Running head: REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS REIMAGINING THE WORK STUDY/RELEASE PROGRAM AT FOREST HILLS TO INCREASE APPEAL FOR STUDENTS: A STAKEHOLDER’S PERSPECTIVE A Doctoral Capstone Project Submitted to the School of Graduate Studies and Research Department of Secondary Education and Administrative Leadership In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Curt P. Vasas California University of Pennsylvania August 2020 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS ©Copyright by Curt P. Vasas All Rights Reserved August 2020 ii REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS California University of Pennsylvania School of Graduate Studies and Research Department of Secondary Education and Administrative Leadership We hereby approve the capstone of Curt P. Vasas Candidate for the Degree of Doctor of Education iii REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS iv Dedication This work is dedicated to my family for their constant love, support and patience. My loving and supportive wife, Aspen, without whose model of love, academic pursuit, and focus, this would not have been possible. My children: Sarah, Jenna, Megan, Scarlett, and Kinsie. Their patience and love made the journey easier. My siblings: Bonnie, Denise, and Keith. They were always a model of perseverance and support. And finally, my role models and heroes, my parents, Charles and Reba. Their devotion to each other and sacrifices for our family made this achievement possible. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS v Acknowledgements I would like to thank and recognize several individuals and organizations that have shaped my academic and professional career. Special thanks to the Forest Hills School District, the University of Pittsburgh at Johnstown, California University of Pennsylvania, Gannon University, Cambria Heights School District, South Butler County School District, and the Canon-McMillan School District. I would also like to thank the professional organizations I belong to for their help and support: PA Principals Association, ASCD, PIAA, and PSEA. I have been blessed to be surrounded by many inspirational family members and friends throughout my life, all of which have helped me reach this point in my educational and life-development journey. Although they are numerous, I would like to recognize and thank the following in particular: William Denny, Laura Yevchak, David Helinski, Edward Alexander, Donald Bailey, Traci Hirsch, James Bowser, Todd Trofimuk, Dr. James K. Stringfield, Jr., Dr. Ronald Reinbold, Dr. Patrick O’Toole, Dr. Mary Wolf, Dr. Joseph Clapper, Larry Celmer, Jeffrey Goldinger, Troy Eppley, Michael King, Heil Fyock, Leslie Shoop, Paul Giesey, Doug Williams, Kerry Rager, Jill Burkett, Laurie Fessler, Wendy Schrock, Dr. Richard Knavel, and Frederick Russell. Finally, I would like to thank my two research committee chairs, Dr. David Foley and Dr. David Lehman, for their guidance and support. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS vi Table of Contents Dedication iv Acknowledgements v List of Tables x Abstract xi CHAPTER I. Introduction 1 Statement of Problem 2 Purpose of the Study 3 Framework of the Study 4 Research Questions 5 Significance of the Study 6 Chapter Summary 7 CHAPTER II. Literature Review 8 Introduction 8 Historical Overview & Contemporary Perspectives 13 Benefits of Work Study/Release Programs 16 Stakeholder benefits 16 Assisting at-risk youth 18 Relationship between school and work 24 Mentorship 28 Development of employable skills 31 Employment upon graduation 33 Jump-start to additional training 35 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS vii Challenges to Consider 36 Implementation 42 Creating an effective experience 42 Making the program meaningful and attractive 43 Involve and educate all stakeholders 45 Summary Redefining the purpose of a high school education CHAPTER III. Methodology 47 47 50 Introduction 50 Purpose/Statement of Problem 51 Research Questions 52 Limitations/Setting 52 Chosen Methodology/Design/Rationale for Perception Survey 54 Sample Size 55 Data Collection/Analysis 56 Survey Questions 57 Staff survey 57 Parent survey 58 Employer survey 59 Graduate survey 60 Triangulation 61 Validation 61 Summary 61 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS CHAPTER IV. Data Analysis and Results viii 63 Introduction 63 Restatement of the Problem 63 Restatement of the Purpose of the Study 64 Data Analysis Process 65 Perceptions of Stakeholders and Identified Themes 65 Former participants 65 Employers 67 Parents 68 Staff 70 Results 75 Summary 80 CHAPTER V. Conclusions and Recommendations 81 Introduction/Background 81 Purpose 81 Research Questions 82 Conclusions 82 Research Question Analysis 83 Question 1 83 Question 2 84 Question 3 84 Question 4 85 Action Plans and Recommendations 85 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS ix Communication action plan 86 Skill acquisition/work experience action plan 89 Preparing stakeholders action plan 90 Fiscal Barriers 91 Further Research/Planning 91 Summary 93 References 94 APPENDIX A. IRB Approval 101 APPENDIX B. Study Surveys 103 Staff survey 103 Parent survey 103 Employer survey 104 Former student survey 104 APPENDIX C. Consent Letters 106 Staff consent letter 106 Parent consent letter 107 Employer consent letter 108 Former student consent letter 109 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS x List of Tables Table 1. Emerging Themes of Surveyed Groups 79 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS xi Abstract Academic programs at the high school level need to be data-driven. A work study/release program is no exception to this premise. The Forest Hills School District recognized a need to evaluate and examine the effectiveness of the work study/release program at the Junior-Senior High School. Stakeholders were asked to complete a perception survey in order for the researcher to gain insight as to the various stakeholder’s perceptions of the current program. Four groups were surveyed: parents, staff, employers, and former students that had participated in the work study/release program while enrolled at Forest Hills. The data was analyzed through qualitative means to identify common themes and trends in the stakeholder’s perceptions. An action plan was developed with the goal of making the work study/release program more appealing for the students at Forest Hills. A focus on increased communication, skill acquisition and gaining work experience, and pre-program training for all stakeholders, developed from the analysis of the perception data. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 1 CHAPTER I Introduction Structuring a curriculum that facilitates the development of skills that lead to employment should be a primary focus of public high schools. The Pennsylvania Department of Education (PDE) has made career ready skill acquisition a focus in recent years. PDE views these skills as “social emotional learning progressions that support the development of student competence” (Pennsylvania Department of Education, 2020). The categories of career skills include the development of inter and intra personal skills and the ability to develop and maintain relationships with adults and peers (Pennsylvania Department of Education, 2020). Job related skill acquisition and development can be more effective through an authentic job-based experience. By gathering the perceptions of stakeholders, insight may be gained into what parents, employers, and staff see as desirable components of a work study/release program. The perceptions of these stakeholders, coupled with a sound curricular structure, may lead to increased student growth and development. The current job market is yearning for a workforce that can be trained and is ready for the employable occupations where graduates can thrive in our present economy. Fleming (2018) states that for every two jobs requiring a four-year degree there are seven jobs that only need two years or less of technical training. The ratio between college debt and entry-level income for jobs requiring four years has increased greatly (Fleming, 2018). When skills are developed prior to entering an occupation, success can be greater. Since job-based skill acquisition is in demand, high schools must adjust. A structured, REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 2 research based work study/release experience can be the conduit for a smooth transition into the employment opportunities for high school graduates. Statement of Problem There is a need to make the work study/release program at the Forest Hills JuniorSenior High School more effective and appealing for our graduating seniors. The goal is to provide successful transition from high school to the workforce for the graduates. Over the past ten years, the work release program at Forest Hills has averaged only two or three participants per year. With the increase in post-secondary tuition and the need for 21st century skills in almost all occupational areas, the urgency to increase meaningful participation in a work study/release program is growing. These job-related “soft skills”, are promoted by various entities. Two such entities that promote job ready and soft skills are PDE and the Partnership for 21st Century Learning. Information for The Partnership for 21st Century Learning can be found on the Battelle for Kids website. This organization’s mission is “to realize the power and promise of 21st century learning for every student—in early learning, in school, and beyond school—across the country and around the globe” (Battelle for Kids, 2020). The Partnership for 21st Century Learning lists skills ranging from long-term personal skills, information acquisition, the use of acquired skills as well as digitally responsible behavior and use (Battelle for Kids, 2020). Reasons as to why participation in the work study/release program is minimal have not been explored at Forest Hills. In order to identify deterrents and potential incentives to participation, the key stakeholders need to be surveyed. Once the perception data from the stakeholders is gathered and analyzed, a framework for the work release program can reflect the attitudes and perceptions gathered from stakeholders by REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 3 the survey data. The goal would be for increased participation in the work study program by the seniors at Forest Hills. Some of the perceived issues, including but not limited to, the purpose of the work release program, may be resolvable, while others may not be easy to overcome. Accurate decisions need to be informed through research and data. The gathering of perception data is the first step in the reimagining process. There does still appear to be a disconnect between the current job market and the narrative communicated to students (Fleming, 2018). In many educational arenas, the push to obtain a bachelor’s degree or beyond still dominates the post-secondary conversation (Fleming, 2018). Vocational training or job skill development is not always seen as challenging or relevant by some parents, teachers, or students. By analyzing the perception data gathered in this study, there is an opportunity to educate stakeholders on misconceptions or misinformation they may have related to a work study/release program. Purpose of the Study This action research study will explore the direct perceptions of a finite group of participants as it relates to their perceptions of the work study/release program at the Forest Hills Junior-Senior High School. The perception data will help inform changes that may make the work study/release program more appealing for senior year students. Research exists as to why work release programs are effective as well as best practices for constructing programs (Davis & Snyder, 2009; Kittelman, Mazzotti, & McIntosh, 2018; Lent & Worthington, 1999; Molseed, Alsup, & Voyles, 2003; Neumark & Allen, 2003; Taylor et al., 2015). Research lacks in the area of perceptions of stakeholders of the work study/release program for Forest Hills. No survey data exists on the topic of the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 4 views of stakeholders regarding the work study/release program. By gathering data based on the views of parents, employers, educators, and past work study/release participants, the school district can identify key components to incorporate or exclude from the work study/release program. The local economy is a driving force for meaningful, long-term employment. Students need to be adequately prepared to successfully explore the employment options. The skills needed for successful employment can be better incorporated in the daily curriculum at Forest Hills for all students once information is collected from local employers. By using The Pennsylvania Department of Education Career Ready Skills template and incorporating the Partnership for 21st Century Learning framework, along with the perception data gathered from this study, an effective work study/release program can be developed. Meeder (2016) paints a picture of urgency for pathway creation at the high school level. He argues the United States has an impending job crisis if the structure of high school education is not transformed (Meeder, 2016, p. 29). Some of the root causes he identifies include lack of career and job skill development for students and the reluctance of high schools to explore what employers are desiring in employees (Meeder, 2016, p. 39). The study addresses the areas referenced by Meeder by soliciting input from employers and seeking to enhance job-skill acquisition through modified programming for students while still enrolled in high school. Framework of the Study Although work study/release and cooperative programming have existed for many years in public high schools and vocational centers, researched is limited in recent years. A gap also exists in gathering the perceptions of stakeholders. The qualitative data REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 5 collected through the stakeholder survey questions will be analyzed for patterns by identification of prevailing themes. Once sorted and organized, conclusions can be drawn about the perceptions of parents, staff, former students and employers. The success of meaningful programs can be enhanced by understanding the views of the potential clients or consumers. Research Questions  How do the perceptions of our work study/release program influence stakeholder’s attitudes towards participation?  How do employers view our work study/release program as a vehicle for identifying future employees?  How do staff member’s perceptions of our work study/release program influence their communication with students and parents in regard to student participation in the program?  What perceptions did former participants have of the work study/release program at the Forest Hills School District? Perception data may identify the gaps in effectiveness of our current work study/release program. By gathering data, organizations are able to tailor programming or services to attract the greatest number of customers. Career opportunities can be solidified with a strong foundational skill set. By gathering stakeholder perceptions, school district can combine best practices in curriculum delivery and substance with the expectations of parents, staff and employers. Once school district stakeholders are REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 6 committed to a directed pathway and understand the goals of a program, it is more likely to see increased participation in a meaningful work study/release program. Significance of the Study The study will lead to an understanding of why parents seek to have their children participate or not participate, in a work study/release program. The survey questions will also enlighten parents who may be reluctant to have their children participate in a work study/release program as to the goals of the program. Insight will also be gained as to the perceptions of educators. Teachers can be an important resource for students and shape student’s perceptions of opportunities and potential pathways. The input of employers is also critical to the study and to potential changes in the work study/release program. An effective work release program is dependent upon the willingness of the employer to receive and provide meaningful experiences for students. The ability to support student skill acquisition in a supportive environment may lead to increased success once the students enter the job market. Currently, opportunities are available which lead to careers centering on technical training. Technical and two-year degree occupations can be pursued at a minimal cost to students compared to four year, or more, degree granting programs (Fleming, 2018). Although a one size fits all approach is not appropriate, a school district must explore a variety of programs and create pathways for all students to pursue. Meeder writes about the importance of forming a pathway to post-secondary success. Meeder (2016) states: The Pathway System is meant to be a synergistic collaboration of multiple partners, including families who need to be on the same page in defining the end REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 7 in mind. That’s why each partner should be involved in exploring, adopting and taking action upon a definition of a Career and Life Ready Learner. (p. 106) An assisted venture into the workforce is one such pathway. By working together, in a collaborative, goal-oriented manner, stakeholders can develop meaningful work study/release programming that may lead to a more positive community and student environment especially for an economically troubled area. Chapter Summary With a renewed emphasis on school-to-work programming supported by an inviting economic climate, schools need to re-envision the support systems available for future student success in the workforce. By matching innovative programming to stakeholder perceptions and desires, students have a greater chance to receive the skill training they will need to successfully enter the job market. A review of historical work study/release and cooperative programming structures and components will be beneficial to forming a well-defined pathway for students. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 8 CHAPTER II Literature Review Introduction The connection between public school districts and the workforce dates back to the infancy of educational systems. The concept of work-based education, such as apprenticeships and guided work experiences have been in place for centuries. As the economy systems of world societies transformed from feudalism to capitalism, the educational systems have adjusted to meet the needs of a changing economy. Work based education is once again a focus due to changes to the current economy structure. A component of a school-to-work program is a structured, career focused work study/release program for seniors. Although these programs have been in existence for decades in public schools, the need for them is once again essential as formal higher education costs have skyrocketed since 2000. Costs have risen by an average of $8000 per year since 2000 and by 31% per year since 2006 at public institutions alone (U.S. Department of Education, National Center for Education Statistics, 2019). Establishment of public education in the United States promotes multiple end goals. A democratic system requires the electorate to be well educated in order to make informed decisions. Since the primary occupation of the 18th century was farming, most students found it necessary to have a basic, foundational education. A limited section of the population received specialized training. As the economy changed from agriculture to industry in the 19th century, so did the educational system. More students were required to expand their knowledge base. The shift to a manufacturing focus affected the economy and how the masses were educated. A fluid educational system is necessary for REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 9 an economy and society to flourish. Work is also an inherent value in society as Kuchinke (2013) states: Work is central to human existence. It provides the necessities for life, sources of identity, opportunities for service and achievement, and determination of social standing and reputation. Work is also an existential concern, offering the possibility for the full range of human experience, including satisfaction, exuberance, and joy, but also disappointment, regret, and despair. (p. 203) Participation in a fulfilling endeavor can lead to citizens who are more productive. The rising cost of college education makes it difficult for some students to pursue a degree, and therefore, a fulfilling occupation as this pursuit becomes cost prohibitive. Students need direction prior to enrolling in a post-secondary program of study. The ability for students to experience employment opportunities before graduation should solidify their post-secondary decision and lead to the fulfillment referenced by Kuchinke. Creating opportunities can be accomplished in a variety of ways. All public schools in Pennsylvania are connected to a specific Career and Technology Center. Each Center provides services to several school districts by offering career-specific training for students. The Career and Technology Centers have used a kinesthetic model of learning theory in the classroom. A hands-on approach is supplemented by an experience in a work setting. Cooperative education (also known as a “co-op”) embeds job experience into its curriculum. The value of this experience is a practical application of those skills learned in classroom while in a job environment (PDE, 2020). The job-embedded experience can also be realized when students are permitted to go out on a work study/release opportunity at their public school setting. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 10 Either a cooperative education or work study/release program can shape the skill set of the students involved in these programs. The direct connection to the job market is a valuable asset for the students. As the generation of baby boomers continues to reach retirement age, the workforce in our country continues to shift. Homan, Hedrick, and Light state (2019): The forces shaping the future of the United States workforce include a gradual decrease in the labor force growth rate as the Baby Boomers retire, acceleration of technological change, increase of economic globalization, increase in the rate of transition to decentralized business models, and the demand for more flexible and knowledge-based employees. (p. 127) Therefore, it has become increasingly more important for high schools to expose students to authentic learning experiences. The ability for students to interact with employers prior to graduation can be an important step. Homan et al. (2019) go on to state, “Flatter organizational structures focused on decentralized decision making and team-focused work will require enhanced communication skills, leadership, and teambuilding skills” (p. 128). Work-based skills can be taught through a cooperative model where students gain knowledge while learning a trade. Although schools can create situations and experiences that focus on the traits Homan et al. reference, a partnership with an employer could greatly enhance skill development. There is a changing skill set needed to excel in the current job setting. Griffith and Wade (2001) write, “Given the emerging technologies in the workplace and changing industry standards to compete in the global economy, the perceived lack of a qualified workforce has caused great consternation among employers, educators, students, and the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 11 general public” (p. 330). Exposure of students to the workforce and gaining an understanding of the needed skills could change this trend. A school-to-work program would afford the opportunity for students to begin developing the qualifications desired by employers. We are once again facing a transformation in the way we employ our citizens. Fleming (2018) refers to this as “success in the new economy”. The economy is shifting for a need in a highly specialized, technologically savvy employee. Most employment opportunities now require some type of technical training and not necessarily a four-year college degree. The ability to be open to training, a focus on soft skills, and the desire to grow are critical for success (Fleming, 2018). Some of the fastest growing professions include positions in solar and wind technology installation, home and personal health care aids, and information security or cybersecurity (US Bureau of Labor Statistics, 2020). Many of these positions require little to no post-secondary training or degree. If training is required for the referenced job opportunities, training can be acquired on the job site once the employer has hired the employee. In Cambria County, Pennsylvania, there is a similar need for workers in the stated employment areas. The health care industry makes up the largest percentage of employment, with retail trade and manufacturing finishing second and third respectively. With 50% of the county’s population at 45 years of age or older, health care will continue to be needed. A younger workforce will also be required as the median age sits at 45 years (Pennsylvania Department of Labor and Industry, 2020). One method that can assist with workforce development and economic growth is the creation of a focused, well-aligned school-to-work collaboration with stakeholders. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 12 The primary purpose of this action research project will be to collect and examine perceptions of these stakeholders as to the current work study/release program. By gaining a clear understanding of the perceptions related to a work study/release program, the Forest Hills School District can move towards a more effective school-to-work program. With the changing economic outlook, the need to examine the current attitudes related to school-to-work programs is important. School districts can utilize this information to develop an appealing program that meets the needs and expectations of the stakeholders. This study will provide concrete data to drive the direction of creating a meaningful experience for students and business partners in the Laurel Highlands region. In order to establish an effective program that leads to a mutually successful result, one must examine the history of work release. This will reveal both the benefits of participating in a work study/release program and the challenges needed to be addressed. The need for a skilled workforce based on employment trends is supported by the employment data (US Bureau of Labor Statistics, 2020). Schools should tailor their curriculum and educational goals to meet the needs of the economy. By doing this, students are more likely to be prepared for success in a post-graduation world. This literature review will focus on the benefits to students and stakeholders when school-towork programs are effectively established. The challenges faced by school district when instituting school-to-work programs will also be examined. Once districts weigh the benefits against the barriers, implementation will follow in a manner that leads to greater appeal for students and stakeholders. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 13 Patton and Smith (2010) argue: The increasing extent of high school students' engagement in part-time work in a changing world of work demands the attention of researchers to understand the impact of this activity on young people's career development and outcomes in the post-school environment. (p. 60) The need exists for an examination of work-based opportunities for students prior to graduating from high school. Historical Overview & Contemporary Perspectives The Pennsylvania Department of Education has re-emphasized the concept of college and career readiness, along with workforce development. Governor Wolf created the Keystone Economic Development and Workforce Command Center as well as issued the Statewide Workforce, Education, and Accountability Program (SWEAP) proposal. The Career Education and Work Standards, Chapter 4 of Title 22, are part of the State Board of Education’s regulations of required education for all students in Pennsylvania. With changes in legislation and support for programs from government officials, career readiness and workforce partnerships have become more of a focus for public schools. The Pennsylvania Department of Education also requires a K-12 School Counseling Plan as part of Chapter 339. This career-focused plan has many components. One component is the establishment of an advisory committee to assist with the development and evaluation of the plan. This committee should consist of local business owners. Based on this requirement, partnerships could be further developed into potential work placement opportunities for high school seniors. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 14 Although most schools have usually identified post-secondary success as a significant goal, the increased emphasis by stakeholders and the Pennsylvania Department of Education has given schools new direction towards this end. Despres (2008) found a connection between school-to-work programs and career planning effectiveness. When viewing an overall curriculum “counselors might want to consider the integration of career exploration and planning activities into courses required of all students for graduation” (p. 274). Models are also present that fully integrate classwork, outside stakeholders and work experience. Davis and Snyder examined a model where course work was driven by the work experience. Here, The program included a class that focused on careers and used frequent guest speakers who represented various career clusters. The work-based learning program also included field trips, research into career interests, and job shadowing experiences. The culmination of this relevant experience was a 16-month paid internship beginning the spring of the students’ 11th grade year. (Davis & Snyder, 2009, p. 7) Authentic experiences can lead to fully developed understanding of a career and therefore, enhanced skill acquisition. Implementation of a modern program should be the focus for schools. Work study/release or school-to-work programs are nothing new to public schools in the United States. Several models have been instituted. The most basic program would involve the willingness for schools to release a student for a portion of the school day if the student was able to find gainful employment. A model where the student selects the employer is highly unstructured and the success is solely dependent on the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 15 ability of the student and/or parent to find an appropriate match between employer and student. Developing a model where students are placed with an employer based on an interest or career goal would be a more structured model. Here, a student would be matched up with employers where a career goal could be developed. Students examine if they are interested in the potential profession based on the experience. Several programs have appeared in public schools throughout the years. Patton and Smith (2010) provide a list that includes “school-based traineeships and apprenticeships, vocational education and training and work experience programs” (p. 55). Depending on the institution, school-to-work programs can take on a variety of names and titles, however, the end goal is similar in that students are afforded the opportunity to interact in an environment where job based learning exists. In a study out of Canada, Taylor et al. (2015) use the term work-based education or WBE. WBE experiences encompass “learning experiences for high-school students that include workplace mentoring, paid work experience, instruction in workplace competencies, and co-operative education” (Taylor et al., 2015, p.159). Taylor et al. (2015) goes on to state, “approaches used in the United States included job site visits, job shadowing, school-sponsored enterprise, co-operative education, and apprenticeships” (p. 162). Although several titles are readily used, goals of work-based programs are similar. When writing about the key components of a school-to-work program, Griffith and Wade (2001) list three main factors: (a) integration of school-based and work-based learning, and the grounding of students' coursework in work-based learning experiences; (b) combined academic and vocational curriculum in which academic instruction is presented in realworld contexts that gives practical meaning to theories and abstract information; REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 16 and (c) linking secondary and postsecondary education to provide access to careers requiring postsecondary education. (pp. 334-335) Each school-to-work program will vary in goals and requirements. Because each program is different, the effectiveness will tend to vary. It does appear however, model programs need to go beyond simple work placement. The development of skills and a connection to course work should be a goal of school-to-work placements. The benefits of programs such as those discussed should be realized for not just the student but also all stakeholders involved. Even though school-to-work programs have been examined previously, many challenges exist to hinder the growth and development of the programs and therefore, the growth of stakeholders involved. Benefits of Work Study/Release Programs When considering the implementation of a new program or a curricular change, schools must evaluate the potential benefits for students. School-to-work programs can provide many benefits by forming a partnership between high school students and the business sector. Students are given the opportunity to learn skills in a hands-on environment that could translate to future success upon graduation. Gained skills and knowledge could include time management, promptness, interpersonal skills, and job specific task related competencies. Patton and Smith (2010) found students participating in school-to-work programs “were more positive on career maturity, career decisionmaking, self-efficacy, life satisfaction and self-esteem” (p. 58). Stakeholder benefits. Davis and Snyder (2009) found, “The foundation of a successful work-based learning program is the development of close partnerships with businesses that grow into lasting, mutually beneficial relationships” (p. 1). If the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 17 school/business partnerships are developed correctly and in a collaborative manner, both the employer and the student can see gains. The local economy can also benefit from a closer relationship between school and the workforce. Davis and Snyder further state that when a well-defined agreement is fostered, students can potentially earn credit towards graduation. When a strong partnership with employers is established, the partnerships “offer not only a framework for the work-based learning environment, but also provide a social and cultural context for students’ professional development” (Davis & Snyder, 2009, p. 2). The beneficial significance for students of a well-established school-to-work program is not to be overlooked. Davis and Snyder (2009) discovered that “students in work-based learning experiences learn more work-related skills and find adults more caring” (p. 8) as opposed to their counterparts that simply obtained some type of employment opportunity without the involvement of the school in some capacity. Being in a positive work setting enhances the ability to learn skills beyond the regular educational setting. Many work-based skills can be developed through close working relationships with an adult guide and a student. Mentorships will be discussed later in this review, as they can have an impactful result in the lives of young adults. Skills referred to as “soft-skills” are often talked about in educational and employment settings. Davis and Snyder’s (2009) study found that soft skills can be acquired through work-based experiences to include “socialability and collaboration” (p. 8). Although these could be developed in the school setting alone, the connection to a work setting could make them more transferrable to a post-secondary environment. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 18 Schools should take a close look at structured work-based programs that are an option for all students and not limited to the traditional vocational setting. Hopkins’ (2008) study on work related learning (WRL) conducted in the United Kingdom revealed, “It is clear from the findings of this research that, on the whole, students feel that WRL programmes are having a significant beneficial impact on their attitudes to school, their views of themselves and their transferable skills set” (p. 217). Businesses also benefit from getting to know potential employees. Many occupations allow an employee to advance through the system from position to position. Talent can be evaluated and enhanced, if employers have an opportunity to work with schools. Often the exposure to student workers is a critical aspect of a business’s hiring procedure. Patton and Smith (2010) state, “Some employers see the student workforce as their main recruitment route for full-time staff and managers, with managers talent spotting student workers from a very young age” (p. 57). Assisting at-risk youth. Schools must evaluate the programs they make available to their students. They need to verify the value each program holds and justify the time given to the implementation of the programs. Standards and government mandates can provide some guidance towards selection and implementation. Many programs have a multitude of benefits to students. Programs that allow students to experience work-based education are no exception. At-risk youth can gain exposure to quality programming through work-based education. At-risk can cover a wide range of qualifications such as gender, race, demographics, access to resources, learning disabilities, and family circumstances. Hutchins and Akos (2013) write, “School-to-work (STW) programs may be particularly effective for rural adolescents who often face a REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 19 number of contextual barriers, such as geographic isolation and limited access to businesses and industries that employ highly skilled workers” (p. 211). The ability to serve at-risk youth is a need in the Forest Hills School District, which encompasses 92 square miles and fifty percent of the students qualify for the free and reduced lunch program. At-risk youth often become disengaged from the learning process and long for more voice and choice when it comes to their education. Taylor et al. (2015) reported students valued having a say in the educational experience. Taylor et al. (2015) state, “Participants repeatedly expressed that having opportunities to make choices in their learning endeavors and to take responsibility for their actions while gaining skills, insight, and confidence contributed to a developing sense of pride and to their hope for future employment” (p. 169). Not only is the empowerment of choice important but also the concept of hope. Students that have something to look forward to tend to be happier, more positive and less disruptive. Taylor expands upon this notion when the study found students to be more hopeful of their future. They were able to see “alternative images of themselves as successful, autonomous, confident student workers with hope for graduating and future employment” (Taylor et al., 2015, p. 170). The ability to see beyond a current set of circumstances and find hope for the future may be one of the most impactful benefits of school-to-work programs. Taylor’s work, heavily influenced by Snyder, explores the importance of hope for helping troubled youth. Snyder (2002) believes significant efforts should be made “to identify academically at-risk, low-hope students and target them for interventions to raise their levels of hopeful thought” (p. 259). REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 20 Being able to be hopeful is an important aspect of the move from a known situation to a new encounter. This transition can be especially trying for students who feel lost. Taylor et al. (2015) note the “transition from school to the workplace has been identified as challenging for at-risk youth who have already disengaged from learning and feel disenfranchised in the context of school” (p. 159). Helping with a transition to the workforce would be a targeted goal of a school-to-work program. Transition services are now a component of the IEP process for students with identified learning barriers. The ability of a school system to assist with work placement and supports beyond high school can have a lasting impact on students experiencing academic or emotional challenges. Rusch and Phelps (1987) comment on the need to assist with this component of transition for students. Even though the emphasis centers on students with disabilities, transition services are important for all children as they leave one setting and more on to the next. Rusch and Phelps clearly state, “Without better preparation, the likelihood of improving their employment prospects and successful adjustment to living in their home communities will be minimal at best” (p. 488). Transitional services now exist for special education students. Many times these programs form a direct connection between the Office of Vocational Rehabilitation (OVR) and other job placement agencies. Although this has assisted in the placement of some students post-graduation, there are still many students who struggle to find employment or know how to even begin the process. The guidance needed to make sound decisions is paramount to successful transitions. Some students simply do not receive this guidance from home. Whether the goal is post-secondary educational placement or securing a job with wages to support REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 21 one’s self and potentially a family, assistance in how to navigate the myriad of questions and choices is necessary. When evaluating the ability for students and families to select a career option, Staff, Harris, Sabates, and Briddell (2010) noted: youth from lower socio-economic backgrounds are less likely to receive effective guidance from their parents to help them negotiate entry into institutions of higher education and to acquire the credentials, attitudes and work habits that will enable them to succeed in the world of work. (p. 663) Students gain a sense of accomplishment when engaged in work. Many students, especially those with learning needs, have found limited academic success nor have they experienced much independence. Patton and Smith (2010) found students were able to establish a sense of freedom and fulfillment, as well as hope for future employment, when engaged in a school-to-work experience (p. 56). The importance of projecting a bright future is especially important for students diagnosed with learning or physical disabilities. Many students with disabilities find employment challenging. When lack of employment occurs, students never realize several beneficial experiences. Kittelman et al. (2018) write: These disparities are unfortunate, because community-integrated employment for individuals with disabilities is associated with a number of positive outcomes, such as improvements in emotional well-being, health, productivity, increased autonomy, sense of community integration (e.g., engaging in community activities such as dining at restaurants and running errands), and an overall increased sense of normalcy. (p. 227) REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 22 Furthermore, Kittelman et al. (2018) found when students with disabilities were provided transitional services related to work, students were more likely to successfully find employment after graduation. The services allowed for career exploration, skill development and the ability to find and keep a job (p. 229). School systems are always looking to enhance curriculum to provide a meaningful and beneficial learning environment. Sometimes, programs motivate students to try harder or even remain enrolled in school. School-to-work programs can be the motivational factor for at-risk students. Taylor et al. (2015) state a program that connects school to work “has been recognized in recent years as an effective strategy for enabling at-risk youth to re-engage with learning and to make more successful transitions to the workplace and to further education” (p. 159). Work transition, along with motivating students to achieve, are important goals of high schools. School-to-work programs can assist with providing an enriching environment for students. Further, Taylor et al. (2015) noted, “The real-world value of their WBE experience directly contributed to what students visualized as the next steps in achieving their immediate and future work goals” (p.167). The data gather by the study conducted by Taylor focused on the perceptions of the participants. Taylor, based on the positive effects of WBE programs, urges “policy makers, as well as school-district and school-level administrators, to increase efforts to provide alternative, work-based learning opportunities for disenfranchised students” (2015, p.172). Hopkins (2008) echoed the importance of a work-based program stating “It would seem that WRL programmes can make a significant contribution to enabling disaffected pupils to become re-engaged and REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 23 motivated in their education and thus help address underachievement and social exclusion” (p. 218). Wentling and Waight (1999) stated the need to continuously evaluate the movement of young adults, in particular, minority students, into employable positions. Wentling and Waight (1999) commented: It is imperative that we identify what initiatives continue to support and assist the successful transition of minority youth into the workplace. To assure that the larger, more diverse youth population of the next decade is prepared to do the work of the new decade and new century, the transition of those youth into the workplace must be made smoother and more efficient. (p. 174) Wentling and Waight’s (1999) study identifies factors that would lead to a more likely transition from high school to the workforce. The factors included a curriculum that students found to be connected to their future goals, training for stakeholders in terms of transitional services, establishing a mentor-mentored partnership, engaging families, and finally, direction towards post-secondary career goals (Wentling & Waight, 1999, p. 178). Many at-risk youth do not see hope beyond the traditional school setting. Through engagement in a well-designed school-to-work program, at-risk students are offered an opportunity to look beyond their circumstances. Taylor states, when properly engaged, students now have hope. The WBE programs provide a chance to view transition differently. Taylor et al. conclude (2015): The experiences and changed perspectives these youth reported in their individual interviews suggested to us that they had found work hope through their success in REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 24 WBE, and were beginning to set goals, view themselves as agents, and seek pathways to reach their goals. (p. 158) Students can certainly benefit from school-to-work experiences, but none maybe more than students who have struggled in a traditional setting. These at-risk students seek guidance and require transitional services to bridge the gap between the school setting and the workforce. Relationship between school and work. A goal for public schools is to adequately prepare students with a transition from the school setting to the workforce. The transition for students may be immediate or take years. Students could enter the workforce directly or take a path through the military or post-secondary education. Regardless of the path, forming a connection between school and work is important. Fletcher, Warren, and Hernandez-Gantes (2018) found students benefit when they see a direct connection between work in school, job skills and future aspirations (p. 88). Systems should be present that connect the academic work to the “employability and technical (via work-based learning activities, industry certification attainment, and problem-based learning) skills needed to be college and career ready” (Fletcher, Warren, & Hernandez-Gantes, 2018, p. 92). Making this connection between school and work can be challenging depending on the systems in place and the circumstances of each school. Fletcher’s et al. (2018) study revealed teacher buy-in is important to make the school to work connection. Fletcher et al. (2018) noticed: Overall, we found several core academic teachers disengaged from the focus and mission of the school. We believe the lack of cross disciplinary collaboration REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 25 resulted in limiting the learning potential for academy students as we realize that this type of teaching and learning can lead to more meaningful learning and helps the student connect what they learn across subject areas. In the case of IT and core academic content integration, students have the potential of learning academic content through an applied and authentic setting. (p. 91) The ability to connect classroom learning with job or career aspiration can be impactful for students. While barriers such as those noticed by Fletcher exist, they also serve to remind of the need to make the connections between school and work concrete for students. When an environment was created to promote a school to work connection, students thrived. Fletcher et al. (2018) state students “had the opportunity to work in settings where their presence was appreciated; they were considered competent, given purposeful responsibilities and were evaluated based on their performance” (p. 88). The direct connection provides opportunities beyond the traditional classroom setting. Administrators should also be cognizant that making sure the process includes relevant course work connections, student supervision, and a process to evaluate student performance in order to maximize the experience (Fletcher et al., 2018, p. 90). The goal is to show students relevance in their classroom training. Fletcher et al. (2018) found “the purposeful integration of academic and technical education is as a signature feature of successful programs bringing meaning and relevance to curriculum and instruction” (p. 79). The hallmark of a meaningful experience is creating the school to work connection for students. The benefit to students is worth the coordinating efforts. When the connections are not created “Students expressed feeling disconnected from “real life” while in traditional classrooms and feeling a sense of inadequacy” REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 26 (Taylor et al., 2015, p. 166). The desire to see the connection is strong in students, in particular, those entering the workforce directly from high school. Taylor et al. (2015) also found “when at-risk youth feel differently about themselves and more hopeful about their future, these youth act differently in the workplace and in the school context” (p. 171). This sense of “feeling differently” comes, in large part, when the connection between school and work is firmly a component of the curriculum. Even for students wanting to pursue a post-secondary degree, school to work connections are impactful. Patton and Smith (2010) state, “learning how to successfully combine work and school helped them to successfully complete a bachelor’s degree” (p. 57). So not only does the school to work connection provide relevance, it also develops habits of mind related to post-secondary success. The development of job related skills is also a concern for employers that can be enhanced through proper school-to-work programming. Davis and Snyder (2009) state, “the workplace relationships that students develop in their work-based learning experiences can provide a foundation” (p. 2). Skills are primarily honed with time and effort. Exposing students to these skills early allows time for skills to develop. Lent and Worthington (1999) also comment that students having employable skills has been an ongoing issue. Stated skills include workforce socialization, the ability to be dependable as well as flexible and transfer skills learned in high school to a workforce setting (Lent & Worthington, 1999, p. 291). Skills can be developed by school-to-work exposure while in high school. When students are provided the opportunity to experience the skills needed to be successful “They quickly realized that their own resourcefulness, personal attitudes, and sociability with workers and supervisors would help break the barriers in REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 27 the highly competitive and productive work environment” (Davis & Snyder, 2009, p. 8). The confidence gained through practiced skill acquisition can only increase the likelihood of post-secondary success. Learning new skills related to career aspirations, or even student interests, can be inspirational. Again, the connection between school and work needs to be established in order to experience a meaningful event. Hopkins (2008) writes: There was a perceived opportunity by most students to make a fresh start and perhaps, importantly, to be away from the temptations of peer pressures and wellpracticed disruptive behaviours. Interest was maintained through learning real practical skills that were, in students’ opinions, relevant to the world of work (and, for some, to their hobbies). (p. 216) A simple change in environment, coupled with a meaningful, interest-based experience can make a difference for students, both currently and in the future, in particular for those struggling to find their direction. Connections to a post-secondary environment are important learning experiences for all students. The connections need to be well constructed to meet the demands of the current workforce. Students can experience a sense of fulfillment and success when participating in a work study/release opportunity where perhaps success was limited in the traditional setting. Creating these opportunities “enables students to apply what they know in real-world settings, while building exposure to, preparation for, and experience in their interested career path” (Fletcher et al., 2018, p. 80). The ability for schools to design programs aligned to school to work connections will foster skills needed for postsecondary success. The creation of a career pathway through a work experience “may REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 28 also reinforce students’ social identity and increase their sense of belonging and engagement with schooling” (Bonilla, 2019, p. 6). Mentorship. Forming a professional network is an important step in consideration of career aspiration. Not only does a network provide you with knowledge about specific occupations or interests, but also guidance from experienced workers. A well-defined positive mentorship is a type of professional networking that can develop during a school-to-work experience. Freedman and Baker (1995) write: workplaces offer a set of unique advantages. They are places where adults and youth are in relatively close proximity. They provide a practical context for mentoring that goes beyond putting two people in a room and asking them to relate. (p. 13) By forming a partnership with employers, students can gain a mentoring experience they may not find elsewhere. Mentorships take on various forms. The partnerships and pairings play a key role in how effective the mentorship ends up being for the people involved. When mentoring is a component of the school-to-work program, especially through the job placement, youth have an opportunity to connect with a responsible adult who can provide guidance and advice. Mentors play a critical role in the development of school-to-work skills. Freedman and Baker (1995) define a mentor in a school-to-work setting as someone that will “allow the young people to shadow them at work, help expose them to possible career options, and provide academic counseling and tutoring, as well as offering emotional support and providing opportunities to have fun” (p. 6). This partnership is REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 29 ideal when students are looking for guidance as they transition to a post-secondary setting. The job arena is well-suited to offer mentoring opportunities for students. Although job shadowing can be a vehicle for this, partnerships and relationships take more than just a visit or two to develop. “Strong mentoring relationships typically take at least six months to develop” (1995, p. 11) as stated by Freedman and Baker. Therefore, a longer-term school-to-work experience is necessary to foster mentorships. Waiting until students graduate and obtain a job does not seem to be an effective path towards mentorships, as most young adults do not stay at one job for a long duration. This prohibits “relationships that might have a real impact” (Freedman & Baker, 1995, p. 10). The ability to build a supportive relationship is also good for a student’s mental health. Freedman and Baker (1995) state “many young people feel a desperate sense of isolation, a condition that frequently results in their making poor decisions with harmful or lethal consequences” (p. 3). This is impacted by the fact most adolescents have not formed a meaningful bond with someone outside of their immediate family (Freedman & Baker, 1995, p.3). The inability for students to connect with other people, especially as students transition to the workforce, could have negative consequences; however, mentorships provide a bridge. When positive relationships are formed, “students reported that they felt respected and supported by the adults in their workplaces, describing mentors and co-workers as “really nice” people who made them feel “like family … good friends,” and “part of the team” (Taylor et al., 2015, p. 168). Forming a mentorship is important in particular with at-risk youth. Freedman and Baker (1995) write, “the absence of adult contact and support is particularly troubling in REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 30 the case of young people in poverty. Part of the reason is that these youth face far greater stress than their middle-class contemporaries. Another reason is that the isolation of these young people is not only social but economic” (p. 3). Students that struggle academically benefit from an adult relationship. Employers can provide a setting where students experience positive interactions and success at a task. Students “who believed they were failures in classrooms, expressed a sincere willingness to meet the expectations of the adult partners they encountered in their workplaces” (Taylor et al., 2015, p. 168). At-risk students have often experienced difficulties both academically and socially. Mentors can provide a safe-haven for at-risk students. Freedman and Baker (1995) discovered, “the strongest mentoring relationships often develop when a mentor remains supportive and caring through serious mistakes and setbacks” (p. 9). Some students have been exposed to a support system from a caring adult while others have not made a positive connection. Properly established mentorships, as part of a school-to-work program, can provide students with guidance and increase self-belief. At-risk students can feel disenfranchised when their voice is not taken into consideration. Mentors can provide a sounding board for students. Freedman and Baker (1995) state: Effective mentors listen to the young people, taking the time to understand what the youth are trying to derive from the relationship and waiting for them "to lower their defenses and to determine when and how trust would be established." These mentors allow the relationship to be "youth driven”. (p. 11) Knowing that a caring adult is present and engaged in their future, students may feel empowered to face a post-secondary environment. Mentorships can assist mentally and physically. Freedman and Baker (1995) write, “Proponents of planned workplace REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 31 mentoring programs argue that these efforts perform a variety of useful functions for youth, both psychosocial and instrumental in nature” (p.5). Building a positive relationship is the core component of a successful mentorship. Students need to feel connected to a caring adult in order to assist in transitioning to thr post-secondary workforce. These partnerships can be developed in a well-established school-to-work program. Davis talks about the ability to use mentorships to develop lasting, positive impacts. Parties need to work together to accomplish the goal of a successful mentor-student partnership. Davis and Snyder (2009) write: relationships have the power to transform individuals; a genuine partnership requires growth and learning on the part of all involved parties. In the case of work based learning, these parties include the student, workplace mentor, and classroom teacher. (p. 2) Invested stakeholders can “transform” the lives of students if they are willing to work cooperatively during a school-to-work experience. Development of employable skills. Transitional services for students should include development of a variety of skill sets to be successful in a post-secondary environment. Employable skills are one such component of a complete skill-set development. The need for skills in the workforce is prevalent. Homan et al. (2019) examined “a study of employment related needs in rural central Pennsylvania. Major employers reported that employees lacked basic communication, problem solving, and team working skills to perform effectively in their worksites” (p. 131). A school-to-work program can fill this need. Working with employers and placing students in a work environment to learn the needed skills for a particular trade or career, gives students a REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 32 jump-start in the job market. Ryken (2003) writes, “Proponents of school-to-career programs highlight that through a combination of school-based and work-based experiences students can gain technical, personal and academic skills” (p. 5). By incorporating a school-to-work program, schools can expose students to skills identified by employers as important to job success. Teamwork is a skill identified by employers as important for their workers. When students are allowed to participate in a meaningful job-embedded experience, students experience firsthand how to work with a group in a workplace setting. Freedman and Baker (1995) write, “employees working in teams require more sophisticated skills in social interaction. Workers are less narrowly specialized than in the traditional company and are expected to teach and learn from each other how to perform a wider variety of tasks” (p. 4). When school-to-work partnerships are well-structured “business partners treated their interns as real, competent employees ready to take on roles and duties of their regular, full-time employees” (Fletcher et al., 2018, p. 88). When students are able to engage in work that hired employees are also responsible for they can now develop skills directly related to employment after school. These skills include “technical and softskills which can improve their employment prospects and wages” (Bonilla, 2019, p. 6). Kittelman et al. (2018) discusses how social skills “are essential for gaining and maintaining long-term employment” (p. 228). Employable skills can be honed through a school-to-work partnership. Workbased learning “provides opportunities for students to develop technical competence, personal and social competence, and to increase academic achievement” (Ryken, 2003, p. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 33 6). Gaining employable skills establishes the possibility for future success once students move beyond the high school setting. Employment upon graduation. Partaking in a school-to-work program is a direct method of exploring future interests and potential career choices. Staff et al. (2010) report, “Youth with uncertain career ambitions may also be perceived as irresponsible or unreliable, and unlikely to remain with the employer” (p. 678). When career aspirations are explored and developed through a school-to-work program, this perception is less likely to occur. Schultz and Stern (2013) state the “process of selfappraisal of skills and interests, gathering occupational information, selecting goals, planning, and then problem-solving have been identified as important competencies for career decision-making” (p. 166). Not all students will pursue post-secondary education as an option. Therefore, the need to develop employable skills is important prior to graduation. If students planning on entering the workforce upon graduation are identified, partnership can be established with employers. Haase, Heckhausen, and Köller (2008) write for some students, further education may not be an option directly after high school graduation. Furthermore, “In recent years, it has become increasingly difficult for adolescents to navigate the schoolto-work transition” (Haase, Heckhausen, & Köller, 2008, p. 672). School can be a conduit for this connection by providing meaningful work-based training and experiences. The need for transitions to work seems to be needed in the United States in particular. Students in Germany for instance, had assistance in transition where students in the United States found the support lacking. Haase, Heckhausen, and Köller (2008) REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 34 state the “school-to-work transition has not been institutionally structured” (p. 672) in the United States. Students without clear post-secondary career aspirations are at-risk for a cycle of unfulfilling employment. Ling and O’Brien (2013) state, “These youth may have difficulty finding employment, drift from one job to another, and eventually take jobs lacking advancement opportunities” (p. 348). This job uncertainty trend can be harmful to both the individual and the job market. With a cycle of constant turnover, the employee and employer both suffer. Kuchinke (2013) reports there is a need for: transitioning young people from school to stable employment. About one-third of U.S. youth spend most of the five years [following their departure from school] ... in and out of employment, unemployment, and inactivity, signaling difficulties in settling on a promising career path. (p. 212) The inability to obtain or retain employment, undoubtedly has a negative impact on the graduates’ quality of life. Griffith and Wade’s (2001) study of students who participated in a career-and work-oriented program, found students in the program, “worked more continuously across the 6-year follow-up period than non-CWE graduates” (p. 356). The six-year study outlook bodes well for students and asserts supportive data for schools interested in expanding school-to-work programs. The ability for students to find meaningful work upon graduation can have lasting consequences. Social implications of quality employment exist as well. Ling and O’Brien (2013) discovered: Job quality is an important sociological–economic factor in an adaptive transition as it has been related to increased job satisfaction. In addition, neighborhoods REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 35 where individuals possess jobs of higher quality have been connected to lower crime rates. (p. 349) When students are able to effectively transition into the workforce, especially when lacking post-secondary education, their quality of life increases. The struggle to find employment can be challenging for graduates. Ling and O’Brien (2013) write, “finding a stable job can be challenging for youth as it takes approximately 5 years after leaving school before the average individual starts a job with a duration of 3 or more years” (p. 349). Assistance with job placement occurs when students are part of comprehensive, work-based programs while in high school. Jump-start to additional training. Exposure to a school-to-work experience may provide motivation to pursue a technical degree. Not all students will enroll in a traditional career and technical center while they are in high school. However, participation in a work-based experience as part of the curriculum at high school may encourage students to seek out work in a technical field. Students in work study/release programs noted the experience gave them assistance in exploring careers. Davis and Snyder (2009) discovered “students indicated that adults in the program helped them make career decisions by discussing specific post-secondary institutions and helping them narrow their fields of study” (p. 7). The guidance towards post-secondary placement would also make a work-based experience appealing to students thinking about continuing education after graduation. Ryken’s (2003) study looked at students in a biotechnology education training program with an embedded internship and cooperative job placement. Ryken (2003) found “students make connections to the high school component by noting the tools they REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 36 learned to use and how these tools are related to advanced equipment used in biotechnology work settings” (p. 8). So not only are students able to make a meaningful connection to classwork, students also utilized equipment found within a job setting. Furthermore, the program, “combines academic and vocational skills and focuses on meaning making in this case, how the tools are used in another context, work” (Ryken, 2003, p. 11). The hands-on equipment experience is one example how exposure to a career can be a jump-start to further career exploration and technical training. Challenges to Consider The need to gain exposure to a meaningful workforce experience has not been consistently supported outside of the vocational center setting. Recent surveys (Griffith & Wade, 2001) identified that 91% of parents desired that their children seek a four year degree or beyond after high school graduation. Ironically, the desire to pursue and obtain a four-year degree seems to be in contrast to where the jobs appear to be in the economy. As Griffith and Wade (2001) state that “the demands for America’s high school graduates to attend 4-year colleges and universities irrespective of labor market trends and the career and vocational interests of graduates” (pp. 329-330) leads to a gap in employable workers. Griffith and Wade (2001) also comment: Understanding barriers to participation may lead to developing efforts to broaden the reach of career-and work-oriented educational programs. Areas of concern include: the lack of student, parent, and school staff knowledge about the positive effects of career and work preparation activities; the lack of student, parent and school staff knowledge about the positive effects of career and work preparation activities; the lack of knowledge about changes in workplace skills needed in the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 37 global economy; and the perception of less rigorous academic standards for high school course curriculum associated with career and technology education. (p. 358) The lack of understanding the goals and benefits of a work study/release program and the corresponding poor communication channels creates a barrier for student participation. Kuchinke discusses the shortfalls of Career and Technical Education (CTE) programs in terms of the ability to adequately prepare students for post-high school success. The lack of transition training also exists in school-to-work programs. Kuchinke (2013) states, “too few programs offer sustained, demanding, and long-term workplace learning opportunities, and this creates further difficulties in job placement and transfers the burden of job-relevant training of new hires to employers” (p. 213). The length of the placement can correspond with the quality of the work-based experience. The inability for students to acquire work-related skills prior to graduation stresses both the employer and future employee. Job-hopping and constant retraining of employees are the result of poorly constructed and implemented work study/release programs. In order to have a meaningful school-to-work placement, many influential factors need to be examined. Not only do the benefits need to be considered, but challenges that could impede implementation should also be fully vetted. Barriers can exist that impede a successful experience. Barriers can include an unmotivated student or employer, lack of interest from local businesses, a challenging economy, resistance from parents, poor expectations, lack of communication, and positions that offer little more than a paycheck for routine tasks. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 38 Hutchins and Akos (2013) state standardized education and federal mandates have been impediments to work-based programming. Since opportunities are lacking because of the mandates, the skills that could be gained through work study/release placements are not as obtainable for students. A notion that academic achievement and success is defined by a four-year college degree persists. Hutchins and Akos (2013) further stated, “findings may reflect the fact that schools do not have the necessary resources to facilitate collaborative efforts with local businesses and industries, particularly given the fact that federal funding such as STWOA ended in 2001” (p. 222). The push for a fouryear education has been recognized elsewhere as a barrier for school-to-work programs. Kuchinke (2013) stated the need to revisit the place of a career and technology education stating the “dialogue…is all the more welcome in light of recent federal- and state-level ‘‘college for all’’ policies that threaten the intricate nexus of education and work” (p. 217). Although different in structure and programming, vocational education and high school work-based learning opportunities face similar barriers to success. Neumark and Allen (2003) explored barriers faced by teachers and administrators in vocational settings. Neumark and Allen (2003) stated gaining parent support for placement in a program was challenging and “there was a sense among vocational educators that parents believe all children should go to college, thereby perpetuating the belief that tech prep is not college preparatory curriculum” (p. 64). Neumark and Allen (2003) further found not only was parent resistance an issue but also the ability for schools to overcome the perception that “school-to-work was an occupational program and did not promote or support college-bound programs, high academic achievement, or professional careers” (p. 66). The viewpoint that school-to-work programs cannot REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 39 properly challenge students still exists today. Schools struggle with promoting rigor and the connection to a school-to-work program. Career and Technology Education programs continue to defend the rigor and relevance of CTE opportunities. Working against a negative mindset is a challenge. Sometimes students in vocational settings are labeled as non-academic or worse yet, lazy. Negative stereotypes become even worse for students traditionally lacking success with academic programming. When comparing the effects of a “social efficiency view of vocational education led to its strict separation from academic education, to tracking, and to the second-class status for at-risk and special needs students” (Kuchinke, 2013, p. 211) the impact and the depth of the field of study was also minimized. When examining current Career and Technology Education programs, issues exists between what the workforce is asking for, placement options for students, CTE staying current with cutting edge job opportunities and weak partnerships between all stakeholders (Kuchinke, 2013, p.212). These issues are impediments to school-to-work programs at the sending school level as well. Without proper placement and adequate levels of collaboration, the student has little chance of being successful while participating in a work study/release program. School counseling programs have also been viewed as a barrier for successful implementation of effective work study/release programs. Time is not appropriately delegated to promote a work-based program. Rusch and Phelps (1987) summarized many of the current obstacles when: Other recent investigations have cited the lack of appropriate vocational assessment during the schooling years, the absence of career related objectives REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 40 and transitional plans in IEPs and the lack of counseling and career planning services, parent involvement, and comprehensive work experience programs for youth while in high school. (p. 488) The perceived or real chasm that exists between generations is also a barrier to a successful school-to-work program. When student and mentor are unable to connect and form a professional bond, the mentoring process becomes compromised. Freedman and Baker (1995) tell a story by Elijah Anderson relating to these very challenges facing atrisk students in urban settings: At the hospital, however, things took a turn for the worse. John Turner's coworkers, a group of older African-American men, took the young man under their wing and tried to socialize him, but the cultural gulf between the generations and value systems was too great. John Turner interpreted their socialization efforts as an unwelcome intrusion into his affairs. Feeling harassed by their well-intentioned advice, he quit the hospital job and returned to life in the streets. (p.7) When selecting an employment placement for students, the value of mentoring should be considered. A positive mentoring experience provides great dividends where as a negative one could have long-lasting detrimental effects. A negative mentoring experience is well stated by Freedman and Baker. Poor partnerships are formed when: The mentors targeted often have little in common with young people. Unfamiliar worlds collide; different languages are spoken. The partners react in ways that are perplexing to each other. Often, neither has known anyone like the other before. Not surprisingly, the potential for misunderstanding is considerable. (Freedman & Baker, 1995, p. 8) REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 41 Time always seems to be a barrier with program implementation. Adequate time is required with school-to-work mentorships. In order for youth to be mentored properly, quality and quantity of time needs to be allocated. Lack of appropriate time can be a factor on both the mentor and mentored side of the equation. The student must be willing to dedicate the needed time to the work experience. The employer must also provide opportunities for students to develop more than superficial relationships with the adults they work with during the placement. Even when mentors exhibit a true interest in shaping the lives of students, the ability to coordinate time can be troublesome (Freedman & Baker, 1995, p. 14). Although it sometimes appears the barriers outweigh the possible benefits, exploring a successful school-to-work partnership for youth has many documented benefits. Kittelman et al. (2018) also discuss the lack of supports for students who struggle in school-to-work setting, stating: natural supports for students who engage in work-related behavior problems are often limited in the workplace. Basic work-related social behavior expectations are not likely to be explicitly taught or reinforced, and businesses typically do not hire behavior support specialists to assist individuals engaging in social-behavior problems. (p. 229) Although challenges persist, the implementation of a successful program is obtainable with the right input from the stakeholders. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 42 Implementation Creating an effective experience. When approaching the challenges facing work-based education and the need for better support systems for students, a holistic stance is best. No one entity can shoulder the burden of supplying supports for students. Freedman and Baker (1995) state: The challenge is to build and implement a new system that moves beyond business as usual for students who are not on the college path. Their transition process from school to work must become the coordinated responsibility of school, family, business, community, and government. No single institution can or should take sole responsibility for or be expected to provide all of the approaches to educating, training, guiding, preparing, and supporting our young people. (p. 7) Schools need to gather input from stakeholders and take the lead on providing effective programming. Model programs can transform the work-based experience for students. Students in rural settings, such as students at Forest Hills, face unique challenges transitioning to the workforce especially if they are not planning to purse post-secondary education. Hutchins and Akos (2013) write: it is equally important that they set goals and develop realistic expectations that will help them transition to work. One way for these youth to develop realistic goals and expectations for the future is to take part in school activities that promote career development. (p. 219) REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 43 One activity that does promote career development is a school-to-work program. Work-based programs will provide the guidance in skill and career development lacking in a traditional curriculum. Employers are looking for employees with a desire to learn the tasks required on the job. Despres (2008) writes employers “are willing to train high school graduates who seem to have good potential and who may fit the employer requirements” (p. 277). Partnerships with employers prior to students graduating will help facilitate a fit with the right employer and employee. The end goal of the study will be to create an experience that all stakeholders find appealing for student needs, while addressing the desires from the perception data that is collected and analyzed. Based on the literature that has been reviewed and evaluated, key components of programs have been identified. The researched markers form a reference point for modifications. The focus will be to creatively meet the needs of the stakeholders of the Forest Hills School District. The data provides meaningful insight as to how the District’s program is currently perceived and what steps will be necessary to make it more effective for the District’s students. Making the program meaningful and attractive. The goal of making a meaningful and attractive program is key to the successful implementation of a robust work study/release experience. When establishing work-based programming, as Schultz and Stern (2013) state, “Connecting education to a career can make learning more meaningful for students, and self-appraisal or awareness of skills is one of the career development skills needed to prepare for the workplace” (p. 165). When students become genuinely engaged in learning, greater success is experienced. Students need to REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 44 be drawn into the work study/release program and see it as appealing, worthwhile, and meaningful. A meaningful experience also pays dividends for society. Kuchinke (2013) writes: Work means fulfilling basic human needs for the expression of self, for the ability to support and nurture oneself and one’s family, and for contributing to the wellbeing of society and community by providing goods and services. Work provides the nexus between the individual and the public, and is an integral part of identity and standing in society. (p. 213) Fletcher also echoes Kuchinke’s thoughts. Having meaningful employment fulfills basic human needs and desires. Fletcher (2012) states, “Employment is considered to be at the center of our lives, and helps to define our identities, personalities, and lifestyles” (p. 104). The ability to assist humans with fulfillment of such defining needs can be accomplished by schools and stakeholders. Work-based programming is a vehicle for satisfying the wants, desires and aspirations of students in our schools. Once a template is established, the systematic implementation and evaluation of the program over several years will be necessary. Evaluation will determine if the program is meeting the needs of stakeholders and leading to a meaningful experience for students, employers and parents. A partnership with the local CareerLink and the Forest Hills School District has been fostered over the past several years. This organization’s expertise and resources can aid an effective working model. CareerLink provides a connection to resources such as job skill training, work placement, and career assistance. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 45 Involve and educate all stakeholders. In order for work-based education efforts to be successful, stakeholders need to have a voice in the process. Leaders must provide avenues for stakeholders to impact the work study/release program. School-to-work programming needs to reflect the needs of the community and workforce. When constructing school-to-work programs (STW), Griffith and Wade (2001) state: Prominent in discussions of implementation are questions on how best to integrate academic and vocational curriculum to make STW programs accessible to all students, to establish linkages between school curriculum and structured work experience, to create more formal pathways from secondary education to postsecondary employment and education, and to generate incentives for employers to provide student work placements. (p. 332) All of Griffith and Wade’s points should be considered when developing an effective work study/release program. Stakeholders’ perspectives need to be solicited and considered. Employers need to understand the benefit of the experience and not just be seen as a place for students to escape the school setting. Schools must also be cognizant of the community that is serviced by the district. Change is a difficult prospective for some people. Powell found this to be true when studying poverty in the Appalachians. Powell states “people's unwillingness to change was the biggest reason that Appalachians were persistently poor. Weller and the researchers who followed him concluded that alleviating poverty in Appalachia meant changing the attitudes of Appalachian people” (Powell, 2008, p. 25). The ability to transform a program relies, in part, on convincing people that change is needed. Part of change is the rapid transition of the job market. Staff et al. (2010) write, “Whereas adult roles were once marked by their predictability by REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 46 age, students currently experience a transition to work that is less predictable and a labor market that is more uncertain than before” (p. 661). The changing job outlook requires a skill set that needs to be developed early. The flexibility of stakeholders when viewing a work study/release program must be present for success to follow. A key component moving forward will be the professional development of staff, students, parents, and employers. For a program to be effective, the results of the surveys will need to be articulated with the stakeholder groups. A continuous model of review and evaluation will be necessary as it is with any sustainable endeavor. Griffith and Wade (2001) comment on the fact that although literature is abundant regarding implementing school-to-work it is sparse in terms of determining effectiveness (Griffith & Wade, 2001, p. 332). Griffith and Wade (2001) also state the need to address barriers, perceived or real, that prohibit students from being a successful participant in a work study/release program. One strategy is by “Informing students and parents about changes in workplace opportunities, the skills necessary for competing in the modern economy, and the positive effects of secondary school career and work preparation activities” (Griffith & Wade, 2001, p. 358). Parents are vital to the success of many school initiatives. School-to-work programs can be misunderstood when not communicated accurately. Working with parents as key stakeholders will lead to a more successful outcome. Schools should also work with employers to increase the frequency of structured programs that “reviews and evaluates workplace skills” (Griffith & Wade, 2001, p. 359). Again, communicating goals and expectations with stakeholders is paramount to successful implementation and sustained positive results. Ling and O’Brien (2013) caution on forming a concept and program that is too narrow in scope. Ling and REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 47 O’Brien (2013) recommend stakeholders “be educated to understand that an adaptive transition includes job stability and quality in addition to attainment” (p. 363). Flexibility and constant evaluation will be needed as the job market transitions or faces uncertain times or circumstances. Summary Redefining the purpose of a high school education. As is the case in many professions, education has seen many changes. Changes in education are driven by a variety of factors including the economy. In order to prepare students for a successful transition to post-secondary life, work study/release programs should be considered and modified to meet the needs of the participants. School-to-work programs can provide the experience needed to allow students to identify interests and develop skills. In order for work-based programs to be effective, districts should examine the benefits, as well as the challenges presented. As the job market transitions, preparing students for this new era is important. Kuchinke (2013) writes, “In contrast to today’s focus on college and career, this system positions the workplace not simply as a site of production but as a site for learning for all students” (p. 205). The idea that all students can benefit from work place experience certainly justifies the exposure if even only for a few students. A school-to-work mindset can be incorporated into the curriculum if the apprehensions of the stakeholders are overcome by solid planning and communication. One concept that inhibits work study/release programs is the idea that all students need to attend a four-year institution in order to achievement success. Bozick, Srinivasan, and Gottfried (2017) accurately state this challenge: REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 48 In recent years, this emphasis has shifted heavily toward a focus on promoting postsecondary enrollment as a universal educational imperative, largely at the expense of helping schools to effectively improve the labor market prospects of those lacking the academic preparedness, financial resources, and/or personal desire to attend college. (p. 235) Redefining the focus for some students from four-year degrees to workforce placement continues to stall mainstream work study/release programs. Schools must provide data and guidance to justify the benefits of school-to-work programming. Career and Technology Centers recognized that their use of the term vocational was misleading. In 2006, the name change was instituted “to signal reform and reorientation from preparation for specific occupations or occupational groupings to an educational focus on a range of goals: academics and career, employment and college, initial placement and lifelong learning, and industry as well as social skills” (Kuchinke, 2013, p. 206). School districts need to be cognizant of all possible barriers when considering effective programming, even something as simple as the wording of the program’s title. Classroom instruction needs to move beyond the walls of traditional schools. Work study/release programs provide the missing link between “book” learning and practical employment for a wide range of students. “Expertise is gained through immersion in tasks in authentic situations where outcomes matter, feedback and guidance is provided, and long term engagement is possible. Classroom learning can do little more than ensure adequate levels of declarative knowledge” (Kuchinke, 2013, p. 216). Kuchinke’s view is an all-encompassing statement for the importance of exploring work study/release programming. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 49 As the economy continues to transition to a focus on two-year and technical programs in the United States and Cambria County, students need to be prepared for the jobs that might await them. Technical training can enhance a student’s resume and employability. Job-ready preparation can be assisted through a work study/release experience while in high school. Kuchinke (2013) clearly states the driving purpose of school-to-work programming: The formation of moral and ethical judgment, so integral to the notion of expertise and professional competence, requires practical engagement, often over many years. Where education systems fail to provide opportunity for learning in practice, they leave the formation of professional capacity to a workplace that is ill equipped to nurture these essential dimensions and instead enforces the pursuit of self-serving goals. Education for work, in essence, is too important to be left to the vagaries of the commercial world. (pp. 216-217) The challenge for educators will be to rise up to the real need of the current job market. Schools are best prepared to provide the training, structure, and guidance needed to make work study/release programs a hallmark of high achieving and flexible societies. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 50 CHAPTER III Methodology Introduction The need for a skilled workforce is paramount to the success of an economy. The skills possessed by employees must also match the needs of the employers. High schools can be a connection between the workforce and the skill development of students. Although many workforce skills are universal and carry over from one occupation to the next, some could be very specific to certain trades or geographically areas. This study aims to evaluate job-based skills and components of work place experiences. There has also been a review of work-based programming to support the development of soft skills and job-specific skills. The perceptions of various stakeholders groups including parents, teachers, employers, and former students who participated in the work study/release program, will be analyzed. Perception data, from specific stakeholders of the Forest Hills School District, will help formulate a more effective work-based learning experience for the students. Each stakeholder group can provide similar, yet unique data, through their own perspective lens. Parental input can lead to a collaborative venture between schools and families. Santana, Rothstein, and Bain (2016) asks, “what, then, is the most direct way to learn about the reason for a decision, the process for making it and the role the parent can play?” (p. 32). Santana et al. (2016) stress the need for three criteria in asking questions of parents. The three criteria focus on the reason for the question being valid, the process being well stated and defined, and the importance for parental participation (Santana et al., 2016, p. 32). The focus of the questions asked of the parents in this study is to REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 51 generate perception data that will lead to a more effective work release program in which parents want their children to participate. Once a school becomes aware of the parent’s perspective, proper communication can occur to articulate the goals and objectives of programming, such as work study/release. Employer input is essential for the success of a work study/release program. Without collaborative partnerships, the program will not meet the needs of any of the stakeholders. Once employer needs are determined, programming and appropriate partnerships can be formed. Meeder (2016) states that 66% percent of the current job openings will require less than a four-year degree, but at least a high school diploma (p. 11). With this in mind, the needs of employers should be considered as high schools develop programming and begin to create meaningful partnerships. Purpose/Statement of Problem The current job market is in need of skilled workers, but not necessarily workers with a four-year degree or beyond (Fleming, 2018). Technical jobs are available that require training of two years or less. High school seniors could develop the skills needed for technical jobs by participating in a work study/release program. Currently, a work release program exists at Forest Hills, but participation is limited. In order to determine why participation in the work study/release program is low, information will be gathered pertaining to the perceptions of the key stakeholders. The need to establish a clear post-secondary pathway for all students is critical. Meeder (2016) argues: By developing a student’s career interests, by engaging them in Pathways Programs to deeply explore career interests, and by providing meaningful, real- REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 52 life connections to employers and community-based learning experiences, we help students become more internally motivated and connected. (p.17) The lack of exploring careers and the skills associated with the jobs in each career field while in high school can be detrimental to a student’s success, especially for those with no means or aspirations for post-secondary education. The ability to participate in a meaningful work-based placement will allow students to explore career choices and develop skills along the way. The researcher has presented a series of questions to gather knowledge pertaining to the perceptions of stakeholders who are part of the Forest Hills School District. Research Questions  How do the perceptions of our work study/release program influence stakeholder’s attitudes towards participation?  How do employers view our work study/release program as a vehicle for identifying future employees?  How do staff member’s perceptions of our work study/release program influence their communication with students and parents in regard to student participation in the program?  What perceptions did former participants have of the work study/release program at the Forest Hills School District? Limitations/Setting The study is limited to the parents, teachers, and former students of one specific school district. The employers surveyed either are found within the boundaries of the same school district or an adjacent school district. The school district consists of 92 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 53 square miles. Forty-five percent of the students come from families that are considered economically disadvantaged. The district instructs approximately 1800 students and has 141 staff members. Thirty percent of the students in grades 10-12 attend the local career and technology center. The race/ethnicity data for the district breaks down to: 97.2% White, 1.3% Hispanic, 0.8% identifying as being two or more races and 0.5% Black. The operating budget for the district is 26 million dollars. The district is located in Cambria County, Pennsylvania. Prior to the COVID19 pandemic, Cambria County had an unemployment rate of 6.4% and an estimated population of 130,000. The population in 2010 was 143,679. This reflects a 9% decrease in population over the last 10 years. Ninety-four percent of the county’s population is White, 3.6% is Black and 1.7% is Hispanic. 14.7% of Cambria County’s population is identified as living in poverty and 21.4% of the population ages 25 or older have at least a bachelor’s degree. The study is also limited to the perceptions of the population surveyed. The parents and teachers were all part of the Forest Hills School District. The employers surveyed were either within the district’s boundaries or in the boundaries of an adjacent school district. In order to obtain a cross section of the data, the survey was made available through Survey Monkey to the parents of all students in grades 8-11. This accounted for 453 parental surveys. All 155 professional staff members, administrators, and secretaries in the district were provided the opportunity to participate. Fifty-one employers were sent information inviting them to complete the survey. Finally, 14 former students received an invitation to participate in the study. The data will shape the formation of a revised work study/release program. The scope of the study is limited to the perceptions of those surveyed. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 54 Chosen Methodology/Design/Rationale for Perception Survey Action research is a defined process which data is gathered and analyzed to assist in solving a problem. Hendricks (2017) describes it as “a series of steps in which the action researcher reflects, acts and evaluates” (p. 2). Action research can take on many forms. It can be quantitative or qualitative in nature. Sometimes both quantitative and qualitative methods can be combined. The method selected for the study was a qualitative perception study of various stakeholders within the Forest Hills School District. The data collected will fall into the inquiry data category. Hendricks states that this data can include various types. Hendricks (2017) continues to say “inquiry data are used to gather information from participants about their knowledge, values, beliefs, past experiences, feelings, opinions, attitudes or perceptions” (p.90). The survey questions used for this study intend to, as Hendricks (2017) states “provide a researcher with participants’ perceptions about the effectiveness of an intervention, ways the intervention could be improved, and feedback regarding positive and negative aspects” (pp. 90-91). Surveys were formulated to meet the criteria Hendricks discussed. When participants are allowed to provide input, it will “add to the richness of the investigation” (Hendricks, 2017, p. 91). Although inquiry data can be collected in numerous ways, the researcher chose to collect the data in a survey. Four surveys were constructed. Each survey was tailored to gather similar yet unique information. An initial or follow up focus group was considered for the graduates and employers but was rejected due to time constraints. Questions are both open-ended and closed ended. The open-ended questions provide latitude to the participants in terms of how to provide answers. An online format was used through Survey Monkey. Hendricks (2017) validates this type of data REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 55 collection as a way to collect and analyze responses (p. 99). Paper and pencil responses were consider but not used as an option in this study. The goal of the study is to use the collected inquiry data to help inform changes needed in the work study/release program at the Forest Hills Junior-Senior High School. The goal will be to redesign the program without increased costs to the district. Most of the financial impact will occur in communicating the goals and objectives to all stakeholders. The cost will be primarily associated with the reallocation of time and effort of staff to develop and deliver a more effective information campaign. Sample Size The groups in this study were selected in order to gather meaningful perception data as to the thoughts and understanding of the school district’s work study/release program. Since the action research goal was specific to the work study/release program at Forest Hills, the study was limited to teachers and parents of the school district. All of the professional staff members, secretaries, and administrators were invited to participate and only the parents of students in grades eight through eleven in the Junior-Senior High School. The parent invitation was limited since students in our Junior-Senior High School will be the first to participate in the work study/release programming. Parents and teachers in other school districts were not sampled, as their knowledge of our programming would be limited and not relevant to the study. The 51 employers selected either have a business in the school district or in an adjacent school district. Some of the employers had students work for them through work study/release and others had not participated in the program. Fourteen students who participated in our work study/release program and worked for businesses that met these criteria were invited to REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 56 complete a survey. The graduates surveyed participated in the work release while enrolled at Forest Hills. These students all graduated between the years of 2014 and 2019. Surveys were distributed to staff via email with a link to complete the survey through Survey Monkey. The parents, employers, and former students who were selected received a letter via the United States Postal Service. The letter contained information about the survey as well as a link to Survey Monkey to use for participation. Data Collection/Analysis The data was collected based on a varying series of questions for each stakeholder group. The goal of the questions was to gather information regarding the perceptions of the key stakeholders. Themes and patterns were determined based on the responses. The analysis of the data was consider “thematic analysis” (Hendricks, 2017, p. 122). The process occurs in five phases and includes: Compiling, disassembling, reassembling, interpreting and concluding (Hendricks, 2017, p.123). The majority of the questions in the survey study focused on the participant’s perceptions of the economy or the current work release program. The concept of phenomenology was also invoked when analyzing the collected data. Phenomenology is simply how we experience or perceive our environment. As described by the Stanford Encyclopedia of Philosophy (2020) “phenomenology is the study of ‘phenomena’: appearances of things, or things as they appear in our experience, or the ways we experience things, thus the meanings things have in our experience” (Stanford Encyclopedia of Philosophy, 2020). The perceptions of the stakeholder shape how they interpret their environment including the aspects of programs such as the work REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 57 study/release “experience”. Three major themes emerged when the data was analyzed. The themes include communication, skill acquisition/work experience, and pre-training of the participants. Survey Questions The surveys questions utilized in the study were reviewed by and received approval through the California University of Pennsylvania Institutional Review Board (Appendix A). Staff survey. The professional and support staff of the school district were given the opportunity to participate in the study. The request was sent via email with a link to the survey. The survey was emailed on Tuesday May 19, 2020 and participants were asked to respond by 11:59 pm on Friday May 29, 2020 (Appendices B & C). Of the 155 requests sent, 37 were completed. All of the surveys were completed electronically. No follow up was done with the survey participants, nor were they asked multiple times to participate. The questions were constructed to gain knowledge of the participant’s perceptions of our work release program and their attitudes towards it. Questions included:  What do you feel should be the goal of the work study/release program?  What is your view of the current economy?  How can the work study/release program make our students more employable upon graduation?  How have you promoted the work study/release program?  What skills would you hope for our students to gain in a work study/release program? REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS  58 How have you discouraged students from participating in our work study/release program?  How do you feel a work release program could be beneficial to students?  How can the program meet the career and college readiness mandate from the State?  What can our program offer to employers?  Do you know of any local employers that you would be interested in having our students work? Parent survey. The parents surveyed all had students in the school district during the 2019-2020 school year. Only those parents of students in the Junior-Senior High School (grades 8-11) were invited to participate. Letters with a link to the survey were mailed home along with a paper copy of the survey questions (Appendices B & C). Of the 453 requests sent, 17 were completed. All surveys were completed electronically. No follow up was done with the survey participants, nor were they asked multiple times to participate. The questions for the parents focused on their willingness to have their child participate and their perceptions of the current economy and job market. Questions included:  Would you consider having your student participate in a work study/release program?  Where do you feel the majority of jobs are in our economy?  What would you expect your child to get from our work study/release program?  Why would you be apprehensive to have your child participate in our work study/release program? REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS  59 What information would you want to know in greater detail to make a more informed decision if you were considering having your child participate in our work study/release program?  Do you know of any local employers that you would be interested in having your child work through our work study/release program? Employer survey. The employers selected to receive a survey were either within the boundaries of the school district or an adjacent school district. A letter was sent to the employer, which included a link to the survey (Appendices B & C). Of the 51 requests sent, four were completed. All were done electronically. No follow up was done with the survey participants, nor were they asked multiple times to participate. The response rate may have been affected by the COVID19 pandemic, which impacted business operations in the survey area. Questions included:  What qualities do you look for in employees?  Have you had a student work for you through work study/release before?  Would you consider hiring one of your student workers full time after they completed the work study/release program with you?  How can the district make the work study/release program more appealing for you as an employer?  What can our program offer to you as an employer?  Would you want to partner with our school to implement a work study/release program?  How could the school provide supports for a partnership? REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 60 Graduate survey. The graduates selected to participate all graduated from the Forest Hills School District between the years of 2014 and 2020. All the graduates had participated in the work study/release program while enrolled in high school. A total of 14 letters were sent along with a link to the survey (Appendices B & C). Three graduates responded to the survey. The surveys were sent to the last known address for the graduates or their parents were contacted to obtain a current address. The questions for the graduates asked about their perceptions of the work study/release program, skills they developed while in the program and if they are employed, specifically within the field they completed their work release assignment. Questions included:  Current age?  What is your current employment status?  What employment area did you participate in while doing your work study/release?  What benefits did you get from work study/release? What skills were you able to develop?  Are you currently employed in the field that you did your work study/release?  What changes would you recommend for our work study/release program?  Did your employer provide you with guidance for future employment? If so, how?  How could the district make the program more appealing for students?  Was the work challenging for you during your work study/release experience? REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 61 Triangulation of Data Hendricks’ (2017) states, “credibility, dependability, and confirmability can be established through triangulation, a process in which multiple forms of data are collected and analyzed” (p. 71). The action reaction study examined data collected from four stakeholder group survey questionnaires. The themes expanded upon in the study were found in each of the four stakeholder group’s survey results. Furthermore, the concepts discussed are essential components of both the Partnership for 21st Century Learning and the Pennsylvania’s Department of Education College and Career Readiness initiatives. Validation Validation of the data occurs due to the fact the sample survey could be directly impacted by the potential program changes. Data was not collected outside of the influence group. The parents surveyed had students that attend the targeted school. The staff members were all employed by the district in which the school was located. Although not all of the employers surveyed are within the boundaries of the studied school district, the ones not within the boundaries were located in adjacent districts. It is common for both work release and career and technology center cooperative students to work for business within the targeted survey area. Finally, students that had a direct knowledge and experience with the current work study/release program were included in the surveyed groups. Summary The researcher will attempt to evaluate the gathered data on the perceptions of various stakeholders surrounding the work study/release program to changes needed to increase participation. The perceptions come from parents, staff members and REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 62 employers. Former students who were surveyed all participated in the work release program while students in the school studied. The results of the study are limited to the sample groups surveyed. Although assumptions can be made about how to best construct an effective work release program at the Forest Hills Junior-Senior High School, results may not carry over to other situations. A review of the collected data pertaining to stakeholder perceptions of the current work study/release program will assist in formulating recommendations for changes. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 63 Chapter Four Data Analysis and Results Introduction School districts can provide a wide range of progressive opportunities for students to reach employment/post-high school goals. Some opportunities include the ability to discover and develop skills through multiple vehicles. One such vehicle to develop lifelong skills and to explore career aspirations is an effective and attractive work study/release program. The purpose of the study is to gather perception data from various stakeholders including parents, employers, educators, and previous work study/release participants. Individual responses along with identified common themes will help shape a revised work study/release program to benefit the stakeholders of the Forest Hills School District. Restatement of the Problem Students face many decisions once they graduate from high school. One decision is what students elect to pursue in terms of their future career/education plans. Students decide if they will continue their formal education, pursue employment, or enlist in the military. In order to assist students with career and work aspirations, schools can examine programming and the subsequent interactions students have with teachers and employers. As students shape and develop a post-secondary graduation plan, work study/release can serve as a means to identify and clarify future career aspirations. Therefore, the work study/release component of a school’s educational platform is an area to be reviewed and examined. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 64 Restatement of the Purpose of the Study The purpose of this study is to collect and examine the perceptions of stakeholders of the Forest Hills School District as those perceptions relate to the work study/release program. The questions to be addressed include:  How do the perception of our work study/release program influence stakeholder’s attitudes towards participation?  How do employers view our work study/release program as a vehicle for identifying future employees?  How do staff member’s perceptions of our work study/release program influence their communication with students and parents in regard to student participation in the program?  What perceptions did former participants have of the work study/release program at the Forest Hills School District? Survey questions were formulated to help analyze each of the four main research questions that framed this study. In the end, the overarching goal is to make the work study/release program at Forest Hills more appealing for the students of the Forest Hills School District. By making the work study/release program more appealing, the program can serve as an avenue for post-secondary career development, the program can be utilized as part of an individualized career plan, and participation in the program can motivate the student to work towards a direct, meaningful outcome prior to graduation. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 65 Data Analysis Process The data is limited to perception data from the stakeholders within the Forest Hills School District. The limitation of participants from within the school district gives validity to the study in as much as it does not reflect the views and perceptions of stakeholders from outside the Forest Hills School District. Therefore, recommendations for alterations to the program came only from the stakeholders directly impacted by the changes. Although individual responses are valuable to help transform the work study/release program, the ability to identify themes and common perceptions may lead to a more robust, inclusive, and appealing program for students. The four stakeholder groups for this study included parents, staff members, employers and Forest Hills graduates who participated in the work study/release program while attending Forest Hills. The process for data analysis in this study was to review all the responses from the participants. The responses were analyzed for common themes. The identified themes serve as the basis for recommendations and will be discussed. Supporting data includes the individual responses or data trends (percentage of responses to various questions) for each question. Perceptions of Stakeholders and Identified Themes Former participants. Data was gathered from three graduates of Forest Hills who participated in the work study/release program while they were seniors at Forest Hills. While at Forest Hills, the students participated in work study/release in the fields of retail, agriculture and construction. When asked about the benefits they gained and skills they were able to develop, the participants responded: REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS - 66 “I benefited by making money while others were still in school. I developed skills such as managing herds of animals and operating equipment” (Former student 1, personal communication, May 25, 2020). - “I was able to developer (sic) great communication skills, computer skills, and mostly situational skills” (Former student 2, personal communication, May 23, 2020). - “Responsibilities of being a reliable employee, knowledge on heavy equipment, and knowledge on how things have to be done to get the desired result” (Former student 3, personal communication, May 22, 2020). The respondents were not currently employed in the areas of participation while doing work study/release in high school. When survey respondents were asked what changes they would make to the program, responses included: - “Promote the program to younger grade levels as an initiative to work harder and have all the necessary credits to be able to prepared for the program when you get to your senior year of school” (Former student 1, personal communication, May 25, 2020). - “I would recommended promoted (sic) the work study program more. I was one of maybe 5-6 students to do the work study program” (Former student 2, personal communication, May 23, 2020). - “To have the teachers reach out to the students even more than they do now and explain the benefits of doing work study. For kids that know college isn’t REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 67 for them, the work study is a very viable option” (Former student 3, personal communication, May 22, 2020). The responses indicate the perception that the work study/release program needs to be promoted through increased communication. If promoted effectively, a customized/personalized framework can be developed for each student choosing to actively take part in the work study/release experience. The communication about the details of the program should be shared with students prior to their senior year. This will allow them to prepare for the work study/release program earlier on in the student’s academic career. When asked about how the school district could make the work study/release program more appealing, the communication/promotion theme was again present. One graduate responded by saying “I found the program to be very appealing for myself (sic), however, I would just promote it more and explain it to students as to what it all entails and What (sic) they can benefit from it” (Former student 2, personal communication, May 23, 2020). Two of the three former students responded that they believed they were given guidance by their work study/release employer in regard to future employment. One former student stated “Yes, my employer helped me develop great communication skills which allowed me to understand people better and react more appropriately to different situations” (Former student 2, personal communication, May 23, 2020). Employers. Survey responses were gathered from four employers. This number was slightly disappointing. However, it may have been affected by the timing of the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 68 survey as it relates to the COVID19 outbreak. Many businesses were not fully operating during the time the survey was sent. Of the respondents, 50% have sponsored work study/release participants previously. When asked about the qualities they look for in employees, reliability and a willingness to work was a common response. One employer responded by stating “dependability, honesty, hard-working” when asked about the qualities they look for in an employee (Employer 2, personal communication, May 27, 2020). Employers commented that better communication would help make the program more appealing for the employer as well as provide better support from the school to the employer. In the words of an employer when asked about how the program could be more appealing to employers, “Explain the benefits of why work study students help the employer” (Employer 3, personal communication, May 27, 2020). Another employer wanted the opportunity to interview the students who may be a candidate for the work study/release program (Employer 2, personal communication, May 27, 2020). All four employers were open to the idea of forming a partnership with the school in regard to a work study/release program. The openness of the employers to participate was an encouraging sign for the future of the work study/release program. Parents. Seventeen parents of students in grades 8-11 provided responses to the parent-centered survey. Of the parent respondents, three stated they would not have their child participate in the work study/release program, eleven said they would allow their child to participate, and three stated they would need additional information. Ten of the seventeen parents felt the majority of the current available jobs were located in the health REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 69 care or medical field. Experience and work ethic where the highest responses when parents were asked what their child could get from a work study/release experience. Parents were also asked why they would be apprehensive to have their child participate. The most common responses included lack of transportation, loss of study time and minimal benefit to the future plans of the student. Parents were mostly concerned with how the program would benefit their child both while enrolled in high school and post-graduation. When asked what additional information would be needed for a parent to have their child participate, responses included: - “Specific types of work available, hours, employees willing to participate. Would like to see programs available related to students interest/career choices” (Parent 2, personal communication, May 31, 2020). - “Location and type of work” (Parent 1, personal communication, May 31, 2020). - “Would this advance my son scholastically in any way?” (Parent 1, personal communication, May 29, 2020). - “Some detailed information about the program. I looked on the website and I was unable to find anything” (Parent 10, personal communication, May 26, 2020). - “What kind of adult supervision is involved; safety concerns” (Parent 13, personal communication, May 24, 2020). - “How the program works” (Parent 9, personal communication, May 26, 2020). REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 70 The responses indicate a need to better communicate the goals and objectives of the work study/release program. The lack of information available to or known by the parents was the most prevalent barrier to participation for their child. Staff. The largest number of responses to the survey study came from the staff of the Forest Hills School District. Thirty-seven staff members replied to the survey questions. The first survey question for the staff asked what they felt should be the goals of the work study/release program. Career preparation, skill development and job experience exposure were prevalent responses. Staff members replied: - “To get students into the workforce as early as possible if it will lead to a future career. To help our students become more independent, both mentally and financially” (Staff 3, personal communication, May 21, 2020). - “Exposing students to real-life job skills and demands of a work schedule” (Staff 4, personal communication, May 21, 2020). - “To place students with possible employment opportunities while they are still in a high school setting” (Staff 6, personal communication, May 20, 2020). - “To give students hands on experience at a job that they can use for a career. It should be a form of mentorship/internship” (Staff 9, personal communication, May 20, 2020). - “Provide students with the opportunity to apply classroom learning to the realworld, specifically those students pursuing a career in the trades” (Staff 13, personal communication, May 20, 2020). REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS - 71 “The school should collaborate with businesses to ensure that students are developing essential work skills such as industry, character, promptness, and compliance. Students may also be learning skills sets for particular types of work” (Staff 18, personal communication, May 20, 2020). - “The goal of the work release program should be to prepare students for their post-secondary goals and career. The program should involve the community and develop partnerships with the school district” (Staff 22, personal communication, May 20, 2020). The staff was asked how the work study/release program could make students more employable upon graduation. Skill development, experience and networking were mentioned most often. Responses included: - “By working while finishing their education, students are also learning skills needed in the workforce” (Staff 32, personal communication, May 19, 2020). - “Ultimately, students gain work experience and workplace skills, but what makes a person truly employable are the “soft skills” that can only be learned through interactions with the local and global community” (Staff 25, personal communication, May 19, 2020). - “The students will have the upper edge on nearby graduates, being they have the prior work experience” (Staff 26, personal communication, May 19, 2020). - “The work release program will provide students the opportunity to gain on the job training experience. If we prepare our students with the tools to REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 72 succeed on the job they would be more employable” (Staff 21, personal communication, May 19, 2020). - “By building resumes and business contacts before they actually gain accreditation” (Staff 18, personal communication, May 19, 2020). - “Employees (sic) can see first hands (sic) the abilities of possible future employees” (Staff 16, personal communication, May 19, 2020). - “It provided useful experience and employment history” (Staff 7, personal communication, May 20, 2020). Seventeen of the respondents stated they, in some way, promote or talk positively about the work release program. Fifteen staff members said they have not promoted the program. Some insightful responses include: - “not even really sure what our school policy is” (Staff 5, personal communication, May 21, 2020). - “I have not. I teach 8th grade only” (Staff 8, personal communication, May 20, 2020). - “I always remind students of the importance of work experience and the wealth of jobs that do not require a typical 4-year degree” (Staff 12, personal communication, May 19, 2020). - “I sadly haven’t. I feel that if I was taught about it I would be more likely to promote it to students and parents as options” (Staff 16, personal communication, May 19, 2020). - “I haven’t. It seems to be shrouded in mystery for many students” (Staff 22, personal communication, May 19, 2020). REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 73 Staff believed students could gain a wide range of skills by participating in a work study/release program. “Real world” skills, time management and financial responsibility were often mentioned. Staff also believed responsibility and leadership traits could be developed. Responses include: - “Besides gaining experience in their trade, it will expose then to supervisors and coworkers. It is a good training for working in a real life setting” (Staff 2, personal communication, May 22, 2020). - “various work related skills, experience in dealing with people, small “taste” of real life” (Staff 5, personal communication, May 21, 2020). - “I would hope that they would gain responsibility and time management. How can you balance the two with school work and actually work? This is great for the ‘real world’” (Staff 11, personal communication, May 19, 2020). - “Communication, interpersonal, money and time-management, and careerspecific skills” (Staff 18, personal communication, May 19, 2020). - “Responsibility, time management, cooperative learning, skills of a trade they are interested in a field for their career one day, public speaking skills, learning how to adapt” (Staff 27, personal communication, May 19, 2020). Staff were asked how the work study/release program could help meet the college and career readiness mandate from the Pennsylvania Department of Education. Career exploration and skill acquisition were the most common responses. Some staff members responded that they were not familiar with the college and career readiness standards. Staff responses included: REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS - 74 “We can tie in reflections and other assessments periodically to make sure that those students still meeting goals. They will definitely be preparing for career readiness. We just have to make sure that they are still college ready and I think we can still do that within our half-day schedule” (Staff 16, personal communication, May 19, 2020). - “I’m not sure what the mandate from the state requires” (Staff 18, personal communication, May 19, 2020). - “I think that you could significantly incorporate the state standards for career and college readiness into this program” (Staff 22, personal communication, May 19, 2020). Staff members were asked in the survey what they thought the work study/release program could offer to employers. Recruitment of students for future employment and a skilled workforce dominated the responses. Staff responses included: - “Employers are training future employees. Win-win for both both (sic) employers and workers” (Staff 16, personal communication, May 19, 2020). - “A training/feeder program for potential employees post-graduation. As long as we present good candidates, these employers can start to grow individuals who can be successful in their field. I think employers would like to grow their own talent instead of trying to pay more to find one out on the market” (Staff 18, personal communication, May 19, 2020). - “Honest, hard-working, eager to learn employees” (Staff 20, personal communication, May 19, 2020). REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS - 75 “While students learn hands-on skills, employers learn the characteristics and habits of Gen Z. Students and employers gain valuable inter-generational knowledge from one another” (Staff 25, personal communication, May 19, 2020). - “Hopefully, our program can offer reliable students that want to enter their trade and can eventually become effective and excellent employees for the employer” (Staff 27, personal communication, May 19, 2020). - “Sending high school students into the workforce gives employers a new, young, fresh set of eyes & ideas” (Staff 32, personal communication, May 19, 2020). Staff also gave input as to local employers they felt would make good partners for a work study/release program. Several employers were suggested. This list can be used as a reference guide for future partnerships. Results The data from each stakeholder group survey responses led to similar, as well as differing thematic groupings of the responses. The majority of questions in the surveys were open-ended in nature. This allowed for a wide range of responses, as well as individual suggestions as to how to make the work study/release program at Forest Hills more appealing for students. Although opinions did differ in respect to the goals, outcomes and the purpose of the work study/release program, themes did emerge. Those themes will be discussed in the following sections. When analyzing the responses from former students who participated in the work study/release program, two major themes emerged. The former students believed the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 76 details and purpose of the work study/release program need to be communicated in greater depth and earlier in a student’s academic career. All three participants of the study expressed early communication in some fashion. Former student 1 stated “Promote the program to younger grade levels as an initiative to work harder and have all the necessary credits to be able to prepared for the program when you get to your senior year of school” (Former student 1, personal communication, May 25, 2020). One potential method of communicating the details of the work study/release program with underclassmen, was expressed by former student 3 saying the program could be made more appealing “By having those who participated in the work study program give a testimony on the results of doing it” (Former student 3, personal communication, May 22, 2020). The other theme that emerged from the former student survey responses was the ability to gain skills while participating in the program. All three former students commented on skill acquisition when asked what benefits they experienced by participating in the work study/release program. The theme of communication was also expressed by the employers who participated in the survey. Although some employers were unsure how the school could assist employers with the work study/release program, the employers desired communication to explain the goals, format, and purpose of the program. One employer stated that a contact person from the school would be beneficial to facilitate communication and acquire information about the work study/release program (Employer 3, personal communication, May 27, 2020). Employer 4 stated a way to communicate would be to “do a work shop and field trips to students to see what there (sic) options REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 77 may be and provide wage and placement info so they can compare a career in the choices given” (Employer 4, personal communication, May 27, 2020). Employers were also asked about the qualities they look for in employees. These qualities or skills could be obtained by students both prior to and during the student’s participation in the work study/release program. By exposing the students to the necessary skills needed to succeed in the workforce, the students are being pre-taught and therefore have a better understanding of what is required for successful completion of the work study/release experience. Communication was also a theme when the parent survey data was analyzed. Parents who completed the survey had a general idea about the work study/release program. There was a concern as to the details of how the program would impact their child. Parent 2 summarized the parents’ concern about the program. Parent 2 stated that more information regarding, “Specific types of work available, hours, employees willing to participate. Would like to see programs available related to students interest/career choices” (Parent 2, personal communication, May 31, 2020). Parents indicated that their children would gain experience from participating in the work study/release program. This experience was related to skill acquisition through participation in the work study/release program. The experience was also related to career exploration. Parent 10 stated they expect their child to get “training and ideas for what she wants to do in the future” from their child’s participation in the work study/release program (Parent 10, personal communication, May 25, 2020). Finally, staff data was analyzed and evaluated for themes and insightful responses. Communication or lack thereof, appeared as a theme. Skill acquisition was REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 78 expressed as an important component of the work study/release program. When asked how staff has promoted the work study/release program the responses appeared to be mixed in terms of the staff’s knowledge of the program. This would indicate communication with staff about the details about the program is lacking. Staff member 14 responded to the question of how he/she promotes the work study/release program by saying “Not really. I only talk about how gaining skills by working helps you in the future” (Staff 14, personal communication, May 19, 2020). Staff did see both the need for skill acquisition by students and the ability for students to acquire skills by participating in the work study/release program. This theme was consistent in staff responses to the questions about how the work study/release program can make students more employable upon graduation. Staff member 3 stated, “Students will have more real-world experiences and a better understanding of employer expectations. The transition for our students and their employers should be better than if work release wasn’t offered” (Staff 3, personal communication, May 21, 2020). Each stakeholder group expressed a need or desire for more detailed and timely communication concerning the work study/release program. Skill acquisition was also a common theme based on the perspective of the respondents. Again, the limited sample group and the cross over theme within the stakeholder group validates and triangulates the responses to the survey. Individual responses that may not have been common among all members of a survey group or all stakeholder groups are still valuable to identifying potential changes to the work study/release program. This is justified through the small sample size in some group responses as well as the fact that the responses came from stakeholders within the school district. Each stakeholder that responded contributed REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 79 information that brought a unique perspective to the study. A summary of the identified themes is included in Table1. Table 1 Emerging Themes of Surveyed Groups Surveyed Groups Former participants Emerging Themes Need to communicate availability of program prior to student’s senior year The ability to gain skills and experience by participating in the program Employers Communication about the goals and purpose of the program Information about what skills students can acquire and how students are prepared for the work study/release experience Parents Communicating specific information about participating in the program and how students can benefit from participating A desire for the student to acquire skills and gain work experience while participating Staff Detailed information about the work study/release program so staff can promote participation and inform stakeholders about the goals of the program Gaining skills and experience that will benefit the student after high school graduation REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 80 Summary The perception data collected from the four stakeholder groups provided information as to how to make the work study/release program more appealing for the students in the Forest Hills School District. By collecting and analyzing the data from the four stakeholder groups, themes in responses, both within and across each group, was apparent. Both the individual responses and the common themes generated from the analysis, allowed the researcher to formulate recommendations for improving the work study/release program as well as identify topics for future study. Data collection over a period of time (3 to 5 years) will also allow the school district to evaluate the recommended changes for effectiveness. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 81 Chapter Five Conclusions and Recommendations Introduction/Background Work study/release programs provide the opportunity for students to explore career aspirations, acquire skills needed for life and the workforce, and network with employers. This study looks to make the work study/release program at Forest Hills more appealing for the students of the district. As the program becomes more appealing, the work study/release experience needs to be more meaningful and student-centered as well. Individualized career and graduation plans can incorporate the work study/release experience as an integral component towards post-secondary planning. The analyzed data will be applied to the purpose of making the work study/release program more beneficial for all stakeholders in the district. Purpose The direct purpose of this action research study was to identify themes and to gain insight through perception survey data of four groups of stakeholders. The identified themes and supporting data were utilized to evaluate the current parameters of the work study/release program in the Forest Hills School District. The analyzed data can direct modifications, which will make the program more individualized for each participant. This work will also contribute to the larger body of work in literature pertaining to work study/release programs. Although this study is specific and limited to the Forest Hills School District, the conclusions of this study and future recommendations for research may be beneficial to other school districts and researchers. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 82 Research Questions  How do the perception of our work study/release program influence stakeholder’s attitudes towards participation?  How do employers view our work study/release program as a vehicle for identifying future employees?  How do staff member’s perceptions of our work study/release program influence their communication with students and parents in regard to student participation in the program?  What perceptions did former participants (graduates) have of the work study/release program at the Forest Hills School District? Conclusions The overarching purpose of the study – how can the work study/release program be more appealing for the students of the Forest Hills School District – was addressed through perception surveys completed by four stakeholder groups. The stakeholders were all part of the Forest Hills School District. The four main research questions were answered through data gathered in the stakeholder surveys. Themes were identified and individual answers provided information to formulate a plan of action for modifications and changes to the work study/release program at Forest Hills. The three main themes that emerged from the perception survey data were the need for communication about the work study/release program, pre-program training for participants and the desire for students to gain skills and meaningful work experience through participation in the work study/release program. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 83 Research Question Analysis Each research question can be answered through the data gathered from the stakeholder perception surveys. The survey questions used for this study intend to allow survey participants to provide information that can be utilized to design an effective program. As Hendricks (2017) states, open-ended questions provide for more thoughtfulness and depth of answers from participants (p. 91). Question 1  How do the perception of our work study/release program influence stakeholder’s attitudes towards participation? This question was addressed through each of the four stakeholder surveys. The main question for this action research study was how to make the work study/release program more appealing for the students at Forest Hills. Each stakeholder group expressed the need to have more information available to make informed decisions. Former students suggested better communication about the work study/release program was needed to attract students as participants in the work study/release program. Staff members indicated they were not always knowledgeable enough to assist students in making meaningful decisions about or promoting the work study/release program. Parents needed more information to commit their child’s participation in the work study/release program. Finally, employers requested additional guidance to provide the necessary standards and experience asked for by the school district. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 84 Question 2  How do employers view our work study/release program as a vehicle for identifying future employees? Employers responding to the perception survey stated the work study/release program would be a potential method for evaluating students as helping their businesses in the future. Employers suggested having informational meetings and field trip available to students. These two items could help students decide if the business was a right fit for them as well as the right fit for the employer. Employers requested interviewing potential candidates to access the student’s interest and preparation level for employment. Proper placement of students and the availability of pre-training prior to the work study/release experience are important factors to consider when developing a comprehensive work study/release experience. Question 3  How do staff member’s perceptions of our work study/release program influence their communication with students and parents in regard to student participation in the program? Staff members play an important role in the decision-making process for students as they select future classes and programming. Many staff members believed more information about the work study/release program was needed to help guide student’s decisions. Many staff members provided answers that suggested an understanding in regard to the goals of the work study/release program. This indicates even though staff member’s knowledge of the program lacked depth, an understanding exists about the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 85 objectives of the work study/release program. Many of the respondents did not encourage students to participate due to the staff member’s lack of knowledge. The respondents that did state they encouraged the students to participate in the work study/release program either had a direct understanding of the program or encouraged in a manner that was limited. Question 4  What perceptions did former participants (graduates) have of the work study/release program at the Forest Hills School District? The survey data from Forest Hills graduates who participated in the work study/release program was an important component of this study. Although limited in abundance, the analysis of the data provided insight as to what changes could positively affect the work study/release program. The most impactful responses expressed the need to better communicate the availability of the work study/release program to students and the benefits students can gain from participating. Respondents believed they gained knowledge in the areas of skill acquisition and job experience while in the work release program. Action Plans and Recommendations Based on the conclusions generated from the perception surveys provided to the four stakeholder groups, the researcher recommends the following modifications and action plans. The suggested action plans are designed to make the work study/release experience more appealing for the students of the Forest Hills School District. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 86 Components of the action plans and corresponding recommendations include increased communication about the program to all stakeholders, a focus on gaining work experience and skill acquisition, and preparing both the employers and students for the senior year work study/release experience. Communication action plan. Adequate and accurate communication is necessary for any program to be successful and operate at a high level of effectiveness. The survey data indicated a need to communicate the goals and objectives of the work study/release program with all stakeholders. The parents, staff, employers, and former students who participated in the program expressed uncertainty about aspects of the work study/release program. In an effort to more accurately and efficiently communicate to each group, the following recommendations are suggested:  School district representatives including administrators, counselors, and teachers will meet with the employers to explain the goals and expectations of the work study/release program. The initial meeting will operate much like a focus group where employers can openly voice questions, concerns, and ideas pertaining to the operation of the work study/release program. The employers need a clear picture of what the school district sees as the learning goals and objectives for students, but the schools also needs to understand the employer’s perspectives. The procedures and parameters of the work study/release program need to be articulated as well. Employers could be recruited for the program by offering an informational meeting held at the school district facilities. The informational meeting would also be a vehicle to gather additional knowledge and perspectives the employers have about the REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 87 work study/release program. The partnership between the school district and the employers needs to be open and fluid. A working list of employers willing to participate in the school’s work study/release program will be necessary for success and proper placement. The perception survey data offered by the employers that participated clearly indicated a lack of knowledge about the work study/release program’s goals and procedures/expectations.  The school district will provide additional information about the work study/release program to the staff. In order for staff members to be advocates for the work study/release program, staff members need accurate information and a clear picture of the goals and objectives of the work study/release program. Counselors and administrators would be the point of contact for the work study/release information. The school district has a course of study for all areas of academic content. The details of the work study/release program will be included in the course description guide as well. A brochure will also be created electronically, and in print as needed, to highlight and promote the work study/release program. Staff survey results indicated staff was either unaware or unclear about the goals and details of work study/release. Increased communication pathways will address the issues expressed by staff members concerning adequate knowledge of the work study/release program. The information will be included on the Junior-Senior High School website and be available through print media as needed or requested. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS  88 The school district will meet with interested students to provide detailed information regarding the goals and expectations of the work study/release program. Currently, students are not educated regarding the program details until the senior year. In order for students and parents to make informed decisions, the information about the details, including the benefits, of the work study/release program need to be available and communicated at least by the student’s freshman year. Once students are identified as potential candidates for the work study/release program, school counselors will work with the students to clarify needs and tie in the work study/release program with college and career aspirations. The formation of an individualized career plan will occur and a work study/release experience can be a key component. The individualized career plan will be developed throughout the course of the students’ educational journey and be fine-tuned at the secondary level. Group and individual meetings with guidance counselors will assist in the development of the career plan including the work study/release component.  An informational meeting will be held annually for parents to explain the goals and expectations of the work study/release program. The perception survey data gathered from parents indicated uncertainty in terms of the goals and expectation of the work study/release program. Parents, obviously, play a critical role in the academic development of students. Without adequate and accurate information, parents are not able to be active stakeholders in the education of their children. The individualized career plan format will be a component of the informational meeting. Parents need to be aware students REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 89 are being informed and guided towards post-secondary success. The work study/release brochure and information in the course description guide will also be a means of communicating the goals and expectations of the work study/release program.  The school district will allow students participating in the work study/release program to “guest speak” to either whole grade levels or interested students. Employers willing to partner with the school in regard to the work study/release program will also be invited to speak to either groups of students or individuals. As the current educational environment has transformed, the ability to communicate remotely has been leveraged to a much greater extent than previously seen. Zoom meetings and recordings can be utilized to assist in the presentation of ideas and allow students, as well as parents, to watch and review at a more convenient time. The goal of this component of the action plan is to both excite and inform the students about the potential of participating in work study/release while at Forest Hills. By using people who are experiencing with the work study/release program such as OVR, Special Education transitional staff, the local Chamber of Commerce, and other local work-related agencies, students are presented an authentic picture of what to expect during their work study/release experience. Skill acquisition/work experience action plan. Survey results from staff and parents indicated the two primary objectives they expected students to obtain from a work release experience are the development of skills and gaining a relevant work experience. Along with communicating the outline of the work study/release program, REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 90 stakeholders need a clear picture of the goals and objectives. The formation of an action plan focusing on skill acquisition and gaining relevant work experience will be datadriven. Employers are best equipped to guide what skills students can gain by working for their company and businesses. Once these skills are identified, students can work with their guidance counselors to make the work study/release experience a component of the student’s individualized career plan as part of the requirements of the Pennsylvania Department of Education’s Chapter 339 Plan. Preparing stakeholders action plan. In order to meet the first two components of the recommended action plan, stakeholders need to be adequately prepared to participate in the work study/release program. Increased communication about the work study/release program and a focus on skill acquisition are important. However, much like any other part of the curriculum, adequate preparation needs to occur. Starting prior to a student’s senior year is critical. Recently, the Forest Hills Junior-Senior High School has collaborated with our local CareerLink for a variety of activities. The school can use CareerLink to form partnerships with employers as well as provide training for students. The training for students can include the direct teaching of skills and concepts necessary to be successful in the workforce. A pilot program was started in during the 2019-2020 school year. This program focused on training students for work placement and matching the student with a potential employer for work release. Due to the COVID19 pandemic, the CareerLink programming was limited. Students could participant in a training program with CareerLink during their junior year in high school. During the student’s junior year, guidance counselors and administrators, with the help of CareerLink, will find a work study/release placement with participating employers. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 91 Fiscal Barriers Financial implications are also a concern of any business. School districts need to make sound financial decisions and allocate resources through effective programming. Based on the recommended actions and corresponding action plans, the financial impact on the district will be minimal. Some cost would be accrued in the production and distribution of brochures promoting the work study/release program. Most of the “cost” would take the form of manpower hours to achieve the goals and objectives. The organizations previously mentioned (CareerLink, OVR) can assist with absorbing the potential costs. Increased efforts in the communication arena are needed. In order to accomplish this objective, time will be dedicated to a comprehensive communication plan. School district must be cognizant of how financial resources are distributed. Increased exposure to career based experiences will be a benefit to the students participating in work study/release experience. As would be the case with any curriculum initiative, the time dedicated to a work study/release should be justified through increased benefit to the students in the district. Results need to be monitored to determine effectiveness. Further Research/Planning Although the perception data gathered in this study has led to several recommended actions to improve the work study/release program at Forest Hills, limitations and future areas for study also exist. The following is a list of areas for future consideration:  The district should monitor the effectiveness of the implementation of the suggested action plans. This implementation could lead to more specific research questions for the identified stakeholder groups in this study. All participants can REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 92 provide relevant feedback to the effectiveness of the modified work study/release program.  This study was somewhat limited due to the number of employers who responded to the surveys. In part, the COVID19 pandemic had an impact on employer participation. The researcher suggests reevaluating the survey questions in this study and attempting to gather additional information as to employer’s perspective of the work study/release program through a focus group or surveys.  Students currently enrolled in the school district were not part of the survey group. Questions could be generated to gather perception data from students eligible to participate in the work study/release program. The desires and needs of the students could help shape changes to the program.  Examining a different demographical area would be an area to explore. This study is limited to the parameters established for the study but examining the perceptions in various demographic subgroups/areas would be a suggested study modification.  Entry and exit surveys for employers and students participating in the work study/release program would be another area to consider. A gauge as to what is expected prior to the work study/release experience and what is accomplished after completing the experience would be necessary to identify positive outcomes and areas for growth.  A case study of an individual student from grade nine through twelve would be a possibility. Tracking of the experience with a long-term lens could provide an unique perspective as to the effectiveness of the work study/release experience. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 93 Summary Data-based decision making has become the expectation in school systems. Best practices are formed and informed by gathering pertinent data and applying the results to improve programming. Work study/release programs are no exception to this premise. Data gathered from stakeholders can help shape the parameters of a work study/release program to maximize effectiveness. The perception data obtained from the various stakeholder groups in the Forest Hills School District including staff, parents, employers, and former students that participated in the work study/release program can be utilized to develop a work study/release program that is more appealing for students. A researchbased approach to program improvement with continuous monitoring and necessary modifications needs to be the format for evaluating effectiveness. REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 94 References Battelle for Kids. (2020). P21 network. Retrieved from https://www.battelleforkids.org/networks/p21 Bonilla, S. (2019). 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Retrieved from http://scholar.lib.vt.edu/ REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS APPENDICES 100 REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 101 Appendix A IRB Approval Institutional Review Board California University of Pennsylvania Morgan Hall, 310 250 University Avenue California, PA 15419 instreviewboard@calu.edu Melissa Sovak, Ph.D. Dear Curt, Please consider this email as official notification that your proposal titled “Making the work study/release program more appealing for the students at Forest Hills” (Proposal #18-106) has been approved by the California University of Pennsylvania Institutional Review Board as submitted.  This approval includes survey only. If a focus group is used, you must apply for an IRB review to include this. The effective date of approval is 9/21/19 and the expiration date is 9/20/20. These dates must appear on the consent form. Please note that Federal Policy requires that you notify the IRB promptly regarding any of the following: (1) Any additions or changes in procedures you might wish for your study (additions or changes must be approved by the IRB before they are implemented) (2) Any events that affect the safety or well-being of subjects REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 102 (3) Any modifications of your study or other responses that are necessitated by any events reported in (2). (4) To continue your research beyond the approval expiration date of 9/20/20 you must file additional information to be considered for continuing review. Please contact instreviewboard@calu.edu Please notify the Board when data collection is complete. Regards, Melissa Sovak, PhD. Chair, Institutional Review Board REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 103 Appendix B Study Survey Questions Staff questions  What do you feel should be the goal of the work study/release program?  What is your view of the current economy?  How can the work study/release program make our students more employable upon graduation?  How have you promoted the work study/release program?  What skills would you hope for our students to gain in a work study/release program?  How have you discouraged students from participating in our work study/release program?  How do you feel a work release program could be beneficial to students?  How can the program meet the career and college readiness mandate from the State?  What can our program offer to employers?  Do you know of any local employers that you would be interested in having our students work? Parent questions  Would you consider having your student participate in a work study/release program?  Where do you feel the majority of jobs are in our economy?  What would you expect your child to get from our work study/release program? REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS  104 Why would you be apprehensive to have your child participate in our work study/release program?  What information would you want to know in greater detail to make a more informed decision if you were considering having your child participate in our work study/release program?  Do you know of any local employers that you would be interested in having your child work through our work study/release program? Employer questions  What qualities do you look for in employees?  Have you had a student work for you through work study/release before?  Would you consider hiring one of your student workers full time after they completed the work study/release program with you?  How can the district make the work study/release program more appealing for you as an employer?  What can our program offer to you as an employer?  Would you want to partner with our school to implement a work study/release program?  How could the school provide supports for a partnership? Former student questions  Current age?  What is your current employment status? REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS  105 What employment area did you participate in while doing your work study/release?  What benefits did you get from work study/release? What skills were you able to develop?  Are you currently employed in the field that you did your work study/release?  What changes would you recommend for our work study/release program?  Did your employer provide you with guidance for future employment? If so, how?  How could the district make the program more appealing for students?  Was the work challenging for you during your work study/release experience? REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 106 Appendix C Consent Letters Staff consent letter Dear Staff: As part of the action research project for my doctoral program through California University of Pennsylvania, I am collecting perception data regarding our work study/release program. Please consider completing the survey by Friday May 29,2020 at the following link: https://www.surveymonkey.com/r/5RXGRWD I thank you in advance for participating. Stakeholder perception survey - staff Perception survey to improve the work study/release program at Forest Hills Thank you for considering to participate in this survey. The perception survey is part of the action research project of Curt Vasas, a student in the online doctorate in Education Administration and Leadership program at California University of Pennsylvania. The purpose of the research is to determine: how the Forest Hills School District can make the work study/release program more appealing to our stakeholders. Please review the following consent information. *Consent Cover Letter for Survey Research Dear Participant, I invite you to participate in a research study entitled: Making the work study/release program more appealing for the students at Forest Hills. I am currently enrolled in the online doctorate in Education Administration and Leadership at California University of Pennsylvania, PA, and am in the process of completing and writing my action research. The purpose of the research is to determine: how the Forest Hills School District can make the work study/release program more appealing to our stakeholders. The following questions have been designed to collect information on: your perceptions of our work study/release program and employment trends in general. Your participation in this research project is completely voluntary. You may decline altogether, or leave blank any questions you don’t wish to answer. There are no known risks to participation beyond those encountered in everyday life. Your responses will REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 107 remain confidential and anonymous. Data from this research will be kept under lock and key and reported only as a collective combined total. No one other than the researchers will know your individual answers to this questionnaire. If you agree to participate in this project, please answer the questions on the questionnaire as best you can. It should take approximately 20 minutes to complete. If you have any questions about this project, feel free to contact Curt Vasas, Academic Principal, Forest Hills Junior-Senior High School. Information on the rights of human subjects in research is available through the CalU’s Institutional Review Board at California University of Pennsylvania, 250 University Ave., California, PA 15419; email: instreviewboard@calu.edu; Questions about the survey may also be addressed with Dr. David Foley, CalU Faculty Adviser; email: foley@calu.edu. By completing this survey, you are giving your consent to participate in this study. Thank you for your assistance in this important endeavor. Sincerely yours, Curt P. Vasas PRINCIPAL INVESTIGATOR Approved by the California University of Pennsylvania Institutional Review Board. This approval is effective from 9/19/2019 and expires 9/20/2020. Parent consent letter *Consent Cover Letter for Survey Research Making the work study/release program more appealing for the students at Forest Hills Dear Participant, I invite you to participate in a research study entitled: Making the work study/release program more appealing for the students at Forest Hills. I am currently enrolled in the online doctorate in Education Administration and Leadership at California University of REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 108 Pennsylvania, PA, and am in the process of completing and writing my action research. The purpose of the research is to determine: how the Forest Hills School District can make the work study/release program more appealing to our stakeholders. The enclosed survey link will take you to a questionnaire that has been designed to collect information on: your perceptions of our work study/release program and employment trends in general. Your participation in this research project is completely voluntary. You may decline altogether, or leave blank any questions you don’t wish to answer. There are no known risks to participation beyond those encountered in everyday life. Your responses will remain confidential and anonymous. Data from this research will be kept under lock and key and reported only as a collective combined total. No one other than the researchers will know your individual answers to this questionnaire. If you agree to participate in this project, please answer the questions on the questionnaire as best you can. It should take approximately 20 minutes to complete. Please complete the survey by May 31, 2020 at the following link: https://www.surveymonkey.com/r/5T2WB79 If you have any questions about this project, feel free to contact Curt Vasas, Academic Principal, Forest Hills Junior-Senior High School. Information on the rights of human subjects in research is available through the CalU’s Institutional Review Board at California University of Pennsylvania, 250 University Ave., California, PA 15419; email: instreviewboard@calu.edu; Questions about the survey may also be addressed with Dr. David Foley, CalU Faculty Adviser; email: foley@calu.edu. By completing this survey, you are giving your consent to participate in this study. Thank you for your assistance in this important endeavor. Sincerely yours, Curt P. Vasas PRINCIPAL INVESTIGATOR Employer consent letter *Consent Cover Letter for Survey Research Making the work study/release program more appealing for the students at Forest Hills Dear Participant, REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 109 I invite you to participate in a research study entitled: Making the work study/release program more appealing for the students at Forest Hills. I am currently enrolled in the online doctorate in Education Administration and Leadership at California University of Pennsylvania, PA, and am in the process of completing and writing my action research. The purpose of the research is to determine: how the Forest Hills School District can make the work study/release program more appealing to our stakeholders. The enclosed survey link will take you to a questionnaire that has been designed to collect information on: your perceptions of our work study/release program and employment trends in general. Your participation in this research project is completely voluntary. You may decline altogether, or leave blank any questions you don’t wish to answer. There are no known risks to participation beyond those encountered in everyday life. Your responses will remain confidential and anonymous. Data from this research will be kept under lock and key and reported only as a collective combined total. No one other than the researchers will know your individual answers to this questionnaire. If you agree to participate in this project, please answer the questions on the questionnaire as best you can. It should take approximately 20 minutes to complete. Please complete the survey by May 31, 2020 at the following link: https://www.surveymonkey.com/r/5T5SK2Z If you have any questions about this project, feel free to contact Curt Vasas, Academic Principal, Forest Hills Junior-Senior High School. Information on the rights of human subjects in research is available through the CalU’s Institutional Review Board at California University of Pennsylvania, 250 University Ave., California, PA 15419; email: instreviewboard@calu.edu; Questions about the survey may also be addressed with Dr. David Foley, CalU Faculty Adviser; email: foley@calu.edu. By completing this survey, you are giving your consent to participate in this study. Thank you for your assistance in this important endeavor. Sincerely yours, Curt P. Vasas PRINCIPAL INVESTIGATOR Former student consent letter *Consent Cover Letter for Survey Research Making the work study/release program more appealing REIMAGINING WORK STUDY/RELEASE AT FOREST HILLS 110 for the students at Forest Hills Dear Participant, I invite you to participate in a research study entitled: Making the work study/release program more appealing for the students at Forest Hills. I am currently enrolled in the online doctorate in Education Administration and Leadership at California University of Pennsylvania, PA, and am in the process of completing and writing my action research. The purpose of the research is to determine: how the Forest Hills School District can make the work study/release program more appealing to our stakeholders. The enclosed survey link will take you to a questionnaire that has been designed to collect information on: your perceptions of our work study/release program and employment trends in general. Your participation in this research project is completely voluntary. You may decline altogether, or leave blank any questions you don’t wish to answer. There are no known risks to participation beyond those encountered in everyday life. Your responses will remain confidential and anonymous. Data from this research will be kept under lock and key and reported only as a collective combined total. No one other than the researchers will know your individual answers to this questionnaire. If you agree to participate in this project, please answer the questions on the questionnaire as best you can. It should take approximately 20 minutes to complete. Please complete the survey by May 31, 2020 at the following link: https://www.surveymonkey.com/r/5MPT97X If you have any questions about this project, feel free to contact Curt Vasas, Academic Principal, Forest Hills Junior-Senior High School. Information on the rights of human subjects in research is available through the CalU’s Institutional Review Board at California University of Pennsylvania, 250 University Ave., California, PA 15419; email: instreviewboard@calu.edu; Questions about the survey may also be addressed with Dr. David Foley, CalU Faculty Adviser; email: foley@calu.edu. By completing this survey, you are giving your consent to participate in this study. Thank you for your assistance in this important endeavor. Sincerely yours, Curt P. Vasas PRINCIPAL INVESTIGATOR