New Jersey career standards crosswalk
New Jersey's career standard, criterion by criterion: 11 of 20 matched, 9 not claimed.
2020 New Jersey Student Learning Standards (New Jersey Department of Education) covers grades 6-8 in 1 group and 20 criteria. 3 are evidenced directly by something the platform produces, 8 more are supported by a named result plus teacher-led classroom work, and we make no claim on the other 9. The two claimed groups are never added into one number.
In Brief
New Jersey compels a middle-grades career plan by law. New Jersey mandates the delivery, not a filed document, and the difference matters when a district compares this page against our Florida or Pennsylvania ones. N.J.A.C. 6A:8-6.1(a) provides that "district boards of education shall develop and implement a comprehensive system for the delivery, to all students, of guidance and academic counseling that facilitates career awareness, exploration, and preparation", and paragraph (a)3 requires that system to be "infused throughout the kindergarten through grade 12 (K-12) curriculum as appropriate for all students". The regulation defines the phrase it is mandating: career awareness, exploration and preparation "means instruction and programs that assist students to clarify career goals; explore career possibilities; develop employability skills; develop foundational knowledge necessary for success in the workplace; and make the transition from school to careers, including college, training, and employment." What New Jersey does not do at grade 8 is require a plan on file. The evidence requirement — "Evidence of career education instructional experiences and career development activities" — sits at N.J.A.C. 6A:8-4.3(d), and that clause governs "a ninth-grade-through-graduation transcript". A middle school here is delivering a mandated standard; it is not filing a mandated artefact.
The standard itself: 2020 New Jersey Student Learning Standards, published by New Jersey Department of Education, grades 6-8. One numbering scheme, read left to right: domain 9.2, grade band 8, strand CAP for Career Awareness and Planning, then a sequence number. So 9.2.8.CAP.12 is the twelfth expectation of the grade 8 career-awareness strand. Twenty of them, in one flat list with no sub-grouping — New Jersey does not divide them into standard areas the way Pennsylvania or Ohio do, which is why this table has a single group rather than four. Two of the twenty, CAP.5 and CAP.20, are printed in the source without the bullet marker their eighteen neighbours carry; they are numbered expectations all the same and we include them.
Below is every one of its 20 criteria, what closes each, and what a student walks away with — 3 evidenced directly, 8 supported via lesson plan, 9 not claimed. The 3 directly-evidenced criteria and the 8 lesson-supported ones stay separate on purpose — merging them into one headline would flatter the platform at your expense.
2020 New Jersey Student Learning Standards — Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS), standard 9.2 "Career Awareness, Exploration, Preparation, and Training", the twenty performance expectations printed under "by the End of Grade 8", grades 6-8
Every criterion, what closes it, and what a student walks away with.
New Jersey Department of Education — www.nj.gov/education/standards/clicks/Docs/2020NJSLS-CLKS.pdf
— work the software does
— work a teacher does
— of 20 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.
The codes are New Jersey's own and can be cited back to the state exactly as printed. One thing on this page is not our error and needs saying plainly, because it will look like one: 9.2.8.CAP.19 ends mid-phrase, at "to employability and to potential level". That is how the state published it. We read it three ways — the layout-preserving extraction of the official PDF, a plain extraction of the same file, and a third independent read of the published text — and all three end at the same word, with 9.2.8.CAP.20 beginning immediately after. We quote the truncated sentence verbatim rather than completing it, because guessing what New Jersey meant to write would put words in a state's mouth on a page a district is using for compliance.
9.2.8.CAPCareer Awareness and Planning — by the End of Grade 8
Identify offerings such as high school and county career and technical school courses, apprenticeships, military programs, and dual enrollment courses that support career or occupational areas of interest.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Every one of the four things this expectation names is local and institutional: the high school course catalogue, the county vocational school's programme list, apprenticeship openings and dual-enrollment agreements. None of them is in our corpus, and none could be — they change district by district and year by year. A platform that claimed this row would be claiming to know what a particular New Jersey county offers this September.
Develop a plan that includes information about career areas of interest.
/assessments/riasec or /assessments/onet-interest-profiler, /assessments/career-match for a shorter sitting
A ranked list of career areas generated from the student's own answers, with their strongest interest codes named
The "information about career areas of interest" half is exactly what an interest inventory produces, and it produces it per student rather than as a worksheet. The plan is not ours: there is no plan document in the product, nothing a student writes into, and nothing a counsellor signs. A school takes the result and builds the plan around it.
Explain how career choices, educational choices, skills, economic conditions, and personal behavior affect income.
The median wage and education tier on career pages, with /assessments/personal-finance-literacy for the behaviour-and-benefits half
Careers shown with what they pay and what education they expect, plus a scored money-literacy result broken out by area
Three of the five factors have something concrete behind them. Career choice and educational choice are visible as wage and education tier across the corpus. Personal behaviour is reached through the Personal Finance Literacy test, which asks in so many words why someone whose employer trains staff and promotes from within is likely to earn more five years on. Two are not ours: skills are not priced anywhere in the product, and economic conditions are not modelled at all. The explaining is the student's work in either case.
Explain how an individual's online behavior (e.g., social networking, photo exchanges, video postings) may impact opportunities for employment or advancement.
/assessments/digital-ethics-citizenship
A scored profile across data and privacy, misinformation and AI ethics, and digital citizenship and social-media safety, from 24 situations written for grades 6-8
The instrument is on the right subject and written for exactly this age, and its situations are the ones the expectation lists — posting a photo of a friend without asking, an angry all-caps post about a teacher, choosing a register for a message to an adult. What it does not do is the second half of the sentence: none of the 24 situations mentions a job, a hiring decision or a promotion. The employment consequence is the link a teacher draws from the result, and we would rather say that than let a district assume it is in the test.
Develop a personal plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
/assessments/riasec and /assessments/career-match for the interest half, the education tier on career pages for the educational half, and /business/dashboard/invites for the per-student record
Per-student interest results a mentor can sit down with, and a record of what was assigned and completed
This expectation is CAP.2 with two things added, and both additions are the school's. The adult mentor is a person, not a feature. And "goals" have no home in the product — nothing asks a student to set one, and nothing tracks progress toward one. What we supply is the material a mentor works from and a record of who has done what.
Compare the costs of postsecondary education with the potential increase in income from a career of choice.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
We carry no cost-of-education data — no tuition, no fees, no aid — so half of this comparison has nothing on our side of it. The other half is also weaker than it looks: a career page shows one median wage, not a wage by education level, so there is no baseline against which an "increase" could be computed even for the careers where the education tier is known.
Devise a strategy to minimize costs of postsecondary education.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Nothing in the product touches scholarships, financial aid, community-college transfer or in-state tuition. The near miss a reviewer will find is /careers/no-degree-required, and it is worth being clear about why it is not this row: a list of careers that do not need a degree is a way of avoiding the cost, not a strategy for minimising it, and the expectation is written for a student who intends to go.
Compare education and training requirements, income potential, and primary duties of at least two jobs of interest.
/careers/search with the education and wage filters, or /careers/compare for a built side-by-side
Two or more careers shown against each other with the education they expect, their median wage, and what the work actually involves
All three axes the expectation names exist in the corpus and are shown together, which is why this is a direct row: the comparison is the page, not an exercise built on top of it. Two coverage facts a reviewer should have. /careers/compare is 54 pre-built pairs drawn from 73 distinct careers — any other pairing of the 2,749 returns a 404 — so an arbitrary pair is compared by opening two career pages side by side rather than on a single comparison page. And the education tier is present on 1,020 of 2,749 careers; the rest were left blank rather than guessed.
Analyze how a variety of activities related to career preparation (e.g., volunteering, apprenticeships, structured learning experiences, dual enrollment, job search, scholarships) impacts post-secondary options.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Six activities are named and we have none of them. Volunteering, apprenticeships, structured learning experiences and dual enrollment are things a student does in the world; job search and scholarships are processes we do not run. There is no partial claim available here.
Evaluate how careers have evolved regionally, nationally, and globally.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
The corpus is a snapshot, not a history: it holds no time series, nothing about how an occupation has changed, and nothing scoped below the national level or outside the United States. /careers/ai-era is the page a reviewer will reach for and it points forward, at how artificial intelligence is expected to affect work, rather than backward at how careers have evolved — and it is national in scope like the rest.
Analyze potential career opportunities by considering different types of resources, including occupation databases, and state and national labor market statistics.
/careers/search across the full corpus, with /careers/all for the browsable index
An occupation database of 2,749 careers, each carrying an O*NET code, filterable by cluster, wage and education
We are one of the two resource types this expectation names, and we are it properly: 2,749 careers, an O*NET code on every one of them, and a BLS median wage resolving on 2,715 of them, 34 with none. The other type we are not. There are no labour market statistics here beyond wage — no employment levels, no projections, no supply — and nothing at state level, so a New Jersey figure is not something a student can pull from us. The expectation also says "different types of resources", plural, which is a teacher assembling a set rather than a district buying one.
Assess personal strengths, talents, values, and interests to appropriate jobs and careers to maximize career potential.
/assessments/riasec or /assessments/onet-interest-profiler for interests, /assessments/values for work values, /assessments/skills-audit for strengths
A ranked career list generated from the student's interest profile, with a values ranking and a self-assessed strengths profile alongside it
This is the expectation the product exists to serve, and the assessing-to-careers step is done by the platform rather than assigned to the student. One qualification a reviewer should have rather than discover: interests drive the career ranking. Values and strengths are measured by separate instruments and produce their own results; they do not feed the ranked list. A student who wants all four woven into one answer gets three readouts and a teacher joining them.
Compare employee benefits when evaluating employment interests and explain the possible impact on personal finances.
/assessments/personal-finance-literacy
A scored result with a Job Benefits area of its own, from eight questions on health insurance, life insurance, retirement plans, employer-paid training and tuition assistance
This row is unusually literal. The Personal Finance Literacy test scores Job Benefits as its own named area, and its closing question is the expectation almost word for word: a job paying $36,000 with no benefits against a job paying $34,000 that includes health insurance the worker would otherwise buy for $4,000, and which leaves the worker better off. The one thing to be clear about is that this is a knowledge test rather than a benefits database — the student reasons about benefits in the abstract, because no real employer's package is in the product.
Evaluate sources of income and alternative resources to accurately compare employment options.
/assessments/personal-finance-literacy, with the median wage on career pages for the comparison itself
A money-literacy result covering gross versus net pay, saving and investing, and benefits, beside careers shown with what they pay
The instrument covers the concepts the expectation rests on — why $200 earned becomes $172 received, what a benefit is worth against salary, what savings and investments do. What it cannot do is the comparing, because a test has no employment options in it. The corpus supplies real wages to compare against, and the student's own two options come from outside both.
Present how the demand for certain skills, the job market, and credentials can determine an individual's earning power.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
Two of the three determinants are absent from the corpus outright: there is no measure of demand for a skill and no job-market data of any kind. Credentials fare little better — careers carry an education tier, not a list of industry credentials, and there is no field for one. And "present" is a student deliverable, which nothing here produces or marks.
Research different ways workers/ employees improve their earning power through education and the acquisition of new knowledge and skills.
/assessments/personal-finance-literacy for the employer-side routes, and /skills with the education tier on career pages for the education-and-skills route
A scored result covering employer-paid courses, tuition assistance and promotion from within, plus a browsable skills corpus tied to careers
Three of the ways this expectation is about are asked directly in the Personal Finance Literacy test — an employer paying for a course, tuition assistance, and why someone at an employer that trains and promotes ends up ahead. The skills corpus and the education tier cover the rest of the ground. The verb is the classroom half: "research" means the student going and finding out, and what we supply is one place they would find it.
Prepare a sample resume and cover letter as part of an application process.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
There is no résumé builder, no cover-letter tool and no application flow anywhere in the product. A student can share or print an assessment result, but a result is not an application document and we will not present it as one.
Explain how personal behavior, appearance, attitudes, and other choices may impact the job application process.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
The Work Ethics and Reliability assessment measures attitudes toward work, which is why a reviewer will look here — and it is not this expectation. The subject of the sentence is the job application process, which the product does not model at any point: no application, no interview, no first impression, nothing about how a candidate is read by an employer. Claiming this on the strength of an attitude score would be claiming the adjacent thing.
Relate academic achievement, as represented by high school diplomas, college degrees, and industry credentials, to employability and to potential level
The education tier on career pages, /careers/no-degree-required, and the education filter on /careers/search
Careers grouped by the level of education they expect, filterable, with the tier shown on each career
The text above ends mid-phrase because New Jersey's own published document does — see the note under the table. On the substance: diplomas and degrees are represented, as an education tier on 1,020 of 2,749 careers, and a student can filter by them and see what opens or closes. Industry credentials are the gap, and it is a clean one — there is no credential field in the corpus at all, so the third of the three things the expectation names has nothing behind it.
Identify the items to consider when estimating the cost of funding a business.
No JobCannon surface addresses this criterion. We are not naming a workaround for it.
We have no business-planning or entrepreneurship content at any grade. Freelance Readiness measures whether a person is suited to working for themselves, which is a disposition rather than a cost model, and nothing in the product enumerates start-up costs.
How to read the crosswalk above
Four rules, applied to every one of New Jersey's 20 criteria.
Named instruments behind the 11 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 New Jersey'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, Georgia, Florida, Ohio, Pennsylvania, New York, Michigan and Washington.
A career-standards document is not the same thing as a plan-completion mandate — for whether New Jersey 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.
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Education Licence — priced per student, per year
One rate per enrolled student for the academic year, sized for New Jersey 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
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- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
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College or university
A university, college or college group
per year
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- ▸Full career and skills corpus — 2,521 careers, 1,863 skills
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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.
New Jersey compels a middle-grades career plan by law. New Jersey mandates the delivery, not a filed document, and the difference matters when a district compares this page against our Florida or Pennsylvania ones. N.J.A.C. 6A:8-6.1(a) provides that "district boards of education shall develop and implement a comprehensive system for the delivery, to all students, of guidance and academic counseling that facilitates career awareness, exploration, and preparation", and paragraph (a)3 requires that system to be "infused throughout the kindergarten through grade 12 (K-12) curriculum as appropriate for all students". The regulation defines the phrase it is mandating: career awareness, exploration and preparation "means instruction and programs that assist students to clarify career goals; explore career possibilities; develop employability skills; develop foundational knowledge necessary for success in the workplace; and make the transition from school to careers, including college, training, and employment." What New Jersey does not do at grade 8 is require a plan on file. The evidence requirement — "Evidence of career education instructional experiences and career development activities" — sits at N.J.A.C. 6A:8-4.3(d), and that clause governs "a ninth-grade-through-graduation transcript". A middle school here is delivering a mandated standard; it is not filing a mandated artefact.
2020 New Jersey Student Learning Standards — Career Readiness, Life Literacies, and Key Skills (NJSLS-CLKS), standard 9.2 "Career Awareness, Exploration, Preparation, and Training", the twenty performance expectations printed under "by the End of Grade 8", published by New Jersey Department of Education, grades 6-8. New Jersey writes this as a two-column table: a "Core Idea" on the left and "Performance Expectations" on the right, with the expectations numbered continuously 9.2.8.CAP.1 through 9.2.8.CAP.20 and the core ideas left unnumbered. We crosswalk the twenty numbered expectations, which is what a New Jersey teacher is held to; the core ideas are context for them rather than separate requirements. The band label is the state's own — "by the End of Grade 8" — so a criterion here is what a student should be able to do when middle school finishes, not what is taught in a particular year. One numbering scheme, read left to right: domain 9.2, grade band 8, strand CAP for Career Awareness and Planning, then a sequence number. So 9.2.8.CAP.12 is the twelfth expectation of the grade 8 career-awareness strand. Twenty of them, in one flat list with no sub-grouping — New Jersey does not divide them into standard areas the way Pennsylvania or Ohio do, which is why this table has a single group rather than four. Two of the twenty, CAP.5 and CAP.20, are printed in the source without the bullet marker their eighteen neighbours carry; they are numbered expectations all the same and we include them.
It means the platform itself produces the artefact the criterion asks for, with nothing a teacher has to add. 3 criteria of the 20 are closed this way: 9.2.8.CAP.8, 9.2.8.CAP.12 and 9.2.8.CAP.13. 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. 8 criteria are closed this way: 9.2.8.CAP.2, 9.2.8.CAP.3, 9.2.8.CAP.4, 9.2.8.CAP.5, 9.2.8.CAP.11, 9.2.8.CAP.14, 9.2.8.CAP.16 and 9.2.8.CAP.19. 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 8 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 11 we do claim: same row format, same visual weight, a stated "not claimed" rather than an absence.
The codes are New Jersey's own and can be cited back to the state exactly as printed. One thing on this page is not our error and needs saying plainly, because it will look like one: 9.2.8.CAP.19 ends mid-phrase, at "to employability and to potential level". That is how the state published it. We read it three ways — the layout-preserving extraction of the official PDF, a plain extraction of the same file, and a third independent read of the published text — and all three end at the same word, with 9.2.8.CAP.20 beginning immediately after. We quote the truncated sentence verbatim rather than completing it, because guessing what New Jersey meant to write would put words in a state's mouth on a page a district is using for compliance.
Read 2026-09-06. The 2020 NJSLS-CLKS is the adopted edition; the NJDOE standards page carrying it was last updated 12 June 2026 and names no newer adopted or proposed revision. One edition trap for a district searching its own files: the same NJDOE page still links the 2014 standard 9.3, "21st Century Life and Careers", which the 2020 CLKS replaced for this purpose. A crosswalk built against 9.3 codes is built against the superseded document. 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.
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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.