for Instructional Technology
The Agency for Instructional Technology (AIT) is a nonprofit U.S.-Canadian organization established in 1973 to strengthen education through technology. AIT provides leadership and service to the education community through cooperative development, acquisition, and distribution of technology-based instructional materials. The instructional materials made available through AIT are either developed and financed through joint program projects organized and managed by AIT, or acquired from local and state education agencies. A variety of video and software materials for vocational, occupational, and career programs are available from this organization. In addition, curriculum materials which integrate academic and vocational instruction with physics, math, and communication are also available. AIT's free, quarterly newsletter provides up-to-date information about videos and activities.
Bloomington, IN 47402-0120
Fax: (812) 333-4278
The American Counseling Association (ACA) is an educational and scientific organization dedicated to the growth and enhancement of the counseling and human development profession. It provides leadership training, continuing education opportunities, and advocacy services to its members. It also represents members' interests in other professional associations, before Congress, and with federal agencies. ACA members work in education settings, from preschool through higher education; in mental health agencies; community organizations; correctional institutions; employment agencies; rehabilitation programs; government; business; industry; research facilities; and private practice. ACA and its members are committed to the continuing enhancement of the counseling and human development profession.
American Counseling Association
5999 Stevenson Avenue
Alexandria, VA 22304-3300
(703) 370-1943 TDD
Fax: (703) 823-0252
of Apprenticeship and Training
One of the roles of the federal government is to encourage and promote the establishment of apprenticeship programs and provide technical assistance to program sponsors. Apprenticeship, authorized by the National Apprenticeship Act of 1937 (PL 75-308), is a combination of on-the-job training and related classroom instruction in which workers learn the practical and theoretical aspects of a highly skilled occupation.
Apprenticeship programs are operated on a voluntary basis by employers, employer associations, or management and labor groups. The related classroom instruction may be given in the program sponsor's training facility or at a local technical school or junior college. Training periods range from one to six years. Most trades require three to four years. Apprentices earn while they learn on the job, at progressive wage rates starting from about half the journeyworker's rate up to 95% of full pay near the end of their apprenticeship. A few of the skilled trades in which they are being trained are automotive mechanic, baker, bricklayer, carpenter, electrician, machinist, operating engineer, optical technician, painter, roofer, sheet metal worker, structural steel worker, and tool and die maker.
Apprenticeship programs provide equal employment opportunity to all persons regardless of race, sex, ethnic group, or age. Men and women at least 16 years old are eligible to apply by visiting or writing a local Job Service Office, a local office of the U.S. Department Labor's Bureau of Apprenticeship and Training, a state apprenticeship agency, a Joint Apprenticeship Committee, union, or employer engaged in the desired craft.
U.S. Department of Labor
Employment and Training Administration
Bureau of Apprenticeship
200 Constitution Avenue, NW
Washington, DC 20210
The Business-Higher Education Forum is a membership organization of approximately 90 selected chief executives of major American corporations and colleges and universities. The Forum's purposes are to identify, review, and act on selected issues of mutual concern; to enhance public awareness of these concerns; and to help guide the evolution of cooperation between corporations and institutions of higher education, while preserving their separate traditional functions.
The Forum was founded in 1978 by the American Council on Education, which represents all accredited, degree-granting institutions of higher education as well as national and regional higher education associations. Over the years, the Forum has addressed such critical issues as international economic competitiveness, education and training, R&D partnerships, science and technology, and global interdependence.
In recent years, the Forum has focused particularly on human resource issues. In 1988, it published American Potential: The Human Dimension, which laid out a consensus agenda for preparing young and adult Americans for productive futures. Since the publication of that report, the Forum has established a standing committee to work toward implementing American Potential's recommendations. Among the committee's activities is a three-year joint venture with the Public Agenda Foundation that will conduct a broad-based, citizen-education project on the need to improve the skills of American students and workers.
Barbara Uehling, Forum Director
Business-Higher Education Forum
c/o American Council on Education
One Dupont Circle, Suite 800
Washington, DC 20036
Fax: (202) 833-4723
Career Beginnings is a college-business-community initiative in highly populated cities across the country designed to build on the demonstrated potential of high school students to overcome difficulties and achieve. It is designed for high school juniors who come from low income families, have an average academic and attendance record, and who have demonstrated their motivation and commitment beyond school activities. The project continues through the first year after high school graduation. Annually, Career Beginnings provides more than 2,000 students with (1) the encouragement of a knowledgeable adult mentor, (2) support in exploring career and college options through educational workshops and training, (3) yearlong services and guidance throughout the process of gaining admission to college or obtaining a full-time job with career potential after graduation, and (4) a quality summer work experience.
School and Main
New England Medical Center
750 Washington Street, NEMCH #328
Boston, MA 02111
Planning and Adult Development Network
The Career Planning and Adult Development Network is a professional organization of 1,000 career development and human resource professionals. One of the Network's primary objectives is to make its readership aware of current issues, events, news, books, materials, and other resources that would be of professional interest to them. A monthly newsletter and a quarterly journal are available to members.
Richard L. Knowdell, Executive Director
Career Planning and Adult Development Network
4965 Sierra Road
San Jose, CA 95132
Fax: (408) 559-8211
for Applied Academics
Primarily serving the Northwest region, the Center for Applied Academics provides technical assistance on the subject of applied academics. Its goals are to network with states and programs in the Northwest to identify and overcome barriers to implementing applied academics in K-12 and postsecondary settings; build technical assistance capability in states; share training and ideas for teachers, administrators, business leaders, and teacher educators; encourage businesses to establish partnerships to support applied academics; and conduct research, evaluation, and policy studies to support the development of applied academics in both rural and urban areas of the region. It also provides telephone support, conference and workshop presentations, an annual survey, and publications that address this issue. The Center publishes a quarterly newsletter.
Center for Applied Academics
Northwest Regional Educational Laboratory
101 SW Main Street, Suite 500
Portland, OR 97204
(800) 547-6339, ext. 597
for Corporate Community Relations
Committed exclusively to helping corporations respond to the needs of local communities, the Center for Corporate Community Relations facilitates corporate community involvement and community development efforts. One of those needs is the relationship between businesses and at-risk youth. The Center helps corporations identify priorities in community service and evaluates community agencies and programs to help corporations allocate their charitable dollars effectively. The Center offers a variety of professional services to assist corporations with the planning, design, implementation, and evaluation of their community relations activities. These services include consultation, training and development, research, library and database access, educational programs, and networking opportunities. The Center publishes The Corporate Community Relations Letter newsletter, containing articles on the Center's activities, including dropouts and corporate responsibility.
Edmund M. Burke, Director
Susan Thomas, Manager, Communications
Center for Corporate Community Relations
36 College Road
Chestnut Hill, MA 02167
Fax: (617) 552-8499
for Law and Education, Inc.'s VOCED Project
The Center's VOCED Project helps low-income students and their communities redirect vocational education programs to better meet their long-term educational, social, and economic needs. Drawing on this experience, the VOCED Project publishes policy papers and practical guidance on how to improve programs. The Project also conducts workshops and conferences. Areas of particular emphasis include (1) integrating academic and vocational education, (2) framing programs around all aspects of the industry students are preparing to enter, (3) linking vocational education and community economic development, (4) meeting the needs of diverse students, and (5) implementing participatory governance.
Center for Law and Education
1875 Connecticut Avenue, NW, Suite 510
Washington, DC 20009
Fax: (202) 986-6648
for Occupational Research and Development
A variety of products and services are available from the Center for Occupational Research and Development (CORD), a nonprofit, public-service organization dedicated to the advancement of vocational and technical education. Spanning secondary, postsecondary, and adult training and education, CORD provides services, forecasts, strategies, curricula, and materials that are used to promote a more productive and competitive workforce.
CORD s goal is to assist educational institutions and other organizations who provide education, training, and retraining for America's technical workers. In recent years, CORD has become involved in designing curricula using applied academic instructional materials. These materials are being implemented in secondary, postsecondary, and adult retraining programs. CORD has worked with schools to develop 2 + 1 and 2 + 2 curricula in which the last two years of secondary school are linked to one or two years of postsecondary school. CORD also helps postsecondary schools devise articulation strategies in which the institution grants credit for the work done at the secondary level as part of a two-year or four-year program.
601 C Lake Air Drive
Waco, TX 76710
(512) 323-0779 Austin, TX office
Fax: (817) 772-8972
for Workforce Preparation and Quality Education
Created to support a grassroots effort for educational reform, The Center for Workforce Preparation and Quality Education provides information to business leaders on innovation in educational restructuring to enhance school-business collaboration. The Center identifies and highlights effective techniques, policies, and programs on how to generate broad-based community action in education. It publishes a variety of resources on aspects of this issue.
Rae Nelson, Vice President/ Executive Director
Michelle Griffin, Communications Director
Center for Workforce Preparation and Quality Education
U.S. Chamber of Commerce
1615 H Street, NW
Washington, DC 20062
Fax: (202) 887-3445
on Education and Work
The Center on Education and Work is a research, development, and service center that identifies and responds to issues affecting the connections among education, work, community, and the family. The Center's goals are to translate research and development findings into practical solutions and effective practices through focused dissemination, professional development, and technical assistance. The primary themes informing the Center's research, development, and service programs include (1) strengthening policies and programs required to maintain a world class workforce by addressing individual, economic, and societal needs; (2) improving equity in work and education outcomes for individuals and special groups; and (3) building the capacity for research-based practice and continuous quality improvement in education for work programs, especially among leaders.
L. Allen Phelps, Director
Center on Education and Work
University of Wisconsin-Madison
964 Educational Sciences Building
1025 W. Johnson Street
Madison, WI 53706-1796
Fax: (608) 262-3063
for Aid to Education
The Council for Aid to Education is dedicated to promoting an effective partnership between business and education in the task of improving America's educational system. Originally designed to encourage private-sector support of higher education, the Council has expanded its mission to include primary and secondary education and to encourage more effective corporate support of education. Its job is to ensure that business investments in education produce results. The Council is supported by business and works directly with business to target key areas of educational concern. It helps point corporations toward the issues and opportunities in which they have a compelling interest and on which they can have an impact, provides information on promising approaches to educational improvement, and offers detailed advice on how to make effective contributions to the quality of American education.
Council for Aid to Education
342 Madison Avenue, Suite 1532
New York, NY 10173
Fax: (212) 661-9766
for Basic Education
The objective of this national nonprofit organization is to offer a comprehensive liberal education to all elementary and secondary students by strengthening the quality of teaching in the basic subjects--English, mathematics, science, history, geography, government, foreign languages, and the arts. CBE's national programs promote teacher development, instigate the restructuring of school curricula, and encourage the reform of current teaching and learning methods. CBE publications include Basic Education, a monthly forum for analysis and comment on educational trends, programs, and ideas. CBE also publishes major reports on central themes of the educational debate.
Christopher Cross, President
Council for Basic Education
1319 F Street, NW, Suite 900
Washington, DC 20004-1152
Fax: (202) 347-5047
on Career Development and Transition
An organization within the Council for Exceptional Children (CEC), the Division on Career Development and Transition (DCDT) focuses on the career development of children, youth, and adults of all ages and all exceptionalities. The division focuses on transition from school to adult life as a major component of the career development process. Its primary purpose is to promote the career development of exceptional children, youth, and adults in order to bring about efficient and effective programs of career awareness, exploration, preparation, and transition for individuals of all exceptionalities from early childhood through adulthood.
DCDT collaborates with other divisions of CEC and with other organizations on issues related to career development and transition. It also disseminates information on the activities of other divisions and organizations that may be of interest to DCDT members.
DCDT publishes a newsletter four times a year which provides information about legislation, projects, resource materials, and implementation strategies. The Career Development of Exceptional Individuals Journal is published twice a year and carries articles dealing with the latest research activities, model programs, and issues in career development and transition planning. DCDT also develops and disseminates position papers and other publications on current issues in the field; sponsors an international conference every two years, as well as a strand of sessions at each international CEC Conference; sponsors regional and state conferences on career development and transition; and provides current updates to members on major legislation such as the Carl D. Perkins Vocational and Applied Technology Education Act, The Americans with Disabilities Act, and the Vocational Rehabilitation Act.
Division on Career Development and Transition
Council for Exceptional Children
1920 Association Drive
Reston, VA 22091-1589
Equity Concepts, Inc.
Educational Equity Concepts is a national nonprofit organization founded in 1982 to foster equal educational opportunity. The organization designs programs and materials to help eliminate sex, race, and disability bias; offers a broad range of training and consulting services; and engages in a variety of public education activities. The organization's programs and materials are concentrated in areas where women and children have been adversely affected by sex, race, and disability bias. Content areas include early science, mainstreaming at all levels, teen pregnancy and parenting, and women with disabilities. Available services include consulting; staff development and inservice training courses; workshops for parent, school, and community groups; materials development; keynote addresses, speeches, and presentations; and conference planning. A publications catalog is available on request.
Merle Froschl, Co-Director
Educational Equity Concepts, Inc.
114 E. 32nd Street
New York, NY 10016
Fax: (212) 725-0947
Clearinghouse on Adult, Career, and Vocational Education
The ERIC Clearinghouse provides comprehensive information services in adult and continuing education; career education, childhood through adult; and vocational and technical education. Publications include in-depth reviews, Digests that summarize information on selected topics, Trends and Issues Alerts that provide information on emerging trends and issues, and Practice Application Briefs that are based on research findings. Services include computer searches and referrals.
Judy Wagner, Assistant Director for Dissemination
Ohio State University
1900 Kenny Road
Columbus, OH 43210-1090
(614) 292-4353 in OH
Fax: (614) 292-1260
Clearinghouse on Counseling and Student Services
The ERIC Clearinghouse on Counseling and Student Services (ERIC/CASS) is one of the sixteen subject-oriented clearinghouses of the ERIC system. ERIC/CASS's scope includes the preparation, practice, and supervision of counselors at all educational levels and in all settings; the theoretical development of counseling and guidance; personnel procedures such as testing, interviewing, analysis, and dissemination of the resultant information; group work and case work; the nature of pupil, student, and adult characteristics; and personnel workers and their relation to career planning, family consultations, and student orientation activities. ERIC/CASS offers professionals products such as monographs, special issues papers, recent studies, computer search analyses, bibliographies, and digests, as well as a quarterly information bulletin featuring ERIC/CASS activities, products, and articles on timely topics. ERIC/CASS's staff also offers question-answering services; computer searching of the ERIC database; on-site user services with a complete ERIC microfiche collection at the ERIC Resources Center; and local, state, and national workshops on high-priority counseling concerns.
Rob Bohall, Assistant Director
University of North Carolina at Greensboro
School of Education
Greensboro, NC 27412-5001
Fax: (910) 334-4116
Girls Incorporated (formerly known as Girls Clubs of America) programs are designed to enable girls to achieve a responsible and confident adulthood, economic independence, and personal fulfillment. Operation SMART (Science, Math, and Relevant Technology), a national program to encourage the participation of girls and young women in science, math, and relevant technology, is in response to the increasing number of jobs requiring backgrounds in math and science and the low percentage of girls participating in these areas. Special populations served through this program include migrant workers, abused women, teen mothers, displaced homemakers, and senior citizens. Programming efforts focusing on adolescent pregnancy integrate sexuality education with family communication, health awareness, and career planning.
All programs developed by Girls Incorporated are researched, analyzed, and evaluated at their National Resource Center in Indianapolis, Indiana. The Center contains a library and other research facilities and distributes publications and materials to parents, educators, policymakers, women's groups, and others concerned with girls.
Director of Communication
30 E. 33rd Street
New York, NY 10016
Fax: (212) 683-1253
Incorporated National Resource Center
As a service of Girls Incorporated (formerly known as Girls Clubs of America), the Girls Incorporated National Resource Center acts as a clearinghouse to disseminate information concerning gender inequities and other societal issues facing today's girls and young women. Information is available on a wide range of topics that relate to girls such as adolescent development, pregnancy prevention, and sexuality; career development and employment; gender roles and relationships; positive environments; and math, science, and new technology. The Center contains over 5,000 monographs, studies, texts, films, filmstrips, cassettes, videotapes, and periodicals. It focuses on statistical information, research about girls and young women, and model programs for serving girls in informal education. Publications and materials are available to parents, educators, policymakers, women's groups, and others concerned with girls and young women.
Heather Johnston Nicholson, Director
Girls Incorporated National Resource Center
441 W. Michigan Street
Indianapolis, IN 46202
Fax: (317) 634-3024
and Minds Collaborative
The Hands and Minds Collaborative is a school-based center dedicated to helping schools and school districts break down the barriers separating academic and vocational education and the barriers separating the school and community. The Collaborative conducts on-site professional development activities, holds an annual summer workshop, publishes curriculum samples, and facilitates communication among educators as they seek to redefine the content and purpose of vocational education in their local settings. The Collaborative is a joint project of the Center for Law and Education's VOCED Project and the Rindge School of Technical Arts in Cambridge, which is one of the U.S. Department of Education's national demonstration sites for academic and vocational integration.
Hands and Minds Collaborative
Rindge School of Technical Arts
Cambridge MA 02138
for Women's Policy Research
The Institute for Women's Policy Research (IWPR) is an independent, nonprofit, scientific research organization that works primarily on issues related to equal opportunity and economic and social justice for women. The institute works with policymakers, scholars, and advocacy groups around the country to design, execute, and disseminate research findings that illuminate policy issues affecting women and families, and to build a network of individuals and organizations that conduct and use policy research of importance to women.
IWPR offers several services to members and affiliates including the IWPR Information Network and Research News Reporter. The IWPR Information Network is designed to facilitate the institute's central goal of disseminating and publicizing research findings to the widest possible audience. Members of the Information Network receive fact sheets, discussion papers, briefing papers, reduced or complimentary registration for the Annual Women's Policy Research Conference, and the option of receiving major reports and the Research News Reporter. The Research News Reporter is a bimonthly information service that includes newspaper clippings and resource information, culled from research in the news that is relevant to women and families. The articles are arranged chronologically and according to topics which include work and education; politics and society; family life, health, and reproductive issues; and poverty and income. Also included are full citations and ordering information for all reports and studies mentioned, as well as additional related research. Affiliates and individual supporting members of the Information Network receive the Research News Reporter.
Heidi Hartmann, Executive Director
Institute for Women's Policy Research
1400 20th Street, NW, Suite 104
Washington, DC 20036
Fax: (202) 833-4362
Institute on Education and the Economy
The institute conducts and disseminates research on how changes in the economy and the workplace, in the workforce itself, and in patterns of work-related learning affect the development and transformation of human capital in this country. Their objective is to build knowledge that will inform public and corporate decisions about who should teach which work-related skills to whom, when, and how. The institute is funded by the Office of Educational Research and Improvement of the U.S. Department of Education.
Thomas Bailey, Director
The Institute on Education and the Economy
New York, NY 10027
on Education and Training
The mission of the institute is to improve policy and public understanding of American education and training and to conduct the research and analyses needed to address problems in these areas. In accord with this mission, the institute supports three objectives: (1) to examine the delivery and performance of education and training components individually and as parts of a system, as well as related national and international economic, demographic, and security issues; (2) to help public and private sector decisionmakers at the local, state, and federal levels to develop and implement effective policies and programs; and (3) to train policy analysts in education and training.
Cathy Stasz, Director
Institute on Education and Training
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
The IWPR Information Network is a service for members and affiliates of the Institute for Women's Policy Research designed to facilitate the institute's central goal of disseminating and publicizing research findings to the widest possible audience. Members of the Information Network receive fact sheets, discussion papers, briefing papers, reduced or complimentary registration for the Annual Women's Policy Research Conference, and the option of receiving major reports and the Research News Reporter.
The Research News Reporter is a bimonthly information service that includes newspaper clippings and resource information, culled from research in the news that is relevant to women and families. The articles are arranged chronologically and according to topics that include work and education; politics and society; family life, health, and reproductive issues; and poverty and income. Also included are full citations and ordering information for all reports and studies mentioned, as well as additional related research. Affiliates and individual supporting members of the Information Network receive the Research News Reporter.
Heidi Hartmann, Executive Director
Institute for Women's Policy Research
1400 20th Street, NW, Suite 104
Washington, DC 20036
Fax: (202) 833-4362
Alliance of Business
Committed to the building of a quality workforce, the National Alliance of Business (NAB) works with private employers, private industry councils, and a variety of local and state public/private partnerships to (1) upgrade the skills and abilities of the existing workforce through workplace learning efforts, (2) improve the output of America's public schools by involving business in education reform and improvement, and (3) train the unemployed and underskilled for entry into the labor force through second chance initiatives.
NAB's Information Services Center collects and disseminates information on topics related to workforce quality. The Special Library on Workforce Quality, located at NAB headquarters and administered by the Information Services Center, is composed of some 2,000 publications, studies, and periodicals on subjects that include employment, job training, education improvement, workplace learning, economics development, and vocational education. NAB also distributes over 25 publications and videotapes through the Information Services Center including NAB's own Work America newspaper, Business Currents (legislative and regulatory newsletter), and Technical Reports (analysis of issues related to the Job Training Partnership Act). Publications available for sale address a variety of topics, including educational reform, school-business partnerships, JTPA, the Family Support Act of 1988, worker dislocation, job training programs, and transition.
William H. Kohlberg, President
National Alliance of Business
1201 New York Avenue, NW, Suite 700
Washington, DC 20005-3917
Fax: (202) 289-1303
Assessment of Educational Progress
Mandated by Congress, funded by the National Center for Education Statistics, and currently administered by the Educational Testing Service, the National Assessment of Educational Progress (NAEP) has monitored 11 areas of knowledge and skills of America's elementary, middle, and high school students and young adults' literacy skills on an ongoing basis since 1969. Its objective is to make education performance results more accessible to policymakers and the general public. It utilizes scientific random sampling procedures to ensure reliable national, regional, and education-specific results, and does not provide student-specific or school-specific results. States participate on a voluntary basis. NAEP publishes The Nation's Report Card, disseminating results of their research.
Archie Lapointe, Executive Director
The Nation's Report Card
Educational Testing Service
P.O. Box 6710
Princeton, NJ 08541-6710
Fax: (609) 734-1878
Association for Industry-Education Cooperation
The National Association for Industry-Education Cooperation (NAIEC) advocates industry-education collaboration in school improvement/reform, preparation for work through career education, and human resource/economic development at the local and state levels. It is the national clearinghouse for information on industry involvement in education.
NAIEC believes that industry has a central role in helping education (public and postsecondary) refocus/reshape its total academic and vocational program in a coherent, systematic manner so that it is more responsive to the needs of students (including special needs) and employers.
Members receive the NAIEC Newsletter, a publication on new developments in industry-education collaboration in school improvement (public/private/postsecondary) and work/education-related programs. Technical assistance in planning, organizing, and implementing industry-education cooperative programs and activities at the local and state levels and opportunities to participate in research and demonstration projects are available. NAIEC sponsors conferences and publishes materials on a variety of topics, including industry-education councils, community resources workshops, career/ special/vocational education, school-based job placement, industry sponsored educational materials, educational management, and economic development. NAIEC's awards program recognizes outstanding accomplishments in industry-education collaboration.
Donald M. Clark, President and CEO
National Association for Industry-Education Cooperation
235 Hendricks Boulevard
Buffalo, NY 14226-3304
Association of Partners in Education
Originally founded in 1968 as the National School Volunteer Program, the National Association of Partners in Education's (NAPE) mission is to enhance the quality of public education by promoting and strengthening organized school volunteer and partnership programs across the nation. In 1988, the current structure of NAPE was created through a merger with the National Symposium on Partnerships in Education. NAPE is a nationally recognized membership association which provides training and leadership for volunteers, school administrators, teachers, and managers of school volunteer and partnership programs. This nonprofit organization's current membership is approximately 10,000. NAPE provides a full range of technical assistance services to the educational community: training, research, demonstration projects, issues and advocacy, linkage, publications, public education, and technical assistance.
Janet Cox, Acting Director
Membership and Communications
National Association of Partners in Education
209 Madison Street, Suite 401
Alexandria, VA 22314
Fax: (703) 836-6941
Career Development Association
The National Career Development Association (NCDA), formerly the National Vocational Guidance Association, is the organization for professionals interested in career development, career counseling and guidance, or career education programs who practice in a school, business/industry, college, or community setting. NCDA promotes professional growth and development, through a variety of services and benefits designed to increase the effectiveness of career development professionals. NCDA publications provide information about current research, innovative programs, resources, professional activities, and legislation.
Juliet Miller, Executive Director
National Career Development Association
5999 Stevenson Avenue
Alexandria, VA 22304
(703) 823-9800, ext. 309
Fax: (703) 751-2294
Center for Research in Vocational Education
Designed as a change agent, the National Center for Research in Vocational Education (NCRVE) is a consortium of seven nationally recognized institutions who hold a deep commitment to the vocational education community. The University of California at Berkeley is the lead institution. The presence of an NCRVE site in nearly every region of the country places NCRVE in direct touch with the enormous diversity of regional vocational needs as well as with the practitioners NCRVE ultimately serves.
NCRVE focuses its resources on responding to two goals: (1) preparing individuals, including members of special populations, for substantial and rewarding employment over the long run; and (2) acting as a catalyst for a shift to an economy dominated by a skilled and flexible workforce, one that maximizes both global competitiveness and individual potential, in which firms use more skilled and productive workers and provide the appropriate incentives for education and training. These two goals, reflecting a multifaceted trend--emerging vocationalism--which NCRVE is committed to encourage, form the basis for NCRVE's research and development, as well as its dissemination and training agendas.
NCRVE's research and development agenda is organized around six areas: (1) the economic context of vocational education, (2) the institutional context of vocational education, (3) the content and pedagogy of effective programs, (4) students in vocational education, (5) personnel in vocational education, and (6) accountability and assessment. Its dissemination and training agenda is organized around five multisite program areas: (1) dissemination; (2) professional development; (3) special populations; (4) planning, evaluation, and accountability; and (5) program development, curriculum, and instructional materials. NCRVE publishes three newsletters. A publication list is available through NCRVE's Materials Distribution Service.
David Stern, Director
National Center for Research in Vocational Education
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(800) (old phone deleted)
Fax: (510) 642-2124
Materials Distribution Service:
Center on Education and the Economy
The National Center on Education and the Economy is a nonprofit organization engaged in policy development and human resources. The National Center came to Rochester in 1988 to assist the City School District in becoming a laboratory for the state and the nation as it restructures its operations to produce much higher levels of student performance. The National Center's work is focusing on the analysis and design of organizational structures and management systems that will enable school districts to attract highly capable school staff and create an environment in which they can do the best work.
The National Commission on the Skills of the American Workforce was created following the release of the National Center's first publication, To Secure Our Future: The Federal Role in Education, in 1989. Composed of business, union, education and political leaders, the Commission examined economic competitiveness, skill requirements, and skill development systems in the United States and six nations in Europe and the Far East. On the basis of its findings, it released its report, America's Choice: High Skills or Low Wages!, making recommendations on the steps that must be taken to provide American workers with the skills they need if America is to be able to maintain and improve its standard of living.
Marc Tucker, President
National Center on Education and the Economy
700 11th Street, NW, Suite 750
Washington, DC 20001
Center on Educational Outcomes
NCEO's mission is to provide national leadership in the identification of educational outcomes for students with disabilities and in the development of a system of indicators with which to monitor those outcomes. NCEO is working with national policy-making groups, state departments of education, and other groups and Individuals to promote national discussion of educational goals and indicators of educational outcomes that include students with disabilities. They publish a biannual newsletter and a variety of reports.
James Ysseldyke, Director
Martha Thurlow, Assistant Director
National Center on Educational Outcomes
University of Minnesota
350 Elliott Hall
75 E. River Road
Minneapolis, MN 55455
(612) 624-7003 TTY
Fax: (612) 624-0879
Coalition for Sex Equity in Education
The purpose of the National Coalition for Sex Equity in Education (NCSEE) is to provide leadership in the identification and infusion of sex equity in all educational programs and processes and within parallel equity concerns. Persons interested in equity concerns (e.g., gender, race, national origin, disability, and age) are encouraged to join.
The NCSEE Newsletter reports on coalition activities and includes issue perspectives; legal updates; research reports; announcements of new resources, grant availability, and job openings; and serves as a forum for members to share strategies for the attainment of sex equity in education and within parallel equity concerns. Members receive the newsletter and a membership directory, may attend NCSEE's annual conference, and may list themselves or their agencies In NCSEE's consultant resource bank.
Theodora Martin, Business Manager
National Coalition for Sex Equity in Education
One Redwood Drive
Clinton, NJ 08809
Fax: (908) 735-9674
The National Diffusion Network (NDN) sponsors over 100 exemplary programs that can be used to achieve the National Goals for Education issued by the President and the Nation's governors in February 1990. Administered by the U.S. Department of Education, NDN provides funds to disseminate information about exemplary programs to schools, colleges, and other institutions throughout the country. These programs and their sponsoring schools and organizations, the NDN State Facilitators, and the Private School Facilitators form a resource network that helps other schools adopt programs for their own use to improve the education of their students. NDN programs have been field-tested with students and are proven effective. Every program has been evaluated locally and approved by a panel of the U.S. Department of Education. Types of projects include Developer Demonstrator Projects, developed by local schools; Dissemination Process Projects, large-scale programs run by national organizations; and State Facilitator Projects, which serve as in-state links between NDN programs and local schools interested in program implementation. Subjects covered include communication, programs for people who are disabled, educational reform, career and vocational education, and dropout prevention programs.
Elizabeth Farquhar, Staff Director
National Diffusion Network
Office of Educational Research and Improvement
U.S. Department of Education
555 New Jersey Avenue, NW
Washington, DC 20208-5645
Fax: (202) 219-1407
Dropout Prevention Center
The National Dropout Prevention Center (NDPC) gathers, analyzes, and disseminates information to individuals and groups involved in school dropout prevention efforts. NDPC's mission is to significantly reduce the dropout rate in schools by helping to develop public-private partnerships between schools, businesses, and communities to meet the needs of at-risk youth. NDPC publishes the quarterly National Dropout Prevention Newsletter, A Series of Solutions and Strategies serial, and numerous topical publications. It also maintains the FOCUS database on dropout prevention. NDPC also manages the National Dropout Prevention Network, a membership-based organization of over 2,500 professionals involved in school dropout prevention efforts. The annual National Dropout Prevention Conference is a major activity.
Jay Smink, Executive Director
Marty Duckenfield, Data Management and Research Analyst
National Dropout Prevention Center
205 Martin Street
Clemson, SC 29834-5111
(800) 868-3475 in SC
Fax: (803) 656-0136
Institute for Work and Learning
The National Institute for Work and Learning (NIWL), an Institute of the Academy for Educational Development, seeks to improve the linkages between education and work for youth and adults and to bring into better balance the supply of and demand for critical skills in the workplace. The institute's primary focus is the pursuit of collaborative efforts among educators, employers, unions, community organizations, and government to resolve work and learning problems. NIWL accomplishes its mission through basic and policy research, action and development projects, program evaluations, information networking, and technical assistance. NIWL has established three distinct program areas for its projects: (1) partnerships for youth transition, (2) worklife education and training, and (3) productive aging. A list of NIWL publications is available on request.
Ivan Charner, Director
National Institute for Work and Learning
Academy for Educational Development
1875 Connecticut Avenue, NW
Washington, DC 20009
Fax: (202) 884-8400
Occupational Information Coordinating Committee
The National Occupational Information Coordinating Committee (NOICC) is a federal interagency committee that promotes the development and use of occupational and labor market information. NOICC's primary mission is to improve communication and coordination among developers and users of occupational and career information and to help states meet the occupational information needs of vocational education and employment and training program managers, as well as individuals exploring occupational options and making career decisions. Working with a network of State Occupational Information Coordinating Committees (SOICCs), NOICC provides leadership, funding, and technical assistance to the SOICCs in a variety of ways. NOICC and the SOICCs have developed data systems that are designed to help provide planners and program managers with up-to-date and locally relevant occupational supply and demand information upon which to base program decisions. The two committees have also developed Career Information Delivery Systems (CIDS) and career development programs that help meet the labor market information needs of individuals making decisions about occupations and careers.
Juliette N. Lester, Executive Director
National Occupational Information Coordinating Committee
2100 M Street, NW, Suite 156
Washington, DC 20037
Fax: (202) 653-2123
Tech Prep Clearinghouse of Resources
Committed to sharing information, curriculum, and resources to assist in implementing Tech Prep programs defined in PL 101-392, the Carl D. Perkins Vocational Education and Applied Technology Act, the National Tech Prep Clearinghouse of Resources provides promotional samples, orientation videotapes, state definitions and guidelines, curricular planning models, speeches and presentations, articulation agreements, and academic integration curriculum. The Clearinghouse maintains local and state contacts and speaker referrals. It is coordinated with the National Center for Research in Vocational Education, University of California at Berkeley; Center for Occupational Research and Development; Tech Prep Consortium; and U.S. Department of Labor.
Rebecca Woodhull, Director
Tech Prep Clearinghouse
University of Illinois at Springfield, K-80
Springfield, IL 62794-9243
Fax: (217) 786-6036
Training Programs Service
The National Training Systems Association (NTSA) has a joint venture agreement with the National Technical Information Service (NTIS), an agency of the Department of Commerce, to help NTIS identify and provide user training programs and materials, developed by or for federal government agencies and private and public sectors. Subjects include management in the workplace, education and training methodologies, and basic skills. This service is performed by the National Training Programs Service (NTPS), a subsidiary of NTSA. NTPS publishes National Training Programs News, a quarterly newsletter containing articles on training, abstracts of training programs, and a list of more than 100 of the latest federal training programs and materials.
Barbara McDaniel, Director
National Training Programs Service
2101 Wilson Boulevard, Suite 400
Arlington, VA 99901
Fax: (703) 243-1659
Youth Employment Coalition
Founded by leaders in the field of youth employment and training, the National Youth Employment Coalition (NYEC) is a nonprofit organization composed of over 60 organizations with a common interest in increasing employment, education, and training opportunities for youth, particularly disadvantaged youth. Its objectives are to improve the public's understanding of and support for youth employment programs and initiatives; serve as a clearinghouse of information and as a catalyst for cooperative ventures from NYEC members, voluntary organizations, the education system, and the private sector; and analyze the impact of present and proposed policies upon the development of a comprehensive youth employment policy. NYEC publishes a monthly newsletter, Youth Notes.
Kate O'Sullivan, Policy Associate
National Youth Employment Coalition
1001 Connecticut Avenue, NW, Suite 719
Washington, DC 20036
Fax: (202) 775-9733
The Norwalk Mentor Program matches mentors and students in a one-on-one relationship that endures throughout the school years until high school graduation. More than 800 employees from local business and industry, municipal and other not-for-profit agencies, alumni associations, fraternal organizations, church groups, and retired employees are involved in a long-term commitment designed to improve the self-esteem, attitudes, and attendance of deserving students from Kindergarten through Grade 12 in every school in the Norwalk Public Schools in Connecticut. The students selected are potential dropouts. The program has been repeated in school districts across the country and has been recognized nationally.
Susan G. Weinberger, Mentor
Norwalk Mentor Program
Norwalk, CT Public Schools
125 East Avenue
Norwalk, CT 06852-6001
Fax: (203) 854-4005
of Special Populations
The Office of Special Populations, formerly Technical Assistance for Special Populations Program (TASPP), works nationally to increase vocational program accessibility, quality, and availability for youth and adults with special needs. These populations include individuals with disabilities, educationally and economically disadvantaged individuals (including foster children), individuals with limited English proficiency, individuals who participate in programs designed to eliminate sex bias, and individuals in correctional institutions. The Office of Special Populations maintains a database accessible free of charge and operates a free resource and referral service for practitioners, policymakers, and researchers. it disseminates topical papers; develops publications highlighting resources, exemplary programs, and other topics of interest to the field; and conducts an annual search for exemplary vocational programs serving special populations. The Office of Special Populations conducts workshops and provides networking opportunities for professionals serving special populations.
Carolyn Maddy-Bernstein, Director
Zipura Burac Matias, Associate Director
Office of Special Populations
National Center for Research in Vocational Education
University of Illinois Site
Department of Vocational and Technical Education
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
Fax: (217) 244-5632
REAL Enterprises is a national organization that sponsors rural school-incubated enterprise programs that provide students with the opportunities to research, plan, set up, and operate their own enterprises in cooperation with their local high school or community college. A rural school-incubated enterprise program includes both a classroom component where students take entrepreneurship courses for academic credit, and an experiential component in which students create and run "honest to goodness" ventures. Students are welcome to choose any form of business (start-up ventures, franchises, family businesses, home-based operations) in any field (agricultural, service, manufacturing, or retail). The businesses developed have the potential to graduate with the students and to become independent enterprises.
Prospective state sponsors of a rural school-incubated enterprise program have to apply for membership in the national federation of REAL organizations. Schools have to apply to REAL's state office (or the national organization, if no state office yet exists) in order to be selected as a participating site. Schools who are members of the organization are eligible to use the REAL Enterprises' name, attend REAL training events, use REAL course and resource materials, receive technical assistance from REAL staff, and have access to REAL's revolving loan fund.
Real Enterprises, Inc.
1160 S. Milledge Avenue, Suite 130
Athens, GA 30606
(706) 546 9061
Fax: (706) 353-2014
Based Youth Services Program
The School Based Youth Services Program (SBYSP), developed by the New Jersey Department of Human Services, provides at-risk adolescents the opportunity to complete their education, obtain skills that lead to employment or additional education, and to lead a mentally and physically healthy life. Core services include health, mental health and family counseling, employment, and drug counseling. Adjunct services include day care, family planning, teen parenting education, recreation, transportation, and information and referral, as well as other services determined locally. Five vocational-technical high schools and 24 high schools participate. Grants were offered only to communities that showed the support and participation of a broad coalition of local community groups, teachers and parents, businesses, public agencies, nonprofit organizations, students, and local school districts.
Roberta Knowlton, Director
School Based Youth Services Program
New Jersey Department of Human Services
Trenton, NJ 08625-0700
Fax: (609) 984-7380
Alliances and the ADA
The Americans with Disabilities Act (ADA) of 1990 prohibits employers from discriminating against people with disabilities. The Vocational Studies Center is conducting research which focuses on two separate but related issues: helping schools and small businesses develop and field test alliances that prepare quarried workers with disabilities, and helping small businesses implement the ADA through school-business alliances.
Project objectives are to (1) help small businesses meet the ADA requirements by developing and implementing school-business/industry alliances; (2) assist secondary and postsecondary schools in developing school-business/industry alliance models, practices, and products oriented toward school reforms which emphasize serving students with disabilities; (3) develop a cadre of leadership personnel to spearhead the implementation of the ADA and provide direction in creating and improving school-business/industry alliances oriented toward school reforms which emphasize serving students with disabilities; and (4) increase the number of youth with disabilities obtaining employment in small firms. The Center on Education and Work will identify practices that educators and businesses can use to implement the ADA regulations and disseminate this information through publications and workshops. This project is also known as the ADA Project.
Lloyd W. Tindall, Outreach Program Manager III
John Gugerty, Senior Outreach Specialist
Center on Education and Work
University of Wisconsin-Madison
964 Educational Sciences Building
1025 W. Johnson Street
Madison, WI 53706
(608) 263-3415 Lloyd W. Tindall
(608) 263-2724 John Gugerty
Fax: (608) 262-3063
Opportunities Information Center
The Information Center offers assistance and responds to questions about the components of the School-to-Work initiative and how it fits with Goals 2000. Other general information on school-to-work can be provided. The Information Center also offers specific information and technical assistance on grants. The Information Center plans to expand school-to-work services as needs increase in the future. An automated instruction number is also available for information by dialing (202) 260-4152 or (202) 260-4132.
400 Virginia Avenue, SW, Suite 210
Washington, DC 20202-7302
Fax: (202) 205-9144
Department of Education, Office for Civil Rights
The Office for Civil Rights (OCR) enforces four federal statutes that prohibit discrimination in programs and activities receiving federal financial assistance from the U.S. Department of Education. OCR investigates complaints filed by individuals or their representatives who believe that they have been discriminated against because of race, color, national origin, sex, handicap, or age. It also initiates compliance reviews of recipient institutions and agencies, and monitors the progress in eliminating discriminatory practices of institutions and agencies that are implementing plans negotiated by OCR. OCR attempts to resolve compliance problems identified in the course of an investigation through negotiation. However, if unable to do so, OCR will initiate the actions necessary to enforce the law.
As part of its technical assistance activities, OCR distributes information and materials, and provides consultation on the requirements of the civil rights laws under its authority.
OCR maintains a headquarters office in Washington, DC, and ten regional offices throughout the United States. For more information about the civil rights laws OCR enforces, how to file a complaint, or how to obtain technical assistance, write or telephone the OCR regional office that serves your state or territory.
Norma Cantu, Assistant Secretary for Civil Rights
330 C Street, SW
Room 5000 (Switzer)
Washington, DC 20202-1100
Fax: (202) 205-5381
Department of Education, Office of Special Education Programs
The Office of Special Education Programs (OSEP) administers programs relating to the free appropriate public education of all children, youth, and adults with disabilities. OSEP oversees programs to expand and improve special education, administers grants to state education agencies to help local and state districts serve children and youth with special needs, and monitors state programs to ensure that students with disabilities receive appropriate education and that their rights and those of their parents or guardians are protected. OSEP also administers programs to train special education teachers and conducts research in improved methods of special education. Some grants are given to all the states according to a formula prescribed in congressional legislation authorizing the program; others are awarded to individuals or institutions on the merit of competitive applications.
OSEP supports institutional or individual research projects that investigate ways to assist youth with special needs in making the transition into employment These programs educate learning-disabled students, place mildly disabled students into general education programs, and establish intervention strategies for adolescents with serious emotional disturbances. OSEP also funds programs that offer transition services for older students with disabilities who are leaving school-based programs to enter postsecondary school, employment programs, or other community activities, and assists with cooperative programming among vocational rehabilitation, special education, research, and other programs.
Thomas F. Hehir, Director
Office of Special Education Programs
U.S. Department of Education
400 Maryland Avenue, SW
Switzer Building, Room 3086, M/S 2570
Washington, DC 20202
Fax: (202) 260-0416
Department of Education, Office of Vocational and Adult Education
The mission of the Office of Vocational and Adult Education (OVAE) is to provide leadership and resources for improving the quality, accountability, and accessibility of vocational-technical education and adult education and literacy programs throughout the nation. In implementing the reauthorization of the Perkins Act, OVAE seeks to improve accountability, support Tech Prep, integrate academics into the curricula, encourage closer links to employers, and assist states to develop high quality state programs through the provision of technical assistance, outreach, and information dissemination to the field.
Patricia W. McNeil, Assistant Secretary
Office of Vocational and Adult Education
400 Maryland Avenue, SW
Switzer Building, Room 4090
Washington, DC 20202-7100
Fax: (202) 205-8748
Department of Labor, Federal Committee on Apprenticeship
Established by charter to advise the U.S. Secretary of Labor on matters pertaining to the U.S. apprenticeship system, the FCA consists of representatives of employers, labor, education, and others. It has established nine subcommittees on which it relies to provide information and recommended actions for consideration. In addition, the FCA receives information and suggestions from many other sources such as Congress, U.S. Department of Labor officials, U.S. Department of Education officials, and other public and private organizations or agencies.
A Subcommittee on Outreach to Underrepresented Groups has been established to identify problems and barriers to the increased participation of underrepresented groups, specifically women and people of color, and to identify and evaluate successful strategies to overcome those barriers. U.S. Department of Labor officials, other Federal Agency representatives, and outside organization staff have met with the Subcommittee to discuss the barriers, problems, and activities to help overcome them. Contact the U.S. Department of Labor for a description of recent FCA activities and a listing of FCA publications.
Anthony Swoop, Director
Federal Committee on Apprenticeship
U.S. Department of Labor
200 Constitution Avenue, NW, Room N4649
Washington, DC 20210
Fax: (202) 219-5428
Department of Labor, Women's Bureau
The Women's Bureau works to improve the economic status of women by seeking equity in employment policies. The Bureau also disseminates information about women and works to support the development of programs that enhance women's job skills and employment potential. It has operated several projects which served such groups as rural women, single heads of households, low-income women, female offenders, minority women, young female adults, and displaced homemakers/mature women. The projects developed for these populations provided training in job and employment readiness skills, job placement, support services, and information sharing through various types of networks.
In order to facilitate the replication of effective practices, the Women's Bureau produces and disseminates program guides. These guides are intended for community-based organizations and local and state governmental units concerned with increasing the employment opportunities of women and assisting them toward achieving greater economic self-sufficiency. Resources to assist women in obtaining training and employment in nontraditional jobs are also available from the Bureau.
U.S. Department of Labor
Division of Publications and Information
200 Constitution Avenue, NW
Washington, DC 20210
Fax: (202) 219-5529
Education Consortium of States
The Vocational-Technical Education Consortium of States (V-TECS) promotes the systematic development and implementation of the concept of competency-based vocational-technical education. Through V-TECS, states share the work and cost of identifying competencies and developing competency-based curriculum materials. V-TECS produces three major products and provides two important services in the fields of agricultural/agriculture business occupations; business, marketing, and management; health occupations; home economics; and technical/trade and industrial occupations. V-TECS products, suitable for use in all public and private sector education and training programs, are catalogs of performance objectives and performance guides, curriculum guides, and criterion-referenced test item banks. Services include the following: ACROS, Automated Cross Referencing Occupational System and customized inservice programs, workshops, seminars, and technical assistance. V-TECS curriculum guides translate duties, tasks, standards, and performance steps from a catalog into instructional activities and resources.
The State Agencies responsible for the administration of programs defined in the Carl D. Perkins Vocational and Applied Technology Act may participate as full members of the Consortium. Currently, there are 24 full member states: Alabama, Arizona, Arkansas, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Kansas, Kentucky, Maine, Maryland, Michigan, Mississippi, Nebraska, New Jersey, Oklahoma, Oregon, Pennsylvania, South Carolina, Tennessee, Texas, and Virginia. Associate membership in V-TECS is open to the military services and other agencies or organizations.
V-TECS products and services are available at a discount in V- TECS member states. V-TECS' resources may be applicable to the following requirements of the 1990 Carl D. Perkins Vocational and Applied Technology Education Act: (1) developing a core set of outcomes and measures of performance which measure learning, competency gains, and competency attainment; (2) developing students individualized education programs; (3) implementing articulation agreements for Tech Prep programs; and (4) developing sequential courses of study.
Brenda Hattaway, Assistant Director
Vocational-Technical Education Consortium of States
Southern Association of Colleges and Schools
1866 Southern Lane
Decatur, GA 30033-4097
(404) 679-4501, ext. 540
Fax: (404) 679-4556
Opportunities for Women
This nonprofit organization works nationally and in Washington, DC, to achieve economic independence and equality of opportunity for women and girls. Wider Opportunities for Women (WOW) leads the Women's Work Force Network (WWFN) which is comprised of over 460 independent women's employment programs and advocates in 49 states plus the District of Columbia. Each year WOW's Network serves more than a quarter of a million women seeking employment information, counseling, training, and jobs. Through some of its current projects, WOW consults with school systems to improve vocational education opportunities for women and girls, provides staff development to organizations interested in teaching literacy in the contexts of employment or intergenerational programs, and provides technical assistance to the national job training community on nontraditional employment.
Publications on WOW advocacy and research activities concerning vocational education programs for women and girls are available for sale by mail. Contact WOW for a publications list.
Kristin Watkins, Public Policy Director
Wider Opportunities for Women
815 15th Street, NW, Suite 916
Washington, DC 20005
Fax: (202) 638-4885
Work! The National Network for Women's Employment
Women Work! The National Network for Women's Employment, formerly the National Displaced Homemakers Network (NDHN), works to empower displaced homemakers of all racial and ethnic backgrounds and assists them to achieve economic self-sufficiency through its various programs and services. Women Work! affects public policy by working with lawmakers and business leaders to create and strengthen programs that help displaced homemakers attain these goals. The network acts as a clearinghouse to provide communications, technical assistance, public information, data collection, legislative monitoring, funding information, and other services. It maintains a program data library, including annual reports, flyers, manuals, and other materials. The network also compiles statistics and provides referrals, information on research in progress, and publication distribution.
Jill Miller, Executive Director
Rubic G. Coles, Executive Director
1625 K Street, NW, Suite 300
Washington, DC 20006
Fax: (202) 467-5366
Work Keys is a national system for teaching and assessing employability skills. It has four essential, interactive components: (1) a systematic process for profiling individual jobs according to the specific skills they require, (2) a variety of tests and assessment procedures for measuring a person's job-related skills, (3) innovative formats for recording and reporting assessment results, and (4) instructional materials and resources directly related to skills that are profiled and assessed. The system will be especially useful in addressing the needs of high school students who are neither college bound nor in traditional vocational programs, in postsecondary institutions, employer-sponsored training programs, or second-chance training programs such as JTPA. It is designed to ease transitions from one environment to another and help eliminate barriers that discourage individual growth and development.
In addition to reading, writing, and computation skills, Work Keys will assess such general employability skills as problem solving (critical reasoning); scientific reasoning; organizational effectiveness (leadership); interpersonal, negotiation, and teamwork; motivation and self-development; listening and oral communication; and "ability to learn." It will also help individuals develop needed skills in all of these areas.
When completed, Work Keys may be used to determine a person's levels of competency in a broad array of skill areas and then match them with the requirements for specific jobs. The system as envisioned will be implemented mainly through state departments of education and state postsecondary education agencies and institutions, as well as in employee training. American College Testing is developing Work Keys in cooperation with employers, state education agencies, and the American Association of Community and Junior Colleges.
Sherry Child, Consultant
ACT National Headquarters
P.O. Box 168
Iowa City, IA 52243
Fax: (319) 337-1725