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ERIC Number: ED405476
Record Type: RIE
Publication Date: 1997-Feb
Pages: 47
Abstractor: N/A
School-to-Work for the College Bound.
Bailey, Thomas; Merritt, Donna
This report makes the case for school-to-work as a college preparatory strategy by presenting relevant evidence and by suggesting policies that will facilitate the college preparatory potential of school-to-work. The report begins by explaining why parents, students, and educators should care whether school-to-work can successfully prepare students for college. Then, the report describes the basic characteristics of school-to-work, emphasizing how these characteristics differ from other more school-based reform efforts. It discusses these three basic elements of school-to-work: "learner centered" or "authentic" teaching; guided educational experiences outside the traditional classroom, particularly in the workplace; and a structured approach to help youth begin to form ideas about their future aspirations and how to achieve them. The next section presents empirical evidence that school-to-work programs have been successful in teaching academic skills and preparing students for college. Also discussed is the college admissions process and strategies that reformers are using to help school-to-work students gain access to selective colleges, such as accommodation of the school-to-work program within the existing college admissions system; the communication between individual schools and colleges; and attempts at broad change in assessment and college admissions procedures. Contains 55 references. (YLB)
NCRVE Materials Distribution Service, Western Illinois University, 46 Horrabin Hall, Macomb, IL 61455 (order no. MDS-799: $7).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Inst. on Education and the Economy.; National Center for Research in Vocational Education, Berkeley, CA.
Grant or Contract Numbers: N/A