Literaturnachweis - Detailanzeige
| Autor/inn/en | Lewis, Morgan V.; Resch, Susan |
|---|---|
| Institution | Ohio State Univ., Columbus. Center on Education and Training for Employment. |
| Titel | Potential Performance Indicators for Youth Programs Funded by the Workforce Investment Act of 1998. |
| Quelle | (2001), (65 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Career Choice; Career Planning; Compliance (Legal); Disadvantaged Youth; Economically Disadvantaged; Education Work Relationship; Evaluation Criteria; Federal Legislation; Formative Evaluation; Interpersonal Competence; Material Development; Performance; Postsecondary Education; Program Evaluation; Program Improvement; Research Utilization; Specifications; Work Ethic; Youth Programs; Ohio |
| Abstract | The Workforce Investment Act 1998 (WIA) made major changes in programs for youth from economically disadvantaged families. It mandated program performance indicators. A study examined the new performance indicators and determined whether they were adequate or should be supplemented with involvement of stakeholders concerned about youth programs. In 9 of 12 Ohio School-to-Work (STW) regions, 108 stakeholders took part in 10 focus groups and discussed what indicators, beyond those mandated, should be used to evaluate youth programs. Content analysis of discussions yielded four potential performance indicators that would supplement, if adopted, those that legislation mandated. The indicators are that program completers can articulate career goals and plans for achieving them; demonstrate the ability to work well with others; manage their personal lives effectively; and demonstrate a good work ethic. Only 24 of 108 participants completed rankings of the indicators. Survey questionnaires circulated to 47 providers asked whether they collected data on the indicators and, if not, their preference for how it should be collected; 9 providers responded. The low response rates indicated data use for program improvement is not a high priority for providers. To increase awareness and understanding of potential contributions of performance data, an introductory guide to data collection and use was prepared and circulated to providers. (The guide is appended.) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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