Morrison Institute for Public Policy Publications Archives

In spring 1998, 1,057 10th-grade students were surveyed as one component of a statewide evaluation of Arizona's school-to-work system designed by the Morrison Institute for Public Policy. This second survey measured attitudes toward and participation in career activities. Results were compared to baseline data collected from over 2,000 10th-grade students in 1997. Data indicated that, in both years, nearly all students had at least an idea of their career area of interest; gender differences were observed in students' selections of career interests. Student participation in activities increased. Statistically significant differences in participation by sex were evident: more girls reported learning about careers in class and participating in volunteer activities; and more boys participated in internships with pay, worked for pay in a job unrelated to their careers, and had business mentors. The share of students who had selected a career interest increased as participation rose. All 14 activities were at least "somewhat" helpful to students in making career selections. In both years, students ranked family, teachers, and friends most highly as influencing career interests. One-fourth of students in 1998 compared to one-third of students in 1997 indicated they never received career guidance at school. Less than one-half of students were aware of courses related to career interests; even fewer actually took a course related to their interests.

The School-to-Work (STW) Opportunities Act of 1994 promotes the development of statewide systems that support workforce and economic development through changes in the ways that students are educated. Jointly funded by the U.S. Departments of Labor and Education, the Act emphasizes school-based and work-based learning and activities designed to connect the two. In order to fulfill the Act’s work-based learning component, employers are recruited to work with students. Recruitment efforts have generated questions from employers concerning their obligations and legal responsibilities should they become involved in STW programs. This paper attempts to clarify these issues.

In spring 1996, a statewide public poll was conducted to establish baseline measures of public attitudes toward school to work prior to its widespread implementation in Arizona schools. Findings indicated that although 83 percent of administrators had heard something about STW, more than half of the teachers and 7 of 10 parents and businesses had heard nothing. All constituent groups were uniformly high in terms of their support for all five proposed changes that could result from STW.

In spring 1997, Arizona repeated a spring 1996 statewide public poll that established baseline measures of public attitudes toward school-to-work (STW). Samples were drawn from three constituent groups: parents, businesses, and educators. Over 2,700 Arizonans participated each year. Overall awareness of STW was up significantly among every group. The belief that local schools were involved increased, but many parents, businesses, and teachers still said their schools were not involved or they were unsure.

In both studies, a majority of educators rated the overall quality of education positively, whereas parents and businesses were more moderate in their ratings. Well over 90 percent of all groups said some degree of change was needed. Almost 90 percent of each group advocated that schools teach more than just basic skills. Three-quarters or more of all groups supported changing teachers' duties to emphasize instruction in teamwork, work habits, and work-related concerns; ensuring more collaboration in program and curriculum design; providing more comprehensive learning programs; providing "Career Majors"; and creating student employment opportunities.

Two beliefs pervaded the emerging STW system: the state must do a better job of identifying and serving special populations and not everyone is optimistic STW will succeed. Over half of all groups would be willing to pay additional taxes to support STW programs and all groups would vote for candidates supportive of STW.