California
Education Dialogue
A public policy dialogue produced by Information Renaissance
with support from The William and Flora Hewlett
Foundation,
IBM Corporation and Intel Corporation
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Report of the Working Group on
Workforce Preparation and Business Linkages NOTES [1] Carl D. Perkins Vocational and Applied Technology Amendments of 1990 (Perkins II); reauthorization of Perkins II in 1994; the School-to-Work Opportunities Act of 1994; and the Vocational and Technology Amendments of 1998 (VTEA).[2] CSU Teacher Education Annual Report, 1998 – 1999. [3] Lynne G. Zucker & Michael R. Darby (October 2001). Critical Path Analysis of California’s Science and Technology Education System: Universities and Colleges in California. California Council on Science and Technology. [4] Chris M. Golde (January 2001). At Cross Purposes: What Experience of Doctoral Students Reveals About Doctoral Education. Pew Charitable Trust. [5] Will Work Pay? Job Creation in the New California Economy (April 2000). The California Budget Project. [6] Chris Benner, Bob Brownstein, and Amy B. Dean (2000). Walking the Lifelong Tightrope: Negotiating Working in the New Economy. Working Partnerships USA and Economic Policy Institute. [7] Ray Kurzweil (2001). Thoughts on Where Technology is taking Us. [8] Stephen Levy (2001). Shared Prosperity and the California Economy. Center for Continuing Study of the California Economy. [9] Julian R. Betts (2000). The Changing Role of Education in the California Labor Market. Public Policy Institute of California [10] Edward C. Warburtun, Rosio Bugarin, Anne-Marie Nunez (2001). MPR Associates, Inc. and National Center for Education Statistics [11] Patricia L. de Cos, (2000). Raising the Socio-Economic Status of Latinos in California: The Role of the California Community Colleges. California Research Bureau. [12] The National Alliance of Business reports that a 1998 survey of 430 CEO's of product and service companies, identified in the media as the fastest growing U.S. business over the last five years, found that 69% of them reported the shortage of skilled, trained workers as a barrier to growth, up to 10% from the year before. [13] Laurel Adler (2002). School to Career Activities and Academic Achievement. East San Gabriel Partnership [14] Paul Barton (2002). Facing the Hard Facts in Education Reform: Weak Signals That Academic Achievement is Important. Educational Testing Service. [15] Hilary Pennington (2002). Better and Faster, Excellence Advancement in School and Work. Aspen Constitutional Congress. [16] Students who complete programs in career technical programs have an opportunity to become apprentices immediately, earning starting pay of $17.40 per hour, with the potential to move to journeymen status and earn $30 per hour. [17] The 1960's and the Civil Rights Movement brought to the nation's attention that the highest percentage of students in college preparation classes were white, with minorities disproportionately assigned to the vocational track, and ultimately unable to qualify for the higher paying jobs requiring a college degree. Two educational goals quickly become "equal access" and "no tracking," which is transformed into the notion that all students must take a college prep curriculum in high school. Despite an emphasis on "at-risk" students for the last 40 years, there is still a significant gap between different groups in the numbers of students who receive high school diplomas and college degrees. For the non college bound, there has been an insufficient offering of concentrated workforce preparation programs in high schools. [18] AB 1873/School To Career [19] Jennifer Cheng (2001). At Home in School: Racial and Ethnic Gaps in Educational Preparedness. Public Policy Institute of California. [20] CDE/It will take an additional 1,123 more counselors per year to reach the national average by 2005. [21] The Designated Subjects Credential is designed for persons coming from industry without formal degrees or credentials and is currently under review by the Commission on Teacher Credentialing and the California Department of Education. [22] Increasing of Role of the Business and Higher Education Communities in Preparing Our Nation’s Teachers: A Business-Higher Education Forum Initiative (2001). The National Business Alliance. [23] The STC Interagency Partnership is currently funding the Intersegmental Faculty Articulation Projects in Contextual Learning (ISFA). ISFA funds 6 pilot projects statewide which encourage articulation between the educational segments and provide “best practices” for K-18 admissions and articulation activity, with the goal of improving transitions between K-12, postsecondary education and the California workforce. The projects end in 2002 and could serve as a model for regional collaboration. [24] Steven Klein (June 2001). Finance Vocational Education: A State Policymaker’s Guide. MPR Associates
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