A Comparative Analysis of Findings: Smith-Hughes Act of 1917 and the School-to-Work Opportunities Act of 1994.

Autor/in	Stephens, Geralyn E.
Titel	A Comparative Analysis of Findings: Smith-Hughes Act of 1917 and the School-to-Work Opportunities Act of 1994.
Quelle	(1995), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Educational Change; Educational Legislation; Educational Needs; Federal Legislation; Integrated Curriculum; Needs Assessment; Secondary Education; Vocational Education + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Bundesrecht; Bedarfsermittlung; Sekundarbereich; Ausbildung; Berufsbildung
Abstract	A study identified similarities and differences in the findings leading up to the enactment of two significant pieces of education legislation: the Smith-Hughes Act of 1917 and the School-to-Work Opportunities Act of 1994 (STWOA). Historical and current demographic, employment, and education data were reviewed. Significant similarities in the findings were as follows: (1) existing educational systems were not adequately preparing youth for the workplace; (2) technological changes in the workplace dictated the need for modifications and enhancement to secondary educational systems; (3) there was no relationship between what was taught in schools and what was needed in the workplace; and (4) the U.S. economy would continue to grow and remain competitive only if immediate attention were directed at changing public educational systems. The significant difference between the variables leading up to the acts was the structure of secondary schools at the time of enactment. If the STWOA is to make a difference in how youth are prepared for the workplace, three issues must be resolved: develop national strategies for changing the cultural philosophy that a college education is required for success in the workplace; design student performance outcomes to encourage integration of academic and occupational strategies within each content area taught; and create systems that ensure that all children have access to equal educational opportunities, regardless of gender, disabilities, economic, and ethnic backgrounds. (Contains 20 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC