School to Work after the School to Work Opportunities Act. Myths and Realities.

Autor/in	Brown, Bettina Lankard
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	School to Work after the School to Work Opportunities Act. Myths and Realities.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Education; Academic Standards; Attendance; Career Education; Competency Based Education; Cost Effectiveness; Education Work Relationship; Educational Finance; Educational Research; Employment Potential; Federal Aid; Federal Legislation; Government School Relationship; Graduation Rate; High Schools; Integrated Curriculum; Job Skills; Literature Reviews; Outcomes of Education; Partnerships in Education; Program Effectiveness; Program Implementation; Program Termination; Public Policy; School Business Relationship; School Holding Power; State Action; Statewide Planning; Transfer of Training; Transitional Programs; Vocational Education; Work Experience Programs + Suchen Sie Ihr Suchwort? Schulleistung; Akademische Bildung; Anwesenheit; Arbeitslehre; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsfonds; Bildungsforschung; Pädagogische Forschung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Bundesrecht; High school; Oberschule; Produktive Fertigkeit; Lernleistung; Schulerfolg; Hochschulpartnerschaft; Öffentliche Ordnung; Staatliche Intervention; Planwirtschaft; Training; Transfer; Ausbildung; Berufsbildung
Abstract	Federal funding from the School to Work Opportunities Act (STOWA) has ended. There is no doubt that state policy to advance activities started under STOWA will be a major factor in the sustainability of School to Work. Already some states have taken the initiative for bringing higher standards to education by offering incentives for businesses to participate in STW programs. Commitment is the key where state policy is involved. But not all states have been able to muster enthusiasm for STW. Continued funding could advance and broaden workplace learning experiences for students and teachers. Self-interest and cost savings are motivators for employers to provide work-based training opportunities. Although most sources believe STW has been a success, not all stakeholders accept this view. The three concepts that characterize the STW initiative school-based learning, work-based learning, and connections between school and work have not been implemented equally across all schools. Conclusions about the effectiveness of the STW initiative include the following: (1) STW has improved attendance, academic achievement, graduation rates, and academic rigor in classrooms; (2) STW has prepared students for college entrance and decreased attrition rates; and (3) STW has helped prepare young people for employment and helped them obtain higher quality jobs with better wages than they might normally get. (15 references)
Anmerkungen	For full text: http://www.ericacve.org/pubs.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC