Over half of the interviewees had no known conceptual reasons for implementing the STW curriculum. However, several respondents referred to the middle school philosophy and the Carnegie Turning Points as their conceptual basis for adopting a middle school STW curriculum. People we interviewed at some sites saw the STW initiative and the middle school philosophy as "a total fit" for this age group since their real task is to help the student transition from a child to a young adult. A science and technology magnet school principal felt there was "a unique and wonderful alignment" between the two:
It [the school-to-work curriculum] is very interactive, synergistic, and relevant to "real life." It opens doors to new ideas, builds a full range of communication, uses multiple intelligences, develops thoughtful citizens, provides opportunities for service, accommodates special needs, assesses strengths and weaknesses, produces life long learners, and focuses on a moral and democratic society. Isn't this what the middle school philosophy states?
Some respondents indicated that STW educational reform would advance the middle school agenda by "embedding basic skills into a thought-provoking curriculum" and "providing a holistic approach to the child."
At other sites, interviewees suggested that the "fit" between STW curriculum and the middle school philosophy depended on a person's definition and interpretation of each concept. They commented that there was no conflict between the two if STW was seen as simply an effort to begin to explore careers and develop self-awareness.
Some questioned the compatibility of the two concepts. One rural site principal commented, "The liability of the middle school philosophy is you become more elementary in nature. The needs of adolescents are just human needs. It's never too early to address future needs." Another rural school principal stated, "school-to-work and Turning Points are not congruent. Turning Points philosophy de-emphasizes academics and works on affective behaviors. We don't buy into this."
In addition to Carnegie's (1989) Turning Points, several interviewees cited specific sources as conceptual reasons for implementing the STW curriculum. These included the SCANS competencies, National Career Development Guidelines, local and statewide learning standards for excellence, Equity Outcome Guidelines, Microsociety concepts, and state educational reform acts. Other interviewees were more simplistic and all-encompassing in their philosophies. "Any child can gain success" and "making education something you take with you and value" were two such responses.