Disruptions associated with the COVID-19 pandemic introduced opportunities for PK-12 education systems to accelerate evidence-based innovations that may better prepare students to pursue their educational and career goals. Thoughtfully designed pathways--the programs and experiences that students complete to satisfy graduation requirements--can play a key role in reshaping student experiences and outcomes. The negative impact of the pandemic on employment for young workers and workers without college degrees further increases the urgency for schools to build robust student pathways. Career and college pathways that are not typically part of a traditional education trajectory may now take center stage. This paper highlights three evidence-based strategies that, individually or as part of a system of pathways, can support students as they develop marketable workplace skills and prepare for postsecondary educational opportunities. These strategies are as follows: (1) Work-based learning (WBL); (2) Academically rigorous career and technical education (CTE); and (3) Opportunities for accelerated college credit. This paper is organized by strategy and offers a brief description of each strategy, a summary of the evidence supporting the strategy, and common barriers to implementing the strategy. Stakeholders also will find actionable steps for implementation in schools. [For the introductory paper to the Region 1 Comprehensive Center Reimagining Education Series, "Strategies for Innovative Systems Change," see ED612755.]