Addressing the Vocational/Employment Needs of Migrant Youth: Needs Assessment Report. A Pilot Survey of Secondary Migrant Youth and Vocational Programs in Connecticut and Nationwide.

Autor/in	Gilchrist, Carol
Institution	Connecticut Migratory Children's Program, Rocky Hill.
Titel	Addressing the Vocational/Employment Needs of Migrant Youth: Needs Assessment Report. A Pilot Survey of Secondary Migrant Youth and Vocational Programs in Connecticut and Nationwide.
Quelle	(1983), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Age; Aspiration; Attendance; Career Guidance; Career Planning; Dropouts; Employment; Migrant Adult Education; Migrant Youth; Needs Assessment; Program Descriptions; Secondary Education; Secondary School Students; Student Mobility; Tutorial Programs; Vocational Education; Work Experience; Connecticut + Suchen Sie Ihr Suchwort? Schulleistung; Alter; Lebensalter; Streben; Anwesenheit; Berufsorientierung; Karriereplanung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Dienstverhältnis; Bedarfsermittlung; Sekundarbereich; Sekundarschüler; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Ausbildung; Berufsbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	A pilot effort to assess vocational and employment needs of migrant youth in Connecticut included a survey of 719 migrant dropouts and students in grades 8-12 in the 4 areas of the state with the largest number of migrant families. Also, in-depth data for 150 students and dropouts were gathered from records and interviews. Results showed that although dropout rates fell in the 1980's, 20% of migrant students dropped out each year, usually in grade 9 or 10, coinciding with a drop in migrant student academic grades after grade 8. The poor academic performance of secondary students (averaging three grade levels behind in reading and two in math) contrasted with their unrealistically ambitious career goals, often influenced by unemployed parents. Only 3% of the migrant students were in vocational programs and 16% in college preparatory programs, versus 75% in general studies. Most had misconceptions about the training and education required for their career choice and had only limited work experience as clerks or unskilled laborers. Averaging three years in the migrant program, half were Spanish-language dominant and in bilingual or ESL programs. Most received instruction in English. A variety of vocational programs geared to disadvantaged youth were available in Connecticut. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC