School to Career Transition

Background

Technological advances, coupled with increased competition from abroad, have left employers with higher skill needs than ever before.  Yet, a significant number of entry-level workers are not equipped with academic, practical, technical, and occupational skills needed to succeed in an increasingly complex and technological work environment.  The attached statement recognizes that high school students continue to drop out at an alarming rate and that without some postsecondary education or training, students will be at a disadvantage in the workplace.

 A formal and coherent system that facilitates the transition from school to career for youth could help alleviate many of the skill-related difficulties that employers face.  It is a way to motivate students to reach higher levels of academic excellence and equip them to succeed.  Such a system, linked to high academic standards, can provide better education, workforce preparation and the ability to learn throughout a lifetime.  School to career efforts, including career academies, assist students in securing stable, career-oriented positions upon graduation, promote the formation of partnerships between schools and employers, equip students with portable and competitive skills, and encourage further education, including postsecondary education, and training.

U.S. Chamber Position

The U.S. Chamber of Commerce supports strategies to facilitate the transition of youth from high school to the workplace or postsecondary education without needing remediation.  In order to be successful, it is essential that the strategies include the following principles:

• Employers must be recognized as the primary customer and, therefore, are essential to the development of school to career transition strategies.  They should inform schools of the knowledge and skills demanded by the economy of the future and provide the necessary learning experiences.  They must be engaged in employer partnerships to support career awareness and development activities and work-based learning.  The business community must be centrally involved in all phases of design, development, operation and evaluation.
  
• School to career transition efforts should employ meaningful career counseling, a strong work-based learning component, structured training and mentoring at the work site, an academically rigorous path of education for all students, small learning communities, and career themes combining academic curriculum with career-related courses, each reinforcing one another.
  
• These strategies must be state and locally driven by the private sector, and free of any new federal regulations and mandates.  They should serve two main clients: employers and employees.  Employers should be centrally involved in the local program’s design, management, and implementation.
  
• School-based learning should be based on and incorporate world class academic skill standards that create pathways to postsecondary education and labor market opportunities.
  
• There should be substantial investment in training employers and mentors to operate school to career transition programs, such as career academies, so a clear understanding of mutual expectations can occur.
  
• Tax and other incentives should be provided to enhance the bottom line impact to employers for allocating meaningful time and resources to the development and implementation of local school to career transition programs.