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• W296965441 abstract "A comment recently made by a long-time expert in youth policy pops back into my mind every time I read or hear about some of the horrific decisions about and debates on federal funding that keep coming out of the Congress. Young people enter American society and the economy in three ways, he said. They can prepare to become part of it legitimately. They can decide to become part of the illegitimate economy. Or they can become dependent on the rest of society. With the squeeze being put on funding for education and training and for welfare, the prospect of a bulge in the only avenue left - the illegitimate economy - is chilling, both for those no longer able to receive support to pursue the other options and for those who may become victims of illegitimate activities. However, the budgetary choices are being made, and the warnings brought up in debating these choices will probably have faded from memory by the time their consequences are known. That will make it easier for policy makers and politicians alike to dodge blame for what their decisions caused. While the culpable may get off the hook temporarily, the responsibility of education to prepare young people for the legitimate economy cannot be passed off. No matter what panaceas are offered by the budget cutters, the bottom line for kids is the classroom. And the work they do there must be demanding, with no failures and no excuses. That's pie-in-the-sky talk for teachers struggling to maintain order and penetrate a youth culture that doesn't respond to much beyond the last bell of the day. Nonetheless, teachers and administrators must find ways for students to be more successful than ever before because the legitimate economy that we all want them to enter will be open only to those with the right skills and attitudes. Research is beginning to make sense out of the chaos of changes in jobs and workplaces, and it is telling educators why change is desperately needed in what they teach and how. Compelling data are being produced by the National Center on the Educational Quality of the Workforce at the University of Pennsylvania (a research center funded by the U.S. Department of Education). But its studies also confirm what economists, think tanks, and congressional studies have been saying to educators for a long time. * The value of education for young people is increasing, and that increase is helping to widen the gap between the haves and the have-nots. In recent years the real earnings of a high school dropout decreased by 24%, and the real earnings of a high school graduate decreased by 18%. But the real earnings of a college graduate increased by 8%. The researchers point out that the earnings of college graduates have always been higher, of course, but the increased payoff is now dramatic and the gap is growing. * Employers expect schools to turn out young people who have essential skills. Despite the hoopla over adult literacy programs, surveys indicate that employers are not in the business of providing programs in the basic literacies. Young adults who need to improve such skills are generally on their own. * The belief that attitude and behaviors count more toward upward mobility for young people is a cop out. Such things as coming to work on time and being cooperative and civil are often cited as more important than academic skills for making it in the workplace. The truth is that such characteristics might get a young person in the front door and onto the first rung of the career ladder. …" @default.
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• W296965441 title "Schools and Preparation for Work" @default.
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