WorldCat Identities

United States School to Work Opportunities Office

Overview
Works: 42 works in 73 publications in 2 languages and 4,923 library holdings
Genres: Handbooks and manuals  Dictionaries  Periodicals  Conference papers and proceedings 
Classifications: LC1049.5, 370.113
Publication Timeline
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Most widely held works about United States
 
Most widely held works by United States
School-to-work and employer liability : a resource guide( Book )

4 editions published between 1997 and 1998 in English and held by 482 WorldCat member libraries worldwide

School-to-work glossary of terms( Book )

4 editions published between 1996 and 1999 in English and held by 447 WorldCat member libraries worldwide

Media outreach : a public relations guide to working with your local media( Book )

4 editions published between 1995 and 2000 in English and held by 383 WorldCat member libraries worldwide

Building strong school-to-work systems : illustrations of key components by Stephen F Hamilton( Book )

3 editions published in 1999 in English and held by 346 WorldCat member libraries worldwide

Learning well at work : choices for quality by Mary Agnes Hamilton( Book )

2 editions published in 1997 in English and held by 338 WorldCat member libraries worldwide

Drawn from the experiences of the Cornell Youth and Work Program, a 4-year demonstration project that adapted elements of European apprenticeship in the United States and emphasized opportunities for youth to learn at work, this guide is written for people in workplaces and schools who plan, direct, or evaluate work-based learning opportunities for youth. Following an introduction that describes the demonstration projects, types of work-based learning, and the principles derived from the project, the guide contains seven sections. The sections cover the following topics: (1) technical competence (getting started, designing a multiyear program); (2) breadth (why teach all aspects of the industry, why rotate, why support projects and complex activities, what makes a good project); (3) personal and social competence; (4) expectations and feedback; (5) teaching roles (coordinating, managing, coaching, mentoring in work-based learning programs); (6) academic achievement; and (7) career paths after high school. A concluding section suggests next steps for restructuring schools and workplaces, forming partnerships, and building a school-to-work system. An appendix contains statistics and samples from the demonstration project. (Kc)
State education funding policies and school-to-work transitions for dropouts and at-risk students : a report prepared for the National School-to-Work Opportunities Office by Jana Zinser( Book )

2 editions published in 1996 in English and held by 305 WorldCat member libraries worldwide

State policies regarding funding programs to serve at-risk students and dropouts through school-to-work activities in alternative learning environments were examined in a national survey. Data were collected through the following: surveys sent to finance directors in state departments of education and education committee chairs in both legislative chambers; telephone surveys; and independent research of policy documents and state statutes. Responses were received from all 50 states and the District of Columbia. Although no comprehensive statewide school-to-work systems serving substantial numbers of students were found, some states were requiring schools and departments of education to identify at-risk and dropout students. State-level policies regarding funding to follow at-risk and dropout students into school-to-work programs proved unclear. Some states were allowing state per-pupil funding for high school students to be used for learning opportunities outside regular classrooms. Among the types of options and alternative learning environments available for at-risk and dropout students were the following: school enrollment options; transfer agreements; vocational education schools, charter schools; alternative schools; learning centers; postsecondary enrollment options; and special education for institutionalized or homeless students. Financial incentives and performance standards were also examined. (Eight case studies, a list of contact persons, and 211 footnotes are included.) (Mn)
National School-to-Work opportunities : progress report( Book )

2 editions published in 2000 in English and held by 283 WorldCat member libraries worldwide

Managing the risks of work-based learning : a resource guide( Book )

2 editions published in 1998 in English and held by 271 WorldCat member libraries worldwide

1998 state profiles( Book )

4 editions published in 1999 in English and held by 253 WorldCat member libraries worldwide

Perspectives on progress : the school-to-work national customer dialogues final report by D.C.) Public Forum Institute (Washington( )

2 editions published in 2000 in English and held by 234 WorldCat member libraries worldwide

"Perspectives on Progress: The School-to-Work (stw) National Customer Dialogues" was a series of six regional and two national discussions that were held between December 1999 and July 2000 to gather the views of more than 700 employers, educators, labor union representatives, students, parents, community-based organizations, and state and local policymakers on stw and its impacts. The following were among the key findings of the polling sessions, listening sessions, and a customer feedback Web site used to solicit stakeholder views: (1) stw works for students (the overwhelming majority of participants stated that STW's benefits to students met or exceeded their expectations); (2) stw works for businesses and communities (nearly three-fourths of participants reported that STW's benefits to their organizations met or exceeded their expectations); (3) stw initiatives have been widely embraced (a significant majority of participants planned to remain involved in stw initiatives over the next 5 years); and (4) stw is a valuable initiative worthy of expanded commitment and continued investment (a majority or participants in the regional and national sessions believed that stw initiatives have not had enough time to fulfill their potential and that communities need more time and resources to develop and sustain their stw partnerships and system infrastructure). (Mn)
How to have a successful Groundhog Job Shadow Day( Book )

2 editions published in 1998 in English and held by 227 WorldCat member libraries worldwide

Schooltowork progress measures : a report to the National School-to-work Office for the period ...( )

in English and held by 222 WorldCat member libraries worldwide

School to work : alianzas para un futuro mejor( Book )

4 editions published in 1999 in Spanish and English and held by 198 WorldCat member libraries worldwide

The Groundhog Job Shadow Day public awareness guide( Book )

2 editions published in 1998 in English and held by 192 WorldCat member libraries worldwide

Participate in Groundhog Job Shadow Day, 1999( Visual )

1 edition published in 1999 in English and held by 168 WorldCat member libraries worldwide

Implementation of the School-to-Work Opportunities Act of 1994 : report to the Congress( Book )

3 editions published between 1997 and 1998 in English and held by 78 WorldCat member libraries worldwide

Profiles of school-to-work activities, by state( Book )

1 edition published in 1997 in English and held by 72 WorldCat member libraries worldwide

State profiles( )

in English and held by 34 WorldCat member libraries worldwide

Schooltowork progress measures : a report to the National School-to-Work Office for the period July 1, 1997-June 30, 1998( Book )

2 editions published in 2000 in English and held by 27 WorldCat member libraries worldwide

Using the Progress Measures Survey, data was collected from 770 school-to-work (STW) partnerships in 34 states that encompassed almost 36,000 secondary schools with nearly 18 million students, nearly 178,000 employers, and almost 2,600 postsecondary institutions. Substantial gains were found in provision of STW opportunities in schools and modest gains in student participation. Regarding school-based learning activities, 78 percent of schools provided and 56 percent of students participated in activities using work-related curricula; 67 percent of schools provided and 39 percent of students participated in activities integrating academic and vocational curricula. Regarding work-based learning activities, 68 percent of schools provided and 8 percent of students participated in job shadowing; 39 percent of schools and 3 percent of students participated in mentoring; and 46 percent of schools and 3 percent of students participated in internships. Overall business participation was slightly down. Teachers benefited from employer participation through internships. Data showed depth and breadth of STW activities and number of students engaged in activities are directly related to length of time the partnership has been in operation. The significant increase in percentage of partnerships receiving cash funding from outside sources indicated increased attention to alternative funding mechanisms. (Appendixes include the STW Opportunities Act 1994, Title IV; types of partnerships; definitions; and survey.) (YLB)
Environmental sciences( Visual )

1 edition published in 1998 in English and held by 7 WorldCat member libraries worldwide

Jaime Escalante shows students how mathematics is used in alternative energy production, environmental engineering, meteorology, and ocean exploration
 
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Alternative Names

controlled identityUnited States. Department of Education

controlled identityUnited States. Department of Labor

United States. Department of Education. School to Work Opportunities Office

United States. Department of Labor. School to Work Opportunities Office

United States. National School-to-Work Office

United States. National School-to-Work Opportunities Office

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