Essay about the help
It would require a statewide survey based on essay about the help a probability sample of all employers. Since this would have been cost-prohibitive, this strategy was not included in the evaluation.
Since LPs provided these contact lists, the survey sample cannot essay about the help be construed as representative of all of California. LP case studies and non-case study LP director interviews also provide important information about employer involvement. Findings from these data sources are described below. Overall, data suggest that employer involvement in STC is becoming fairly common in schools across the state. Many LPs have made recruiting business partners and forging essay about the help connections between educators and business people a priority. Underlying their efforts in this area is the belief that strong working relationships between schools and businesses, once established, are likely to last over time, even after LP seed money is no longer available.
High schools most frequently report employer participation. Employers are more likely to participate in activities that do not require extensive resources. Regardless of the reason, this finding is a positive sign that schools are offering all groups of students opporhmities to connect with the world of work through school-employer partnerships.
Once employers are engaged in STC, they typically Want to continue participating, and frequently plan to increase their involvement. For example, some LPs may believe that elementary school staff are a more receptive audience to STC, given the culture of collaborating and implementing reform strategies, and may have focused their efforts at increasing employer partnerships at this level. Other LPs may have chosen not to essay about the help focus on increasing employer partnerships at the elementary level because of concerns that some teachers might believe that STC is more appropriate for Older students. Moreover, involvement at these level appears to be significantly less than at the high school level.
The Administrator Smveys varied from grade level to grade level. At the high school level, this question was not asked. Instead, employers were asked to indicate the total number of employers providing different types of STC activities. Therefore, direct comparisons between data at all three levels cannot be made. Employer Involvement is Concentrated on Low-Intensity Activities In addition to examining the level of employer involvement, data were also collected related to the types of STC activities in which employers were engaged. At these levels, employers are less involved in curriculum development, providing mentoring and job shadowing experiences for students, and internships for teachers. Although employers report essay about the help that they most value high-intensity activities and believe these activities have the greatest impact on high school students, their greatest level of involvement seems to be in low-intensity activities, such as guest spea kin g, donations, job shadowing, and work site visits. Employers appear to be less involved in activities such as student websites to type papers or teacher internships, curricular development, and mentoring. LP directors report that employers are most heavily involved in low-intensity activities such as providing guest speakers (e.
However, they seem to reflect a balance between two objectives: serving students and benefiting business. Hence, employers seem to believe that an education-business relationship should be mutually beneficial. Again, these data suggest that employers are motivated by a desire to help both students and their companies.
There are Significant Barriers to Employer Involvement Despite the existence of substantial employer involvement with schools, there are important barriers to overcome. Several barriers to employer involvement were described by the case study LPs. Perhaps the most surprising barrier cited is a lack of adequate communication between schools and businesses. Other barriers were related to access, including geographic distance between schools and businesses as well as mismatches between local industries and student interests (e. Despite Barriers, Future Business Involvement Appears Promising The future for business involvement in STC seems relatively promising, but appears to need more concerted nurturing by schools in order for the business-education relationship to thrive. Most case study LPs report that employer involvement will either increase or stay the same. The few employers who plan to decrease their level of involvement usually cited capacity issues (e. In fact, many employers report that they would increase their participation in STC activities, if schools would ask. Some employers reported taking the initiative for participating in STC activities by calling schools periodically rather than waiting to be contacted by the schools. These directors report that employers seem to enjoy their involvement in STC and will likely continue to participate in the future as long as schools ask and provide some structure aroimd participation. Have LPs or a specific designee assume the role of central liaison between schools and businesses. Form industry-specific learning collaboratives where networks of educators and business people work together to implement STC and share best practices. Use existing partnerships with CBOs (such as the Chamber of Commerce) to forge new relationships with employers. Invite employers to participate in STC decision-making and advisory boards. Apparently, many labor organizations have a narrow view of the ways in which they can work with schools to provide career development or WBL activities. Labor organizations appear to believe that they can only offer hands-on learning activities, and these are the ones that often cannot be accommodated because of Occupational Safety and Health Administration (OSHA) regulations. In addition, virtually all of the case study LPs report that most of their CORE high schools could not provide evaluators with any of the names of labor organizations with which they were working. Overall, the number of labor organizations interviewed for each case study ranged from 0 to 4. Eight of 13 LPs interviewed two or fewer labor organization representatives. Findings related to labor organization involvement are discussed below. Clearly, additional efforts need to take place at the school, district, and LP level to track employer and labor organization involvement.
Labor representatives indicate that many students are not eligible to take advantage of activities labor organizations would like to offer because of minimum age requirements stipulated under OSHA regulations (i.