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This is to certify that the

dissertation entitled

Parent/Guardian(s) Perceptions of
Career Awareness, Career Exploration,
And Community-Based-Learning

presented by
Brett Stanger

has been accepted towards fulfillment
of the requirements for

Ph . D degree in Ed . Admin

 
   
 

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DMe Dec. 5, 1997

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1/” Clam/0.03969.“

PARENT/GUARDIAN(S) PERCEPTIONS OF
CAREER AWARENESS, CAREER EXPLORATION AND
COMMUNITY-BASED-LEARNING

BY

Brett Stanger

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Educational Administration

December 1997

ABSTRACT

PARENT/GUARDIAN(S) PERCEPTIONS OF
CAREER AWARENESS, CAREER EXPLORATION, AND
COMMUNITY‘BASED-LEARNING

BY

Brett Stanger

Within the last few years there has been a growing
interest in how to prepare the large segment of our youth
who do not continue their formal education after high
school. A number of school systems have begun initiatives
often referred to as School-to-Work, to help bridge the gap
for these students and better prepare them to enter the
workforce. Government, business and labor have also begun
to participate in the development of many of these
initiatives as well. As a result, the review of related
literature cites a number of studies that focus on the
perceptions of these interested parties.

The purpose of this study is to identify the
perceptions of yet another important player--the
parent/guardian(s) pertaining to career awareness, career

. f3 ,
exploration, and community-based-learning. Currently,

Brett Stanger

little attention has been given to them. While they may not
be the direct source of funding or the direct source of
career pathing, they do have the potential to help a school-
to-work initiative succeed or fail. Parental influence on
children and on school boards can have major implications
for determining funding and curriculum support at the local
level.

Data for this study were collected through a self
report questionnaire sent to parent/guardian(s) of junior
high/middle school and high school students. These
parent/guardian(s) were randomly selected from five school
districts in the State of Michigan. .

Analysis of the returned questionnaires indicated that
parent/guardian(s) who responded were very supportive of
school-to-work initiatives. Gender and level of education
of the respondent, age of the child, gender of the child, or
parent/guardian(s)' expectations for educational attainment
of the child were not associated with those perceptions.

The findings of the study support that school districts may

well find support from parents for school—to-work

initiatives.

DEDICATION

To my best friend, my wife Carol,
who was always there.
Finally, to my family, for their support,
and to my friends for their
encouragement and interest.

W

ACKNOWLEDGMENTS

I would like to give special thanks to two people. The
first is Dr. Cass Heilman whose interest in preparing
students for the world of work was the spark that ignited my
interest in this research subject. His passing was not only
the loss of an excellent advisor, but of a friend as well.

Second, I would like to give special thanks to Dr. John
Dirkx for being willing to take over the responsibilities as
chairperson of my committee. John not only took on a
student he didn’t know, but one who had already finished
gathering his data and was ready to write. John gave me his
attention and help and worked hard to support my final
efforts. I am truly appreciative of his efforts.

I would also like to thank the other members of my
committee, Drs. Ann Austin, Marylee Davis, and James Snoddy.
I felt honored to have them on my committee and want to.

thank them for their support and advice.

TABLE OF CONTENTS

LIST OF TABLES

CHAPTER
ONE: INTRODUCTION

Statement of the Problem
Background to the Problem
Non-College Bound Students in the
United States
The Role of Schools in the Education-
to-Work Transition
Agricultural Education
Cooperative Education
Traditional Forms of Vocational
Education
Alternatives to Traditional Forms of
Vocational Education
High School Career Academies
Tech Prep.
Youth Apprenticeship
Summary of the School-to-Work Transition
Purpose of the Study
Definition of Terms
Career Awareness
Career Exploration
Community-Based-Learning
Parent/Guardian(s)
Schools
Limitations of the Study
Delimitations of the Study
Significance of the Study

fl

Page

AN

4mm

10
ll
11
12
13
13
l3
14
14
l4
14
15
15

HAFHHK
TWO: REVIEW OF THE LITERATURE

The Changing Expectations for the High
School Experience
School-to-Work in Other Countries
The Gap
Public Schools’ Role in Meeting the
Needs of This Transition
Vocational Education
Cooperative Education
Technological Preparation
Youth Apprenticeships
Present School-to-Work Initiatives
Tracking
Educational Content
Credentialing
Linkage
The Stakeholders in the Current
School-to-Work Initiatives
Government
Employers
Labor
Educators
Students
Parent/Guardian(s)
Parents' Voice in School-to-Work
Initiatives
Parents as a Vital Force for Change
Influencing Variables
Summary '
The Research Questions

,/
THREE: METHODS AND PROCEDURES

Research Questions
Population and Sample of the Study
Sample Selection

fli

Page
17

18
20
22

23
24
25
26
27
3O
31
32
33
35.

37
37
39
40
41
41
43

43
44
45
50
52

53

53
55
56

CHAPTER

FOUR:

FIVE:

Research Design and Instrumentation

Career Awareness

Career Exploration

Community-Based-Learning
Instrumentation

Development of the Research Instrument
Data Collection Procedures
Data Preparation and Analysis

Research Questions 1 and 7

Research Questions 2-6

PRESENTATION OF FINDINGS

Demographics of Responding Sample
Findings

Research
Research
Research
Research
Research
Research
Research

Helpfulness of Parents’

Question
Question
Question
Question
Question
Question
Question

\lmmwaI-J

High School

Experience
Summary

SUMMARY, CONCLUSIONS, AND IMPLICATIONS

Summary of the Study

Discussion of the Findings

The Need for Better School-to-Work
Transitions

The Role of the Other Stakeholders

vm

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56
63
63
63
64
64
65
66
67
68

70

70
71
71
74
78
81
82
83
85

89
89

91

91
94

95
96

CHAPTER Page

When and in What Format Should

Transitions Occur 97
The Format Which Should Be Used to
Present Career Information 98
The Importance of Time Spent on Career
_ Investigation vs. Academics 99
The Value of School-to-Work Initia-
tives for All Students 100
Implications for Theory 101
Implications for Practice 102
Implications for Research 106
Conclusion 107
APPENDICES
Appendix A: University Committee on
Research Involving Human Subjects 109
Appendix B: The Survey Questionnaire ‘ 110
Appendix C: Overall Perceptions of
School-to-Work 115
Appendix D: Responses by Gender 121
Appendix E: Responses by Education Level 126
Appendix F: Responses by Grade Level
of the Child 139

Appendix G: Responses by Parents'

Educational Expectations for the Child 147
Appendix H: Perceptions of Key Issues

Related to School-to-Work Initiatives 161

BIBLIOGRAPHY 176

LIST OF TABLES

T-Test for Response to Gender to Questions
Concerning Career Awareness (CA), Career
Exploration (CE), and Community-Based-
Learning (CBL)

One-Way Analysis of Variance for Parents’
Level of Education for Questions that Were
Shown to Be Significant from Career Awareness
(CA), Career Exploration (CE), and
Community-Based-Learning (CBL)

Male/Female Parent Views on When to Begin
Career Awareness (CA), Career Exploration
(CE), and Community-Based-Learning (CBL)

One-Way Analysis of Variance for Parents'
Expectations of Years of Schooling Their
Children Will Complete for Questions Shown
To Be Significant from Career Awareness
(CA),Career Exploration (CE), and Community—
Based-Learning (CBL)

Page

76

80

83

86

CHAPTER ONE

INTRODUCTION

"The great challenge facing the nation is to prepare a
changing population of young people to do new kinds of work.
Failure imperils economic health, social progress,
and democracy itself."
(Hamilton, 1990)

Being the parent of three grown children, I had the
opportunity to observe the educational process as it both
worked and failed for them. For my two daughters, it was
very good, providing them with many good instructors,
guidance and support systems. Both were good students and
college was never an issue. As they entered the final four
years of high school, they were presented with choices of
classes and given guidance to help prepare them for entering
the colleges of their choice. In their final year,
opportunities were provided to visit with different college
representatives and investigate what they had to offer. The
system served them well and helped them to move on to the
next level of education.

When my son was in high school, the same system that had
been so helpful for my daughters had little to offer him.
During the same period of time that college-bound students

were receiving help in selecting a college, qualifying for

the entrance requirements, and obtaining financial aid, the.
non-college-bound students, such as my son, were left
primarily to their own resources. For these students, there
were no career nights where employers were brought in
looking for future workers. There were no counselors
checking up on their progress in preparing for life after
graduation. In fact, as the Commission on the Skills of the
American Workforce pointed out (National Center on Education
and the Economy, 1990), most secondary schools provide
little opportunity for the student to build a bridge to the
workplace and gain, while in school, the values, habits and
skills they will need to succeed in the world of work
(p.46).

As a parent, it became clear to me that for my son, and
many others like him, he was entering a job market with no
employable skills, no guidance, and no clue as to what to do
next. He soon realized that the jobs he could get were the
same type he had in high school and for the same low pay.

He has now been out of school for several years and is still

working entry level jobs for minimum pay with no benefits.

Statement of the Problem

 

Watching him struggle, I became interested in what
schools were doing for students like him. He was, after
all, the rule, and not the exception. Of students who

graduate high school, approximately 60%, do not go on to

college (Filipczak, 1995). Echoing my son's situation and
the roughly 60 percent like him, Hamilton stated:

For recent high school graduates, employment is limited

primarily to 'secondary labor market' jobs which are

low skilled and low wage, with little chance for
advancement and little security. These are the same
jobs that would be available to them if they had not

graduated from high school. (1990)

If the majority of the students did not go on to
college, why was there not more emphasis being put on the
school-to-work transition? Why wasn't there more commitment
by the schools to the current school-to-work initiatives?

In visiting with various teachers and some superintendents,
I would ask them that question. The usual answer I received
was that the parents wanted the emphasis on academics and
college preparation. Additionally, since school boards
directed how the money would be spent, they put more
emphasis on college preparation. The average schoolboard
member profile, however, is that of a male, 41 to 50 years
of age, white, married, college or advanced degree, with a
mean family income of $60-90,000 per year. (Gual, Underwood
and Fortune, 1994). Additionally, when asked about school
reform, only a few school districts indicated that they were
embarking on any "that include alternative assessment,
multicultural programs, parent training programs, and
apprenticeships--budget limitations have proved to be the
biggest obstacle to reform" (Gual et al., 1994, p.36).
Questions can then be raised as to whether they are really

speaking for those students and their parents for whom

college is not the selected career option.

Based on my experiences and those of other parents, I
questioned the assumptions being made about parents’
perceptions of the value of school-to-work experiences for
their children's education. This study is designed to
investigate that issue. Specifically, it seeks to determine
what parents believe schools should be doing in terms of

school-to-work preparation.

 

Background to the Problem

As America enters the let century, the need to have a
well trained workforce is necessary if we wish to compete in
a global economy. At most, only about 30 percent of the
future labor force will require a college degree to fill the
available jobs. Consequently, the bigger issue is not
providing more college education opportunities, but rather
improving the jobs, pay, and skill of the non-college-

educated workforce (Mishel and Teixira, 1991).

Non-College Bound Students in the United States

 

Students who graduate from high school, but do not go
on to college, face a number of obstacles. The primary
obstacle is finding a job that can lead to a career. For
most high school graduates that means McDonalds or some
other low skill job, such as retail work. Around their mid-
twenties, some will have developed enough work skills to

move into more meaningful jobs. For most, however, there is

5
little incentive to learn, excel, or even graduate from high
school (Filipczak, 1992).
The jobs available to these students are the same as
they would have without a high school diploma. The high
school diploma itself carries little value. According to

the report, America's Choice: High Skills or Low Wages,

 

(National Center on Education and the Economy,1990), more
than 90 percent of employers View the high school diploma
simply as proof that the student did not drop out of school.
Rarely does an employer ask for transcripts of grades when a
high school graduate applies for a job. Non-college-bound
students know that what they learn in high school will have
little, if any, effect on their ability to find a job, or
the type of job they find.

Thus, no institutional mechanism exits to move students
from school to the workplace. Where college-bound students
receive help from the guidance counselor to guide them into
college and make sure they complete the process correctly,
non-college-bound students are left to figure it out for
themselves. As a result they often spend years drifting
from one job to another.

Consequently, the system results in wasted time,

delayed maturity, and training that is haphazard,

and, in most cases, does not result in any recognized

credential or certification. The absence of recognized

credentials for many skilled workers is considered a

serious labor market inefficiency, since employers have

no easy method for evaluating the skills of prospective
workers. (Bailey & Merritt, 1993, p.6)

The Role of Schools in the Education-to-Work Transition

 

Historically, schools have considered several ways to
help students make the transition from the world of
academics to the world of work. A brief review of several
of these programs is important in order to understand how
school-to-work initiatives are attempting to be different
from these previous attempts and provide a context for

understanding current school-to-work initiatives.

Agricultural Education

Agricultural education was designed to train young
people to enter the world of agriculture. Many of the
programs were designed to give students experiences in the
classroom that they could apply directly to the farm. Also,
organizations such as 4-H and FFA became almost as
influential as the formalized educational process of the
classroom. This program also enjoyed a lack of social
stigma often associated with some of the other programs that
will be discussed.

The present system, however, is losing many of its
members because the farm economy has changed. Today, with
the high tech and huge corporations that run much of the
agricultural business, the small farmer is no longer seen as
financially viable by many. None-the-less, the program is
still part of many school curriculums (Bailey & Merritt,

1993).

Cooperative Education

 

The original cooperatives, (co-ops), started around the
early 1900's and provided students with paid employment that
was closely linked to the classroom. However, as the
program developed in later years, some of the close ties to
the classroom were lost. Today, most co-op students work
half of the day for pay and attend school the other half.

Cooperative education attempts to coordinate school
learning with work, and contribute to clarification of
career goals, self-confidence, awareness of interpersonal
relations, and increased motivation. It does not appear,
however, that the student either learns more, or finds a
better job than those students who do not participate
(Bailey & Merritt, 1993). The findings illustrate a
significant problem with vocational education, in general
its lack of academic skills' instruction in reading,

writing, math, and science (Stern, Raby and Dayton, 1992).

Traditional Forms of Vocational Education

 

Most students in the non-college tracts generally end
up in general education and vocational courses which do
little to prepare them for work after high school. Even for
those youths in vocational education programs, they often
have to deal with out-of—date equipment, and often do not
receive the recognition for their accomplishments to the

same degree as those students who perform in the more

traditional academic areas (0.3. News and World Reports,
1989).

The current status of vocational education in this

country suffers from two issues:

1. Vocational education has a problem with its
public image. It is often seen as the place
where low achieving students go.

2. Advocates of school-to-work are attempting to
replace much of the present high school system
with one of career-oriented educational approaches
and not just upgrading and expanding the
vocational education courses (Pauly, 1995).

Additionally, in the past, vocational education was

seen as attractive to only a very few students and not seen
as a mainstream program (Elford, 1993). Furthermore,
students do not have consistency in what they take, and
therefore do not have a well grounded concentration in a
specific vocational area. "Only about one-third of

vocational graduates find training-related jobs" (Hamilton,

1990, p. 99).

Alternatives to Traditional Forms of Vocational Education

 

While the programs mentioned above are still in
existence in many school systems, currently efforts focus on
the development of alternatives. Many of these programs now
fall under the general heading of school-to-work

initiatives.

High School Career Academies

Originally, started in 1969 to reach "at-risk"
students, it has been replicated in a number of states
since. There are three basic characteristics of the academy
model (Stern, Raby, and Dayton, 1992):

Each is a "school within a school."

Each academy has a particular vocational,

occupational, or industrial theme such as

electronics, health, etc.

Local employers in the economic sector are involved.

Employers will often donate time as well as other

resources such as job placements and internships. However,

no formal credentials are earned.

Tech Prep

The term tech prep is applied to learning involving
technical curriculums. The central concept in tech prep is
the articulation of secondary school with community college
programs in specific technical occupational areas (Bailey &
Merritt, 1993). This takes place during the last two years
of high school and the two years of community college.
Common core requirements in math, science, communications,
and technologies characterize these programs, designed to
lead to an associate degree or certificate.

The tech prep programs probably come the closest to
breaking down the barriers between vocational and academic
students. The basic goal of the program is to encourage the

student to go on to a community college. This helps to blur

10

the distinction between college and non-college status in
students. While the tech prep programs are also aimed at
the at-risk student, some evidence exits that individual
states are adding requirements into their definition of tech
prep that may be "creaming" the best students for
participation (Stern, Raby and Dayton, 1992).

As Bailey and Merritt (1993) state:

Although, academies and tech prep emphasize various

types of work-related activities, they remain primarily

classroom-based.-——In contrast, co-Op education is a

school-to-work initiative that takes place primarily on

the job and whose primary pedagogic benefit comes from

the experience and learning that students acquire
there. (p.35)

Youth Apprenticeship

Jobs for the Future (1993) defines youth apprenticeship

 

as a learning program for young people, age 16 and older
that combines on the job learning with classroom
instruction, that bridges secondary and post-secondary
schooling, and that results in certification of mastery of
work skills (Rosenbaum, 1992).

Like traditional apprenticeship, youth apprenticeship
provides structured entry into career advancement and the
world of work. The student also learns a real skill in an
actual work setting that can be continued after high school.
Unlike the traditional apprenticeship, however, youth
apprenticeship begins with in-school youth and continues
into post-secondary education. This creates a higher value

for school than in the traditional apprenticeship. As

11

Stephen Hamilton states, "youth apprenticeship is as much a
part of the educational system as is the training system"

(Hamilton, 1990, p.68).

Summary of the School-to-Work Transition

What then is school-to-work? According to James Van
Erden, it is not a single concept, a new track, a closed
option, or a new federal program. It needs to be
implemented at the state and local levels and built on a
strong set of principles. It needs the buy-in by educators,
teachers, employers and parents. "It is an idea whose time
has come.---A good model to apply to achieve higher
graduation rates and to get our kids up to world class
standards." (American Youth Policy Forum, 1994, p.21)

Programs such as tech prep, youth apprenticeship, and
career academies are three examples. The goal is not to
isolate or single out a group of students, but to create
opportunities for all students to be better prepared to make
career choices. They provide true curricula with targeted
outcomes and objectives and they are beginning to erase the

notion that these programs are for low achievers.

12

Purpose of the Study

Numerous articles have been written such as (Hamilton,
1994, 1995; Filipcza, 1995; Glover, 1993; Michigan Dept. of
Labor, Sept. 1992, to name a few) that have discussed the
need for a better school-to~work transition. Despite the
increased interest by governmental agencies, business and
educators, little is known about the perceptions parents
have regarding the school-to-work initiatives.

The purpose of this study is to investigate
parent/guardians' perceptions of school-to-work programs.
The study specifically addresses the following questions:

1) What are parent/guardians' perceptions of the
value of school-to-work components of career
awareness, career exploration, and community-based-
1earning as part of the educational experiences of
their children?

2) What is the relationship of the respondents'
gender with their perception of the value of
career awareness, career exploration, and
community-based-learning, in the
education of their children?

3) What is the relationship of the respondents'
educational attainment with their perception of
the value of career awareness, career exploration
and community-based learning, in the education of
their children?

4) What is the relationship of the grade level of the
child and the respondents' perception of the value
of career awareness, career exploration, and
community-based learning, in the education of
their children?

5) What is the relationship of the gender of the
child and the respondents' perception of the value
of career awareness, career exploration, and
community-based learning, in the education of
their children?

13

6) What is the relationship of the expectations by the
respondents' for the educational attainment of
their children with their perception of the value
of career awareness, career exploration, and
community-based learning, in the education of their
children?

7) What are the parent/guardians' perceptions of
specific issues which have been identified in the
literature as critical to school-to-work
initiatives? These are:

a) need for a better school-to-work transition

b) the role of other stakeholders in school-to-
work

c) time and form of transitions
d) format used to present career information

e) importance of the relationship between time
spent on career investigation vs. academics

f) the value of school-to-work initiatives for all
students.

Definition of Terms

Career Awareness:

 

Efforts to help students become aware of different

careers .

Career Exploration:

 

Efforts to give students the opportunity to test
their career interests through real and simulated

career activities.

14

Community-Based-Learning:

 

Actual learning at a community site that matches the
student's career interests, is sponsored by the school

and reinforced through the schools academic programs.

Parent/Guardian(s):

 

Parent/guardians are defined as those individuals who
currently have a student(s) in junior high/middle
school high school or both. These parent/guardians
and the student are also living and going to school in

the State of Michigan.

Schools:
Schools are defined as public schools operating in the
State of Michigan, specifically in the counties of

Shiawassee, Clinton, Eaton, Livingston, and Ingham.

Limitations of the Study
This study is limited to parent/guardians of students
in junior high/middle school and/or high school living in
the State of Michigan. It is further limited to the public
school systems located in the following five counties:
1) Shiawassee
2) Livingston

3) Ingham

15

4) Clinton

5) Eaton
The counties were selected because they represented a broad
diversity of population relating to school size, overall.
education level of their constituents, and urban and rural
populations. They are also viewed as representative of
counties throughout the state. The study is further limited
by the response rate to the questionnaire.

Finally, the population represents five mid-Michigan
counties and generalization to other counties or states

should be done with caution.

Delimitations of the Study
This was a study of parent/guardians' perceptions of
school-to-work initiatives relating to career awareness,
career exploration, and community-based-learning as reported
through a self-report questionnaire. Only parents/guardians
of junior high/middle school or high school students were
considered. The schools represented five counties in mid-

Michigan and all were public schools.

Significance of the Study
This study is significant because it will contribute to
information and research on the school-to-work transition
process. It will help to define how parent/guardians in the
state of Michigan perceive school-to-work, and the role

school systems should play in supporting it. It will

16

further assist the participating school systems in aligning
their current thinking with that of the communities they

serve.

CHAPTER II
REVIEW OF LITERATURE

There is no curriculum to meet the needs of non-college
bound youth, no real employment service for those who
go right to work, few guidance services for them, no
certification for their accomplishments and---no
rewards in the workplace for hard work at school.
(National Center on Education and the Economy, 1990,
p.47)

According to the Commission on the Skills of the
American Workforce (National Center on Education and the
Economy, 1990), the over-all economic well-being of America
in the next century depends on the ability to shift from
mass production to high-performance work organizations.

This change cannot be possible under the current education
and training techniques. One of the first things that has
to be done is to improve the school-to-work transition
(Tifft, 1992).

The purpose of this chapter is to demonstrate the need
for a study of parental perceptions around school-to-work.
This will be accomplished through a review of the literature

pertaining to school-to-work initiatives in the 0.8. and

other countries. Specifically, the review of literature

17

18
will focus on literature pertaining to the status of school;
to-work in the United States and other countries, current
programs associated with school-to-work, and the key

participants involved in school-to—work.

The Changing Expectations for the High School Experience

James Coleman captured a basic problem from the past
when he stated: In the early beginnings of the public
school system, students were "action-rich and information-
poor". That is, they came to school with a lot of work
experience, mainly on the family farm, and spent more time
at work than at school. Today, the reverse is true. Now
students are "information-rich and action-poor." That is,
they now spend far greater time in school than in work
experience (Hamilton, 1990).

As the country matured, college came to be seen as the
ticket to success and the country backed away from the use
of apprenticeships. Programs, such as shop, became 'dumping
grounds' for students who were not going to college. The
idea that schools should be preparing students for specific
occupational roles within our industrialized society was
"regarded as elitist and un-American" (Kiester, 1992, p.46).
Such emphasis on this type of vocational education was
therefore seen as inappropriate for the American form of
public education. We expect our schools to prepare our

youth to eventually enter the world of work, but by the very

l9
nature of how schools are designed, they, in fact, keep
students away from work and the adult world. When a high
school student graduates, he or she is seldom asked to
supply a transcript of grades to employers. The message to
the student is that grades are unimportant and therefore the
student lacks the motivation to obtain good grades. This is
not true, however, for college-bound students. For them,
grades do have meaning, and therefore those students are
motivated to earn them (Sterns, 1992).

In a similar context, Stephen Hamilton noted that our
society provides those going through the traditional college
system a 'transparent' career path that can help them find
entry-level positions based on their education and
credentials. We offer little assistance to the rest of the
youth who do not earn those credentials. This 'opaque'
career path between school and work leaves many of them
feeling that there is no need to exert themselves (Hamilton,
1994). There has also been the belief that the majority of
young people were perfectly capable of negotiating the
transition from school to work on their own. They would
eventually be absorbed into the regular, full-time labor
force and consequently were not a responsibility of society.
Recent studies indicate, however, that our neglect of this
population may not be entirely without consequences, and

that this group does need help (Charner & Frasher 1988).

20
As Hamilton, Charner and Frasher, Tifft, and Sterns
have suggested, many of our youth are leaving high school
unprepared to enter the world of work. Is this a problem
common to other countries as well, or is this a problem that

is unique to the U.S.?

School-to-Work in Other Countries

There are a number of countries that have instituted
some form of school-to-work initiatives. In fact,

Of the 26 industrialized member countries of the

Organization for Economic Cooperation and development,

(OCED), the United States alone has limited options of

secondary school education or pathways to employment

and continued education. (American Youth Policy Forum,

1994, p.33)

Perhaps one of the better known school-to-work programs
is the German apprenticeship program. It is a form of
general education and a method for socializing youth to
adulthood through close contact with adults not related to
them or their classroom teachers. In the German system,
older youths spend more time learning in the workplace than
in the classroom. The result is that students value what
they are being taught in school, and see the reward for
learning in the academics (Hamilton, 1990).

Japan has developed an apprenticeship program as well.
This program has enabled the schools to establish a strong
working relationship with employers. Teachers make the

recommendations to employers regarding which students they

should hire. As a result, students understand the influence

21
teachers have on their careers, and employers have
confidence in the schools' ability to select strong
candidates. This is a trust that is not present between
schools and employers in the 0.5. (Rosenbaum, 1992).

In the Japanese system, grades are very important to
the student because they help determine what job
opportunities will be offered. For them, the value of
grades is equally important to both the college-bound
student and the work-bound student (Rosenbaum, 1992).
Compare this to the observation made by Sterns (1992) which
indicated the lack of concern many American students have
for grades and the effect that has on their academic effort.

A number of other countries such as Sweden, Denmark,
and Austria also have youth apprenticeship programs. Their
programs generally last from 2-4 years and are a combination
of school-based and work-based training. At the end of the
training period, many students have the opportunity to
continue working on a full-time basis (Brodsky, 1989,
American Youth Policy Forum, 1994).

Perhaps a statement made to former Secretary of the
Treasury Lloyd Bentsen best sums up the attitude of many
other countries regarding the value they place on school-to-
work. Secretary Bentsen asked a German industrialist: "If
you just had to settle for one thing that gave you a

competitive edge against the rest of the nations of the

22
world--what would it be? He said, 'our apprenticeship

program" (Jobs for the Future, p.7).

 

What can we learn from these other countries? Their
students are able to interact with the real world of work
and to grasp the value of the academics the schools are
teaching. They are also better prepared to enter the
workforce, or assess what major they wish to pursue in
college. They place a greater value on grades and pay more
attention in the classroom. Finally, teachers are viewed by
both students and employers as a vital link with an

important role.

The Gap

Statistics indicate the majority of students do not go
on to acquire a college education. In fact, according to
Mishel and Teixerira (1991), the future workforce will only
require about 30% of our young people to have a college
degree. The question then becomes, what have we done for
the other 70% of our students in preparing them for the jobs
that need to be filled?

Writing in the Teachers College Record (1993), Glover

 

argues:

America has the worst approach to school-to-work
transition of any industrialized nation.---Our
secondary school and counseling efforts are focused
primarily on encouraging youth to continue their
education in college and obtain a degree. Yet almost
half of each graduating class, roughly 1.4 million
young people each year directly enters the labor

23

market without enrolling in college, and only one-

quarter of each graduating class ultimately obtains a

baccalaureate degree (p.588).

The U.S. ranks at the bottom of the list when comparing
how we prepare our students in the transition from school-
to-work with other countries. "The U.S. currently provides
the least effective school-to-work transition of any modern
industrialized nation" (Tifft, 1992, p.28).

Others have looked at how the U.S. compares and have
made similar observations. In "America's Choice: High
Skills or Low Wages", the Commission on the Skills of the
American Workforce (1990), stated: "The lack of any clear
direct connection between education and employment

opportunities for most young people is one of the most

devastating aspects of the existing system" (p.72).

Public Schools Role in Meeting
the Needs of This Transition

 

 

As mentioned in Chapter I, a number of programs have
evolved within the school systems that have addressed either
directly or indirectly, school-to-work transition. Some,
such as vocational education, have been in school systems
for quite a while; others, such as 'Tech Prep' are relative
newcomers. As the school-to-work initiatives continue to
build momentum and gain acceptance, these programs are
constantly being reviewed and redesigned in an attempt to
find those which can serve as the best vehicle to use. A

review of the main components of these different types of

24
programs may help readers to better understand the strengths

and weaknesses of each.

Vocational Education

Vocational education is one of the most wide-spread
forms schools use to address school-to-work. The greatest
value of vocational education appears to be in providing
some hands-on work experiences as well as convincing some
employers that the students have good work habits, are
reliable, and are willing to learn (Hamilton, 1990).

Despite its pervasiveness and historical context,
vocational education continues to suffer a number of
problems. While as many as half of all high school students
participate in vocational education at some point, support
and funding are often a problem. When the report, "Nation
at Risk", was published, there was not a single

recommendation for improving vocational education (U.S. News

 

and World Report, 1989). Parnell (1985) cites an example of

 

how lack of funding can be seen in school curriculum. There
are roughly twice as many jobs requiring welding as a
background skill and experience as those that require
chemistry as a background skill and experience, yet almost
all high schools have a chemistry course, and few have a
welding program. Schools have the money to fund the
chemistry but not welding, even though welding offers the

potential for serving more students. When administrators

25
were asked why this was the case, the answer usually given
was lack of money.

Overall, the present view of vocational education is
one of limited success. The fault does not lie strictly
with education, but also with the labor market that refuses
to hire the graduates.

'Currently, vocational education programs are being
reshaped to allow students earlier and broader opportunities
to learn about different careers. The goal is to have a
more diverse and larger group of students in the program, to
make career exploration a central theme, and to prepare
students for a wide range of career opportunities (Pauly,

1995).

Cooperative Education

According to Hamilton (1990) "Cooperative education is
the form of secondary vocational schooling that most closely
approximates traditional apprenticeship in the United
States" (p.47). The purpose of cooperative education is to
place the student in a work environment with supervised
experience and informal instruction, which complements his
or her academic learning.

On the positive side, cooperative education provides
the opportunity for the student to be involved in
workplaces and other community settings and to use them as

learning environments. On the negative side, cooperative

26
education lacks intensity in its work experiences and
application. Additionally, it is not long-lasting and not
always effective at integrating both school and work
(Hoberman, 1994).

Currently, many if not most, cooperative education
programs are lacking in some needs. As a result, linkage
between work and school and school and post-secondary
education suffers. There also needs to be a link between
c00perative education, youth apprenticeship and tech prep
programs since they have many similar qualities (Hoberman,

1994).

Technological Preparation

 

As discussed earlier, many feel that the focus for
meeting the new challenges for school-to-work has moved from
vocational education to cooperative education and other
forms of school-to-work initiatives. One of these forms is
known as 'Tech Prep' (Hundelson, 1994). Tech prep, while
emphasizing mastery of subject matter and skills, has as one
of its main components the strong collaboration of the high
school with post secondary schools (Kowalski, Veaver, Green
& Pfaller, 1993).

In 1990, Congress passed the Carl D. Perkins Vocational
and Applied Technology Act Amendments. Within that act, a
new program mechanism known as tech prep was initiated to

combine high school curricula and vocational-technical

27
programs at the post-secondary level in a four year
sequence. This went beyond the high school 2 + 2 program,
as it was designed to be a structured and planned
coordinated activity running parallel with college
preparatory programs. It rests upon a core set of academics
including basic math, science, communications, and
technology, all in an applied setting (Cantor, 1993).

Along with the coordination between high schools and
colleges, there is also a component for work-study involving
business and industry. The value to business and industry
for participating is having employees trained in the skills
and competencies they need.

Applied coursework is the primary feature of tech prep.
This is an effective system for integrating academics with
the work environment. For those students not necessarily
academically oriented, it provides a method for showing them
the value of school. For those students who are
academically oriented, there is still a question of value to

them (Bailey & Merritt, 1993).

Youth Apprenticeships

While there are apprenticeship programs in the United
States that are not designated as youth apprenticeships,
(see chapter I.), the term most often applied when
discussing apprenticeships for high school students is

"youth" apprenticeships. The use of the term youth

28
apprenticeship has raised some concern. "The most vocal
resistance to the youth apprenticeship movement centers not
on the goals and methods of the program but on the use of

the name" (Jobs of the Future, 1993, p.13).

 

Critics feel that it could undermine the apprenticeship
programs already in existence. Also, some feel that the
term apprenticeship denotes blue collar, union, construction
trade types of jobs and therefore do not want to be
associated with that type of program. Consequently, many
people feel that the term needs to be changed in order to
get acceptance from a broad base of employers, parents,

teachers, and labor.

For purposes of this review, however, the term 'youth'
apprenticeship will be used. Youth apprenticeship is

defined by Jobs for the Future (1993) as a learning program

 

for youth 16 and older that integrates school-based
instruction and on—the-job learning. This program would
bridge high school and post-secondary schooling and would
result in both academic certification and a certificate of
mastery of a work skill.

Effective contemporary apprenticeship systems should
contain the following essential features:

1) On-the-job application

2) Coordinated classroom instruction

3) Mentoring by adults in the workplace

29
4) Some form of certification at the conclusion of the
apprenticeship program (Hamilton, 1990, Apling,
1992, Bailey & Merritt, 1993).

One example of a youth apprenticeship program is the
Pennsylvania Youth Apprenticeship Program at Williamsport
High School in Lycoming County. This program is a four year
work-based learning option for junior and senior students.
The program uses team teaching and intensive worksite
training to help students learn to work in teams.

More than 300 industries operate in the region and
approximately four out of six participate by taking at least
one youth apprentice. Once at the worksite, mentors are
assigned to the students. These worksite mentors help
facilitate learning by giving the student job-related
projects, giving feedback to teachers and helping to
determine grades.

The students attend class three days a week and work
the other two. The curriculum covers courses found in
regular high school such as math, science, English and
social studies, but they are related back to skills required
at work.

Teachers must have past experience in industry outside
of education in order to participate. Assignments are made
with an emphasis on demonstration, discussion and practice.
The program uses team teaching and intensive worksite

training to help students learn to work in teams themselves.

30

After completing the first two years, the student will-
have a high school diploma, job experience and perhaps
credit toward an associate degree. The key to success is
primarily dependent on the quality of teachers, mentors and
industry's willingness to cooperate (Dykman, 1994).

All of the programs discussed above provide valuable
information for the school-to-work initiatives. Many
students gain a better understanding of the real world of
work, and employers gain valuable insights about their
future workers. Educators and business people talk to each
other and work through issues. Teachers learn about the
needs of business and business learns about the needs of
educators. Finally, the programs themselves are constantly

evaluated and redesigned to meet the needs of all involved.

Present School-to—Work Initiatives

 

The current system is not organized to easily meet the
changing needs of the workplace. Currently, half of
America's high school students graduate with a general
education diploma which provides them with no entry into the
world of work, or into higher education (Kiester, 1992).

The Department of Education, State of Michigan has
stated:

Students need a system that will allow them to acquire

the skills that they need to obtain good jobs that will

provide them with sustained earnings.---The problem is
both inadequate academic skills and a lack of

preparation for the modern workplace. Many lack the
technical skills for the kinds of jobs a modern,

31

competitive economy produces.--Work-based learning is

the key to this initiative. The idea is to create an

education system in which work experience is an
integral part of the regular school curricula and to
make that work experience real and meaningful.

(Department of State Education, State of Mi. 1994, p.6)

Currently schools are making changes, but change takes
time, and many people such as Hamilton (1990) and Glover
(1993) would suggest that massive change is needed, not
small change. What are the issues then that educators see
as important in making the changes and how do they need to
be involved?

Four issues have been raised by Bailey and Merritt
(1993) and Charner and Frasher (1988) that can be used to
focus on the work educators need to do and which concern
parents. They are:

1) Tracking

2) Educational content

3) Credentialing

4) Linkage between schools and employers.

Tracking

The U.S. Department of Labor addressed the issue of
tracking when it reviewed what a proper school-to-work
system should have. One of the components was that school-
to-work should be voluntary not a track. One of the great
fears of this type of program is that we will be tracking
students into premature career decisions. That argument was

countered by two points:

32

1) "We already track young people, but we track them
to failure. We need to figure out ways to track
them to successes.

2) Getting a young person into a particular system or
pathway of learning need not be a negative
experience if we design our systems right"
(American Youth Policy Forum, 1994, p.24).

While America does not like the idea of tracking, in

effect, we do track our students.

Since the days of segregated schooling, the American

Public school system has used a dual track system. One

track is for those who are identified as 'college-

bound'. These students receive a high-quality college
prep curriculum. The other track is for students who
have been identified as 'non-college-bound'. These
students too often receive substandard instruction,
counseling, and facilities along with a curriculum that

does not offer courses to stimulate their intellectual
curiosity (Mireles, 1994, p.2).

Educational Content

One of the issues that is always debated is how much
time should be spent in theory based academic pursuit, and
how much time should be spent in application based
academics. Presently, the American system of preparation
for work is flawed because it encourages the accumulation of
credentials rather than achievement of knowledge and skills
(Levitan, 1991). These credentials are often valuable to
the college-bound student who needs the theory courses to
help meet college entrance requirements, but of little help

to the work-bound student.

33

If we look at what we currently have operating in our
present school systems, we can see the problems. The three
main programs currently are:

1) College prep

2) General education

3) Job specific vocational education.

In terms of the above requirements for success, the
only program meeting those needs is the college prep.
General education leads nowhere, and vocational education is
attractive to a very small number and is not seen as a
mainstream program (Elford, 1993).

For many of the students that go through high school,
and particularly those who are not college-bound, the
teaching of abstract ideas and theories has little meaning.
The cognitive scientists have emphasized that learning needs
to be taken in context of real application and problem
solving. They feel that there needs to be situated
learning. That is, the skills required for problem solving
are best acquired in real problem-solving contexts, not in a

classroom (Stern, 1992).

Credentialing

 

Robert Riech has stated that there needs to be a
credentialing system that recognizes the majority of
students who do not earn a four year college degree.

Consequently, educators, employers, and labor need to work

34
together to develop an understanding of what skills are
required and what jobs are available in the labor market
(Reich, 1993).
Certification could be beneficial in three ways:

1) Skills certification can help overcome employers'
mistrust of youth

2) A certification system encourages employers and
employees to invest in more on-the-job training

3) If appropriately designed and used, skill
certification tests could be helpful to minorities
(Berryman, 1993).

Currently, the status of credentialing is somewhat hit
and miss. In cases such as cooperative education, there are
no specific credentials awarded. In the Academies,
curricula is coordinated with local employers and therefore
there is some local recognition of completion of the program
and the achieving of some level of skills and knowledge
acceptable to the industries. The tech prep programs have
come the furthest in establishing some assessment standards,
but do not have a universal acceptance or standard (Bailey &
Merritt, 1993).

Finally, the value of a certificate from one of the
above programs is still based primarily on the reputation of
the institution issuing it. The other problem is that often
that reputation may not be known outside of the local area,

so it becomes less valuable as the worker moves further away

(Bailey & Merritt, 1993).

35

Linkage

The fourth issue raised is linkage. Linkage is that
point where business and schools have to be able to work
together. Recommendations from groups such as the National
Youth Employment Coalition, Jobs for the Future, ASPIRA
Association, the Department of Education, and the William T.
Grant Foundation have all identified linkage as an important
issue. In a compilation of their recommendations there were
two that addressed the linkage issue:

1) There must be a solid link between employers and

schools. Teachers should regularly visit

businesses and business must keep schools informed
of their needs.

2) There must be contractual agreements between
schools, employers, and students in order to
insure that all keep their commitments. Further,
there must be a national certification system that
will be recognized nationwide. (Mireles, 1994)

As a basic step in addressing the school-to-work issue,
business must begin to recognize and reward school
performance. Schools, on the other hand, must acknowledge
that the present academic transcript does not provide future
employers with the type of information they need (Elford,
1993).

In discussing preparing students to enter the
workforce, Levitan stated that while the number of students
have increased in high schools, the curriculum has changed

little over the last fifty years. Except for a few

vocational and cooperative education programs, which

36
combines school and work, students are still primarily left.
to find their own jobs. "The education system does not link
student's work to the education program, or stress the
importance of current schooling as preparation for future
employment" (Levitan, 1991, p.34). Many students leave
school and flounder in the labor market because of the
limited grounding they have received in work requirements,
job search skills, and poor skills in general. "As a result
youngsters tend to view educational effort and even
graduation as marginal to future work success" (Levitan,
1991, p.49).

The separating of the academic world and that of the
workplace has been a long standing tradition. The result
has been to leave employers with little knowledge of how to
link work to school, and teachers with little knowledge of
how to link school to work. Consequently, "the lack of any
clear direct connection between education and employment
opportunities for most young people is one of the most
devastating aspects of the existing system" (National Center
for Education and the Economy, 1990, p.72). Because of the
issues raised above, educators have legitimate concerns
about school-to-work initiatives. Some educators are
proponents, some are opponents, and many are still
uncertain.

The success of any school-to-work program depends on

the cooperation and support from a number of different

37
players. It's important therefore to review who they are

and why they are important.

The Stakeholders in the Current School-to-Work Initiatives

 

The key players in the school-to-work initiatives are
the government, employers, labor, educators, students, and
parent/guardians. Within these groups there are advocates
and there are opponents of school-to-work. Among other
things, some government officials are concerned about too
much government. Employers often feel that it is the
schools' concern, not theirs. Educators worry about how to
restructure the curriculum, and fund the changes. Labor has
concerns about worker replacement issues and lowering wages.
Students are concerned about the programs image, and parents
are concerned about tracking, and ‘big brother’. Many
people in each of these groups, however, are still

undecided. The following is a discussion about each group.

Government

 

Governments, federal, state and local, have a large
role to play in the structuring of school-to-work
initiatives. The role of these institutions is to provide
financial and legislative support to school—to-work
initiatives.

While government has shown support for school-to-work

through the federal School-to-Work Act and various state

38
initiatives, currently, the largest share of direct
government expenditure is targeted toward higher education
institutions (Sheets, 1988). For those students who do not
continue their education after high school, only about 5
percent of those eligible receive any money and then usually
for only about four months (Apling, 1992). A study by the
William T. Grant Foundation's Commission on Work, Family and
Citizenship (1988) warned that the nation was spending seven
times as much on subsidies for students attending college,
as on those who plan to enter the full-time workforce
(Huldelson, 1994).

Finally, the federal government needs to streamline the
present system of allocating funds and setting standards for
training. For example, the Department of Labor's
apprenticeship program alone utilizes 97 separate industry
committees which set the standards for approximately 384
occupations (Nation Center on Education and the Economy,
1990).

On the state level, many states are establishing
school-to—work initiatives. In Michigan, the state applied
for and received a school-to-work Opportunities State
Implementation Grant to create a school-to-work system
statewide. As Governor John Engler wrote in the application
cover letter:

This school to work initiative will elevate

Michigans'current school-to-work transition
programs into a comprehensive system that serves

39
all students—-It will create a new partnership
among employers, educators,students and parents.
(Letter, dated Mar. 24, 1994)
Along with grants, states, like the federal government,
must also look at legislative issues. As more programs are
initiated, undoubtedly more problems will surface.

Government at all levels will need to be responsive in

solving them.

Employers

 

A primary requirement for success in any school-to-work
initiative is getting employers committed to the effort.

Business needs to recognize that inadequacies in the

preparation of American youth are not just problems for

schools. The development of a quality workforce
requires active participation of many outside the
school, including parents, public officials,
communities, and employers. Ultimately, American
employers must shoulder part of the responsibility for
the development of youths-~their future workers.

(Glover, 1993, p.608)

Employers need to be active participants in any school-
to-work initiative. The government has encouraged employers
to be more active by encouraging partnerships between
education and business when they formulate legislation.

The State of Michigan, for example, addressed the importance
of the employer as players in any school-to-work initiative
as follows:

Private-sector involvement is vital to the state and

local partnerships. Employers must play the dominant
role in the governance of school-to-work. Employers

40

will define the skill requirements for jobs, provide

quality learning experiences at the worksite, and

provide jobs for students and graduates. (State of

Michigan, 1995, p.1).

The National Association for Industry-Education
Cooperation, (NAIEC), believes that the private sector must
take an increased role in reshaping the public education
system to be more responsive to both the needs of students
and employers. Donald Clark, President and CEO of NAIEC
believes that business must offer time, money, help with
curriculum, planning and staff development for teachers,

instructional materials, equipment and educational

management practices (Lee, 1995).

9.2221;

The fourth player is labor or the unions. Just as
employers have a stake in the direction and outcomes
associated with school-to-work initiatives, so do unions.
In order to have a strong and viable school-to-work
initiative, the cooperation of labor is essential. Robert
Reich addressed that when he stated educators, employers,
and labor need to work together to develop an understanding
of what skills are required and what jobs are available in
the labor market (Reich, 1993).

Labor can express support and concern through
contract negotiations. Currently, one concern of the UAW is
the privatization of work through school academies (J. M.

Dirkx, personal communication, April 15, 1997).

41
Additionally, concerns around job security, wages, and
training are also issues. Some companies are already
addressing that by using intermediaries to hire students,
and through expanding training opportunities for union

workers (Pauly, 1995).

Educators

 

Many educators are still uncertain about how school—to-
work initiatives will be implemented, and what effect such
initiatives will have on the teaching structure. They are
concerned about the ability to combine both the academic and
vocational components in a way that does not sacrifice
quality at either end. Additionally, there is the question
of how much time should be spent on academics and how much
time on application (Bailey & Merritt, 1993).

Among other issues that educators will have to address
are having textbooks and curriculum materials reflect
practical applications; involving employers and other
outside professionals in the curriculum planning process;
and coordinating academic and work experiences with

employers and mentors (Apling, 1992).

Students
"A critical part of many school—to-work programs is the
workplace-based experience they provide for students"

(Pauly, 1995, p.133). The value of this type of experience

42
is to provide the student with a context that gives meaning
to what is learned in the classroom.

Currently, agricultural education, cooperative
education, career academies, tech prep or the current voc-ed
model, has not broken down the barriers of student
participation. Those programs that serve a large number of
students tend to become internally differentiated, and there
is still a low level of involvement among college bound
students (Bailey & Merritt, 1993).

One of the recommendations that is common from all of
them is that programs must provide opportunity both
occupationally and academically for youth to advance. They
should encompass high school and post-secondary education.
They need to avoid the label of second class programs by
having high academic and skill standards, and there must be
data collected and analyzed to ensure the programs are both
effective and fair (Mireles, 1994).

Currently there is limited evidence about student
perceptions of school-to-work. What data has been gathered
is primarily hearsay. Additionally, when students don't
participate, it may reflect the perception of the
parent/guardians as well. As a result how schools and
schoolboards package these school-to-work initiatives to the

students becomes critical.

43

Parent/Guardians

 

The final players that need to be considered are the
parent/guardians. While the teachers, employers, and
government may be the main players in terms of curriculum,
work opportunities and funding, the support of these
initiatives, or the lack of it, by parents can be a crucial
factor. If parents, faculty, students and business are
unable to see positive value in what a program offers, then

it will not happen (Elford, 1993).

Parents Voice in School-to-Work Initiatives

According to Charles Romine, U.S. Department of Labor,
Bureau of Apprenticeship and Training:

We are challenged to make the technical needs of the

workplace as well-known and understood by parents and

students as college-bound needs. Although the
challenge is difficult, the future competitive ability
of American industry may depend on how well we succeed.

(Michigan Occupational Information Coordinating

Committee, 1992, p.1).

Work-based education has the potential to provide the
skills needed. Unfortunately, "many students, and their
parents still think of 'vocational education' as something
that may be good for other people, but it doesn't appeal to
them-—Career and Technical education is well worth another
look" (Michigan Occupational Information Coordinating
Committee, 1992, p.13).

There has been a lot of stereotyping about what parents

believe about school-to-work. What we do know is that the

44
main concern of parents has been centered on the reputation.
of the program. Most parents initially thought of the
school-to-work programs as vocational education and,
therefore, felt that they might be for the educationally
disadvantaged. In those schools where programs were on-
going, that opinion changed. Overall the parents approved
of school-to-work and thought it was an excellent
opportunity to learn about different types of occupations.
They generally felt that learning about different types of
occupations was more valuable than the work experiences.
The views of the parents suggests that once informed about
what and how school-to-work programs operate, they are very

supportive (Pauly, 1995).

Parents as a Vital Force for Change

As previously stated, parents have been overlooked by
many people when considering the players that directly
affect school-to-work initiatives. Schoolboards and
educators have assumed that they knew what parents wanted

(American Schoolboard Journal, 1994). The assumption has

 

been that parents are unsupportive of school-to-work
initiatives. This is often based on limited data. Two
examples are the 1996 demonstration of approximately 30-40
parents at the school-to-work conference in Lansing, and a

talk show in 1996 on a local radio station where parents

45
calling in voiced concern about "Big Brother", trying to
determine their children's future occupations.

The reality is, that many school systems don't really
know what their parents believe. Little data has been
gathered to support either parent support, or non-support
for school-to-work initiatives. Reaction has more often

been based on the vocal opposition of a few.

Influencing Variables

In reviewing the literature, several authors,
(Hamilton, 1990, Bailey & Merritt, 1993, & Charner &
Frasher, 1988), all alluded to the fact that many people
have seen the school-to-work programs as a dumping ground
for students who were unable to succeed in the normal school
setting. Consequently, if school systems were to include
school-to~work as part of the school curriculum, would
parents have concerns for their own children? Further,
would the gender of the parent, educational attainment of
the parent, or expectations by the parent for the child
affect the opinion of the parent regarding school-to-work
initiatives? Finally, does the gender of the child or age
of the child have any bearing on the issue?

A short review of literature was done to determine if
any of the above variables might influence the opinion of
parents regarding school-to-work. While no study was found

specifically addressing school-to-work with regards to the

46
variables above, a number of studies have been conducted
involving many of these variables. Those studies pertained
to educational attainment, gender, etc. as they related to
educational issues in general.

S.P. Boocock (1972) stated parents' expectations are
one of the four family characteristics which affect a
child's academic performance (Seginer, 1983). Boocock went
on to state that high achieving children usually are from
families who have high expectations for them, and set those
expectations at an early age.

Parsons, Adler, and Kaczala (1982) also found that
parents' perceptions of and expectations for their children
related to the children's perceptions of their parents'
beliefs and to the children's self and task perceptions.
Additionally, William J. Weston (1989) cited studies by
Steinberg, Elmen and Monts (1989), Hess and Halloway (1984),
and Seginer (1983), all showing a relationship of parental
expectations to student performance.

Two additional studies that centered on parental
influence also indicated that expectations of the parents
played a role in the child's education. In a study by
Fehrmann, Keith, and Reimers (1987) they concluded that, "in
the current push for means to improve student academic
progress, the potential effect of parental involvement in
students' academic and social lives should be considered"

(Fehrmann et al., 1987, p.330).

47
The second study was conducted by Anne Robinson (1983);
She was interested in the psychological effects of parental
pressure to achieve on children. Among her conclusions was
that as the child's perception of parent expectations
increased, the self-esteem of the child increased. As
parent expectations and perceptions of expectations
increased, a child's school interest increased. As a
result, she found while parental pressure puts some children
at risk, overall it had favorable effects on children.
Education level of the parent may also be an important
variable since the expectations of the parent are often a
reflection of their own educational achievement (Hamilton,
1990, Von-Stroh, 1986). A study by Hall and Barger (1967)
indicated that parents with more education seem to take more
interest in the high school activities of their children and
were less permissive in regard to homework and academic
performance. College trained parents were also more
demanding and less accepting. Students from lower
educational backgrounds were less confident about the
academic environment.

In a study that looked specifically at females, it was
found that there was some relationship between the
achievement of the female student and educational level of
the parent. The higher the level of education of the
parent, the more influence it had on the child to also

achieve (Daggy, 1994).

48

The gender of the child and the expectations of the
parent were also reviewed as a potential influencing
variable. Several studies were found that discussed
expectations of parents based on gender of the child.

In a study by Parsons, Adler and Kaczala (1982) the
researchers used math as a tool to measure, among other
things, parents’ expectations based on gender. They
concluded that parents did have sex-differentiated
perceptions of their children's math abilities. Parents
felt that girls had to work harder than boys, and parents of
sons thought advanced math more important for their child
than did parents of girls. They further concluded that
parents have a major impact as conveyors of expectancies
regarding their children's abilities.

In an earlier study by Parsons et al. (1976) it was
concluded that there is some evidence that parents have a
lower achievement expectancy for adolescent girls than for
adolescent boys. Additionally, according to Parsons' 1982
study: "Several studies suggest that, in general, parents
and teachers have higher educational expectancies for boys
than for girls (e.g., Sears, Maccoby, and Levin, 1957),
though not consistently until children are older" (Parsons
et al., 1982, p. 311).

The fourth variable was gender of the parent. A study
by Holloway (1986) assessed the relationship of the mothers'

beliefs to children's mathematics achievement. Holloway

49
concluded that mothers of boys hold higher aspirations for
future schooling than do mothers of girls.

In a second study (McGillicuddy-De Lisi, 1988), it was
found mothers placed more high-level cognitive demands on
sons than on daughters. Fathers, on the other hand, placed
more high-level cognitive demands on the daughter. "This
suggests a cross-sex difference in parents' demands on
children in teaching situations" (McGillicuddy-De Lisi,
1988, p.156).

The final variable was the age of the child. The only
specific study found relating to that issue was one by
Jacobs (1991). The study tested the hypothesis that
parents' gender stereotypes about mathematical ability
interact with the sex of their child to influence their
beliefs about the child's mathematical ability and future
success. Within that study she states: "Apparently,
parents' and childrens' expectancies for the child's future
success in mathematics are not directly linked to the
child's year in school" (Jacobs, 1991, p.524).

This review of literature indicates parents can influence
the child. They can influence them through their own level
of education, their gender, the gender of their child and
their expectations for that child. Would those same
variables influence parents' perceptions of school-to-work

initiatives?

50
Summary

The first question poised in this review of literature
was whether or not the methods used to prepare students for
the world of work in the U.S. were similar or different than
other countries. The review of literature indicates that,
not only is the U.S. dissimilar in our methods of
preparation, but the U.S. is lagging behind.

Many countries have in place initiatives that help
prepare their youth to enter the world of work. These
initiatives emphasize coordinated efforts on the part of
schools, employers, labor and government. All stakeholders
recognize the value of their roles, and support each other
in making their school-to-work initiatives effective.

In the U.S., programs such as vocational education have
been in place for some time; however, there have been many
problems associated with them. Government financing,
employer and labor support, and the perceived stigma by
students and parents about participating in them account for
some of the problems. Currently there is movement within
the educational and business community to make changes in
the school-to-work programs. Federal and state governments
are becoming more involved, and legislation along with
funding is starting to produce new efforts. Among those
efforts are new initiatives such as tech prep, and youth
apprenticeship programs. Within these programs, efforts are

being made to connect educators and business in partnership

51
efforts. Labor is becoming involved, and all students, both
college-bound and non-college-bound are being encouraged to
participate. Additionally, older programs such as
vocational education and cooperative education are being
revised and repackaged.

Throughout this whole process, much attention has been
paid to educators, employers, labor and government. Many
surveys have been conducted to gain their insights and
understand their concerns. One group has been noticeably
absent from many of the discussions around school-to-work
initiatives. Parents have often been ignored, and many
schoolboards have made assumptions that they knew what
parents wanted. In fact, with the exception of a vocal
minority, little is known about parent/guardians'
perceptions regarding school-to-work initiatives. What is
known is that parents can influence their children based on
a number of factors such as gender, level of parent
education, and the expectations parents hold for their
children.

Because parent/guardians do have influence, both with
their children and through the power of their vote, school
districts need to learn more about parent/guardians'
perceptions regarding school-to-work initiatives. Schools
need to know what their parents really think in order to

create programs that accurately meet parent expectations.

52
As a result, this study is designed to determine what those

perceptions are.

The Research Questions

The purpose of this study therefore is to increase our
understanding of parent/guardians' perception of school-to-
work initiatives, specifically, career awareness, career
exploration and community-based-learning. In addition, the
study will seek to determine the influence of key
demographic variables on the parent/guardians' perceptions
of those initiatives and their perceptions of major issues

influential in the literature on school-to-work.

CHAPTER III

Methods and Procedures

In this chapter, methods and procedures that were used

to answer the research questions are described. A review of

the population, the sample for the study, the questionnaire,

data collection procedures, and methods used to analyze the

data are discussed.

Research Question

 

The purpose of this study was to investigate

parent/guardians= perceptions of school-to-work programs.

The study specifically addressed the following questions:

1)

2)

3)

What are parent/guardians' perceptions of the
value of the school-to-work components of career
awareness, career exploration and community-based-
learning as part of the educational experiences of
their children?

What is the relationship of the respondents'
gender with their perception of the value of
career awareness, career exploration, and
community-based-learning, in the education of
their children?

What is the relationship of the respondents'
educational attainment with the perception of the
value of career awareness, career exploration and
community-based learning, in the education of their
children?

53

4)

5)

6)

7)

54

What is the relationship of the grade level of the
child and the respondents' perception of the value
of career awareness, career exploration, and
community-based—learning, in the education of
their children.

What is the relationship of the gender of the
child and the respondents' perception of the value
of career awareness, career exploration, and
community-based learning, in the education of
their children?

What is the relationship of the expectations by the
respondents' for the educational attainment of
their children with their perception of the value
of career awareness, career exploration, and
community-based learning, in the education of their
children?

What are the parent/guardians' perceptions of
specific issues which have been identified in the
literature as critical to school-to-work
initiatives? These are:

a) need for a better school-to-work transition

b) the role of other stakeholders in school-to-
work

c) time and form of transitions
d) format used to present career information;
importance of the relationship between time

spent on career investigation vs. academics

e) the value of school-to-work initiatives for all
students.

Prior to establishing the sample, a proposal outlining

the purpose of the study, method of data collection, method

for ensuring anonymity for the respondents, and the

population that would be used for the sample was submitted

to the University Committee on Research Involving Human

Subjects'

(UCRIHS), of Michigan State University for their

55
acceptance. The study was accepted as outlined on July 22,

1996 (Appendix A).

Population and Sample of the Study

 

The population for this study was selected from the
following five counties in the state of Michigan:

‘1) Livingston

2) Ingham

3) Clinton

4) Shiawassee

5) Eaton

The counties represent a diverse population and
educational background. The school districts varied in size
of student population, and represented both rural and
suburban areas. They had a diversity of blue and white
collar workers, and had minority populations ranging from
three to eight percent.

The researcher'met with representatives from each of
the five counties listed above. The representatives
received an overview of the proposed study and a request for
their assistance.

Each was asked to provide a district within their
county that would include a high school and any feeder
junior high/middle school(s) to it. Additionally, they
would provide the researcher address labels for the parents

of students attending these schools. In return, the

56
researcher would provide results of the study with specific

information regarding their individual school districts.

Sample Selection

 

The address labels received from each district were
used to select the sample population. Every fifth name was
randomly selected to receive a parent/guardians'
questionnaire. If a parent/guardian's name was selected
more than once, (having a student in more than one of the
schools), the next parent/guardian on the list was

substituted following selection the first time.

Research Design and Instrumentation

 

A descriptive study was designed to determine
parent/guardians’ perceptions of school-to-work, and the
influence of several demographics on their perceptions. A
questionnaire that would meet the study requirements was not
found. As a result, a self—report questionnaire was
developed to measure these perceptions. The self-report
questionnaires along with instructions and a self-addressed
stamped envelope were then mailed to individuals in the
sample. Parent/guardians' perceptions of the value of
career awareness was operationalized by the following

questionnaire items:

l)

2)

3)

4)

5)

6)

7)

8)

9)

57

School career awareness programs should include:
How academics relate to careers

Classroom visits and presentations from businesses
Actual visits to different businesses.

As the student continues through school, more time
should be spent on career awareness.

Making students aware of career options is
necessary so they can better prepare for what they
want to do after high school.

Career awareness is as important as academic
subjects in preparing students for their future.

I believe career awareness should be part of the
school program.

I believe that a good career awareness program can
benefit all students, regardless of their future
education choices.

I believe that there is a definite need for career
awareness programs in school.

Career awareness should begin in:
Elementary

Junior high/middle school

High school.

I would want my child to participate in a career
awareness program.

Parent/guardians' perceptions of the value of career

exploration was operationalized by the following items:

1)

2)

3)

4)

I believe that career exploration should be part
of the school program.

As the student continues through school, more time
should be spent on career exploration.

Career exploration is an important method for
helping students decide what career choices they
want to make.

Career exploration allows students to see the
connection between what is being taught in school
and how it relates to their career interests.

5)
6)

7)

8)
9)

10)

58

Career exploration is as valuable as other
career choices.

Career exploration helps some students to
understand education is important.

Career exploration should begin in:
Elementary

Junior high/middle school

High school.

All students should be expected to participate in
career exploration.

I believe that there is a definite need for career
exploration programs in school.

I would want my child to participate in career
exploration.

Parent/guardians' perceptions of the value of community
based-learning was operationalized by the following items:

1)

2)

3)

4)

5)

6)

Community-based-learning could include:
On-site training

Internships

Apprenticeships

Community service.

A community-based-learning program can help a
student understand the importance of what is being
taught in school.

A community-based-learning program can help a
student learn about the different types of careers
in the community as they assess their possible
career choices.

What is taught in the classes at school should
relate to what is taught at the community site.

Teachers and administrators should work closely
with the community to ensure there is consistency
between what the student is learning at the
community site and at school.

For students participating in community-based-
learning, they should be graded for that community
experience just as they would an academic subject.

59

7) The grade that a student would receive for
community experience should be valued the same as
an academic subject.

8) Representatives from the community should be able
to teach some of the academic courses that relate
to the students’ community experience.

9) Community-based-learning should be available to
all students regardless of their future career
choices.

10) Community-based-learning should begin in the
following grade:
10th
11th
12th.

11) I believe that there is a definite need for
community based-learning programs in school.

12) I believe that the school system needs to begin,
(or continue with), programs that better prepare
our students to participate as adults in our
community.

13) I would like my child to have the opportunity to
participate in a community—based-learning program.

A series of items were also included on the survey
which asked the respondents to identify their gender, their
education level, the grade level of their child, the gender
of their child, and the expectations they had for the
educational attainment of the child. These items were used
to operationalize research questions 2-6.

The questionnaire also sought the parent/guardians'
perceptions with regard to specific issues of salience to
school-to-work. These issues were:

a) A need for a better school-to-work transition

b) The role of other stakeholders in school—to-work

c) Time and form of transitions

d)

e)

f)

The

60

Format used to present career information

Importance of the relationship between time spent
on career investigation vs. academics

The value of school-to-work initiatives for all
students.

issue of the need for a better school-to-work

transition was operationalized by the following items:

1)

10)

The

Making students aware of career options is
necessary so they can better prepare for what they
want to do after high school.

I believe that there is a definite need for career
awareness programs in school.

Career exploration is an important method for
helping students decide what career choices they
want to make.

Career exploration allows students to see the
connection between what is being taught in school
and how it relates to their career interests.

Career exploration helps some students to
understand education is important.

I believe that there is a definite need for career
exploration programs in school.

A community-based-learning program can help a
student understand the importance of what is being
taught in school.

A community-based-learning program can help a
student learn about the different types of careers
in the community as they assess their possible
career choices.

I believe that there is a definite need for
community based-learning programs in school.

I believe that the school system needs to begin,
(or continue with), programs that better prepare
our students to participate as adults in our
community.

issue of the role of other stakeholders in school-

61

to-work was operationalized by the following items:

1)

2)

3)

What is taught in the classes at school should
relate to what is taught at the community site.

Teachers and administrators should work closely
with the community to ensure there is consistency
between what the student is learning at the
community site and at school.

Representatives from the community should be able
to teach some of the academic courses that relate
to the students’ community experience.

The issue of time and form of transitions was

operationalized by the following items:

1)

2)

3)

Career awareness should begin in:
Elementary

Junior high/middle school

High school.

Career exploration should begin in:
Elementary

Junior high/middle school

High school.

Community-based-learning should begin in the
following grade:

10

11

12.

The issue of format used to present career information

was operationalized by the following items:

1)

2)

School career awareness programs should include:
How academics relate to careers.

Classroom visits and presentations from businesses.
Actual visits to different businesses.

Community-based-learning could include:
On-site training

Internships

Apprenticeships

Community service.

The issue of importance of the relationship between

time spent on career investigation vs. academics was

62

operationalized by the following items:

1)

2)

3)

5)

6)

As the student continues through school, more time
should be spent on career awareness.

Career awareness is as important as academic
subjects in preparing students for their future.

As the student continues through school, more time
should be spent on career exploration.

Career exploration is as valuable as other academic
courses.

For students participating in community-based-
learning, they should be graded for that community
experience just as they would an academic subject.

The grade that a student would receive for
community experience should be valued the same as
an academic subject.

The issue of the value of school-to-work initiatives

for all students was operationalized by the following

questions:

1)

2)

3)

4)

5)

6)

7)

8)

I believe career awareness should be part of the
school program.

I believe that a good career awareness program can
benefit all students, regardless of their future
choices.

I would want my child to participate in a career
awareness program.

I believe that career exploration should be part of
the school program.

All students should be expected to participate in
career exploration.

I would want my child to participate in career
exploration.

Community-based-learning should be available to all
students regardless of their future career choices.

I would like my child to have the opportunity to
participate in a community-based-learning program.

63

Career Awareness

 

Career Awareness was defined as helping students become
aware of different careers. Under Career Awareness were
eleven questions. Ten of the questions asked the respondent
to choose either strongly disagree, disagree, agree or
strongly agree as a response. One question, number 8, asked
when Career Awareness should begin, and gave three possible

responses. (See appendix B for complete set of questions).

Career Exploration

 

Career Exploration was defined as giving students the
opportunity to test their career interests through real and
simulated career activities. Nine of the questions asked
the respondent to select either strongly disagree, disagree,
agree, or strongly agree. One question, number 7, asked
when Career Exploration should begin and gave three possible

responses. (See appendix B for complete set of questions).

Community-Based-Learning

 

Community-Based-Learning was defined as actual learning
at a community site that matches the students' career
interests, is sponsored by the school and reinforced through
the school academic programs. There were fifteen questions
that asked the respondent to select either strongly

disagree, disagree, agree, or strongly agree. One question,

64
number 10, asked when Community-Based-Learning should begin.
and gave three possible responses. (See Appendix B for

complete set of questions).

Instrumentation

 

The following section describes the development of the

research instrument and the method for collecting the data.

Development of The Research Instrument

The research instrument was designed in five stages.
The first involved developing a list of potential questions
regarding school-to-work initiatives. The second stage was
a review of the questions to determine common themes that
were suggested by the questions themselves. Questions were
then rewritten to match those themes. The third stage
consisted of mailing the questions to selected
representatives from the five school districts for their
review. They were asked to edit, add, or delete as they
wished. After obtaining agreement on the questions among
the representatives, the fourth stage consisted of meeting
with a sample group of parents, having them complete the
questionnaire and then provide feedback. Stage five was a
final editing and ordering prior to mailing the
questionnaires to the sample population.

Validity is defined as "the degree to which researchers

measure what they claim to measure" (Williams, 1992, p.29).

65

Face validity, overall appearance, was reviewed by the
representatives from the five counties and changes made as
suggested. Content validity, the clarity of the questions,
was tested by the sample group of parents during stage four
of the questionnaire development. The group was asked to
identify any question or questions whose meaning or intent
was unclear to them. Any question(s) so identified were
rewritten to their satisfaction. Content validity was
reviewed by the representatives from each of the five
counties familiar with school-to-work initiatives for their
input and advice as well.

The questionnaire contains four main subheadings.
Each subheading has its own definition and subset of
questions. The four subheadings were Career Awareness,
Career Exploration, Community-Based-Learning, and

demographic information on the respondents.

Data Collection Procedures
Labels were placed on envelopes obtained from the
Center for Career and Technical Education, Michigan State
University. Each envelope, mailed to participants in the
sample, contained three items:
1) An introductory letter, (See Appendix B).

2) A copy of the parent/guardians’ questionnaire,
(See Appendix B).

3) A stamped self-addressed return envelope addressed
to the Center for Career and Technical Education,
Michigan State University.

66

The questionnaires were mailed to 1810 parent/guardians
in five school districts in September of 1996.
Questionnaires were mailed using the process described in
the section on sample selection. The completed
questionnaires were returned to the Center for Career and
Technical Education at Michigan State University, over an
eight-week period. After that no additional questionnaires
were returned. A total of 333 questionnaires were returned
which represented a response rate of 18.5 percent. While
the researcher had requested that two sets of labels be
supplied by each school district only one set was sent by
each. As a result, those individuals representing the
sample population were not sent a second mailing or

reminder.

Data Preparation and Analysis

 

A codebook was developed which identified each data bit
on the questionnaire. This codebook was used for tabulating
the data in SPSS for Windows. On several occasions, a
questionnaire was returned which was partially completed.

In some cases, the respondent had elected not to answer a
question. On two other occasions, it appeared that the
respondent had unintentionally missed a complete page. When
either of the above two circumstances were found, the

researcher left those questions blank during data entry.

67
The software indicated during analysis of the data the

number of missing answers for the appropriate question.

Research gpestions 1 and 7

 

For research question number one, parent/guardians'
perceptions of the value of the school-to-work components of
Career Awareness, Career Exploration, and Community-Based-
Learning, in the educational experiences of their children,
frequencies, means, and standard deviations were computed,
for each of the three categories.

For research question number seven, data were analyzed
to determine parent/guardians' perceptions of specific
issues identified in the literature as critical to school—
to-work initiatives. These were:

a) A need for a better school-to-work transition

b) The role of other stakeholders in school-to—work

c) Time and form of transitions

d) Format used to present career information

e) Importance of the relationship between time spent
on career investigation vs. academics

f) The value of school-to-work initiatives for all
students.

For each of these issues, frequency, mean and standard
deviation were computed.
A series of tables, (most represented in the appendix),

were developed to display the information. Selected tables

68
are included in Chapter IV, when appropriate to the

discussion.

Research Questions 2-6

In research questions 2-6, this study sought to
determine the relationship of key demographic variables with
the respondents' perceptions of items that define each of
the three categories of the questionnaire. These
demographic variables were:

1) The gender of the respondent

2) The educational attainment of the respondent

3) Grade level of the child

4) Gender of the child

5) Expectations of the parent regarding the
educational attainment of the child.

Two types of inferential statistics were used to test
these relationships. For those questions comparing the
difference between two variables such as male and female or
junior high/middle school parents and high school parents, a
"t" test was used. When trying to find significant
differences between groups, such as education level of the
parent/guardians, a one-way ANOVA was used. In both types
of treatments, p < .05 was used to measure level of
significance.

When using the one-way ANOVA, if significance was
found, Scheffe was used to determine which groups actually

were significantly different. Scheffe was chosen because it

69
is the most conservative analysis for testing significance..
As a result, there were times when the one-way ANOVA
indicated a significant difference, but the Scheffe did not.

Those instances will be addressed on a per case basis.

CHAPTER IV

Presentation of Findings

This chapter will present the findings as they relate
to each of the research questions being examined in this
study. Key findings are presented within tables in this
chapter. The majority of the data are presented in a series
of tables included in the appendix of this report. When
appropriate, references are made to the tables in this

discussion.

Demographics of Responding Sample

 

Of 1810 questionnaires mailed, 333 individuals responded
with completed questionnaires. This represents a return
rate of 18.5%. The response rate for the counties was
consistent with the exception of Eaton County. Eaton had a
response rate almost double the other four counties. This
response rate, while low, is not inconsistent with other
similar surveys conducted by the Center for Career and
Technical Education. A questionnaire mailed to 10,000 users
of the career center had a 10% return rate. Another survey
mailed to 868 individuals had a response rate of 21% (Y.

Min, personal communication, May 14, 1997).

70

71

Three quarters (78.1%), of the respondents were female;
Parents of high school students accounted for three-quarters
of the responses. Questions regarding the gender of the
oldest child in school indicated that 51.7% were male, and
48.3% were female. Slightly over one third (35.6%) of the
responses had a college education, with 44.5% having 12 to
14 years of education, and 19.6% having 12 years or less
education. Over one half (57.8%) indicated that they
expected their child to complete a college education, with
36.2% anticipating their child would complete 12 to 14 years
of school, and 6.1% anticipating their child would complete
12 years or less. Finally, over 70% of the respondents felt
their own high school experience was not helpful in choosing

a career .

Findings
The findings are presented for each research question

for this study.

Research Question #1; What are parent/guardians' perceptions
of the value of the school-to-work components of career
awareness, career exploration and community-based-learning
as part of the educational experiences of their children?
The three categories addressed specific school-to-work
issues. The following is a discussion centered around those

categories.

72

There was an average of 327 responses for each of the
three sections. Each of the categories had a grand mean
score of 3.3 overall or higher on a 5 point scale. In all
categories, the number of combined "agrees" or "strongly
agrees" responses was never under 70% for a question, with
the majority at 90% or higher. Parent/guardians showed
strong support for all three components of schoolrto-work
initiatives, (Tables C1-6).

Career Awareness had 7 of 10 questions with a mean of
3.5 or higher, with an average mean for all 10 questions
being at 3.48. Career Exploration had 3 of 9 questions at
or above 3.5 with an average of 3.36. Community-Based-
Learning had 2 questions with a mean of 3.5 or better, and
an average mean of 3.30, (Tables C2, C4, & C6,).

When the grand mean for each section was compared, the
mean score for parents' support of career awareness was
3.48, of career exploration was 3.35 and of community-based-
learning was 3.31, (Tables C2, C4, & C6). Parent/guardian
enthusiasm diminished slightly as student involvement in
school-to-work initiatives increased.

The proceeding discussion was a synopsis of the overall
findings. The data will now be reviewed as it relates to
more specific categories.

Parent/guardians' perceptions were analyzed in terms of
Teach of the three school-to-work initiatives: Career

Awareness, Career Exploration, and Community-Based-Learning.

73

For Career Awareness there was an average of 329
responses per question. With the exception of question CA4,
("career awareness is as important as academic subjects in
preparing students for their future"), all questions had a
combined response rate (agree or strongly agree) of 90%.
CA4 had a combined response rate of 83%, (Table C1). The
means for all questions other than CA4 were 3.3 or higher.
CA4 had a mean of 3.24 (Table C2).

For Career Exploration the nine questions averaged 331
responses. Six questions had a combined response rate of
agrees or strongly agrees of 90+%. Two questions, CE2 ("as
the student continues through school, more time should be
' spent on career exploration"), and CES, ("career exploration
is as valuable as other academic courses"), had a combined
response rate (agrees or strongly agrees), of 80%. CE8,
"all students should be expected to participate in career
.exploration", had a combined response rate of 70%. The means
for all questions other than CE2, CBS, and CE8 were 3.3 or
higher. Means for those three were 3.29, 3.17, and 3.01,
respectively, (Table C4)

Community-Based-Learning had sixteen questions. An
average of 325 respondents answered each of the questions.
Eleven questions had a combined response rate (agrees or
strongly agrees) of more than 90%. Three questions, CBL4,
CBL6, CBL7, and CBL8, fell in the 80% combined (agrees and

strongly agrees) range, with CBL8 at 70%. CBL4 asked,

74
("what is taught in the classes at school should relate to
what is taught at the community site.)" CBL6 asked, ("for
students participating in community-based-learning, they
should be graded for that community experience just as they
would an academic subject.") CBL7 asked, ("the grade that a
student would receive for community experience should be
valued the same as an academic course.") CBL8,
("representatives from the community should be able to teach
some of the academic courses that relate to the students
community experience.") The mean scores for all questions
except those mentioned above were 3.3 or higher. The mean
scores for CBL 4, 6, 7 and 8 were 3.12, 3.17, 3.09, and
3.01, (Tables C5 and C6).

In summary, parent/guardian perceptions of school-to-
work initiatives were answered with either "agree" or
"strongly agree" as the primary response for all three
components. The grand means for each of the three
categories indicates parent/guardians’ perceptions are most
favorable for Career Awareness, followed by Career

Exploration and then Community-Based-Learning.

Research Question #2; What is the relationship of the

 

respondents' gender with their perception of the value of
Career Awareness, Career Exploration, and Community-Based-

Learning, in the education of their children?

75

Tables D7 through D10, (Appendix D), represent
respondents by gender. Women strongly agreed a higher
percentage of the time, (Career Awareness= 57.1, Career
Exploration= 43.65, Community-Based—Learning= 43.20), than
males, (CA= 45.99, CE= 43.65, CBL= 38.52) with the exception
of CBL4. Males also disagreed a higher percentage of the
time with the exception of CBL8 and CBL9, (Tables D7-10).

There was strong consistency between genders in all
areas with the exception of CBS, (Career Exploration is as
valuable as academic courses). For that question, 86.5% of
the women agreed or strongly agreed but only 70% of the men
agreed or strongly agreed (Table D8).

Items CA4, 5, 6, 7, and 9 were significantly different
(p < .05). For each of these items, both men and women were
supportive of the issues; however, women were more
supportive than men. The mean scores were all above 3.0 but
the means for the women were higher, and the standard
deviations smaller. The most notable difference was for
question 9: ("I would want my child to participate in a
career awareness program.") The mean for men was 3.47, and
for women, 3.65. While both genders favor Career Awareness,
the women as a whole were slightly stronger in their support
(Table 1).

There were seven questions under the subheading of
Career Exploration that showed a significant difference (p <

.05); Career Exploration 4, 5, 6, 7, 8, 9, and 10. As with

76

Table l

T-Test for Response to Gender to Questions Concerning
Career Awareness (CA), Career Exploration (CE), and
Community-Based-Learning (CBL)

 

MALES FEMALES

Quest. N Mean S.D. T-Score N Mean S.D.

CA4 71 3.07 .79 .028* 257 3.29 .74
CA5 71 3.30 .55 .017* 259 3.49 .56
CA6 71 3.38 .57 .047* 260 3.52 .54
CA7 71 3.38 .61 .048* 290 3.53 .57
CA9 71 3.47 .55 .012* 260 3.65 .49
CE4 61 3.25 .64 .005* 259 3.51 .55
CBS 70 2.91 .83 .001* 258 3.24 .68
CE6 71 3.29 .54 .000* 258 3.55 .52
CE7 71 2.26 .73 .027* 258 2.06 .67
CE8 71 2.69 .85 .000* 256 3.10 .79
CE9 71 3.21 .60 .000* 258 3.48 .55
CElO 71 3.33 .60 .001* 258 3.58 .50
CBLlD 69 3.04 .79 .000* 250 3.40 .62
CLBG 67 3.00 .81 .025* 256 3.23 .72
CLB7 68 3.83 .89 .004* 253 3.15 .78
CLBlO 68 1.52 .61 .002* 255 1.29 .52
CLBll 69 3.11 .67 .002* 260 3.36 .57
CLBlZ 68 3.38 .73 .026* 259 3.55 .53

*p<.05

77

Career Awareness, in all cases the women had higher mean
scores and smaller standard deviation than the men, with the
exception of CE7. CE7 asked: "Career exploration should
begin in elementary, jr. high, or high school?" While both
men and women indicated a preference for junior high/middle
school, the mean for men was 2.26 (S2 = .73) and for women
2.06 (S2 = .67). Question CE8 ("all students should be
expected to participate in career exploration") received the
lowest mean scores from both men and women 2.69 and 3.10.
The difference of this finding was statistically significant
(p < .05) between men and women (Table 1).

Community-Based—Learning had 6 questions that were
statistically significant, (p < .05): Community-Based-
Learning 10, 6, 7, 10, 11, and 12, (Table 1). In all cases
but one, (Community-Based-Learning 10), the women had a
higher mean score and lower standard deviation than men.
Men showed a stronger mean score (1.52 vs. 1.29) on when
Community-Based-Learning should begin, although the standard
deviation for men was larger (S2 = .61 vs. S2 = .52) (Table
1).

As with Career Awareness and Career Exploration, it
appears that women are more supportive of Community-Based-

Learning in general than are men.

78

ResearchQuestion #3; What is the relationship of the

 

respondents' educational attainment with the perception of
the value of Career Awareness, Career Exploration and
Community-Based Learning in the education of their children?

Parents were asked to identify their education level as
12 years or less, 12-14 years, or 15 or more years.
Regardless of their education level, parent/guardians either
agreed or strongly agreed to the items relating to education
level of the parent and their perceptions of school-to-work
initiatives in the areas of Career Awareness, Career
Exploration, and Community-Based-Learning (Tables Ell-20).

The majority of the parents within each of the three
levels of parent education supported Career Awareness
beginning in M.S.. One third (33%), however, of the parents
having 12 years or more of education believed it should
start at the elementary level in contrast to the other two
sets of parents who were less supportive of starting at the
elementary level.

Beginning Career Exploration in middle school was
supported by at least 50% of the parents with 14 years or
less education, and by 46% of the parents with 15 years or
more. The parents with 15 years or more were equally
divided (approximately 26%) between starting in elementary
school and high school.

Community-Based-Learning was strongly supported by all

parents beginning in the 10th grade. The largest support

79
came from those parents with 12 years or less education
(81%), with the smallest support coming from those parents
with 15 years or more (62%). Almost one third (32%) of the
parents having 15 years or more education favored starting
in the 11th grade (Table E20).

A one-way ANOVA was used to analyze Career Awareness,
Career Exploration, and Community-Based-Learning. There
were a total of six questions that indicated significance (p
< .05): Career Awareness 2, 4, 6, 8, Community-Based-
Learning 9 and CBLlO. Of those, only CA2, CA8, and CBLlO
showed a significance (p < .05) between groups when Scheffe
was applied.

CA2 stated: "as the student continues through school,
more time should be spent on career awareness." Scheffe
indicated a significant difference (p < .05), between those
parents having 12 years or less education, and those having
12-14 years of education. Mean score for group one was
3.24. Mean score for group 2 was 3.49. Parents with 12-14
years of education were stronger in their support of
increasing time spent on career awareness than parents with
12 years or less education (Table 2).

CA8 asked when to begin Career Awareness. Significant
difference (p < .05) was indicated using Scheffe for group
one and group three. Group one (parents with 12 years or
less education) had a mean score of 2.01. Group three

(parents with 15 or more years) had a mean score of 1.79.

Table 2

One-Way Analysis of Variance for Parents Level of

Education for Questions that Were Shown to Be

Significant from Career Awareness

(CA),

Career

Exploration (CE), and Community-Based-Learning (CBL)

 

 

 

 

 

Quest. N Mean S.D. F-Ratio Sig.Diff.
12 Years or Less
CA2 65 3.24 .66 .0257* Group 1
CA4 63 3.34 .65 .4093** and
CA6 65 3.41 .55 .3957** Group 2
CA8 65 2.01 .65 .0139*
CBL9 62 3.38 .49 .0368**
CBLlO 64 1.20 .44 .0314*
12-14 Years
CA2 148 3.49 .66
CA4 147 3.31 .76
CA6 148 3.51 .55
CA8 148 1.99 .66 Group 1
CBL9 146 3.39 .55 and
CBLlO 145 1.33 .55 Group 3
15 Years or More
CA2 117 3.46 .60 Group 1
CA4 118 3.11 .80 and
CA7 118 3.52 .55 Group 3
CA8 118 1.79 .66
CBL9 116 3.22 .61
CBLlO 114 1.42 .59

*p<.05

**Indicates Scheffe did not show that significance

between groups

81

There is stronger support for beginning Career Awareness in
junior high among parents with 12 years or less, and
stronger support for beginning it in elementary for parents
with 15 or more years (see Table 2).

The majority of parents from all three groups supported
starting Community-Based-Learning in the 10th grade (81%,
70%, and 62%, respectively) (Table E20).

While there were some variance in responses, little or
no difference in parent/guardians' responses can be

attributed to their education level.

Research Question #4; What is the relationship of the grade

 

level of the child and the respondents’ perception of the
value of Career Awareness, Career Exploration, and
Community-Based-Learning, in the education of their
children?

Responses of junior high/middle school (M.S.) and high
school (H.S.) parents had a combined response rate (agrees
or strongly agrees) of 90+% on all questions concerning
Career Awareness with the exception of Career Awareness 4.
Career Exploration had similar agreement with a combined
response rate (agrees and strongly agrees), of more than
90+% with the exception of CE2, 5, and 8. More than 80% of
parents either agreed or strongly agreed on Career

Exploration 2 and Career Exploration 5, and more than 70% of

82
both sets of parents either agreed or strongly agreed on
Career Exploration 8.

More than 90% of parent responses to all but four
questions relating to Community-Based-Learning reflected
agree or strongly agree with the items. Questions CBL4, 6,
7 and 8 were exceptions. While middle school parents
responded to the items 90% of the time with "agree or
"strongly agree", high school parents agreed or strongly
agreed only 81% of the time. Sixteen percent of high school
parents disagreed with the statement that what is taught in
the school should relate to what is taught at the community
site. Only 7% of the middle school parents disagreed with

that statement (see Tables F21-26).

Research Question #5; What is the relationship of the gender

 

of the child and the respondents' perception of the value of
Career Awareness, Career Exploration, and Community-Based-
Learning in the education of their children?

The gender of the child did not affect the
parent/guardians' perception on the value of Career
Awareness, Career Exploration, or Community-Based-Learning
or when to begin them. Junior high/middle school was
favored by both genders for Career Awareness and Career
Exploration, while 10th grade had the most support for

Community-Based-Learning (see Table 3).

Table 3

Male/Female Parent Views on When to Begin Career
Awareness (CA), Career Exploration (CE),

83

Community-Based-Learning (CBL)

 

 

Quest. Elemen. Jr. High/Mid. High
School

CA 19* 33 18
(Males) (27.1)** (47.2) (25.7)
CA 64 152 44
(Females) (24.6) (58.5) (16.9)
CE 11 13 28
(Males) (15.7) (44.3) (40.0)
CE 51 140 67
(Females) (19.8) (54.3) (26.0)
CBL 36 28 4
(Males) (52.9) (41.2) ( 5.9)
CBL 189 57 9
(Females) (74.1) (22.4) ( 3.5)

*Actual number of responses

**Percentage of total responses for this item

ResearchQuestion #6; What is the relationship of the

 

expectations by the respondents for the educational
attainment of their children with their perception of the
value of Career Awareness, Career Exploration, and
Community-Based-Learning in the education of their children?
Parents were asked how much education they expected

their child to complete: 12 years or less, 12-14 years, or

84
15 or more years. Parents in all three of the above
catagories, (40%, 61% and 55% respectively) supported
starting Career Awareness in junior high/middle school. Two
groups supported beginning Career Exploration at the junior
high/middle school level. Those parents expecting their
child to complete 12 to 14 years (63%), and those expecting
their child to complete 15 years or more (48%). Parents
expecting their child to complete 12 years or less were
split: 35% for beginning in junior high/middle school, and
35% for beginning in high school (see Table 627).

Those parent/guardians who expected their child to
complete 12 years or less of schooling had only two
questions, (Career Awareness 1C and Career Exploration 8)
that did not have a combined response rate of more than 90%
"agree" or "strongly agree". This was not true of the other
two education levels. Those expecting their child to
complete 12 to 14 years had 8 questions where the combined
agrees and strongly agrees responses were less than 90%.
Those expecting their child to complete 15 years or more had
10 questions where the combined agree and strongly agree
responses were less than 90% (see Tables G27-37).

There were only two responses of strongly disagrees for
respondents who expected their child to complete 12 years or
less education. By comparison, parents who expected their
child to complete 12 to 14 years of education had 11

questions with at least one strongly disagrees response, and

85
those parents expecting their child to complete 15 years or
more had 18. As the parent/guardians' educational
expectations for the child increased, it appears that they
tend to respond less favorably in their perception of the
value of Career Awareness, Career Exploration and Community-
Based-Learning in the education of their children (see
Tables 627 through 37).

Years of schooling the parents expected their child to
complete had five questions, CA4, CE5, CBL7, CBL8, and CBL13
which indicated significance at (p < .05); When Scheffe was
used to further analyze between groups, only CA4 indicated
significance. CA4 stated: ("Career awareness is as
important as academic subjects in preparing students for
their future.") Significance was found between group two
(expect their child to complete 12 to 14 years) and group '
three (expect their child to complete 15 or more years).

The mean for group two was 3.38. The mean for group three
was 3.14. It appears that parents who expect their child to
complete 15 years or more of education are less supportive
of Career Awareness having equal importance with academics,
than parents who expect their child to complete 12 to 14

years of education (see Table 4).

Research Question #7; What are the parent/guardians'

 

perceptions of specific issues which have been identified in

Table 4

One-Way Analysis of Variance for Parents’ Expectations of
Years of Schooling Their Children Will Complete for Questions

Shown to Be Significant from Career Awareness (CA), Career Exploration

(CE), and Community-Based-Learning (CBL)

 

 

 

Quest. n= Mean S.D. F-Ratio Sig. Difl‘
CA4 18 3.50 .54 .011" Group 2
118 3.38 .67 and
190 3.14 .81 Group 3
CBS 20 3.50 .60 .032"
116 3.24 .69
182 3.00 .86
CBL7 20 3.45 .52 .026"
117 3.17 .75
182 3.00 .86
CBL8 20 3.20 .52 .036"
118 3.11 .66
184 2.92 .73
CBL13 20 3.65 .58 .048"
119 3.46 .54
186 3.34 .64
I"p<.05

"' "' Indicates Shefl‘e did not show that significance between groups

87
the literature as critical to school-to-work initiatives?
These are:

a) the need for a better school-to-work transition

b) the role of other stakeholders

c) time and form of transition

d) format used to present career information

e) career investigation vs. academics

f) value of school-to-work for all students.

Parents were asked 15 questions regarding the school-
to-work transition process (Tables H38, and 39).

Respondents could select "strongly disagrees", "disagrees",
"agrees", or "strongly agrees". For all questions,
respondents agreed or strongly agreed more than 90% of the
time.

More than 96% either agreed or strongly agreed they
would want their child to participate in Career Awareness,
Career Exploration, and Community-Based-Learning. They also
indicated the same high support for having these three types
of programs in the school.

More than 90% agreed or strongly agreed in the
importance of on-site training, internships, apprenticeships
and community service. Of these, community service has the
least support with 91% of the respondents indicating they

agreed or strongly agreed.

88

The role of the stakeholder as a potential teacher was
not as strongly supported; 80% of the respondents agreed or
strongly agreed with this issue (see Tables H40, and H41).
Finally, 81% of the respondents supported relating what is
taught in school to what is taught at the job site (see
Table H40). Both groups just mentioned above also agreed
that Career Awareness should begin in the middle school.
They also agreed that Career Exploration should begin in the
middle school (57% and 51%), and Community-Based-Learning
should begin in the 10th grade (69% and 70%)(see Table H42).

More than 90% agreed or strongly agreed on using
different methods to present career information. The means
for those questions were also all 3.3 or higher. The means
CBL4 and CBL8, were 3.12 and 3.01 respectively. While there
is good support for using different methods to present
career information, parent/guardians have some concern over
these issues (see Tables H43 and 44).

While the respondents were very supportive of the value
of career investigation in general (see Table H45), they
were more supportive of Career Awareness than Career
Exploration. The findings support that school-to-work
initiatives which carry equal value with academics received
less support among parent/guardian response (CA4=3.24,
CE5=3.17)(see Table H46).

More than 90% of respondents either agreed or strongly

agreed that school-to-work has value for all students. The

89
mean scores for the questions related to this issue were all

3.3 or higher (see Tables H47, and 48).

Helpfulness of Parents’ High School Experience

 

Of the respondents, 70% either strongly disagreed or
disagreed that their high school experience was helpful in
choosing a career. When responses were further delineated
by gender, 70% of the males and 69% of the females either
strongly disagreed or disagreed, with this item. (see Table
H49). Of those having less than 15 years of education, 70%
strongly disagreed or disagreed that their high school T
experience was helpful in choosing a career. Those having
15 years or more education strongly disagreed or disagreed
66% of the time. Additionally, respondents having 15 years
or more of education agreed 30% of the time with this item.
As the level of education went up, the percent of responses

in the "strongly disagrees" and "disagrees" went down.

Summary
A total of 333 individuals responded to the

questionnaire. Female respondents accounted for three
quarters of the responses and indicated strongly agrees as a
response more often on all questions in all categories than
did their male counterparts with the one exception of

question Community-Based-Learning 4. Males and females

90
alike showed strong support (agrees or strongly agrees) when
responding to questions in all three categories.

All respondents supported the need for a better school-
to-work transition and for including other stakeholders in
the education process. They indicated the strongest support
for Career Awareness and Career Exploration beginning in the
junior high/middle school, with Community-Based-Learning
starting in 10th grade. They supported by a high percentage
a variety of methods for presenting career information and
indicated that even those children expected to go on to
college should participate in school-to-work initiatives.
They supported having time spent on career investigation
equal to that of academics; however, there was less support
within the Community-Based-Learning category than for the
other two.

Finally, a number of demographic variables were
studied. As mentioned earlier, women marked strongly agrees
as their response to questions more often than men; however,
both men and women were typically supportive of the
different initiatives. Additionally, the data did not
indicate education of the respondent, educational
expectations for the child, gender of the child or child's
year in school to be a factor when the parent/guardians

responded to the questions.

CHAPTER V
Summary, Conclusions, and Implications

Chapter V is divided into three discussion sections.
Section one will be a summary of the objectives, research
method, and results. Section two will involve a discussion
based on the major conclusions of the study, and section
three will consist of implications for theory, research, and

practice.

Summary of the Study

 

The purpose of this study was to investigate
parent/guardians' perceptions of school-to-work programs.
The study specifically addressed the following questions:

1) What are parent/guardians' perceptions of the
value of the school-to-work components of career
awareness, career exploration and community-based-
1earning as part of the educational experiences of
their children?

2) What is the relationship of the respondents' gender
with their perception of the value of career
awareness, career exploration, and community-based-
learning in the education of their children?

3) What is the relationship of the respondents'
educational attainment with the perception of the
value of career awareness, career exploration and
community—based learning, in the education of their
children?

91

4)

5)

6)

7)

92

What is the relationship of the grade level of the
child and the respondents' perception of the value
of career awareness, career exploration, and
community-based learning, in the education of their
children?

What is the relationship of the gender of the child
and the respondents' perception of the value of
career awareness, career exploration, and
community-based learning, in the education of their
children?

What is the relationship of the expectations by the
respondents' for the educational attainment of
their children with their perception of the value
of career awareness, career exploration, and
community-based learning, in the education of their
children?

What are the parent/guardians' perception of
specific issues which have been identified in the
literature as critical to school-to-work
initiatives? These are:

a) need for a better school-to-work transition

_b) the role of other stakeholders in school-to-

work
c) time and form of transitions
d) format used to present career information

e) importance of the relationship between time
spent on career investigation vs. academics

f) the value of school-to-work initiatives for all
students.

A questionnaire was sent to parent/guardians of junior

high/middle school and high school students in selected

school districts in five Michigan counties. Parents/

guardians were asked to answer the questionnaire and return

it to the Center for Career and Technical Education,

Michigan State University.

93

A total of 333 individuals from a sample of 1810
responded to the questionnaire, providing a response rate of
18.5%. Of those who returned the questionnaire, 78% were
female and 22% were male. One third of the respondents had
a college education and over 70% felt that their high school
experience was not helpful in choosing a career. Over 50%
indicated they expected their child to complete 15 or more
years of school. The majority were parents of a male high
school student.

More than 96% of the parents either agreed or strongly
agreed that schools needed to provide Career Awareness,
Career Exploration and Community-Based-Learning. They also
indicated the same high percentage of support when asked if
they would want their child to participate in such programs.

More than (90%) agreed that other stakeholders should
be involved in on-site training, internships,
apprenticeships and community service. Support was less for
having other stakeholders teach classroom subjects.

Parents expressed a preference for beginning Career
Awareness and Career Exploration in junior high/middle
school. They favored 10th grade as the time to begin
Community-Based-Learning.

For Career Awareness, respondents wanted classroom
visits and presentations from businesses. They also wanted

students to be shown how academics relate to careers and to

94
provide opportunities for students to visit different
businesses.

For Career Exploration, they supported having students
test their career interest through real and simulated career
activities. They also felt that more time should be spent
on it as the student continued through school.

Parent/guardians believed that on-site training,
internships, apprenticeships and community service were
appropriate formats for Community-Based-Learning. They also
believed that teachers and administrators should work
closely with the community to ensure consistency between
what is being taught at the community site, and what is

taught at school.

Discussion of the Findings

 

This discussion is structured around the following six
issues:

1) The need for a better school-to-work transition

2) The role of the other stakeholders

3) When and in what format should transitions occur

4) The format which should be used to present career
information

5) The importance of the time spent on career
investigation vs. academics

6) The value of school-to-work initiatives for all
students.

95
This researcher considers the results of this study to.
have important implications for the practice of school-to-
work. However, it is important to reiterate that, given the
modest response rate in the study, the following
implications for practice need to be considered with

caution.

The Need for Better School-to-Work Transitions

According to Tifft (1992), the U.S. ranks at the bottom
of the list when comparing how we prepare our students in
the transition from school-to-work with other countries’
practices. Schools and schoolboards have had concerns about
the support, or lack of it, that parents would give to
school-to-work initiatives. The result of this study
indicate however, that parent/guardians appear to strongly
support school-to-work initiatives. Parents showed strong
support for better Career Awareness, Career Exploration, and
Community-Based-Learning programs. As the initiatives moved
from the classroom to the field, that is, from Career
Awareness toward Community-Based-Learning, the support was
not as strong. It may be that once the student is
physically removed from the academic school setting, through
programs such as apprenticeships or community service, the
issue of tracking students becomes a concern. The U.S.
Department of Labor, when reviewing school-to-work programs,

indicated that parents had concerns that their children were

96
being placed in a career track. This would suggest that
school districts will need to carefully consider how they

market off campus initiatives.

The Role of the Other Stakeholders

 

The value of linking other stakeholders, employers and
labor, to educators and students was supported by the
parent/guardians. Employers, labor and educators should
work together to create better methods of linking what is
learned in school to the world of work. As Hamilton,
Charner and Frasher, Tifft, and Sterns have all suggested,
many of our young people are leaving high school unprepared
for the world of work. In countries such as Germany,
Denmark and Japan, just the opposite is true. In Japan, for
example, teachers work closely with employers in placing
students in work-based programs. In Germany, the employee
working with the student at the worksite has input into
school related assignments and works with the teachers to
coordinate activities.

Through programs such as Partnership in Education, a
program that gives students the opportunity to work for a
brief time in an actual business setting, schools and
employers are beginning to work more closely together. An
additional option would be to encourage business and labor
to participate in a teaching capacity where appropriate.

The parent/guardians who responded to the survey strongly

97
agreed to that concept. This could take several additional.
forms, including allowing employees to mentor on the job, or
be involved in designing the curriculum.
Parents were also supportive of all students being
involved in Career Awareness, Career Exploration, and
Community-Based-Learning, regardless of their educational

expectations.

When and in What Format Should Transitions Occur

Many other countries begin their school-to-work
transitions early in the child's education. In the U.S., we
have provided some career days as early as the elementary
level, but little more. Parent/guardians have indicated
that they support more Career Awareness and Career
Exploration at the junior high/middle school and Community-
Based-Learning beginning in the 10th grade.

It was interesting that parent/guardians supported
starting Career Awareness and Career Exploration at the
junior high/middle school level. Currently many schools
have some career awareness programs in the elementary level.
These career awareness programs have been in some districts
for many years, often beginning with parents making
presentations to elementary children about their own
specific jobs. The fact that Career Awareness was supported
starting in the junior high/middle school was surprising to

the researcher. School districts might want to investigate

98
further the reasons parent/guardians want to wait until

junior high/middle school to begin Career Awareness.

The Format Which Should Be Used
to Present Career Information

Programs such as tech prep, youth apprenticeships,
cooperative education, and vocational education are being
offered in some schools. Because schools have been unsure
how these programs would be received by parents, they have
often proceeded slowly. The results of this questionnaire
would suggest that parents are willing to support a variety
of methods, as well as a variety of designs.
Apprenticeships, community service, on-site training and
internships all received support from the respondents, as
well as different methods of teaching and the use of non-
teaching subject matter experts such as employers and labor.
It was interesting that, of the four choices, on-site
training, internships, apprenticeships and community
service, the one receiving the lowest support was community
service. What is it about community service that
parent/guardians viewed differently from the other three
Options? Districts might want to determine how
parent/guardians define that issue and the implications

around their definition.

99

The Importance of Time Spent
on Career Investigation vs. Academics

 

 

When schools have offered non-traditional subjects, the
issue of grades and credentials has been a concern, as noted
by Levitan (1991) when discussing the importance of
credentials for students who want to go on to college. For
them, credentials are a measure of success and help with
college entrance requirements, but for the non-college bound
student they have little to offer. At the same time, Robert
Reich (1993), suggested that credentials could also be
important for the non-college bound student. If a good
system was developed allowing a student to have a set of
credentials detailing the skills learned, then, the non-
college bound student would see value in them.

While parent/guardians indicated they would support
giving Career Awareness, Career Exploration, and Community-
Based-Learning equal support with other academics, it was
not as strongly supported as other issues. Additionally,
the overall mean for the respondents was lower as they moved
from Career Awareness, to Career Exploration, to Community-
Based-Learning. As the student moves away from the
traditional setting, school districts may need to assess why
the parents are less enthusiastic for having grades for
academic courses be equivalent to grades for school-to-work

programs.

100

The Value of School-to-Work Initiatives for All Students

 

Schools and government have tried to address what
students should be involved in school-to-work initiatives.
Many of the government programs have targeted "at risk",
students. The result of this has been to make many current
programs, such as Vocational Education, less appealing to
both students and parents. These programs are often viewed
as being for low-achievers and problem students. Both
students and parents are concerned about the stigma that
might be attached to those who attend. Currently, programs
such as tech prep and youth apprenticeships are opening
their doors to all students in order to change that image.
There is a strong desire to ensure these new initiatives
avoid the label of a second class program, (Mireles, 1994).

The survey results indicate that the parents who
responded view school-to-work initiatives as important for
all students. They felt that all students, regardless of
career aspirations, could benefit. This is a change from
the past. According to the Michigan Occupational
Information Coordinating Committee (1992), parents have
looked at vocational education programs as something for
other people’s children, not their own. This new finding
would suggest that at least some parents are very willing to
consider new school-to-work initiatives. The real issue may
center on how new initiatives are promoted (Elford, 1993),

not the fact that they are school-to-work initiatives.

101
Schools should be able to use this information to further
enhance their school-to-work initiatives, and market them to

both students and parents.

Implications For Theory

 

Much of the discussion around school-to-work
initiatives and curriculum design has been based on the
assumption that parent/guardians would not support school-
to-work initiatives, or changes in school curriculum. The
findings of this research would indicate that this
assumption may not be true. The parent/guardians who
responded indicate a willingness to try other types of
programs and to increase time spent on Career Awareness,
Career Exploration, and Community-Based-Learning.

The idea that school-to-work initiatives would only
appeal to parents of "at risk" students or non-college bound
students was not supported by this study. The
parent/guardians with expectations that their child would go
on to college, while not as supportive as the other parents,
still felt that their child could benefit from the school-
to-work initiatives. Additionally, all parents indicated a
perceived value for all students participating in school-to-
work initiatives.

The role that work-based learning should play in the
curriculum has also been the topic of many discussions.

Many schoolboards have held to the theory that their college

102
educated parents would not support changes in the
curriculum. While support for the different initiatives
decreased as the parents' education level went up, college
educated parents were supportive of the initiatives to a
high degree.

Another belief has been that school curricula are
needed to be heavily weighted on academics for the college-
bound students. As those initiatives moved away from the
traditional setting, there was less support, relating to
other areas, for equalizing grades from school-to-work
initiatives with academic grades. The findings, however,

still provide strong support for that concept.

Implications for Practice

 

The findings should serve as a stimulus for discussion
and inquiry among school administrators, schoolboards,
business and labor regarding their current policies,
practices and thinking relating to school-to-work
initiatives.

Currently, our schools are focused on providing a
strong curriculum to support those students continuing on to
college. That emphasis should not be weakened, however,
schools need to do a better job of preparing the 60-70% (on
average) of their students who do not continue. In many

cases, administrations and schoolboards have been reluctant

103
to make changes for fear of backlash from parents. This
study may suggest that those fears could be ungrounded.

Parents and guardians have indicated that they not only
would support present school-to-work initiatives, but would
like to see more of them. Career Awareness initiatives
appear to have the most support, with Career Exploration and
Community-Based-Learning following in that order.

The school districts’ demographics in terms of
education level of the parent, and educational expectations
the parent has for their child does not appear to play a
major role in determining parent/guardian support.
Additionally, while women were more supportive overall than
men, men did support all three categories.

Schools need to be cautious when they move into
community-based-learning initiatives. While they were
supported, they received less support than the other
initiatives and might meet more initial resistance if not
properly designed. Schools should also design the
initiatives with all students in mind, not just a select
group. This would not only enhance the chance for success,
but would limit the risk of making the initiatives appear to
be less valuable than other school programs.

Schools also need to pay attention to the statistic
that 70% of the respondents indicated that their high school
experience was not helpful in choosing a career. This can

be used to help market a school-to-work initiative, but may

104
also provide some indication of why parents are often
frustrated with the school system. While results of this
study support this claim, the extent to which it is
characteristic of most or all parents of middle or high
school children is not known due to the modest response rate
obtained in this study.

The parents and guardians who responded have indicated
a desire to have other stakeholders involved in the
education process. Business and labor need to be more
actively involved. Currently many schools have begun
partnerships with different businesses in their community.
Schools and business need to sit down and develop school-to-
work initiatives that will benefit both parties. They need
to work together to support legislation beneficial to the
success of their efforts and to investigate different
alternatives for sharing resources, including teachers and
employees.

The information gathered in this research may be
helpful not only to the districts which participated, but to
others as well. The districts used in the study represented
a cross section of schools. The schools represented
different class sizes, different education levels of the
parents, and both rural and suburban settings. While the
response rate was low, other districts might reflect on
results from this study as they consider their own school-

to-work initiatives. For example, the fact that parents/

105
guardians supported all three initiatives, Career Awareness,
Career Exploration, and Community-Based-Learning, opens the
door to consideration of a wide variety of opportunities.
Additionally, the fact that the parent/guardians were
supportive regardless of education, gender or expectations
for their children allows for a wide range of discussion at
all levels within the community.

The final goal of this study was to develop an
instrument that other school districts could use to
determine their parent/guardians’ perceptions about school-
to—work. Because an existing instrument was not found, one
was developed by the researcher. The final instrument
consisted of four main subheadings: Career Awareness, Career
Exploration, Community-Based-Learning, and Parent
Demographics. Within each of these categories was a series
of questions designed to gain parent/guardians’ perceptions
about school-to-work initiatives. The instrument was also
designed to be generic in nature in order for other school
districts to be able to easily adapt it for their use. For
example, it would not be difficult to make a few changes and
present this to parents of elementary students. Also, a
school could currently have a school-to-work initiative in
place, and by making a few changes, or adding a few
questions, be able to survey their parent/guardians

specifically about that program.

106

Implications For Research

While the findings of this study should be considered

tentative until further statistics from more respondents can

be obtained, there are implications for further research

that could be considered:

1)

2)

3)

4)

5)

6)

8)

10)

Replicate the study to address the question of
possible sample bias.

Given the opportunity, would parent/guardians
elect to begin community-based-learning earlier?

Why is there a reluctance by parent/guardians
not to begin career awareness and career
exploration until junior high/middle school?

While parent/guardians were in favor of grades

for the school-to-work initiatives having equal
value with academics, they showed less support for
that issue than for others. Why is this so?

Parent/guardians have indicated that more time
should be spent on these initiatives. How much
more time?

Parent/guardians indicated a willingness for
peOple other than teachers to be involved in the
teaching of their children. What restrictions
would parents place on these individuals?

Parent/guardians of elementary children should
also be surveyed for their perceptions regarding
school-to work initiatives.

Parent/guardians of college students should be
surveyed for their perceptions regarding school-to
work initiatives.

If this study was done in a different state would
there be a different set of findings? Would, for
example, the state of Utah have a different set of
responses than Michigan?

Would there be a difference not only by state, but
also by region of the country?

107

11) Would a survey of administrators or schoolboard
members' perceptions be different from those of
the parent/guardians?

12) If a follow-up mailing was conducted in the
participating school districts of this study,
would the same high support for school-to-work
initiatives be found?

13) Did the parent/guardians who answered the survey
have a common understanding of what was meant by
the terms used? Would they have common agreement
on terms such as community-based learning?

14) Would parent/guardians in other states or
regions have the same definitions for the terms
used in the survey as those in Michigan?

15) What is it about community service that causes
respondents to be less supportive of it than of
the other two categories?

16) While this study was designed to gather
information from parent/guardians, with some
modification it could be used to survey other
stakeholders, such as business and labor and then
to compare their responses to the
parent/guardians.

Conclusion

 

This study was undertaken to gain a better
understanding of parent/guardians’ perceptions regarding
Career Awareness, Career Exploration, and Community-Based-
Learning. The literature had numerous articles about
government involvement, educations' and business but said
little about the parent/guardians. The literature
indicated, a feeling by some schoolboard members and others
that parent/guardians were not very supportive.
Consequently, some schools are hesitant to actively pursue

school-to-work initiatives. There were also questions about

108
what a good school-to-work program should contain and when
it should be implemented.

The findings of this research should cause schoolboards
and administrators to take a strong look at school-to-work.
It appears that the parent/guardians may be a large untapped
resource for support and consequently enable a school
district to continue to enhance their school-to-work
efforts. While this research needs to replicated in other
districts and other states in order to further validate the
findings and expand the response rate, it can serve as a
springboard to initiate further knowledge about parents/

guardians’ perceptions regarding school-to-work.

APPENDICES

APPENDIX A

UNIVERSITY COMMITTEE ON RESEARCH

INVOLVING HUMAN SUBJECTS

MICHIGAN STATE

UNIVERSITY

July 23. 1996

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109

APPENDIX B

THE SURVEY QUESTIONNAIRE

E MICHIGAN CENTER FOR CAREER AND TECHNICAL EDUCATION

”WOWUATEWWOMMWOWWOWEOIW

Dear Parent/guardian(s):

'In the last few years, legislators, schools, and businesses
have begun to take a hard look at how well we prepare our
students to enter the workforce after they leave school.
Currently about 70% of our students (nationally), do not go on to
college. Even for those that do, they often change their minds
about the career they want to pursue. This results in young
people who are either unable to find good paying jobs after high
school, or who end up spending extra time in college due to
changing their major area of study.

I am interested in addressing this issue further. In order
to do so I have enclosed a questionnaire that asks for your '
opinion on methods to better prepare our students for employment
and career choices. The information that you provide in answering
the questionnaire will help your local school district evaluate
current and future programs.

Your participation is strictly voluntary and your responses
will be confidential. Your school will not see your individual
responses or questionnaires. Michigan State University will
collect the questionnaires, (in the return envelopes provided).

A summary of the results will be provided to the school district.
Your answers will not be individually identifiable. You indicate
your voluntary agreement to participate by completing and
returning this questionnaire.

The information that you and other parents provide will help
your local schoolboard make more informed decisions regarding
your childs education. Your opinions are important and greatly
appreciated.

Thank you for taking the time to give us your opinions.

sincerely,
Dr. Cas Hellman Brett Stanger
Director Research Associate

”‘1’“ I!“ II w 1“!”

awe-ammonium”

llO

111

PARENTS/GUARDIANS QUESTIONNAIRE ON PREPARING STUDENTS
FOR CAREERS

This questionnaire is designed to solicit the views of
parents/guardian( s) regarding the issue of better preparing
students to make informed choices and be better prepared for the
world of work. A scale of 1-4 will be used in scoring their
answers. The corresponding interpretation of the scale is as
follows:

1 - Strongly disagree (8D)
2 - Disagree (D)

3 - Bar-0 (A)

4 - Strongly agree (SA)

Please read through the following questions. You will be asked
to mark a response of I, (strongly disagree) 2, (disagree),

3, (agree) or 4, (strongly agree) for each question. Please do
not skip any questions.

ALL YOUR.RESPONSES ARE CONFIDENTIAL. IRE RESEAREHHR WILL BE
UNABLE TO IDENTIEY‘NRD THE INDIVIDUAL IS TENTnANSNERED THE
QUESTIONS.

The questions will be asking for your opinions regarding the

issue of preparing students for career choices.

Here is a sample question:

1. I believe that career exploration should m
begin in junior high/middle school. 1 2 3 4
Shade box 1,2,3, or 4 depending on if you

strongly disagree, disagree, agree or
strongly agree with the statement.

Please note that sees questions may be similar in format, but are
asking for your opinion on a different topic.

when answering this questionnaire please do so considering the
flan—“WWII

112

£A3£IB.AEABIEE§S

career heareness-Helping students become aware of different

careers that are available.

School career awareness programs should
include:

How academics relate to careers
Classroom visits and presentations from
businesses

Actual visits to different businesses

.§D___D___A__fiA

As the student continues through school, more

time should be spent on career awareness.

flaking students aware of career options is
necessary so they can better prepare for
what they want to do after high school.

Career awareness is as important as academic
subjects in preparing students for their
future.

I believe career awareness should be part of
the school program.

I believe that a good career awareness
program can benefit all students, regardless
of their future education choices.

I believe that there is a definite need for
career awareness programs in school.

career awareness should begin in:

I would want my child to participate in a
career awareness prograa.

1. no
2. E1
3. Jr.
4. RB

113

CAREER_EXELQBAIIQH

Career lxploration-Giving the student the opportunity to
test their career interests through real
and sisulated career activities.

ED___D___A__§A

1. I believe that career exploration should be
part of the school program. 1 2 3 4

2. As the student continues through school, more
time should be spent on career exploration. 1 2 3 4

3. Career prloration is an important method for
helping students decide what career choices
they want to make. 1 2 3 4

4. career exploration allows students to
see the connection between what is being
taught in school and how it relates to their

career interests. 1 2 3 4
5. career exploration is as valuable as other
academic courses. 1 2 3 4
6. Career exploration helps some students
to understand education is important. 1 2 3 4
7. Career exploration should begin in:
1. No
2. El
3. Jr
4. as

8. All students should be expected to participate
in career exploration. 1 2 3 4

9. I believe that there is a definite need
for career exploration programs in school. 1 2 3 4

10. I would want my child to participate in
career exploration. 1 2 3 4

114

SQHHUNIIX:EA§ED_LEABNIEE

community-based learning-~Actual learning at a community site

10.

that matches the students career

interests, is sponsored by the
school and reinforced through the
schools academic programs.

'community-based learning could include:

on-site training
internships
apprenticeships
Community service

A community-based learning program can help
a student understand the importance of what
is being taught in school.

a communityqbased learning program can help
a student learn about the different types
of careers in the community as they assess
their possible career choices.

What is taught in the classes at school
should relate to what is taught at the
community site.

Teachers and administrators should work
closely with the community to ensure there
is consistency between what the student is
learning at the community site and at school.

For students participating in community-based
learning, they should be graded for that
community experience just as they would an
academic subject.

The grade that a student would receive for
community experience should be valued the same
as an academic course.

Representatives from the community should be
able to teach some of the academic courses
that relate to the students community
experience.

Community-based learning should be available
to all students regardless of their future
career choices.

community-based learning should begin in
in the following grade:

SD___D___A__§A
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4

1.
2.
3.

10
11
12

11.

12.

13.‘

115

EUL__JL__JL_JEB

I believe that there is a definite need for
community-based learning programs in school. 1 2 3 4

I believe that the school system needs to
begin, (or continue with), programs that

better prepare our students to participate
as adults in our community. . 1 2 3 4

I would like my child to have the opportunity
to participate in a community-based learning
program. ' 1 2 3 4

The following are seven questions for the parent/guardian(s).
The purpose of these questions is to provide the researcher with
some general information about the parent/guardian(s) who have
been kind enough to help in this study.

1.

2.

3.

4.

5.

I am the parent/guardian of a junior high]
middle school student. Yes No

I am the parent/guardian of a high school
student. Yes No

now many years of education have you completed?
(Check one)

12 years of schooling or less
12 to 14 years
15 or more years

 

I am a (male.or female) H P

My high school experience was helpful to me
in choosing my career. SD D A SA

The gender of my oldest child still in public

school, (and the one I considered when answering
this questionnaire) is a (male or female) H r

I expect the above child to complete (check one)
12 years of schooling or less

12 to 14 years

15 or more years

Hy child attends school in:

Livingston County
Ingham County
Clinton County
Shiawassee County
Eaton County

APPENDIX C

OVERALL PERCEPTIONS OF SCHOOL-TO-WORK

Table Cl

Parents’ Re on es Re

in Items Rel tin to Career Aw ene

 

 

Question §_I_)_ Q A SA. 1‘1 Missing
CA] 6* 99 223 328 5
(1.8)“ (30.2) (68)
CAIB 7 138 172 317 16
(2.2) (43.5) (54.3)

CAIC 1 16 127 175 319 14
(.3) (5.0) (39.8) (54.9)

CA2 2 19 144 167 332 l
(.6) (5.7) (43.4) (50.3)

CA3 3 117 212 332 1

(.9) (35.2) (63.9)

CA4 6 48 135 141 330 3
(1.8) (14.5) (40.9) (42.7)

CA5 1 9 160 162 332 1
(.3) (2.7) (48.2) (48.8)

CA6 9 149 182 333 0

(2.7) (44.7) (54.7)

CA7 1 12 138 182 333 0
(.3) (3.6) (41.4) (54.7)

CA9 4 4 120 209 333 0

 

*Actual number of responses

* *Percent of total responses for this item

116

117

Table C2

Parents’ Resggnses Regarding Items Relating to Career Awareness (QA)

 

 

m MLan S_D a

CA1A 3.66 .51 328
CAlB 3.52 .54 317
CA1C 3.49 .60 319
CA2 3.43 .63 332
CA3 3.36 .50 332
CA4 3.24 .76 330
CA5 3.45 .56 332
CA6 3.49 .55 333
CA7 3.50 .58 333
CA9 3.61 .51 333

 

Grand Mean for Career Awareness is 3.48

Table C3

118

Parents’ Responses Regarding Items Relating to er Explgmjgn (CE)

 

 

estion S_D D A $21 E
CE] 1* 9 155 167 332
(.3)M (2.7)“ (46.7) (50.3)
CE2 1 36 160 134 331
(.3) (10.9) (48.3) (40.5)
CE3 5 176 151 332
(1.5) (53.0) (45.5)
CE4 1 11 151 169 332
(.3) (3.3) (45.5) (50.9)
CBS 4 52 155 119 330
(1.2) (15.8) (47.0) (36.1)
CE6 7 150 174 331
(2.1) (45.3) (52.6)
CE8 11 76 138 104 329
(3.3) (23.1) (41.9) (31.6)
CE9 14 162 155 331
(4.2) (48.9) (46.8)
CE10 6 143 182 331
(1.8) (43.2) (55.0)

 

*Actual number of responses
"Percent of total responses for this item

119

Table C4

Parents Respgnses Regarding Items Relating Career Explgration (CE)

 

 

estlon Mean SD g
CEl 3.47 .57 332
CE2 3.29 .67 331
CE3 3.44 .53 332
CE4 3.47 .58 332
CES 3.18 .73 330
CE6 3.51 .54 331
CE8 3.02 .83 329
CE9 3.43 .58 331
CE10 3.34 .54 331

 

Grand Mean for Career Exploration is 3 .35

Table C5

120

Pgents’ Responsgs Regarding Items Rglating to Commgggy’ -Basgg-ggggg_1' g (CBL)

 

 

Qy__estion S_D D A .S_A_ E Missing
CBLlA 11* 166 146 323 10
(3.4)" (51.4) (45.2)
CBLlB 1 18 150 149 318 15
(.3) (5.7) (47.2) (46.9)
CBLIC 16 153 149 318 15
(5.0) (48.1) (46.9)
CBLlD 5 24 153 139 321 12
(1.6) (7.5) (47.7) (43.3)
CBL2 1 15 184 127 327 6
(.3) (4.6) (56.3) (38.8)
CBL3 4 190 134 328 5
( 1.2) (57.9) (40.9)
CBL4 5 46 177 97 325 8
(1.5) (14.2) (54.5) (29.8)
CBLS 3 24 165 133 325 8
(.9) (7.4) (50.8) (40.9)

 

*Actual number of responses

"Percent of total responses for this item

121

 

 

Table C6

Parents’ Re nses Re ardin Items Relatin to C u ' -Based- ' B
mm Mean 5.1.). a
CBLlA 3.41 .55 323
CBLlB 3.40 .61 333
CBL1C 3.41 .58 318
CBLlD 3.32 .68 321
CBL2 3.33 .57 327
CBL3 3.39 .51 328
CBL4 3.12 .69 325
CLB5 3.31 .34 325
CBL6 3.17 .76 325
CBL7 3.09 .81 323
CBL8 3.01 .70 326
CBL9 3.33 .57 326
CBLll 3 .31 .60 330
CBL12 3.52 .58 328
CBL13 3.41 .60 328

 

Grand mean for Community-Based-Learning is 3.31

APPENDIX D

RESPONSES BY GENDER OF PARENT

Table D7

Male/Female Responses Regarding Items Relating to Career

 

 

Awareness
MALES FEMALES
Quest.
Pg. 4 SD D A SA SD D A SA
CA1A 2* 21 48 4 78 173
(2.8)* (29.6) (67.6) (1.6) (30.6)(67.8)
CAlB 4 33 32 3 105 138
(5.8) (47.8) (46.4) (1.2) (42.7)(56.1)
CA1C 1 4 30 34 12 96 139 .
(1.4) (5.8) (43.5) (49.3) (4.8) (39.1)(56.0)
CA2 5 39 27 2 14 150 138
(7.0) (54.9) (38.0) (0.8) (5.4) (40.5)(53.3)
CA3 1 31 38 2 75 172
(1.4) (44.3) (54.3) (0.8) (33.1)(66.2l
CA4 3 11 35 22 3 36 100 118
(4.2) (15.5) (49.3) (31.0) (1.2)(14.0) (38.9)(45.9)
CA5 3 43 25 l 6 117 135
(4.2) (60.6) (35.2) (0.4) (2.3) (45.2)(52.1)
CA6 3 38 25 6 111 143
(4.2) (53.5) (42.3) (2.3) (42.7)(55.0)
CA7 5 34 32 1 7 104 148
(7.0) (47.9) (45.1) (0.4) (2.7) (40.0)(56.9)
CA9 2 33 36 2 87 171
(2.8) (46.5) (50.7) (0.8) (33.5)(65.8)

 

*Actual number of responses
**Percentage of total responses for

122

this item

Table D8

n3

Male/Female Responses Regarding Items Relating to Career

 

 

Exploration
MALES FEMALES
Quest.
Pg. 4 SD D A SA SD D A SA
CEl 3* 38 30 1 6 117 135
(4.2)**(53.5) (42.3) (0.4) (2.3)(45.2)(52.1)
CE2 15 34 22 1 21 126 110
(21.1) (47.9) (31.0) (0.4) (8.1)(48.8)(42.6)
CE3 2 41 28 2 135 122
(2.8) (57.7) (39.4) (0.8)(52.1)(47.1)
CE4 l 4 39 27 7 112 140
(1.4) (5.6) (54.9) (38.0) (2.7)(43.2)(54.1)
CBS 3 18 31 18 1 34 124 99
(4.3)(25.7) (44.3) (25.7) (0.4)(13.2)(48.1)(38.4)
CE6 3 44 24 4 106 148
(4.2) (62.0) (33.8) (1.6)(41.1)(57.4)
CE8 7 19 34 11 4 57 104 91
(9.9)(26.8) (47.9) (15.5) (1.6)(22.3)(40.6)(35.5)
CE9 7 42 22 7 120 131
(9.9) (59.2) (31.0) (2.7)(46.5)(50.8)
CE10 5 37 29 1 106 151
(7.0) (52.1) (40.8) (0.4)(41.1)(58.5)

 

*Actual number of responses

**Percentage of total responses for this item

Table D9

124

Male/Female Responses Regarding Items Relating to

Community-Based Learning

 

 

MALES FEMALES
Quest.

Pg. 4 SD D A SA SD D A SA
CBLA 3* 37 28 8 129 116
(4.4)**(54.4) (41.2) (3.2)(51.0)(45.8)

CBLB 1 4 35 28 14 115 119
(1.5) (5.9) (51.5) (41.2) (5.6)(46.4)(48.0)

CBLC 5 34 29 11 119 118
(7.4) (50.0) (42.6) (4.4)(48.0)(47.6)

CBLD 4 8 38 19 1 16 115 118
(5.8)(11.6) (55.1) (27.5) (0.4) (6.4)(46.0)(47.2)

CBL2 7 39 23 1 8 145 102
(10.1) (56.5) (33.3) (0.4) (3.1)(56.6)(39.8)

CBL3 49 20 4 141 112
(71.0) (29.0) (1.6)(54.9)(43.6)

CBL4 l 12 34 22 4 34 142 74
(1.4)(17.4) (49.3) (31.9) (1.6)(13.4)(55.9)(29.1)

CLBS 1 7 34 26 2 17 131 105
(l.5)(10.3) (50.0) (38.2) (0.8) (6.7)(51.4)(41.2)

CBL6 3 21 32 19 3 36 116 101
(4.5)(19.4) (47.8) (28.4) (1.2)(14.1)(45.3)(39.5)

CBL7 4 21 25 18 3 52 101 97
(5.9)(30.9) (36.8) (26.5) (1.2)(20.6)(39.9)(38.4)
CBL8 2 11 41 15 4 49 141 61
(2.9)(15.9) (59.4) (21.7) (1.6)(19.2)(55.3)(23.9)
CBL9 3 44 21 14 138 104
(4.4) (64.7) (30.9) (5.5)(53.9)(40.6)

(table continued)

125

Table D9 (continued)

 

 

MALES FEMALES
Quest.
Pg. 4 SD D A SA SD D A SA
CBLll 2 6 43 18 12 141 107
(2.9) (8.7) (62.3) (26.1) (4.6)(54.2)(41.2)
CBL12 2 4 28 34 5 104 150
(2.9) (5.9) (41.2) (50.0) (1.9)(40.2)(57.9)
CBL13 4 4 38 22 6 123 130
(5.9) (5.9) (55.9) (32.4) (2.3)(47.5)(50.2)

 

*Actual number of responses
**Percentage of total responses for this item

Table D10

126

Male/Female Parent Views Regarding When to Begin Career

 

 

Awareness, Career Exploration, or Community-Based Learning
Quest.

Pg. 4 Element. Jr. High/Mid. High School
Career 19 33 18
Awareness (27.1) (47.2) (25.7)
Males-

Career 64 152 44
Awareness (24.6) (58.5) (16.9)
Females

Career 11 31 28
Exploration (15.7) (44.3) (40.0)
Males

Career 51 140 67
Exploration (19.8) (54.3) (26.0)
Females

Community— 36* 28 4
Based (52.9)“r (41.2) (5.9)
Learning

Males

Community- 189 57 9
Based (74.1) (22.4) (3.5)
Learning

Females

 

*Actual number of responses
**Percentage of total responses for this item

APPENDIX E

RESPONSES BY EDUCATION LEVEL

 

 

Table E11
Parents’ Education Level and Their Responses Regarding
Items Relating to Career Awareness (12 Years or Less)
Quest.
Pg. 3 S.D. D A S.A.
CA1 2* 23 38
(3.2)** (36.5) (60.3)
CAB 2 29 30
(3.3) (47.5) (49.2)
CAC l 1 24 37
(1.6) (1.6) (38.1) (58.7)
CA2 1 5 36 23
(1.5) (7.7) (55.4) (35.4)
CA3 24 40
(37.5) (62.5)
CA4 6 29 28
(9.5) (46.0) (44.4)
CA5 3 33 29
(4.6) (50.8) (44.6)
CA6 2 34 29
(3.1) (52.3) (44.6)
CA7 5 26 34
(7.7) (40.0) (52.3)
CA9 28 37
(43.1) (56.9)

 

*Actual number of responses
**Percentage of total responses for this item

127

Table E12

Parents'

128

(12 to 14 Years)

Education Level and Their Responses Regarding
Items Relating to Career Awareness

 

 

Quest.
Pg. 3 S.D. D A S.A.
CA1 2* 49 96
(1.4)** (33.3) (65.3)
CAB 1 68 71
(0.7) (48.6) (50.7)
CAC 7 55 79
(5.0) (39.0) (56.0)
CA2 1 7 58 82
(0.7) (4.7) (39.2) (55.4)
CA3 3 46 99
(2.0) (31.1) (66.9)
CA4 3 18 56 70
(2.0) (12.2) (38.1) (47.6)
CA5 l 2 67 77
(0.7) (1.4) (45.6) (52.4)
CA6 4 64 80
(2.7) (43.2) (54.1)
CA7 1 3 61 83
(0.7) (2.0) (41.2) (56.1)
CA9 2 45 101
(1.4) (30.4) (68.2)

 

*Actual number of responses
**Percentage of total responses for this

item

129

Table E13

 

 

Parents’ Education Level and Their Responses Regarding
Items Relating to Career Awareness (15 or More Years)
Quest.
Pg. 3 S.D. D A S.A.
CA1 2* 26 88
(1.7)** (22.4) (75.9)
CAB 4 41 69
(3.5) (36.0) (60.5)
CAC 7 48 58
(6.2) (42.5) (51.3)
CA2 7 48 58
(6.2) (42.5) (51.3)
CA3 46 72
(36.0) (61.0)
CA4 3 23 50 42
(2.5) (19.5) (42.4) (35.6)
CA5 4 59 55
(3.4) (50.0) (46.6)
CA6 3 50 65
(2.5) (42.4) (55.1)
CA7 4 51 63
(3.4) (43.2) (53.4)
CA9 2 47 69
(1.7) (39.8) (58.5)

 

**Percentage of total responses for this item

*Actual number of responses

Table E14

Parents’

130

Education Level and Their Responses Regarding

Items Relating to Career Exploration (12 Years or Less)

 

 

Quest.

Pg. 3 S.D. D A S.A.

CEl 2* 33 30
(3.1)** (50.8) (46.2)

CE2 8 37 20
(12.3) (56.9) (30.8)

CE3 1 38 26
(1.5) (58.5) (40.0)

CE4 1 2 37 - 25
(1.5) (3.1) (56.9) (38.5)

CBS 32 33
(49.2) (50.8)

CE6 1 21 23 19
(1.6) (32.8) (35.9) (29.7)

CE8 4 59 55
(6.2) (50.0) (46.6)

CE9 3 30 31
(2.5) (46.2) (47.7)

CE10 30 35
(46.2) (53.8)

 

*Actual number of responses

**Percentage of total responses for this

item

Table E15

Parents’

13]

Education Level and Their Responses Regarding

 

 

Items Relating to Career Exploration (12 to 14 Years)
Quest.
Pg. 3 S.D. D A S.A.
CEl 1* 2 68 76
(0.7)** (1.4) (46.3) (51.7)
CE2 1 17 60 68
(0.7) (11.6) (41.1) (46.6)
CE3 2 74 71
(1.4) (50.3) (48.3)
CE4 7 61 79
(4.8) (41.5) (53.7)
CE5 1 26 57 63
(0.7) (17.7) (38.8) (42.9)
CE6 4 62 81
(2.7) (42.2) (55.1)
CE8 4 30 62 51
(2.7) (20.4) (42.2) (34.7)
CE9 5 68 73
(3.4) (46.6) (50.0)
CE10 3 57 87
(2.0) (38.8) (59.2)

 

*Actual number of responses

**Percentage of total responses

for this item

Table E16

Parents'

B2

Education Level and Their Responses Regarding

Items Relating to Career Exploration (15 or More Years)

 

 

Quest.
Pg. 3 S.D. D A S.A.
C81 5* 53 60
(4.2)** (44.9) (50.8)
CE2 11 62 45
(9.3) (52.5) (38.1)
CE3 1 64 53
(0.8) (54.2) (44.9)
CE4 2 53 63
(1.7) (44.9) (53.4)
CE5 3 20 60 34
(2.6) (17.1) (51.3) (29.1)
CE6 3 55 59
(2.6) (47.0) (50.4)
CE8 6 24 53 33
(5.2) (20.7) (45.7) (28.4)
CE9 5 63 50
(4.2) (53.4) (42.4)
CE10 3 56 58
(2.6) (47.9) (49.6)

 

*Actual number of responses
**Percentage of total responses for this item

Table E17

133

Parents’ Education Level and Their Responses Regarding
Items Relating to Community-Based Learning (12 Years or

 

 

Less)
Quest.
Pg. 3 S.D. D A S.A.
CBLA 35 28
(55.6) (44.4)
CBLB 4* 27 30
(6.6)** (44.3) (49.2)
CBLC 3 29 29
(4.9) (47.5) (47.5)
CBLD 2 5 32 23
(3.2) (8.1) (51.6) (37.1)
CBL2 5 38 21
(7.8) (59.4) (32.8)
CBL3 1 37 26
(1.6) (57.8) (40.6)
CBL4 1 10 32 20
(1.6) (15.9) (50.8) (31.7)
CBL5 2 34 28
(3.1) (53.1) (43.8)
CBL6 7 29 26
(11.3) (46.8) (41.9)
CBL7 10 32 21
(15.9) (50.8) (33.3)
CBL8 1 7 43 13
(1.6) (10.9) (67.2) (20.3)
CBL9 38 24
(61.3) (38.7)

(Table to continue)

134

Table E17, continued

 

Quest.

Pg. 3 S.D. D A S.A.

CBLll 5 35 25
(7.7) (53.8) (38.5)

CBL12 4 24 37
(6.2) (36.9) (56.9)

CBL13 4 32 29
(6.2) (49.2) (44.6)

 

*Actual number of responses
**Percentage of total responses for this item

BS

Table E18

Parents’ Education Level and Their Responses Regarding
Items Relating to Community-Based Learning (12 to 14 Years)

 

Quest.
Pg. 3 S.D. D A S.A.
CBLA 3* 69 70
(2.1)** (48.6) (49.3)
CBLB 1 7 62 70
(0.3) (5.0) (44.3) (50.0)
CBLC 7 64 69
(5.0) (45.7) (49.3)
CLBD 2 10 67 63
(1.4) (7.0) (47.2) (44.4)
CBL2 1 7 77 60
(0.7) (4.8) (53.1) (41.4)
CBL3 2 75 69
(1.4) (51.4) (47.3)
CBL4 3 17 79 46
(2.1) (11.7) (54.5) (31.7)
CBL5 2 9 67 67
(1.4) (6.2) (46.2) (46.2)
CBL6 3 19 65 58
(2.1) (13.1) (44.8) (40.0)
CBL7 3 31 50 59
(2.1) (21.7) (35.0) (41.3)
CBL8 3 22 80 41
(2.1) (15.1) (54.8) (28.1)
CBL9 5 78 63
(3.4) (53.4) (43.2)

(Table to continue)

136

 

Table E18, continued

Quest.

Pg. 3 S.D. D A S.A.

CBLll 1 5 80 61
(0.7) (3.4) (54.4) (41.5)

CBL12 1 1 53 90
(0.7) (0.7) (36.6) (62.1)

CBL13 2 1 66 77
(1.4) (0.7) (45.2) (52.7)

 

*Actual number of responses
**Percentage of total responses

for this item

Table

B7

 

 

Parents’ Education Level and Their Responses Regarding
Items Relating to Community-Based Learning (15 or More
Years)
Quest.
Pg. 3 S.D. D A S.A.
CBLA 8* 61 47
(6.9)** (52.6) (40.5)
CBLB 7 60 48
(6.1) (52.2) (41.7)
CBLC 6 60 49
(5.2) (52.2) (42.6)
CBLD 9 54 52
(7.8) (47.0) (45.2)
CBL2 3 68 45
(2.6) (67.2) (32.8)
CBL3 78 38
(57.4) (26.1)
CBL4 1 18 66 30
(0.9) (57.1) (57.4) (32.5)
CBL5 l 12 64 37
(0.9) (10.5) (56.1) (32.5)
CBL6 3 22 55 36
(2.6) (19.0) (47.4) (31.0)
CBL7 4 32 44 35
(3.5) (27.8) (38.3) (30.4)
CBL8 2 31 59 22
(1.8) (27.2) (51.8) (19.3)
CBL9 12 66 38
(10.3) (56.9) (32.8)

(Table to continue)

138

Table E19, continued

 

Quest.

Pg. 3 S.D. D A S.A.

CBLll 1 8 68 40
(0.9) (6.8) (58.1) (34.2)

CBL12 1 4 55 57
(0.9) (3.4) (47.0) (48.7)

CBL13 1 5 64 46
(0.9) (4.3) (55.2) (39.7)

 

*Actual number of responses
**Percentage of total responses for this item

Table E20

B9

When to Begin Career Awareness, Career Exploration, and

Community-Based-Learning and Parents’

Educational
Level of
Parent Elemen.

CAREER AWARENESS

12 Years 12*

or Less (18.5)**
12-14 Years 32
(21.8)
15 or More 40
Years (33.9)

CAREER EXPLORATION

 

 

 

12 Years 8
or Less (12.3)
12-14 Years 22
(15.2)
15 or More 32
Years (27.1)
COMMUNITY-BASED-LEARNING
10th GRADE
12 Years 52
or Less (81.3)
12-14 Years 102
(70.3)
15 Years 71
or More (62.3)

Jr. High/Mid.

37
(56.9)

86
(58.5)

62
(52.5)

38
(58.5)

79
(54.5)

55
(46.6)

11“h GRADE

 

11
(17.2)

37
(25.5)

37
(32.5)

Educational Levels

High School

18
(24.6)

29
(19.7)

16
(13.6)

19
(29.2)

44
(30.3)

31
(26.3)

12th GRADE

 

l
(1.6)

6
(4.1)

6
(5.3)

 

*Actual number of responses
**Percentage of total responses for this item

APPENDIX E

RESPONSES BY GRADE LEVEL OF THE CHILD

 

.l 11"

Table

F21

Junior High/Middle School Parents’ Responses Regarding
Items Related to Career Awareness

 

 

 

Quest.
Pg. 3 S.D. D A S.A.
CA1A 2* 25 53
(2.5)** (31.3) (66.3)
CAlB 1 35 41
(1.3) (45.5) (53.2)
CA1C 3 31 46
(3.8) (38.8) (47.5)
CA2 1 5 32 44
(1.2) (6.1) (39.0) (53.7)
CA3 1 23 58
(1.2) (28.0) (70.7)
CA4 l 11 35 35
(1.2) (13.4) (42.7) (42.7)
CA5 1 3 37 41
(1.2) (3.7) (45.1) (50.0)
CA6 2 33 47
(2.4) (40.2) (57.3)
CA7 1 2 36 43
(1.2) (2.4) (43.9) (52.4)
CA9 2 28 52
(2.4) (34.1) (63.4)
*Actual number of responses
**Percentage of total responses for this item

140

Table F22

High School Parents’
Career Awareness

141

Responses Regarding Items Related to

 

 

Quest.
Pg. 2 S.D. D A S.A.
CA1 4* 74 169
(1.6)** (30.0) (68.4)
CAlB 6 103 130
(2.5) (43.1) (54.4)
CA1C 1 13 96 128
(0.4) (5.5) (40.3) (53.8)
CA2 1 14 112 122
(0.4) (5.6) (45.0) (49.0)
CA3 2 94 153
(0.8) (37.8) (61.4)
CA4 5 36 100 106
(2.0) (14.6) (40.5) (42.9)
CA5 6 123 120
(2.4) (49.4) (50.8)
CA7 10 102 138
(4.0) (40.8) (55.2)
CA9 2 92 156
(0.8) (36.8) (62.4)

 

*Actual number of responses
**Percentage of total responses for this item

 

 

Table F23

Junior High/Middle School Parents’
Items Related to Career Exploration

142

Responses Regarding

 

 

Quest.

Pg. 1 S.D. D A S.A.

CE1 1 3* 38 39
(1.2) (3.7)** (46.9) (48.1)

CE2 1 8 40 31
(1.3) (10.0) (50.0) (38.8)

CE3 44 37
(54.3) (45.7)

CE4 4 36 41
(4.9) (44.4) (50.6)

CE5 9 44 27
(11.3) (55.0) (38.8)

CE6 3 33 44
(3.8) (41.3) (55.0)

CE8 3 15 34 28
(3.8) (18.8) (42.5) (35.0)

CE9 4 4 37 39
(5.0) (5.0) (46.3) (48.8)

CE10 36 45
(44.4) (55.6)

*Actual number of responses
**Percentage of total responses for this

 

item

 

Table F24

High

School Parents'

Career Exploration

143

Responses Regarding Items Related to

 

 

Quest.

Pg. 2 S.D. D A S.A.

CE1 6* 117 127
(2.4)** (46.8) (50.8)

CE2 28 120 102
(11.2) (48.0) (40.8)

CE3 4 132 114
(1.6) (52.8) (45.6)

CE4 1 7 115 127
(0.4) (2.8) (46.0) (50.8)

CE5 4 43 111 91
(1.6) (17.3) (44.6) (36.5)

CE6 4 117 129
(1.6) (46.8) (51.6)

CE8 8 61 104 75
(3.2) (24.6) (41.9) (30.2)

CE9 10 125 115
(4.0) (50.0) (46.0)

CE10 6 107 136
(2.4) (43.0) (54.6)

 

*Actual number of responses

**Percentage of total responses for this item

 

Table F25

M4

.-. .---_-.~_‘~.‘—‘e—A_ .. .—

Junior High/Middle School Parents’ Responses Regarding
Items Related to Community-Based Learning

 

 

Quest.
Pg. 1 S.D. D A S.A.
CBLlA 2* 44 34
(2.5)** (55.0) (42.5)
CBLlB 1 3 40 34
(1.3) (3.8) (51.3) (43.6)
CBLlC 3 40 35
(3.8) (51.3) (44.9)
CBLlD 2 6 39 33
(2.5) (7.5) (38.8) (41.3)
CBL2 1 3 46 31
(1.2) (3.7) (56.8) (38.3)
CBL3 2 47 33
(2.4) (57.3) (40.2)
CBL4 1 6 51 23
(1.2) (7.4) (63.0) (28.4)
CBL5 1 ‘46 33
(1.3) (57.5) (41.3)
CBL6 2 12 34 32
(2.5) (15.0) (42.5) (40.0)
CBL7 2 20 27 30
(2.5) (25.3) (34.2) (38.0)
CBL8 1 18 44 19
(1.2) (22.0) (53.7) (23.2)

(Table to Continue)

145

 

 

Table 25, continued
Quest.
Pg. 1 S.D. D A S.A.
CBL9 51 30
(63.0) (37.0)
CBL11 3 47 32
(3.7) (57.3) (39.0)
CBL12 1 35 44
(1.3) (43.8) (55.0)
CBL13 1 l 43 37
(1.2) (1.2) (52.4) (45.1)
*Actual number of responses
**Percentage of total responses for this item

Table F26

High School Parents’

146

Responses Regarding Items Related to
Community-Based Learning

 

 

Quest.
Pg. 1 S.D. D A S.A.
CBLlA 9* 122 111
(3.7)** (50.4) (45.9)
CBLlB 15 110 114
(6.3) (46.0) (47.7)
CBL1C 13 113 113
(5.4) (47.3) (47.3)
CBLlD 3 18 114 105
(1.3) (7.5) (47.5) (43.8)
CLBZ 12 138 95
(4.9) (56.3) (38.8)
CBL3 2 143 100
(0.8) (58.4) (40.8)
CBL4 4 40 126 73
(1.6) (16.5) (51.9) (30.0)
CBL5 3 23 119 99
(1.2) (9.4) (48.8) (40.6)
CBL6 4 37 115 88
(1.6) (15.2) (47.1) (36.1)
CBL7 5 53 100 85
(2.1) (21.8) (41.2) (35.0)
CBL8 5 42 139 57
(2.1) (17.3) (57.2) (23.5)

(Table to Continue)

147

 

Table F26, continued

Quest.

Pg. 1 S.D. D A S.A.

CBL9 17 131 96

(7.0) (53.7). (39.3)

CBL11 2 15 137 94
(0.8) (6.0) (55.2) (37.9)

CBL12 2 8 97 141
(0.8) (3.2) (39.1) (56.9)

CBL13 3 9 118 116
(1.2) (3.7) (48.0) (47.2)

 

*Actual number of responses
**Percentage of total responses

for this item

 

 

APPENDIX G

RESPONSES BY PARENTS’EDUCATIONAL EXPECTATIONS FOR THE CHILD

 

Table 627

Years of Schooling Parents Expect Children to Complete and
When to Begin Career Awareness, Career Exploration, and
Community-Based-Learning

 

Quest. 7 Elemen. Jr.High/Mid. High School

 

CAREER AWARENESS

 

12 Years 6* 8 6
or Less (30.0)** (40.0) (30.0)
12-14 Years 27 72 19
(22.9) (61.0) (16.1)
15 Years 50 104 36
or More (26.3) (54.7) (18.9)

CAREER EXPLORATION

 

 

 

 

 

12 Years 6 7 7
or Less (30.0) (35.0) (35.0)
12-14 Years 16 73 27

(13.8) (62.9) (23.3)
15 or More 39 91 60
Years (20.5) (47.9) (31.6)
COMMUNITY-BASED-LEARNING

10th GRADE 11th GRADE 12th GRADE

12 Years 16 3 1
or Less (80.0) (15.0) (5.0)
12-14 Years 87 25 6

(73.7) (21.2) (5.1)
15 Years 120 57 6
or More (65.6) (31.1) (3.3)

 

*Actual number of responses
**Percentage of total responses for this item

148

 

149

Table 628

Years of Schooling Parents Expect Children to Complete and
When to Begin Career Awareness, Career Exploration, and
Community-Based-Learning

 

 

Question 7 Mean Std. Dev. N=
Career Awareness 1.93 .66 331
Career Exploration 2.10 .68 329

Community-Based-Learning 1.34 .55 324

Table 629

150

Years of Schooling Parents Expect Children to Complete and

Their View of Career Awareness

(12 Years or Less)

 

Quest.

Pg. 7 S.D. D A S.A.

CA1A 4* 15
(21.1)** (79.8)

CAlB 4 14
(22.2) (77.8)

CA1C l 1 4 13
(5.3) (5.3) (21.1) (68.4)

CA2 9 11
(45.0) (55.0)

CA3 9 11
(45.0) (55.0)

CA4 9 9
(50.0) (50.0)

CA5 9 11
(45.0) (55.0)

CA6 10 10
(50.0) (50.0)

CA7 1 6 13
(5.0) (30.0) (65.0)

CA9 3 17
(15.0) (85.0)

*Actual number of responses

**Percentage of total responses for this item

 

 

151

 

 

Table 630
Years of Schooling Parents Expect Children to Complete and
Their View of Career Exploration (12 Years or Less)
Quest.
Pg. 7 S.D. D A S.A.
CE1 7* 13
(35.0)** (65.0)
CE2 9 11
(45.0) (55.0)
CE3 8 12
(40.0) (60.0)
CE4 10 10
(50.0) (50.0)
CE5 1 8 11
(5.0) (40.0) (55.0)
CE6 6 14
(30.0) (70.0)
CE8 l 2 7 10
(5.0) (10.0) (35.0) (50.0)
CE9 l 8 11
(5.0) (40.0) (55.0)
CE10 5 15
(25.0) (75.0)

*Actual number of responses

**Percentage of total responses

 

for this item

U2

Table G31

Years of Schooling Parents Expect Children to Complete and
(12 Years or Less)

Their View of Community-Based-Learning

 

 

Quest.
Pg. 7 S.D. D A S.A.
CBLlA 7* 13
(35.0)** (65.0)
CBLlB 7 12
(36.8) (63.2)
CBL1C 8 11
(42.1) (57.9)
CBLlD 9 10
(47.4) (52.6)
CBL2 11 9
(55.0) (45.0)
CBL3 10 10
(50.0) (50.0)
CBL4 1 11 8
(5.0) (55.0) (40.0)
CBL5 11 9
(55.0) (45.0)
CBL6 13 7
(65.0) (35.0)
CBL7 11 9
(55.0) (45.0)
CBL8 1 14 5
(5.0) (70.0) (25.0)
CBL9 12 8
(60.0) (40.0)

Table to Continue

U3

 

Table 631, Continued

Quest.

Pg. 7 S.D. D A S.A.

CBL11 1 8 11
(5.0) (40.0) (55.0)

CBL12 1 6 13
(5.0) (30.0) (65.0)

CBL13 1 5 14
(5.0) (25.0) (70.0)

 

*Actual number of responses
**Percentage of total responses

for this item

154

 

 

Table 632
Years of Schooling Parents Expect Children to Complete and
Their View of Career Awareness (12 to 14 Years)
Quest.
Pg. 7 S.D. D A S.A.
CA1A 3* 38 77
(2.5)** (32.2) (65.3)
CAlB 4 14
(22.2) (77.8)
CA1C 4 46 67
(3.4) (39.3) (57.3)
CA2 1 7 49 61
(0.8) (5.9) (41.5) (51.7)
CA3 1 1 41 77
(0.8) (0.8) (34.5) (64.7)
CA4 13 47 58
(11.0) (39.8) (49.2)
CA5 3 59 56
(2.5) (50.0) (47.5)
CA6 2 52 . 65
(1.7) (43.7) (54.6)
CA7 5 47 67
(4.2) (39.5) (56.3)
CA9 l 44~ 74
(0.8) (37.0) (62.2)

 

*Actual number of responses

**Percentage of total responses for this item

155

 

 

Table 633
Years of Schooling Parents Expect Children to Complete and
Their View of Career Exploration (12 to 14 Years)
Quest.
Pg. 7 S.D. D A S.A.
CE1 4* 52 62
(3.4)** (44.1) (52.5)
CE2 15 58 45
(12.7) (49.2) (38.1)
CE3 2 63 53
(1.7) (53.4) (44.9)
CE4 1 5 52 60
(0.8) (4.2) (44.1) (50.0)
CE5 17 54 45
(14.7) (46.6) (38.8)
CE6 1 56 61
(0.8) (47.5) (51.7)
CE8 3 27 47 40
(2.6) (23.1) (40.2) (34.2)
CE9 6 55 57
(5.1) (46.6) (48.3)
CE10 2 52 64
(1.7) (44.1) (54.2)

 

*Actual number of responses

**Percentage of total responses for this item

Table 634

156

Years of Schooling Parents Expect Children to Complete and
(12 to 14 Years)

Their View of Community-Based-Learning

 

Quest.
Pg. 7 S.D. D A S.A.
CBLlA 2* 62 52
(l.7)** (53.4) (44.8)
CBLlB 1 2 54 57
(0.9) (1.8) (47.4) (50.0)
CBLlC 6 54 54
(5.3) (47.4) (47.4)
CBLlD 1 9 64 42
(0.9) (7.8) (55.2) (36.2)
CBL2 6 62 49
(5.1) (53.0) (41.9)
CBL3 1 66 51
(0.8) (55.9) (43.2)
CBL4 2 16 63 36
(0.8) (13.7) (53.8) (30.8)
CBL5 1 6 59 52
(0.8) (5.1) (50.0) (44.1)
CBL6 1 13 57 47
(0.8) (11.0) (48.3) (39.8)
CBL7 1 22 50 44
(0.9) (18.8) (42.7) (37.6)
CBL8 2 14 71 31
(1.7) (11.9) (60.2) (26.3)
CBL9 4 65 49
(3.4) (55.1) (41.5)

Table to Continue

157

 

Table 634, Continued

Quest.

Pg. 7 S.D. D A S.A.

CBL11 8 60 51
(6.7) (50.4) (42.9)

CBL12 4 42 72
(3.4) (35.6) (61.0)

CBL13 3 58 58
(2.5) (48.7) (48.7)

 

*Actual number of responses
**Percentage of total responses

for this item

158

 

 

Table 635
Years of Schooling Parents Expect Children to Complete and
Their View of Career Awareness (15 Years or More)
Quest.
Pg. 7 S.D. D A S.A.
CA1A 3* 56 128
(1.6)** (29.9) (68.4)
CAlB 7 76 98
(3.9) (42.0) (54.1)
CA1C 11 76 93
(6.1) (42.2) (51.7)
CA2 1 12 84 93
(0.5) (6.3) (44.2) (48.9)
CA3 2 65 122
(1.1) (34.4) (64.6)
CA4 6 33 78 73
(3.2) (17.4) (41.1) (38.4)
CA5 1 6 9O 93
(0.5) (3.2) (47.4) (48.9)
CA6 7 86 97
(3.7) (45.3) (51.1)
CA7 1 6 83 100
(0.5) (3.2) (43.7) (52.6)
CA9 3 72 115
(1.6) (37.9) (60.5)

 

*Actual number of responses

**Percentage of total responses for this item

159

 

 

Table 636
Years of Schooling Parents Expect Children to Complete and
Their View of Career Exploration (15 Years or More)
Quest.
Pg. 7 S.D. D A S.A.
CE1 1* 5 95 89
(0.5)** (2.6) (50.0) (46.8)
CE2 1 20 91 77
(0.5) (10.6) (48.1) (40.7)
CE3 2 103 85
(1.1) (54.2) (44.7)
CE4 6 87 97
(3.2) (45.8) (51.1)
CE5 4 34 91 61
(2.1) (17.9) (47.9) (32.1)
CE6 6 86 97
(3.2) (45.5) (51.3)
CE8 7 46 82 53
(3.7) (24.5) (43.6) (28.2)
CE9 7 97 85
(3.7) (51.3) (45.0)
CE10 4 85 100
(2.1) (45.0) (52.9)

 

*Actual number of responses

**Percentage of total responses

for this item

Table 637

160

Years of Schooling Parents Expect Children to Complete and
(15 Years or More)

Their View of Community-Based-Learning

 

 

Quest.
Pg. 7 S.D. D A S.A.
CBLlA 9* 95 79
(4.9)** (51.9) (43.2)
CBLlB 16 88 77
(8.8) (48.6) (42.5)
CBLIC 10 90 81
(5.5) (49.7) (44.8)
CBLlD 4 15 79 84
(2.2) (8.2) (43.4) (46.2)
CBL2 1 9 109 67
(0.5) (4.8) (58.6) (36.0)
CBL3 3 113 70
(1.6) (60.8) (37.6)
CBL4 3 28 101 52
(1.6) (15.2) (54.9) (28.3)
CBL5 2 18 92 71
(1.1) (9.8) (50.3) (38.8)
CBL6 5 35 78 65
(2.7) (19.1) (42.6) (35.5)
CBL7 6 50 64 62
(3.3) (27.5) (35.2) (34.1)
CBL8 4 45 96 39
(2.2) (24.5) (52.2) (21.2)

Table to Continue

Table

161

637, Continued

 

Quest.
Pg. 7 S.D. D A S.A.
CBL9 13 103 68
(7.1) (56.0) (37.0)
CBL11 2 9 114 63
(1.1) (4.8) (60.6) (33.5)
CBL12 2 4 84 97
(1.1) (2.1) (44.9) (51.9)
CBL13 4 6 98 78
(2.2) (3.2) (52.7) (41.9)

 

*Actual number of responses

**Percentage of total responses for this item

APPENDIX H

PERCEPTIONS OF KEY ISSUES RELATED TO

SCHOOL-TO-WORK INITIATIVES

Table H38

 

 

Parents’ View of the Need for a Better School-to-Work
Transition
Quest. S.D. D A S.A.
CA3 3* 117 212
(0.9)** (35.2) (63.9)
CA6 9 149 182
(2.7) (44.7) (54.7)
CA7 1 12 138 182
(0.3) (3.6) (41.4) (54.7)
CA9 4 4 120 209
(1.2) (1.2) (36.0) (62.8)
CE1 1 9 155 167
(0.3) (2.7) (46.7) (50.3)
CE3 5 176 151
(1.5) (53.0) (45.5)
CE6 7 150 174
(2.1) (45.3) (52.6)
CE9 14 162 155
(4.2) (48.9) (46.8)
CE10 6 143 182
(1.8) (43.2) (55.0)
CBL2 l 15 184 127
(0.3) (4.8) (56.3) (38.8)
CBL3 4 190 134
(1.2) (57.9) (40.9)

Table to Continue

162

163

 

Table H38, Continued
Quest. S.D. D A S.A.
CBL9 17 182 127
(5.2) (55.8) (39.0)
CBL11 2 18 184 126
(0.6) (5.5) (55.8) (38.2)
CBL12 2 9 132 185
(0.6) (2.7) (40.2) (56.4)
CBL13 3 10 162 153
(0.9) (3.0) (49.4) (46.6)

 

*Actual number of responses
**Percentage of total responses

for this item

Table H39

Parents' View of the Need for a Better School-to-Work

 

 

Transition

Quest. Mean .D. n=
CA3 3.63 .50 332
CA6 3.49 .55 333
CA7 3.50 .58 333
CA9 3.61 .51 333
CE1 3.47 .56 332
CE3 3.44 .52 332
CE6 3.50 .54 331
CE9 3.42 .57 331
CE10 3.53 .53 331
CBL2 3.33 .57 327
CBL3 3.39 .51 328
CBL9 3.33 .57 326
CBL11 3.31 .60 330
CBL12 3.52 .58 328
CBL13 3.41 .57 327

165

Table H40

What Should Be the Role of Other Stakeholders

 

 

Quest. S.D. D A S.A.

CBLlA 11* 166 146
(3.4)** (51.4) (45.2)

CBLlB 1 18 150 149
~ (0.3) (5.7) (47.2) (46.9)

CBLlc 16 153 149
(5.0) (48.1) (46.9)'

CBLlD 5 24 153 139
(1.6) (7.5) (47.7) (43.3)

CBL4 5 46 177 97
(1.5) (14.2) (50.8) (29.8)

CBL8 6 60 183 77
(1.8) (18.4) (56.1) (23.6)

 

*Actual number of responses
**Percentage of total responses for this item

166

Table H41

What Should Be the Role of Other Stakeholders

 

 

Quest. Mean S.D. n=
CBLlA 3.41 .55 323
CBLlB 3.406 .612 333
CBL1C 3.418 .587 318
CBLlD 3.327 .682 321
CBL4 3.126 .698 325

CBL5 3.317 .649 325

167

Table H42

Junior High/Middle School and High School Parents' Views on

 

 

 

 

 

When to Begin Career Awareness, Career Exploration, and
Community-Based-Learning
Pgs. 1 and 2 Elemen. Jr.High/Mid. High Schl.
CAREER AWARENESS
Junior High/ 24* 45 13

- Middle School (29.3)** (54.9) (15.9)
Parents
High School 60 140 49
Parents (24.1) (56.2) (19.7)
CAREER EXPLORATION
Junior High/ 15 46 20
Middle School (18.5) (56.8) (24.7)
Parents
High School 47 126 75
Parents (19.0) (50.8) (30.2)
COMMUNITY-BASED-LEARNING
Junior High/ 56 23 2
Middle School (69.1) (28.4) (2.5)
Parents
High School 170 62 11
Parents (70.0) (25.5) (4.5)

 

* Actual number of responses

** Percent of total responses for this

Table H43

What Format Should Be Used to Present

168

Career Information

 

Quest. S.D. D A S.A.
CA1A 6* 99 223
(1.8)** (30.2) (68.0)

CAlB 7 138 172
(2.2) (43.5) (54.3)

CA1C 1 16 127 175
(0.3) (5.0) (39.8) (54.9)

CBLlA 11 166 146
(3.4) (51.4) (45.2)

CBLlB 1 18 150 149
(0.3) (5.7) (47.2) (46.9)

CBL1C 16 153 149
(5.0) (48.1) (46.9)

CBLlD 5 24 153 139
(1.6) (7.5) (47.7) (43.3)

CBL4 5 46 177 97
(1.5) (14.2) (54.5) (29.8)

CBL5 3 24 165 133
(0.9) (7.4) (50.8) (40.9)

CBL8 6 60 183 77
(1.8) (18.4) (56.1) (23.6)

CBL1C 16 153 149
(5.0) (48.1) (46.9)

CBLlD 5 24 153 139
(1.6) (7.5) (47.7) (43.3)

Table to Continue

169

 

Table H43, Continued
Quest. S.D. D A S.A.
CBL5 3 24 165 133
(0.9) (7.4) (50.8) (40.9)
CBL6 7 49 149 120
(2.2) (15.1) (45.8) (36.9)
CBL7 7 73 127 116
(2.2) (22.6) (36.3) (35.9)
CBL8 6 60 183 77
(1.8) (18.4) (56.1) (23.6)
CBL9 17 182 127
(5.2) (55.8) (39.0)

 

*Actual number of responses

**Percentage of total responses

for this item

170

Table H44

What Format Should Be Used to Present Career Information

 

 

Quest. Mean S.D. n=
CA1A 3.66 .51 328
CAlB 3.52 .54 317
CA1C 3.49 .60 319
CBLlA 3.14 .55 323
CBLlB 3.40 .61 318
CBL1C 3.41 .58 318
CBLlD 3.32 .68 321
CBL4 3.12 .69 325
CBL5 3.31 .64 325

CBL8 3.01 .70 326

171

Table H45

Career Investigation Versus Academics

 

 

Quest. S.D. D A S.A.
CA2 2* 19 144 167
(0.6)** (5.7) (43.3) (50.3)

CA4 6 48 135 141
(1.8) (14.5) (40.9) (42.7)

CE2 1 36 160 134
(0.3) (10.9) (48.3) (40.5)

CE5 4 52 155 199
(1.2) (15.8) (47.0) (36.1)

CE6 7 150 174
(2.1) (45.3) (52.6)

CBL6 7 49 149 120
(2.2) (15.1) (45.8) (36.9)

CBL7 7 73 127 116
(2.2) (22.6) (39.3) (35.9)

 

*Actual number of responses
**Percentage of total responses

for this item

172

Table H46

Career Investigation Versus Academics

 

 

Quest. Mean S.D. n=
CA2 3.43 .63 332
CA4 3.24 .76 330
CE2 3.29 .66 331
CE5 3.17 .73 330
CE6 3.50 .54 331
CBL6 3.17 .76 325

CBL7 3.09 .81 323

Table H47

173

The Value of School-to-Work for All Students

 

 

Quest. S.D. D A S.A.
CA3 3* 117 212
(0.9)** (35.2) (63.9)

CA5 1 9 160 162
(0.3) (2.7) (48.2) (48.8)

CA6 9 149 175
(2.7) (44.7) (52.6)

CA7 1 12 138 182
(0.3) (3.6) (41.4) (54.7)

CE3 5 176 151
(1.5) (53.0) (45.5)

CE4 1 11 151 169
(0.3) (3.3) (45.5) (50.9)

CE6 7 150 174
(2.1) (45.3) (52.6)

CE8 11 76 138 104
(3.3) (23.1) (41.9) (31.6)

CE9 14 162 155
(4.2) (48.9) (46.8)

Table to Continue

Table H47, Continued

174

 

Quest. S.D. D A S.A.
CBL2 1 15 184 127
(0.3) (4.6) (56.3) (38.8)

CBL3 4 190 134
(1.2) (57.9) (40.9)

CBL9 17 182 127
(5.2) (55.8) (39.0)

CBL12 2 9 132 185
(0.6) (2.7) (40.2) (56.4)

 

*Actual number of responses
**Percentage of total responses

for this item

175

Table H48

The Value of School-to-Work for All Students

 

 

Quest. Mean S.D. n=
CA3 3.630 .502 332
CA5 3.455 .567 332
CA6 3.498 .552 333
CA7 3.505 .584 333
CE3 3.440 .527 332
CE4 3.470 .578 332
CE6 3.505 .541 331
CE8 3.01 .82 329
CE9 3.42 .57 331
CBL2 3.33 .57 327
CBL3 3.39 .51 328
CBL9 3.33 .57 326

CBL12 3.52 .58 328

176

Table H49

Helpfulness of High Schpol Experience in Choosing a Career

 

 

Qpestion S_D Q A .543
Pg5
Male Responses 15 * 35 20 1
(21.1)" (49.3) (28.2) (1.4)
Female Responses 66 115 56 22
(25.5) (44.4) (21.6) (8.5)
12 Years 18 31 12 4
or Less (27.7) (47.7) (18.5) (6.2)
12-14 Years 37 67 28 15
(25.2) (45.6) (19.0) (10.2)
15 or More years 25 53 36 4
(21.2) (44.9) (30.5) (3.4)

 

* Actual number of responses
“Percent of total responses for this item

BIBLIOGRAPHY

BIBLIOGRAPHY

Academy for Educational Development. "Blueprint for
Action: Community Youth Transition Program", National
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