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)

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)

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)

A baseline study of Arizona public school counselors ascertained the amount of time they spent individually with students and the nature of the counseling provided; it also measured their opinions and attitudes toward school-to-work (STW). Surveys were mailed to every Arizona high school and junior high/middle school, a random sample of elementary…

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)

Discusses the School-to-Work Opportunities Act and whether it has delivered on its promise to prepare all students for furthering learning and high-skill careers. Concludes that programs lack consistency, there is little solid information, and businesses are still hesitant to participate. (JOW)

Discusses whether states and local districts will be able to continue the school-to-work initiative when federal funding ends in 2001. Provides information for obtaining additional funding. (JOW)

Profiles the first eight states, Kentucky, Maine, Massachusetts, Michigan, New jersey, New York, Oregon, Wisconsin, to receive federal school-to-work grants and looks at how they are doing. (JOW)

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…

Describes the School-to-Work Opportunities Act and how states can tap into the more than $200 million in new grants in fiscal year 1995. (JOW)

Summarizes features of the 1994 School-to-Work Opportunities Act, describes what states and localities are doing to include youth with disabilities in school-to-work initiatives, and offers recommendations to special educators, rehabilitation professionals, students with disabilities, and parents for increasing the participation of youth with…

In the early 1990s, the focus of U.S. educational reform shifted toward training and the connection between education and economic competitiveness. A new systemic approach to vocational education was sought. Numerous barriers prevented school-to-work from becoming a large-scale reform system; more flexible solutions may be needed. (SK)