Building School-to-Work Transition Systems in Eight States. Final Report [electronic resource] / Elizabeth R. Reisner and Others.
A study obtained early information on the effects of the School-to-Work Opportunities Act of 1994 on states' efforts to develop and implement effective systems of school-to-work transition. Systems in eight states were studied: California, Iowa, Maine, Michigan, Oregon, Pennsylvania, West Virgi...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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MARC
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| 100 | 1 | |a Reisner, Elizabeth R. | |
| 245 | 1 | 0 | |a Building School-to-Work Transition Systems in Eight States. Final Report |h [electronic resource] / |c Elizabeth R. Reisner and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 69 p. | ||
| 500 | |a ERIC Document Number: ED401462. | ||
| 500 | |a Sponsoring Agency: Department of Labor, Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: 99-1-3439-09-379-02. |5 ericd. | ||
| 500 | |a ERIC Note: For related documents, see CE 072 987-988. |5 ericd. | ||
| 520 | |a A study obtained early information on the effects of the School-to-Work Opportunities Act of 1994 on states' efforts to develop and implement effective systems of school-to-work transition. Systems in eight states were studied: California, Iowa, Maine, Michigan, Oregon, Pennsylvania, West Virginia, and Wisconsin. State leaders understood the need to develop a clear vision of the role school-to-work transition can play in educational and economic development and the importance of promoting acceptance and understanding of the vision. The states differed in the characteristics and specificity of their vision and the extent to which it rested on a broad base of public acceptance and support. The most promising communications strategies were built on assessment of both statewide and sector-specific information needs and entailed careful planning and the hiring of specialized expertise. States focused their efforts on creation of strategies for implementation, rather than on system implementation itself. Most were moving slowing and waiting to see what leadership the federal government would provide in establishing skill standards. States whose systems emphasized work force development tended to target noncollege bound students; states whose systems were intended to promote broad education-reform objectives were likely to target all students. Results suggested the need for technical assistance at the federal level to help with development of skill standards, integration of plans for school-to-work transition programs with related plans and programs, and outreach to employers. (YLB) | ||
| 650 | 1 | 7 | |a Economic Development. |2 ericd. |
| 650 | 1 | 7 | |a Education Work Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Educational Development. |2 ericd. |
| 650 | 0 | 7 | |a Federal Aid. |2 ericd. |
| 650 | 0 | 7 | |a Federal Legislation. |2 ericd. |
| 650 | 0 | 7 | |a Labor Force Development. |2 ericd. |
| 650 | 0 | 7 | |a Needs Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Program Design. |2 ericd. |
| 650 | 0 | 7 | |a Program Development. |2 ericd. |
| 650 | 0 | 7 | |a Program Implementation. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a State Programs. |2 ericd. |
| 650 | 0 | 7 | |a Statewide Planning. |2 ericd. |
| 650 | 1 | 7 | |a Vocational Education. |2 ericd. |
| 710 | 2 | |a Council of Chief State School Officers. |b Resource Center on Educational Equity. | |
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