Summarizes findings of the National Institute for Work and Learning study of 14 school-to-work transition programs. Success depends on administrative leadership, provider commitment, cross-sector collaboration, student self-determination, school- and work-based learning, integrated career information and guidance, a sequential approach, access to…

A study of unskilled workers (n=60) investigated interests and work satisfaction in those who tend to leave school early and fall into jobs. Results were inconclusive because a number of complex issues contribute to the satisfaction or dissatisfaction of these workers. (JOW)

Offers instructional activities (lectures, case studies, journal article reviews, interviews, group projects) that can be used to help students in the acquisition and transfer of basic business course content. These techniques allow students to apply course content while developing a higher level of interest in course material. (JOW)

Provides information to those initiating a vocational transitional program as well as those wanting to improve existing programs. Profiles a northern Illinois special education cooperative that has provided transition assistance for several years. (JOW)

Outlines major recommendations and actions to date of five reform proposals: "America's Choice" (National Center on Education and the Economy); "Connecting School and Employment" (Council of Chief State School Officers); America 2000; the National Education Goals; and Job Training 2000. (SK)

Traces the origins of the global economy and the relative decline of the United States in the face of economic competition from newly industrialized countries and multinational corporations. The impact on the labor market and imperatives for vocational education are examined. (SK)

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)

Provides an analysis of the School-to-Work Opportunities Act and its reform mandate for schools to change the way they prepare students for life after school. (JOW)

Describes relationship between work and school performance. Results show more students working in late teens, more boys than girls working 20-plus hours per week, and more work hours related to lower academic aspirations, frequent absences, and less time with school, reading, and television. (Author/CRR)

According to a survey of 148 small business employers, schools should teach youngsters basic math, reading, listening, speaking, and writing skills, along with specialized skills needed for technology, business, public service, personal service, health, and consumer occupations. Schools should also teach good grooming, healthy habits, and the…

To help students with exceptional math and science skills debate career options, the Indianapolis (Indiana) Public Schools have established a mentoring program linking such students with exemplary adult scientists and mathematicians. The program allows students to apply their skills and use specialized instruments in industrial settings. Sample…

For 16 years, students at Missouri high school have been leaving classrooms to enter work environments of their choosing. Community Learning Program is school-business partnership providing many students with stepping stone to future careers. In semester-long program, students are not paid for work but get academic credit. Experience also helps…

Analysis of a cross-sectional sample of 11,597 Spanish workers found that overeducated (underemployed) workers have less experience, decreased on-the-job training, and higher turnover. Although job match improved with age and mobility, this effect leveled off after age 35. (SK)

The reasons for teaching technology have provided support for traditions and given rationale and agendas that have been used in practice. Traditions encapsulate views and experience that will remain after an area of technology education has been established. (JOW)

Portfolio assessment can be used effectively to evaluate a student's performance in a course, to evaluate a student's performance in a program, and to evaluate an entire program or any of its components. (JOW)