ERIC Number: ED401464
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Ensuring All Students Access to School-to-Work Opportunity Systems in the States. Fifth in a Series on School-to-Work Implementation.
Using data from the Survey of State School-to-Work Opportunity Systems (1994), a study examined states' work in providing the necessary support to involve all students in school-to-work opportunity systems. The study focused on a time when the states were in the planning or very early implementation stages of school-to-work system development. Responses were received from 17 states detailing strategies targeting specific populations of youth, including the following: low-achieving students; students with disabilities; young women, including those interested in nontraditional employment areas; students from low-income families; students with limited English proficiency; students from rural communities with low population density; academically talented students; and school dropouts. The strategies tended to fall within one or more of the following categories: student supports (remediation, tutoring, counseling and career awareness, mentoring, special resource and materials development); restructured schools and new instructional methods (greater use of applied learning, integration of academic and occupational education, attention to student learning styles); expanded use of alternative learning opportunities; special work-based learning experiences designed to engage youth, and expansion and use of school-to-work models; technical assistance and staff inservice training; collaboration and partnership activities; comprehensive or multipronged strategies; and federal or state programs. (YLB)
Descriptors: Access to Education, Disabilities, Dropouts, Economically Disadvantaged, Education Work Relationship, Educational Research, Females, Limited English Speaking, Low Achievement, Nontraditional Occupations, Program Development, Rural Youth, Secondary Education, Special Needs Students, Statewide Planning, Talent
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Council of Chief State School Officers, Washington, DC. Resource Center on Educational Equity.