Counters misconceptions with facts about school-to-work (STW): students have unrealistic career goals; most are not prepared for college academics; college is increasingly paid for by loans; only one in three college graduates finds a relevant job; technical employment is the fastest growing sector; STW does not preclude college; and technician…

Reports on parental concerns and misconceptions regarding the federal school-to-work initiative, such as the following: it is too soon for students to select career paths; the government is infringing on local autonomy; college is the best path; and it is an adaptation of a socialist model. (SK)

A forum focused on ways to implement the School-to-Work Opportunities Act, which requires work-based learning, school-based learning, and activities which connect the two. Participants described the act as follows: (1) a great step forward and based upon enduring principles, (2) a collaborative career education system supported by…

Noting that parents have a responsibility to help their children prepare for a career, this handbook is designed as a practical resource for parents in Louisiana looking for assistance in helping their children choose and prepare for a career. The handbook presents a parent partnering model connecting learning and earning that focuses on parents'…

This document contains nine papers exploring the school-to-work transition and the role of career education in smoothing that transition. The following papers are included in the first section, which sets the context for the role of career education: "The School-to-Work Opportunities Act and Career Education" (Pat Nellor Wickwire);…

A survey assessed the extent to which Arizona 10th-grade students selected career majors, planned a course of study for high school and beyond, and received adult guidance related to careers through the school. In total, 2,131 tenth grade students participated in the survey administered in spring 1997 after one full year of school-to-work (STW)…

Suggests that learning is essential not only for students to develop basic employability skills but also for development of work habits, beliefs, interests, and values. The theory can: (a) be an assessment instrument for stimulating learning, (b) achieve performance and cognitive outcomes, and (c) measure success by the extent to which clients…

In spring 1998, 1,057 10th-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 10th-grade…

There are great parallels between the School-to-Work Opportunities Act and the legislation which produced transition services for individuals with disabilities. The rationale is clearly the same: a real recognition and concern exists about the difficult transition that faces all high school graduates as they prepare to live on their own, assume…

This document is intended to serve as a resource for the implementation of Wisconsin's Cooperative Education Skill Standards Certificate Program. Following an introduction there is an overview of the program, school district eligibility requirements, local partner responsibilities, and factors that may present barriers to program implementation. A…