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ERIC Number: ED465120
Record Type: RIE
Publication Date: 2001
Pages: 21
Abstractor: N/A
Making Academics Count: Action Guide. Successful Strategies.
McMahon, Amanda Sodoma; Meeder, Hans; Rosen, Linda P.; Silver, Steve; Williams, Andra
This document is intended to help communities plan and implement initiatives modeled after Making Academics Count, a campaign that was launched in 1997 by the Business Coalition for Education Reform (BCER) to encourage employers to ask job applicants for their school records and thereby help motivate students to achieve at higher levels. The guide begins with background information on the campaign and tools developed by the BCER to support implementation of school records initiatives. Presented next are lessons learned from Making Academics Count campaigns in 16 communities in 11 states. The following steps in planning, organizing, and implementing a Making Academics Count campaign are detailed: (1) ensure the business community leads the practice; (2) integrate the campaign into other state/local education reform efforts; (3) educate employers on obtaining and using school records; (4) develop outreach mechanisms to convey the initiative's message; (5) gain endorsements and collaborate with key constituencies; and (6) have a point of contact for employers and other constituencies. Also included are the following materials: steps in planning for sustainability; profiles of school records initiatives in Maryland and Greater Cleveland, Ohio; and lists of resource publications, program contacts, and sponsors of the Making Academics Count Campaign. (MN)
The Business Coalition for Education Reform, c/o National Alliance of Business,1201 New York Avenue, NW, Suite #700, Washington, DC 20005-3917. Tel: 800-787-2848; Fax: 202-289-2908; e-mail:; Web site: For full text:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Business Coalition for Education Reform.
Grant or Contract Numbers: N/A