School-to-Work for the College-Bound: Strategies for Maximizing the Educational Opportunities of School-to-Work Students
Lea C. Williams
Institute on Education and the Economy
Teachers College, Columbia University
Guided by the principles of the School-to-Work Opportunities Act of 1994, the school-to-work movement has become the cornerstone of an ambitious national initiative for systemic education reform. The school-to-work system was to include three components: (1) school-based learning, (2) work-based learning, and (3) connecting activities. In addition, the systems were to integrate academic and vocational education, link secondary and postsecondary education, and fully involve the private sector. The idea behind the strategy is that students learn best through the application of academic concepts to real-world situations. While igniting enthusiasm around the country, much of the effort surrounding the school-to-work movement has focused on the need to distance itself from the negative stigma of vocational education. To move the reform into the mainstream, proponents have made the case that school-to-work would benefit all students, including the college-bound.
Using published reports and past research experience, researchers from the Institute on Education and the Economy (IEE) identified states that have been particularly successful and creative in expanding the school-to-work agenda. To examine and analyze the work of these programs, IEE researchers conducted telephone interviews with local school-to-work coordinators and staff members and state school-to-work officials in sixteen states--Colorado, Florida, Indiana, Iowa, Kentucky, Maryland, Massachusetts, Nebraska, New Hampshire, New York, North Carolina, Oklahoma, Pennsylvania, Vermont, Washington, and West Virginia.
Merritt D., & Williams, L. C. (1999, October). School-to-Work for the college-bound: Strategies for maximizing the educational opportunities of School-to-Work students. Berkeley, CA: National Center for Research in Vocational Education.