A.I.D.P. Part Time Jobs 1988-89. OREA Report.

Autor/inn/en	Mei, Dolores M.; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	A.I.D.P. Part Time Jobs 1988-89. OREA Report.
Quelle	(1990), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance; Community Organizations; Disadvantaged Youth; Dropout Prevention; Employment Potential; High School Students; High Schools; Job Placement; Job Skills; Part Time Employment; Program Effectiveness; Program Improvement; Student Employment + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Benachteiligter Jugendlicher; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Employment service; Employment services; Arbeitsvermittlung; Produktive Fertigkeit; Part-time employment; Teilzeitbeschäftigung; Studentenarbeit
Abstract	The Part-Time Jobs portion of the Attendance Improvement Dropout Prevention (AIDP) Program in New York City provided job-readiness training and job placements in an effort to motivate students to improve academic achievement and school attendance. Programs were implemented at schools with a student attendance rate at or below the citywide median of 87 percent. During the 1988-89 school year, 17 community-based organizations provided job-readiness training, counseling, and job placements to students in 24 targeted high schools. Overall, 6,907 students were served by the program. Eighty-four percent (5,786) received job readiness training; of the students who attended at least one readiness session, 51 percent (2,970) obtained jobs. Students worked an average of 19 weeks, had a mean 84 percent school attendance, and passed 68 percent of courses, comparable to the previous year of the program and on a par with the general school population. However, in several schools, student program participants fared better than the rest of the students in both categories. The program was found to be effective in increasing students' job readiness and self-confidence. The quality of the program varied greatly from site to site. Recommendations were made to improve the program by expanding the job preparation/career awareness component, providing teacher/coordinators with more time to administer the program, developing a uniform monitoring plan, and creating an internship component for younger students. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC