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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
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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
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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
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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
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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
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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
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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
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List of Tables
Table 1. Emerging Themes of Surveyed Groups
79
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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
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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
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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
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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
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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
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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
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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
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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.
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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
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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.
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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
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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.
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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.
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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.
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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;
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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
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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.
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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
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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).
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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
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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)
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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
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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
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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
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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”
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(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
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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
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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
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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
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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
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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
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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.
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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)
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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
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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
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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
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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.
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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
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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
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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)
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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.
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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)
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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
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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.
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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
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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
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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:
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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.
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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.
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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
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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-
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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
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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.
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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
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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
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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
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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?
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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?
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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?
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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?
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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
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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.
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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.
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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.
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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:
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“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
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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
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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
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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).
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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).
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“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
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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).
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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:
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“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).
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“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
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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
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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
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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
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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.
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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.
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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.
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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
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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.
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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.
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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
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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
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APPENDICES
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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
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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
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.
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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
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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.
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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.
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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.
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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
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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;
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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
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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.
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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
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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).
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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
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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)
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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
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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
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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
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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”
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(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
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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
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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
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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
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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
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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
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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.
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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)
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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
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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
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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
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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.
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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
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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
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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)
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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.
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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)
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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
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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.
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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
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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
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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:
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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.
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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.
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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
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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-
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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
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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.
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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
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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
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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
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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?
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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?
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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?
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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?
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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
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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.
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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.
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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.
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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:
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“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
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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
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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
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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).
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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).
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“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
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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).
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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).
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“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
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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
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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.
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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
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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.
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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
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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,
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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.
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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
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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.
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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.
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Bozick, R., Srinivasan, S., & Gottfried, M. (2017). Do high school STEM courses
prepare non- college bound youth for jobs in the STEM economy? Education
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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
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(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
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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?
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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
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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?
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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