An Evaluation of Public School Participation in Comprehensive Employment and Training Act (CETA) Youth Programs in Utah's Bear River District.

Autor/inn/en	Lindholm, Michael; Jones, Roger C.
Institution	Bear River Association of Governments, Logan, UT.
Titel	An Evaluation of Public School Participation in Comprehensive Employment and Training Act (CETA) Youth Programs in Utah's Bear River District.
Quelle	(1980), (97 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Disadvantaged Youth; Dropout Prevention; Dropouts; Employee Attitudes; Employer Attitudes; Employment Opportunities; Employment Programs; Followup Studies; Grade Point Average; Graduate Surveys; High Schools; Job Skills; Personnel Evaluation; Program Effectiveness; Program Evaluation; School Districts; Student Attitudes; Youth Programs; Utah + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Arbeitnehmerinteresse; Arbeitgeberinteresse; Berufschance; Beschäftigungschance; Employment program; Employment programme; Employment programmes; Beschäftigungsprogramm; Follow-up studies; Kontaktstudium; High school; Oberschule; Produktive Fertigkeit; Personalbeurteilung; Programme evaluation; Programmevaluation; School district; Schulbezirk; Schülerverhalten; Jugendsofortprogramm
Abstract	This study evaluated the effectiveness of school district participation in CETA (Comprehensive Employment and Training Act) youth programs in Box Elder and Cache Counties, Utah, as well as the overall effectiveness of CETA youth programs administered by the Bear River Association of Governments. For three years, the Bear River Association of Governments has provided funds for area high schools to hire counselors to identify CETA-eligible youth, assist Job Service in placing participants in an appropriate job, provide training in job-seeking and -retention skills, provide career counseling and information, and general counseling to help the students complete high school. The association has also provided funds for follow-up of participating students and employers. The evaluation was conducted from five different data sources: (1) supervisor's evaluation of participant's job performance, (2) survey results from active CETA youth, (3) perceptions of former CETA participants, (4) comparison of CETA students with the general student population in terms of school drop-out rate and grade point average, and (5) case histories of CETA youth. The study showed that the CETA program is a very effective tool in working with disadvantaged youth, tends to keep them in school, teaches them the duties and responsibilities of a job, improves attitudes, and in many cases, breaks the welfare cycle. Employers also were satisfied with the program. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC