School To Work (STW) :(
School to work is a very important part of federally directed school
reform. Is it neccesarily a bad thing? Well, it usually comes with
OBE, it's the source of the "Certificate
of Mastery" and it emphasizes "higher order thinking skills" over
"drill and grill", so it's another outlet for OBE, and process over
knowledge and facts.
New Jersey is generating heated outrage over their proposal that
every student in 10th and 11th grade be required to spend 1 day at
work and spend only 4 days in the classroom, even kids who are
prepping for college.
See this link for Henry Hyde's
excellent speech on the evolution of School To Work and Goals 2000.
It's developed by Marc Tuckers "High Skill, High Wages" report, so it
is much of the model for the entire standards based education reform
blueprint, whether the intent is to work right out of high school or
go to college.
It is a way to attach strings to federal money and get states to
align to federal standards like Goals 2000.
Though developed as a response to Russian,
German and Japanese programs for students who are tracked away
from college, states like Oregon and Texas intend to require
internships of ALL students, and legislation covers all students,
starting in kindergarten, aligned with the movement to eliminate
tracking. Britain has discarded its apprenticeship system.
School To Work is not completely evil for all students, but it's
still full of silly ideas. Why do we strive to emulate nations like
Germany and Japan where the teachers decide which 30% go on to the
college track, and which 70% have to spend 11th and 12th grades
working in apprenticeships instead of learning academic skill?
World-class standards means looking up at countries that don't hold
a candle to the USA in terms of dominance of space, military and
commercial aircraft, computers or software of any size, or
entertainment. It would have been a total waste of my time to do an
apprenticeship as a college bound student, but this is a big part of
stw.
Parents have only bought into this because they buy into the crazy
notion that one single CIM credential will qualify you for any
position from McDonalds up to designing the kernel to Windows 20002.
People will always vary in ability, and holding everybody to the 90th
percentile standard will simply leave everybody else up the creek
without a paddle. Marc Tucker is the Music Man of education reform,
he's a master saleman, but has no common sense when it comes to
education.
In case this helps, Shirley
Basarab's book has helped me figure out what Tucker's CIM/STW
scheme does:
Before:
High School Grad = 12 years of college prep
College = 4 yr liberal arts or engineering degree
United states has most educated, affluent poplation
Umited states dominates software, computers, aerospace
All students expected to perform as well as they can
After:
High School Grad = 10 years of vocational ed plus 2 years
apprenticeship at low/no wages
College = 2 yrs high school plus 1 yr community college
to get vocational/technical certificate
All students expected to meet one standard for all.
Schools like MIT or Harvard will no longer be able to
ask for students with 12 years of academic classes because
the last 2 years will be mandated to be working apprenticeships.
US is no more college bound than Europe
US no longer dominates any economic sphere, nor has highest
living standard.
Timeline
- 1989 NCEE publishes High Skills or Low Wages report which
lays down 10th grade Certificate of mastery and transforms grades
11 and 12 into "college" or job prep for vocational skills certificate.
- 1994 Goals 2000 Act establishes National Skills Board
- May 4, 1994 Clinton signed the School-to-Work Opportunites
Act
Frequently Asked Questions:
Q: What Is School To Work?
A: All students will be required to spend significant amounts of time
at a work site during normal class hours, regardless of career track
in order to receive a diploma or Certificate of Mastery. It is said
that this will insure that all students are prepared for a world
class work force.
Critics say such experience may be appropriate for some students. But
job training is certainly not required for all students or jobs, it
is not required by most colleges or employers. This is especially
inappropriate if their aim for their children is to be college
trained professionals, managers and owners rather than "labor".
Federal and state laws are requiring participation on the part of all
schools as part of Goals 2000, and other initiatives.
Q: Why do we need school to work?
A: Compared to other nations, the US has few formal programs for the
non-college bound to prepare students for work. It is also said that
students object to studying academic subjects which do not apply to
the job market, so all academic study must be linked to why it is
needed in the workplace.
Critics say that most parents want their parents to go to college
after K12, not work. Today, over 2/3 of graduating seniors continue
on to college. Even in Germany, the majority of students have chosen
the university prepatory track, which does _not_ require any time on
a job site.
School To Work is a grand plan to centralize control of the economy
to create a seamless "lifelong learning" model where the workplace is
simply an extension of school and vice-versa which subjugates the
role of education to produce a human resource pool for government
regulated industry.
Q: Don't "World Class Standards" require School-To-Work?
A: Researchers found that many or most European nations such as
Germany send high school students after age 16 to paid
apprenticeships in factories such as Volkswagen or Mercedes Benz with
additional job related education. However, see below as only SOME
students are required to do this. There is no similar program in
Japan.
Q: Is School To Work Required of All students?
A: In Germany, the college bound spend high school only studying
academic subjects to grade 13. Only non-college-bound skilled
laborers do "apprenticeships" in what would be grades 11 and 12.
Unskilled laborers exit at grade 9, or can also continue to
apprenticehips. Japan has different grades of high schools with
different work vs academic emphasis but no formal required
apprenticeship system. In Germany, no one is allowed to apply for a
job without a skills certificate, STW is moving towards this "ideal".
US proposals would require all 11th and 12th graders to spend some
unspecified amount of what would normally be class time at work to
graduate. One reason is that if college prep student were exempted,
no student would want be classified as a mere "worker", so all
students must be "workers". States such as Washington and districts
like Lake Washington are adding "work experience" to their graduation
requirements, no students will be exempt as such rules are adopted
with little or no debate.
Q: Does School To Work reduce unemployment or raise wages?
A: In Germany the result is very high levels of unemployment, and
very high taxes to support this expensive training scheme.
The idea is that a centrally planned economy, where local labor
boards decide how many of each type of worker will insure a match
between skills and actual jobs. By international standards, some
believe the US produces too many college graduates, and that most new
jobs do not require a college degree.
In practice, the Germans find that everybody is trained in the same
half-dozen jobs, many of which are performed by unskilled immigrants
who work at a fraction of union wages. Young Germans now have some of
the highest unemployments rates of the industrialized world, most
Germans are now opting to go to college as they no longer believe
apprenticeships will guarantee them high wage jobs. In Japan and
Germany, the first choice of most students and parents is going to
college, not working.
Q: Who Created School To Work? How is it related to "Higher
Standards?"
A: It was first proposed by 1989 "High Skills or Low Wages!" report by
Marc Tucker and the National Center on the Education and Economy.
Federal law was passed in 1994, followed by similar legislation in
most states. Goals 2000 also established the National Skills Board
which would produce "skills certificates" for every known job. School
To Work is usually treated separately from Tucker inspired "Standards
Based Education" but usually appear side by side with SBR, and made
to appear to a "grass roots" movement demanded by local people, which
it is not. Lake Washington school district proposal integrates a
school to work requirement with other Standards (Outcome) based
graduation requirements, along with mandatory community service. Both
STW and SBR would base proficiency based on tests of actual
"performance" rather than "seat-time", both rely on the methods of
Total Quality Management to sell unsuspecting victims / customers on
pre-determined outcomes
Q: Where do students work and go to school, and for how long?
A: In Germany, apprenticeship students leave high school after grade
10, and go to work full time. They go to classes in the factory one
day of a six day week or evenings for instruction at the plant site.
In the US, there is no standard for time spent on a job site.
Students would be expected to spend grades 11 and 12 in high school
rather than on the job site. They would theoretically commute to
jobs either part of the day, week or entire quarter or semester.
Sometimes only a few visits are envisioned as a "job shadow" rather
than doing actual work. New Jersey quickly scuttled a proposal to
require all 11th and 12th graders to spend one day a week working.
The part of the day, week, or year spent at work would not be spent
on academic subjects, thus high school graduates would spend
significantly LESS academic time on subjects than they do now.
However, most jobs are situated at a 15 min to 1 hour 9 to 5 rush
hour commute away from homes, much farther away than high schools
which are generally no more than a 10 minute drive from home, so this
is NOT practical.
Q: Who pays for School To Work?
A: In Germany, students pay by working at half wage, employers also
contribute to costs of the system. In the US, nobody really knows.
The idea is the federal or state government would jump-start the
system, but once seed money runs out, employers will bear much of the
costs.
Q: How much money do students earn as "interns"?
A: In Germany, students are paid half the normal wage or below
minimum wage. Students are often fired to make room for the next
batch of low wage students.
In the US, nobody really knows. US proposals range from unpaid to pay
at mininum wage.
Q: How would School To Work insure college for all?
A: NCEE and other proposals would re-define college as it is seen in
countries such as Britain where the last two years of non-college
students is used for vocational based training, which may lead to
specialized degrees or certificates.
However, in the US, few national standards for such certificates have
yet been created. Two years of high school + 2 years of college would
be re-labeling what is currently seen as a community college or
associate degree. It is not the 4 year bachelor degree widely
accepted in the US as neccesary for most professions such as
engineering or teaching. In fact, by REDUCING time for academic
subjects in grade 11 and 12, and setting the Certificate of Mastery
at grade 10 rather than grade 12 skills, high school graduates would
be LESS prepared academically than under the current system.
Q: Is there any fully working School To Work system in the US?
A: No. No state or district has actually fleshed out the details of a
full school to work system which applies to all students. Those who
have most fully attempted to implement such systems have encountered
the most problems.
Reasons why School To Work Is Bad
- The US already leads the world with companies like IBM,
Microsoft, Intel, Coca Cola and Boeing which utterly dominate their
world markets, and even also rans like Ford and GM are still
world leaders.
- It makes college track kids waste time on vocational training
- It takes kids away from the goal of academic for college
- The US does not have high schools based on college and work
track, STW is based on bringing back the non-academic track.
- The claims that 70% of students don't go to college is false.
Only 25% get 4 year degrees, but over half start college immediately
after high school.
- STW in Germany is based on middle ages when most kids didn't go to
high school
- STW in Japan is based on prewar days when few went to high school,
and everybody didn't make going to college the main goal.
- STW as envisioned by Tucker with CIM is a badly mangled version
of German and Japanese systems which use both tests to rank order and
track students into better and dead-end high schools.
Promises vs. reality
We Need a World Class Education Reality: Germany and most
other nations stop education for most at grade 10 / age 16. Germany
graduates university bound at grade 13 / age 19 The US graduates
students at grade 12 / age 18. In a world dominated by the US Armed
Forces, NASA, Microsoft, Intel, IBM, Boeing and General Motors,
America sets world class.
The Certificate of Initial Mastery Sets One High Standard for
All Reality: Germany and Japan do not have one standard for all.
No nation bases its diploma on a passing a single
criterion-referenced test score at age 16 like the CIM. As is seen
below, so-called national standards are not applied equally to all
students. The notion that everyone in any country can meet "a level
of performance equal to the best nations in the world" is not even
met in Germany or Japan where, like anywhere else, half fall above
and half fall below the median.
STW and CIM is for all / Eliminate Tracking Reality: Everyone
is sorted by test scores into different tracks and different schools.
Germany's Hauptschule is for those who will not get any academic
study and exist at grade 9, and not recieve any certificate. The
Realschule is for most workers who exit into apprenticeships at grade
10, they get the Mittlre Reife equivalent to the 10th grade CIM. The
Gymnasium is reserved for the highest scoring students who exit at
grade 13 with the Arbitur. Japan similarly uses test scores to sort
students into high schools for the ineducable, the average, and the
university bound. By contrast, most US students go one
"comprehensive" high school for all tracks with the execption of a
few examination and remedial high schools. Both Japan and Germany are
considering the US system
One Certificate / Standard is Good For All Jobs and the College
Bound Reality: Germany's CIM is not good enough for college.
Neither the dummy nor the university tracks are are required to get
CIM. Likewise, selective high schools pick out the best test scores
in rank order, there is no universal "passing" standard for
admission. The best schools get the best students, and vice versa.
How good is "good enough" depends on the job and institution.
STW Reduces Unemployment Germany has over 12% unemployment,
one of the highest rates in the industrialized world compared to only
3% for the US. Half of their unemployed posess their CIM.
STW Matches Skills to Labor Markets Reality - Government and
big industry decide what few jobs will be officially sanctioned and
taught, not the market. The result is too many trained at too high
wages for too few different kinds of jobs, and they will not take
work that they have not "trained" for. Many jobs include janitorial
and construction work that is taken by immigrants at a fraction of
what Germans expect for a "high" wage.
STW Assures High Wage High Skill Jobs Reality - most of the
really "high paying " jobs require some or a 4 year college degree.
More Germans are opting for college than the dual-education path
because they no longer believe their CIM will assure them of a high
paying job. Nearly all in Japan also aspire to go to college. The
statment that 75% of US students don't go to college is false, that's
25% who get 4 year degrees. 60% of high school students go directly
on to higher education, which is twice as high as Germany or Japan.
Conclusion: STW forces university student standards on all students
or flunks them. It forces all tracks to take vocational training,
essentially eliminating the academic and remedial tracks. It promotes
performance-based tests which have been shown to be impractical and
unrealisitic. It centralizes labor planning and will increase
unemployment and job mismatching. It lies about what "world class
standards" are really about.
TX to require ALL students get STW
on-the-job vocational credentials
OREGON TO REQUIRE STW OF _ALL_ STUDENTS
By 2004, all high schools in Oregon will be required to have
school-to-work programs. This is considered a major component of
Oregon's school reform effort. As they pursue their certificate of
advanced mastery, students will be required to choose one of six
career paths and spend at least part of their time in job internships
or other career-related learning programs. Brad Cain, Associated
Press, "Oregon gives students a peek at workaday world" as published
in The Seattle Times, January 4, 1998, B6
The National
School-to-Work Learning & Information Center |
What is School To Work |
Dispelling Myths about School To Work
STW Guestbook
Today's workplaces, and those of the 21st century, require a new kind
of worker -- one who excels at solving problems, thinking critically,
working in teams, and constantly learning on the job. In this new global
and technology-driven economy, the skills of the workforce are a company's
major competitive advantage.
--------------------------------------------------------------------
More STW Links
Date sent: Sun, 01 Mar 1998 20:47:26 -0800
From: Jim Keeffe
Subject: Re: School to Work
So, for anyone interested in the database issue and STW, you\'ll now find
everything updated at http://www.fastlane.net/~eca/stw.html.
1. http://www.industries.net/radio-liberty/school.htm
"School-to-Work: A Formula for Failure" (The business mentioned in this
article is Sizzlers restaurants)
2. http://www.fastlane.net/~eca/stwcollision.html
"School-to-Work: A Comming Collision" co-authored by Lynne Cheney. Presented
to the Heritage Foundation 2/4/98.
3. http://www.fastlane.net/~eca/Terminology.html
"Terminology Every Parent MUST Understand" by Jeanne Donovan
4. http://www.basenet.net/~eagle/educate/1997/may97/holland.html
"What's Wrong With School-to-Work" by Robert Holland
5. http://eagleforum.org/educate/1996/apr96/alarmed.html
STW in Missouri State
6. http://www.fessler.com/stw.htm (read 'School-to-Work: It's the Law!')
7. http://www.compuex.com/eaglecross/OBE.html
"School-to-Work; Goals 2000; Outcome Base Education" by Hon. Henry Hyde
8. http://www.sover.net/~nbrook/Hillary.html
Letter to Hillary Clinton by Marc Tucker 'author' of workforce development
and School-to-Work.
9. http://www.accessus.net/~eagle/educate/1995/sept95/ersept3.html
"Hillary Letter Lays Out School-to-Work Plan" by Dennis Cuddy Ph.D.
10. http://www.crisismagazine.com/OLDissues/apr96/iacovelli.html
"Hillary's Scarlet Letter" by Karen Iacovelli (Constitutional Law Schalar)
11. http://www.accessus.net/~eagle/educate/1997/dec97/focus.html
"NCEE's Human Development Plan" by Virginia Miller
12. http://www.jb.com/~btennison/
The Tennison family of Oregon. Their son received the first Certificate of
Initial Mastery in the nation. The Tennisons are leading a national campaign
against School-to-Work and Goals 2000. They are also in the process of suing
their school district.
13. http://www.home-ed-press.com/HEM/HEM141.97/141.97_clmn_tkch.html
"School-to-Work: Problems and Alternatives" by Larry and Susan Kaseman in
Home Education Magazine.
14. http://www.fastlane.net/~eca/Beasley2000.html
"Goals 2000 and Work Force Development" by Sherry Beasley in 'Hope for the
World' news letter.
15. http://www.athenet.net/~jlindsay/Educ1617.shtml
"Educational Tyranny:H1617 = Certificate of Mastery for ALL ADULTS"
by Katie Levans.
16. http://www.fessler.com/listen.htm
"School-to-Work - a stupid idea' by Dick Farrell, editor of 'The Times
Reporter' of Ohio.
Washington State School-to-Work information:
1. http://www.wa.gov/wtb/
Washington State's 'Workforce Training and Education Coordination Board'
2. http://www.wa.gov/wtb/stw-what.html
Washington State's "School-to-Work Transition" report
3. http://www.wa.gov/wtb/hshwexec.html
Washington State's "High Skills, High Wages" report
4. http://www.stw.ed.gov/ (On left side click on 'States'. Find Washington and
click on 'Submit' to go to Washington State's School-to-Work Initiative.)
Implementing the federal Workforce Investment Act
http://www.wa.gov/wtb/wia-impl.html
National School-to-Work information:
1. http://www.stw.ed.gov/factsht/act.htm
Federal 'School-to-Work Opportunities Act of 1994' (Public Law 103-229)
2. http://www.stw.ed.gov
National School-to-Work web site
3. http://www.stwnews.org
School-to-Work news letter
@@Acts
School To Work also obligates you to buy into other acts
stuter
HR 2884 to Work Opportunties Act of 1994 (STWOA). In order to receive grant monies
under the STWOA, your state plan must also show how you will integrate your
plan with
• the Adult Education Act,
• the Carl D Perkins Vocational and Applied Technology Education Act,
• the Elementary and Secondary Education Act,
• the Higher Education Act of 1965,
• part F of title IV of the Social Security Act,
• the Goals 2000: Education American Act,
• the National Skills Standards Act of 1994,
• the Individuals with Disabilities Education Act,
• the Job Training Partnership Act,
• the Act of August 16, 1937 (National Apprenticeship Act),
• the Rehabilitation Act of 1973, and
• the National and Community Service Act of 1990.
@@Age
Most US exit exams are based on examinations at age 16. This is the
same age as German vocational exams, and British GCSE initial exam.
But now most Americans stay in high school until age 18.
MOST USED TO LEAVE SCHOOL AT AGE 16, NOW 18
\clip\98\19\edclip04.txt TUESDAY, DECEMBER 15, 1998 TEEN LABOR
Virtues of work vs. finishing homework Yvonne Zipp Staff writer of
The Christian Science Monitor
"4 in 5 American teens hold some kind of job during the school year,
half more than 20 hours a week."
"At the beginning of the century, a majority of Americans left school for
work at 16. The Fair Labor Standards Act of 1938 restricted labor for
children 15 and younger and helped transform American teens from workers
into students. Today, 90 percent of teens graduate at 18, and about half
of those go on to college.
"
@@All School To Work Is Vocational Track for All
STW is based on practices in Europe such as Germany, where
non-college bound students do an apprenticeship after the 10th grade.
Britain and others have abandoned this approach, and it is crumbling
even in Germany as more seek a academic education.
Officials often say that STW will be optional for the non-college
kids, but most legislation would take 1 or more day per week for
EVERY student, regardless of track, and start out in kindergarten,
not after graduation.
STW WOULD FAIL IF EVERYBODY KNEW IT WAS FOR NON-COLLEGE BOUND
STW for All because it would fail
if it were perceived as only for non-college bound.
Z43\doc\web\2000\07\stwall.txt
Z43\clipim\2000\06\28\stwall.efx
Industry-Based Education: A New Approach for School-to-Work
Transition E. Gareth Hoachiander MPR Associates, Inc. Berkeley.
California School-to-Work What Does Research Say?
NJ STW MANDATES 4 DAY WEEK, 1 DAY WORK FOR ALL
\doc\web\98\10\stwnj.txt The Westfield Leader Thursday, November 12,
1998 Front Page By Michelle H. LePoidevin New Jersey State
"School-to-Work " Mandates Four Day Week; Worries Parents at Forum
"In 11th and 12th grades, the students would be required to work no
less than one day per week in the workforce. Students and parents
must enter into a contract with the school and their child's employer
at this juncture. "
CUNNINGHAM:
VOC TRACK FAILED, COLL FOR ALL HAS PROBLEMS BUT
STW IS VOCATIONAL TRAINING FOR ALL
STW HAS OPPONENTS ON THE LEFT
\doc\web\98\10\vocall.txt
If there is a problem with requiring all students to prepare for college,
there may be a greater problem with structuring high schools so that they
prepare all students for non-college careers and this is what is promoted
by nationally mandated school to work programs.
The School-to-Work Opportunities Act
of 1994 identifies "academically talented" students in its definition
of "all students."
\clip\98\07\stwok.txt March 25, 1998 Education Week on the Web -
http://www.edweek.org/ew/current/28stein.h17 Trashing School-to-Work
By Adria Steinberg "rejected the misconception that the
school-to-work philosophy is simply about "getting jobs for kids" or
"doing something for the non-college-bound." Rather, school-to-work
encompasses a set of key practices that define a more contextualized
approach to curriculum, assessment, and pedagogy and an easier
transition to the adult world of learning and work--for all students."
WA requires employer contract to get
CIM (thanks to Jim Keefe)
"All students, before earning a Certificate of Mastery, are to engage in
career exploration by researching various occupations, visiting work
sites and interviewing workers.
All students engage in work-based learning experiences that coordinate
with school course work after earning a Certificate of Mastery. These
work experiences are governed by a contract between the student, the
school and the employer that spells out what the student will learn both
on the job and in school. Job placements match the educational and
career plans that students have developed during their pre-certificate
education."
"Unpaid work-based learning, appropriate for students still working to
attain the Certificate of Mastery, should include, but not be limited to,
worksite experiences that:...Occur during time usually designated as
the student's normal school day."
** "After earning a Certificate of Mastery ALL
students will engage in work-based experiences that coordinate with
their school coursework. These work experiences will be governed by a
contract between the student, the school, and the employer that spells out
what the student will both learn on the job and in school."
School To Work: It's the Law
\clip\97\25\stwnews.pdf - STW is for all students, and turns education into
vocational training.
Nebraska Public Television a live
interview show featuring Norfolk (NE) STW coordinator, a former STW
student, and a representative of business from Omaha. She clearly
stated that STW targets all students, that mentoring may take 1
day/week for the entire year or more
@@Apprenticeship
CANADIAN APPRENTICESHIP PROGRAM FLOUNDERING IN CANADA
z40\doc\web\2000\04\canapp.txt
EXCERPT
http://www.csls.ca/pdf/apprent.pdf
Executive Summary
Apprenticeship in Canada: A Training System Under Siege?
Note their concern that more
individuals are entering post-secondary institutions than apprenticeship
programs.
* the stagnation in new apprenticeship registrations in the 1990s.
* the inability of the apprenticeship system to expand beyond
traditional fields such as
the construction trades and motor vehicle repair
* the inability of the apprenticeship system to increase the
extremely low proportion of women enrolled in apprenticeship programs
(3 per cent);
* the uneven development of apprenticeship programs by province,
resulting in regional disparities in access to apprenticeship programs;
* 9.5% completion rate, much lower than other types of education and training; and
* the strong downward trend in apprenticeship completion rates,
declining one third
over the past two decades.
@@Auto Repair
z40\clipim\2000\04\10\ayes.efx
Dan Flanagan WA High School Gear for Better A-Yes Program High school
auto techs employ youth part time before they graduate from high
school. The Manifold (WA) April 2000
STW BANNED AS REQUIREMENT FOR ALL STUDENTS
E D U C A T I O N R E P O R T E R SEPTEMBER 1999 STW In Chains New
Illinois law prohibits mandatory requirements
SPRINGFIELD, IL - On July 16, Governor George Ryan signed into
law SB 1133, a bill prohibiting the Illinois Board of Education from
requiring a public school district or student to participate in a
school-to-work (STW) or job training program.
@@basic skills
School to Work is based on the assumption that workers need to be
trained in workplace skills, yet employers complain workers lack
basic math and reading skills, not SCANS competencies.
NEW STANDARDS BASED ON FLAWED SCHOOL TO WORK MOVEMENT
z49\clip\2001\04\stwstand.txt
http://www.heritage.org/library/backgrounder/bg1427.html The New
Definition of Standards in American Education by Virginia Miller
Corporations are complaining about workers who lack basic math and
reading skills, not SCANS competencies. According to a 1998 report
by the National Association of Manufacturers, "40 percent of all
17-year-olds do not have the necessary math skills--and more than 60
percent do not have the necessary reading skills--to work in a
$33,000 per annum production job at a modern auto plant."
Plumber wants schools to teach math,
not plumbing.
@@Berry
MARY FRANCES BERRY: MOTHER OF STW AS CHINA REJECTED IT AS FAILURE
z55\doc\web\2002\03\berry.txt
Here's my Mary FRances Berry contribution:
SCHOOL-TO-WORK REVOLUTION, ROOTS, AND BLEAK FUTURE
By Natalie and Gerald Sirkin*
In 1977, Health, Education, and Welfare Assistant Secretary for
Education Mary Frances Berry toured Communist China's educational
institutions with a UNESCO delegation for nine days...The title of
her prepared text-of which we have a copy-is, "The Chinese Experience
in Education-What America Stands to Learn." .. his education reform,
a school-to-work plan he adapted in 1969 from Marx, wasn't working.
The Soviet Union had tried it in the 1920s and by 1930 had found it a
failure. Deng Xiaoping panned it saying there were no scholars left.
STW had "made intellectual cripples of a whole generation of young
people," he told Der Spiegel.
@@British System
The British have long abandoned a system similar to the Germans -
students were tracked by IQ-like test into an pre-college track, or
to exit at age 16 into apprenticeship into a trade.
Now they have a test at age 15, the GCSE. 2 years later they can take
the college bound GCE A-levels, or a vocational NVQ. Advanced NVQs
can also lead to vocational degrees at universities.
age 15 - GCSE
high score - age 18 GCE A level --> academic university
low score - NVQ --> work
NVQ high level --> vocational degree university
James Hughes explains the
difference between NVQs and GCSE levels.
UK WANTS CIM WITH COMMUNITY SERVICE LIKE USA
z50\clip\2001\06\ukcim.txt BBC Online Tuesday, 26 June, 2001 New
certificate for school leavers Teenagers in England could get a new,
US-style school graduation certificate recording all their
achievements - possibly including compulsory unpaid community work.
The proposal is part of the latest big idea from the Education
Secretary, Estelle Morris, aimed at tackling what she calls "a
culture of leaving education at 16". "The idea of introducing
another certificate, a kind of American-style school-leaving
graduation ceremony attached to a certificate, in my view at this
stage is mind-boggling in its stupidity," [opposition] said.
NEW NVQ BETTER THAN 11 PLUS SHEEP AND GOATS DIVISION VS. GCE FOR ALL
\clip\98\19\moreone.txt Education Viewpoint: There's more than one
path to a good ALAN SMITHERS, Education Viewpoint: There's more than
one path to a good., Independent, 01-13-1994. There are, however,
others who will fear a rerun of the old 11-plus division into 'sheep
and goats'. They believe that since vocational education is seen as
second- best, many young people will be consigned to a second- class
education and a second-class life. It is fairer, they say, to require
everyone to do the same things during the years of compulsory
schooling.
%%Comprehensive School
One school educates all children, rather than sending the best to
rigorous academic grammar schools. Now the policy in UK.
%%Grammar School
images: \clipim\99\02\04\proged\*.tif
text: \clip\99\06\proged.txt
City Journal Winter 19998 Progressive Ed's War on Boys Banishing
rigid academics and discipline has been a disaster for working class
boys. Banishing elite curriculums, grammar schools and age 11
tracking in favor of comprehensive education for all has resulted in
fewer, not more outstanding working class children going to the best
colleges.
\clip\99\06\edclip01.txt BBC Tuesday, February 9, 1999 Published at
16:55 GMT Grammar schools divisive, says PM The prime minister
opposes a return to the 11-plus exam Tony Blair has said that grammar
schools brand children as "failures" at the age of 11.
"But the whole burden of our policy is geared toward developing
modern comprehensive schools so that we take account - for example by
setting in different subjects - of different abilities without going
back to the old system of the 11-plus.
\doc\web\98\08\britstw.txt
Although it has been since abandoned, the British had a system
whereby, at the age of eleven, the children were required to take
what amounted to an IQ test. Those who passed went on to seven more
years of rigorous academic training, the best of them subsequently
admitted to university, depending on the results of national
examinations. The students who didn't pass the 'eleven plus', as it
was called, were given five more years of school and left at the age
of sixteen to pursue apprenticeships in the trades. Streaming was
continued in high school, with gradations of the difficulty of the
subject matter being dependent on which of three streams the pupils
were assigned to.
Independent 1994 Newspaper Publishing P.L.C. Education: A quiet
revolution in post-16 education: NVQs and.. GNVQs originate from a
policy of bringing the very successful BTEC National awards, which
were emerging as practical alternatives to A-levels. They tended to
be taken by people who did less wellat GCSE than those going on to
A-levels. If that continues with GNVQs, it is difficult to see how
GCE and GNVQ A-levels can come to be popularly regarded as
equivalents.
%%Vocational A-level
UK intends to replace old vocational test with "vocational a-level"
intended to have just as much prestige as academic a-levels, but
they are threatened by high failure rates.
The Times (UK) 3/30/01
Nearly all pupils fail vocational A levels
THE failure rate for new vocational A levels is running as high as 90 per
cent in some subjects, throwing government plans to reform work-related
study into chaos.
@@China
China education system
with year-by-year structure, labor education in early grades.
\doc\web\99\02\chintech.txt
School Enterprises: Combining Vocational Learning with Production
by Madhu Singh, 1998
http://www.unevoc.de/publicat/pdf/iug015e.pdf
CASE STUDIES: CHINA
[Chinese schools incorporate factories or working restaurants]
@@city
http://stw.ssd.k12.wa.us/ Seattle Schools Page
@@Constructivism
School To Work is based on Constructivism
\doc\web\98\10\voccons.txt
Academic and Vocational Integration Myths and Realities by Bettina
Lankard Brown 1998 Current research on teaching and learning supports
a constructivist pedagogy, which contends that people construct
knowledge through their interpretive interactqions with and
experiences in their social environments.
@@Cost
1 BILLION: STW WILL DIE WITHOUT FED MONEY, INTEGRATION INTO STANDARDS
ASSESSMENTS MOVEMENT
Education Week 12/2/98 School-to-Work Movement Faces Test, Study Says By
Mary Ann Zehr Washington
\clip\98\18\stwmove.txt
Funding for the act will end in 2001; state governments have received
$1.1 billion so far.
@@Critics
SCHOOL TO WORK IS UN-AMERICAN - SLIDE SHOW
http://www.fastlane.net/~eca/stwslides.html
\clip\98\11\ibdstw.txt Investor's Business Daily August 27, 1998 WHO
DECIDES STUDENTS\' FUTURE? School-To-Work Law Gets Feds Heavily
Involved by Michael Chapman
The main architects behind School-to-Work are Robert Reich, Ira Magaziner
and Marc Tucker -- all longtime advocates of central economic planning.
Tucker is president of the National Center on Education and the Economy.
In a November \'92 letter to Hillary Clinton, Tucker described his \"human
resource development system\" -- or student-workers\' training plan.
>Date: Thu, 22 Oct 1998 08:45:15 -0400
>THE AMERICAN SCHOOL BOARD JOURNAL IS CONDUCTING A SURVEY OF STW. THE
>QUESTIONS ARE:
>
>YES, SCHOOL TO WORK PROGRAMS BEBFIT STUDENTS BY HELPING MAKE THEM MAKE
>AN EXPLICIT CONNECTION BETWEEN ACADEMICS AND THE WORKPLACE . THESE
>PROGRAMS MOTIVATE STUDENTS, GIVE THEM A HEAD START ON PLANNING FOR THEIR
>FUTURE
CAREERS
>, AND EXPOSE THEM TO CAREER OPTIONS THAT THEY MIGHT NOT OTHERWISE HAVE
>BEEN AWARE OF .
>
>NO, SCHOOL TO WORK PROGRAMS DILUTE ACADEMIC STANDARDS WITH VOCATIONAL
>TRAINING AND TRACK MANY KIDS INTO LOW GROWTH INDUSTRY JOBS . SCHOOL
>DISTRICTS SHOULD NOT HAND OVER CONTROL OF THE CURRICULUM TO BUSINESS
>INTERESTS .
>
>
@@Data Gathering
Data gathering on employment form
@@Economic Justification
Economic Justification for STW
http://www.fastlane.net/~eca/21-EconJustif.jpeg
Worldwide Competitiveness Rankings
http://www.fastlane.net/~eca/23-GraphCompetition.jpeg
America is the most comptitive large economy in the world
http://www.fastlane.net/~eca/24-SachsUSCompetitiveness.jpeg
@@Europe
Vocational Training movement in Europe
Europa - Home page
http://europa.eu.Int/
Education, Vocational Training, and Youth
http://europa.eu.Int/pol/educ/index_en.htm
Detailed activities in above subject
http://europa.eu.Int/en/comm/dg22/dg22.html
@@example
STUDENTS SPEND 1HR 2/WK AT GEIGER FACTORY \clip\97\27\polwork.txt
From: Nanny714@aol.com Date sent: Mon, 24 Nov 1997 11:09:57 -0500
(EST) "The Burlington (Vt.) Free Press" Monday, Nov. 24, 1997:
Students Polish Work Skills Manufacturer gives lessons youths can use
By Kathleen Schassler; Free Press Correspondent
@@Federal
HERITAGE KNOCKS STW, TEST SCORES NOT HIGHER IN PG COUNTY
z49\clip\2001\04\stwfail.txt THE WASHINGTON POST April 24, 2001 p. A
13 Value of Teens' Work Questioned As U.S. Money Runs Out, Programs
to Introduce High School Students to Careers Are Criticized as Well
as Touted www.washingtonpost.com By Jay Mathews Washington Post Staff
Writer Tuesday, April 24, 2001; Page A13 Tewelde, a senior at Eleanor
Roosevelt High School in Prince George's County, spends 12 hours a
week at Washington Hospital Center [3 school days!]
@@Flowchart
Chris Patterson, author of "School-to-Work: The Coming Collision"
(http://www.fastlane.net/~eca/stwcollision.html), has created three
wonderful flow charts about school-to-work that can be distributed
nationally. They are:
National School-to-Work System (School Activities)
Education & Workforce Development (Federal Statutes 1994-Present)
Federal Governance of School-to-Work Systems
Chris plans to use these in a manuscript, but she has made them available
to the public so long as her copyright appears.
You can access these flow charts by going to
http://www.fastlane.net/~eca/stwflow.html
@@Foreign Influence
Foreign Influences on the STW movement:
http://www.fastlane.net/~eca/9-ForeignInfluences.jpeg
http://www.fastlane.net/~eca/10-RenwickScotland.jpeg
http://www.fastlane.net/~eca/11-NGAScotland.jpeg
http://www.fastlane.net/~eca/12-BottomsGermanyetal.jpeg
http://www.fastlane.net/~eca/13-BottomsEuropean.jpeg
http://www.fastlane.net/~eca/14-GloverGermanAustin.jpeg
http://www.fastlane.net/~eca/14a-OregonGermanmodel.jpeg
http://www.fastlane.net/~eca/14b-OreGerBusiness.jpeg
http://www.fastlane.net/~eca/14c-OreGerStudents.jpeg
http://www.fastlane.net/~eca/14d-GitterGermanconsensus.jpeg
http://www.fastlane.net/~eca/15-BeckMarxist-Leninist.jpeg
http://www.fastlane.net/~eca/16-BeckPolytechnicalEd.jpeg
http://www.fastlane.net/~eca/18-SchoolSocietyLinked.jpeg
http://www.fastlane.net/~eca/45-TuckerQuoteLevy.jpeg
http://www.fastlane.net/~eca/17-BeckFinalSolution.jpeg
http://www.fastlane.net/~eca/71-Unamerican.gif
@@Futurama
Matt Groening's Futurama has
stw-like vision of the future.
@@Germany
: FAILED MODEL
Much of Marc Tucker's School To Work model comes from Germany. But
there, they run 3 different grades of high schools, in general, only
the students in the elite high schools go to college and only half as
many Germans go to college as America, which sends over 60% of its
children to higher education immediately after high school.
The 10th grade test largely determines whether you will be in the 70%
that spends 11th and 12th grades spending 4 out of 5 days tightening
bolts for Volkswagen, while 70% of our kids are preparing for
college.
Contrary to Marc Tucker's promises of no tracking, putting all on STW,
giving all a CIM, and a CIM guaranteeing hi-paying job marketability,
the German model has 3 tracks, only the middle track gets a CIM. The
bottom track gets no certificate and finishes at 9th grade. The 10th
grade CIM comes with exiting school at grade 10, not grade 12 as in
US diploma. The CIM is not good enough for university, and university
students don't need a CIM. Germany has 11% unemployment, one of the
highest in the industrialized world, and half of the unemployed have
the CIM. More Germans are opting out of the apprenticeship system in
favor of going on to college since 1993 because they don't think it
will give them a well paying job.
%%Against
GERMAN SYSTEM PULLS KIDS OUT OF SCHOOL, INTO WORKSITE
z47\clip\2000\12\stwgerm.txt Phyllis Schlafly: "Education policy
Competition" Washington Times on December 22, 2000. STW's goal is to
move American children into "The German Dual System of Vocational
Training" under which Germany transfers nearly 70 percent of its
students at age 16 from full-time secondary school to spending most
of their time as apprentices in the workplace. National training
standards have been established for each occupation in Germany, and
company training is governed by federal law. The German system
requires the student to spend three to four days a week in the work
force under an employer's mentorship, and only one to two days a week
in traditional education.
GERMAN DUAL SYSTEM TRANSFERS 70% AT AGE 16 INTO WORKPLACE APPRENTICE
Schafly mentions a GDS
brochure, "[Which] explains that STW's goal is to move American
children into 'The German Dual System of Vocational Training' under
which Germany tranfers nearly 70 percent of its students at age 16
from full-time secondary school to spending most of their time as
apprentices in the workplace. National training standards have been
established for each occupation in Germany and company training is
governed by federal law."
link Germany has combined 12%
unemployment. However, they have 60,000 unfilled high-tech jobs,
and about 90,000 young people who have completed apprenticeships in
dead-end skills for which there are no jobs. Much of this is because
the gilds simply won't change or give up any control over training
programs, and there are no "Meisters" or teachers for the fast moving
high-tech industry. Without Meisters there can be no training
programs. This has forced the high tech "runners" to import labor
from other countries, mainly India, England, and to some degree
Turkey, where education is not yet regulated to the degree that it is
in Germany. rdickers@micron.net
%%Elementary school
%%Unemployment
"Social Welfare system is under scrutiny" Seattle Times Sept 27, 1998
William Drozdiak Washington Post. 23 yr old Sven Mehlis is one of the
few young lucky people from Brandenburg to hold down a full time job
at Daimler-Benz. Pays $2700 per month, health insurance, 6 weeks paid
vacation, can't get fired. But he pays $1,200, and his employer about
the same to pay for social costs. [Does not mention failure of dual
education apprenticeship system)
GERMAN VICTIM OF SPECIALIZED
VOCATIONAL ED
"As a teenager I was forced to decide on my future
profession and went to a school that specialized in production of
technicians and mechanics. The focus of that school was to get young,
often clueless, young people to start working in a factory as soon as
possible."
GERMANY'S WORK CLASS VOCATIONAL TRAINING = HIGH UNEMPLOYEMENT, WRONG
SKILLS = LOW PAYING JANITOR CONSTRUCTION WORK
\clip\98\11\germunem.txt Los Angeles Times Saturday, April 12, 1997
Qualified, Educated Germany's effort to protect its workers has
boomeranged, creating a corps of long-term unemployed. By MARY
WILLIAMS WALSH, Times Staff Writer "they say I'm too old, or too big
to run this or that type of machinery, or I'm overqualified," he
says. "I can't get a job." "Dilsner's $1,200 unemployment comes to
about $8.50 per hour--much less than what he made when he was
working, true, but still better than four times what those
$1.90-an-hour Poles beavering away down on Potsdamer Platz earn."
GERMAN DUAL ED IS A BROKEN MODEL = HI UNEMPLOYMENT, HALF ARE
GRADS
web images: http://www.arthurhu.com/images/98/09/02/germstw/Page0001.html
filed: \clipim\98\03\wha01.tif
excerpts "What works?" The Economist
Ap 6th 1996 p19 German apprenticeship is called "a broken model".
More going to university than dual ed system. Over half of
unemployed are grads of dual ed system. Real benefit but 1/4 wage
labor, but they are laid off at when the need full pay as germans
stay home while immigrants build roads and houses.
z60\clip\2002\10\germsplit.txt
October 22, 2002 edition
http://www.csmonitor.com/2002/1022/p11s01-lecl.html
[ARGH, GERMAN SCHOOLS WERE MARC TUCKER'S MODEL FOR STANDARDS BASED
EDUCATION REFORM AND CERTIFICATE OF MASTERY!]
JOERG SARBACH/AP/FILE
Germany: Schools that divide
By age 11 or 12, top students in Germany are headed for high school,
or Gymnasium, where they take the Abitur, the high school exit exam
that enables them to go on to university. Others go to a
less-challenging Realschule, which trains them for white-collar jobs.
Less intellectually gifted students are routed toward the Hauptschule
to learn trades... may be outdated
.. Germans were stunned to learn that 20
percent of their teenagers were almost illiterate, and only in Mexico
and the Czech Republic did fewer students go on to higher education.
Just 9 percent of German pupils were able to understand complex texts,
putting them far behind Britain, with 16 percent, and the United
States, with 12 percent.
Ore CIM/STW PATTERNED AFTER GERMAN VOCATIONAL MODEL
part II, III
Apprentice spends 4 days a week at work, only 1 day per week in
school, vs US STW where student would still have most high school
classes. Apprentices are paid only 25% of starting salary.
Employers pay all expenses, average of $17,000, or net cost of
$10,500 after value of labor. Every employer and self-employed must
pay into the system.
The Japanese do not have an apprenticeship system like the Germans
do. Their idea of "school to work" consists of vocational schools
which have turned into holding pens for those who do not meet
entrance standards for the college bound high schools, and night
schools which were meant for working teens, but now consist mostly of
those not even good enough for the vocational schools.
In other words, Japanese school-to-work was based on an economy when
most didn't even continue into high school, and is becoming obsolete
in a college-oriented economy. The German system is based on a
middle-ages institution when most did not go to high school either,
so the United States is seeking to emulate institutions which are no
longer needed for a 21st century economy. Most Japanese aspire to
college, even if they're stuck with working. STW tracks have become
holding pens for losers, now the US seeks to extend this institution
to all US students, even the college bound.
Japanese examinations are not a universal credential like the one
size fits all CIM. The worst colleges and jobs have no entrace
requirements at all besides basic literacy, the worst high schools
give out diplomas for anyone who sticks around the minimum number of
years.
The best high schools and universities and jobs require the highest
test scores and best grades from the best institutions, and all
admissions are based on rank ordering scores, not any universal
defintion of "mastery".
Speaking of "school to work" the vocational track schools for
girls in Japan have problems with girls who get arrested for
prostitution, certainly an area of education we can't be caught
behind in. You won't hear Marc Tucker telling us about that.
EXCELLENT BOOK- JAPAN'S HIGH SCHOOLS
Japan's High Schools Thomas P. Rohlen 1983 University of California
Press. Author He outlines 5 different types of high schools from scum
of the earth to feeder to the highest university
%Go to %Go to Percentile ability
Name Type University 2 Yr Coll Range
Nada - Private, academic 100 0 99-100
Okada - State, academic 72 14 40-99
Otani - City, academic 62 25 30-90
------- requires minimum examination score -----------------
Yuma - City, vocational 6 10 4-30
Sakura City Night school 2 6 0-2
In 1980 42% of hs grads went on to jobs
only 6% chose to end school at 9, only 4% drop out.
#1 in world in high school graduation rate.
Night school was originally intended to further study for those
who had to work in the day, but often just those who cannot get
into a vocational school.
Vocational school was once prized when only 50% went to high school,
but now is stigmatized when everyone seeks to go to college, they go
only because scores were not high enough for academic high schools,
there is discussion of getting rid of these, they have turned into
holding schools for those who flunk minimum entrance standards.
Although overall 4 yr college rates are comparable at 25%, Japan
sends boys at 2 to 1 rates vs the US 1 to 1, so 39% of Japanese
households vs. 25% have at least the main wage earner with a degree.
1974 Educational Attainment (p. 3)
Japan USA
M F M F
High School 90 91 73 77
Jr College 44 32 47 44
BA 39 12 25 24
(average = 25 in US or Japan)
http://www.askasia.org/frclasrm/readings/r000083.htm
\clip\98\04\hsjapn.htm
High School Students in Japan
Article written by Merry White for the Asia Society's Video Letter from Japan II: Suburban Tokyo High
School Students, pp. 5-12, 1988.
Entrance to high school is determined by examination, and the
subjects tested are Japanese, mathematics, science, social studies,
and English.
Although traditionally there was no tracking or differentiation by
ability once students entered high school, recent curriculum changes
have included the introduction of tracking.
In high school, the homeroom is where most learning occurs, with
specialty teachers coming to the classroom rather than students
circulating to different parts of the building.
Classes are large, averaging 43 to 45 to one teacher.
Classes are held six days a week, including a half day on Saturdays,
and the school day lasts from 8:30 A.M. to 3:00 P.M. (12:30 on
Saturdays), with after-school activities filling the rest of the
afternoon. These activities, however, tend to be pursued only by
first and second year students at high schools where the majority of
students are college-bound, because third year students at such
schools are preoccupied with study for the college entrance
examinations.
educational reformers, critical of the narrowness of the material
that is tested in these examinations, are pressing for a more
open-ended evaluation that would allow for longer essay questions and
testing of analytic ability.
Most Japanese see U.S. students as lazy and U.S. schools as having
very low standards of accomplishment, they don't mind large classes
or lots of time devoted to study.
There are reformers who would like to move away from emphasis on
academic / college orientation and introduce a well-supported
multitrack system at the high school level, including good technical
and other specialized vocational schools to draw students into a
range of appropriate occupations and interests
Typical Japanese high school students rarely date in couples, are not
sexually experienced, and have no contact at all with drugs and
rarely with alcohol.
http://swu.ac.jp/wwc/jed36.html
\clip\98\04\probhigh.htm
Problems in high school
http://www.osaka-kyoiku.ac.jp/educ/index-e.html
Lots of Japan Education links
http://www.sainet.or.jp/~misatokk/index-e.html
A Japanese hs home page
http://kids.glocom.ac.jp/schools/index.e.asp
Japanese Schools on the internet
Japanese system - from co-worker
Elementary - 1,2,3,4,5,6
Middle - 7,8,9
High school is optional. (vs. compulsory for most US states)
Take a test, score determines which level of high school,
working or college track, another test to get into the
best high school if you qualify for the track.
High - 10,11,12
Japan tracks students into different grade high schools, but
the US sends all students into one level of school.
JAPAN WANTS MORE CREATIVITY "The Struggle to Create Creativity"
Economist June 28, 1997 p. 46 F070397 The Japanese have a high
average, but narrowly centered around an average, the US has more bad
and very good people, they think those at the top are giving the US
an overall advantage. They want to trade equality and conformity for
creativity and individualism. They are thinking of judging students
by factors other than test scores, and letting down on "examination
hell".
A Study of Three Cultures: Germany, Japan, and the United States An
Overview of the TIMSS Case Study Project
http://www.pdkintl.org/kappan/kste9803.htm
\clip\98\08\timss\timss.htm Phi Delta Kappan Magazine March 1998
Japanese do not set exact content standards for each grade except for
Chinese characters. Japan has vocational and academic schools,
Germany has Hauptschule (for low-achieving students), Realschule (for
average students), and Gymnasium (for high-achieving students).
Tests and grade decide who goes to which, US, with few exceptions do
not require examinations and do not have separate high schools.
%%Prostitution
Japan's High Schools p. 294 "Newspaper accounts of teenage
prostitution also draw attention to vocational and low-status private
schools. The police arrest about 250 high school girls each year...
girls are low on the academic ladder, bored with school and
interested in pocket money"
@@Laws
S1186 is evil Tucker-Inspired School To Work Bill
@@Libertarian Party
MINNESOTA LP ATTACKS GOALS 2000 STW \doc\web\99\14\libnews.txt
Libertarian Party News April 1999 p. 9 Headline: Affliate News:
Reasons to oppose Goals 2000 Charles Test on Goals 2000: "It is about
resisting the temptation of federal funding". * Minnesota The
federal government's School to Work and Goals 2000 education programs
treat children as "human resource capital" said LP State Chair
Charles Test in testimony to the House Education Committee -- and the
state legislature should protect Minnesota children by withdrawing
from those programs.
@@Minority
Opposition from minorities to STW tracking
http://www.seattletimes.com/news/local/html98/kozo_040398.html April
3, 1998 Author decries education gap by Dick Lilly Seattle Times
staff reporter Jonathan Kozol: Inequity could also be a result of
so-called "school-to-work" programs because they’re likely to
separate "inner-city kids, particularly black kids . . . for the
lower levels of the work force," he said.
@@Movies
October Sky 4 boys use a rocket
project to escape a dying coal town in 1950s. High school's main job
was to produce coal miners, not rocket scientists.
@@National Skills Board
http://www.nssb.org/
A coalition of leaders from business, labor, employee, education, and
community and civil rights organiza... .. is building a voluntary
national system of skill standards, assessments and certification that
will enhance the ability of the United States Workforce to complete
effectively in the global economy.
On May 11, 2001, the Manufacturing Skill Standards Council (MSSC)
released the country's first-ever, nationwide, industry-recognized
skill standards for the vast manufacturing, installation, and repair
industry sector. This sector covers 15% of the U.S. workforce and
contributes $1.5 trillion of U.S. Gross Domestic Product.
http://www.nssb.org/mssc/MSSCSkillStandards.htm
@@New Jersey
EAGLE FORUM WINS, NEW JERSEY REJECTS FORCED 1 DAY / WEEK JOB TRAINING
From the New Jersey Star-Ledger Students won't be forced into job
training 03/19/99 By Dunstan McNichol STAFF WRITER A controversial
plan to make every New Jersey high school junior and senior spend one
day a week in on-the-job training is going to be scrapped, Gov.
Christie Whitman's nominee for education commissioner told lawmakers
yesterday. ..Charles' mother, Carolee, is the president of the New
Jersey chapter of Eagle Forum, a conservative group headed by
activist Phyllis Schlafly that has campaigned against school-to-work
programs nationwide. \clip\99\09\nonjstw.txt
NJ STW MANDATES 4 DAY WEEK, 1 DAY WORK FOR ALL
\doc\web\98\10\stwnj.txt The Westfield Leader Thursday, November 12,
1998 Front Page By Michelle H. LePoidevin New Jersey State
"School-to-Work " Mandates Four Day Week; Worries Parents at Forum
"In 11th and 12th grades, the students would be required to work no
less than one day per week in the workforce. Students and parents
must enter into a contract with the school and their child's employer
at this juncture. "
NJ OPPOSITION TO MANDANTORY 4 DAY SCHOOL 1 DAY WORK WEEK
\clip\98\18\njstw.txt Opposition to School-To-Work: Bergen Record,
November 25, 1998 Key parts of high school reform plan opposed
Wednesday, November 25, 1998 By DAVID GLOVIN Staff Writer Lawmakers
and education groups are rallying against a proposal to require
juniors and seniors to spend one day a week at work
\clip\98\18\forclabr.txt Copyright 1998 Coming soon to a school near
you: Forced labor 11/29/98 By Paul Mulshine
The Star Ledger-NJ
@@opposition
Opposition Papers
Some opponents
- Parents' Coalition of Texas
- Heritage Foundation
- Libertarian Party Minnesota
- American Heritage Party WA
%%General
CUNNINGHAM:
VOC TRACK FAILED, COLL FOR ALL HAS PROBLEMS BUT
STW IS VOCATIONAL TRAINING FOR ALL
STW HAS OPPONENTS ON THE LEFT
\doc\web\98\10\vocall.txt
AGAINST STW: Linda Darling-Hammond, John Goodlad, Alfie Kohn, Ann
Lieberman, Deborah Meier, and Nel Noddings.
%%Parents Coalition of Texas
Send for video "Limited Learning for Lifelong Labor" August 1998 80
min
P.O. Box 445 Colleyville TX 76034
http://www.parentscoalition.org
%%Right
N.Y. Times February 3, 1998Limited
Horizons By LYNNE CHENEY Cheny's article makes a case against
School-to-Work that would be meaningful to both parents and the
business community. \clip\98\04\cheney.txt
SCHOOL-TO-WORK:
THE COMING COLLISION HERITAGE FOUNDATION Discussion Panel 2/4/98
Washington, D.C. SCHOOL TO WORK: IS GOVERNMENT MICROMANAGING THE
LIVES OF OUR CHILDREN? \clip\98\04\collis.htm
- STW demands comes from industry, nonprofit foundations and
educational institutions, not parents.
- Because labor demands in Texas and throughout the nation are not for
highly skilled, highly paid workers, the "relevant" education that is
appropriate for employer demand is not college. Several reports
issued by the state of Texas indicate that the projected need for
college graduates falls between fifteen to thirty percent.146
-Like Texas, Oregon's STW plan states that "School-to-Work
opportunities will be available to all students." (Emphasis in
original).154 The notion that this statement indicates voluntary and
optional participation for students in Oregon is dispelled by the
legal challenge identified above by several Oregon parents who have
unsuccessfully requested that their children be removed from the STW
program
JOHN BIRCH: STW AS COMMUNIST INSPIRED PLOT? \clip\97\24\bircstw.txt
The New American (John Birch Society) Vol 12, No. 15 - July 22, 1996
Orwellian Education The totalitarian design behind "School to Work"
http://www.ionet.net/~study/tang.htm
Joe Esposito on STW
School To Work: It's the Law
\clip\97\25\stwnews.pdf - STW is for all students, and turns education into
vocational training.
October 5, 1995 Is the Government Planning Your Child's Career?
Phyllis Schlafly\clip\97\24\schlafly.txt