CCR Champions CEO Spotlight: A Monthly Feature from Connor Harrington
CCR Champions is a monthly spotlight series from Connor Harrington, CEO of Kuder, that celebrates educators who are redefining what it means to prepare students for college, careers, and life. From classroom innovation to systems-level change, these champions are leading the charge to make readiness more real, relevant, and reachable for every student.
I regularly have the privilege of connecting with people doing incredible work in education—but Mack Skelton’s story stands out. It’s a story of grit, vision, and an unwavering commitment to putting students first, even when the system makes that hard to do.
Read on to see how Mack is helping schools turn diplomas into direction—and the practical insights he offers for others looking to do the same.
“We’re trying to run the Indy 500 with a Model T.”
That’s how Mack Skelton, a long-time educator and administrator in Arkansas, sums up the challenge of building a meaningful college and career readiness (CCR) program in under-resourced schools. With accessibility barriers, limited staff capacity, and competing academic priorities, it’s often a battle to keep initiatives moving forward—let alone innovate.
But Skelton isn’t interested in excuses. He’s focused on outcomes.
Through strategic leadership and tools like Kuder Navigator, he has helped schools across Arkansas shift from simply graduating students to preparing them for life beyond high school—with personalized, actionable plans that are grounded in who they are and what they want to accomplish. And with Arkansas’s high school graduation rate climbing to 88.2% in recent years (Axios, 2022), that focus has never been more important. Because while more students are earning diplomas, many are still leaving school without a clear direction for what comes next.
In many Arkansas districts, graduation rates look strong on paper—but student readiness tells a different story. While the vast majority of students are walking across the stage, far fewer are leaving school with a clear understanding of what comes next.
“We had kids graduating with no clue where they were headed,” Skelton said. “That’s not success. That’s just surviving.”
Too often, students—especially those from economically disadvantaged backgrounds—are entering college, the workforce, or the military with no direction, little preparation, and a plan that was never really theirs to begin with.
Instead of waiting for more resources or staff, Skelton led a grassroots effort to rethink CCR from the ground up. The focus? Student ownership, staff alignment, and a daily, not occasional, approach to planning for the future.
“We had to stop treating career readiness as an afterthought. It needed to be part of our instructional culture.”
Mack continued to lead with passion regarding preparing students for postsecondary success with six key strategies that he’s brought with him at each district he’s worked at.
For most students, the question of “What do you want to do?” can feel overwhelming. That’s why Skelton prioritizes interests, work values, and skills confidence assessments—the foundation of Kuder Navigator.
“The assessments drive everything. They help students see what fits them—and give us a place to start.”
One 9th-grade student once told Skelton she wanted to be a tattoo artist. Instead of dismissing it, he used the conversation to dig deeper.
“I asked her, ‘What’s the licensing process like? Do you know how to manage a small business? What about design software, marketing, overhead costs?”
It turned out her assessments showed strong interests in both the arts and business, so he encouraged her to consider job shadowing, building a portfolio, and even taking graphic design courses. That conversation shifted her thinking—and deepened her engagement.
“She felt seen. Because I didn’t just hear her—I took her seriously.”
In communities with limited internet access, flexibility is key. Skelton promotes a hybrid approach: students begin planning on paper with their teachers or parents and then upload their work into Kuder Navigator.
“It started with paper—so families could be involved. Then we moved it online so it could be tracked and used over time.”
That layered strategy helps bridge access gaps and brings parents into the process early—especially during student-led conferences.
Fitting CCR into packed school days can be tricky—especially when key periods like RTI or advisory aren’t accessible to all students. Skelton tackled this by identifying where every student is present and restructuring schedules to make CCR a core part of the student experience.
“English and Math are the only courses everyone takes, but they’re also tested. We had to find a time that didn’t compete with core instruction, yet still touched all students.”
By embedding Navigator into advisory periods, CCR blocks, and elective courses, he ensured equity of access and accountability.
One of Skelton’s biggest wins came when career planning was attached to grades or course credit—especially in 9th grade.
“Once it carried a grade, the buy-in completely changed. Students started putting in real effort because it mattered.”
He’s also explored incentives for students who complete assessments or explore pathways thoroughly—but maintains that accountability is key.
Navigator isn’t just about collecting data—it’s about using it to start real conversations. Skelton encourages teachers and counselors to review assessment reports with students regularly, asking guiding questions that connect results to real-world possibilities.
“We’re not here to tell students their dreams are unrealistic. We’re here to show them how to make those dreams work—or evolve—based on what’s possible.”
Whether a student is interested in military service, cosmetology, coding, or oceanography, the conversation becomes more grounded when they can connect it to a plan—and see where their choices might take them.
Skelton knows that staff buy-in starts with comfort and clarity. That’s why he leads hands-on professional development where teachers and counselors walk through Navigator from the student perspective.
“If it feels like one more thing, they’ll resist it. But if they see how it actually helps them connect with students, they’ll use it.”
And that’s exactly what’s happened. Counselors are now helping students build 4-year course plans based on their assessments, linking their high school schedules with their long-term goals.
The shifts Skelton has led across multiple Arkansas districts are producing tangible results:
· Students building success plans by the end of 9th grade
· Clearer counselor reporting, improved compliance
· Teachers, counselors, and administrators aligned around one goal: purposeful graduation
“Our goal is for every student to graduate knowing exactly what they’ve worked toward. If we’re not doing that, we’ve failed.”
Skelton has explored a variety of systems—and says Kuder stands out for its depth and professionalism.
“Some platforms looked flashy, but felt shallow. Kuder’s assessments are strong, the reporting is clean, and it actually helps students plan forward.”
It also supports Arkansas state requirements, making it a powerful dual-purpose tool for compliance and transformation.
Skelton’s journey offers clear, replicable strategies for any school looking to shift from graduation to true readiness:
· Start with interest-based assessments
· Use hybrid planning tools to ensure access
· Schedule CCR activities during universal instructional time
· Attach accountability with grades or incentives
· Use results to drive student-centered dialogue
· Train staff through practical, hands-on PD
“We can’t just throw opportunities at students and hope they stick. We have to guide them, thoughtfully—and give them the tools to build something real.”
If you’re an educator or district leader, Skelton’s story is proof that CCR transformation doesn’t require perfect conditions—just the heart to want to do better for students, buy-in from stakeholders, and supportive tools.
Want help getting started with Kuder Navigator? Contact us today and take the next step toward future-ready learning.
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