Annotated
Resource List: School-Business Partnerships
Office of Special Populations. (1992, October).
Berkeley: National Center for Research in Vocational Education, University of
California at Berkeley.
This list is designed to support efforts to forge new partnerships between vocational education and business. It contains selections of relevant publications, programs, and organizations. (MDS-477@747, 18 pages, $2.25)
Address:
National Center for Research in Vocational Education
Materials Distribution Service
Western Illinois University
46 Horrabin Hall
1 University Circle
Macomb, IL 61455
(800) 637-7652
Business
and Education Partnerships
Gugerty, J., & Gavin, M. (1991).
Madison: University of Wisconsin-Madison, Center on Education and Work.
The authors define a business and education partnership as a collaborative effort to achieve mutually agreed upon goals and objectives. Designed for teachers, staff development personnel, administrators, and college and university professors, this module introduces the principles of effective partnerships and provides a step-by-step process for implementing such a collaboration. The following exhibits of successful partnerships are highlighted: Michigan Partnerships for Education Handbook, Puget Sound Educational Service District 121, Pierce County Vocational/Special Education Cooperative, Culinary Arts Training program, and Project COFFEE: An Alternative Education Program Specializing in Dropout Prevention and Reconnection. (Order No. EDEM200, $15.00)
Address:
Center on Education and Work
University of Wisconsin-Madison
964 Educational Services Building
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-3696
(800) 446-0399
Fax: (608) 262-3063
Business
and the Schools: A Guide to Effective Programs (2nd Ed.)
Rigden, D. W. (1992, February).
New York: Council for Aid to Education.
More than 120 business/school collaboration initiatives are described in this
publication. The program descriptions are organized under the following
headings that identify major areas of school reform: changing the nature of
schooling (school restructuring, business/school partnerships, and new
management strategies); changing curricula and pedagogical strategies (science,
mathematics, technology, reading, writing, student literacy, and teacher
education and training); and changing the relationship between school and
community (with respect to family issues and health care, preschool and early
learning, the school-to-work transition, and college preparation).
An overview of the business/school relationship and strategies for choosing,
developing, managing, and assessing an education support program is provided.
Each area of school reform is introduced with an essay on central theoretical
and practical issues. A summary of common characteristics of the programs, a
discussion of directions in which these programs might continue to evolve, and
suggestions about how to assess the effectiveness of such programs are
included. An annotated bibliography, a list of resources, and indexes complete
the volume. (154 pages, $20.00 prepaid)
Address:
Council for Aid to Education
Publications Department
342 Madison Avenue, Suite 1532
New York, NY 10173
(212) 661-5800
Business/School
Partnerships: A Path to Effective School Restructuring
Rigden, D. (1991).
New York: Council for Aid to Education.
This report is part of a new series on school reform issues and corporate support of precollege education. It attempts to help companies already engaged in partnerships to better link their support to the restructuring efforts of schools and school districts. The report reviews the nature and various types of partnerships, examines partnerships within the context of restructuring outcomes, and identifies some essential components for moving into a reform-model partnership. It cites three examples of corporate reform-model partnerships and poses relevant questions. Finally, it presents suggestions to help companies develop partnerships that promote restructuring. (52 pages, $15.00 prepaid)
Address:
Council for Aid to Education
Publications Department
342 Madison Avenue, Suite 1532
New York, NY 10173
(212) 661-5800
Developing
Business-Education Partnerships for the 21st Century: A Practical Guide for
School Improvement
Kochhar, C., & Erickson, M. (1993, September).
Gaithersburg, MD: Aspen Publishers, Inc.
Designed for principals, superintendents, school improvement teams, and business-education partnership committees, this material is a basic how-to guide for improving existing or initiating new partnerships with businesses. It provides help in planning, implementing, and evaluating a partnership program. The first pan of the book describes the partnership movement and provides a sense of how actual programs operate. The second part provides step-by-step instructions on how to initiate the process. Sample forms, checklists, worksheets, and guidelines are also included. The third part presents information about exemplary partnership programs, including contact persons and information on state-level initiatives and national legislation. Throughout the book, case studies are presented to give the reader a good idea of how partnership programs work. (250 pages, $129.00)
Address:
Aspen Publishers, Inc.
Marketing Department
200 Orchard Ridge Drive, Suite 200
Gaithersburg, MD 20878
(800) 638-8438
Home-Grown
Lessons: Innovative Programs Linking Work and High School
Pauly, E., Kopp, H., & Haimson, J. (1994, January).
New York: Manpower Demonstration Research Corporation
This Executive Summary describes the efforts of 16 pioneering U.S. school
districts and employers that have built programs to help students make the
transition from school to work. It presents their "home-grown lessons"--the
discoveries made by educators and employers and the challenges they confronted.
The report also presents the project's findings and recommendations on three
issues: (1) content of programs, (2) determination of which students should be
served, and (3) the resource requirements of programs, as well as two types of
implementation challenges.
The report underscores the diversity of the school-to-work movement and it
shows how these programs are able to build the local support needed to get
started. The findings provide strong evidence that a broad range of students,
including a substantial number of disadvantaged and low-achieving students, are
able to participate in school-to-work programs. It describes the marketing and
student selection methods that can attract a diverse enrollment. Overall, the
16 case study programs demonstrate that it is feasible to create and operate
innovative programs that combine learning in high school and in the workplace.
(30 pages, no charge)
Address:
Manpower Demonstration Research Corporation
Three Park Avenue
New York, NY 10016-5936
(212) 532-3200
Investing
in Our Future: The Imperatives of Education Reform and the Role of Business
Amster, J., Boyer, E. L., & Brown, J. S. (1990, March).
Queenstown, MD: The Aspen Institute.
This report is the outcome of a series of meetings convened by The Aspen
Institute in which educators, business representatives, and civic leaders
discussed the condition of, and promise for, reform in U.S. education. After an
overview on the history of educational reform, discussions and recommendations
are included on the following aspects of education reform: administration and
governance, personnel, curriculum, technology, social context, and
partnerships. One process mentioned to help clarify the curriculum is the
promotion of collaboration between education leaders, legislators, and business
groups to face the issues in vocational education. The question asked was how
vocational education is serving its current students and what transformations
of curriculum should be fostered to train workers adequately for the year 2010.
A logical educational sequence of school completion and community college is
needed for the forgotten half, those students who do not go on to
college.
The report describes contributions businesses can make to educational
improvement. These contributions include helping school districts establish and
finance merit school programs, using their expertise in furthering the
development of school-based management programs, offering assistance in the use
of technology for a variety of educational functions, and fostering alliances
between the private and public sectors to improve schools over the long run.
(35 pages, $4.00)
Address:
The Aspen Institute
Publications Office
Wye Center
P.O. Box 150
Queenstown, MD 21658
(410) 827-7168
Fax: (410) 827-9174
School-Community-Business
Partnerships: Building Foundations for Dropout Prevention
Bucy, H. H. (1990, April).
Clemson, SC: National Dropout Prevention Center.
This publication offers businesses practical and easily implemented ways to assist local schools in dropout prevention. It gives an overview of the problems of at-risk youth, strategies designed to address those problems, and techniques with detailed instructions for structuring and maintaining a community partnership program composed of business and industry, civic organizations, educators, parents, and students. It also includes a list of references and additional resources. (43 pages, $8.00)
Address:
National Dropout Prevention Center
205 Martin Street
Box 345111
Clemson, SC 29634-5111
(803) 656-2599
(800) 868-3475 in SC
(800) 443-6392 out-of-state
The
School-to-Work Connection
U.S. Department of Labor, Employment and Training Administration (Ed.). (1990,
May).
Washington, DC: Author.
The proceedings of "The Quality Connection: Linking Education and Work," a national conference sponsored jointly by the Secretary of Labor and the Secretary of Education in Washington, DC, on May 15-17, 1990, are summarized in this report. The following topics are addressed: the need to link business and education, the need for applied academic programs, the need for Tech Prep associate degree programs, the U.S. system of school-to-work transition, the human capital crisis, the need to improve educational assessments, and the need to integrate academic and vocational education. A variety of model programs which are successfully assisting youth in making the school-to-work connection are profiled. (15 pages, no charge)
Address:
U.S. Department of Labor
Employment and Training Administration
200 Constitution Avenue, NW
Washington, DC 20210
(202) 535-0659
Streamlining
Interagency Collaboration for Youth at Risk: Issues for Educators
Guthrie, G. P., & Guthrie, L. F. (1990).
San Francisco: Far West Laboratory.
This paper offers general guidelines for streamlining interagency collaboration efforts. Schools today are becoming superagencies, with broad-ranging social service responsibilities being placed on already overburdened educators. What is urgently needed is collaboration among all agencies, including schools, to develop a coordinated, case-managed, child-centered system that efficiently services children and their families. This document offers advice on mapping the territory, surveying the field, and developing a careful plan. (14 pages, $6.00)
Address:
Far West Laboratory
Publications Department
730 Harrison Street
San Francisco, CA 94107-1242
(415) 565-3000
Training
Partnerships: Linking Employers and Providers
Carnevale, A. P., Gainer, L. J., Villet, J., & Holland, S. L. (1990,
April).
Alexandria, VA: American Society for Training and Development.
A portion of the research conducted under a two-year joint project of the American Society for Training and Development and the U.S. Department of Labor is summarized in this report. It represents an overview of the findings about partnerships in training from the organizational and strategic role of training, technical training, and basic workplace skills research. This report looks at how formal employer-provider relationships or "linkages" are developed and demonstrates the significant role of outside providers. All aspects of linkages are examined, from why a company decides to use a provider, to how companies go about finding them, to how they evaluate effectiveness. There is also a review of the general kinds of training companies need such as executive development and supervisory training or technical training, and the kinds of providers usually selected for each type. (47 pages, no charge)
Address:
American Society for Training and Development
Fulfillment Department
1640 King Street, Box 1443
Alexandria, VA 22313-2043
(703) 683-8100
Big
Brothers/Big Sisters: A Study of Program Practices
Furano, K., Roaf, P., Styles, M., & Branch, A. (1993, Winter).
Philadelphia: Public/Private Ventures.
To determine the usefulness of mentoring as an intervention for serving at-risk youth, Public/Private Ventures (P/PV) embarked on a four-year research initiative that sought to address several questions related to mentoring. As part of this research, P/PV conducted four evaluations of the Big Brothers/Big Sisters of America (BB/BS) program. The first study documents the implementation and effectiveness of the BB/BS program model. It addressed key questions in the various areas of program practice: recruitment, screening, training, matching, and supervision. This publication presents the results of the study. It describes the BB/BS program model, site selection, participating sites, and pre- and postmatch activities. It also recommends effective practices for the mentoring field. (66 pages)
Address:
Public/Private Ventures
2005 Market Street, Suite 900
Philadelphia, PA 19103
(215) 557-4400
Career
Links: An Employment-Related Mentorship Program for Economically Disadvantaged
Teen Girls
Gates, S., Hannah, L., & Minor, D. (1990, June).
Springfield: Illinois State Board of Education.
Written by staff of the Women Employed Institute, the Career Links program guide is designed for social service agencies, educational institutions, and other organizations interested in conducting an employment-related mentorship program for economically disadvantaged young women and girls. Career Links, initially funded by the Illinois State Board of Education, Department of Adult, Vocational, and Technical Education, is a program which pairs Chicago girls, aged 14-18 who are at risk of dropping out of school, with successful working women. These women serve as role models and provide advice, support, and encouragement to help the girls move toward economic self-sufficiency. The guide includes a description of the Career Links program, the steps followed in developing and carrying out the program, and suggestions on how to conduct sessions between the mentors and mentees. Sample forms and letters are included in the appendix. (34 pages, available on loan)
Loan
Copy Available From
East Central Curriculum Coordination Center
University of Illinois at Springfield, K-80
Springfield, IL 62794-9243
(217) 786-6375
(800) 252-4822
Effective
Strategies for Dropout Prevention: A Dozen Strategies for Dropout Prevention
National Dropout Prevention Center. (1990, March).
Clemson, SC: Author.
Designed to serve as an initial guide to local school district and state
personnel searching for effective strategies for dropout prevention, this
publication provides a list of such strategies described as follows: parental
assistance and involvement, quality kindergarten programs, concentrated reading
and writing programs, individualized instruction, utilization of instructional
technologies, mentoring and tutoring, workforce readiness and career
counseling, summer enhancement programs, flexible schedules and alternative
programs, staff development programs, school-based management, and community
and business collaboration.
In addition to a summary of the program content, a list of "expected benefits,"
specific examples of successful programs, and additional resources are
included. (28 pages, $1.95)
Address:
National Dropout Prevention Center
205 Martin Street
Box 345111
Clemson, SC 29634-5111
(803) 656-2599
(800) 868-3475 in SC
(800) 443-6392 out-of-state
The
Mentor Handbook
Weinberger, S. G. (1990).
Norwalk CT: Educational Resources Network.
This handbook serves as a guide for individuals engaged in one-to-one
relationships in mentoring programs. It includes a discussion of mentor roles,
responsibilities, successful strategies that have worked, and techniques to use
for effective programs. It was designed to assist mentors in their work as
"role models" and "trusted friends."
The forms and ideas in the handbook are based on the Mentor Program in Norwalk,
Connecticut; the author serves as Director of Public Affairs and Adopt-a-School
for the Norwalk, Connecticut, Public Schools. This effort began first as a
pilot between one company and one school in 1986. Today, every elementary and
middle school in Norwalk is involved in mentoring relationships with adult
volunteers from the community. Students are improving self-esteem, attendance,
and the desire to stay in school.
The handbook is filled with very basic, practical information with numerous
checklists, tips, and steps to follow in beginning, implementing, and
evaluating a mentor program. Also included are the following sample forms:
Sample Recruitment Letter, Mentor Profile, Mentor Agreement, and Mentor
Evaluation Form. (31 pages, $6.50)
Address:
Educational Resources Network
25 Van Zant Street
Norwalk, CT 06855
(203) 853-6847
Mentoring
Programs for At-Risk Youth (Dropout Prevention Research Report)
Smink, J. (1990, February).
Clemson, SC: National Dropout Prevention Center.
An overview of the design and potential of mentoring programs for at-risk youth is presented in this report. It summarizes the roles of mentors in dropout prevention and outlines the benefits for the mentors as well as for the student participants. Brief descriptions of examples of school-based programs, private organizational and community groups, statewide initiatives, and business-sponsored programs are provided, with addresses supplied for further contact. The report lists 12 steps to serve as guidelines for setting up a mentorship program. Also included are sample forms used by Big Brothers/Big Sisters of America to gather information from volunteers, parents, and students, as well as a suggested format for evaluating a program. (32 pages; $5.00, plus shipping and handling)
Address:
National Dropout Prevention Center
205 Martin Street
Box 345111
Clemson, SC 29634-5111
(803) 656-2599
(800) 868-3475 in SC
(800) 443-6392 out-of-state
Understanding
How Youth and Elders Form Relationships: A Study of Four Linking Lifetimes
Programs
Styles, M. B., & Morrow, K. V. (1992, June).
Philadelphia: Public/Private Ventures.
This publication highlights the results of a Public/Private Venture (P/PV) research initiative on a variety of adult/youth relationships programs. The study was designed to examine the relationships formed between elders (ages 55 and older) and at-risk youth (ages 12 to 17) at four Linking Lifetimes intergenerational mentoring demonstration sites developed by Temple University's Center for Intergenerational Learning. It investigated the activities of these relationships, the relationship formation process, and what constitutes effective practices in these relationships. This report includes several recommendations for mentoring programs. The authors contend that given the universal need youth have for developing caring and consistent relationships with adults, and the scarcity of such relationships in the lives of at-risk youth, interventions like mentoring can fill a significant need. Appendices include the four Linking Lifetimes programs and the research methodology. (74 pages, $5.00 prepaid)
Address:
Public/Private Ventures
2005 Market Street, Suite 900
Philadelphia, PA 19103
(215) 557-4400
Youth
Mentoring: Programs and Practices (Urban Diversity Series No. 97)
Flaxman, E., Ascher, C., & Harrington, C. (1988).
New York: ERIC Clearinghouse on Urban Education.
Is mentoring a way to help disadvantaged youth stay in school, go on to higher
education, and develop work-related skills? The recent proliferation of
mentoring programs suggest that this may be so. But, as pointed out by the
authors, the power of mentoring depends on its place among other interventions
and its unique ability to solve the problem being addressed. This book provides
a comprehensive review of mentoring knowledge. It considers all the components
of a mentoring program--based on existing projects for youth, experience in
organizations and businesses, educational and psychological theory, and
recorded evaluations--and reports that planned mentoring should be considered a
"modest intervention." Nevertheless, it can be a useful one, and this book
provides the information that can help administrators, practitioners, the
community, and parents develop a program best able to meet the needs of at-risk
students. It also includes a reference list of nearly 100 additional materials
on mentoring.
A companion volume, Mentoring Programs and Practices: A Representational
Bibliography (1988), provides abstracts of 40 key articles, papers, and
books on the subject. (61 pages; $8.00, $3.00/companion volume)
Address:
ERIC Clearinghouse on Urban Education
Box 40
Teachers College
Columbia University
New York, NY 10027
(212) 678-3433