ERIC Number: ED367790
Record Type: RIE
Publication Date: 1993-Nov-5
Reference Count: N/A
School-to-Work Transition: Tensions between Policy and Workplace Opportunities in Rural Arizona.
Vandegrift, Judith A.; Danzig, Arnold
Two major assumptions underlying the school-to-work transition movement are that public high schools have failed to provide adequate preparation for the school-to-work transition and that work experiences exist into which states can "plug" young workers for pay. These assumptions were analyzed from the standpoint of their applicability to and implications for rural Arizona. The analysis was based on a literature review and interviews with four people involved in the development of Arizona's transition policy. The analysis revealed that, although certain measures of school accountability (dropout rates and educational attainment) indicate that Arizona's rural schools may have failed to prepare students for work, a good deal of the problem stems from the nature of the rural workplace itself. The analysis further established that rural Arizona generally lacks jobs into which high school students can be placed for pay and that those jobs that are available for rural youths are not the kinds of "work-based experiences" encouraged by the School-to-Work Opportunities Program. It was recommended that policymakers responsible for shaping school-to-work transition programs shift their focus to making such programs developmentally appropriate and, in the case of rural programs, focus on: (1) how best to prepare youths who leave to compete successfully elsewhere; and (2) how to help youths who stay in rural areas achieve success. (Contains 17 references.) (MN)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the Arizona Educational Research Organization (Tucson, AZ, November 5, 1993).