technical student organizations (CTSOs) in relationship to an individual’s educational and career plan.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Investigate available resources to enhance educational and career goals (CTSOs, civic organizations, corporations, individuals, Internet, libraries, mentors, religious affiliations, etc.).
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Demonstrate an understanding of how GPA calculations, financial aid information, and postsecondary options can help achieve educational and career goals. Postsecondary options include 2 and 4-year colleges and universities, technical colleges, special-purpose schools, apprenticeships, military, on-the-job training, online courses, etc.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
How to read the crosswalk above
Four rules, applied to every one of Georgia's 66 criteria.
Named instruments behind the 27 matched criteria
Grouped by the criteria each one actually closes — read from the rows, not chosen for the page.
Compared to other district career-readiness contracts
Two district contracts as published in board papers — one covering a single school year, one a five-year agreement — beside our per-student rate for one academic year
What this crosswalk includes — and what it does not
Related on JobCannon
This is Georgia's page in a set of state career-standards crosswalks built the same way — every criterion of a state's own document, matched one at a time, with what we do not claim listed as plainly as what we do. The most detailed of them is Arizona's grades 6-8 eCTE crosswalk, which carries a per-row evidence trail and four documented revision passes. The others: Texas, California, Utah, Illinois, Colorado, Florida, Ohio, Pennsylvania, New Jersey, New York, Michigan and Washington.
A career-standards document is not the same thing as a plan-completion mandate — for whether Georgia compels an individual student plan, and under which statute, see our career and education plan mandate directory. For the wider grades 6-8 deployment this crosswalk sits inside, see JobCannon for Middle Schools, or career assessments for school districts for a multi-school rollout. Both are part of the JobCannon for Business hub.
District-tier pricing
Scale is $199/mo and covers 200 people per billing period — the same unit as any school or district deployment. Where the crosswalk above is the evidentiary piece a procurement review needs, the Education Licence below prices your whole grade band per student for the year, assessments uncapped.
Free
For micro-teams trying the platform
- ▸10 candidate invites/month (resets the 1st of each month)
- ▸All 169+ assessments
- ▸Premium result for every candidate you invite
- ▸Every candidate profile fully open — nothing blurred
- ▸Share link via email or Slack
- ▸Free trial of the coordinator dashboard
Starter
For solo coaches and small HR
- ▸30 candidates/mo included; extra candidates are $2 each
- ▸All 169+ assessments
- ▸Premium report (archetype + blind spots + work-style brief)
- ▸Coach notes per candidate
- ▸PDF export (client-ready)
- ▸Session prep recommendations
- ▸Candidate progress tracking
Team
For startups, teams and HR
- ▸80 candidates/mo included; extra candidates are $2 each
- ▸Everything in Starter
- ▸Team DNA dashboard
- ▸Compatibility matrix
- ▸Conflict-pattern detection
- ▸Compare 2-3 team members
- ▸Manager prep briefings
- ▸Shared admin access (2 seats)
Scale
For agencies, L&D and scale-ups
- ▸200 candidates/mo included; extra candidates are $2 each
- ▸Everything in Team
- ▸Integrity + social-desirability scales (fake-good detection)
- ▸White-label PDFs (your logo)
- ▸Full assessment API (start, score, retrieve results)
- ▸Custom assessment builder (beta)
- ▸Admin seats not billed per seat
- ▸Priority email support
Growth
For high-volume screening without a contract
- ▸1,000 candidates/mo included; extra candidates are $2 each
- ▸Everything in Scale
- ▸Invoice / PO billing, not just card
- ▸Named support contact with a response-time target
- ▸Annual billing option
Enterprise
For 200+ person companies
- ▸Candidate volume set in your contract, all assessments
- ▸Everything in Scale
- ▸SLA (99.9% uptime)
- ▸Dedicated Customer Success
- ▸Custom integrations built against your tenant (Greenhouse and Ashby ship today)
- ▸Annual billing, invoice payments
Self-serve checkout via Stripe — major cards, Apple Pay, Google Pay, Link. Cancel anytime; 14-day money-back on every paid plan. Enterprise via the contact form below.
Education Licence — priced per student, per year
One rate per enrolled student for the academic year, sized for Georgia district or school-level rollouts. Assessments uncapped, career and skills corpus included — multiply your own enrolment by the band and that is the price, before you talk to us.
$3.00 down to $2.00 per student, per year — assessments uncapped
Per head this is more than our monthly hiring plans, and deliberately so — it is a different licence, not a bigger size of the same one. Those plans meter individual candidates for hiring and coaching. This covers your enrolled roll for the academic year with assessments uncapped, retakes included, the career and skills corpus licensed with it and the cohort dashboard in the price. Which one is yours is decided by use, not by whichever number is smaller.
District
A large school, multi-school district or trust
per year
- ▸Every assessment in the catalogue, retakes included, no per-assessment charge
- ▸Cohort dashboard with cross-school and year-over-year comparison
- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
- ▸Read the corpus live over the API, or take a versioned snapshot
- ▸Named contact, quote letter formatted for procurement
College or university
A university, college or college group
per year
- ▸Every assessment in the catalogue, retakes included, no per-assessment charge
- ▸Cohort dashboard with cross-school and year-over-year comparison
- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
- ▸Read the corpus live over the API, or take a versioned snapshot
- ▸Named contact, quote letter formatted for procurement
State system
A statewide or national programme
per year
- ▸Every assessment in the catalogue, retakes included, no per-assessment charge
- ▸Cohort dashboard with cross-school and year-over-year comparison
- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
- ▸Read the corpus live over the API, or take a versioned snapshot
- ▸Named contact, quote letter formatted for procurement
£350 per school, per year — a flat whole-school licence rather than a per-student rate, because that is the unit UK schools budget in. Same uncapped assessments and same corpus. Excludes VAT.
The ladder starts at 1,301 students. Below that there is no licence to quote: a roll that small is better served by a self-serve plan, and that is the one case where a plan covers a school’s own students — UK schools have the flat whole-school licence at any size. Bands are by enrolment, and the rate applies to your whole roll rather than to a seat count you have to predict. Invoiced annually against a purchase order; no per-assessment charge and nothing to top up mid-year. Assessing an institution's enrolled students is covered by the Education Licence, not by a hiring plan. What is in the corpus.
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Tell us your school or district size and which grade band you're evaluating against. We reply with this crosswalk in your procurement format and a pilot plan within two business days.
Georgia compels a middle-grades career plan by law. Georgia has the clearest middle-grades mandate of any state on this hub, and it is universal rather than conditional. O.C.G.A. § 20-2-327(c)(1): "Students in grades six through 12 shall be provided counseling, advisement, career awareness, career interest and career demand inventories, and information to assist them in evaluating their academic skills, career oriented aptitudes, and career interests. Before the end of the second semester of the eighth grade, students shall develop an individual college and career plan based on their academic skills, career oriented aptitudes, and career interests." The statute names, in its own words, three of the constructs this platform measures — academic skills, career-oriented aptitudes and career interests — and requires an inventory of them for every student from grade six. It also names a fourth the platform does not serve at all: career DEMAND inventories. There is no employment-outlook or demand data anywhere in the product, so that quarter of the statutory duty is not something a district can discharge with this platform, and the rows below say so wherever it comes up. Enacted by the BRIDGE Act (Ga. L. 2010, p. 186, § 1/HB 400) and amended eight times since, most recently by Ga. L. 2026, p. 508, § 8/HB 1302, effective 1 July 2026.
CTAE — Georgia Standards of Excellence: Middle School CTAE Standards — Career Awareness (course 32.02100, grade 6), Career Discovery (32.02200, grade 7), Career Management (32.02300, grade 8), published by Georgia Department of Education, grades 6-8. Not transcribed from a PDF. Read machine-to-machine from Georgia’s own IMS Global CASE registry at https://case.georgiastandards.org/ims/case/v1p1/CFDocuments/538fe372-c820-4964-acfe-cf205f2c326b — a 2,033-item package published by the department itself, adoptionStatus "Adopted". The page linked at the top of the table is the human-readable edition the registry names as its official source, for a reviewer who wants to see it the way a district does. Three one-semester courses, one per grade, each with its own standards prefix: MSCA6 (Career Awareness, grade 6), MSCD7 (Career Discovery, grade 7), MSCM8 (Career Management, grade 8). Two levels: a numbered Content Standard, then numbered Elements beneath it. All 15 content standards and every one of their 66 elements are listed below — 66 of 66. Two things a reader should know before comparing this page with another state’s. First, Georgia repeats itself deliberately: the same ten-item work-ethics list appears once per grade (MSCA6-3.5, MSCD7-1.1, MSCM8-3.3) with only the verb changed, and a behaviour-recognition criterion appears three times as well, so 66 elements are fewer than 66 distinct demands. Second, the registry gives content standard MSCM8-3 the same sentence as element MSCM8-2.3 — that is what the state publishes, reproduced here unrepaired rather than silently rewritten.
It means the platform itself produces the artefact the criterion asks for, with nothing a teacher has to add. 3 criteria of the 66 are closed this way: MSCA6-5.1, MSCD7-2.5 and MSCM8-4.1. Each of those rows names the surface and the artefact, and several carry a coverage caveat — how many careers actually hold the field being claimed — because a reviewer will check.
It means the platform supplies the data or the assessment result and a teacher runs the classroom half — it is weaker, and it is labelled separately for that reason. 24 criteria are closed this way: MSCA6-1.2, MSCA6-1.3, MSCA6-1.5, MSCA6-2.5, MSCA6-3.1, MSCA6-3.2, MSCA6-3.4, MSCA6-3.5, MSCA6-4.1, MSCA6-4.2, MSCD7-1.1, MSCD7-1.2, MSCD7-1.3, MSCD7-1.5, MSCD7-2.3, MSCD7-2.4, MSCD7-3.4, MSCM8-1.1, MSCM8-1.2, MSCM8-1.3, MSCM8-2.1, MSCM8-2.3, MSCM8-3.2 and MSCM8-3.3. A plan a system wrote for the student would not satisfy the standard, and claiming it would not be worth much either.
Because the 3 and the 24 are different kinds of evidence — one is work the software does on its own, the other is work a teacher does with something the software supplies — and merging them into one headline number would flatter the platform at your expense. Every row states which of the two it is, and the counts are shown as separate pills rather than added together.
We make no claim on them. No JobCannon surface — assessment, career-page field or glossary entry — addresses them, and they are listed exactly as plainly as the 27 we do claim: same row format, same visual weight, a stated "not claimed" rather than an absence.
Georgia’s own codes, in Georgia’s own citation form. A row shown as MSCD7-2.5 is citable back to the state’s published CTAE standards exactly as printed here — the codes were read out of the department’s CASE registry, not assigned by us.
The registry stamps this document lastChangeDateTime 2026-06-24, which is the version read here. Georgia publishes these standards only through the CASE registry and the department’s performance-standards page; there is no dated PDF edition to disagree with it. Separately, the statute above moved twice in the last year — amended effective 1 July 2025 and again effective 1 July 2026 — and the 2026 amendment renamed the plan from "individual graduation plan" to "individual college and career plan". A district reviewer working from older guidance will see the former name. The document itself is linked at the top of the table, so you can check any row against the source rather than take our word for it.
Request the full crosswalk and a pilot
Tell us your school or district size and which grade band you're evaluating against. We reply with this crosswalk in your procurement format and a pilot plan within two business days.