| With the School-to-Work Opportunities Act of 1994 signed into law, the movement toward the use of work-based learning for young people is stronger than it ever has been. While this act did not initiate the trend toward work-based learning, it did represent a major increase in attention to School-to-Work programs. As we deploy those resources, we need to address the effectiveness of existing programs in order to improve the students' experiences in the future. An exhaustive review of the literature reveals that currently no study exists that addresses the voice and perspectives of participants in the School-to-Work program. Therefore, this study proposes to fill the gap in the literature documenting work site educational opportunities at one inner city high school and one national bank. Considering the current rise in popularity of School-to-Work programs throughout the nation, this is the optimal time for a study such as this.; This case study seeks to understand and describe the experiences of the participants in one particular School-to-Work program for inner city high school students and has addressed the following issues: The effect of participation in this School-to-Work program on: (a) academic achievement; (b) formulating career interests; (c) post-high school planning; (d) acquiring of employable skills; (e) acquiring skills, and (f) obtaining desirable of personal development part time employment.; The data showed that the mentors viewed the School-to-Work program as successful. They felt that the program met their needs as they approach post-secondary decision-making, as well as addressing the needs as life-long learners. The effects of the School-to-Work program on mentors' professional lives provided additional evidence of the perceived benefits of the program. |
