A r c h i v e d  I n f o r m a t i o n

STUDY AIMS AND STUDY QUESTIONS

The purpose of this study was to provide extensive information on the nature and impact of school-to-work transition reform initiatives, providing critical lessons learned from model programs so that others could adapt these exemplary systems and strategies to their local circumstances and conditions. The major research questions that were examined focused on the planning and design, implementation, and impact of school-to-work transition reforms. A number of activities were undertaken to carry out the study, including: a comprehensive review and synthesis of the state of the art on school-to-work transitions; the commissioning of a series of papers on critical issues; the convening of a national conference; fourteen case studies of exemplary school-to-work transition reform initiatives; a cross-case comparison of the fourteen case studies; and the dissemination of diverse products to the research, policy, and educational communities.

The primary aim of the study was to obtain firsthand information about exemplary instances of school-to-work transition reform. To accomplish this, AED/NIWL conducted case studies in fourteen communities across the United States. The research team sought to learn about the contexts in which reform occurred, its planning and design, implementation, and impact, especially on students. More specifically, the study focused on the following.

Contexts of reform:

student population served
previous school-to-work transition programs
major characteristics of the local labor market
rates and patterns of employment among local populations
current economic climate and significant trends
political and social climate
demographic trends

process of designing the reform
process of planning academic, work, transition/information components
basis of the reform design in research
target group of reform
identity of key players and their roles
representation of business interests
representation of school interests
representation of youth-serving organizations
representation of employment and training programs
representation of parents
representation of students
impact of planning process on program design

overall purpose
specific goals
key components
relationship of goals to components
organizational structure
management
staffing
numbers and characteristics of students served
ways the reform differs from previous practice
roles played by business, schools, employment and training programs, youth-serving agencies

principal incentives
major barriers
strategies for addressing barriers

process of initiating cooperation between business and schools
nature of collaboration in implementation
other organizations party to the collaboration

knowledge and skills required of students
process for developing these standards
process for assessing students

scope and content of curriculum
academic, vocational, and transition elements, and their interrelationship
process of developing the curriculum
curriculum development roles of schools, employers, students, parents
pedagogy

extra funds obtained for the reform
other resources required to implement the program
application of research and other information in implementing the reform

process for assessing the impact of the reform
process for assessing academic knowledge and job-related skills
process for developing the assessment strategies
impact of the reform on student academic performance and employment
impact of the reform on schools
impact of the reform on business
impact of the reform on other collaborating organizations

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[Summary Review of Literature Part 2 of 2] [Case Study Summaries]