A descriptive analysis of exemplary school-to-work curriculum and communication programs at a selected school in South Carolina

Research in school reform has influenced education in our secondary schools for over fifty years. Previous reforms, such as academic and vocational tracking, have divided students, presented program prescriptive methodologies, and used a single structured format to meet the individual and personal needs of our students.; The purpose of this study was to explore exemplary curriculum and communication programs for school reforms from the South Carolina School-to-Work Transition Act of 1994. The areas of focus from this law were curriculum and communication programs in a secondary school setting that had been developed, implemented, and shown to be effective. The expected results were twofold. The first result would be a better understanding of how this school site and other secondary schools could develop and implement effective reforms in curriculum programs that are required by the regulations of the STW law. The second result would be how to develop and implement communication programs and processes for this school and other secondary schools to make information more accurate and accessible for all the population affected by the law. By sharing the success of these programs and the strategies that were used for development and implementation in this selected school setting, other schools may be able to adapt some of these improvements and enjoy some of these same successes. The emphasis of this study was the components of effective programs, the activities and experiences that assisted the school in meeting the regulations of the law, and the recommended activities and experiences that could aid this school and others to better implement these reforms.; The sample for this study was selected by the participant's role in the school setting: students, parents, school personnel, business and industry members, and community members. These are the people who would be affected by the law and by the changes that would be needed in the school to fulfill the regulations.; This investigation found that the sample was informed of the changes brought about by the STW regulations in curriculum and communication reforms. They cited and recognized many of the STW programs that were developed and implemented at the school. Curriculum programs had been changed through instruction, varied subject content, school personnel, and the learning environment. Communication programs had been changed in the areas of communication tools, technology, and student and school presentations. Recommendations for future reforms to better meet the South Carolina School-to-Work regulations for this school and others included a progressive school philosophy, more adequate funding for school personnel, advanced technology, and a better understanding of the regulations of the law.; This investigation presents many different school-to-work reforms a school could adapt for implementing and meeting the regulations of the South Carolina School-to-Work Transition Act of 1994 and for planning the current and future individual needs of their students.