As anxieties about America's economic competitiveness mounted in the 1980s, so too did concerns that the nation's schools were not adequately preparing young people for the modern workplace. Spurred by widespread joblessness and job instability among young adults, the federal government launched ambitious educational reforms in the 1990s to promote career development activities for students. In recent years, however, the federal government has shifted its focus to test-based reforms like No Child Left Behind that emphasize purely academic subjects. At this critical juncture in education reform, Improving School-To-Work Transitions, edited by David Neumark, weighs the successes and failures of the '90s-era school-to-work initiatives, and assesses how high schools, colleges, and government can help youths make a smoother transition into stable, well-paying employment. Drawing on evidence from national longitudinal studies, surveys, interviews, and case studies, the contributors to Improving School-To-Work Transitions offer thought-provoking perspectives on a variety of aspects of the school-to-work problem. Deborah Reed, Christopher Jepsen, and Laura Hill emphasize the importance of focusing school-to-work programs on the diverse needs of different demographic groups, particularly immigrants, who represent a growing proportion of the youth population. David Neumark and Donna Rothstein investigate the impact of school-to-work programs on the "forgotten half," students at the greatest risk of not attending college. Using data from the 1997 National Longitudinal Study of Youth, they find that participation by these students in programs like job shadowing, mentoring, and summer internships raise employment and college attendance rates among men and earnings among women. In a study of nine high schools with National Academy Foundation career academies, Terry Orr and her fellow researchers find that career academy participants are more engaged in school and are more likely to attend a four-year college than their peers. Nan Maxwell studies the skills demanded in entry-level jobs and finds that many supposedly "low-skilled" jobs actually demand extensive skills in reading, writing, and math, as well as the "new basic skills" of communication and problem-solving. Maxwell recommends that school districts collaborate with researchers to identify which skills are most in demand in their local labor markets. At a time when test-based educational reforms are making career development programs increasingly vulnerable, it is worth examining the possibilities and challenges of integrating career-related learning into the school environment. Written for educators, policymakers, researchers, and anyone concerned about how schools are shaping the economic opportunities of young people, Improving School-To-Work Transitions provides an authoritative guide to a crucial issue in education reform.

As anxieties about America's economic competitiveness mounted in the 1980s, so too did concerns that the nation's schools were not adequately preparing young people for the modern workplace. Spurred by widespread joblessness and job instability among young adults, the federal government launched ambitious educational reforms in the 1990s to promote career development activities for students. In recent years, however, the federal government has shifted its focus to test-based reforms like No Child Left Behind that emphasize purely academic subjects. At this critical juncture in education reform, Improving School-To-Work Transitions, edited by David Neumark, weighs the successes and failures of the '90s-era school-to-work initiatives, and assesses how high schools, colleges, and government can help youths make a smoother transition into stable, well-paying employment. Drawing on evidence from national longitudinal studies, surveys, interviews, and case studies, the contributors to Improving School-To-Work Transitions offer thought-provoking perspectives on a variety of aspects of the school-to-work problem. Deborah Reed, Christopher Jepsen, and Laura Hill emphasize the importance of focusing school-to-work programs on the diverse needs of different demographic groups, particularly immigrants, who represent a growing proportion of the youth population. David Neumark and Donna Rothstein investigate the impact of school-to-work programs on the "forgotten half," students at the greatest risk of not attending college. Using data from the 1997 National Longitudinal Study of Youth, they find that participation by these students in programs like job shadowing, mentoring, and summer internships raise employment and college attendance rates among men and earnings among women. In a study of nine high schools with National Academy Foundation career academies, Terry Orr and her fellow researchers find that career academy participants are more engaged in school and are more likely to attend a four-year college than their peers. Nan Maxwell studies the skills demanded in entry-level jobs and finds that many supposedly "low-skilled" jobs actually demand extensive skills in reading, writing, and math, as well as the "new basic skills" of communication and problem-solving. Maxwell recommends that school districts collaborate with researchers to identify which skills are most in demand in their local labor markets. At a time when test-based educational reforms are making career development programs increasingly vulnerable, it is worth examining the possibilities and challenges of integrating career-related learning into the school environment. Written for educators, policymakers, researchers, and anyone concerned about how schools are shaping the economic opportunities of young people, Improving School-To-Work Transitions provides an authoritative guide to a crucial issue in education reform.

"A collection of policy papers."--T.p.

Job search is and always has been an integral part of people's working lives. Whether one is brand new to the labor market or considered a mature, experienced worker, job seekers are regularly met with new challenges in a variety of organizational settings. Edited by Ute-Christine Klehe and Edwin A.J. van Hooft, The Oxford Handbook of Job Loss and Job Search provides readers with one of the first comprehensive overviews of the latest research and empirical knowledge in the areas of job loss and job search. Multidisciplinary in nature, Klehe, van Hooft, and their contributing authors offer fascinating insight into the diverse theoretical and methodological perspectives from which job loss and job search have been studied, such as psychology, sociology, labor studies, and economics. Discussing the antecedents and consequences of job loss, as well as outside circumstances that may necessitate a more rigorous job hunt, this Handbook presents in-depth and up-to-date knowledge on the methods and processes of this important time in one's life. Further, it examines the unique circumstances faced by different populations during their job search, such as those working job-to-job, the unemployed, mature job seekers, international job seekers, and temporary employed workers. Job loss and unemployment are among the worst stressors individuals can encounter during their lifetimes. As a result, this Handbook concludes with a discussion of the various types of interventions developed to aid the unemployed. Further, it offers readers important insights and identifies best practices for both scholars and practitioners working in the areas of job loss, unemployment, career transitions, outplacement, and job search.

An in-depth investigation into career-related programmes in American secondary schools and two-year further education colleges is given in this book. In addition to reviewing evidence on the effectiveness of vocational coursework, the authors analyse programmes involving students who study and work simultaneously, including co-operative education, youth apprenticeship and school-based enterprise.; Chapters deal with the problems encountered in the school-to-work transition: the preparation necessary not only for this transition but for changes encountered when jobs end abruptly, and issues covered include combining school-based and work-based learning and teaching and linking secondary with post- secondary education. Research on programmes involving students simultaneously working and at school, including non-school-supervised employment is also covered, as is co-operative education, which places students in jobs related to their fields of study. The traditional elements of post-school education and training are discussed together with an investigation into newer approaches including career academics and career magnet schools and programmes bridging secondary and post secondary education. Additionally, selected studies of programmes for out- of-school youth are reviewed.; To conclude, the authors consider new school-to-work systems and whether specially designed programmes for the "non-college-bound" students would be stigmatised as second best, or if an alternative programme could maintain an option for students to attend four year colleges and universities, the latter making the design and operation of school-to-work systems more difficult. Of interest to administrators, teachers, policy makers, analysts and employers, the findings in this book will shed light on the viability of new school-to- work initiatives currently being implemented in the UK, Europe and USA.

In a society where everyone is supposed to go to college, the problems facing high school graduates who do not continue their education are often forgotten. Many cannot find jobs, and those who do are often stuck in low-wage, dead-end positions. Meanwhile employers complain that high school graduates lack the necessary skills for today's workplace. Beyond College for All focuses on this crisis in the American labor market. Around the world, author James E. Rosenbaum finds, employers view high school graduates as valuable workers. Why not here? Rosenbaum reports on new studies of the interaction between employers and high schools in the United States. He concludes that each fails to communicate its needs to the other, leading to a predictable array of problems for young people in the years after graduation. High schools caught up in the college-for-all myth, provide little job advice or preparation, leading students to make unrealistic plans and hampering both students who do not go to college and those who start college but do not finish. Employers say they care about academic skills, but then do not consider grades when deciding whom to hire. Faced with few incentives to achieve, many students lapse into precisely the kinds of habits employers deplore, doing as little as possible in high school and developing poor attitudes. Rosenbaum contrasts the situation in the United States with that of two other industrialized nations-Japan and Germany-which have formal systems for aiding young people who are looking for employment. Virtually all Japanese high school graduates obtain work, and in Germany, eighteen-year-olds routinely hold responsible jobs. While the American system lacks such formal linkages, Rosenbaum uncovers an encouraging hidden system that helps many high school graduates find work. He shows that some American teachers, particularly vocational teachers, create informal networks with employers to guide students into the labor market. Enterprising employers have figures out how to use these networks to meet their labor needs, while students themselves can take steps to increase their ability to land desirable jobs. Beyond College for All suggests new policies based on such practices. Rosenbaum presents a compelling case that the problems faced by American high school graduates and employers can be solved if young people, employers, and high schools build upon existing informal networks to create formal paths for students to enter the world of work. A Volume in the American Sociological Association's Rose Series in Sociology