This report, the second installment in Advance CTE's "Connecting the Classroom to Careers," series, explores an issue that is often a stumbling block for K-12 work-based learning--ensuring these experiences are safe and legal for students. This report features New Jersey, Kentucky and California and their approaches to dismantling…

Preparing students for college and careers is a task that has drastically changed over time. The days of post-secondary education or a degree guaranteeing employment are things of the past, especially during times of economic instability. Also gone are the days of someone who is "good with their hands" graduating from high school and…

The purpose of this study is to determine (a) the patterns that existed in employment preparation courses offered by districts across a midwestern state and (b) the primary intent, primary method of instruction, and location of the classroom-based and work-based components of these courses. Findings indicated that (a) employment preparation…

Defines "mentor," addresses the mentoring process as it relates to school-to-work, and addresses issues concerning mentoring including selecting and recruiting mentors, mentor duties, characteristics, training efforts, and incentives. (JOW)

Describes implementation of school-community partnership for student career success in Springfield, Massachusetts, stimulated by a state school-to-work grant supported with funds from the School-to-Work Opportunities Act of 1994. (PKP)

Looks at the programs being set up by the eight states that received the first grants under the School-to-Work Opportunities Act: Kentucky, Maine, Massachusetts, Michigan, New Jersey, New York, Oregon, and Wisconsin. (JOW)

Work-based learning is an integral part of the educational system in some states and in others, communities and school systems are struggling to fit school-to-work principles into the educational process. Bottom-line commitment of employers and school districts is essential. (JOW)

Reports that some states have already received the last of their federal funding under the School-to-Work Opportunities Act of 1994 and now must find support through local and state funding, business, and strong partnerships. Includes a list of potential funding sources. (JOW)

Evaluations of the effectiveness of government programs may serve both to improve program implementation and to convey to policymakers information on the effectiveness of these programs. However, the evidence generated from programs and their providers--perhaps especially when these programs are decentralized and implemented and run locally--may…

Describes several lessons learned from the design and implementation of a performance-measurement system required by the School-to-Work Opportunities Act of 1994. For example, very complex systems of performance measurement can compromise the quality and quantity of data obtained. Makes several recommendations to improve the quality of such…

The federal legislation that provided states with seed money to create school-to-work initiatives is scheduled to cease in 2001 and it is unlikely that Congress will provide any more funding. The business community can make a difference as to whether school-to-work survives. (JOW)

The 1994 federal School-to-Work Opportunities Act (STWOA) provided more than $1.5 billion over 5 years to support increased career preparation activities in the country's public schools. A new longitudinal data source with rich information on school-to-career (STC) programs--the 1997 National Longitudinal Survey of Youth (NLSY97)--provides…

In this interview, the director of the Federal National School-to-Work Office explains the School-to-Work Opportunities Act. This comprehensive, systemwide investment covers all age groups and is designed to help communities examine their workforce preparation programs, identify gaps, and devise plans for a system that serves all students. (MLH)

Reviews the federal school-to-work initiative and describes a vision of a skill standards system that will support the role of technology education in the school-to-work movement. (Author)

Looks at 16 innovative school-to-work programs that link high school with work-based learning and what educators and employers accomplished, the barriers they encountered, and advice they would give to those starting school-to-work programs. (JOW)