An approach to evaluating school-to-work initiatives: post-secondary activities of high school graduates of work-based learning

Author： Griffith James

Publisher： Routledge Ltd

ISSN： 1363-6820

Source： Journal of Vocational Education and Training, Vol.53, Iss.1, 2001-06, pp. : 37-60

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Abstract

This study examined effects of high school students' (n = 4050) participation in work-based learning programmes representing School-To- Work (STW) initiatives on their activities 1 year after graduation. Workbased learning offered some advantage to participants compared to nonparticipants. Specifically, students who participated in the Career and Technology Education (CTE) programme had higher state-reported total and quarterly earnings, and self-reported higher hourly wage, and greater relevance of high school curriculum to their post-secondary education, training and employment than non-participants. CTE participants rated themselves better prepared in what to expect at the job and knowing technical information about the job than non-participants. Unexpectedly, interns had lower state-reported total earnings and number of quarters worked than non-interns. Interns rated themselves as equally prepared as non-interns in general work skills. Observations made during the evaluation suggested areas for improvement in the implementation and evaluation of STW activities, namely, the need for abstraction in STW programme development, implementation and evaluation, and the need for broader reach of students.