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Jobs for America's Graduates 12/12/90 [OA 8320] [1]
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Jobs for America's Graduates 12/12/90 [OA 8320] [1]
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Jobs for America's Graduates 12/12/90 [OA 8320] [1]
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26
21
2
3
McGroarty/Dooley
December 10, 1990
6:30 pm
PRESIDENTIAL REMARKS: JOBS FOR AMERICA'S GRADUATES AWARDS
NATIONAL PRESS CLUB
DECEMBER 12, 1990
12:00 P.M.
Thank you, Governor [McKernan], for those kind words -- and
let me commend you for your fine work as Chairman. // Let me
recognize Senator Robb, Chairman of JAG's Executive Committee.
Kenneth Smith, President of JAG. And Julie Nixon Eisenhower, who
has done so much to make this day possible. //
My own interest in JAG dates back to the beginning -- back
to my time on your Board of Directors, when Jobs for America's
Graduates was nothing more than a new idea with plenty of
promise. That's why it's with special pride today that I meet
with all of you -- the ones who took this idea and put it into
action, with such spectacular results. //
One of my great pleasures as President is to shine the
spotlight on the success stories. Today, JAG is center stage.
// This organization has enjoyed lasting support from state
education officials, from Governors, and from the business
community for one simple reason: JAG works. //
Take a look at these statistics. 92% of the young people in
this program were able to complete their high school diploma or
their GED last year. JAG doesn't stop there. This program
assists these new graduates during that critical school-to-work
transition. 83% of the young people participating in JAG made a
successful transition -- into the working world, the Armed
2
Services, or onto the next level of education. // And JAG
accomplished all this at half the average cost of other youth
employment programs. //
You've been especially effective in our inner cities. //
Kids from low-income households, whose plans for the future don't
include college -- and may not even include finishing high-
school. JAG takes aim at these at-risk kids: the ones who --
without the right help and encouragement -- might find themselves
out of school, on their own, without prospects -- without a
future. JAG catches these kids before they fall through the
cracks -- 20,000 last year alone. //
Since I know a little bit about JAG, I know you're not
resting on your laurels. I am especially pleased that JAG has
joined the nationwide Points of Light movement with today's
announcement that each participant will be expected to engage in
community service activities. //
JAG's been especially effective in America's urban schools.
I urge you to extend this inner-city outreach -- expand this
proven program to as many cities and schools as possible. //
It's my hope that before long, there will be a Jobs for America's
Graduates program in every state in the nation. // Because as
great as it is to see all of you here today -- there's a place in
this room for all 50 governors. ///
It's no surprise to me that this success is taking place on
the state and local level. Last fall, as the Governors and I
forged our historic partnership at the Education Summit, we
3
recognized that excellence in education required an effort that
was not federal -- but national: one that brought all levels of
government together in common cause to improve America's schools.
Since then, we've made real progress. A set of six national
goals are now in place -- as is our target date, the year 2000.
Efforts to expand flexibility and accountability in education are
well underway. // At the Education Summit, the Governors also
committed to undertake a major, state-by-state effort to
restructure our education system. //
I want to turn now to this challenge -- the need for a
reform effort that results in nothing less than the restructuring
of American education. The people in this room are critical to
this reform effort. Corporate leaders -- who know education is
the key to competitiveness. Governors -- from Maine to
California, along with top education officials from each state.
Teachers and principals -- whose daily dedication and commitment
will mold tomorrow's citizens. Finally, students -- young people
for whom the word education means hope -- and happiness;
opportunity -- and achievement. //
Let me explain to all of you about what I mean by
restructuring our schools. I'll limit myself to broad principles
-- because the last thing we need if we want real restructuring
is a set of prescriptions, a bureaucratic blueprint from on-high
in Washington. //
One of the keys to this approach is empowering people -- not
bureaucracies. // Central to empowerment is the concept of
4
choice: empowering parents to decide which school is best for
their children. // Choice is the catalyst for change -- the
fundamental reform that drives forward all the others. //
Let me lay out five principles that should guide our efforts to
restructure our schools -- principles that empower parents,
expand choice, and encourage excellence in education. // High
expectations. Decentralized authority. Schools that are
responsive -- market-oriented and performance-tested //
Take the first: high expectations. We've got to raise our
sights -- for our students, for our schools. // We've seen the
statistics: American kids already rank too low compared to our
chief industrial competitors. // America can't settle for a C
average if we really mean to compete and get ahead. //
America's schools must -- and will -- aspire to world-class
standards. //
Second, we've got to decentralize authority. It wouldn't be
fair to raise expectations -- to ask more of our schools and our
students -- if we tie the hands of the teachers and principals
who make the difference. // After all, the secret to our
schools' success isn't the size of the bureaucracy. We succeed -
- or fail -- one student at a time. And the secret is the
principal who commands respect, and cares about each and every
kid who walks into that school -- and that special teacher, who
starts with the same tests and books and blackboard -- and makes
learning come alive. //
5
For years we've stifled our schools with requirements and
red tape. Let's give our schools something teachers and
principles don't have enough of -- authority. Then let's hold
them accountable for the results. //
Third, we need responsive schools -- customer-driven.
Schools that involve and engage students and their parents -- the
real experts on what's best for their kids. That's central to
the concept of choice. // Everywhere choice has been tried,
choice has worked -- in large part, because it has brought
parents into the process of shaping their children's education.
We need schools that are open to input from the business
community -- real-world institutions that can work with our
schools to educate the kind of employees they'll need tomorrow.
// If we want schools that work -- we've got to realize there's
no monopoly on wisdom. //
Fourth, restructuring means making our schools more market-
oriented. We know what competition means in the business world.
It's time we recognize that competition can spur excellence in
our schools. // Let them open their doors to experts from
outside the teaching profession who are willing to share their
wisdom in our schools. We've got to expand alternative
certification -- and tap the wealth of teaching talent in our
society, kept out of the classroom now simply because they lack a
teaching certificate.
Fifth and finally, we need to make sure the yardstick we use
to measure our achievement is performance-based. All the
6
necessary attention to rules, regulations and procedure -- all
the measures of dollars spent -- all the hardware and software,
statistics and studies cannot be allowed to obscure the one
measure that matters. What matters is what works. Results.
What kind of kid walks out of that classroom and into society --
what our kids know: whether we've taught them how to learn. //
And one thing more while the subject is performance: we
hold students accountable for their own failure. Let's do the
same for our schools. //
These five principles -- High expectations. Decentralized
authority. Schools that are responsive, market-oriented and
performance-based -- these five principles can guide our efforts,
as we restructure American education to meet the ambitious goals
we've set for our Nation's students and our schools. As we lead
America forward to an educational renaissance -- a system that
can compete with any in the world. //
This restructuring must take place. I don't have to tell
the corporate leaders in this room that America can't expect to
remain a first-class economy if we settle for second-rate
schools. And let me assure you: There is a role in this
restructuring for all of you here -- for your energy, for your
ideas -- for your commitment to educational excellence. //
Before I close, let me thank the companies, foundations and
individuals whose contributions help keep Jobs for America's
Graduates going strong. The help you provide to each young
person literally lasts a lifetime. // And to the students here
7
today: let me recognize your accomplishments -- but let me ask
something as well. Just as you've been helped along the way,
make it your mission to always reach out your hand -- to all the
other kids like you, who have everything they need to succeed ---
except encouragement. //
Once again, thank you all for this warm welcome -- and may
God bless the United States of America.
# # #
Du.
12
CROSSROADS
JAG
Jobs for America's
Graduates, Inc.
JAG / Jobs for America's Graduates Publication
"From Classrooms to Careers"
Fall 1990
President Bush to Highlight First
JAG National Event
held in Washington D.C.
communities. Representatives from
It is estimated that 250 to 400 people
each state are being organized under
will attend. Young people will present
the leadership of Governor John R.
the awards to their Governors and there
McKernan, Senator Charles S. Robb
will be participation by a broad
and Julie Nixon Eisenhower through
spectrum of national leaders from
the Presidential Event Steering Com-
business, government, education, labor
mittee. If you are interested in partici-
and community organizations, who
pating in the event or contributing to its
make up the public/private partnerships
success, please contact the JAG
that initiated and have managed the
national office. Additional information
growth of JAG to its current size of 19
and tickets are available.
states and territories serving more than
20,000 at-risk young people in 180
JAG Wins "Lift America" Award!
P
resident George Bush, a former
W
e are especially pleased to announce that Jobs for America's Graduates has
member of the JAG National Board of
been chosen by Secretary of Labor, Elizabeth Dole, and an executive committee of
Directors, has agreed to be the keynote
Department of Labor senior officials as a recipient of the first ever LIFT (Labor
speaker at the first national visibility
Investing for Tomorrow) America Award!
and fund-raising event in JAG's history.
LIFT America is part of Secretary Dole's multifaceted agenda to enhance the
The "Governors Leadership
quality of the American workforce which is "in a state of unreadiness and faces
Awards" luncheon will honor the 19
the challenges of being unprepared for the new jobs of the 1990s and beyond."
Governors who have facilitated the
According to Dole improving the state of the workforce requires the involvement
implementation of the JAG program in
and mobilization of a concerned American citizenry. LIFT America was estab-
their states. The President has agreed
lished to encourage the discovery and application of creative solutions to alleviate
to participate because of his long-
the workforce crisis.
standing support of JAG, the important
Four categories were created - Business-School Partnerships, School-To-Work
successes that have been achieved by
Programs, Employee Training Programs and Employee Worklife Programs - and
JAG in improving the outcomes of
over 600 nominations were submitted for consideration. JAG senior staff com-
public education and the unique focus
pleted the extensive nomination outline for the School-To-Work Programs which
of the organization on creating state-
described the program, its significance, innovations, resources, results and
wide school-to-work transition systems
replicability.
overseen by the public and private
A formal press presentation was made on September 19th by Secretary Dole at
sectors to accomplish those goals. The
the Department of Labor in Washington, D.C. A special thanks to the students,
White House has con-firmed December
job specialists, program staff and management for a job well done. This award
12 as the date of this special event to be
could not have been possible without your success!
1
CROSSROADS
Chairman's Report
It was a great
military or post-secondary training!
intervene as late as the last year of high
pleasure for me to
I am especially proud to announce
school and still dramatically improve
meet so many of
that the President of the United States
the outcomes of public education. The
you at the National
has agreed to lend his personal support
good news is it takes no further study,
Training Seminar in
as the keynote speaker at our first
discussion, task forces or working
Cincinnati.
national fund-raising event in
groups to know that.
The past year has
December.
I hope you all take a great deal of
been a good one for
I am also pleased to report, despite
pride in an organization that has
JAG. Two new
very tough budget problems in most
Gov. John R.
managed to grow, not just survive,
states have joined
McKernan, Jr.
states, our JAG Affiliates are generally
each and every year of its existence
the network -
receiving full funding and in some
while so many others have fallen by
Mississippi and Montana. In addition,
places we expect substantial expansion.
the wayside. It continues to grow
Arizona, which was forced to conclude
After twelve years we now will serve
because it continues to work, day in
services in 1989 because of budget
over 20,000 young people annually in
and day out, for America's most at-risk
cuts, will formally rejoin the national
180 communities in over 300 high
young people. Thank you all for your
network this year. Three school
schools in our 19 states and territories.
personal commitment to the young
districts will conduct this new test
A good year!
people of America.
under the leadership of the Arizona
Yet we cannot rest on those laurels.
School-To-Work Partnership. We also
Things are changing much too fast.
have an opportunity to join forces with
In my judgement, the urgent needs
our friends in the UK, where we have
expressed by the education community
the highest hopes the program may
and most especially by the business
become equal in size to - and perhaps
community presents a very special
even larger than - the JAG program.
opportunity to bring this program
We achieved a 92% graduation/GED
throughout our nation - and perhaps
John R. McKernan, Jr.
rate for the 20,000 plus members of the
throughout the United Kingdom -
Chairman
class of 1989 and an overall 83%
before the end of the 1990s. We have a
success rate of on-the-job, in the
program that works and that can
JAG Board of Directors
Chairman
Members
Julie Nixon Eisenhower, Author
The Honorable Ray Mabus
The Honorable John R. McKernan, Jr.
Dr. Bernard E. Anderson,
Governor, State of Mississippi
Governor, State of Maine
Managing Partner
The Honorable William H. Gray, III
Urban Affairs Partnership
United States Congressman,
The Honorable M. Peter McPherson
President
State of Pennsylvania
Executive Vice President,
Kenneth M. Smith, Chairman and CEO
Michael M. Arnold, Director of
Bank of America
International Management &
Investor Relations
The Honorable Judd Gregg, Governor,
Development Group, Ltd.
AFL-CIO Investment Trust
State of New Hampshire
Preston S. Parish,
Parish Associates
Chair, Executive Committee
Ralph W. Barrow, Retired
Dr. Benjamin Hooks, Executive Director
The Honorable Charles S. Robb
Jobs for Delaware Graduates
NAACP
James D. Robinson, III, Chairman
United States Senator, State of Virginia
American Express Company
Linden S. Blue, Executive Vice President
The Honorable James M. Jeffords
Secretary
General Atomics
United States Senator,
The Honorable Joe Tanner, Commissioner
Dr. Franklin Walter, Superintendent
State of Vermont
Georgia Department of Labor
Public Instruction, Ohio Department of
The Honorable Christopher S. Bond
Education
United States Senator, State of Missouri
Dr. William B. Keene, Superintendent
O.F. Wenzler, Vice President
Delaware Department of Public Instruction
Johnson & Johnson
Treasurer
The Honorable William E. Brock
Carolyn Warner
The Brock Group
The Honorable Madeleine M. Kunin,
The Honorable Pete Wilson
Carolyn Warner & Associates
Governor, State of Vermont
United States Senator, State of California
The Honorable James G. Collins
Attorney at Law
Timothy D. Leuliette
Raul Yzaguirre, President
President & CEO
National Council of La Raza
Frank Doyle, Senior Vice President for
Siemans/North America
Corporation Relations
LEGAL COUNSEL
General Electric Corporation
Mr. Stauton D. Anderson
Anderson, Hibey, Nauheim & Blair
2
CROSSROADS
President's Report
emphasizes the success of Jobs for
the earliest possible opportunity.
Jobs for America's
America's Graduates in helping both
The plan of work for 1991, which is
Graduates in the
public education and business to meet
being developed by the staff and Board
National Arena.
their work force goals. President Bush
of Directors of Jobs for America's
The past six
is a past member of the JAG National
Graduates in cooperation with the State
months has seen
Board of Directors.
Affiliates, will seek to substantially
Jobs for America's
At the National Governors Associa-
expand the size and scale of the efforts
Graduates cata-
tion, Maine Governor, John McKernan,
to bring new states into the Jobs for
pulted into the
and Ohio Governor, Dick Celeste,
America's Graduates network and
frontlines of the
presented the proven value of Jobs for
expand the program in our current
Kenneth M. Smith,
nation's opinion
America's Graduates in helping
states.
President
leaders as they
Governors achieve their objectives for
The staff, young people and mem-
seek new solutions to improve the
education by the year 2000 - challeng-
bers of the state and local boards of
outcomes of public education, as well
ing goals in anybody's book!
directors of Jobs for America's Gradu-
as to improve transition from school to
The need for Jobs for America's
ates richly deserve the recognition that
work.
Graduates by the public education
has come to our organization. That
President Bush has agreed to serve
system, the job training system and
recognition makes it all the more
as the keynote speaker at a national
businesses has never been greater. The
important that we continue to maintain
recognition program for the 19 Gover-
good news is that Jobs for America's
and enhance the high standards of
nors who have facilitated the imple-
Graduates has never been stronger,
performance and results that have been
mentation of the program in their states.
larger or in more diverse locations than
the hallmark of Jobs for America's
The "Governors Leadership Awards"
it is today; ready, willing and able to
Graduates.
luncheon will take place in DC and will
meet those goals.
involve the governors, major private
The national recognition and
and public sector leaders, state and
visibility is welcome for the spotlight it
local program staff as well as the
places on the outstanding job being
students themselves.
done each day by the individual job
The "LIFT America" award, created
specialists who work together with
and presented by Secretary Dole,
young people to fashion a better future.
Kenneth M. Smith
recognizes the success of our young
The national recognition also indicates,
President
people, job specialists, program
however, the seriousness and urgency
managers and boards of directors in the
of the challenge we face in so many
19 states and territories.
arenas to bring Jobs for America's
President Bush, in his taped intro-
Graduates to hundreds more high
duction of the new JAG video, also
schools in dozens more communities at
Siemens Commits $100,000 to JAG!
In one of the largest corporate
made the commitment on behalf of the
man, called the contribution and the
contributions ever to JAG, Siemens
nearly 30,000 employees of Siemens/
educational efforts of Siemens "an
Corporation has become the first
North America.
outstanding example of a corporation
$25,000 "Sponsor" of the "Governors
Siemens has been evaluating a wide
that does its homework on how to
Leadership Awards" luncheon. In
range of strategies to improve public
improve public education, make its
addition, they have made a $75,000
education in the US and has concluded
decisions on what does the job and then
cash contribution to the work of JAG.
that JAG offers one of the most
puts its financial and corporate leader-
Timothy Leuliette, the CEO of Siemens
effective strategies to accomplish that
ship resources fully behind the deci-
Automotive and a new member of the
improvement.
sion."
JAG National Board of Directors, has
Governor McKernan, JAG Chair-
3
CROSSROADS
Largest National
event also featured special presenta-
in the 1990s.
tions by Brad Hurley, Tennessee State
Delegations from Mississippi,
Training
Department of Education, David Zach,
Montana and the Virgin Islands
a noted futurist, and Harvey Alston, a
attended for the first time, as well as a
Seminar Ever
motivational speaker from Ritzy
representative from Arizona, where the
Restaurants. Gail Promboin, Vice
program is being reorganized under a
President of Aetna Life & Casualty,
public/private partnership financed
The 1990 National Training Seminar
gave a welcomed presentation on
jointly by the private sector and
had a 20% increase in attendance as
methods of local fund-raising, while
participating local schools.
200 program managers, supervisors,
Ron Huff, Professor at Ohio State
The National Training Seminar
job specialists, principals, SDA
University, presented a special view of
benefited greatly from the participation
Directors, school board members and
the growth of youth gangs.
of a delegation of eight representatives
members of the boards of directors of
The seminar theme, "Perspectives on
from the United Kingdom. These
various Ohio sites gathered in Cincin-
Innovation - Serving At-Risk Youth in
individuals will be directly involved in
nati, Ohio in August.
the 1990's", was seen throughout the
the testing of the JAG student organiza-
The event was highlighted by a
workshops and best practices sessions
tions by Compacts in seven cities in the
speech, photography session and
as the participants shared and evaluated
central and northern parts of the United
individual discussions with JAG
ways to help young people complete
Kingdom.
Chairman, Governor John R.
school and transition into a quality job
McKernan, Jr., of Maine. The 4 day
in the context of the future of America
McKernan Elected Chairman of the Educational
Commission of States
Governor John R. McKernan, Jr.,
school officers and key state legislators
his commitment to focusing on
JAG National Board Chairmen, has
are members of the ECS. In his
improving the range of opportunities
been elected as the 1991 Chairmen of
acceptance speech, the Governor
available to a broader spectrum of
the Educational Commission of States.
emphasized the need for making
America's population to participate in
The Educational Commission of
dramatic improvements in the outcome
higher education, improve education
States (ECS) is one of the nation's
of public education in order to meet the
opportunities and expand occupational
leading organizations of public policy
urgent requirements of the nation's
skills which will be crucial to the
officials responsible for carrying out
young people, businesses, and
workforce and economies of the 1990s
public education in the 57 states and
America's international competitive
and beyond.
territories. All governors, chief state
position. The Governor also expressed
Arizona: "Welcome Back to JAG"
seek additional financing for matching
Arizona, the only state to discontinue
(which had fully funded the program in
the commitments of other schools that
JAG operations, has rejoined the
the past).
have requested the program. Plans are
national organization. The "Arizona
Motorola, American Express,
already underway to add more schools
School-To-Work Partnership" is the
Digital Equipment, Gannett and others
by the end of the calendar year.
result of a decision by the private sector
have committed to match finances and
The restoration of the program in
and local schools that this program was
oversee the new test of the JAG model.
Arizona is a tribute to the strong
of such value to the at-risk young
Three high schools have also commit-
leadership of the private sector and the
people in the past that it should be put
ted 50% of the costs of operating the
sustained commitment of the schools
back in place. ASTWP, Inc., a new
program despite enormous budget cuts
which have seen the value of the
nonprofit, has organized and helped
and one of the tightest education
program in the past. Jobs for America's
finance the start up this school year,
budgets in the history of Arizona.
Graduates is pleased to welcome
without funding from government
The Board recently adopted plans to
Arizona back as the 19th State Affiliate.
4
CROSSROADS
The following Chaiman's and President's Awards are presented annually at the National Training Seminar to recognize
the accomplishments and successes of the JAG State Affiliates. Congratulations to this year's award winners!
Chairman's Awards
Highest Percentage of Placements
Greatest Improvement in Hourly
in Full-Time Jobs for the
Wages for the Class of 1989
Class of 1989
Jobs for Missouri Graduates
Highest Graduation Rate for the
Jobs for Vermont Graduates
Jobs for Ohio
Class of 1989
Jobs for Tennessee
Graduates - Columbus
Jobs for Georgia Graduates
Graduates - Jackson
Highest Job Placement Rate for
Greatest Improvement in Contact
the Class of 1989
Highest Mean Weekly Earnings
Hours for the Class of 1989
for the Class of 1989
Jobs for Edmonds Graduates
Jobs for Edmonds Graduates
Jobs for Vermont Graduates
Jobs for New Hampshire Graduates
Jobs for Ohio Graduates
Jobs for Ohio Graduates
Best Overall Accreditation
President's Awards
Report and Action Plan
Jobs for Delaware Graduates
Best Record of Submitting all
Best OAP Site for Submitting
Jobs for Georgia Graduates
Research Reports
Research Reports
Jobs for Edmonds Graduates
Jobs for Tennessee
Best Employer Marketing and
Jobs for Tennessee
Graduates - Nashville
Job Development Plan
Graduates - Chattanooga
Jobs for Georgia Graduates
5
CROSSROADS
Special Interview
Q.
Why is it that the employment
beyond narrow programs to shared
and training profession receives so
skills and common interest, we create a
on Professional
little recognition?
bond of knowledge and achievement
A.
One reason is the relative
that lay the groundwork for profes-
Development
newness of the profession. As an
sional recognition. We need more
emerging profession, we have grown in
systematic ways to learn and to
Cynthia Davis is the Executive Director
numbers and in knowledge. And we
measure competance. We need
of The Partnership for Training and
have developed public interest groups
articulated standards and models. We
Employment Careers, a professional
to provide networks and services. We
need, above all, to take hold of our own
association for individuals in
have many local associations and
profession and assert our right and
employment and training.
groups for individuals in specialized
ability to define and recognize profes-
Q.
The Partnership for Training
occupations.
sional excellence.
and Employment Careers is relatively
But we still haven't shaped all those
And quite frankly, if we don't take
new - it was founded just a year ago
resources into a mature profession -
steps toward such consensus and self-
by the National Job Training Partner-
with recognition, standards and
regulation, it is increasingly clear that
ship. Why was it important to form an
avenues of professional development.
we will be subjected to more and more
individual member association for the
Q.
What does it mean to be a
negative scrutiny and to the kinds of
profession?
profession?
flawed regulation that result from
A.
A.
Many people have felt for a
There are a number of
incomplete understanding of the field.
long time that we need a professional
characteristics that are usually consid-
Q.
What does all this mean for
association, but the time is especially
ered to identify a profession. First, a
the individual professional?
ripe just now. The American labor
"higher purpose' or public interest.
A.
Professional development also
force is undergoing major changes - in
Members of the profession serve clients
means the development of the indi-
demographics, in types of jobs and
or constituents whose needs are their
vidual professional. To turn a vocation
skills, in technology and orientation. In
central concern, and whose service is a
into a professional career means seeing
this context of change and controversy,
public good. Their responsibility to the
the job in context of a larger whole,
the profession of employment and
profession and the client goes beyond
seeing links with others in the profes-
training is central. Nothing could be
the demands of the daily job. Next,
sion; and it means continual growth of
more important to the future of the
there is a common bond based on
capabilities and knowledge.
workforce than the programs and
abilities and commitment. A profes-
Many of us are building careers and
practitioners that prepare future
sion is not just a fraternal club. Public
the profession as a whole by contribut-
workers.
recognition is another characteristic.
ing to the growing body of knowledge
But it is remarkable how little
Employment and training already meets
in the field. But communication and
those criteria. But there are others
recognition is given to the employment
information are so spotty. We are
and training professional. When the
we're still developing. A mature
struggling to serve new clients and
profession has an organized and
meet new needs while our own
media discuss workforce issues, who is
featured? Educational institutions
systematic body of knowledge. Its
workforce is changing. Systematic
the welfare
commitment to the advancement of
the corporate world
sharing of experience is the first step
system
labor unions. But where is
knowledge means both minimum
toward professionalization. It allows us
the employment and training system?
standards of education and experience,
to go beyond our own knowledge, to
It's almost never seen, except when it's
and continuing education in the
identify gaps for research, training and
under attack. The special expertise
profession. And finally, a developed
standard setting.
profession has standards of excellence
Q.
developed through decades of employ-
How is The Partnership
ment and training programs is not
- peer developed standards, review and
helping to close those gaps?
regulation through credentialing
A.
viewed or valued as the significant
The Partnership for Training
national resource that it is.
programs and codes of ethics.
and Employment Careers was created
Q.
We need an organization that
And is employment and
because the support of a professional
training moving in those directions?
association is one of the distinguishing
recognizes our skills and dedication,
A.
that speaks for the experience of the
We're on our way. The
marks of a true profession. We want to
individual on the front lines of these
devotion to a common purpose, the
serve as an information broker,
programs, making a difference in
focus on service, the need for basic and
convener of public discussions, and
people's lives. That is what a profes-
continuing knowledge, all are part of
disseminator of standards. We have
sional association can do.
our emerging identity. As we move
begun to communicate the emerging
6
CROSSROADS
Cynthis Davis Interview cont'd from
suggestions. The national conference
and training professionals. The
page 6.
offers opportunities to learn but also to
Partnership wants to be there to help us
share knowledge by presenting papers
meet and manage the changes that are
sense of commonality across programs
or workshops; the next conference is
so important for all of us. To take our
and occupations, the need for profes-
April 1991 in Anaheim. Our Expert-
proper place in the public debate and to
sional standards, and the practices in
Search service can help locate speakers
shape our programs effectively, we
the field that exemplify the highest
or experts in needed areas.
must go a step further
toward the
standards.
The advantage of a new association
knowledge base and articulated
We are continuing to move forward
is that it is still building and flexible.
standards of a mature profession. With
in these areas. The resolution passed
We want to serve professionals and
your help, we can do so.
by our members at the Miami Beach
meet their needs. If we haven't thought
The Partnership for Training and
conference called for The Partnership
of it yet, we're open to the idea of some
Employment Careers can be contacted
to move forward on credentialing. We
new service or resource.
at 1620 Eye Street NW,
are working with states and seeking
It's an exciting time for employment
Washington, D.C.
other collaborators for development of
standards and curricula, institution
building for staff development, and
recognition programs in the profession.
And, of course, we hope to work with
United Kingdom Delegation
the Labor Department's initiatives on
credentialing and formation of a
Attends National Training Seminar
national training institute.
But we believe that these efforts
must be based on real experience in the
The United Kingdom (UK) is testing a key component of the JAG model this
field. No successful professional
school year - the Career Association. The UK has among its business-education
organization can work top down; it
partnerships a program called "Compacts" in 63 metropolitan areas (fashioned
must take its direction from the needs
after the Boston Compact concept). Students who are served by the Compacts set
and wishes of grassroots members. We
school performance and career oriented goals for themselves which, when
need help to be fully representative of
achieved, guarantees training and a job or a job with training upon graduation
the profession, to gain more members,
from high school. Graduation usually occurs at age 16. Some of the students are
more participants in our programs, and
having difficulty achieving some of their goals, so the "Compact Plus Clubs,"
more information about the realities of
modeled after the JAG Career Association, will be tested in 7 Compacts in at least
employment and training today.
14 high schools this year.
Q.
How can individual profes-
Since this whole concept of student-led, motivational in-school clubs is so
sionals be part of these efforts?
totally new to the UK, a team of 8 individuals attended the National Training
A.
First, of course, you can join
Seminar to learn firsthand how and why the Career Association is so successful.
The Partnership! We keep dues low -
Eugene Bouldin and Becky Webb of JOG-Cincinnati presented a seminar sharing
just $45 - to encourage members from
their ideas on "How to Motivate Students with Career Association Activities."
all levels and all occupations. We
The delegation toured Hughes Center's High School complex and then had an
invite suggestions for services, pro-
opportunity to speak with last year's JOG state officers. They were truly im-
grams, and activities.
pressed with the students' frankness and their ability to verbally express the many
From within The Partnership, there
ways the Career Association activities positively impacted their lives. The UK
are many ways to participate. We are
delegation consisted of four club advisors: Erica Thirlwell, Jane Haslewood,
working on development of more local
Lindsey Valrance and Cheryl Hodds, as well as Compact Director, Gloria Ward
chapters, to bring resources home to
and three representatives from the Training Agency: Gill Moroeny, Alison
individuals in the field. We are
Lockwood and Jim O'Kane.
developing a variety of committees -
Attending the NTS afforded them the opportunity to learn about JAG and the
on credentialing, design of our national
Career Association during their meetings and talks with job specialists, Career
conference, and membership, for
Association advisors and program managers who are responsible for making JAG
example - with member participation.
work every day in America's high schools. This sharing will continue throughout
The newsletter, "Partnership Advan-
this school year as each Compact Plus Club has been "twinned" with a JAG
tage," has a "Viewpoint" column
Career Association Chapter.
featuring individual opinions and
7
CROSSROADS
Network News
and Tecumseh High Schools adding the
in a debriefing session that helped them
OAP component. This will be the first
incorporate what they had learned into
year for scheduled class time for JOG-
everyday life.
Ohio
Dayton.
JOG-Ashtabula students and job
JOG-Toledo has incorporated
specialists will become pen pals with
incentive programs in two high schools
delegates from California, Delaware,
"Setting Our Sights Toward New
for their students. The Woodward
Florida, Mississippi and the Virgin
Heights" was the theme for the 1990
Career Association recently completed
Islands through their Career Associa-
Jobs for Ohio Graduates State Career
the second year of its "Buy-in" where
tion Chapters. Jane Hazelwood from
Development Conference in which 400
students monitor their classroom
Leicester, England, has requested
students and job specialists partici-
behavior by having "JOG money"
Ashtabula as a "sister" organization in
pated. Students donated over four
added and deducted according to their
the coming year. JOG-Ashtabula will
hundred food items for the Mid-Ohio
performance. At the end of the
be expanding to include Ashtabula
food bank following the event
academic year, students may use this
County Joint Vocational School.
"JOG money" to purchase items
donated by area employers. The Libby
Tennessee
High School Career Association has a
similar program where students can
Governor McWherter and Commis-
earn "JOG Checks" every two weeks.
sioner of Education, Charles E. Smith,
Earnings depend on attendance,
have announced that Jobs for Tennes-
completion of career competencies,
see Graduates will play an important
grades, career association activities,
role in the state's "21st Century
extra-curricular activities and commu-
Challenge: Plan for Excellence in
nity service. At the end of the year,
Public Education."
students use their accumulated earnings
JTG-Middle Tennessee/Nashville
to bid on merchandise donated by
will focus on private sector involvement
employers.
through human resources and funding
JOG-Columbus students partici-
this coming school year. In addition to
pated in a 7 hour "High Ropes Trust"
the 37 JAG competencies, specialists
course designed to build confidence
will instruct students in life coping skills,
and teamwork. Student teams per-
attitudinal modification and the impor-
formed various activities on high wires
tance of facing the consequences of
JOG-Chillicothe is particularly
personal decisions. Professional
proud of one of its students, Todd
development for staff will emphasize
Shipley, Coordinator for Social Affairs,
time management and personal growth
who spent his entire senior year
in their career experiences.
meeting challenges in his local JOG
JTG-Memphis will focus on
program and CA chapter. Todd
"Quality Service Yields Quality Jobs,"
organized eight club activities, served
as evident through the relationship that
as a voting delegate at Leadership
has developed between JTG-Memphis
Congress, competed in public speaking
and Mid-South Packaging Company.
at the state competition, was elected
Eleven students were hired to work in a
Most Dedicated and Best Leader by a
new packaging plant with the help of
group of his peers, received the award
program coordinator Mildred Battle who
for Most Outstanding JOG-Chillicothe
coordinated the application and testing
Student of the Year and earned a total
process with a representative of the
of 183.5 hours in the program!
company.
JOG-Dayton students and job
JTG-Chattanooga seniors at Kirk-
specialists are looking forward to the
ham Technical High School honored
new school year with Trotwood-
30 to 40 feet off the ground and worked
Chris McCray as the Outstanding
Madison and Xenia High Schools
together to overcome 12 obstacles.
Teacher of the Year for the 1989-90
entering their second year and Eaton
Afterwards, the JOG students took part
school year.
8
CROSSROADS
Network News cont'd.
students competed in the areas of
he received to a local technical school
public speaking, career vocabulary,
where he will be pursuing a career in
A plaque that reads "In appreciation
employment interviews, telephone
printing.
and gratitude to Chris McCray for
techniques, and team challenge. State
JGG-Savannah held its First Annual
being an excellent leader, teacher and
government and business personnel
Career Association Conference which
friend" was awarded during their
served as judges, keynote speakers, and
included competitive events, career
annual Senior Day program. Chris
workshop facilitators. The activities
enhancement workshops and an awards
worked with 32 of the 107 students
culminated in an awards banquet where
luncheon. Mr. Preston Blackwelder,
during his first year with Jobs for
gold, silver, and bronze medals were
Director of Human Services of
Tennessee's Graduates!
given to the winners in each category.
Gulfstream Aerospace, served as
Congratulations Pennsylvania on a
keynote speaker.
successful Career Conference!
CAREER ASSOCIATION
GRADUATES
JTG-Jackson received the National
Chairman's Award for the "Highest
Georgia
Percentage in Placements in Full-time
Jobs for the Class of 1989" at this
Jobs for Georgia Graduates has caught
Mississippi
year's National Training Seminar. In
the "Community Involvement" spirit as
addition, approximately 250 students
students at Cedar Shoals High School
from 14 West Tennessee high schools
participated in the Amvet's Post 10
Jobs for Mississippi Graduates has a
Halloween Carnival, 11-Alive's "Can-
firm foundation thanks to the vision of
showed off their job-seeking and
leadership skills during the fifth annual
A-Thon" and gave gifts to the needy
Governor Ray Mabus. JMG is being
Jobs for West Tennessee Graduates
families in the community. Students
pilot tested in six school districts across
Career Development Conference in
and job specialists also participated in
the state after a site selection commit-
Jackson. JTG-Jackson will expand to a
the Annual March of Dimes Walk
tee, composed of members from the
new county school system.
America eight mile walk in Athens.
Mississippi State Department of
JTG-Dyersburg students and staff
JGG-Paulding County students worked
Education and the Governor's office,
are looking forward to a productive and
with the Department of Family and
evaluated thirty-seven school districts
exciting year. The program has had a
Children Services to collect toys for
applying for the pilot program and
needy families, while J.E. Brown High
submitted their recommendations to the
positive impact on the community and
has increased the success rate of JTG
School JGG members collected
Governor for final approval. Newly-
youngsters, both in school and on-the-
clothing for the Salvation Army.
hired Job Specialists Morris Stanton
job.
Fulton High School JGG seniors put
and Eric Johnson are pleased with the
together food baskets.
dedication the Governor has shown to
Pennsylvania
JGG member Thomas Danielly was
the JMG program. All job specialists
the second place winner in the state's
hired in the Jobs for Mississippi's
Vocational Education Competition in
Graduates program are certified
Jobs for Pennsylvania Graduates
job interviewing and, thanks to a
teachers and each has experience in
held its first Career Development
recommendation by Job Specialist
working with high school students.
Conference in which over 90 JPG
Dorothy Styles, for a full scholarship
9
CROSSROADS
Network News cont'd.
Roads Region demonstrated the spirit
of cooperation between the education
AIDS
Bay State
and business communities. The event
was hosted by Virginia Power's
Chesapeake Energy Center and
BABIES
Jobs for Bay State Graduates
organized by the Center's volunteer
celebrated its Tenth Anniversary with
team, led by Mrs. Carol Jackson. The
21 high schools from across the state
CRIB
eighty delegates and guests took part in
coming together for the day-long
a morning workshop entitled, "Success
extravaganza: "Jobs for Bay State
in a Competitive World," as partici-
QUILTS
Graduates
Celebrating a Decade of
pants competed in five scheduled
Opportunity." There was no shortage
events. Following lunch and a tour of
of winners as 180 trophies, medals and
the plant, Virginia Power's Vice
plaques were presented during the
President of the Eastern Division, T.L.
celebration, but more importantly, this
Caviness, Jr., delivered an inspiring and
year's conference was the largest ever
informative presentation on "What One
attended. Over 450 individual success
Should Expect in the Business World."
stories were brought forth by the
encouragement and dedication of
JBSG's job specialists! Highlights
California
include the presentation of a check for
$10,000 from Ervin Samsel, Vice
Jobs for California Graduates-
Missouri
President-New England Region and
Merced County raised $3,800 above
Michael Lehman, Director of Em-
expenses with "Lunch in the Park" at
Jobs for Missouri Graduates held
ployee Relations, from American
Merced's Applegate Park. The event
their Ninth Annual Career Conference
Express to JBSG, and the attendance of
was well attended by leaders from the
at Harris Stowe State College. Eighty-
Board member Ronald Burton, Com-
Superior Court, the Juvenile Court,
five students representing seven JMG
munity Relations Consultant for John
City Council, Congress, members of
schools participated in 6 competitive
Hancock Life Insurance and former
the Merced Community College Board,
events. Twenty-five judges represent-
New England Patriots runningback and
and the Board of Supervisors. Ken
ing 18 companies selected Berkeley,
College Football Hall of Fame in-
Smith and Jim Koeninger, representing
Beaumont and University City High
ductee, who served as guest speaker.
JAG, also enjoyed the luncheon.
School's as the first, second and third
place winners. Russ Mitchell, News
New Hampshire
Anchor from KMOV-TV News, served
as guest speaker.
OAP Support Counselor Wanda
Jobs for New Hampshire Graduates
Garner has developed a GED program
students at Salem High School took
to be included in the St. Louis metro-
part in ABC Quilts (Aids Babies Crib
politan area school activities. The
Quilts), in their efforts to provide a bit
program includes helping students find
of comfort to innocent babies inflicted
part-time employment as a motivational
with the AIDS virus. Students in the
incentive to attend and finish school.
Opportunity Awareness Program
received donations for fabric and
Virginia
sewing materials and worked together
Edmonds
to make baby quilts. Each student had
Jobs for Edmonds Graduates is
a role in the project including design-
proud to have completed a very
Jobs for Virginia Graduates began
ing, cutting, and sewing.
successful third year. Starting out with
to localize its activities this year by
The finished quilts were on display
a tremendously successful I and I
holding four regional Career Develop-
at the State Career Conference and in
ceremony featuring Commissioner of
ment Conferences. The Virginia
the school's main office before being
Employment Security, Isiah Turner,
Career Association's 1990 Develop-
sent to ABC Quilts, where they were
who commended the staff and students
ment Conference for the Hampton
distributed to babies with AIDS.
for a job well done and later in the year,
10
CROSSROADS
Network News cont'd.
Robinson, Executive Director, has been
Penn and has brought pride to the JDG
networking with the private sector and
program. Vickie has managed to
the school systems to secure firm
provide quality services to students
cited the many successes of JEG in his
support and participation by everyone.
with a two-semester system and has
opening address to the JTPA Confer-
Lorelee and the two Jobs Specialists
met all the requirements of the School-
ence.
attended the National Training Seminar
To-Work Transition program. She has
JEG ended the year as strongly as
before returning to Montana to prepare
a positive attitude and enthusiasm as
they began with the Career Develop-
for their "Official Kick Off" event.
she carries out her duties. Congratula-
ment Conference. After competitions
Louis Tice and Lester Brown were the
tions, Vickie!
including slogan writing, poster design,
featured speakers. Lou Tice is the
job interviewing and a house-rocking
founder and chairman of The Pacific
JAG 1990
talent show, students were given a
Institute, a Seattle-based corporation
special presentation by Ms. Susan
that concentrates on teaching others to
Financial
Willingham of Woodway High School.
succeed. The two will conduct a two-
Ms. Willingham received a two minute
week session called "Changing
Supporters
standing ovation from the students for
Directions" as an added curriculum
her sign language rendition of "I'll be
which teaches students how to change
We are pleased to highlight the
Loving You Forever" by the New Kids
their attitudes, habits, beliefs and
support of the following companies
on the Block.
expectations about what they can
and foundations. The success and
JEG is one of only two youth
achieve in their lives. "This additional
continuous expansion of the work of
programs (out of 15) to have received
session will be a great asset to the JAG
Jobs for America's Graduates would
funding by the Private Industry Council
Model," says Lorelee, "The kids are
not be possible without the
of Snohomish County.
super-excited about working with
confidence and support of
Lester and Lou." The Governor
these organizations.
presided over the entire day's events
Aetna Life and Casualty Foundation
and it was an overall great day!
American Express Foundation
The Andreas Foundation
The Annenberg Fund, Inc.
Carnegie Corporation of New York
Chrysler Corporation Fund
DeWitt Wallace-Readers
Digest Fund
Forbes Foundation
Ford Motor Company Fund
The Ford Foundation
GTE Foundation
IBM
Delaware
J.C. Penney
Montana
Johnson & Johnson
Jobs for Delaware Graduates
Kraft General Foods
Jobs for Montana Graduates is off
honored Vickie Aiken as "Job Special-
Pew Charitable Trusts
to a great start. Having held the first
ist of the Month" in July as a result of
RJR Nabisco
board meeting in May, co-hosted by
her exceptional commitment to her role
Governor Stephens and Mike Micone,
as a Job Specialist at William Penn
R.H. Macy & Co.
from the Department of Labor and
High School. Mr. William Roberts,
Sears, Roebuck and Company
Industry, four schools were selected
Interim Principal, says that Vickie has
The Xerox Foundation
and job specialists were hired. Lorelee
been a valuable addition to William
11
CROSSROADS
Governor Ray Mabus,
Spotlight
State of Mississippi
Ray Mabus, a native of Ackerman,
New Board
Mississippi, is a Magna Cum Laude
Members
graduate of Harvard Law School at
Johns Hopkins University. From 1980-
1984, he served as chief assistant to
Timothy D. Leuliette,
then Mississippi Governor William
President & CEO of
Winter where he drafted the Education
Siemens/North America
Siemens Automotive is the 16th
largest industrial corporation in the
world, serving the worldwide automo-
bile industry which has as its goal the
design, development and manufacture
Johnson as Director of Labor Relations
of electronic systems and components
Worldwide in 1977 and in 1987 he
for vehicles. Mr. Leuliette was named
became a part of the Government
Affairs Department. Before assuming
his current role as Vice President of
Government Affairs, he served as Vice
President of Federal Relations in the
Washington Office. We value Mr.
Wenzler's vast knowledge of govern-
ment affairs and are very pleased that
Reform Act of 1982, the nation's first
he has agreed to join the Board.
major state education reform measure
of the 1980s. Mabus was elected
CROSSROADS
Fall 1990
Governor in 1987 and has since led the
way in a major education reform plan
Crossroads is published by Jobs for
called Mississippi's BEST (Better
America's Graduates; National Headquarters,
1729 King St., Suite 200, Alexandria, VA 22314
Education for Success Tomorrow). He
(703) 684-9479 Fax: (703) 684-9489
was recently named one of America's
Top Ten Education Governors by
Jobs for America's Graduates, Inc. is a
national nonprofit public service corporation
President & CEO of Siemens North
Fortune Magazine. We look forward
designed to promote a comprehensive concept of
America, a member of the Siemens
to having him on our Board of Direc-
motivation, dropout prevention, job preparation,
Automotive Managing Board, and a
tors.
job placement and retention in the private sector
Corporate Vice President of Siemens
for all public high school graduates throughout
the nation.
AG in 1988. He is the first non-
O.F. Wenzler,
German ever to hold these positions.
Staff
He has also been named general
Vice President
Kenneth M. Smith
President
chairman of "Convergence 1990," an
Government Affairs of
Dr. Jim Koeninger
Executive Vice President
automotive and electronics joint forum
Johnson & Johnson
Dr. Andrew Sum
Director of Research
addressing current business and
Judith M. Boylson
Director of Affiliate
technical issues regarding worldwide
Services
vehicle emissions and safety precau-
As the current Chairman of the
Ted Buck
Director for Program
Development
tions. We welcome Mr. Leuliette, who
Greater Raritan Private Industry
Karen Elias
Coordinator of
has been involved in many community
Council and Commissioner of the
Field Services
and educational institutions, and who
Public Employment Relations Commis-
Olivia Ann H. Hoffmann
Director of
has expressed his deep interest in
sion of New Jersey, Mr. Wenzler has
Administration
improving the outcomes of public
extensive experience in education and
Damian M. Singer
Administrative Assistant
education for the future.
employment. He joined Johnson &
12
FACT SHEET
"Governors Leadership Awards" Luncheon
DATE:
December 12, 1990
TIME:
12:00 Noon
PLACE:
National Press Club
14th and F Street, NW
Washington, DC 20045
TYPE OF
EVENT:
Press Conference and Luncheon
CHAIRMEN
OF EVENT:
Governor John R. McKernan, Jr., State of Maine
Senator Charles S. Robb, State of Virginia
Julie Nixon Eisenhower
GUEST OF
HONOR:
The President of the United States, George Bush
SPECIAL
INVITEES:
The following Governors will receive awards:
Rose Mofford
Douglas Wilder
Michael Castle
Bob Martinez
Joe Frank Harris
Michael Dukakis
James Blanchard
Ray Mabus
John Ashcroft
Stan Stevens
Judd Gregg
Richard Celeste
Ned McWherter
Madeleine Kunin
Booth Gardner
Robert Casey
Alexander Farrelly
PRICE
STRUCTURE:
$25,000 -- Sponsor -- 16 seats at 2 tables
$10,000 -- Patron -- 8 seats at 1 table
$1,000 -- Donor -- 1 individual seat
Tickets for Sponsors and Patrons include a special reception hosted by
Chairmen of the event, tickets to a VIP Kick-Off Breakfast, Photo
opportunities with President Bush and opportunities for local, state and
national press recognition.
PRESS:
Event is open to the press. A press conference will be scheduled just
prior to the event at the National Press Club.
DRESS:
Business suit and daytime dress.
TAX STATUS:
JAG is a national non-profit 501(c)(3) organization. Donations are tax
deductible under Federal Tax codes.
THE WHITE HOUSE
Peasy
WASHINGTON
Fyl
RESTARTING PRINCIPLES
In adopting the National Goals for Education we acknowledged
that they could not be achieved by our education system as it is
presently constituted. "Substantial, even radical, changes will
have to be made."
As our country sets out to restructure our schools, I
believe their are several principles that should guide the work.
Performance-based
The primary focus of a restructured education system should
be results. Schools should be judged not on input but output.
Teachers and administrators should be judged not on adherence to
procedure but on how well students are learning.
Furthermore, a performance-based school system must
recognize the difference between special needs and excuses for
failure. I believe that every child can learn regardless of
background or disability, and I also believe virtually every
child can learn at advanced levels.
High Expectations
Secondly, restructured education must be driven by high
expectations. In assessing performance, it is not enough to
simply determine where we are. We know where we are. Our students
are being out-performed by their counterparts in virtually every
industrialized country in the world.
We have to set objective standards of performance which
would give our students the knowledge and skills necessary to be
internationally competitive. The fundamental belief underlying
this principle is this: Students, teachers, and schools will
rise to the level of expectations set for them.
Decentralized Authority
Restructured schools should move decision-making authority
away from the education bureaucracies and to the teachers and
principals. Schools should be given flexibility in the use of
resources, technology, course material and teaching methods.
Greater discretion should be given in determining the school
calendar, class size, and the organization of the school day.
2
Good intentions can often produce deplorable results and
that is the case in education. A restructured education imposed
from the top will produce the same disappointing results as each
of the last reform efforts. We have to encourage diversity and
innovation in every school in America while holding them
accountable for results.
Customer Driven
Education and training is not the sole province of the
traditional education system. It's customers are parents,
business, and the community in which the schools are located.
Parents should be empowered with more responsibility for
their children's education, and every business in a community
should be involved in strengthening the connection between school
and work.
Finally, parents should have choice - the opportunity to
choose among educational alternatives for their children and the
information necessary to make appropriate choices.
Market-oriented
And that leads me to the fifth restructuring principle. Our
education system should be unafraid of the diversity and
competition found in the market place. Schools should compete for
students and faculty and be free to develop special centers of
competency.
Barriers to the teaching profession should be reduced and
new avenues opened to increase the pool of available talent. And
strong incentives should be established to attract and keep good
teachers and principals while institutional protection for poor-
quality teachers and principals should be eliminated.
Finally, our restructured education system should allow for
winners and losers and provide powerful incentives for
performance and real consequences for failure.
SEPTEMBER 12, 1990-EDUCATION WEEK 5
Academy Calls for a Panel To Oversee
$2.7-Million Grant To Support
Efforts To Reform Science Education
Curriculum in Human Biology
By Peter West
work by studying the condition fbi-
ences is cumulative, the report
WASHINGTON-The National
middle-school students.
ology education specifically, "the
states, any effort to improve the poor
Science Foundation has awarded a
Several national reports indi-
WASHINGTON-Lasting improve-
thrust of our analysis and most of
quality of science instruction must
7-million grant to Stanford Uni-
cate that interest in science-gen-
ments in the way science is taught
our recommendations have impor-
begin at the elementary level.
versity to develop a curriculum in
erally strong at the elementary-
in the schools will come about only if
tance for teaching and learning all
"The elementary-school years
human biology for the middle
school level-drops dramatically
a national body of scientists and sci-
of the sciences, and in some respects
present an opportunity for teaching
grades that will focus on the phys-
among middle-school students.
ence educators is charged with mon-
even non-ecientific subjects as well,"
about the natural world that the na-
ical, social, and psychological de-
And a newly released report by
itoring and improving reform ef-
said Mr. Goldsmith, a professor bi-
tion's schools have failed to grasp, "it
velopment of adolescent students
the Committee on High-School
forts, report released last week by
ology at Yale University.
argues.
Researchers in the university's
Biology Education of the National
the National Academy of Sciences
Pivotal Place'
The report calls for an emphasis
undergraduate program in hu-
Academy of Sciences indicates
concludes.
in the elementary grades on the
man biology will spend the next
that students may develop an
The report on high-school biology,
The report, "Fulfilling the Prom-
teaching of natural history and the
two years developing R curricu-
aversion to high-school science
written by 13 member committee of
ise: Biology Education in the Na-
development of an "intuitive under-
lum that addresses adolescent de-
courses in part because they are
the academy's National Research
tion's Schools," notes that the panel
standing" of science through such
velopment and social psychology
exposed to middle-school science
Council, says that the teaching of bi-
initially focused on the teaching of
"hands-on" projects as raising plants
as well as physiology, genetica,
curricula that are "adrift" and
ology and the other aciences is pla-
biology because "in most schools, bi-
or small animals.
and environmental sciences.
without a unifying purpose.
gued by host of problems document-
ology occupies a pivotal place in the
In the middle grades, the report
The new curriculum will be de-
Twenty schools nationwide
ed by numerous studies over the past
curriculum at the start of the high-
says, science curricula lack a cohe-
signed to reflect the interdisci-
have been selected on the basis of
decade. It cites inadequate textbooks,
school sequence of courses."
aive focus and generally exist as an
plinary approach to the teaching
demographic diversity to test the
poorly trained teachers, and ineffec-
It also suggests that, because the
"anemic version" of high-school biol-
of the biological and behavioral
Stanford curriculum, a university
tual testing methods, among other
content of biology courses ought to be
ogy.
sciences that has been a "unique-
spokesman said.
deficiencies.
"intrinsically interesting" to children,
A new focus on human biology at
ly successful" feature of the 20-
A special advisory board that in-
"Simply put," Timothy H. Gold-
the subject could reasonably be ex-
the middle-school level, it says,
year-old human- program,
cludes representatives from the
smith, the committee's chairman,
pected to be a popular and meaning-
"should raise the student's level of
a spokesman for the university
National Science Teachers Associ-
said at press conference here, "cur-
ful course of study that would elicit
motivation and thereby generate a
said.
ation, the National Middle Schools
ricula and textbooks are typically
greater interest in the aciences.
continuing incentive to learn."
The aim of the new curriculum,
Association, and the American
exercises in memorization rather
The panel found that, although 76
The committee argues that the de-
university officials said, is to
Medical Association, as well as a
than an intellectual voyage of explo-
percent to 80 percent of high-school
ficiencies in science instruction can be
stimulate an interest in science
national sample of teachers ad-
ration-an unproductive system
students enroll in a biology course,
rectified in a number of ways, includ-
while dealing with social, behav-
ministrators, will oversee the cur-
that is reinforced by efforts to mea-
only about 30 percent of them contin-
ing increasing inservice and preser-
ioral, and health problems facing
riculum's development.
-P.W.
'sure success and accountability by
us to study acience by taking chemis-
vice training for science teachers,
pedantic standardized tests."
try. Fewer than 15 percent of chemis-
mandating "research experiences"
Changes in the system have not
try students go on to study physics.
under scientific experts for student
entists have taken an interest in
would be an important first step to-
come about, the report contends, be-
The report also notes that, on a re-
teachers, giving authors-rather
precollegiate education, it notes,
ward reversing that trend, the panel
cause "the scientific community is
cent standardized test in biology, half
than publishers-control over the
"[t]he problem is that, like virtually
maintains.
fragmented into many disciplines
the students who had never taken the
content of science texts, and increas-
every other effort at reform, they re-
The National Research Council is
that rarely discuss with each other
subject acored as high or higher than
ing the level of review of texts by sci-
main local and isolated contribu-
setting up a similar group, expected
questions of either instruction or
40 percent of those who had.
ence practitioners.
tions, unguided by any overarching
to be in place by December, specifi-
curriculum."
The panel moved beyond a strict
The report emphasizes, however,
plan, unaccompanied by any inde-
cally for biology education, accord
are certain that the neces-
emphasis on biology, the report says,
that improving the state of science
pendent assessment, untouched by
ing to an N.B.C. spokesman
sary changes cannot be made," the
because it "quickly recognized how
education depends not only on
any means propagation, and
Copies of the report are available,
committee writes, "unless there is a
interlocked are the practices that
teachers and school administrators,
hence, ephemeral.
at a cost of $14.95 each, plus ship-
permanent organization to monitor
maintain the present unsatisfactory
but also on scientists and teacher
The establishment of a standing
ping, from the National Academy
and organize them."
state of precollege science education."
educators.
body to provide "national leader-
Press, 2101 Constitution Ave., N.W.,
Although the committee began its
Because the teaching of the sci-
And while some professional sci-
ship" on education in all the sciences
Washington, D.C. 20418.
Buoyed by Newly Enacted School Reform,
Kentucky Teachers Demand Salary Hikes
By Karen Diegmueller
education-improvement and rev-
Teachers and school officials in
enuepackage last spring, these half-
Pike County, which will get $34 mil-
Buoyed by the state's recently en-
dozen districts, along with several
lion extra from the state this year,
acted package of radical education
others, were guaranteed massive in-
negotiated a 23 percent salary in-
reforms, teachers in a number of
fusions of funding to help close the
crease after teachers there threat-
Kentucky districts have begun to
gap between them and wealthier
ened to strike when offered 18 per-
demand salary increases as high as
districts. (See Education
cent.
23 percent as well as a share in local
4, 1990.)
Floyd County teachers ended a
decisionmaking.
Most are called "25 percent dis-
10-day walkout after the district
Since school began two weeks ago,
tricts," meaning they will receive
upped its 15 percent offer to 16.5 per-
teachers have gone on strike in two
that much more money from the
cent this year and 13.5 percent next
Kentucky districts and threatened
state this year than in previous
year. Floyd County WBB one of two
job actions in several others if officials
years, according to Gordon Nichols,
districts previously declared aca-
Patricia Murphy, left, and Mary Frazer are among teachers in Floyd
did not yield to their demands. Strik-
a spokesman for the state superin-
demically bankrupt by the state.
County, Ky., who ended a 10-day walkout late last month.
ing teachers in Boyd and Floyd coun-
tendent of public instruction.
"There was much more at stake
ties have gone back to work, while
In general, these districts thissum-
here than money," said Dolores
an attempt by union officials to gain
school year began, teachers walked
agreements have been reached in
mer offered teachers raises of 10 per-
Smith, secretary of the Floyd Coun-
ground by exploiting genuine local
the in districts in Illinois, Penn-
Pike and Owaley counties after
cent to 12 percent for the current
ty Education Forum, a citizens' ad-
disagreements.
sylvania, New Jersey, Rhode Island,
strikes were threatened Issues re-
school year. By making such offers,
vocacy group.
Teachers' demands are unlikely to
mained unresolved in several other
Michigan, California, and Washing-
school officials had sought to strike a
A Role in Decisions
have direct bearing on reform, said
ton State.
districts as of late last week.
balance between funding instruction-
Mr. Sexton, but they potentially can
Fremont, Calif., with 1,200 teach-
"It's really our first chance to say
al programming, salaries, and other
Teachers claim they have been
provide ammunition to opponents
ers and 23,000 students, was the
anything, and hope we won't pay for
educational needs, said David L Kel-
shut out of decisionmaking for years,
who might try to undermine future
largest district to strike. That could
the rest of our lives," said Michal
ler, executive director of the Ken-
a situation that is supposed to change
reform measures.
Adams, president of the Lawrence
change in the wake of a strike vote
tucky School Boards Association.
under a provision in the state reform
Mr. Keller also noted the possibil-
last week by teachers in New Or-
County Organization of Teachers.
But teachers there-among the
package requiring local districts to in-
ity of a backlash, particularly after
leans, who have given school offi-
Located in coal-mining territory in
lowest paid in the state-balked.
clude teachers in the process. But ed-
taxpayers begin to notice hefty tax
eastern Kentucky, the districts are
cials until Sept. 17 to meet their de-
"In eastern Kentucky especially,
ucation and union officials say the
increases to pay for the reform pack-
mands.
among the poorest in the state. They
for the first time there's money on
distrust runs 60 deep that teachers
age.
also lag far behind in most indicators
Salary grievances are at the heart
the table over which to negotiate,"
want local officials to put their parti-
But in Floyd County at least, the
of most of the strikes. But 1,200
of educational quality. "They would
said David Allen, president of the
cipatory rights in writing.
community had aligned itself with
be demographically some of the coun-
teachers in Lake Washington,
Kentucky Education Association.
"Their frustrations are as much
the teachers, joining them on the
ties with the worst problems in the
Wash., went out Aug. 30 seeking re-
In Boyd County, where the state
about implementation of the law as
picket line, bringing them food, and
lief for excessive workloads, and
nation," said Robert Sexton, execu-
will provide an additional $9.5 mil-
anything else," said Mr. Allen.
forming a new school-improvement
tive director of the Prichard Commit-
Yakima, Wash., teachers stayed out
lion this year, teachers mounted a
"The notion that teachers in these
group, said Mrs. Smith. "It was
two days in a dispute over manage-
tee for Academic Excellence, a citi-
two-day strike after the district ini-
districts have been shut out has
those people against the good-old-
ment issues. As of late last week,
zens' advocacy group.
tially offered only a 3 percent pay
been by and large not true," said Mr.
boy network," she said.
Lake Washington teachers re-
With the passage of the landmark
hike, said Mr. Allen.
Keller, who portrays the unrest as
Elsewhere in the nation as the
mained out.
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Date 12/12
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October 1990
Education-related Statistics
Spending on Education
In 1990-91, the U.S. is expected to spend $384 billion on
education (local, state, federal, and private sources)
-- more than 200% increase over 1980 spending level of
$183 billion.
Adjusted for inflation the U.S. is spending $53 billion in
1980 dollars or $79 billion in 1990 dollars more in 1990
than in 1980 on K-12 education.
Adjusting for inflation, this represents a 34% increase in
K-12 spending and a 41% increase in postsecondary spending
since 1980-81.
Per pupil spending is expected to reach over $5,638 in
1990-91 -- $354 more than last year and, adjusted for
inflation, 33% since 1980-1981.
Student Enrollment
Over the last decade, the number of students enrolled in
elementary and secondary education has remained virtually
unchanged. In fall 1980, there were over 46.3 million
(46,318,000) -- in fall 1990, there will be 46.2 million.
Almost 60 million (59.8) students at all levels (46.2
in elementary and secondary; 13.6 in postsecondary) will
enroll this fall -- only slightly higher than 1980
enrollment of 58,414,000.
K-8 enrollment is increasing (from 33.3 million in
1989-90 to 38.3 million in 1990-91); while secondary
school enrollment is declining (from 12.7 in 1989-90 to
12.4 million in 1990-91).
The U.S. has twice the number of young adults in
postsecondary education as other countries. Of those who
graduate from high school, 70% eventually enroll in a
postsecondary institution; of those that enroll, 50 %
receive a bachelors degree.
Student Performance and Courses They are Taking
PERFORMANCE
o
After over 200 reports in eleven areas over 20 years,
the National Assessment of Educational Progress (NAEP)
reported last month that "the present education per-
formance is low and not improving."
-2-
-
Most 17-year-olds (81-96 8) have only basic
interpretative skills allowing them to solve one-
step problems and understand basic science.
-
Only 5 to 8% have skills normally associated with
college work or demanding jobs.
In a 1988 Civics NAEP test, only 51 percent of high school
seniors knew that religious freedom is guaranteed in the
Constitution.
In a 1986 NAEP test, over 25% of 13-year-olds could not
demonstrate basic problem-solving skills in addition,
substraction, multiplication, and division (1986 NAEP).
According to the limited data available, U.S. 13-year old
students place last in mathematics and near bottom in
science compared to peers in 11 nations and 4 Canadian
provinces (1985 data from International Assessment of
Educational Progress).
SAT scores have barely changed during the 1980s. In 1982,
mean verbal SAT for public school students was 426; it was
426 in 1988. Mean mathematics SAT rose slightly from 470
in 1982 to 476 in 1988. There have been slight increases
since 1983 in ACT scores.
COURSES
The 1983 A Nation at Risk report recommended that
gradătion requirements include: 4 years of English, 3
years of math, 3 years of science, 3 years of social
studies, 1/2 year of computer science, and 2 years of
foreign language (for college bound).
-
In 1987, 12 percent of high school graduates
completed course requirements for college-bound
students, up from 1.2 percent in 1982.
-
In 1987, 28.6 percent of high school graduates
completed non-college bound course requirements,
up from 13.4 percent in 1982.
The U.S. has twice the number of young adults in
postsecondary education as other countries. Of those who
graduate from high school, 70% eventually enroll in a
postsecondary institution; of those that enroll, 50 %
receive a bachelors degree.
Almost 75% of fourth graders report spending an hour or
less on writing in school each week -- less than 15
minutes a day (NAEP).
-3-
Only 64% of high school seniors report having any type of
geography in grades 9-12; 14 percent of high school
seniors report they have never studied history related to
the period from 1945 to the present (NAEP).
In Japan, 11% of 17- and 18-year olds take physics
compared with 1 percent of U.S. students; only 20% of
advanced mathematics students take calculus compared to
virtually all advanced students in Japan (IAEP).
Pupil-Student Ratio, Teachers' Salaries, Teachers/Other Staff
Pupil-student ratios (public K-12) have declined steadily
since 1955. In 1955, there were 26.9 students per
teacher; in 1980, 18.8; in 1990 17.2.
In 1986 (latest available date), in Japan's elementary
schools there were 23.3 students per teacher compared with
19.1 in the U.S.
In 1990-91, the average salary of public school K-12
teachers should rise to $33,300 -- 6% over last year.
Purchasing power of teacher salaries has risen by 23
percent since 1980-81 (source: Department of Education).
In 1959-60, teachers represented 65% of total K-12 school
staff; in 1987-88, teachers represented 52.8% of total
staff.
School Choice
O
Nine states have enacted statewide school choice plans:
Arkansas, Colorado, Idaho, Iowa, Minnesota, Nebraska,
Ohio, Utah, and Washington. School choice legislation is
being considered in at least eighteen states.
In Milwaukee, up to 1,000 low-income families are
receiving vouchers worth $2500 to choose a private school
?
for their children.
East Harlem, NY and Cambridge, MA are two examples of
local school choice plans that have demonstrated success
in improving schools and getting parents involved.
A ballot initiative in Oregon which has a good chance of
?x
passing in November would provide the most comprehensive
and far-reaching school choice measure to date.
According to the 1990 Gallup poll on education, 62% of the
public support the concept of school choice; 31% are
opposed. Support is highest among non-whites (72%).
-4-
Alternative Certification
Thirty-three states report having some type of alternate
route to teaching certification, up from 23 states in
1988. However, most states only use these routes if
facing a shortage of traditionally-certified teachers.
New, Jersey, Texas, and Connecticut are the only states
that have alternative certification for all fields, all
grade levels, and open to individuals with a bachelor's
degree in any subject.
Only 12,000 of the 1 million teachers hired in the U.S.
over the past 5 years have been hired through alternative
1%
certification programs of all types.
In New Jersey, 1,500 teachers have certified through its
provisional teacher route since 1985. Of these, 21% are
minorities, compared to 11% overall in New Jersey's
teaching force.
Education at Home
A 1984 Univ. of Michigan study of learning activities in
the home found that parents read to their preschool
children an average of 2 minutes/day on weekdays and 3
minutes/day on weekends.
A 1989 study of 1,000 business people in North America and
Australia reported that 42% do not read to their children.
A Department of Education's National Longitudinal Study
found that the typical 8th grader spends 4 times as much
time watching TV -- 21.2 hours/week -- than doing
homework -- 5.5 hours/week.
NAEP's 1988 report shows that 71% of 12th graders spend
one hour or less on homework each day. The results also
show that time spent on homework is directly related to
student achievement.
--
Over half of high school seniors read 10 or fewer
pages a day for homework or school.
--
25% of 4th graders and about one-third of 8th and
12th graders have fewer than 10 books of their own at
home.
--
A large percentage of students also report they never
or rarely borrow books from school or the library
(16% 4th graders; 37% 8th graders; 53% 12th graders).
-5-
Public Attitudes Toward Education
O
The public gives higher marks to schools in their com-
munity than schools nationally. In the 1990 Gallup poll,
41% gave their local schools an "A" or "B," but only 21%
gave these grades to schools nationally.
PEC- 5-90 WED 10:18 IM&D GROUP LTD
P.01
JOBS FOR AMERICA'S GRADUATES
SUITE 200, 1729 King Street
Alexandria, VA 22314
Tel: (703) 684:9479 FAX: (703) 684-9489
FACSIMILE TRANSMISSION SHEET
TO: MS. PeagyDoley
FROM: many
FAX: (202)456-6218
DATE: December 4, 1990
Total pages transmitted, including this cover page: 3
COMMENTS
Attached please find a summary
of The STPA. AS was stated in
The annual report, many of the
States involved in JAB receive JTPA
money.
Please call with any
questions
May
DATE SENT:
AUTHOR NOTIFIED
TIME SENT:
MACROJFAX
10:19 IM&D GROUP LTD
JOB TRAINING PARTNERSHIP ACT
The Job Training Partnership Act is the federal government's largest job training
program, initially authorized in 1982. It is presently undergoing reauthorization and will,
in general, track well the following key elements of JTPA:
The bulk of the funding goes to provide job training, counselling and support
services to disadvantaged youth and adults to assist them into successfully
entering the job market.
A significant element of JTPA, however, is directed to assisting laid-off workers
without regard to economic background. This is known as Title III "or the
"Worker Adjustment Act," or most recently as part of the "Economic
Development and Worker Adjustment Act" of 1988.
The funds are generally administered at the state and local levels through
specially created units of government "Service Delivery Areas" overseen by a
"Private Industry Council" which must, by law, have 51% of its members from
the private sector. These units, in turn, contract out for job training services to
local providers.
Under "EDWAA," besides the funding provided for assisting laid-off workers to gain
new employment, EDWAA offers an individual training entitlement to each laid-off worker.
If desired, the worker actually has the opportunity to receive a "certificate of continuing
need" that allows them to work at some other facility and, up to two years later, go out and
seek training to be paid for by government funds.
DEC- 5-90 WED 10:19 IM&D GROUP LTD
P.03
The broadest range of education, employment, counselling, job creation and job
development activities, as well as support services, can be paid for under Title III of JTPA.
All of the elements of the GE Model of Best Practices can be paid for in full or in part by
these funds.
It is important to emphasize, once again, that there are no economic criteria for
participation. Therefore, not only hourly but also exempt and nonexempt salaried employees
can have services provided under this act.
The attached document discusses in more detail the rules and regulations of JTPA.
GE has had extensive experience at the local level with utilizing Title III and
"EDWAA" funds. These funds have provided important new resources for carrying out lay-
off strategies.
It is important to realize that the government will require appropriate accounting of
the funds, regular monitoring of how the plan that was accepted is being carried out and
that the goals -- the usual goal is to ensure at least 80% of the employees who participate
actually receive new employment - are met.
Finally, you should know that the history of Title III projects indicates that, in most
cases, companies and organizations tend to underspend the budget. Therefore care should
be taken to request those funds that are needed, but which are likely to actually be used.
The GE consultant is prepared to assist in further explanations and how to approach
securing funding.
McGroarty/Dooley
December 7, 1990
11:30 am
PRESIDENTIAL REMARKS: JOBS FOR AMERICA'S GRADUATES AWARDS
NATIONAL PRESS CLUB
DECEMBER 12, 1990
12:00 P.M.
[Introductory acknowledgements.] Let me recognize your
Robb
outstanding Chairman, Governor John McKernan. Kenneth Smith,
Sen.
President of JAG. And Julie Nixon Eisenhower, who has done so
much to make this day possible. //
My own interest in JAG dates back to the beginning -- back
to my time on your Board of Directors, when Jobs for American
Graduates was nothing more than a new idea with plenty of
promise. That's why it's with special pride today that I meet
with all of you -- the ones who took this idea and put it into
action, with such spectacular results. //
One of my great pleasures as President is to shine the
spotlight on the success stories. Today, JAG is center stage.
// This organization has enjoyed lasting support from state
education officials, from Governors, and from the business
community for one simple reason: JAG works. //
Take a look at these statistics. 92% of the young people in
this program were able to complete their high school diploma or
wlin a mos.
their GED last year. JAG doesn't stop there. This program
assists these new graduates during that critical school-to-work
Judith
transition. 83% of the young people participating in JAG made a
Beylson
JAG
successful transition -- into the working world, into college or
post- Sec education
103 1684 9479
or training
2
the Armed Services. // And JAG accomplished all this at half
the average cost of other youth employment programs. //
You've been especially effective in our inner cities. //
Kids from low-income households, whose plans for the future don't
include college -- and may not even include finishing high-
school. JAG takes aim at these at-risk kids: the ones who --
without the right help and encouragement -- might find themselves
out of school, on their own, without prospects -- without a
future. JAG catches these kids before they fall through the
cracks -- 20,000 last year alone. //
Since I know a little bit about JAG, I know you're not
resting on your laurels. I urge you to extend this inner city
outreach -- expand this proven program to as many cities and
schools as possible. // It's my hope that before long, there
will be a Jobs for American Graduates program in every state in
the nation. // Because as great as it is to see all of you here
today -- there's a place in this room for all 50 governors. ///
It's no surprise to me that this success is taking place on
the state and local level. Last fall, as the Governors and I
forged our historic partnership at the Education Summit, we
recognized that excellence in education required an effort that
was not federal -- but national: one that brought all levels of
government together in common cause to improve America's schools.
Since then, we've made real progress. A set of six national
goals are now in place -- as is our target date, the year 2000.
Efforts to expand flexibility and accountability in education are
3
well underway. // At the Education Summit, we also promised to
undertake a major, state-by-state effort to restructure our
education system. //
I want to turn now to this challenge -- the need for a
reform effort that results in nothing less than the restructuring
of American education. The people in this room are critical to
this reform effort. Corporate leaders -- who know education is
competitiveness. Governors -- from Maine to
along with top education officials from each state.
eleaders 49rt bus comm.
Finally, students -- young people for whom the word education
means hope -- and happiness; opportunity -- and achievement. //
Let me explain to all of you about what I mean by
restructuring our schools. I'll limit myself to broad principles
-- because the last thing we need if we want real restructuring
is another set of prescriptions, another bureaucratic blueprint
from on-high in Washington. //
The cornerstone of this approach is to empower people -- not
bureacracies. // In our schools, empowerment begins with the
concept of choice -- the most revolutionary idea in American
education since the days of Horace Mann: empowering parents to
decide which school is best for their children. // Choice is
the catalyst for change -- the fundamental reform that drives
forward all the others. //
Let me lay out five principles that should guide our efforts
to restructure our schools -- principles that empower parents,
expand choice, and encourage excellence in education. // High
4
expectations. Decentralized authority. Schools that are
responsive -- market-oriented and performance-tested. //
Take the first: high expectations. We've got to raise our
sights -- for our students, for our schools. Let's not send the
signal, by the way we measure success, that what we're after is
some sort of minimum competency. We've seen the statistics:
American kids already rank too low compared to our chief
industrial competitors. // America can't settle for a C average
if we really mean to compete and get ahead. //
Second, we've got to decentralize authority. It wouldn't be
fair to raise expectations -- to ask more of our schools and our
students -- if we tie the hands of the teachers and principals
who make the difference. It's time to free our schools to
experiment with course material and teaching methods. Let local
school districts determine class size, the length of the school
day and school year.
After all, the secret to our schools' success isn't the size
of the bureaucracy. We succeed -- or fail -- one student at a
time. And the secret is the principal who commands respect, and
cares about each and every kid who walks into that school -- and
that special teacher, who starts with the same tests and books
and blackboard -- and makes learning come alive. //
For years we've stifled our schools with requirements and
red tape. Let's give our schools something teachers and
principles don't have enough of -- authority. Then let's see
what kind of job they do. //
5
Third, we need responsive schools -- customer-driven.
Schools that take their direction from parents -- the real
experts on what's best for their kids. That's central to the
concept of choice. // We need schools that are open to input
from the business community -- real-world institutions that can
teach our schools a thing or two about the kind of employees
they'll need tomorrow. // If we want schools that work -- we've
got to realize there's no monopoly on wisdom. //
Fourth, restructuring means making our schools more market-
oriented. We know what competition means in the business world.
It's time we recognize that competition can spur excellence in
our schools. // Let schools compete for students and faculty.
Let them open their doors to experts from outside the teaching
profession who are willing to share their wisdom in our schools.
We've got to expand alternative certification -- and tap the
wealth of teaching talent in our society, kept out of the
classroom now simply because they lack a teaching certificate.
Fifth and finally, we need to make sure the yardstick we use
to measure our achievement is performance-based. All the
necessary attention to rules, regulations and procedure -- all
the measures of dollars spent -- all the hardware and software,
statistics and studies cannot be allowed to obscure the one
measure that matters. What matters is what works. Results.
What kind of kid walks out of that classroom and into society --
what our kids know: whether we've taught them how to learn. //
6
And one thing more while the subject is performance: we
hold students accountable for their own failure. Let's do the
same for our schools. //
These five principles -- High expectations. Decentralized
authority. Schools that are responsive, market-oriented and
performance-based -- these five principles can guide our efforts,
as we restructure American education to meet the ambitious goals
we've set for our Nation's students and our schools. ///
This restructuring must take place. I don't have to tell
the corporate leaders in this room that America can't expect to
remain a first-class economy if we settle for second-rate
schools. And let me assure you: There is a role in this
restructuring for all of you here -- for your energy, for your
ideas -- for your commitment to educational excellence. //
Before I close, let me thank the companies, foundations and
individuals whose contributions help keep Jobs for America's
703/684-947 JudichBoylson JAG
Graduates going strong. The help you provide to each young
person literally lasts a lifetime. // And to the students here
today: let me recognize your accomplishments -- but let me ask
something as well. Just as you've been helped along the way,
make it your mission to always reach out your hand -- to all the
other kids like you, who have everything they need to succeed --
except encouragement. //
Once again, thank you all for this warm welcome -- and may
God bless the United States of America.
# # #
7:05 p.m. 12-10-90
to POTUS
McGroarty/Dooley
December 10, 1990
6:30 pm
PRESIDENTIAL REMARKS: JOBS FOR AMERICA'S GRADUATES AWARDS
NATIONAL PRESS CLUB
DECEMBER 12, 1990
12:00 P.M.
Thank you, Governor [McKernan], for those kind words -- and
let me commend you for your fine work as Chairman. // Let me
recognize Senator Robb, Chairman of JAG's Executive Committee.
Kenneth Smith, President of JAG. And Julie Nixon Eisenhower, who
has done so much to make this day possible.
//
steering Comyn
thanks to JAg NETSPONSE
Patrons 5 donors
My own interest in JAG dates back to the beginning -- back JAg Nt'l staff
to my time on your Board of Directors, when Jobs for America's
Govs
(19)
Graduates was nothing more than a new idea with plenty of
where
SUCC JAY
promise. That's why it's with special pride today that I meet
prin
their
State
with all of you -- the ones who took this idea and put it into
action, with such spectacular results. //
One of my great pleasures as President is to shine the
spotlight on the success stories. Today, JAG is center stage.
// This organization has enjoyed lasting support from state
education officials, from Governors, and from the business
community for one simple reason: JAG works. //
Take a look at these statistics. 92% of the young people in
this program were able to complete their high school diploma or
their GED last year. JAG doesn't stop there. This program
assists these new graduates during that critical school-to-work
transition. 83% of the young people participating in JAG made a
successful transition -- into the working world, the Armed
2
Services, or onto the next level of education. // And JAG
accomplished all this at half the average cost of other youth
employment programs. / /
You've been especially effective in our inner cities. //
Kids from low-income households, whose plans for the future don't
include college -- and may not even include finishing high-
school. JAG takes aim at these at-risk kids: the ones who --
without the right help and encouragement -- might find themselves
out of school, on their own, without prospects -- without a
future. JAG catches these kids before they fall through the
cracks -- 20,000 last year alone. //
Since I know a little bit about JAG, I know you're not
resting on your laurels. I am especially pleased that JAG has
joined the nationwide Points of Light movement with today's
announcement that each participant will be expected to engage in
community service activities. //
JAG's been especially effective in America's urban schools.
I urge you to extend this inner-city outreach -- expand this
proven program to as many cities and schools as possible. //
It's my hope that before long, there will be a Jobs for America's
Graduates program in every state in the nation. // Because as
great as it is to see all of you here today -- there's a place in
this room for all 50 governors. ///
It's no surprise to me that this success is taking place on
the state and local level. Last fall, as the Governors and I
forged our historic partnership at the Education Summit, we
3
recognized that excellence in education required an effort that
was not federal -- but national: one that brought all levels of
government together in common cause to improve America's schools.
Since then, we've made real progress. A set of six national
goals are now in place -- as is our target date, the year 2000.
Efforts to expand flexibility and accountability in education are
well underway. // At the Education Summit, the Governors also
committed to undertake a major, state-by-state effort to
restructure our education system. 11
I want to turn now to this challenge -- the need for a
reform effort that results in nothing less than the restructuring
of American education. The people in this room are critical to
this reform effort. Corporate leaders -- who know education is
the key to competitiveness. Governors -- from Maine to
California, along with top education officials from each state.
Teachers and principals -- whose daily dedication and commitment
will mold tomorrow's citizens. Finally, students -- young people
for whom the word education means hope -- and happiness;
opportunity -- and achievement. //
Let me explain to all of you about what I mean by
restructuring our schools. I'll limit myself to broad principles
-- because the last thing we need if we want real restructuring
is a set of prescriptions, a bureaucratic blueprint from on-high
in Washington. //
One of the keys to this approach is empowering people -- not
bureaucracies. // Central to empowerment is the concept of
4
choice: empowering parents to decide which school is best for
their children. // Choice is the catalyst for change -- the
fundamental reform that drives forward all the others. //
Let me lay out five principles that should guide our efforts to
restructure our schools -- principles that empower parents,
expand choice, and encourage excellence in education. // High
expectations. Decentralized authority. Schools that are
responsive -- market-oriented and performance-tested. //
Take the first: high expectations. We've got to raise our
sights -- for our students, for our schools. // We've seen the
statistics: American kids already rank too low compared to our
chief industrial competitors. // America can't settle for a c
average if we really mean to compete and get ahead. //
America's schools must -- and will -- aspire to world-class
standards. //
Second, we've got to decentralize authority. It wouldn't be
fair to raise expectations -- to ask more of our schools and our
students -- if we tie the hands of the teachers and principals
who make the difference. // After all, the secret to our
schools' success isn't the size of the bureaucracy. We succeed -
- or fail -- one student at a time. And the secret is the
principal who commands respect, and cares about each and every
kid who walks into that school -- and that special teacher, who
starts with the same tests and books and blackboard -- and makes
learning come alive. //
5
For years we've stifled our schools with requirements and
red tape. Let's give our schools something teachers and
principles don't have enough of -- authority. Then let's hold
them accountable for the results. //
Third, we need responsive schools -- customer-driven.
Schools that involve and engage students and their parents -- the
real experts on what's best for their kids. That's central to
the concept of choice. // Everywhere choice has been tried,
choice has worked -- in large part, because it has brought
parents into the process of shaping their children's education.
We need schools that are open to input from the business
community -- real-world institutions that can work with our
schools to educate the kind of employees they'll need tomorrow.
// If we want schools that work -- we've got to realize there's
no monopoly on wisdom. //
Fourth, restructuring means making our schools more market-
oriented. We know what competition means in the business world.
It's time we recognize that competition can spur excellence in
our schools. // Let them open their doors to experts from
outside the teaching profession who are willing to share their
wisdom in our schools. We've got to expand alternative
certification -- and tap the wealth of teaching talent in our
society, kept out of the classroom now simply because they lack a
teaching certificate.
Fifth and finally, we need to make sure the yardstick we use
to measure our achievement is performance-based. All the
6
necessary attention to rules, regulations and procedure -- all
the measures of dollars spent -- all the hardware and software,
statistics and studies cannot be allowed to obscure the one
measure that matters. What matters is what works. Results.
What kind of kid walks out of that classroom and into society --
what our kids know: whether we've taught them how to learn. //
And one thing more while the subject is performance: we
hold students accountable for their own failure. Let's do the
same for our schools. //
These five principles -- High expectations. Decentralized
authority. Schools that are responsive, market-oriented and
performance-based -- these five principles can guide our efforts,
as we restructure American education to meet the ambitious goals
we've set for our Nation's students and our schools. As we lead
America forward to an educational renaissance -- a system that
can compete with any in the world. //
This restructuring must take place. I don't have to tell
the corporate leaders in this room that America can't expect to
remain a first-class economy if we settle for second-rate
schools. And let me assure you: There is a role in this
restructuring for all of you here -- for your energy, for your
ideas -- for your commitment to educational excellence. //
Before I close, let me thank the companies, foundations and
individuals whose contributions help keep Jobs for America's
Graduates going strong. The help you provide to each young
person literally lasts a lifetime. // And to the students here
7
today: let me recognize your accomplishments -- but let me ask
something as well. Just as you've been helped along the way,
make it your mission to always reach out your hand -- to all the
other kids like you, who have everything they need to succeed --
except encouragement. //
Once again, thank you all for this warm welcome -- and may
God bless the United States of America.
# # #
Event: Jobs For Ivaduates Nati Bldg Press
Date:
December 12,1990.
OFFICE OF PRESIDENTIAL ADVANCE
IN-TOWN EVENT CONTACT SHEET
Name
Office
Phone Number
Presidential Advance Office
456-7565
Presidential Advance Fax Number
456-2820
(202)
Richara Thomas
WH Advance (Lead)
202.456.7565 OR 245-752
Patricia Conrad
WH Advance (Trip Coowinator) 11
Perry Liles
WH National Service
202-456-6266
Molley Osbome
WH
Jon Haskell
Photowacks (JA6)
301-585-6454
Kim O'Brien
Pangburn & Assoc.
638-1957
Wendy Pangburn
Pangbum d Assoc.
638-1957
Ken Smith
Jobs For America's 203 684-8475
Steven Ross I
GRODS
Steven Roso 2
w.H Press Advance 456-7565
LEVI MERLETTI
U.S. SECRET SERVICE
395-4112
DOUG WELLER
U.S.S.S. TECHNICAL SECURITY
395-4004
KURT DOUGLASS
USSS LEAD
395-4011
Bue LORD
WH COMM - OPS
395-4040
DEBORAH McGHEZ
WH COMM - LEAD
395-6050
BOB SchuliEN
U555-WFC
634-5100
HAZZI BOWAAN
NPC GENERFMANAGER
662-7510
RUDOLPH SEURAMAN
NPC Asst. DANAGER F+B
662-7113.
ROBBIE MELTON
JOA'S FOR AMERICAS GRADUAES
703-684-9479
Judith Boylson
Jobs for America's Graduates 703 684-9479
Peggy Dooley
WH Speechwriting
456-7750
Lia Zaccagnino
WH Intergovernmental
456-7170
Roxanne Bell Casseells
Pangbush assoe./JAG
638-1957
Diane Gills
NPC
662-7515
To Carolyn
Date 12-11-90
Time 1:55
WHILE YOU WERE OUT
M
Judy Boylsen
of
Phone
703 684 9479
Area Code
Number
Extension
TELEPHONED
PLEASE CALL
CALLED TO SEE YOU
WILL CALL AGAIN
WANTS TO SEE YOU
URGENT
RETURNED YOUR CALL
Message
ass
Operator
AMPAD
EFFICIENCY®
23-020
DEC- 7-90 FRI 18:10 IM&D GROUP LTD
P.01
JOBS FOR AMERICA'S GRADUATES
SUITE 200, 1729 King Street
90 OCT 6 P6: 21
mandria,
WA
12314
Tel: (703) 684,9479 FAX: (703) 684-9489
FACSIMILE TRANSMISSION SHEET
TO: Peggy Doley
FROM: rilly Boylson
DATE: FAX: 456-6218 (207)
12/7/90
Total pages transmitted, including this cover page:
COMMENTS
It was good to meet you! Let me know
what else you need!
Best, Judy
DATE SENT:
AUTHOR NOTIFIED
TIME SENT:
MACRO:JPAX
DEC- - 7-90 FRI 18:10 IM&D GROUP LTD
P.02
MEMORANDUM
TO:
Peggy Doley
FROM:
Judith Boylson
DATE:
December 71 1990
RE:
Job Training Partnership Act Summary
Per your request, the following is a brief summary of the Job Training
Partnership Act. This law has been crucial to the financing of the JAG
program around the country. Let me point out that Vice President Quayle
played an important role in making that law supportive of the JAG strategy.
Summary of JTPA
JTPA was authorized by Congress in 1982. Then Senator Quayle chaired the
Senate Committee on Labor and Human Resources during this time. The law
represented a dramatic change from CETA which emphasized public sector
employment. JTPA has the following key elements (which have proven
dramatically more successful than CETA):
no public sector employment;
70% of the funding must be spent on training;
oversight and accountability by Private Industry Councils which,
by the law, must have 51% private sector members (This may be
the only large scale federal program where the private sector can
actually exercise genuine control.);
The law requires a genuine public/private partnership including
leaders from business, state and local government, and, often,
educational institutions.
These following numbers are not precise, but JTPA has nearly
doubled the number of people who have gained private sector
employment while spending less than half of what CETA cost.
In the context of JAG, the law clearly encouraged the kinds of public/private
partnerships that oversee the JAG program. It also targeted funding on high
risk youth (40% of funds had to be spent on young people) - the primary
target of JAG.
Let me know if you have any questions or need further information.
MOUNTLAKE TERRACE, WA
STANTON, DE
ATWATER, CA
EVERETT, MA
HOPEWELL,
VA
ROAN MOUNTAIN, TN
SPRING
NASHVILLE, TN
NORTH, ME
AT
LYNNWOOD, WA
NEW CASTLE, DE
CA
NORTH QUINCY, MA
DANVILLE, VA
DICKSON, TN
MED
VNAN, GA
UNGSTOWN OH
MARTINSVILLE,
ON,
VT
SPRINGFIELD,
AY, ME
SA
HANOVER COUNT
WS FALLS, VT
LEBAN(
S, MI
NORT
IN,
GRAY, TN
WHI
IDGEVILLE, DE
HILLI
CLARKSVILL
BO
MA
WILL
HITES CREEK, TN
BRIS
HAMPTON,
RG
HELSA
OUNTY, VA HAMPTON, TN
HAVERHIL
JAG
S
DE
ATTLEBORO, MA
GATE CI
/ES, DE
N
BU
KINGSPORT, TN
FRANKF(
DAYTON,
SHINGTON COUNTY, VA
MIL
VIN, TN
MO
KALAMAZOO, MI
GAF
WILMIN
BRISTOL, PA
CANTON,
OH
ADOWDA
SOMERVILLE,
TN
ERIE, PA
MOUNTL
WORTH,
Jobs for America's
FIELD, VT NASHVILLE, TN
N, OH
DICKSON, TN
MED
VNAN, GA
ANDON, VT
SPRINGFIELD,
AY, ME
BELLOWS FALLS, VT
LEBAN(
S, MI
LA
TIFFIN, OH
GRAY, TN
WHITE
BRISTOL CIT
Graduates, Inc.
MONT, DE
BOSTON, MA
WILLA
BERLIN, NH
OWN, DE
LA VERGNE, TN
CHELSA
LINCOLN, NH
PENACOOK, NH
SMYRNA, DE
JO
TN
CLEVELAND,
A
JACKSON, TN
COLUMBUS,
OH
WISE COUNTY, VA
TON, TN
SPRINGFIELD, OH
TILTON,
GALLATIN, TN
VANG
N, OH
HUDSON, N.H.
ST. LOUIS
SONVILLE, FL
EDMONDS, WA
NUR
KSONVILLE, VT
MEMPHIS, TN
DAWSONVILLE, GA
MEADOWDALE,
ARK
BRIDGE, MA
RO
CITY, VA
HINESBURG, VT
SC
MOND, VA
MONTPELIER, VT
CHATTANOOGA, TN
MC
ST. LOUIS, MO
ZOO, MI
GARDINER, ME
ATLA
HAWTHORNE, CA
MERCED, CA
WORCESTER,
MA
NO
VT
MEMPHIS, TN
BRISTOL,
TON, OH
EXETER, NH
SOU
/ARK, DE
LAWNDALE, CA
LOS BANOS, CA
CAMBRIDGE,
RO
A
HINESBURG, VT
SOMERVILLE,
TN
PA
CINCINNATI, oH
KEEN
STANTON, DE
ATWATER, CA
EVERETT, MA
HOPEWELL, VA
RO
TAIN, TN
SPRINGFIELD, VT
NASHVILLE,
DOYLESTOWN, PA
ASTRAB
LYNNWOOD, WA
NEW CASTLE,
DE
GUSTINE, CA
NORTH QUINCY,
ANVILLE, VA
AKRON, OH
DICKSON, TN
MEDIA, PA
CHILLICOTHE, OH
MILFORD, DE
LE GRAND, CA
FALL RIVER, MA
YOUNGSTOWN, OH
TINSVILLE, VA
BRANDON, VT
SPRINGFIELD, TN
WILKES-BARRE, PA
EAT(
MAR, DE
BLUFF CITY, TN
DOS PALOS, CA
SHREWSBURY, MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
LEBANON, TN
NEW CARLISLE, OH
SOMERS
NORTH ADAMS, MA
SUFFOLK CITY, VA
HARDWICK,
VT
MURFREESBORO,
TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILLMA
CLARKSVILLE, TN
BLOUNTVILLE, TN
FREEMONT, OH
WOODSVILLE, NH
CLAYMONT, DE
BOSTON, MA
WILLAMSBURG, VA
WHITES CREEK, TN
BRIS
HAMPTON, VA
ELIZABETHTOWN, TN
STOW, OH
FRANKLIN, NH
GEORGETOWN, DE
LA VERGNE, TN
CHELSA, MA
ROANOKE
COUNTY, VA
HAMPTON,
TN
HAVERHILL, MA
PETERSBURG, VA
JOHNSON CITY, TN
ALLIANCE, OH
PENACOOK, NH
SMYRNA, DE
JONESBORO, TN
ATTLEBORO, MA
GATE CI
IES, DE
NORTHEAST, TN
FITCHBURG, MA
ISLE OF WIGHT/SMITHFIELD, VA
JACKSON, TN
COLUMBUS,
OH
SALEM, NH
KINGSPORT, TN
FRANKFC
DAYTON, OH
PLAISTOW, NH
SPRINGFIELD,
MA
PITTSYLVANIA,
VA
ARLINGTON,
TN
SPRINGFIELD, OH
TILTON, NH
WASHINGTON COUNTY, VA
MIL
IN,
TN
RICHMOND, VA
MONTPELIER, VT
CHATTANOOGA, TN
MCKEESPORT, PA
AKRON, OH
HUDSON, N.H.
ST. LOUIS, MO
KALAMAZOO, MI
GAR
WILMINGTON,
DE
HAWTHORNE,
CA
MERCED, CA
WORCESTER, MA
NORFOLK, VA
JACKSONVILLE, VT
MEMPHIS, TN
BRISTOL, PA
CANTON,
OH
ADOWDALE, WA
NEWARK, DE
LAWNDALE, CA
LOS BANOS, CA
CAMBRIDGE, MA
ROANOKE CITY, VA
HINESBURG, VT
SOMERVILLE,
TN
ERIE, PA
MOUNTLAKE TERRACE, WA
STANTON, DE
ATWATER, CA
EVERETT, MA
HOPEWELL, VA
ROAN MOUNTAIN, TN
SPRINGFIELD, VT
NASHVILLE, TN
VORTH, ME
ATHENS, GA
LYNNWOOD, WA
NEW CASTLE,
DE
GUSTINE, CA
NORTH QUINCY, MA
DANVILLE, VA
AKRON, OH
DICKSON,
TN
MED
/NAN, GA
WOODWAY, WA
MILFORD, DE
LE GRAND, CA
FALL RIVER, MA
YOUNGSTOWN, OH
MARTINSVILLE, VA
BRANDON, VT
SPRINGFIELD, 1
AY, ME
SAVANNAH, GA
DELMAR, DE
BLUFF CITY, TN
DOS PALOS, CA
SHREWSBURY, MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
LEBANO
S, MI
NORTH ADAMS, MA
SUFFOLK CITY, VA
HARDWICK, VT
MURFREESBORO,
TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILLI
CLARKSVILLE, TN
BLOUNTVILLE,
TN
FREEMONT, OH
WOODSVILLE, NH
CLAYMONT, DE
BOSTON, MA
WILLAMSBURG, VA
WHITES CREEK, TN
BRIST
HAMPTON, VA
ELIZABETHTOWN, TN
STOW, OH
FRANKLIN, NH
GEORGETOWN, DE
LA VERGNE, TN
CHELSA, MA
ROANOKE COUNTY, VA
HAMPTON, TN
1989 ANNUAL REPORT
OND, VA
MONTPELIER, VT
CHATTANOOGA, TN
MCKEESPORT, PA
AKRON, OH
HUDSON, N.H.
ST. LOUIS, MO
KALAMAZOO, MI
GARDINER, ME
ATLAN
IAWTHORNE, CA
MERCED, CA
WORCESTER, MA
NORFOLK, VA
JACKSONVILLE, VT
MEMPHIS, TN
BRISTOL, PA
CANTON, OH
EXETER, NH
SOU1
ARK, DE
LAWNDALE, CA
LOS BANOS, CA
CAMBRIDGE, MA
ROANOKE CITY, VA
HINESBURG, VT
SOMERVILLE, TN
ERIE, PA
CINCINNATI, oH
KEENE
STANTON, DE
ATWATER, CA
EVERETT, MA
HOPEWELL, VA
ROAN MOUNTAIN, TN
SPRINGFIELD, VT
NASHVILLE,
TN
DOYLESTOWN, PA
ASTRABI
YNNWOOD, WA
NEW CASTLE,
DE
GUSTINE, CA
NORTH QUINCY, MA
DANVILLE, VA
AKRON, OH
DICKSON, TN
MEDIA, PA
CHILLICOTHE,
OH
MILFORD, DE
LE GRAND, CA
FALL RIVER, MA
YOUNGSTOWN, OH
MARTINSVILLE, VA
BRANDON, VT
SPRINGFIELD, TN
WILKES-BARRE,
PA
EATO
AR, DE
BLUFF CITY, TN
DOS PALOS, CA
SHREWSBURY, MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
LEBANON, TN
NEW CARLISLE, oH
SOMERS
IORTH ADAMS, MA
SUFFOLK CITY, VA
HARDWICK, VT
MURFREESBORO, TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILLMAF
LARKSVILLE, TN
BLOUNTVILLE, TN
FREEMONT, OH
WOODSVILLE, NH
CLAYMONT, DE
BOSTON, MA
WILLAMSBURG, VA
WHITES CREEK, TN
BRIST
HAMPTON, VA
ELIZABETHTOWN, TN
STOW, oH
FRANKLIN, NH
GEORGETOWN,
DE
LA VERGNE, TN
CHELSA, MA
ROANOKE COUNTY, VA
HAMPTON, TN
HAVERHILL, MA
PETERSBURG, VA
JOHNSON CITY, TN
ALLIANCE, OH
PENACOOK, NH
SMYRNA, DE
JONESBORO, TN
ATTLEBORO, MA
GATE CIT
ES, DE
NORTHEAST, TN
FITCHBURG, MA
ISLE OF WIGHT/SMITHFIELD, VA
JACKSON,
TN
COLUMBUS, oH
SALEM, NH
KINGSPORT, TN
FRANKFO
AYTON, OH
PLAISTOW, NH
SPRINGFIELD,
MA
PITTSYLVANIA, VA
ARLINGTON,
TN
SPRINGFIELD, OH
TILTON, NH
WASHINGTON COUNTY, VA
MILI
IN, TN
RICHMOND,
VA
MONTPELIER,
VT
CHATTANOOGA, TN
MCKEESPORT, PA
AKRON, OH
HUDSON, N.H.
ALL MINGTON. DE HAWTHORNE C.A. C.A.
ST. LOUIS, MO
KALAMAZOO, MI
GARI
PRESIDENT BUSH RECOGNIZES THE
SUCCESS OF JAG
President George Bush made the following remarks in his
introduction of the new JAG video
"As a former member of the Board of Directors of Jobs For
America's Graduates, I am particularly pleased to introduce this
presentation of the successes and opportunities offered by this
fine program. JAG is one of the most successful school-to-work
transition programs for at-risk youth in this nation, achieving
an impressive 91% graduation rate. JAG has demonstrated that
America has made major improvements in the outcome of
public education.
What makes JAG work is a joint commitment of business,
government, education, labor, and community units all working
together, taking on personal responsibilities for the success of
each and every student in the program.
I have met some of the students from JAG in my travels across this
great country. I have talked to Governors, business leaders, and
school administrators and so many others who have told me just how
important JAG has been in improving the chances of our at-risk
young people to get and keep a good job upon leaving school."
1989 FINANCIAL SUPPORTERS
AMERICAN EXPRESS FOUNDATION
THE ANDREAS FOUNDATION
THE ANNENBERG FUND, INC.
CARNEGIE CORPORATION OF NEW YORK
DEWITT WALLACE-READER'S DIGEST FUND
FORD MOTOR COMPANY
THE FORD FOUNDATION
GTE FOUNDATION
IBM
JC PENNEY
JOHNSON & JOHNSON
KRAFT GENERAL FOODS
PEW CHARITABLE TRUSTS
THE XEROX FOUNDATION
JAG is not for profit exempt from taxes under Section 501-(c)-(3) of the Internal Revenue code.
2
JAG
Jobs for America's
Graduates, Inc.
CHAIRMAN'S REPORT
As I conclude my third
During the year, we dealt with multiple challenges as well. The
year as Chairman of Jobs
remaining three schools in Arizona were unable to continue the program
for America's Graduates,
due to lack of funding. The enormous budget difficulties in
it is a very special pleasure
Massachusetts continue to threaten the viability of one of our original
for me to report that, for
and more successful programs. Nevertheless, we are impressed with
the tenth year in a row,
the determination of the Board of Directors of Jobs for Bay State
JAG has continued to
Graduates "to stay the course" and seek other sources of funding
grow and serve even more
to maintain services for at-risk young people in Massachusetts.
at-risk young people.
It appears that 1990 will be one of the most challenging and
We had the highest
potentially rewarding years in our history. I am, therefore, pleased
success rate ever for helping
that Governor McKernan of Maine, our Vice Chairman, has agreed
our young people finish
to serve as our Chairman. In my judgment, his personal leadership
school - a 91% graduation
on the implementation of the program in Maine, as well as his
rate as of March 1989 for the Class of 1988. Also, we exceeded our
national leadership in developing statewide human resource strategies,
national goals of a more than 80% success rate for our young
makes him extremely well suited for meeting those challenges and
people - either on the job, in the military, or enrolled in
opportunities. At Governor McKernan's request, I am pleased to
postsecondary training. Finally, substantial improvements were
accept the role of Chairman of the Executive Committee of the
made in the quality of jobs secured and the wages and benefits
Board of Directors because of my deep belief in the value of JAG
which were received by our young people.
for meeting the needs of so many people, school districts,
In 1989 we were able to launch operations in two of America's
businesses and parents.
largest and most challenging states: California and Florida. At the
To all of those who have helped to make 1989 such a successful
end of the year, we received commitments to establish the program
year for Jobs for America's Graduates - our 400 member staff at
in another of the nation's most difficult environments, the Virgin
the national, state and local levels, our financial sponsors, the
Islands, where the unemployment rate is among the highest in the
nearly 500 members of the state and local boards of directors of
nation - a situation which has been compounded by the
our affiliates and the more than 1,500 employers across America
devastation of Hurricane Hugo.
who have made job opportunities available to our young people -
JAG continued to expand in several of our states, in particular
I offer my sincerest personal appreciation.
in Ohio, New Hampshire, Maine, Delaware and in my home State
Together you have made possible opportunities for individual
of Virginia. These results were strongly supported by the private sector.
career success for so many of our 21,000 young people in 1989. We
We were able to raise the largest amount of money ever from our
hope you can draw some measure of satisfaction from the fact
existing supporters and new sponsors. Nearly $700,000 was received
that you have helped to make those successes possible.
which allowed us to fully fund our budget for the year.
Finally, what was potentially one of the most exciting events in
our ten years of success occurred in 1989. The President and the
Senate have adopted a JAG recommendation for the creation of a
new "5% state set aside" incentive grant program as part of the proposed
reauthorization of the Job Training Partnership Act. Assuming that
Chuck Robb
the House concurs in the next Session, this will provide between
Chairman
$100 million and $150 million of funding for which states can
apply. Such funding would allow states either to expand or to create
statewide school-to-work transition systems - or other such
programs for at-risk youth. We are convinced that such an investment
will pay multiple dividends not only for increasing the number of
states committed to statewide school-to-work transition strategies,
but also in mobilizing additional resources from the public and
private sectors behind such proven strategies.
JAG
3
Jobs for America's
Graduates, Inc.
JAG BOARD OF DIRECTORS
Governor John R. McKernan, Jr., Vice Chairman
Governor John R.
McKernan has had an extensive record of leadership in human
McKernan, Jr. was elected
resource development at the federal and state levels. Perhaps the
Vice Chairman of the
best example was his decision to create a state human resource
Board of Directors of Jobs
master plan for Maine against which future state actions, investments
for America's Graduates
and policy decisions would be measured. In one of the most
in January 1989.
comprehensive approaches towards integrating the various state
Governor McKernan, a
and federal investments and policy support for human resource
longstanding supporter of
development, this plan, including the creation of Jobs for Maine
JAG during his time in the
Graduates, is now in effect. It governs programs and policies which
Congress, has continued
reach Maine's citizens of all ages and in every walk of life with
his personal leadership in
new incentives for improvement and new opportunities for
the launching of "Jobs for Maine Graduates" in 1988.
personal growth and achievement.
As Vice Chairman, Governor McKernan has been extremely
Governor McKernan previously served two terms in the United
active this year in personally contacting more than 20 Governors
States Congress, two terms in the Maine State Legislature and will
to encourage their consideration of the JAG program. He has also
complete his first term as Governor of Maine at the end of 1990.
responded immediately to a wide variety of requests for guidance,
assistance and counsel from the JAG staff.
JAG BOARD OF DIRECTORS
CHAIRMAN
The Honorable Charles S. Robb
U.S. Senator
State of Virginia
VICE CHAIRMAN
The Honorable John R. McKeman, Jr.
Governor
State of Maine
PRESIDENT
Mr. Kenneth M. Smith
Chairman and CEO
International Management and Development Group, Ltd.
TREASURER
Dr. Bernard E. Anderson
Mr. Michael M. Arnold
Mr. Ralph W. Barrow
The Honorable
The Honorable
SECRETARY
Dr. James M. Howell
Managing Partner
Director of Investor
Board Member
Christopher S. Bond
William E. Brock
Dr. William P. Pierce
Senior Vice President
Urban Affairs Partnership
Relations AFL-CIO
Jobs for Delaware
U.S. Senator
Former Secretary
Bank of Boston
Investment Trust
Graduates
State of Missouri
U.S. Department of Labor
The Honorable
Mr. Frank P. Doyle
Mrs. Julie Nixon
Mrs. Ursula F. Fairbairn
The Honorable
Dr. Benjamin L. Hooks
The Honorable
Dr. William B. Keene
The Honorable
James G. Collins
Senior Vice President
Eisenhower
Director of Education
William H. Gray, III
Executive Director
James M. Jeffords
Superintendent
Madeleine M. Kunin
Attorney At Law
General Electric Company
Author
IBM Corporation
Majority Whip U.S.
NAACP
U.S. Senator
Delaware Department of
Governor
House of Representative
State of Vermont
Public Instruction
State of Vermont
Mr. Preston S. Parish
Mr. James D. Robinson, III
The Honorable
Dr. Franklin B. Walter
Mrs. Carolyn Warner
The Honorable
Mr. Raul Yzaguirre
LEGAL COUNSEL
M. Peter McPherson
Parish Associates
Chairman
Joseph Tanner
Superintendent of Public
Carolyn Warner &
Pete Wilson
President
Mr. Stanton D. Anderson
Executive Vice President
American Express
Commissioner Georgia
Instruction Ohio
Associates
U.S. Senator
National Council
Anderson, Hibey,
Bank of America
Company
Department of Labor
Department of Education
State of California
of La Raza
Nauheim & Blair
4
JAG
Jobs for America's
Graduates, Inc.
PRESIDENT'S REPORT
As the Chairman's Report
As the year drew to a close, preparations were made for the
described, 1989 not only continued
following major initiatives in 1990:
the unbroken record growth of our
an on-site, formal Accreditation of each of the state and local
organization, but also laid the
groundwork, through the intro-
Affiliates of Jobs for America's Graduates during the first
four months of 1990;
duction of bills for the reauthor-
ization of the Job Training
negotiations with six additional states regarding the potential
Partnership Act, for reaching the ultimate goal of our Board of
for implementation in those states in 1990 or 1991;
Directors: the establishment of a statewide school-to-work transition
the revisions and updating of our Curriculum Guides as well as
system for at-risk youth in each state across the country.
the creation of a consistently applied curricula and program
While JAG continues to grow in most of the existing states as
for our Opportunity Awareness Program (dropout prevention);
well as into new states, an equal priority has been placed on
the development of a new JAG video presentation to help
the improvement of the quality of the jobs we are able to secure
expand the appreciation and understanding of the program at
for our young people. New priority has also been placed on
all levels (this video will contain a personal introduction by
improving the rate of graduation for this very at-risk group.
President Bush, a former member of our Board of Directors);
The 91% graduation/GED rate for the Class of 1988 (by March
a major fund-raising drive to expand the resources available
of 1989) was achieved through the "recovery" of more than 80% of
to JAG in order: a) to meet the challenges and opportunities
those youth who did not graduate at the normal time of May or
afforded by the expected reauthorization of JTPA, b) the need
June 1988. As a practical matter, the JAG local staff were able to
for assistance in expansion of the program in our existing
recover most of that group during the months that followed
states, and c) the interest of so many other states in
through additional instruction, counseling and excellent working
implementing the program.
relationships with local schools.
1989 was, indeed, a very good year. 1990 promises to be even
JAG was able to demonstrate solid progress on improving the
better. However, it will offer us some of our toughest challenges to
quality of jobs for our youth. There was a nearly 7% gain in hourly
meet the opportunities of a revised Job Training Partnership Act as
wages and a similar gain in the numbers of hours worked. However,
well as to meet the challenges of continually improving the quality
we are by no means satisfied. A continuing priority for 1990 will
of jobs available to our young people and the percentage who
be to improve both the quality of the jobs and the number of
graduate from school.
consistent hours on the job for our young people.
After meeting with most of them personally over the last few
During this year we were able to offer a National Training Seminar
months, I can say with confidence that the 400 members of the
for the national, state and local staff of our organization. For the
staff and management of Jobs for America's Graduates are ready
first time, Job Specialists were able to participate, in part through
to meet those challenges and opportunities with enthusiasm.
JAG financial support, in the seminar in Nashville, Tennessee.
Almost 50% of our 400 staff members were part of that experience.
The value of our program was amply demonstrated this year as
several states increased their financial support of the program,
despite difficult budget situations. Additional resources were committed
from local Private Industry Councils, Service Delivery Areas and
school districts which allowed for an increase of approximately
Kenneth M. Smith
15% in the number of young people served as compared to 1988.
President
JAG NATIONAL STAFF
Kenneth M. Smith
Dr. Jim Koeninger
President
Executive Vice President
Dr. Andrew Sum
Director of Research
Ted Buck
Judith Boylson
Director for Program Development
Director of Affiliate Services
Olivia Ann H. Hoffmann
Karen Elias
Director of Administration
Coordinator of Field Services
Maine's Governor, John McKernan (center) meets with JAG staff members left
to right: Dr. Jimmy G. Koeninger; Karen Elias; Judith Boylson, Dr. Andy Sum.
JAG
5
Jobs for America's
Graduates, Inc.
JAG — THE PROGRAM
2. Personal interviews with all youth in these categories during
the September through early November period by the Job
The overall objective of the JAG model is to reach an 80% positive
Specialist.
outcome rate for our participants; either on the job, in the military
3. A final decision is made by a committee in the school - most
or in full-time post-secondary training (as defined under the Job
often headed by the principal and including teachers and guidance
Training Partnership Act).
counselors - as to which youth should be in the program.
The comprehensive Jobs for America's Graduates model includes
(This strategy helps to prevent "creaming." It also ensures that
the dropout prevention activities in the 9th, 10th and 11th grades,
youth who are known by the school personnel as ones who
along with the 12th grade school-to-work transition activities.
need the program are not missed.)
Beginning at the end of November or in early December, the
THE 12TH GRADE
program goes into effect through participation by the youth in the
SCHOOL-TO-WORK
statewide "Career Association." (Each Association is named for the
state in which it operates.) Under the auspices of the Career Association,
TRANSITION PROGRAM
the students work with the Job Specialists in a structured learning
environment to achieve the competencies required by JAG. Students
The model program which was the primary focus of the organization
are tested both before and after to determine the real achievement
prior to 1988 (when the dropout prevention elements of the
levels for each competency.
"Comprehensive Model" were introduced) includes the following
On average, the young people work in groups or individually
key components:
with their Job Specialist a minimum of two hours per week. However,
The employment of "Job Specialists" who take personal
many sites offer as many as five hours per week. In addition, the
responsibility for 35-50 young people who are "at-risk" in their
Job Specialists often work with youth after school and, through the
senior year of becoming unemployed and/or of not
Career Association, selectively on weekends and evenings.
graduating.
During the February to May period, the intensive job development
A highly motivational youth organization (based on the success
strategy is implemented by the Job Specialist, most often after school
of Junior Achievement, FFA, DECA, etc.). The purpose is to
hours. These efforts acquaint the business community with the
provide the personal motivation which JAG believes is a critical
program and the Job Specialist usually before placement is needed.
element in developing the self-confidence necessary to succeed
As the school year comes to a close, the Job Specialists work with
in the workplace.
the youth and the employers to create job opportunities for
A program of activity focused on 37 job-related competencies
immediate placement in full-time jobs, to the maximum extent practical.
developed in cooperation with the private sector. These
Over the summer, the Job Specialists work with our young people
competencies are achieved through a variety of activity-based
and the employers to ensure that the Job is performed well and that
curricula drawn from both public and commercial materials.
advancement is sought. (The Job Specialist is required to demonstrate
Based on evaluations by JAG staff at the national and local
that 60% of the youth with whom they work receive a raise or
levels, these curricula materials have been revised and improved
promotion during the nine month period after they leave school.)
upon regularly. A December 1988 letter from the Dept. of
Also during this period, the nearly 25% of our young people
Labor confirms that these 37 JAG competencies fulfill the
who do not graduate in June (usually for lack of credits or poor
requirements of JTPA "more than adequately."
achievement) have the opportunity to participate in various educational
Provision of needed remediation and basic skills education drawn
programs which allow them to graduate by the fall, or to secure a
from available resources in the schools or the community.
GED. Approximately half of these youth receive either a diploma
Provision of any necessary social services required to help youth
or a GED by the winter following their departure from school.
overcome barriers to staying in school and getting a good job.
Intensive job development activities in a specific geographic
territory for which the Job Specialist has personal responsibility
OPPORTUNITY AWARENESS
for contacting and persuading employers to accept JAG youth
- at least on a trial basis - upon graduation or before.
PROGRAM (DROPOUT
Nine full months of follow-up after graduation are also provided
PREVENTION COMPONENT)
to ensure that the job has career potential, and to solve
problems which may occur on the job. One objective is to
ADDED
help gain a raise or promotion for each of our young people.
In 1988 the Board of Directors expanded the mission of JAG to offer
a truly comprehensive program beginning as early as 9th grade by
LOCAL PROGRAM START UP
combining a dropout prevention approach with the 12th grade school-
to-work transition model program. That decision was based on the
The procedure for the start-up of a local JAG program in a
expressed need of the nearly 300 schools where the program is now
school includes:
operating for assistance in helping at-risk youth in our state affiliates:
1. A review of the school records focused on poor achievement,
1. to keep them in school;
absenteeism, discipline problems or other problems in school,
2. to help them to graduate and;
as well as economic disadvantagement.
3. to assist in their placement in a quality job in the private sector.
6
JAG
Jobs for America's
Graduates, Inc.
PARTICIPANT PROFILE
The typical JAG participant has a junior-year grade point
average in the C range. Approximately one out of every four have
been expelled, suspended or placed on academic/social probation
prior to their enrollment in the program.
A majority (58%) of the high school seniors served by the JAG
program in 1989 were female. Nearly 60% of the participants were
members of racial/ethnic minority groups, with black youth
accounting for the largest segment. While family income was not
used as a selection criterion in some sites, nearly 50% of the
participants were documented to be members of poor families.
Explora
While dramatic variations occur among our programs as a result
of various concentrations of ethnic groups, the typical JAG
HOT CAREERS
GETTING
participant:
FOR THE '90s
A
JOB
is a high school senior;
comes from a low-income family;
is a member of a racial or ethnic minority;
Georgia JAG students learn about "Careers of the '90's" and "How to get
is enrolled in a general academic program;
and keep a job" at their state conference by making career posters.
has a below-average grade level or worse;
has little or no work experience;
plans to seek employment immediately upon graduation.
Based on an extensive array of past findings and the most recently
Demographic, Socioeconomic and
conducted research, these characteristics typify those youth who
Schooling Background Characteristics
are at-risk and expected to encounter severe problems in moving
from high school to the labor market upon graduation.
of Participants in
Jobs for America's Graduates Programs,
Class of 1989
Percent of
Participants with
Characteristic
Characteristic
Sex
Male
41.8
Female
58.2
Race/Ethnic Group
White, non-Hispanic
42.4
American Indian, Asian,
Black or Hispanic
57.5
Family Income
Poor or Near Poor
(that can be proved)
43.6
High School Curriculum
College Prep
19.0
General Academic
49.5
Vocational or Special Education
28.0
Junior Year Grade Point Average
B- or above
32.9
C- or C+
57.8
D+ or below
9.3
Ever Expelled, Suspended or Placed on Probation
Yes
33.1
No
66.9
Fall Job/Schooling/Military Service Plans
Work and school
53.7
Work only
29.4
Attend college only
1.3
Military Service/Work
10.2
Juan Gruz, a JAG student from Toledo Ohio, accepts the "1989 JTPA
Unsure
5.4
Outstanding Achievement Award." It was presented to Juan by President
Working During Senior Year
Bush and Secretary of Labor, Elizabeth Dole at a Rose Garden Ceremony
Yes
45.5
at the White House in August.
No
44.5
JAG
7
Jobs for America's
Graduates, Inc.
THE "PROVING" OF
PARTICIPANTS ARE
THE JAG MODEL
SELECTED BY THE SCHOOLS
JAG was established by its Board of Directors to demonstrate,
They are usually those students:
Who do not anticipate enrolling full-time in post-secondary
evaluate and then replicate a comprehensive school-to-work transition
concept in diverse labor markets. For ten years JAG conducted
education training;
extensive research and program operations to determine whether
Whose academic performance in high school has been
or not participation in this type of program significantly enhances
average or below-average;
the ability of "at-risk" high school graduates to make a successful
Whose employment experience is limited or non-existent;
transition from school-to-work, and to ascertain if the JAG Model
Who are enrolled in general academic programs; and
Who are members of low income families.
was suitable for national replication. The results are positive
and conclusive.
JAG BOOSTS GRADUATION /
AFTER TEN YEARS
GED RATES — 91%
JAG has operated at an annual 83% "success" rate;
At the end of the nine month follow-up period for the class
JAG is in operation in 16 states and 300 high schools;
of 1988 (March 30, 1989) - 91% of JAG's students had secured
JAG served 21,000 young people in 1989 (11,500 students in
a diploma or General Equivalency Degree.
the in-school JAG program and 9,500 graduates in the
nine-month follow-up phase);
JAG REDUCES YOUTH
JAG has nearly 400 local staff and 500 local non-profit Board
UNEMPLOYMENT BY UP TO 40%
members;
JAG has provided school-to-work transition services to nearly
Employment problems for high school graduates have persisted
80,000 young people;
throughout the nation since the early 1950s. In the 1980's, unem-
Over 60% of JAG participants have been minorities;
ployment rates for youth remained tragically high despite a
All youth selected by participating school officials are those
strong economy.
most "at-risk" for unemployment;
Research in the middle of the 1980's shows that the JAG school-
The rate of youth unemployment was reduced as much as
to-work program can reduce the youth unemployment rate for
40% for selected subgroups;
"at-risk" seniors by 10%-40%, and dramatically improve the chances
Earnings were increased by 20% ($1,000 on average) in
for the minority youth in JAG to get and keep a job and increase
the first year following graduation;
their earnings. JAG participants also increase earnings by over 20%
The program is most successful for youth with the greatest
- up to $1,000 per year in the first year following graduation in
challenges: minorities, youth with the lowest academic
comparison with their counterparts in other schools who did not
achievement levels and youth from low income families
participate in the program.
who had not previously worked.
Judges were absorbed in the presentation made by Richard Perez of the Jobs
for Edmonds Graduates program. Another set of judges were busy evaluating
the results of the employment application competition.
8
JAG
Jobs for America's
Graduates, Inc.
WOMEN, MINORITIES AND
JAG WORKS
AT LOW COST
LOW-INCOME PARTICIPANTS
Research findings over the ten year period clearly illustrate that
BENEFIT MOST
the JAG model is one of the more effective ever in obtaining
positive outcomes at a low cost. The cost of one student placement
While active involvement in JAG programs increases employment
(including nine months of follow-up) averages less than $1,400. JAG
prospects for all major subgroups of participants, the relative size of
participants earn almost that amount more than students in the
the employment impact does vary by subgroup. Females, black and
comparison group during the first 18 months of employment. These
other racial minorities, youths with lower academic performance and
young people are thus returning back to the government (via taxes
youths from low-income families tend to benefit the most from
paid and foregone public benefits) much of the cost of the program.
participation in JAG programs.
The employability skills instruction, the labor-market "brokering"
function of the "Job Specialists" and the provision of follow-up
support services are most effective in improving the employability of
those participants most likely to experience labor market problems.
JAG HAS LONG TERM
EARNINGS EFFECTS
JAG 1989 RESEARCH RESULTS
Research results for the early demonstration phase of the program
83% successful "Positive Termination."
revealed that earnings advantages of participants tend to persist up
91% graduation/GED rate by March 30, 1989.
to three years after high school graduation.
Results show:
The median wage was $4.25 per hour, and the mean wage was
$4.65 per hour. That is up approximately 6.7% over the
Participants who were employed at the time of the follow-up
previous year.
interview worked more hours per week and earned an hourly
wage nearly $.70 higher than the comparison group;
The median hours worked was 34.5, which was better than
Weekly wages of employed participants were $25 higher than
expected.
those of the comparison group.
The New England states were far and away the winners both in
By strengthening the labor force attachment of participants,
terms of wages and the number of hours worked, reflecting,
reducing unemployment and increasing access to full-time jobs, JAG
no doubt, the tight labor market there.
programs are able to generate strikingly higher earned incomes for
participants as contrasted with those in comparison schools.
Contact Hours. All of our research over the past decade has
Findings show that:
indicated that we must work with our young people a minimum
Annual earned income gains for participants range from
of 40 hours during the school year in order to have any real
$900-$1300 in the first year following graduation.
effect. Our national average is over 60, which is up compared
Participants earn $1500-$1800 more than the comparison group
to last year. We are quite pleased with this gain since it
during the first 18 months after graduation.
occurred at a time when schools were being squeezed hard to
have students meet more requirements.
JAG has 30 occupational competencies which we seek to have
"QUALITY
OPPORTUNIT
our seniors achieve prior to going to work. JAG uses a pre-
FOR
AMERICA'S
GRADUATI
and post-testing system to determine whether progress is
made by the training offered by our Job Specialists.
The results from our 25% sample of JAG students are
impressive. Our average increase from pre-to post-testing was
recorded at 17.4 points or an average of more than a 25% gain
(from 69.1 to 86.4)!
Dr. Andrew Sum, our Director of National Research, indicates
that, based on a review of similar youth in similar programs, the
JAG 1989 results are indeed "impressive." These results are
consistent with last year's class, too. Nearly eight out of every nine
JAG students gained ground in their test scores.
Staff members from all programs attended the National Training Seminar in
Nashville in August.
JAG
9
Jobs for America's
Graduates, Inc.
1989 RESULTS
21,000 at-risk young people served, the most ever
Florida,
with Members of Congress and the Administration in the develop-
California, and the Virgin Islands, opened Expansion in Ohio,
ment of a major new "state incentive grant" program proposed as
Delaware, Maine, Virginia, Pennsylvania, New Hampshire and
part of the reauthorization of the Job Training Partnership Act.
Georgia Significant improvements in the quality of jobs obtained
Based, in part, on the success of Jobs for America's Graduates, that
by our young people An impressive 91% graduation rate for the
state incentive grant (assuming it is passed by the Congress in
Class of 1988 from among the most "at-risk" young people who are
1990) can provide a major new source of financing for the creation
part of the JAG program An overall 83% success rate using
and/or expansion of JAG programs in many states. This Congres-
national government criteria for "Positive Termination."
sional and Administration recognition of the success of JAG and
JAG is proud of these accomplishments. 1989 was a year of
the potential it offers for substantially improving the outcomes of
continued growth and expansion of the program in both the
public education for at-risk youth was an especially exciting development.
quality and quantity of activities.
Also, during the year JAG conducted group and individual
JAG mounted a major effort to launch the program in California,
training for over 300 local staff. Extensive technical and consulting
which now enrolls nearly 700 young people in 11 high schools
assistance was rendered in the presentations required to secure
between the Los Angeles and Merced County areas. The far-flung
expanded funding in a number of states and localities in addition
activities of JAG in 1989 included a similar effort in the Virgin
to pursuing interest in new states. (As the year ended, six additional
Islands and in Florida, as well as a major commitment of resources
states were seriously considering the implementation of the
to support the expansion of the program in the several states
program for the 1990-91 school year.)
described above.
Finally, in 1989 substantial effort was initiated to expand the
A major focus of the year was on improving the "quality of jobs"
knowledge and awareness of Jobs for America's Graduates through
for our young people. A seven percent increase in wages was
wider distribution of the JAG national newsletter, the Annual
recorded over the Class of 1987; a substantial increase in the number
Report, the creation of a new audio-visual presentation that will be
of "contact hours" was made, SO that JAG exceeded its goal of an
introduced by President Bush, a former JAG Board member, and
average of 60 hours of contact time, on average, for our youth.
the development of a set of initiatives to raise the national
One of the most important initiatives in the year was in working
visibility of the program to attract additional support.
"QUALITY OPPORTUNITIES
Jobs For Bay State Graduates
Sheraton
Carev
James Collins - Chairman of JBSG (and Member of JAG Board of Directors)
The first Officer Leadership Conference of the Jobs for Pennsylvania
addresses students, staff and invited guests at the awards ceremony of the
Graduates. Local officers of 8 chapters statewide participated.
J.B.S.G. Career Development Conference as members of the State
Leadership Team look on.
10
JAG
Jobs for America's
Graduates, Inc.
JAG COMPETENCIES
The JAG core competencies are the result of considerable
BASIC COMPETENCIES
experience by Career/Job Specialists, employers' views on desired
21. Comprehend verbal communications
worker traits and skills and job research reviews. The thirty-seven
22. Comprehend written communications
(37) competencies are grouped into six (6) clusters.
23. Communicate in writing
*CAREER DEVELOPMENT COMPETENCIES
24. Communicate verbally
25. Perform mathematical calculations
1. Identify occupational interests, aptitudes and abilities
2. Relate interests, aptitudes and abilities to appropriate
LEADERSHIP AND SELF DEVELOPMENT
occupations
COMPETENCIES
3. Identify desired life style and relate to selected occupations
26. Demonstrate team membership
4. Develop a career path for a selected occupation
27. Demonstrate team leadership
5. Select an immediate job goal
28. Deliver presentations to a group
6. Describe the conditions and specifications of the job goal
29. Compete successfully with peers
JOB ATTAINMENT COMPETENCIES
30. Demonstrate commitment to an organization
7. Construct a resume
* PERSONAL SKILLS COMPETENCIES
8. Conduct a job search
31. Understand types of maturity
9. Develop a letter of application
32. Identify a self-value system and how it affects life
10. Use the telephone to arrange an interview
33. Base decisions on values and goals
11. Complete application forms
34. Identify process of decision making
12. Complete employment tests
35. Demonstrate ability to assume responsibility for
13. Complete a job interview
actions and decisions
JOB SURVIVAL COMPETENCIES
36. Demonstrate a positive attitude
14. Demonstrate appropriate appearance
37. Develop healthy self-concept for home, school and work
15. Understand what employers expect of employees
*Competencies 1-30 are for JAG's school-to-work transition program.
16. Identify problems of new employees
**Competencies 1-37 are for JAG's dropout prevention program.
17. Demonstrate time management
18. Follow directions
19. Practice effective human relations
20. Appropriately resign from a job
U.S. Department of Labor
OF LABOR
Employment and Training Administration
200 Constitution Avenue, N.W.
Washington, D.C. 20210
STATES
OF
DEPARTMENT OF LABOR APPROVES JAG COMPETENCIES
" Our review of your thirty-seven core competencies indicates that your program more than adequately covers
the eleven core competencies and, therefore, meets the minimal requirements outlined in the Federal Register.
Your training appears to be quite comprehensive reaffirming our belief that many programs would take the lead
in providing training beyond our minimal requirements. We wish you success in working with Private Industry
Council's across the nation, and applaud your efforts in preparing youth for today's more demanding
labor market.
"
ROBERTS T. JONES
Assistant Secretary of Labor
JAG
11
Jobs for America's
Graduates, Inc.
JAG HISTORICAL HIGHLIGHTS
Jobs for America's Graduates established its model program in
officers, members of Congress, chief executive officers of major
the State of Delaware in 1979 under the leadership of Governor
corporations, the presidents of three of the major civil rights and
Pete du Pont and the senior levels of government and the private sector.
minority organizations and senior representatives of the labor movement.
Once the model had been designed, a separate nonprofit
The first meeting of the Board of Jobs for America's Graduates
corporation was organized (chaired by the Governor) with the
was convened in January 1980 and a decision was made to conduct
senior public and private leaders of the state on the Board to
a five-year "research and demonstration" program.
manage the test of the program.
The most important question addressed during this R&D stage
The program was sufficiently successful in the eight high schools
was, "Is this an approach which could provide a national strategy
where it was implemented for the class of 1980 that the decision
for substantially reducing youth unemployment and the dropout
was made to extend the program to nearly all of the high schools
rate while increasing the graduation rate among the nation's most
in the state by the end of 1981.
"at-risk" young people?"
Based on the success of this statewide effort, Jobs for America's
The research and demonstration program proceeded with the
Graduates, Inc., was created for the purpose of testing Delaware's
support of funds from the U.S. Department of Labor, the support
successful model on a national scale. The decision to organize JAG
of government agencies at the state and local levels and major
was made on the basis of the conviction of those in Delaware -
support from the private sector. Over time, financial support at the
and the national leaders from across the country - that a more
state level expanded with the decision by state legislatures to carry
comprehensive state-level approach was needed to help at-risk youth
out this research and development effort.
stay in school and get a job. This conviction was based on the
By the conclusion of the five-year R& D effort in the first
employment problems arising from the recession and the long-term
quarter of 1986, eight states had participated and more than 40,000
problem of youth unemployment.
young people had been served. Nearly 70% of these young people
This conclusion was supported by the staffs of the Rockefeller and
were minorities and 60% could be proven to be "poor."
Ford Foundations which, in concert with the United States Depart-
Based on that outcome, the Board elected to undertake a
ment of Labor, provided necessary funding to underwrite the esta-
long-term strategy to work with all 50 states in the creation of
blishment of Jobs for America's Graduates and the implementation
statewide school-to-work transition systems utilizing the proven
of the JAG model in four other states: Massachusetts, Arizona, Missouri
and successful JAG model.
and Tennessee. (No government funds came to JAG nationally).
Today the program has doubled in size to 16 states and
The Board of Directors of Jobs for America's Graduates was
territories serving 21,000 young people in 170 communities.
comprised of the same key constituencies from which the Delaware
Board had been organized - but at a national level. It included
five governors, previous Vice Presidents of the United States,
(including now President George Bush) several chief state school
LARGEST NATIONAL TRAINING SEMINAR EVER
JAG made arrangements to
provide partial financial support for
Job Specialists as well as super-
visors and managers to attend the
annual National Training Seminar.
The Seminar, which was con-
ducted in Nashville, Tennessee, was
hosted with strong support from
the Tennessee State Departments
of Labor and Education and the
Jobs for Tennessee Graduates
program.
174 staff members from 14 states
participated in the 4 day event.
Governor McKernan, the JAG
Vice Chairman from Maine,
Catherine Bertini, Director of the
Office of Family Assistance and
Deputy Assistant Secretary of
Labor, Carolyn Golding, took part.
12
JAG
Jobs for America's
Graduates, Inc.
1989 JAG AFFILIATE ACTIVITIES
JAG AFFILIATES
FUNDING OF JAG
Typically, the JAG Affiliate is a state nonprofit corporation with
NATIONAL LEVEL FUNDING
the title Jobs for (state name) Graduates. However, there are other
examples such as in Vermont and Pennsylvania where the State
During a time when contributions to worthy causes by U.S.
Board of Education serves in that role with an advisory body made
corporations continue to level off, JAG is pleased to express appreciation
up of the kinds of leaders that JAG recommends be drawn from
to its continuing contributors as well as to welcome several new
the private and public sectors.
JAG supporters for 1989. Such support is fundamental to JAG's
Delaware, New Hampshire, Georgia, Virginia and Massachusetts all
success since the national non-profit corporation has never
utilize a single state Board which employs all of the staff and deploys
received government funding.
them into the various communities where the program operates. In
Jobs for America's Graduates, Inc. (the national office) operated
Ohio, a State "Governing Board" sets policy while local nonprofit
on a 1989 budget of less than $600,000. Expansion of the JAG
Boards (such as "Jobs for Ohio's Graduates-Canton") actually serve
Network as well as the scope of the program was accomplished while
as the employing agency and meet the requirements of both Jobs
maintaining a similar level of spending as the previous year. The
for Ohio's Graduates and Jobs for America's Graduates. In other
range of JAG activities include expanded state and local training,
communities, such as Kalamazoo, Michigan and St. Louis, Missouri,
development in the five new states, curriculum refinement,
the program is operated by an existing nonprofit (the Upjohn
on-going technical assistance, formal on-site evaluation/accreditation
Institute and the Urban League of Greater St. Louis, respectively)
publications, resource development, etc. All of this was made
which affiliate with JAG and carry out the program to our
possible through the generous financial support of corporate
and foundation donors.
performance requirements. This is a means of conducting a test of
our program in states which appear to be receptive but require a
STATE AFFILIATE FUNDING
pilot or test period before a final decision is made to create a
Over $14 million dollars was committed to the local JAG Network
statewide Board.
programs nationwide. This includes public funds from state legisla-
Over 500 individuals serve on the Boards of Directors of the
tive appropriations and JTPA funds at the local and state levels.
nonprofit organizations affiliated with JAG. These include governors,
This does not include several million dollars more in various
state superintendents of education, state commissioners of labor,
in-kind contributions from schools, state agencies, local businesses,
state-level officials of the AFL-CIO, the presidents of the state
and community organizations.
chambers of commerce, chief executive officers of major corporations
and business organizations, community leaders from the civil rights
field, the United Way and other important community groups.
The relationship between JAG and the Affiliates has been
further cemented by the implementation of the "Affiliation Fee."
Effective July 1, 1988, all sites began paying JAG an annual fee
approximately 50% of the total costs required to service that state.
ACCREDITATION OF AFFILIATES
JAG annually conducts an extensive and intensive Accreditation
process of each Affiliate. This Accreditation process includes mail
surveys and personal interviews with all the key constituencies in
the program and evaluations of adherence to the JAG performance
standards. The Accreditation process is in compliance both with
the application of JAG techniques and adherence to JAG performance
requirements. An "Action Plan" is then prepared by the local
Jobs for Edmonds (Washington) Graduates students take their tasks seriously.
program to respond to any areas of weakness. As necessary,
Shown are students participating in the employment application competition
additional technical assistance and support is rendered by JAG.
during JEG's May 17, 1989 Career Development Conference.
JAG
13
Jobs for America's
Graduates, Inc.
JOBS FOR
VIRGINIA GRADUATES
Year affiliated with JAG: 1982
Number of students served 1989: 1126
(406 Class of '88-'89); (720 Class of '89.'90)
18 schools were served in 18 communities
1989 funding at $790,000 Sources: State Legislature
& Private Sector.
JVG had its largest expansion ever for the 1989-90 school year.
Beginning July 1, 1989, JVG increased to 18 sites across the
Jobs for Michigan's Graduates Career Conference in May. Students Yolanda
Commonwealth. The sites are divided into four regions and
Abbott and John Williams present awards to Clifford Brown, Personnel
Director of Buick, Oldsmobile, Cadillac Group; General Motors Corporation,
encompass over five hundred miles from the Atlantic Ocean
Kalamazoo Manufacturing Plant (Sponsors of the Conference).
to the Blue Ridge Mountains (truly a state wide program!)
The Virginia Career Association held its Seventh Annual
Career Development Conference during May. Chapter Competitive
JOBS FOR
Event winners participated in a variety of activities with each
BAY STATE GRADUATES
student returning home as a "winner."
(Massachusetts)
The Jobs for Virginia Graduates Board of Directors, comprised
of state and business leaders (including the new Governor of
Year affiliated with JAG: 1981
Virginia, Douglas Wilder) approved major expansion of the program
Number of students served 1989: 2131
and established a policy that will encourage school district funding
(1126 Class of '88-'89); (1005 Class of '89-'90)
of its program by 1992. This plan will allow JVG to use it's
25 schools were served in 17 communities
financial resources to initiate the program in new sites, allowing
1989 funding at $1,400,000 Sources: State Legislature,
the program to expand at a more rapid rate in the future.
Local Community Support, Private Sector
JOBS FOR
JBSG continued to deliver a quality youth employment program
MISSOURI GRADUATES
throughout the Commonwealth for its ninth year of operation.
The JBSG record of success continues with support from local and
state business, education and government leaders.
Year affiliated with JAG: 1981
Two highly successful Career Development Conferences, one for
Number of students served 1989: 421
the eastern and one for the western areas of the state, were held
(212 Class of '88-'89); (209 Class of '89-'90)
for participants of Jobs for Bay State Graduates. Many area busi-
8 schools were served in St. Louis (City and County)
ness administrators, local elected officials and school administrators
1989 funding at $221,500 Sources: JTPA & Private
attended the awards banquet to applaud the students as they were
Contributions (Citicorp, General Dynamics, Ford
presented trophies and ribbons recognizing their accomplishments.
Motor Co., Aetna Foundation, Brown Group, Inc.)
The students competed in events related to the curriculum used in
their daily employability skills sessions. As part of the awards
JMG is operated by the Urban League of Metropolitan St.
ceremony at this year's conferences, area companies or individuals
Louis and provides services to eight schools in the metropolitan St.
who have shown outstanding support for the Jobs for Bay State
Louis area. The program plays a key role in the Urban League's
Graduates program throughout the year were honored by having
mission to improve the social and economic conditions and
the company or individual name attached to specific competitive
opportunities for Blacks and other disadvantaged groups. James
event awards, i.e., The Bank of Boston Finalists Medals. The
H. Buford, President of the Urban League said, "The value of this
positive results of the day-long special event were realized as the
school-to-work transition program cannot be over stated. The
Job Specialists and management analyzed evaluation forms completed
program is essential to providing long-term solutions to the
by each of the students. Most of the participants expressed in
economic woes of our constituency."
varying words that the conference was the highlight of their high
On March 23, 1990, JMG held it's Ninth Annual Career
school years.
Conference. Eighty students participated in five competitive events,
A civic project introduced to the national network by Mary C.
a poster contest, and workshops. Individuals from the following
Connelly, President of Jobs for Bay State Graduates, was recognized
companies volunteered their time to serve as judges for events:
by the Massachusetts State Legislature on January 18, 1989.
McDonnell Douglas; Southwestern Bell Telephone; American Red
Speaker of the House George Keverian met with Jobs for Bay State
Cross; General Motors; Mercantile Bank; Schnucks Markets; Jobs
Graduates participants from across the state who, along with students
Partnership of St. Louis; Trans World Airlines; the Black Nurses
from JAG affiliates from across the country, collected socks to be
Association, the Metropolitan St. Louis Police Department,
sent to the Armenian earthquake survivors as a means to express
KMOV-TV, and Venture Stores.
hope. Speaker Keverian acknowledged the success of the effort.
14
JAG
Jobs for America's
Graduates, Inc.
Vermont
FOR
JOBS FOR
JOBS FOR
MICHIGAN'S GRADUATES
VERMONT GRADUATES
Year affiliated with JAG: 1982
Year fffiliated with JAG: 1986
Number of students served 1989: 226
Number of students served 1989: 358
(113 Class of '88-'89); (113 Class of '89.'90)
(158 Class '88-'89); (170 Class '89.'90)
3 schools were served in 2 communities
10 schools were served in 10 communities
1989 funding at $222,000 Source: JTPA; Foundations
1989 funding $195,795 Sources: JTPA; Vocational Ed;
Local School Districts; State Dept. of Ed.;
JMG, again operating on a very tight budget, was able to serve
& Corporate Contributions
over two hundred at-risk youth in Kalamazoo and Three Rivers.
The program continues to be supported by the business community
JVG has taken several important steps forward during 1989.
and the local JTPA, city government and local school systems. The
JVG's partnership with the Vermont business community grew,
special support from Youth Opportunities Unlimited keeps the
resulting in several significant financial contributions to the state
JMG youth employment program a vital part of the community.
program and local sites. General Electric Company, which has
A Career Association Conference was held this year. This was
supported JVG for several years, was joined by; New England
an all day event involving 93 JMG students in touring the Buick,
Telephone Company, the Gannett Foundation/Burlington Free
Oldsmobile, & Cadillac plants in Kalamazoo, sponsors of the
Press, Digital Equipment, Cabot Cooperative Creamery, Central
Conference. Several presentations were made by guest speakers on
Vermont Public Service, and the Merchants Bank Foundation.
motivation and career options. Each student was presented with a
JVG '89 graduates are doing very well in the labor market with
Certificate at the end of the day and the GM Plant Manager was
83% employed on September 30. Another 10% are also either in
presented a JMG award for his support of the program. This was a
training programs or attending college. JVG was awarded the
very special day for all the students with many excellent speakers.
Chairman's Award for "highest full-time job placement rate for the
class of '88 graduates" at the JAG National Training Seminar.
Five events highlighted an active statewide Career Association
agenda. In October, a statewide student Orientation Day was held
to motivate students to participate and to begin building relation-
JOBS FOR EDMONDS
JOBS FOR
ships among the local chapters. In November a Leadership Training
GRADUATES
WASHINGTON GRADUATES
Conference was conducted for all elected student officers. A meeting
(Edmonds School District)
with Governor Madeleine M. Kunin, and U.S. Senator James
Jeffords was held in Montpelier for JVG student representatives
from each of the ten schools. They also had the opportunity to
Year affiliated with JAG: 1986
view the Vermont Legislature in action. On May 5th, the JVG
Number of students served 1989: 165
State Career Development Conference was held providing an
(83 Class of '88-'89); (82 Class of '89.'90)
opportunity for many students to participate in five competitive
5 schools served in 5 communities
events, workshops and motivational general sessions. In late May,
1989 funding at $177,587 Source: JTPA
JVG students and staff represented the program at the Vermont
Business and Industry Exposition in Burlington.
As JEG completed its third year, it was pleased to be the
recipient of two awards at the JAG National Training Seminar -
the President's Award for the New Site Overall Research
Performance and the Chairman's Award for Most Improved Job
JOBS FOR VT. GRADS WOR
Placement Performance for August 30, 1988 to September 30, 1989.
The Second Annual Career Development Conference was held
on May 17th. JEG students participated in a variety of learning
JOBS FOR VERMONT GRADUATES
activities including competitive events, workshops, and an auction.
Competitive events included Employment Interviewing, Decision
CA
ASSOCIATION
Making, Public Speaking, and Life Skills Math. The auction was
unique in that the "money" students used to bid on items (that
were donated by employers and local stores) was received by the
students in the form of "paychecks" throughout the year as
compensation for their school performance and attendance.
In October, The Third Annual Initiation and Installation
Ceremony was held to initiate all new members and install the
newly elected officers of the JEG Career Association.
JVG students and staff present the program to the business community at
the VT Business & Industry Exposition in Burlington.
JAG
15
Jobs for America's
Graduates, Inc.
JOBS FOR
JOBS FOR
PENNSYLVANIA GRADUATES
NEW HAMPSHIRE GRADUATES
Year affiliated with JAG: 1988
Year affiliated with JAG: 1987
Number of students served 1989: 357
Number of students served 1989: 1309
(143 Class of '88-'89); (214 Class of '89.'90)
(487 Class of '88-'89); (612 Class of '89-'90);
10 schools were served in 5 communities
(210 OAP Class of '89-'90)
1989 funding at $442,044 Sources: JTPA . State
17 schools were served in 17 communities
Educational (8%) Grant
1989 funding at $557,515 Sources: JTPA
JPG completed its second year of operation and has experienced
The "First Anniversary Celebration" of JNHG was hosted by
very positive results. In 1989, 94% of JPG students graduated and
former Governor John Sununu at the State House in December
the Positive Outcome Rate was 84%. Representative leaders from
1988. Also, the Second Annual JNHG Career Conference held in
business, education, and government were invited to serve on the
the Spring, gave the opportunity to 250 New Hampshire high
JPG Advisory Board. A state-wide student competition was held
school students to gather together and display their talents and
for the design of the JPG logo. The winning design (shown above)
understanding of techniques and skills acquired during the school
is a combination of the top three entries.
year. One of the main events of the JNHG Career Association
The first JPG Officer Leadership Conference was held in
involved students in career related competitive events, mock
December. Student Officers of JPG's nine Career Association
interview sessions and public speaking. Several workshops and
Chapters attended and participated in various leadership
a dinner dance were also held.
development activities. JPG State Officers were also elected.
JAG'S Opportunity Awareness Program was piloted in four schools
JPG expanded by the addition of two high schools to the
during the 1988-89 school year and was expanded to seven schools
program serving fifty more students in 1989-90.
in 1989-90. This expansion is helping to reach 100 additional
potential high school drop-outs before their senior year.
JOBS FOR
As a result of the annual Accredidation process conducted by
CALIFORNIA GRADUATES
national staff of Jobs for America's Graduates, JNHG was selected
as a "Model Affiliate using JTPA Funds" in 1989.
Year affiliated with JAG: 1989
Number of students served 1989: 726
(Merced 276); (Centinela 450)
JCG serves 15 schools in 10 communities
Merced County serves 8 comprehensive high
schools & 5 alternative schools.
Centinela County serves 2 high schools in
2 communities
1989 funding at $574,000
$310,000 Merced Source: 78% local, state 8%
JTPA & private sector
$264,000 Centinela Source: JTPA
JCG presently is currently comprised of two program entities
Student winners from the JNHG Spring Career Conference.
serving Merced County and Centinela (near Los Angeles) respectively.
JCG has the support of the State Superintendent of Education,
Bill Honig, and the State Board of Education.
U.S. Senator Pete Wilson represents California on the JAG
Board of Directors. He has had a long-standing interest in JAG
and its potential value to California.
JCG-Merced County program includes all eight of the com-
prehensive high schools in the County with 276 students including
students from alternative high schools. A kick-off reception was
attended by over 100 people in August to celebrate the official
incorporation of the Board of Directors.
JCG-Centinela, under the leadership of Dr. McKinley Nash,
was launched in both of the large comprehensive high schools near
the Los Angeles Airport as part of a comprehensive school-to-work
strategy of the Superintendent and the local school board. A Board
of Directors composed of individuals from the private sector will
New Hampshire OAP students receive awards at the spring JNHG Career
be established in early 1990.
Conference.
16
JAG
Jobs for America's
Graduates, Inc.
JOBS FOR
JOBS FOR
TENNESSEE GRADUATES
OHIO GRADUATES
Year affiliated with JAG: 1981
Year affiliated with JAG: 1985
Number of students served 1989: 5,815
Number of students served 1989: 5,483
(2,526 Class '88-'89); (2,287 Class '89.'90)
(2,483 Class '88-'89); (3,047 Class '89.'90)
85 schools served in over 40 communities
60 schools were served in 32 communities (statewide)
1989 funding at $4,500,000 Source: JTPA & State
1989 funding at $3,110,396 Source: State Education
Education (Legislative appropriation)
Budget (42%) and JPTA (40%) Schools (7%)
Corporate & Foundations (9%)
JTG began in 1981 with three schools in Memphis and has
grown into one of JAG's largest affiliates. JTG is divided into regions
JOG greatly expanded upon its success adding five new programs
that all report to a statewide Board of Directors under the leader-
in Lorain, Sandusky, Delaware, Ashtabula, and Chillicothe. New
ship of Commissioner of Education, Charles Smith. The Board is
sites added are in Xenia, Cleveland Heights/University Heights,
comprised of leaders from business, government, and education.
Trotwood-Madison, Worthington, Holland, Conneaut, Geneva, and
Two key events were held at the state level in 1989 - an Officers
Tiffin. The program serves 60 high schools in 29 school districts.
Training Conference in the fall and the Career Development
The two major statewide events for the Ohio Career Association
Conference in the spring which was attended by over 650 JTG
were the 2nd Annual Leadership Congress and the 3rd Annual
students. JTG also hosted the Tenth Anniversary JAG National
Career Development Conference. Over 200 JOG students participated
Training Seminar in Nashville in August.
in the Leadership Congress held November 10, 1988 at the Fawcett
JTG-Nashville received a pledge of $75,000 to initiate the
Center for Tomorrow. A release of 3,500 red and gold balloons was
Opportunities Awareness Program from the Rogers Group, a local
held in conjunction with the congress - representing the 3,543
contractor and buildings supplier. Rogers Group employees are also
students who have benefited from JOG since its inception in 1986-87.
serving as role models to OAP participants.
Almost 400 JOG students and local staff participated in the
JTG programs combined many inspiring learning experiences
Career Development Conference held May 3, 1989 at the Fawcett
such as field trips, guest speakers, and civic activities to enhance
Center for Tomorrow. Competition included Public Speaking,
the curriculum. JTG-Middle Tennessee hosted a major fundraiser
Decision Making, Employment Interviews, Posters, Telephone
called "Star Search" which involved six high schools and raised
Techniques, and Employment Testing. The top two place winners
over $2,000. It was an exciting and successful year for JTG!
in regional competition competed at the state conference. The
theme of the conference was "Take the Time To Use Your Mind."
Mr. Robert Sposito, the first Chairman of the Jobs for Ohio's
Graduates State Board, was presented with a Life Membership by
the state officers of the Ohio Career Association.
On June 27-29, 1989 almost 100 Job Specialists and program
managers came together in Dayton for a Job Specialists retreat.
The retreat, sponsored by JOG and hosted by Jobs for Cincinnati
Graduates, was focused on the theme "Invest In Me." Keynote
speakers included Glenn Sample, Cincinnati Red's Official Scorer,
and Michael Adler, CEO of MotoFoto and a member of the JOG
Board. The retreat provided an informal setting for Job Specialists
from across the state to share ideas and successes.
The State JOG Board met in January 1989 to develop a five year
growth and funding plan for Jobs for Ohio's Graduates. A
planning facilitator was provided by IBM to assist the board to develop
long range goals and strategies. A goal of 7000 students for the
1993 school year was established. Funding will be provided through
a public/private, state/local partnership.
JOBS FOR TENNESSEE GRADUATES
Jobs for Tennessee
Graduates competive
event winners from
Bill Donnell and Bill Johnston of JTG Nashville accept the Chairman's
Hillsboro, TN.
Award at the National Training Seminar in August.
Awards were
presented at the State
Career Association
Conference which
was attended by over
650 JTG students.
JAG
17
Jobs for America's
Graduates, Inc.
JMG
jobs
JOBS FOR
for
ME
MAINE GRADUATES
Year affiliated with JAG: 1988
Number of students served 1989: 193
(52 Class of '88-'89); (141 Class of '89.'90)
7 schools were served in 24 communities
1989 funding at $280,000 Sources: JTPA; Job Training
Fund & Vocational Ed.
Jobs for Maine Graduates had it's first year of full operation in
1989. A kick-off press conference was held on June 19, 1989 at the
State House with Governor John McKernan announcing the program's
expansion into seven schools. Senator Charles Robb, Chairman of
the Jobs for America's Graduates Board and Kenneth M. Smith,
President of JAG, also participated in the press conference.
Extensive training of JMG's twenty member staff was conducted
at a three day conference in the fall by the national JAG field
service staff. JMG's staff were busy at the schools throughout the
Governor McKernan and Senator Robb at the State House with co-chairs of
year implementing what they learned at the training session. Local
the 12-county PIC and two JMG students and their Job Specialist (June
schools conducted many of the JAG Career Association activities
1989 Press Conference in Maine).
such as an "Orientation Day" and an Initiation and Installation
Ceremony at South Portland High School. This school also conducted
a fundraising event at holiday time, the proceeds of which were
JOBS FOR
given to help homeless people.
DELAWARE GRADUATES
Year affiliated with JAG: 1980
Number of students served 1989: 1662
JOBS FOR
(782 Class of '88-'89); (880 Class of '89-'90)
27 schools were served statewide
GEORGIA GRADUATES
1989 funding at $1,100,000 Sources: JTPA; State
Legislature & Vocational Ed.
Year affiliated with JAG: 1987
Number of Students Served 1989: 901
JDG conducted a four day staff training conference in August
(410 Class of '88-'89); (491 Class of '89-'90)
focusing on using a new computerized Management Information
11 schools were served in 6 communities
System, Quality Enrollment Program, Quality Job Placement Program,
1989 funding at $632,943 Source: Wagner-Peyser "7-B"
and an Alternative Schools Program. The Alternative Schools
Program was initiated in 1989 as a program to re-enroll drop-outs
JGG completed a very successful second year of operation and
and potential drop-outs in an evening school with various options
expansion particularly in the central and southern regions of the
available to the student to earn their degree.
state. Jobs for Savannah Graduates added two schools building
JDG also established a "Quality Jobs Placement Program" in
the entire Georgia network to 11 schools.
1989. JDG staff visited every business in Kent and Sussex Counties
Jobs for Georgia Graduates hosted its Second Annual Career
enlisting the potential employers in this program to assure JDG
Association Conference on May 12th in Atlanta. Over 200 JGG
students placed in their firms would work towards appropriate
students attended along with staff and guests. The Career Association
advancement and salary opportunities.
Competitive Events were expanded and intensified from last year.
A "Quality Enrollment Program" was expanded to include
Judges for each event were selected individuals from business and
identifying with five criteria the at-risk components of each students'
education. The following competitive events were featured:
application. This program assures that JDG continues to work
Decision Making (the focus was on "Drug Testing in the Workplace");
with the most at-risk students.
Public Speaking (the topic was "How to make Positive First
A menu-driven computer Management Information System was
Impressions"); Team Challenge Event (similar to College Bowl) and
initiated in 1989. All JDG staff were trained over the summer on
Outstanding Chapter Manual and Chapter Exhibit.
the system and five Teacher Resource Centers were established at
Certificates, trophies and plaques for each competitive event
which the Job Specialists can input their data.
excluding team events who received other recognition. The Conference
JDG is planning to add three regular programs and one
was highly acclaimed by all who attended and a true cohesive
additional alternative school program for a projected increased
spirit emerged giving added strength to the entire state network.
enrollment of 160 students in 1990.
18
JAG
Jobs for America's
Graduates, Inc.
JAG STATE AFFILIATES
Current JAG
State Programs
New JAG
Joined
Program in '90
in '89
CA
Jobs for California Graduates
(Merced)
Virgin Islands
JCG-Merced County
P.O. Box 3976
Merced, CA 95344
VI
(209) 385-8466
Jobs for Virgin Islands
Graduates
Jobs for California Graduates
MA
NH
Department of Education
(Centinela)
Jobs for Bay State Graduates
Jobs for New Hampshire
No. 44-46 Kongens Gade
Centinela Union Valley School District
100 Federal Street, 17th Floor
Graduates
Charlotte Amalie,
14901 Inglewood Avenue
Boston, MA 02110
64B Old Suncook Road
St. Thomas V.I. 00802
Lawndale, CA 90260
(617) 434-5122
Concord, NH 03301
(809) 774-6505
(213) 970-7018
(603) 228-9500
DE
ME
VT
OH
Jobs for Vermont Graduates
Jobs for Delaware Graduates
Jobs for Maine Graduates
Jobs for Ohio's Graduates
120 State Street
335 Martin Street
State House Station #55
65 South Front Street, 9th Floor
Montpelier, VT 05602
Dover, DE 19901
Augusta, ME 04333
Columbus, OH 43266-0308
(802) 828-3131
(302) 734-9341
(207) 289-5854
(614) 466-3900
VA
FL
MI
PA
Jobs for Virginia Graduates
Jobs for Florida Graduates
Jobs for Michigan's Graduates
Jobs for Pennsylvania Graduates
1501 Santa Rosa Road
421 W. Church Street, Suite 201
515 East South Street
333 Market Street, 6th Floor
Suite A-12
Jacksonville, Florida 32202
Kalamazoo, MI 49007
Harrisburg, PA 17126-0333
Richmond, VA 23229
(904) 630-3646
(616) 349-9676
(717) 783-6629
(804) 285-0501
GA
TN
WA
Jobs for Georgia Graduates
MO
Jobs for Tennessee Graduates
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148 International Boulevard, NE
Jobs for Missouri Graduates
State Department of Education
(Edmonds School District)
Sussex Place, Suite 492
3701 Grandel Square
100 Cordell Hull
3800 196th Street, SW
Atlanta, GA 30303
St. Louis, MO 63108
Nashville, TN 37219
Lynnwood, WA 98036
(404) 656-5567
(314) 371-0040
(615) 741-5158
(206) 670-7300
S,
MA
SUFFOLK CITY, VA
HARDWICK, VT
MURFREESBORO, TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILLMAR, CA
PITTSFII
N
BLOUNTVILLE, TN
FREEMONT, OH
WOODSVILLE, NH
CLAYMONT, DE
BOSTON, MA
WILLAMSBURG, VA
WHITES CREEK, TN
BRISTOL,
TN
LOR
A
ELIZABETHTOWN, TN
STOW, OH
FRANKLIN, NH
GEORGETOWN, DE
LA VERGNE, TN
CHELSA, MA
ROANOKE COUNTY, VA
HAMPTON, TN
BARBER
LL, MA
PETERSBURG, VA
JOHNSON CITY, TN
ALLIANCE, OH
PENACOOK, NH
SMYRNA, DE
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ATTLEBORO, MA
GATE CITY, VA
MOUN
THEAST, TN
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ISLE OF WIGHT/SMITHFIELD, VA
JACKSON, TN
COLUMBUS, OH
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KINGSPORT, TN
FRANKFORD, DE
CHICO
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MILINGTON, TN
TOLI
ONTPELIER, VT
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ST. LOUIS, MO
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ATLANTA,
(
THORNE, CA
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CANTON, oH
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...
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EESPORT, PA
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ORFOLK, VA
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VT
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MEADOWDALE.
GE, MA
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MOUNTLAKE TERR
ONE
ON
ONE
A Guide for Establishing Mentor Programs
ONE
ON
ONE
A Guide for Establishing Mentor Programs
OF EDUCTION
UNITED STATES OF AMERICA
U.S. Department of Education
Washington, DC
CONTENTS
FOREWORD
V
Section 1: SOME QUESTIONS AND ANSWERS
ABOUT MENTOR PROGRAMS
Why Have Mentor Programs?
2
What Is a Mentor?
3
What Do Mentors Do?
4
Who Are Mentors?
5
Section 2: GUIDELINES FOR MENTOR PROGRAMS
Beginning: The First Stages of Program Development
12
Coordinating the Program Planning
14
Assessing the Needs and Resources
15
Developing the Program's Goals and Objectives
17
Recruiting Volunteers for the Mentor Program
21
Selecting Mentors from Volunteers
26
Training Mentors
28
Keeping Track of the Relationship
31
Recruiting and Orienting Protégés
32
Working with Parents
34
Matching Mentors and Young People
37
Keeping Mentors in the Program
39
Dealing with Obstacles to Success
41
Evaluating the Program
44
Section 3: RESOURCES
Mentor Programs
48
Sources of Help in Setting Up the Program
54
References
55
Acknowledgments
58
iii
LIST OF PROFILES
Teaching-Learning Communities (T-LC) Mentor Program
Ann Arbor, Michigan
8
Teen Moms
Portland, Maine
19
HOSTS (Help One Student To Succeed)
Harlingen Public Schools, Harlingen, Texas
24
Each One Reach One
Milwaukee, Wisconsin
36
iv
President Bush has called on all Americans to help our fellow
FOREWORD
citizens who are poor and disadvantaged. He wants to let "a
thousand points of light" shine forth in service to meet many
of the social needs of our citizens. Describing the essence of
the "thousand points of light" initiative, President Bush has
said:
Our challenge, then, is to (engage) each citizen, school
and business, church and synagogue, service organiza-
tion and civic group. For this is what I mean when I talk
of a 'thousand points of light'-that vast galaxy of
people and institutions working together to solve
problems in their own back yard.
(White House-6/22/89)
As an educator, I am touched by the needs of our less fortunate
children. Nationally, one out of four students will drop out of
high school. Of those who graduate, many leave deficient in
basic reading, writing, and math skills. This situation translates
into a lifetime of low-paying, low-status, dead-end jobs for these
children. They desperately need the help of caring and kind
adults to change their direction from failure to success. No more
important answer to the President's call for service can be found.
It is for all the children who need additional support that I am
asking for the development and expansion of programs that
provide them with one-on-one attention. These programs are
known as mentor programs.
Mentors are adults who take the time to participate in the
lives of the children around them. A mentor relationship calls
for a sustained personal commitment to a young person need-
ing the guidance, moral support, and approval of a warm-
hearted adult.
Many good mentor programs are already operating in
schools, universities, community organizations, churches,
small businesses, and large corporations, but we need more
programs. We need to reach more children.
V
This book is a guide to developing and implementing men-
tor programs in your community. The first section of the
book examines why we need mentor programs and what
being a mentor involves. The second section is a "how to"
section that includes guidelines for developing and im-
plementing mentor programs. The last section lists model
programs and organizations that can help with the actual pro-
gram planning and development.
I appeal to school and university administrators, business
leaders, teachers, parents, community leaders, retired persons,
and clergy to read this book and accept the challenge of sponsor-
ing mentor programs in every community.
Lauro Cavazos
Secretary of Education
vi
SECTION
1
SOME QUESTIONS
AND ANSWERS
ABOUT MENTOR
PROGRAMS
WHY HAVE
In the United States, parents are the central source of emo-
MENTOR
tional, financial, and social support for their children. Many
PROGRAMS?
children are also fortunate to be part of larger networks in-
cluding grandparents, other relatives, neighbors, and com-
munity and church organizations. Adults in these networks
can offer children extra attention, affection, and guidance-
and a sense of direction.
Unfortunately, many children have no such resources. They
live in families that are under tremendous pressure because of
poverty, divorce, teen pregnancy, drug abuse, violence, or
stress. Many troubled families are isolated from the larger
community. As a result, the children in greatest need of help
from outside the family are often the least likely to get it.
Neighborhood schools have tried to help such children, but
many are already overburdened. In most urban schools, each
guidance counselor has a caseload of more than 600 students. In
many cases, mentor programs are the best means for bringing
into the lives of children a person who can represent the concern
and support of the larger community. The one-on-one relation-
ship with a mentor can help a child with many problems that af-
fect life at home and at school-alienation, loneliness, low
self-esteem, poor work habits, lack of basic skills, and lack of in-
formation about the community and the world of work.
The complexity of today's society demands that the respon-
sibility for the well-being of our children extend beyond the
home and school. Our children are a national responsibility;
they deserve our care and guidance. Our survival as a nation
depends on how well we nurture and challenge them.
Although mentor programs are not a panacea for all the
problems children have, they can certainly improve the lives
of many children. By offering to a child friendship, guidance,
and a positive perspective on life, mentor programs clearly
show that someone cares-because all mentor programs are
established directly to support children.
ONE ON ONE
2
Mentors are kind, concerned adults who offer their protégés sup-
WHAT IS A
port and guidance while providing them with some type of assist-
MENTOR?
ance. To be able to help a child, a good mentor must do two
things: make a connection with that child and use that connec-
tion to convey a message.
To make a connection means to gain the trust of the child and to
foster mutual respect. The important factor involved in making
the connection is a mentor who likes and respects children and is
willing to make a sustained personal commitment.
The message the mentors provide is twofold: You are worth
my time and effort because you are a valuable human being.
And I can offer you-by my word or deed, or by the example
of my life-ways to expand your horizons and to increase the
likelihood that you will achieve success.
There are a thousand ways to express these messages.
Whether the mentor program focuses on increasing academic
skills, or career preparation, or reaches out to a teen mother to
provide encouragement and support, or takes a young girl to
her first play or a boy to his first museum-the message is
the same.
ONE ON ONE
3
WHAT DO
The type of assistance that mentors provide to children is
MENTORS DO?
determined by the program's focus, which is directed at the
specific needs of a certain population of children. Most
programs focus on one of three areas: school-based tutoring,
career education, and role modeling.
School-based tutoring. In this kind of program, men-
tors work with school-age children to provide extra
instructional help in a specific subject where im-
provement is needed. The mentors' role is not only
to help the children raise their grades but also to im-
prove the children's attitude and increase their self-
confidence and pride in achievement.
Career education. Mentors in programs that focus on
career education try to prepare their protégés for
entry into the work force by helping them understand
the expectations of employers about attitude,
preparedness, and skills. They offer the children a
chance to see the practical application of the subjects
they study in school. Other support includes bringing
the child to the mentor's place of work, teaching a
career- related skill, and helping the child to get a sum-
mer job or to obtain employment after graduation.
Role modeling. In role-modeling programs, mentors
serve as a positive example to children by virtue of their
productive lives, which usually are attributed to the
choices the mentors have made. Role-modeling
programs tend to match mentors and protégés on a
same-sex basis. This is especially beneficial to males
from female-led households, pregnant teens and
teenage mothers, disabled children, and youths in
trouble with the law. This type of program works to in-
crease self-esteem, improve academic skills, provide
cultural enrichment, and expand each student's
horizons regarding career opportunities.
ONE ON ONE
4
Mentor programs attract people from every conceivable
WHO ARE
background, representing every socioeconomic level: blue-
MENTORS?
collar workers, white-collar professionals, school volun-
teers, professionals from the community, college students,
and retired people, to name a few. Volunteers come from
large corporations, small businesses, church groups, utility
companies, hospitals, charitable institutions, and mom and
pop stores.
These people can work with the equally diverse population
of children who need mentors. Consider Eugene Lang, the
multimillionaire who started the "I Have A Dream" pro-
gram in East Harlem. In 1981, Lang was delivering the
Teaching-Learning Communities (T-LC), Ann Arbor, Michigan
ONE ON ONE
5
commencement address at his old elementary school in East
Harlem when, out of the blue, he offered to pay the college
costs at a state university or community college for all 61
sixth-graders if they graduated from high school. By
1987, 48 of the 51 students (10 had moved away) had
received their high school diplomas and 24 were enrolled
in college.
According to Lang, the secret of his program's success is
not just the money but the sustained personal commitment
made by the sponsor. Lang and a social worker met every
week with the students. Lang spent Saturdays with the
children. He met the children's parents and relatives. The
children always had access to Lang or the social worker to
discuss any problems. When the "I Have A Dream Founda-
tion" was established, Lang turned down potential spon-
sors who wanted only to offer money and not to provide
the personal mentor commitment. Reflecting on the suc-
cess of his program Lang said, "This is what a little bit of
caring can do" (Freedman, 1988).
Research on mentor programs has found that many retired
people make excellent mentors. A recent study conducted
by Public/Private Ventures, Partners in Growth: Elder
Mentors and At-Risk Youth (Freedman, 1988), found that
many older people easily formed friendships with their
protégés because of their patience and empathy and their
eagerness to share with the children their wealth of ac-
cumulated knowledge and experience.
The study also revealed that elderly mentors from less ad-
vantaged backgrounds were very effective in working with
hard-to-reach youth. The mentors could relate to the children
on a personal level because the mentors themselves
had endured strained family relationships, struggled at
low-paying jobs, and battled personal problems, such as
alcohol abuse. Partly as a result of surviving-and sur-
mounting-such difficulties, these elders seemed to
ONE ON ONE
6
understand the youth, were able to communicate with
them from their own experience, and established strong,
constructive bonds (Freedman, 1988, p. v).
What good mentors share is the ability to reach out to
children who need support and guidance and to provide
them with one-on-one attention for a sustained period of
time. The mentors' personal investment in the lives of
children allows each child to look beyond the present to en-
vision a future full of promise.
ONE ON ONE
7
Teaching-Learning Communities (T-LC) Mentor
Program-Ann Arbor, Michigan
In 1971, the T-LC Mentor Program was established to sur-
round potential dropouts with older volunteers who could
offer students the guidance and motivation they need to stay
in school. The program proved so successful that today T-LC
is operating in 12 elementary schools, 5 middle schools, and
2 high schools in Ann Arbor. In 1990, more than 150 mentors
are working with the students on a one-on-one basis from one
to five times every week.
The majority of mentors serving in the T-LC program are senior
citizens recruited from the community. Many of these people are
recruited to the program by their church organizations and by en-
thusiastic friends who are already mentors.
All the mentors selected for participation in T-LC are asked to
begin by working with their young protégés on an art-oriented
project for six weeks. The project gives each mentor and child
time to get to know each other by working on something of
mutual interest and thus allows them to ease into their new roles.
Meetings between mentors and their protégés take place in a
special room called the Mentor Center, located in the school.
The center is stocked with instructional materials selected to ap-
peal to the students. Teachers at the center work with the mentors
as partners. According to one teacher, "T-LC provides an arena of
support, gentleness, and solid learning."
Besides helping with academic tutoring, the mentors talk with
the students about the importance of remaining drug and al-
cohol free, taking responsibility for the choices that they
make, and respecting the law and the rights of other people.
These discussions are never one-sided; the children are en-
couraged to say what they think. And there is a still more per-
sonal side. The mentors spend time with their protégés
outside the center. A favorite outing for many of the mentors
is taking their students to eat in a nice restaurant. For children
ONE ON ONE
8
who have been only to fast-food places and never pictured
themselves going to a fancy restaurant, this outing is a par-
ticularly rich and rewarding experience.
T-LC is magnetic, drawing parents into the center, even though
many of them have their own problems, such as unemployment,
alcoholism, and drug abuse. The main reason parents become in-
volved with T-LC is that their children are so enthusiastic about
the program. One surprised principal of a middle school recalled,
"At the end of the year, when parents whom I haven't seen in this
school in three years came in to participate in the T-LC open
house, I knew we had hold of something important here."
Some typical comments by students about the mentors are
these: "I can come to T-LC whenever I am having troubles or
I need some extra help with my work." And "T-LC mentors
try to help you understand. You see, T-LC is fun and the men-
tors make the work interesting."
There is no shortage of success stories at the center. One girl
hated school so much that she became a problem in the
regular classroom and was about to drop out. Then she was
referred to the T-LC program. By the end of that school year, the
girl's reading level had increased by three grades and her at-
titude had completely turned around. She no longer wanted to
drop out, and she was able to return to the regular classroom.
The mentors also reap rewards. The best proof of this is the
amount of time they serve; the majority of mentors in the T-LC
program participate for an average of 15 years. Comments such
as "I feel I've taught students that the older generation has some-
thing to offer them" only hint at their satisfaction. When a man who
had been a mentor at T-LC for six years died, the nursing home
asked the center to pick up his belongings, which consisted of one
large black trunk at the foot of his bed. Half the trunk was packed
with letters of appreciation from his protégés in the program.
ONE ON ONE
9
SECTION2
GUIDELINES
FOR MENTOR
PROGRAMS
BEGINNING:
Mentor programs, like any successful partnership, are
THE FIRST
designed to achieve the goals and objectives of the people in-
STAGES OF
volved, the schools, and the community. Because mentor
programs are built on shared trust and respect, they require
PROGRAM
careful planning and time to develop, implement, and
DEVELOPMENT
evaluate.
The following points should be considered in the beginning
of program development:
What specific problems need to be addressed?
Before a mentor program can be established, it is im-
portant to know what problems the program will
seek to deal with. For example, Does the school have
a high dropout rate? Is there a high teenage preg-
nancy rate?
Which children-and how many-will take part in
the program? For example, does a particular elemen-
tary or secondary class need help? Or do special
populations-learning disabled, handicapped, or
pregnant teens? Once the target population has been
selected, the number of mentors that will be required
and the type of commitment that will be needed from
the sponsors will become obvious.
How will the program be led and coordinated? Mentor
programs need leaders to help plan and coordinate the
program. Any mentor program that lacks good leader-
ship and coordination will fail.
Which existing mentor programs have a similar
focus? It is useful to examine exemplary districtwide
programs; college-based mentor/tutoring programs;
and programs designed for special populations such
as teenage mothers, handicapped children, and boys
from female-headed households. The resource sec-
tion in this guide (section 3) provides examples of
model programs.
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12
After a school, business, or community organization has con-
sidered the need for the program, the population to be served,
the contact person or organization that will initiate the pro-
gram, and the requirements of a good planning team, the next
step is to design and establish a mentor program.
The following procedures are based on guidelines developed
by the National Association of Partners in Education, a non-
profit organization in Alexandria, Virginia, which has had ex-
tensive expertise in all facets of school-community and
school-business partnership programs.
Teaching-Learning Communities (T-LC), Ann Arbor, Michigan
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13
COORDINATING
Large mentor programs may have planning teams with mem-
THE PROGRAM
bers selected by the superintendent of schools, chief execu-
PLANNING
tive officers (CEOs) of corporations, and presidents of civic
organizations. Small programs also should have a team in
place. Experts in partnership organization have found that the
most successful teams have leaders who—
-are well respected in the community and have an es-
tablished base of support;
-understand the bureaucratic intricacies of dealing with
schools, businesses, and civic organizations;
-are sensitive to the needs of the program participants
and have superior organizational and coordinating
skills; and
-have the authority to make decisions on behalf of their
school, community organization, or corporation. This
authority means that they can commit funds to the pro-
gram (Otterbourg, 1986).
The planning team is responsible for every aspect of the pro-
gram, from its inception to its evaluation. The team gets the
needed support from the community and schools; decides the
purpose of the program; formulates the goals and objectives;
allocates the funds; writes the mentor role descriptions; ap-
points program staff; and takes responsibility for recruiting,
training, retaining, and rewarding the mentors.
ONE ON ONE
14
Any school or organization that wants to develop a mentor
ASSESSING THE
program should conduct an assessment to determine why the
NEEDS AND
program is needed, which population will be served, how
RESOURCES
many and what kind of mentors will be required, and what
resources will be available from the community.
Assessments can be made by using questionnaires, conducting
interviews, or by talking and observing. The questions used in an
assessment should reflect both the needs of the school or or-
ganization wishing to have a mentor program and the needs of
the sponsor. For example:
A school should ask the following questions:
Why are mentors needed?
How will the school use the mentors?
How many mentors are needed?
Which teachers need mentors for their students? For
which academic areas?
What skills should the mentors have?
Can we provide a meeting place for the mentors and
protégés?
A sponsor should ask these questions:
How many mentors can the business or community
organization provide?
Has this organization sponsored any previous mentor
programs?
How will a mentor program benefit the organiza-
tion-through increased morale, favorable publicity,
better-educated and better-adjusted young people?
Who in the organization will be mentors-
employees, spouses, retired employees?
Are our employee mentors available for a long-term
commitment?
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15
What costs are involved in sponsoring a mentor pro-
gram- - release time for employees, travel, phone,
stipend, trips for mentors and protégés, awards
ceremonies, and dinners?
The information collected from the assessment determines
why the program is to be established, what the sponsors hope
to gain by participating, and what the school or organization
hopes to gain for its students. Once the overall purpose has
been decided, the next step is to develop the program's goals
and objectives.
Proctor & Gamble's Project Aspire, Cincinnati, Ohio
ONE ON ONE
16
For a mentor program to be successful, it must have well-
DEVELOPING
defined goals and measurable objectives. Members of the
THE
planning team use the information from the needs assessment
PROGRAM'S
to set realistic program goals that reflect the purposes of the
GOALS AND
program. Once the goals are set, measurable objectives are
formulated so that the program can be evaluated.
OBJECTIVES
Clear goals should be agreed on by the school, business, or
community organization participating in the program.
A goal or mission statement should be written by the plan-
ning team. Although each party may have a different reason
for participating in a program, all should agree on the overall
purpose. Here are some examples of different program goals:
To provide male children at risk for dropping out of
school with male mentors who will increase the
children's motivation to finish school;
To enrich disadvantaged children's educational ex-
perience by giving them one-on-one tutoring;
To provide children with summer employment; and
To provide encouragement to teenage mothers in
order to reduce the likelihood that they may, through
lack of training or experience in parenthood, abuse or
neglect their children.
Objectives should be concrete and specific to the purpose of
the program, stating what the program will accomplish, how
much time is involved, and how many mentors will be
needed for how many young people. It is important that objec-
tives be designed so that they can be met early on, in the mid-
dle, and at the end of the program. Here are some sample
objectives:
By the end of one year, students in grades 1-6, with
the help of their mentors, will increase their reading
level by one grade level.
ONE ON ONE
17
After seven weeks of participating in the program,
the male students working with the male mentors
will submit at least three of their five homework as-
signments each week.
After four weeks in the program, the teenagers in the
career education program will learn how to fill out an
employment application form successfully.
By keeping goals clear and having measurable objectives,
program planners can tell very early in the program whether
any of the goals or objectives should be modified in order for
the program to achieve success.
The Teen Moms program in Portland, Maine, provides a
good example of how clear goals and measurable objectives
can be set.
ONE ON ONE
18
Teen Moms-Portland, Maine
Teen Moms was started in 1986 in Portland, Maine, to pro-
vide practical support to female teenagers who need help
during pregnancy and after the birth of the child. A special ef-
fort is made to recruit low-income teens who are under the
age of 17 and whose lack of parental skills may put their
babies at risk for neglect and abuse.
Teen Moms is funded by the United Way and was developed
around two successful program models, Foster Grandparents
and Parent Aide, used by the National Center on Child Abuse
and Neglect. A long-term mentor program, Teen Moms is
staffed by 12 low-income Foster Grandmothers who work
with 36 teen mothers for a total of 20 hours per week. The
mentors are paid $44 a week, plus transportation costs.
The young women participants are generally recruited into
the program by the social service agency, through schools,
and by referrals from the Child Protective Service.
The mentors are recruited from the Foster Grandparents pro-
gram and participate in a series of 10 preservice training ses-
sions, lasting a total of 40 hours. The topics that are covered
include the mentor's role, prenatal and infant care, effective
communication, child development, and stresses associated
with motherhood. The professional staff, which includes a so-
cial worker, conducts the training sessions. Additional train-
ing sessions are conducted throughout the course of the
program.
Once the mentors and teens are matched, they meet with the
program's social worker and develop a "family care plan."
The plan consists of mutually agreed upon goals and objec-
tives, selected in accordance with the needs of the teenage
mothers and the ability of the mentors to respond to those
needs. A typical care plan may contain the following goals
and objectives:
ONE ON ONE
19
The mentor will help the pregnant teen keep her
prenatal doctor appointments. In addition, the mentor
will help the young mother prepare her home for the
baby's arrival.
The mentor will care for the baby while the mother
attends an Alcoholics Anonymous or drug rehabilita-
tion meeting.
The mentor will work with the mother to help her es-
tablish routine feeding times for the baby. At the
same time the mentor will offer advice and guidance
on proper nutrition and cooking.
The mentor will work with the mother to promote
healthy parent-child interactions. The objective is to
help the mother understand the bonding process and
know why her baby needs to be held.
The mentor will try to help the mother develop a sup-
port network that includes family, friends, and serv-
ice providers.
The mentor will try to help the young mother con-
tinue her education so that she will be able to find
worthwhile employment.
To keep motivation high, mentors receive support from one
another and from staff members. Mentors, the program direc-
tor, and the social worker meet every two weeks in one
another's home to discuss any problems that have come up
and to exchange success stories about their protégés.
This program has fostered many warm relationships between
the teens and the elder mentors. Cindy, a young mother, said
about her mentor, "Mary comes over every week and no mat-
ter what I say to her she's right there still
She's like my
best friend, my mom, the whole works" (Freedman, 1988, p.
26).
ONE ON ONE
20
The success of a mentor program will be determined to a
RECRUITING
large extent on how well mentors are recruited. Good
VOLUNTEERS
programs use a number of recruitment strategies and follow
FOR THE
specific guidelines for choosing mentors for a particular pro-
MENTOR
gram. The focus of the program should determine who
should be recruited.
PROGRAM
Written role descriptions for the mentors can facilitate recruit-
ment of people with skills that are needed to make the pro-
gram a success.
Generally, good mentors are-
-highly regarded in their community and well
respected in their places of business,
-experienced in some type of volunteer service, and
-known for their kindness and concern.
Potential mentors can often be recruited through a school's
volunteer office, a company's director of public relations, and
community organizations that sponsor volunteer programs.
Senior citizens who have volunteer experience are generally
considered to be exemplary mentors. Known for their intense
capability to care for their children, older mentors tend to stay
involved in programs for a much longer time than other
volunteers. For example, women in the Foster Grandmothers
program spend an average of seven years with one child.
Older volunteers can be solicited through contacts with
groups such as the Retired Senior Volunteer Programs
(RSVP), American Association of Retired Persons (AARP),
and the National Retired Teachers' Association (NRTA).
Mentors can also be solicited through magazine and radio an-
nouncements and through posters in senior citizen centers,
churches, and hospitals.
ONE ON ONE
21
Effective Ways to Recruit Volunteers
Hold an open house in a central place in the com-
munity to publicize your program. Top people from
the schools and organizations should be there to dis-
cuss the program with potential mentors.
Advertise the program in local newspapers and on
local TV and radio stations. Provide success stories
to the local newspaper for publication.
Advertise the program in local university and college
newspapers and on bulletin boards of different depart-
ments. Most fraternities and sororities are required to
participate in community service projects, and their
members may be interested in becoming mentors.
Enlist the aid of the religious community. Program plan-
ners should discuss the program with members of the
clergy and request their help in seeking mentors.
General Recruitment Tips
Bring an experienced and enthusiastic mentor to
recruitment functions.
Arrange for program planners to meet with small
groups of potential mentors and sponsors to discuss
the program.
Gain the support of volunteers who will be able to
recruit their colleagues.
Design an attractive and informative program
description for display on bulletin boards throughout
the company or organization.
Provide the company, organization, or school
newspaper with a press release about the program.
Arrange to have special displays in the company or
school cafeteria.
22
ONE ON ONE
Plan promotional activities such as luncheons,
ballgames, and picnics.
After the activities are held, program planners should collect
the names of the potential mentors and call each one within a
week.
The Importance of Support from the Top
Mentor programs receive an added boost when top
people are directly involved. The superintendent of
schools who sets aside two hours every week for a
troubled student, a principal who never misses a mentor
session, the CEO of a large corporation who makes a
commitment to a year-long mentor relationship-each
sends a powerful message to potential mentors that the
program matters. Similarly, when the superintendent,
CEO, or principal speaks at a recruitment session on the
merits of the program and the personal rewards gained
from mentoring, potential mentors will know that the
program is valued by the top people in the school, or-
ganization, or business.
ONE ON ONE
23
HOSTS (Help One Student To Succeed)-
Harlingen Public Schools, Harlingen, Texas
The Harlingen School District has more than 14,000 students,
of which 78 percent are Hispanic. HOSTS (Help One Student
To Succeed) was begun in the district in 1976 as a literacy
program to provide the students with one-on-one attention to
increase their reading ability and, as a result, their self-esteem.
The program has more than 900 mentors/tutors who come from
the community and are matched with 900 students. The students
participating in HOSTS are in grades 1-10 and have scored at
the 35th percentile or lower on a standardized reading achieve-
ment test.
Support for the program comes from the top. In each of the
15 elementary schools in the district with a HOSTS program,
the principal takes on a mentor role, working one-on-one
with a student. The mentors meet with their students at the
HOSTS center located within the school. The center is staffed
by community volunteers, a teacher, and an aide. The
teachers who participate in HOSTS are selected because of
their reading expertise and public relations skills. They over-
see the center's activities and work closely with the mentors.
HOSTS aggressively recruits mentors. Volunteer recruiters
go to corporations, visit local community organizations, send
letters to churches, post notices at schools with a parent sign-
up sheet, leave handbills in doctors' offices, attend senior
citizens' lunch programs and other functions, advertise the
program in radio and TV public service announcements, and
hold a HOSTS open house to show off the center.
Mentors who are selected for participation in HOSTS receive a
written description of their duties. Orientation and training ses-
sions are held to discuss topics such as how to praise and en-
courage a child, how to listen to a child, and how to identify
different learning styles. The program's goals and objectives
are discussed.
ONE ON ONE
24
The school designs a customized learning plan for each stu-
dent in line with the student's needs and learning style. Men-
tors receive a folder containing daily lesson plans and a daily
progress sheet. Then the mentors meet with their protégés for
30 minutes each morning and follow the learning plan.
Students succeed in HOSTS. The mentors' personal invest-
ment of time and attention to their protégés enables the
protégés to achieve a measure of success. Program evaluation
using the California Achievement Test results in 1985-86
showed that 98 percent of the students improved their reading
level. Eighty-eight percent showed at least six months'
growth, 66 percent showed at least one year's growth, and 26
percent showed more than 18 months' growth.
HOSTS (Help One Student To Succeed), Harlingen, Texas
ONE ON ONE
25
SELECTING
More than one member of the program staff should person-
MENTORS
ally interview each potential mentor. This section is intended
FROM
to help interviewers with the selection process.
VOLUNTEERS
Questions To Be Asked
The interviewer should discuss the following questions with
potential mentors:
Why do you want to be a mentor?
What special skills and interests do you have?
What do you especially like about young people?
What type of help would you like to give a young
person?
What benefits do you expect to receive by participat-
ing in the program?
How much time will you be able to devote to the
program?
What difficulties are involved in working with
preteens and teenagers?
Have you ever worked with preteens and teenagers
before?
What experiences in your background will help you
to communicate with an at-risk child?
If the interviewers are satisfied with the applicants' re-
sponses, the next step is to discuss the role description.
The Role Description
Applicants should receive and discuss with the interviewer a
written role description, clearly defining the mentor's duties
in relation to the purpose and objectives of the program. The
role description should address the following issues:
The particular skills that the mentor can share with a
child;
ONE ON ONE
26
The need for confidentiality;
The age and type of child with whom the mentor will
be working;
The people in charge of the program and the
mentor's supervisor;
The person to whom the mentor goes for guidance
during the relationship;
Occasions when the mentor is required to report to
the supervisor;
Number of hours per week or month that the mentor
should meet with the child;
Places where the mentor and child may meet;
Details of any stipend that may be provided to cover
transportation and other incidentals; and
Length of time the mentor is expected to partici-
pate-one year, two years, three years, or more.
After the role description has been discussed, the interviewer
should discuss with the applicant the types of problems that can
arise when working with at-risk young people. Mentors who are
not adequately warned about potential problems in the initial
stages are very likely to drop out of the program. The discussion
should be tempered with a description of the numerous benefits
that mentors and sponsors derive from participating in a program.
ONE ON ONE
27
TRAINING
Before mentors can participate in the program, they should at-
MENTORS
tend two or more orientation and training sessions. The ses-
sions will clarify the program's goals and help the mentors
focus on the short-term objectives toward which each will be
working with an assigned child.
Training Tips
The following tips are designed to make training sessions
more successful:
Sessions should take place in one day or over a two-
day period.
The training site should be pleasant, conducive to
learning, and centrally located; refreshments should
be provided.
Experienced, enthusiastic mentors make excellent
trainers. Consider bringing experienced mentors
together in a "mentor panel" to share their experi-
ences with the trainees and stimulate discussion.
Potential mentors should be organized into small
working groups of about five persons each, including
a trainer. Small groups generally facilitate the active
participation of all the trainees.
To keep the program interesting, trainers should not
lecture at length but should use a variety of learning
techniques such as role playing, slides and films, and
training manuals.
The training sessions should help the mentors en-
hance their skills as well as learn new ones.
During the practice sessions, new mentors should
receive feedback on how they are doing.
At the end of the sessions, the mentors should com-
plete a course evaluation form.
28
ONE ON ONE
Material to Be Covered in a Training Session
Mentors need to be prepared for their roles before they are
paired with their protégés. Training sessions should be
designed to sharpen the mentors' insight into the way young
people behave and communicate and to provide the mentors
with effective strategies to use with their protégés.
Programs should use materials and have practice exercises
that provide a preview of what a mentor relationship entails.
Suggested topics include the developmental stages of adoles-
cence, stereotyping of and misconceptions about young
people, skills involved in effective communication, and
strategies for building trust and establishing a bond of
friendship. Useful strategies include the following:
Discuss the nature of a mentor relationship. Poten-
tial mentors may wonder exactly "how close" these
relationships should be. Are they expected to give
the child their home phone number and to bring the
child to their home? Are they expected to go to the
child's home and meet the parents? Are they ex-
pected to pay the cost for entertaining the child?
What if they don't hit it off? At what point does the
relationship end?
These questions need to be addressed because
there are varying degrees of closeness, as well as
different expectations, in a mentor relationship. Ex-
perienced mentors can provide some answers
about the variety of relationships, and the stated
program goals and objectives should be able to put
some of these questions in context.
Review effective ways to work with parents. Mentor
programs should always make an effort to work with
parents. The mentors need parental support for the
relationship. Program staff can invite parents to at-
tend training sessions and ask for their input. A men-
tor may have frequent phone contact with the child's
ONE ON ONE
29
home. The mentor may wish to send notes home to a
parent, to share news of the child's success. The
mentor may suggest meeting both parent and child at
a particular event given by the school or a com-
munity organization.
Learn from experienced mentors. Have members of
the "mentor panel" discuss how they overcame
obstacles in their mentor relationship. In the initial
stage of a mentor relationship, the young people may
appear to be sullen, unmotivated, alienated, and hos-
tile. It is important for new mentors to learn how ex-
perienced mentors overcame these attitudinal
problems. An excellent strategy is to let the members
of the working group engage in role-playing exer-
cises with the experienced mentors.
Compare communication styles. Point out the dif-
ferences between adult communication and adoles-
cent communication, and provide mentors with a fact
sheet on some specific differences in communication
style. Have mentors participate in role-playing exer-
cises that reveal the differences between good and
bad listening habits.
The sessions should be regarded as only the initial phase of
training. Successful mentor programs continue to provide
training as needed, meeting with the mentors regularly to
sharpen skills and to discuss problems as they arise. For ex-
ample, in the Teen Moms program, the mentors meet with the
social workers and other mentors every two weeks. Formal
workshops are held quarterly.
30
ONE ON ONE
It is important for mentors to maintain a record of progress in
KEEPING
their relationship with their protégés. The record can be in the
TRACK OF THE
form of a diary, a log book, or notes. The information should
RELATIONSHIP
include-
-the length of each meeting;
-a note about any meeting that was canceled, whether
by the mentor or protégé;
-subjects discussed at each meeting;
-location of the meeting;
-anything significant that happened at the meeting; and
-changes in behavior and attitude, if any.
This information is useful to the mentor, especially in a long-
term relationship, to check on the progress made. Information of
this type will also help the mentor discuss the protégé's progress
when meeting with the supervisor. In addition, at the end of the
program, the information can be used to evaluate how successful
the program was in meeting its goals and objectives.
ONE ON ONE
31
RECRUITING
The type of program will dictate which young people are
AND
recruited. If the program is school-based, members of the
ORIENTING
planning team may wish to contact guidance counselors,
PROTÉGÉS
teachers, outreach workers, and coaches. If the program is
community-based, it is best to contact the head of the civic
group or organization, the director of social services, and
local clergy.
Recruiters should make an effort to involve the neediest
young people in the program. Many times, isolated and
troubled children are excluded from traditional school-
community partnership programs because they are not per-
ceived to be good candidates for success. Yet these are the
very children who could benefit most from a partnership
relationship, so it is important for mentor programs to seek
out these children.
Recruitment Strategies
A decision should be made about how the program will be
publicized. Care should be taken to ensure that the program is
not perceived as being exclusively for poor or troubled youth.
This is especially true for a school-based program, where stu-
dents may run the risk of being ridiculed if they participate.
Program names such as Youth Opportunity, Each One Reach
One, I Have A Dream, and Operation Graduation sound posi-
tive and do not suggest any particular population.
Recruitment strategies should include using peers who have
participated in a mentor program as recruiters, advertising on
popular radio stations and television shows, having the school
mail out flyers, and putting posters in places where the teens
congregate. If the program is for a specific population such as
teen mothers, posters could be posted in the welfare office or
be given to social workers to pass on to the young women.
Youths in trouble with the law may be recruited by contact-
ing the juvenile courts and probation officers for referrals.
32
ONE ON ONE
Orientation
Once the youths have been recruited, they need to know what
their role will be. Program staff should hold an orientation
session that covers the following subjects:
The purpose of the program and the reasons the stu-
dents should wish to participate.
The potential benefits of participation: making a
friend, improving in a subject, and eventually gain-
ing worthwhile employment.
The limits of a mentor relationship. It is important
for students to understand that the mentors cannot do
everything for the students, nor can they be surrogate
parents.
The students' part in making the program a success:
behaving courteously, keeping appointments, and
showing respect for the mentors.
Some programs hold regular training sessions for the
protégés, which may include instruction in general
problem-solving techniques and effective communication
skills. Other programs include the young people in the plan-
ning process, asking for and using their input. The more
prepared the young participants are, the better the chances are
of making the program a success.
ONE ON ONE
33
WORKING
Parental support is an important ingredient in mentor
WITH PARENTS
programs, and successful programs make an effort to get
parents involved early on. Parents of minors should be re-
quired to sign a consent form in order for their children to par-
ticipate. In addition, parents of minors must have the
opportunity to disapprove any mentor they believe would not
be good for their children.
Some parents do not want their children involved in an ex-
clusive relationship with an adult other than themselves. And
some parents are afraid that the mentors will try to take the
parents' place or usurp their authority. It is important that
parents understand the limitations of the mentor role.
Good programs are aware of the concerns that parents may
have and try to allay those fears by explaining the program to
them in training or orientation sessions. At the sessions:
Program staff should discuss the nature of the pro-
gram and review the major goals. Short- and long-
term objectives should be discussed, so that parents
may see how the program will benefit their children.
Parents should receive materials and handouts
similar to those the mentors receive at their training
sessions.
Program staff should tell the parents how important
their participation is to the success of the program.
Parents should be asked to make sure that their
children keep their appointments with the mentors,
review projects that have been done, and generally
encourage their children to stay in the program.
Mentors should attend the sessions for parents so that
they can meet parents and discuss what they hope to
accomplish. These sessions provide an excellent op-
portunity for the mentors to reassure parents that they
are not trying to take the parents' place or to impose
34
ONE ON ONE
values on the children, but are providing a specific
service.
A staff person should give the parents the name and
phone number of the mentor's supervisor or another
contact person.
Here are some other ways to get parents involved:
Form a parent advisory council to let parents help the
program staff make decisions and establish policies
affecting the program.
Schedule activities during the course of the program.
These can be in the form of informal get-togethers at
a local restaurant, recognition dinners for the men-
tors, and lunches or dinners sponsored by the pro-
gram staff for the children participating in the
program.
Sponsor informal workshops on a specific problem
common to young people.
Keep parents informed about the program by sending
out newsletters or by having the mentor or staff mem-
ber call to share the child's accomplishments.
ONE ON ONE
35
Each One Reach One-Milwaukee, Wisconsin
The Hillside Housing Project in Milwaukee is home to the
Each One Reach One program. Developed nine years ago by
June Perry, this mentor program carefully chose a location that
would make it easy for the young black children living in the
housing project to participate.
The program's purpose is to provide the boys and girls (ages 7
to 14) with role models. The mentors, professional black men
and women, work one on one with the children to supplement
what many of the single-parent families are trying to teach
their children. The topics that are discussed at each two-hour
weekly meeting include the importance of staying in school
and finding worthwhile employment after graduation, the
dangers of drug and alcohol use, the reasons why children
should not have babies, and the importance of self-esteem.
For the program to work, trust between the mentors and the parents
needs to be established-especially because the mentors are
recruited from outside the project. Program staff actively work to es-
tablish that bond by including the parents in program development,
by establishing a Parent Advisory Council, and by having the
parents accompany the mentors and the children on outings.
In addition, parents must refer their children to the program
and approve the choice of mentor for their child. Families in
the project are visited by a staff member, who talks with the
parent about the program and gives the parent a form to list
each child's strengths and interests.
Many of the mentors are recruited to the program by ex-
perienced mentors. Program staff also recruit through various
civic clubs and at volunteer recruitment sessions at corpora-
tions. The mentors participate in a six-hour training session
and continue training each quarter.
Since its inception in 1981, Each One Reach One has helped
some 350 children and their parents. Evaluations of the pro-
gram indicate a decrease in the teen pregnancy rate and in the
high school dropout rate.
36
ONE ON ONE
After the mentors have been prepared for their roles, each is
MATCHING
matched with a young person. The program staff who con-
MENTORS AND
ducted the interviews commonly meet and decide who should
YOUNG PEOPLE
be paired with whom. Decisions tend to based on the
similarities between the mentor and child, such as-
-gender and race;
-shared experiences;
-a relationship between the mentor's area of expertise
and the child's interests and needs;
-the likelihood that the pair will be personally
compatible;
-approval of the parents, especially for school-age
children; and
-the similarity of schedules, so the pair can meet
regularly.
Each One Reach One, Milwaukee, Wisconsin
ONE ON ONE
37
Although the majority of programs do match on similarities,
a number of programs do not. Many such programs have
reported successful outcomes even when the mentors and
protégés are of different backgrounds and races. These
relationships allow for a growth experience, letting each par-
ticipant share something from another culture and back-
ground. Program staff found that healthy relationships were
formed as long as the mentors were prepared for the cultural
differences; genuinely liked and respected children; and were
stable, empathetic, and nonjudgmental persons.
Although most programs match mentors and young people on
the basis of gender, there is no research-based evidence to
support this practice. Only when the program serves a special
population-such as pregnant teens, teenage mothers, dis-
abled children, or males from female-led households-is a
same-sex mentor preferred.
Some programs let the protégés select their own mentors. Match-
ing usually occurs after about four weeks into the program.
Programs that use this approach report that it appears to work
very well for both the mentors and the protégés. Other programs,
however, have found this practice difficult and time-consuming
and prefer to let the staff do the matching.
38
ONE ON ONE
The best programs are aware of the difficulties involved in a
KEEPING
one-on-one mentor relationship. For the relationship to grow,
MENTORS IN
the mentor must win the trust and respect of the young per-
THE PROGRAM
son. The mentor's dedication, patience, understanding, and
empathy have to be apparent to the child for a bond to form.
And as is true of any friendship, time is required for two per-
sons to get to know, trust, and like each other.
But forming these bonds is not always easy. Many mentors
who work with troubled children endure many meetings char-
acterized by hostility and mistrust. Without an adequate sup-
port system, including meetings with program staff and other
mentors, the mentors may become frustrated and leave the
program.
Good programs work hard to retain their mentors. Carefully
planned, these programs are designed to give mentors the sup-
port and recognition they deserve. Here are some strategies
that can be used to reward mentors and to help prevent them
from dropping out:
Hold regular meetings between mentors and
supervisors. These meetings can be especially
rewarding when the supervisor can show how the
mentors have helped the children-improvement in
test scores and attendance and a noticeable change of
attitude. Also, mentors should discuss any problems
they may have in dealing with a child and any mis-
givings about the relationship with the supervisor
and other staff members.
Conduct ongoing training. As the relationship develops,
there is always a need for additional training. Programs
staff should conduct workshops and provide books,
magazine articles, and documentaries about mentor
programs. Problems that have developed and possible
remedies should be discussed as necessary.
ONE ON ONE
39
Sponsor mentor panels. It is important for all the
mentors to meet together a few times a year to ex-
change information and discuss how they have
handled problems that have come up in their relation-
ships. Many programs arrange for their mentors to
meet bimonthly.
Hold public recognition ceremonies. Ceremonies can
be in the form of testimonial dinners, to which local
dignitaries are invited, along with the sponsors of the
program. Local TV and radio stations can interview
mentors, and schools can hold an awards assembly in
their honor.
Publish a monthly or bimonthly newsletter. Many large
mentor programs publish their own newsletters. Profiles
of mentors and protégés appear, as well as the success
stories of the protégés. For example, the CUNY (City
University of New York) Mentor Program publishes
a newsletter called Mentoring Matters every other
month. The protégés' accomplishments are docu-
mented throughout the newsletter and may serve as
an inspiration to keep the mentors in the program.
Gain the support of parents. When parents actively
support the mentor relationship, their children are more
likely to be motivated to participate and excited about
being in the program. Mentors may become dis-
couraged if the parents are not on their side. Good
programs try to get as much parental support as possible.
40
ONE ON ONE
In any one-on-one personal relationship, things do not always go
DEALING WITH
as planned or expected, and mentor relationships are no excep-
OBSTACLES TO
tion. Personality clashes, misunderstandings, crossed signals,
SUCCESS
and lack of direction are all factors that may make for a less-than-
satisfactory relationship. Even in the most carefully planned
programs, obstacles to success occur. But many mentor
programs have found solutions through trial and error. The main
thing is for mentors and their supervisors to be aware that a
problem exists, so that it can be remedied quickly. The following
list of obstacles to success is based on anecdotal accounts from
existing mentor programs:
A bad match. No matter how carefully planned and
screened, bad matches occur. Some relationships are
just not meant to be. Many programs have found that
if, after three to four weeks, a good relationship has
not begun to form, the mentor should ask the super-
visor for reassignment.
Communication problems. Mentors who do not
receive adequate training on effective ways to listen
and communicate with young people can become
confused and misinterpret signals provided by the
young person. Mentors must be aware of how young
people use body language, make eye contact, and
provide feedback. Timing is important; mentors
should know when it is their turn to listen. One pro-
gram with a mentor component found that many of
their teenage girls quit the program because they per-
ceived that their mentors were "either too distant" or
"unduly prying" (Polit et al., 1988, p. 9).
Serious problems requiring immediate help from a
supervisor. Program planners should warn mentors
about problems for which they should seek immedi-
ate help-for example, violent behavior, drug use, ex-
treme depression, or suicide threats by the young
person.
ONE ON ONE
41
Unrealistic expectations by each person. Unrealistic ex-
pectations can be avoided if both the mentor and the
protégé are thoroughly briefed before entering into a
relationship. It is important for the young person to un-
derstand the limits of the mentor relationship. At the
same time, the mentor must be aware that building a
solid relationship takes a long time.
Problems in taking the initiative. Sometimes mentors
are not sure who should take the initiative in making
appointments and calling on the telephone. In one
mentor program, the young people were initially ex-
pected to contact the mentors, but program planners
later realized that it was too much to expect the young
people to take the initiative. The participants were shy
and uncertain about contacting an adult, especially
early in the program. In the beginning at least, it is best
for the mentor to take the initiative in setting up meet-
ings and arranging activities.
J
Teaching-Learning Communities (T-LC), Ann Arbor, Michigan
42
ONE ON ONE
Problems in selecting the right meeting place. Some
places are not conducive to meeting with children. A
program that focused on career education discovered
that some young participants were intimidated by
meeting their mentors in their regular offices. As a
result, program planners decided to set aside a spe-
cial meeting room in the workplace. The "mentor
center" is a comfortable, informal room with couches
and chairs, which proved much more inviting to the
children.
Problems in ending the relationship. Even though
mentor programs can be very long term, eventually
they come to an end. It is important that the protégé
be prepared to have the relationship end. The mentor
should give careful thought to the best way of ending
the relationship. The supervisor and other mentors
can provide guidance.
ONE ON ONE
43
EVALUATING
To know whether a mentor program is successful, it should
THE PROGRAM
be evaluated. Evaluation will show whether the program has
met its objectives and served the needs of the children.
Evaluation plans should be designed in the very beginning of
program development. Incorporating evaluation plans into the
program design causes planners to think about the proposed
activities and the ways in which the activity could be assessed
as successful or not. Evaluation can be used as positive rein-
forcement for mentors, because evaluation provides direct
feedback to program staff. In addition, evaluation can alert
program directors and program staff to any problems with
program implementation.
Evaluations use two types of information-"process" and
"outcome"-to decide whether a program is successful.
Process information lets the program planners know whether
the program was doing what it was intended to do. Process in-
formation includes answers to the following questions:
How many mentors and protégés were matched?
For how long were they paired?
What was the length of each meeting?
How many mentors left before the program ended?
How many protégés left before the program ended?
What kind of relationships were formed between the
mentor and protégé?
Outcome information lets planners know how well the
protégés have achieved the short- and long-term objectives.
Examples of outcome data are these:
Completion of homework,
Increase in school attendance,
Positive change in attitude,
Reduction in the dropout rate,
ONE ON ONE
44
Reduction in the number of subsequent teen pregnancies,
Enrollment in a general equivalency diploma (GED)
program, and
Return to school.
Many successful mentor programs use persons from outside
the program to conduct the evaluations. The evaluation infor-
mation is important not only to assess the progress the
programs have made but also to assure the sponsors that the
program really is meeting its goals and objectives and that it
merits continued funding.
ONE ON ONE
45
SECTION
3
RESOURCES
MENTOR
Mentor programs are operating in schools, universities, cor-
PROGRAMS
porations, churches, and community organizations throughout
the United States. The following program descriptions con-
tain information that may be useful for schools, businesses, or
organizations wishing to develop a mentor program:
Career Beginnings is a college, business, and community in-
itiative operating in more than 25 cities throughout the United
States. The program is designed to build a career and educa-
tional support system for high school students from disad-
vantaged backgrounds. The program encourages
disadvantaged high school students to enter college or a train-
ing program or to seek full-time employment. Career Begin-
nings is operated locally by two- and four-year colleges and
universities. Each site serves a class of 100 students. In the
past four years, some 10,000 students and 10,000 mentors
have participated.
Contact: William Bloomfield, Director
Brandeis University
The Center for Human Resources
The Heller School
Waltham, MA 02254
(617) 736-3770
CUNY/BOE (City University of New York/ Board of Educa-
tion) Student Mentor Program is a mentor program that
matches college student mentors with 10th-grade students at risk
for dropping out of school. The mentors work with the high
school students to help them develop attitudes and behavior that
will keep them in school. Protégés meet with their mentors for at
least two hours a week for a minimum of one semester. In addi-
tion, they meet for two hours with the program coordinator at
their high school. Both the mentors and students receive
academic credit for participating in the program.
48
ONE ON ONE
Contact: Barry Kwalick, Director
CUNY/BOE Student Mentor Program
351 W. 18th St., Room 236
New York, NY 10011
(212) 645-4141
Each One Reach One (See profile on page 36. )
Contact: June Martin Perry, Executive Director
New Concept Self-Development Center, Inc.
636 W. Kneeland St.
Milwaukee, WI 53212
(414) 271-7496
HOSTS (Help One Student To Succeed) is a mentor/tutoring
program in which mentors work with protégés to increase their
reading or math skills. Programs use teaching materials that
match each student's particular learning style. (See page 24 for
Harlingen HOSTS, which also focuses on literacy.)
Contact: Jerry Wilbur and Bill Gibbons
HOSTS
1801 D St., Suite 2
Vancouver, WA 98663
1-800-833-4678
The I Have A Dream Foundation program matches students
with adults who try to encourage the young people to stay in
school. The mentors work with their protégés for 12 to 18
months. (See description on page 5.)
Contact: Tony Lopez
Director of Support Services
I Have A Dream Foundation
330 7th Avenue
New York, NY 10001
(212) 736-1730
ONE ON ONE
49
The Kiwanis Mentorship Program publishes the "Youth Serv-
ice Bulletin," which contains detailed guidelines for setting
up a mentor program. This bulletin has been distributed to
more than 6,000 local clubs nationwide. At present, some 400
clubs have established mentor programs. The programs focus
on career preparation. The mentors are encouraged to meet
weekly with their protégés and to commit themselves to a
long-term relationship.
Contact: Chris Rice
Kiwanis International
Department of Program Development
3636 Woodview Trace
Indianapolis, IN 46268
(317) 875-8755
Mantalk is a program for males between the ages of 13 and
19 to prevent them from becoming fathers. Working with
male mentors, the youths explore career options, try to build
up their self-esteem, learn about the responsibilities as-
sociated with parenthood, and discuss the importance of
academic achievement.
Contact: Lisa Davis, Mantalk Coordinator
Health Education Division
Forsyth County Health Department
P.O. Box 2975
Winston-Salem, NC 27102
(919) 727-8172
50
ONE ON ONE
MENTOR is a law-related education partnership program in
which law firms or other law-related organizations are paired
with high school classes for citizenship education. The pur-
pose of the program is to increase students' understanding of
our legal system. Thomas W. Evans founded MENTOR in
New York City in 1982, and the program has been replicated
by lawyers in over 300 law firms in 20 states. MENTOR is a
five-part program that includes orientation (lawyers visit the
school), law as a profession (including related professions), a
visit to Federal court (with emphasis on civil litigation), a
visit to a State court (with emphasis on criminal litigation),
and electives (for example, an event derived from a special
resource of the law firm, legal writing, visit to a Family Court
judge's chambers, and a citywide moot court competition).
The opportunity to observe role models and to exchange in-
formation in a relaxed atmosphere are key to the program.
Contact: Jo Rosner
National Director of MENTOR
Washington State Bar Association
2001 Sixth Ave.
Seattle, WA 98121
(206) 448-0441
The Mentors, Inc., program operates in public schools in the
Washington, DC, area. Some 500 sophomores are matched
with mentors who work with them until the students
graduate. The mentors agree to meet with their protégés
monthly and to maintain weekly telephone contact.
Contact: Shayne Schneider, President
Mentors, Inc.
1003 K St., N.W., Suite 406
Washington, DC 20001
(202) 463-6867
ONE ON ONE
51
The Orita Program in Washington, DC, provides young
black children with adult mentors from the Union Temple
Baptist Church. A mentor begins to work with a protégé
when the child is 13 years old and continues the relationship
until the protégé reaches age 19. This program helps children
achieve by encouraging their total development: spiritual, so-
cial, emotional, and academic.
Contact: David Arnette and Janice Crouch
Orita Program
Union Temple Baptist Church
2002 14th St., N.W.
Washington, DC 20009
(202) 889-1888
Procter & Gamble's Project Aspire is a mentor program that
served as the basis for a comprehensive education enrichment
program in Woodward High School in Cincinnati, Ohio. The
program works with three groups: students who are in danger of
dropping out of school, students who are planning to seek jobs
after graduation from high school, and students who have the
potential to go on to college. The mentors try to keep potential
dropouts in school until graduation. The mentors help students
who plan to work after graduation get on a career track and pro-
vide tutoring and other assistance as needed. The mentors help
potential college students select the right college preparatory
course, obtain information about appropriate colleges and univer-
sities, and receive financial counseling.
Contact: Paula Shaye Long
Manager, Community Affairs
The Procter & Gamble Company
One Procter & Gamble Plaza
Cincinnati, OH 45202
(513) 983-3663
52
ONE ON ONE
Teaching-Learning Communities (T-LC) Mentors Program
(See profile on page 8.)
Contact: Carol H. Tice
Lifespan Resources, T-LC Mentors
1212 Roosevelt St.
Ann Arbor, MI 48104
(313) 994-4715
Teen Moms ( See profile on page 19.)
Contact: Martha Elkus, Director
Portland Neighborhood Foster Grandparent Program
Harbor Terrace
284 Danforth St.
Portland, ME 04102
(207) 773-0202
Teen Moms, Portland, Maine
ONE ON ONE
53
SOURCES OF
Some organizations help schools, communities, corporations,
HELP IN
and small businesses develop and implement their mentor
SETTING UP
programs. Two examples of such organization are these:
THE PROGRAM
New York Mentoring helps schools and other organizations
design mentor programs for young people, and it conducts
training and orientation sessions for social workers, super-
visors, and potential mentors. The organization, which was es-
tablished in January 1989, is already working with 10 schools
and organizations.
Contact: Frederick L. Gilbert, Executive Director
New York Mentoring
267 Fifth Ave., Suite 1003
New York, NY 10016
(212) 779-3630
The National Association of Partners in Education (NAPE)
has had extensive experience with all phases of partnership
development, implementation, and evaluation. NAPE offers
guidance on assessing the needs of the community and on
identifying resources that may be available in the community.
NAPE's Partnership Academies teach teams of persons from
school districts, community organizations, and businesses
that want to sponsor business or community programs how to
organize, manage, expand, and evaluate education
partnerships.
Contact: Daniel W. Merenda, Executive Director
National Association of Partners in Education, Inc.
601 Wythe St.
Suite 200
Alexandria, VA 22314
(703) 836-4880
54
ONE ON ONE
Abell Foundation. "Mentoring Manual: A Guide to Program
REFERENCES
Development and Implementation." Baltimore, 1990.
Committee of Economic Development. Investing in Our
Children: Business and the Public Schools. New York,
1985.
Conference Board. Beyond Business/Education Partnerships:
The Business Experience. Research Report No. 918.
Washington, D.C., 1988.
Day, Philip R., and Rajasekhara, Koosappa. Keeping America
Working: Profiles in Partnership. Washington, D.C.:
American Association of Community and Junior Col-
leges, 1988.
Education Commission of the States, Business Advisory
Commission. Reconnecting Youth. Denver, 1985.
Education Commission of the States. Communities Respond:
Youth at Risk. Denver, 1987.
Flaxman, Erwin, Ascher, Carol, and Harrington, Charles.
Youth Mentoring: Programs and Practices. Urban Diver-
sity Series No. 97. New York: ERIC Clearinghouse on
Urban Education, Institute for Urban and Minority
Education, December 1988.
Florida Department of Education, Office of Citizen and Busi-
ness Involvement. Senior Mentors for Creative Stu-
dents: Training Manual. Tallahassee, 1988.
Freedman, Marc. Partners in Growth: Elder Mentors and At-
Risk Youth. Philadelphia: Public/Private Ventures, 1988.
Levine, Marsha, ed. The Private Sector in the Public School:
Can It Improve Education? Washington, D.C.:
American Enterprise Institute for Public Policy Re-
search, 1985.
Levine, Marsha, and Trachtman, Roberta, eds. American
Business and the Public School: Case Studies of Cor-
porate Involvement in Public Education. New York:
Teachers College Press, 1988.
Milloy, Courtland. "Youth Guidance Program at Church
Built on Pride." Washington Post, March 10, 1988.
ONE ON ONE
55
National Advisory Council on Educational Research and Im-
provement. Private Sector Initiatives in Educational
Reform. Proceedings of a conference. Washington, D.C.,
1987.
National Alliance of Business. Employment Policies: Looking
to the Year 2000. Washington, D.C., 1986.
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The Fourth R: Workforce Readiness.
Washington, D.C., 1987.
National Association of Partners in Education, Inc. A Practi-
cal Guide To Creating and Managing School/Com-
munity Partnerships. Alexandria, Va., 1988.
Otterbourg, Susan D. School Partnerships Handbook: How to
Set Up and Administer Programs with Business, Govern-
ment, and Your Community. Englewood Cliffs, N.J.: Pren-
tice-Hall, Inc., 1986.
Polit, Denise F., Quint, Janet C., and Riccio, James A. The
Challenge of Serving Teenage Mothers: Lessons From
Project Redirection. New York: Manpower Demonstra-
tion Research Corporation, October 1988.
Public/Private Ventures. Allies in Education: Schools and
Businesses Working Together for At-Risk Youth. 2 vols.
Philadelphia, 1987.
Rousso, Harilyn. Mentoring Empowers! How to Start a Net-
working Project for Disabled Women and Girls in Your
Community. New York: The Networking Project for Dis-
abled Women and Girls, YWCA of the City of New
York, 1988.
Shelton, Cynthia W. The Doable Dozen: A Checklist of Prac-
tical Ideas for School-Business Partnerships.
Alexandria, Va.: National Community Education As-
sociation, 1987.
Sherman, Joel D. Dropping Out of School: Promising
Strategies and Practices in Dropout Prevention.
Washington, D.C.: Pelavin Associates, Inc., December
1987.
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U.S. Department of Education. America's Schools:
Everybody's Business. Washington, D.C.: U.S. Govern-
ment Printing Office, 1988.
U.S. Department of Labor, U.S. Department of Education,
and U.S. Department of Commerce. Building a Quality
Workforce. Washington, D.C.: U.S. Government Print-
ing Office, 1988.
William T. Grant Foundation Commission on Work, Family,
and Citizenship. The Forgotten Half: Pathways to Suc-
cess for America's Youth and Young Families. Final
Report. Washington, D.C., 1988.
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57
Acknowledgments
The following employees of the
U.S. Department of Education
helped prepare this volume:
Angela Clarke
Sandra H. Furey
Alan Ginsburg
Charles E.M. Kolb
Ann Nawaz
Karen Pitts
Ricky Takai
Barbara Vespucci
Nina Winkler
58
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WASHINGTON OF EDUCATION
*
*
UNITED STATES OF AMERICA
U.S. Department of Education
Washington, DC