Improving the transition from school to work in the United States
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Improving the transition from school to work in the United States

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Published by American Youth Policy Forum, Competitiveness Policy Council, Jobs for the Future in Washington, Cambridge, MA .
Written in English



  • United States.


  • School-to-work transition -- United States.,
  • Education and state -- United States.

Book details:

Edition Notes

Includes bibliographical references (p. 24-25).

Other titlesTransition from school to work.
StatementRichard Kazis ; with a memorandum on the youth transition by Paul E. Barton.
ContributionsBarton, Paul E., American Youth Policy Forum., United States. Competitiveness Policy Council., Jobs for the Future, Inc.
LC ClassificationsLC1037.5 .K39 1993
The Physical Object
Pagination33 p. ;
Number of Pages33
ID Numbers
Open LibraryOL1502033M
LC Control Number93180552

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Improving the Transition from School to Work in the United States. Kazis, Richard. The United States' lack of a system of school-to-work transition is an obstacle to achieving the goal of getting the most out of each worker. Program models that illustrate "best practice" in the integration of school and work tend to cluster in two general Cited by: effect on the school-to-work transition. School quality does indeed matter in this. Money Income in the United States , Current. Population Reports, US Department of Comm erce. Burgess. The past few years in the United States has seen a growing emphasis on the need to improve apprenticeship and school-to-work programs. Several states have formally passed STW legislation and are beginning to or already have implemented programs: AR, CA, FL, GA, IN, IW, ME, MA, MN, NJ, OK, OR, PA, PR, RI, SC, TN, TX, UT, WA, WI (Education Daily. school which is non-selective. The transition from school into work is a vital point in the lives of young people. Making a successful transition through a high quality and valued pathway can mean a successful career. Becoming trapped in poor quality and under-valued alternatives can .

rather than a single long one. School-to-work transition pathways in the United States also involve less time spent in unemployment than in Europe. The share of school-leavers involved in pathways dominated by employment is larger in the United States than in Europe and non-employment traps are less frequent in the United by: A r c h i v e d I n f o r m a t i o n Study of School-To-Work Initiatives October SUMMARY REVIEW OF LITERATURE Part 1 of 2. INTRODUCTION. The United States is the only industrialized nation in the world that has no institutionalized school-to-work transition system to help its young people navigate successfully between their learning and work experiences. making the school-to work transition. Considerably higher rates of long-term unem ployment (13% among those with a disability compared to 7% among peers without a disability), mainly. The transition from high school to college is much like the transition from elementary to middle or junior high school in that NOT: separation anxiety from parents increases dramatically.

Although school-to-work transition is but a “road stop on the career development highway” (p. ), it is one in which career development services can either promote or act as an impediment to the rest of the journey (Rusch & Chadsey, ). United States, Austria, Denmark, Germany, Luxembourg, and the United Kingdom. Although in general, a fall in employment rates for young people need not be bad news as it may indicate that they are spending more time in education, many of the countries where a fall was observed experienced a parallel rise in unemployment. 9. • The transition from high school to college parallels the transition from elementary to middle or junior high school in many ways: • Replays the top-dog phenomenon • Involves a move to a larger, more impersonal, school structure • Increased focus on achievement and performance and their assessment. This publication, Improving Transitions: From School to University to Workplace, stresses the importance of tackling three key challenges in strengthening the external efficiency of higher education in developing Asia: First, as more students enter colleges and universities, there is a greater need to improve their readiness for higher learning.