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Jobs for America's Graduates 12/12/90 [OA 8320] [2]
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Jobs for America's Graduates 12/12/90 [OA 8320] [2]
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MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Backup Files
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Chron File, 1989-1993
OA/ID Number:
13743
Folder ID Number:
13743-004
Folder Title:
Jobs for America's Graduates 12/12/90 [OA 8320] [2]
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26
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2
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JAG
Jobs for America's
Graduates Inc
KENNETH M. SMITH
President
Suite 200
1729 King Street
Alexandria, Virginia 22314
703-684-9479
FAX 703-684-9489
December 7,1990
Dear Peggy -
Enclosed please find a
copy of the Press kit for
the Hovernors leadership
Awards Juncheon on
December 12th. 9 thought
it night be helpful to
have the all Theingormation.
The winning letters from
Students are also enclosed.
Please call with any
questions.
Mary Walker
Jobs for America's
Hraduates
JAG
Jobs for America's
Jobs for America's Graduates, Inc.
Groduates. Inc
Suite 200, 1729 King St., Alexandria, VA 22314
PRESS
KIT
JAG
Jobs for America's
Jobs for America's Graduates, Inc.
Gradua.es Inc
CHAIRMAN
The Honorable John R. McKernan, Jr.
Governor
State of Maine
CHAIRMAN
EXECUTIVE COMMITTEE
The Honorable Charles S. Robe
U.S. Senator
State of Virginia
FOR IMMEDIATE RELEASE
CONTACT:
ROXANNE CASSCELLS
PRESIDENT
DECEMBER 4, 1990
Mr. Kenneth M. Smith
202/638-1957
Charman and CEO
International Management &
Development Group. Ltd.
SECRETARY
Dr. Franklin B. Walter
Supenntendant of Public instruction
PRESIDENT BUSH TO GIVE KEYNOTE ADDRESS TO INNOVATIVE
Oneo Department of Education
TREASURER
EDUCATION ORGANIZATION -- JOBS FOR AMERICA'S GRADUATES
Mrs. Carolyn Warner
Carolyn Warner & Associates
MEMBERS
Dr. Bernard E. Anderson
Managing Partner
(WASHINGTON, D.C.) -- Jobs for America's
Urban Affairs Partnership
Graduates (JAG) announced today that President Bush
Mr. Michael M. Amoid
Director of Investor Relations
will give the keynote address at their Inaugural
AFL-CIO Investment Trusts
Luncheon on Wednesday, December 12 at the National
Mr. Ralph Barrow
Retired President
Press Club. President Bush will also present the
Jobs for Delaware Graduates
Mr. Linden S. Blue
"Governors Leadership Awards" at the JAG luncheon
CEO & Vice Charman
which will be held in the Main Ballroom at 12:00 Noon.
General Atomics
The Honorable Christopher S. Bond
U.S. Senator
State of Missouri
Jobs for America's Graduates is the nation's
The Honorable Wilkam E. Brock
largest consistently applied model for school-to-work
The Brock Group
The Honorable James G. Collins
transition for at-risk young people. It presently
Attorney at Law
operates in 19 states and territories, serving more
Mr. Frank P. Dayle
Senior Vice President
than 21,000 at-risk young people annually in 175
General Electric Company
communities and 300 high schools nationwide.
Mrs. Julie Nixon Eisenhower
Author
The Honorable William H. Gray. IN
The JAG leadership, including Governor John R.
U.S. Congressman
State of Pennsylvania
McKernan, Jr. of Maine as Chairman and Senator Charles
The Honorable Judd Gregg
Governor
S. Robb serving as Chairman of the Executive
State of New Hampshire
Committee, will join JAG organizers; Delaware
Dr. Benjamin L Hooks
Executive Director
Governor Mike Castle, Virginia Governor Douglas Wilder,
NAACP
and former Delaware Governor Pete Dupont, at a press
The Honorable James M. Jelfords
U.S. Senator
conference in the First Amendment Room at 11:00 AM,
State of Vermont
prior to President Bush's speech, to announce the
Dr. William B. Keene
Supenntendant. Delaware
beginning of a joint effort between JAG's Youth
Department of Public instruction
The Honorable Madeleine M Kunin
Engaged in Service ("YES") Program
Governor
State of Vermont
and the White House's Thousand Points of Light.
The Honorable M. Peter McPherson
Executive Vice President
Bank of America
President Bush is a founding member of Jobs for
Mr. Presion S. Pansh
Americas Graduates, and will also be honoring students
Pansh Associates
from the 19 participating JAG programs who will be
Mr. James D. Robinson, JM
Charman
attending the meeting.
American Express Company
The Honorable Joe Tanner
Commissioner
For more information contact Roxanne Casscells at
Georgia Department of Labor
Mr. O.F. Wenzier
202/638-1957.
Vice President
Johnson & Johnson
The Honorable Pate Wilson
U.S. Sensior
State of Cakfornia
Mr. Raul Yzaquire
###
President
National Council of La Raza
LEGAL COUNSEL
Mr. Stanton o Anderson
Anderson, Hibey. Naunem & Blaw
SUITE 200, 1729 KING STREET, ALEXANDRIA, VA 22314
(703) 684-9479
FAX (703) 684-9489
THE WHITE HOUSE
WASHINGTON
TO:
Dan Mc Greaty
Cc Pegay Dooley 1111/2
FROM:
LANNY GRIFFITH
Special Assistant to the President for
Intergovernmental Affairs
Room 160
Extension 7170
The attached is for:
Information
Review & Comment
Direct Response
Appropriate Action
Draft Reply
Per Request
File
Signature
Comments:
This is a rough cut at the
restructing puncepled. l wish
l could have made it stinger.
Rae ml Doreen could help on
that
Let me know of C can be
8 further assistance
THE WHITE HOUSE
WASHINGTON
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.
Services of Mead Data Central
PAGE
2
4TH STORY of Level 1 printed in FULL format.
Proprietary to the United Press International 1990
April 26, 1990, Thursday, BC cycle
SECTION: Regional News
LENGTH: 340 words
HEADLINE: Kentucky governor to speak at education meeting
DATELINE: FRANKFORT, Ky.
KEYWORD: EDUCATION
BODY:
The massive reform of Kentucky's educational system will be in the
spotlight Friday at a meeting of the Education Commission of the States' Spring
Steering Committee in Sante Fe, N.M.
Gov. Wallace Wilkinson will speak on Kentucky's recent experiences with
education reform at the early morning meeting at the El Dorado Hotel and then
take part in a panel discussion on the details of the reform.
The Kentucky situation is unique,' said ECS President Frank Newman.
No other state has ever had the opportunity to start from scratch and
restructure its schools.
'The members of the Education Commission are very interested in Gov.
Wilkinson's insights regarding how the reform effort evolved and what it means
to Kentucky. It is so important we have devoted virtually all of Friday to a
discussion of education in Kentucky.
New Mexico Gov. Garrey Carruthers, chairman of ECS, is also scheduled to
speak Friday on education reform in his state.
Wilkinson is also expected to address his newly-formed Cabinet for
Workforce Development, which he has said is as important to education reform as
the changes made in the school systems.
The new cabinet will emphasize adult education and job-training skills for
those without a high school education. Kentucky has one of the highest
percentages of adults without a high school diploma in the nation.
Kentucky will be pumping nearly $1 billion new dollars into elementary and
secondary education over the next biennium as the result of a court-ordered
reform of its current system.
In June 1989, the Kentucky Supreme Court upheld a lower court ruling that
the state's education system was unconstitutional because of the funding
inequities between districts.
Some of the major changes, which will be funded with part of a $1.3 billion
tax increase, include eliminating grade levels below the fourth, implementing
mandatory half-day kindergarten, allowing schools to make more of their own
decisions and drastically reducing nepotism within each district.
LEXIS® NEXIS® LEXIS® NEXIS® ®
Services of Mead Data Central
PAGE
3
9TH STORY of Level 1 printed in FULL format.
Copyright (c) 1990 The New York Times Company;
The New York Times
April 13, 1990, Friday, Late Edition - Final
SECTION: Section A; Page 10, Column 2; National Desk
LENGTH: 424 words
HEADLINE: Broad Revision Enacted for Kentucky Schools
BYLINE: By The Associated Press
BODY:
The Governor of Kentucky has signed a bill making sweeping changes in
running the public schools, setting a minimum spending level for each of the
state's 570,000 students and giving principals, parents and teachers more
responsibility.
Mississippi has also moved ahead with its plans for improving its schools.
The Kentucky measure, signed Wednesday by Gov. Wallace G. Wilkinson,
establishes a spending level of $2,900 per student. Previously, spending varied
from $1,800 to $4,200 a year for each student, depending on a district's wealth.
Committees for Schools
Now ''geography is a subject to be taught, not a factor that determines the
quality of a child's education, said Governor Wilkinson. He said he had been
a victim of unequal educational opportunity as a child.
The measure raises taxes $1.3 billion over the next two years; about half the
money goes to the school changes. It also eliminates grading for the youngest
students and calls for committees of parents, teachers and principals to make
day-to-day decisions on running the schools.
In Mississippi, Gov. Roy Mabus on Wednesday signed a bill committing $182
million in aid to the nation's lowest-rated school system to improve public
school curriculums over the next three years. Another measure calls for nearly
$800 million in bonds to replace aging school buildings and buses.
But there is a problem.
Legislature May Return
Lawmakers did not provide money for the program in their regular session,
which ended last Friday, so Mr. Mabus said he would call a special session of
the Legislature for June 18. ''All of us had a mandate from the people to
significantly improve the way we educate our children,'' he said.
Mississippi students have consistently scored lowest in the nation on
standardized achievement tests. But their performance has improved since a
series of school changes were adopted in 1982.
LEXIS® NEXIS® LEXIS® ® NEXIS® ®
Services of Mead Data Central
PAGE
4
(c) 1990 The New York Times, April 13, 1990
The new package also provides for programs to fight illiteracy, teen-age
pregnancy and dropouts among the 505,000 students of the Mississippi public
school system.
The Kentucky program is an outgrowth of a ruling last June by the
Kentucky Supreme Court that the public school system was inequitable and
unconstitutional. Kentucky has the country's lowest percentage of high
school graduates.
In recent years, courts have ordered 11 states, including Kentucky, to
overhaul inequitable school finance systems. The others are Arkansas,
California, Connecticut, Kansas, Montana, New Jersey, Washington, West Virginia,
Wisconsin and Wyoming.
GRAPHIC: photo: Gov. Wallace G. Wilkinson of Kentucky, who signed a bill
making sweeping changes in running the state's schools. (Paul Conklin)
SUBJECT: EDUCATION AND SCHOOLS; REFORM AND REORGANIZATION; LAW AND
LEGISLATION; FINANCES; TEACHERS AND SCHOOL EMPLOYEES; SCHOOL ADMINISTRATION
AND COMMUNITY ROLE
NAME: WILKINSON, WALLACE G (GOV); MABUS, ROY (GOV)
GEOGRAPHIC: KENTUCKY; MISSISSIPPI
PROPOSAL
JOBS FOR AMERICA'S GRADUATES
"YOUTH ENGAGED IN SERVICE" INITIATIVE
Background
President Bush and many members of Congress have called upon Americans in all
sectors of our society to create or enhance current activities that involve thousands of young
people to help improve America through voluntary service in local communities.
Jobs for America's Graduates is the nation's largest, most consistently applied model
for school-to-work transition for at-risk young people. It presently operates in 19 states and
territories, serving more than 20,000 at-risk young people annually in 180 communities and
300 high schools.
The JAG Board of Directors, with Governor John R. McKernan, Jr. of Maine serving
as Chairman and Senator Charles S. Robb serving as Chairman of the Executive Committee,
is comprised of a broad spectrum of America's national leaders from government, education,
business, labor and civil rights.
A critical component of the JAG program is a highly motivational student
organization to help develop individual self-confidence, personal growth and career
awareness for at-risk young people in their senior year who are about to make the transition
into the workplace. An important feature of the student organization is the encouragement
of community-based, volunteer activities as part of the effort to better understand and
appreciate the roles and responsibilities of citizenship -- and of being a good employee.
The following is a proposal to expand our volunteer activities in order to coordinate
and encourage the development of the roles and responsibilities among the young people
from the 300 high schools involved in the JAG Affiliate network.
Current Activities
While the data has never been fully compiled, it is safe to say that over the course
of the school year one or more volunteer service activity to improve the community is
conducted by young people in most of the 180 communities where the JAG Affiliates
operate.
A quick sampling from the Affiliates indicates the broad range of these activities,
including organizing a national JAG sock drive to collect and ship 6,000 pairs of socks to
the earthquake victims in Armenia, helping in local day care centers and senior citizen
homes, participating in walk-a-thons to raise money for important community self-help
efforts, building homes for the homeless, cleaning up the environment and many other
activities.
The proposed "Youth Engaged in Service" initiative of Jobs for America's Graduates
is intended to encourage, support and extend these activities on a national scale within the
JAG Network. Further, it is intended to provide immediate support to the President and
the Congress in their efforts to encourage in-depth and intensive efforts by young people to
improve their communities.
Proposed Initiative
In order to expand, encourage and highlight the activities of Jobs for America's
Graduates' young people, JAG will establish, effective December 12, 1990, a nationwide
commitment to:
1.
Guarantee that each youth will be offered a personal opportunity to participate
in one or more community service activity during their involvement with JAG.
2.
A new JAG Performance Standard establishing that each youth will participate
for a minimum of two hours in one or more community service activity.
3.
Create a series of competitive national events as part of the activities of the
19 state Career Associations and the local chapter activities in the 300 high
schools that make up the JAG network. The competitive events will formally
2
recognize community activities undertaken by the local chapters of the JAG
Career Association and will judge the detail of planning, execution and results
that occurred in helping to improve the community. A group of locally selected
judges will determine the first, second and third place winners for the activities
that were of greatest value to the community. This will go into effect
immediately (for the 1990-91 school year).
4.
Create a JAG National Award and Recognition Program, sponsored by the
Board of Directors of Jobs for America's Graduates, to recognize the chapters
in each state that organized and implemented the most successful and valuable
community activity during the course of the year. Each state would submit
three choices to a committee of the National Board which would review and
make a final decision. A special award would be provided to the local chapter
by the Chairman or President. National recognition would be provided in the
publications of Jobs for America's Graduates. The local press would be
encouraged to provide recognition as well.
5.
Encourage each state Affiliate to create a similar awards program to recognize
chapter activities, preferably with the Governor and the Chief State School
Officer, providing the awards for the activities in that state. JAG will provide
technical assistance and guidance regarding a recommended strategy to collect,
evaluate and judge these activities.
6.
Develop a special "JAG Career Association Help America" handbook which
will be distributed to all local Affiliates detailing a range of suggested activities
to improve the community. The activities will be drawn from experiences in
specific locations in JAG and the handbook will be a specific "How To" manual
detailing how to organize and execute each of the recommended activities.
7.
Provide a special training session at the 1991 JAG National Training Seminar
during which the JAG staff from the local, state and national levels gather for
staff development and training activities. In this session, the handbook of
3
activities will be presented and training will be provided to the staff on how
to successfully organize and execute volunteer activities with young people in
order to have maximum effect in the community and value to the participating
young people.
90:746 12.1/a
4
SCHEDULE OF EVENTS
DECEMBER 11TH
4:00
Leave JW Marriott lobby for Robb's home
5:00 to 6:30
Reception. Senator Robb, Governor McKernan and Julie Nixon
Eisenhower will be hosting this light fare event.
DECEMBER 12TH
8:00
White House Tour - Students only
9:30
Pennsylvania Ave. Visitor's entrance of Old Executive Office Building
for all those attending the reception/photo op with Vice President
Quayle.
10:00
Will Call desk opens at National Press Club
9:30 - 10:30
Vice President Quayle reception
10:30
Guests from OEB to walk/cab to National Press Club.
11:00 - 11:20
National Press conference.
11:30
All ticketed (General) guests to move into Main Ball room for
reception.
11:30
VIP guests move to Private Reception, Photo Op.
This will include Governors, VIPs, Sponsor and Patrons, and students
whose awards are being presented.
11:55 - 12:00
Photo Op with President. Once picture is taken, each guest will be
asked to move immediately to the Mail Ballroom.
12:00
Lunch program begins.
Ken Smith, Governor McKernan and President Bush will speak.
Senator Robb will also give a few remarks.
1:00
Lunch will be served.
1:20
Special Awards will be presented
1:35
Program Concludes
2:00
JAG National Board Meeting
MIKE MCMANUS.
Column #666
How to Slash the Dropout Rate - Jobs For America's Graduates
WASHINGTON
For example, they compete in conducting "job
got jobs and the rest went to college. One reason for this
ne of the educational goals set by President
interviews," winning prizes from corporate personnel
high placement rate is that JAG counselors work with
O
COMMENTARY
George Bush and every governor is that "By
directors who serve as judges. They also get whatever
the high school grads for nine months after graduation.
the year 2000, the high school graduation
remediation is needed to increase their basic skills.
Of the 21,000 youth served last year, 11,500 are in school
rate will increase to at least 90 percent."
The Job Specialist also identifies specific entry-level
and 9,500 were graduates.
In other words, the dropout rate must be cut
positions for the students who want to work part-time
by two-thirds, from the current 28.5 percent to less than
while in school, or. full-time after graduation. The jobs
As President Bush, a former board member of Jobs for
10 percent.;
pay about a dollar over the minimum wage.
America's Graduates, puts it, "JAG is one of the most
That's a tall order. But it is not impossible.
"We also require them to go and meet with the
Minnesota's dropout rate in 1986 was 8.6 percent, and
parents of each of the kids," said McKernan. "The
Connecticut's 11.2.
intriguing thing is that when an adult knocks on the
"After 10 years, JAG is only in
Frankly, however, they are not models for other states.
door of these parents, it is usually not good news.
300 high schools in 16 states,
They're shocked to have someone tell them what a
Why?
good kid they have. Kid are shocked too."
despite its impressive track record.
One reason they are successful is that they have a
The approach is SO effective that 92 percent of the
Why?
small minority population. Minnesota is 2 percent black
1989 class of 7,500 students in nine states graduated
"
or Hispanic compared to 20 percent in New York, where
from high school of got their GED.
the dropout rate is 36 percent.
Equally important, 82 percent of the graduates had
successful school-to-work transition programs for at-risk
Money is not the answer either. New York is a big
positive outcomes by March 15, 1990. Some 63 percent
youth in this nation."
spending state.
That's not just talk. The President has called for the
The answer, says Maine Gov. John McKernan, Jr., is
creation of a 5 percent "set-aside" incentive grant
that "We as a society really have to do a better job with
program as part of the Job Training Partnership Act that
the forgotten half of the high school class - the half
that don't go on to any post secondary education.
will provide about $125 million for statewide school-to-
work transition programs. Congressional action looks
"The Japanese will tell you their secret is they have
the best bottom half of the work force in the world.
hopeful.
NEW YORK CITY TRIBUNE
We as a country have been able to lead the world
This is an important step. After 10 years, JAG is only
economy with the top half of our high school class,
in 300 high schools in 16 states, despite its impressive
and let everybody else fill in wherever they could find
track record. Why?
opportunity.
"That is one reason we are starting to see the rich
"Most of the money in state government is committed
get richer, and the poor, poorer because there are
to something else," says Kenneth Smith, creator and
not as many opportunities for the second half of the
president of Jobs For America's Graduates. "To fund
class, and those that exist have pay that doesn't rise
something new they have to stop doing something else."
anywhere near as last as those with better education."
His comment is kind. Sadly, state legislators have
For that reason, Gov. McKernan began "Jobs for
shown zero interest in those least likely to succeed.
Maine's Graduates" patterned on a model. begun in
Delaware, now in 16 states called "Jobs For America's
Things are quite different in England
Graduates." It identifies kids as juniors who may well.
They have picked up the JAG model, will test it in
drop out, or will have a tough time when they get out
three cities of the "Midlands" of the United Kingdom,
even if they do graduate.
and will spend more than the U.S. They will create
THURSDAY, JUNE 7, 1990
A "Job Specialist," someone with private sector
similar business-school partnerships, hire job specialists
experience is hired by a board of local employers to
who know business, and create Career Associations to
take personal responsibility for 35-50 "at risk" young
motivate kids.
people. They join a "Career Association" run like.
If the idea is moving across the Atlantic, why not into
Future Farmers of America or Junior Achievement
every state of America? To learn more, write JAG, 1720
to build self-confidence.
King St. Alexandria, VA, 22314.
Michael 1. McManus is a nationally syndicated columnist.
November 29, 1990
Jobs for Delaware Graduates
Attn: Governor Pierre S. DuPont
335 Martin Street
Dover, DE 19901
Dear Governor DuPont:
I am writing this letter to thank you for your leadership in
initiating the Jobs for Delaware Graduates program in the State of
Delaware. As a graduate of the program at Christiana High School
in 1980 - 1981, I feel that I have benefited greatly due to the
direction and guidance rendered to me by the program directors and
coordinators. Upon graduation in 1981, JDG was instrumental in
placing me at my first position as an office clerk at the American
Heart Association of Delaware. This job enabled me to utilize my
interpersonal relationship and communication skills to excel in the
organization. After six years of service at the AHA, I realized
that I wanted to increase my responsibility in community service
and applied for a position in the Wilmington, Delaware Police
Department. I have been so employed since April of 1988. I am
assigned as a routine patrol officer in the Uniformed Patrol
Division. One of the highlights of my career thus far was the
privilege to sing the National Anthem during President Bush's visit
to the Wilmington area.
I have also been involved as Lead Singer since May of 1989
in "The First State Force", an inter-departmental police band which
attempts to educate young children about the perils of drug abuse
through the medium of music. I feel that this project has been an
extremely beneficial program for the education of our youth and
feel that the strong values and examples which I received from the
Jobs for Delaware Graduates Program has led me to my rewarding
career. I thank you and hope that JDG continues to be such a
success.
Sincerely yours,
Anthony K. Johnson, Patrolman
Wilmington Police Department
November 13, 1990
The Honorable Booth Gardner
Governor of the State of Washington
Olympia, Washington
Jobs for America's Graduates (JAG) has helped me become the person I am today by
teaching me important decisions about my individual lifestyle. By taking JAG, my Job
Specialist, Mrs. Betty Robertson, taught me many moral values, beliefs and responsibilities
and has helped me experience many changes in my life.
When I first started with JAG, I was experiencing some problems much like some of the
other students in the class. Mrs. Robertson and other Job Specialists helped us believe in
ourselves and in others, and taught us to respect ourselves and others. We learned it was
not who you are, but what you are, that matters and to always stand up for what we believe
in. Most importantly, we learned that we should try our very best!
America is a career oriented country. Before I took JAG, there were many things I didn't
understand about the working world. JAG helped me prepare for this and understand more.
No other class in high school offers this kind of help and success. I feel very lucky to have
been a part of it. It gave me self-motivation and made me move out of my childhood and
prepared me for my adulthood. This is why I think every senior high school student should
have Jobs for America's Graduates offered to them.
I am currently working for Ohio Casualty Life Insurance in Seattle. Within three months,
I received my first promotion with full benefits.
When the 1990 Class of Jobs for America's Graduates went to our Initiation, we had a
slogan writing contest. My group won by pulling together and thinking of the slogan: "JAG,
if you can dream it, you can achieve it." Since then, I've thought about that slogan and I
really believe in it. If the students of today can dream of good achievements for tomorrow,
America would be a better place for everyone.
Sincerely,
Christy Richard
Ghatham-Savannah Youth Futures Authority
Executive Director
Chair
Otls S. Johnson, Ph.D.
Mr. William W. Sprague, Jr.
November 19, 1990
NEW FUTURES
INITIATIVE
Governor Joe Frank Harris
100 State Capitol
Atlanta, GA 30334
Dear Governor:
WHAT JOBS FOR GEORGIA GRADUATES MEANS TO ME
During high school I have been thinking about goals for myself and how to
achieve them. Many times when 1 decide to accomplish a particular goal, barriers
tend to arise to keep me from succeeding. As a member of Jobs for Georgia
Graduates, I hope to gain the determination and will power to achieve any goal that
life has to offer.
There are many skills which 1 hope to learn or improve through JGG, such as how
to construct a resume, develop a letter of application, and complete a job
interview. I also am looking forward to developing job survival skills by learning
what employers expect of employees, to identify problems of new employees, how to
follow directions, and practice effective human relations.
As an individual with some experience in the work force, 1 realize that
communication skills are very important to developing team membership and leadership
skills. Understanding both verbal and written communication is necessary in order
to build a good relationship with one's employer and fellow employees. To me,
verbal communication is not stressed enough in our school system today, 50 I feel
JGG provides a good opportunity for me to improve how I express myself to others.
I feel JGG is like a television with many channels which I can flip to view the
possible fortunes life has in store for me. One of the fortunes I desire, like most
high school seniors, is a stable career in the future. Too many students however,
find excuses to quit school and go directly into the work force. Some say this is a
way of building themselves for a brighter tomorrow, but without a high school
diploma there is no tomorrow.
As a JGG member, 1 respect the leaders of today who will give their time and
expertise to teach myself and others who desire to become leaders, and I plan to
take full advantage of all they have to offer. I believe the future generation
should know what skills will be needed in the work place. I am looking forward to
participating in J66 this last year of high school to prepare myself for a
successful career and future.
Sincerely,
Rime E. Burny
Kim E. Burns
Jenkins Career Association
Savannah, Georgia
128 Habersham Street Post Office Box 10212 Savannah, Georgia 31412 Telephone (912) 235-3505
October 29,1990
Dear Governor Castle;
My name is Nicole Shuler and I am a 1990 graduate of
Middletown High School, Middletown Delaware.
I am enrolled in JDG (Jobs for Delaware Graduates) which is a program de-
signed to help students set goals and find an applicaple career.
I have had some major set backs in my life, such as coming from a broken
family and living with drugs and violence. Of all people i realize how this
sort of life can effect a young person; such as stripping them of confi-
dence and self esteem. I personally never seemed to have either of these
before JDG and Ms Bailey my Job Specialist from the program. It gave me
the confidence and support I'd always wanted and needed to help me in the
right direction.
I am currently enrolled at Delaware Technical and Community College for
Criminal Justice, and I plan to pursue a career with the FBI. I recieved a
scholarship from the William F. Davis Fund and a Pell Grant from the gover
ment to help me pursue my goals and dreams.
A year ago people that I know and 1 myself would never think that I would
be enrolled in college, employed by one of the largest insurance companies
in the world and on my way to the top.
I believe that JDG is the best thing that has happend to me and if I were
without it I hate to think of where I'd be now. It has prepared me for the
best and worst to come; and inspite of any set backs with JDG I know that
anything is possible if you put you mind to it.
Sincerely,
nicole Studer
Nicole Shuler
October 30, 1990
Governor L. Douglas Wilder
Commonwealth of Virginia
State Capitol, Capitol Square
Richmond, Virginia 23219
Dear Governor Wilder:
I am Mary Dark, a 1983 graduate of Jefferson-Huguenot-Wythe High School,
Jefferson Building, 88 well as an alumni of the Jobs for Virginia Graduates
Program.
Jobs for Virginia Graduates has had a major impact on my life. While in JVG,
I gained knowledge and experience in completing applications, constructing
resumes, writing and making presentations, interviewing for jobs, and
displaying professionalism in the job market and on the job. For those of
us who decided not to attend college directly after high school, JVG not
only gave us an edge on others seeking employment, but made facing the
world less frightening.
I developed some valuable tools that can be used throughout my life. I
learned what to expect on the job and how to approach job situations,
which make me a better employee and ensure longer employment.
Today's students have many obstacles facing them, which sometimes lead
to an increase in the dropout rate. JVG gives high school students the
choice of making a living or having others pay their way.
I hope that future high school students will get the opportunity to take
advantage of all that JVG has to offer.
Mary Dark Mary Dark
Sincerely,
October 30, 1990
Governor L. Douglas Wilder
Commonwealth of Virginia
State Capitol, Capitol Square
Richmond, Virginia 23219
Dear Governor Wilder:
I am Mary Dark, a 1983 graduate of Jefferson-Huguenot-Wythe High School,
Jefferson Building, as well as an alumni of the Jobs for Virginia Graduates
Program.
Jobs for Virginia Graduates has had a major impact on my life. While in JVG,
I gained knowledge and experience in completing applications, constructing
resumes, writing and making presentations, interviewing for jobs, and
displaying professionalism in the job market and on the job. For those of
us who decided not to attend college directly after high school, JVG not
only gave us an edge on others seeking employment, but made facing the
world less frightening.
I developed some valuable tools that can be used throughout my life. I
learned what to expect on the job and how to approach job situations,
which make me a better employee and ensure longer employment.
Today's students have many obstacles facing them, which sometimes lead
to an increase in the dropout rate. JVG gives high school students the
choice of making a living or having others pay their way.
I hope that future high school students will get the opportunity to take
advantage of all that JVG has to offer.
Mary dark Mary Dark
ROSSROADS
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
managed to grow, not just survive,
Gov. John R.
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
Highest Graduation Rate for the
Class of 1989
Jobs for Missouri Graduates
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 New Hampshire Graduates
Jobs for Ohio Graduates
Jobs for Vermont 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.
We're on our way. The
marks of a true profession. We want to
that speaks for the experience of the
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
together to overcome 12 obstacles.
Teacher of the Year for the 1989-90
Madison and Xenia High Schools
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
PENNSYLVANIA
GRADUATES
ASSOCIATION
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
showed off their job-seeking and
Halloween Carnival, 11-Alive's "Can-
firm foundation thanks to the vision of
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
positive impact on the community and
needy families, while J.E. Brown High
submitted their recommendations to the
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
California
JBSG's job specialists! Highlights
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
Edmonds
Virginia
sewing materials and worked together
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
and it was an overall great day!
Aetna Life and Casualty Foundation
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
board meeting in May, co-hosted by
RJR Nabisco
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
and job specialists were hired. Lorelee
The Xerox Foundation
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
Fortune Magazine. We look forward
national nonprofit public service corporation
President & CEO of Siemens North
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
NEWNAN, GA
NG TOWN OH
MARTINSVILLE,
ON, VT
SPRINGFIELD, 1
RWAY, ME
SA
FW
HANOVER COUNT
WS FALLS, VT
LEBANO
ERS, MI
NOR
IN,
GRAY, TN
WHI
IDGEVILLE, DE
HILLN
CLARKSVILL
BO
MA
WILL
HITES CREEK, TN
BRIST
HAMPTON,
RGI
HELSA
OUNTY, VA
HAMPTON, TN
HAVERHIL
JAG
S
DE
ATTLEBORO, MA
GATE CIT
EWES, DE
N
BU
KINGSPORT, TN
FRANKFO
DAYTON,
SHINGTON COUNTY, VA
MIL
ERWIN, TN
MO
KALAMAZOO, MI
GAR
WILMIN
BRISTOL, PA
CANTON,
OH
MEADOWDA
SOMERVILLE, TN
ERIE, PA
MOUNTL
Jobs for America's
FIELD, VT
NASHVILLE, TN
LLSWORTH,
N, OH
DICKSON, TN
MED
NEWNAN, GA
ANDON, VT
SPRINGFIELD, 1
RWAY, ME
BELLOWS FALLS, VT
LEBANO
/ERS, MI
LA
TIFFIN, OH
GRAY, TN
WHITE
BRISTOL CIT
BERLIN, NH
Graduates, Inc.
MONT, DE
BOSTON, MA
WILLA
OWN, DE
LA VERGNE, TN
CHELSA
LINCOLN, NH
PENACOOK, NH
SMYRNA, DE
JOI
TY,
TN
CLEVELAND,
JACKSON, TN
COLUMBUS, OH
WISE COUNTY, VA
TON, TN
SPRINGFIELD, OH
TILTON,
GALLATIN, TN
VANG
N, OH
HUDSON, N.H.
ST. LOUIS
CKSONVILLE, FL
EDMONDS, WA
URI
KSONVILLE, VT
MEMPHIS, TN
E
DAWSONVILLE, GA
MEADOWDALE,
ARK
BRIDGE, MA
RO
CITY, VA
HINESBURG, VT
SO
CHMOND, VA
MONTPELIER, VT
CHATTANOOGA, TN
MC
ST. LOUIS, MO
Z00, MI
GARDINER, ME
ATLAI
HAWTHORNE, CA
MERCED, CA
WORCESTER, MA
NO
VT
MEMPHIS, TN
BRISTOL,
ITON, OH
EXETER, NH
SOU
NEWARK, 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(
DELMAR, 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
LEWES, 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
ERWIN, 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
MEADOWDALE, 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
LSWORTH, ME
ATHENS, GA
LYNNWOOD, WA
NEW CASTLE, DE
GUSTINE, CA
NORTH QUINCY, MA
DANVILLE, VA
AKRON, OH
DICKSON, TN
MED
NEWNAN, GA
WOODWAY, WA
MILFORD, DE
LE GRAND, CA
FALL RIVER, MA
YOUNGSTOWN, OH
MARTINSVILLE, VA
BRANDON, VT
SPRINGFIELD,
1
RWAY, ME
SAVANNAH, GA
DELMAR, DE
BLUFF CITY, TN
DOS PALOS, CA
SHREWSBURY, MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
LEBANC
VERS, MI
NORTH ADAMS, MA
SUFFOLK CITY, VA
HARDWICK, VT
MURFREESBORO, TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILL
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
1989 ANNUAL REPORT
CHMOND, VA
MONTPELIER, VT
CHATTANOOGA, TN
MCKEESPORT, PA
AKRON, OH
HUDSON, N.H.
ST. LOUIS, MO
KALAMAZOO, MI
GARDINER, ME
ATLAI
HAWTHORNE, CA
MERCED, CA
WORCESTER, MA
NORFOLK, VA
JACKSONVILLE, VT
MEMPHIS, TN
BRISTOL, PA
CANTON, OH
EXETER, NH
SOU'
IEWARK, DE
LAWNDALE, CA
LOS
BANOS, CA
CAMBRIDGE, MA
ROANOKE CITY, VA
HINESBURG, VT
SOMERVILLE, TN
ERIE, PA
CINCINNATI, OH
KEENI
STANTON, DE
ATWATER, CA
EVERETT, MA
HOPEWELL, VA
ROAN MOUNTAIN, TN
SPRINGFIELD,
VT
NASHVILLE, TN
DOYLESTOWN, PA
ASTRABI
LYNNWOOD, 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
ELMAR, DE
BLUFF CITY, TN
DOS PALOS, CA
SHREWSBURY,
MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
NORTH ADAMS. MA
LEBANON, TN
SUFFOL
K
CITY.
NEW CARLISLE, OH
SOMERS
VA
HARDWICK
VT
TN
TEEIN
ou
one
TAL
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
United
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
for implementation in those states in 1990 or 1991;
Partnership Act, for reaching the ultimate goal of our Board of
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.
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
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
of Participants in
from high school to the labor market upon graduation.
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:
evaluate and then replicate a comprehensive school-to-work transition
Who do not anticipate enrolling full-time in post-secondary
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.
The median wage was $4.25 per hour, and the mean wage was
Results show:
$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
Contact Hours. All of our research over the past decade has
participants as contrasted with those in comparison schools.
Findings show that:
indicated that we must work with our young people a minimum
of 40 hours during the school year in order to have any real
Annual earned income gains for participants range from
$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
OPPORTUNIT
our seniors achieve prior to going to work. JAG uses a pre-
"QUALITY
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
FOR GRADUATES
Jobs For Bay State Graduates
Sheraton
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
24. Communicate verbally
*CAREER DEVELOPMENT COMPETENCIES
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
30. Demonstrate commitment to an organization
JOB ATTAINMENT COMPETENCIES
*
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
36. Demonstrate a positive attitude
JOB SURVIVAL COMPETENCIES
37. Develop healthy self-concept for home, school and work
14. Demonstrate appropriate appearance
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
Employment and Training Administration
LABOR
200 Constitution Avenue, N.W.
Washington, D.C. 20210
CERTIFICATE
STATES
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
During a time when contributions to worthy causes by U.S.
examples such as in Vermont and Pennsylvania where the State
corporations continue to level off, JAG is pleased to express appreciation
Board of Education serves in that role with an advisory body made
to its continuing contributors as well as to welcome several new
up of the kinds of leaders that JAG recommends be drawn from
JAG supporters for 1989. Such support is fundamental to JAG's
the private and public sectors.
success since the national non-profit corporation has never
Delaware, New Hampshire, Georgia, Virginia and Massachusetts all
received government funding.
utilize a single state Board which employs all of the staff and deploys
Jobs for America's Graduates, Inc. (the national office) operated
them into the various communities where the program operates. In
on a 1989 budget of less than $600,000. Expansion of the JAG
Ohio, a State "Governing Board" sets policy while local nonprofit
Boards (such as "Jobs for Ohio's Graduates-Canton") actually serve
Network as well as the scope of the program was accomplished while
maintaining a similar level of spending as the previous year. The
as the employing agency and meet the requirements of both Jobs
for Ohio's Graduates and Jobs for America's Graduates. In other
range of JAG activities include expanded state and local training,
development in the five new states, curriculum refinement,
communities, such as Kalamazoo, Michigan and St. Louis, Missouri,
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.
Vermone
FOR
JOBS FOR
Canducites
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
WASHINGTON GRADUATES
Conference was conducted for all elected student officers. A meeting
with Governor Madeleine M. Kunin, and U.S. Senator James
(Edmonds School District)
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.
BOX
VERMONT
The Second Annual Career Development Conference was held
on May 17th. JEG students participated in a variety of learning
JOBS
CRADUATED
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
JOBS FOR
potential high school drop-outs before their senior year.
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
Hillsboro, TN.
Bill Donnell and Bill Johnston of JTG Nashville accept the Chairman's
Awards were
Award at the National Training Seminar in August.
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
(410 Class of '88-'89); (491 Class of '89-'90)
JDG conducted a four day staff training conference in August
11 schools were served in 6 communities
focusing on using a new computerized Management Information
1989 funding at $632,943 Source: Wagner-Peyser"7-B"
System, Quality Enrollment Program, Quality Job Placement Program,
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
Jobs for Washington Graduates
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
CA
EVERETT, MA
HOPEWELL, VA
ROAN MOUNTAIN, TN
SPRINGFIELD, VT
NASHVILLE, TN
DOYLESTOWN, PA
ASTRABULA, OH
MANCHESTER
STLE, DE
GUSTINE, CA
NORTH QUINCY, MA
DANVILLE, VA
AKRON, OH
DICKSON, TN
MEDIA, PA
CHILLICOTHE, OH
PEMBROOK, NH
BELFAST,
CA
FALL RIVER, MA
YOUNGSTOWN, OH
MARTINSVILLE, VA
BRANDON, VT
SPRINGFIELD, TN
WILKES-BARRE, PA
EATON, OH
PORTSMOUTH,
N
TN
DOS PALOS, CA
SHREWSBURY, MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
LEBANON, TN
NEW CARLISLE, OH
SOMERSWORTH, NH
TH
MA
SUFFOLK CITY, VA
HARDWICK, VT
MURFREESBORO, TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILLMAR, CA
PITTSFI
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
L, MA
PETERSBURG, VA
JOHNSON CITY, TN
ALLIANCE, OH
PENACOOK, NH
SMYRNA, DE
JONESBORO, TN
ATTLEBORO, MA
GATE CITY, VA
MOUN
HEAST, TN
FITCHBURG, MA
ISLE OF WIGHT/SMITHFIELD, VA
JACKSON, TN
COLUMBUS, OH
SALEM, NH
KINGSPORT, TN
FRANKFORD, DE
CHICO
AISTOW, NH
SPRINGFIELD, MA
PITTSYLVANIA, VA
ARLINGTON, TN
SPRINGFIELD, OH
TILTON, NH
WASHINGTON COUNTY, VA
MILINGTON,
TN
TOLI
)NTPELIER, VT
CHATTANOOGA, TN
MCKEESPORT, PA
AKRON, OH
HUDSON, N.H.
ST. LOUIS, MO
KALAMAZOO, MI
GARDINER, ME
ATLANTA,
-
THORNE, CA
MERCED, CA
WORCESTER, MA
NORFOLK, VA
JACKSONVILLE, VT
MEMPHIS, TN
BRISTOL, PA
CANTON, OH
EXETER, NH
SOUTH PORTL/
LAWNDALE, CA
LOS BANOS, CA
CAMBRIDGE, MA
ROANOKE CITY, VA
HINESBURG, VT
SOMERVILLE, TN
ERIE, PA
CINCINNATI, OH
KEENE, 1
EESPORT, PA
AKRON, OH
HUDSON, N.H.
ST. LOUIS, MO
KALAMAZOO, MI
GARDINER, ME
ATLANTA, GA
JACKSONVILLE, FL
EDMONDS, WA
WILMING
)RFOLK, VA
JACKSONVILLE,
VT
MEMPHIS, TN
BRISTOL, PA
CANTON, OH
EXETER, NH
SOUTH PORTLAND, ME
DAWSONVILLE, GA
MEADOWDALE
GE, MA
ROANOKE CITY, VA
HINESBURG, VT
SOMERVILLE, TN
ERIE, PA
CINCINNATI, OH
KEENE, NH
HOULTON, ME
DALLAS, GA
MOUNTLAKE TERR
ELL, VA
ROAN MOUNTAIN, TN
SPRINGFIELD, VT
NASHVILLE, TN
DOYLESTOWN, PA
ASTRABULA, OH
MANCHESTER, NH
ELLSWORTH, ME
ATHI
ORTH QUINCY, MA
DANVILLE, VA
AKRON, OH
DICKSON, TN
MEDIA, PA
CHILLICOTHE,
OH
PEMBROOK, NH
BELFAST, ME
NEWNAN, GA
WOOD
NGSTOWN, OH
MARTINSVILLE, VA
BRANDON, VT
SPRINGFIELD, TN
WILKES-BARRE, PA
EATON, OH
PORTSMOUTH, NH
NORWAY, ME
SAVANNAH
JRY, MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
LEBANON, TN
NEW CARLISLE, OH
SOMERSWORTH,
NH
THREE RIVERS, MI
LAUREL, DE
LIVINGS
VT
MURFREESBORO, TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILLMAR, CA
PITTSFIELD, MA
BRISTOL CITY, VA
TIPTONVI
WOODSVILLE, NH
CLAYMONT, DE
BOSTON, MA
WILLAMSBURG, VA
WHITES CREEK, TN
BRISTOL, TN
LORAIN, OH
BERLIN, NH
DOVER, DE
HOLY
IKLIN, NH
GEORGETOWN, DE
LA VERGNE, TN
CHELSA, MA
ROANOKE
COUNTY,
VA
HAMPTON, TN
BARBERTON, OH
LINCOLN, NH
FELTON, DE
SANDU
N
ALLIANCE, OH
PENACOOK, NH
SMYRNA, DE
JONESBORO, TN
ATTLEBORO, MA
GATE CITY, VA
MOUNTAIN CITY, TN
CLEVELAND, OH
DERRY
WIGHT/SMITHFIELD, VA
JACKSON, TN
COLUMBUS, OH
SALEM, NH
KINGSPORT, TN
FRANKFORD, DE
CHICOPEE, MA
WISE COUNTY, VA
DYERSB
TSYLVANIA, VA
ARLINGTON, TN
SPRINGFIELD, OH
TILTON, NH
WASHINGTON COUNTY, VA
MILINGTON, TN
TOLEDO, OH
GALLATIN, TN
VANGUARD
)OGA, TN
MCKEESPORT, PA
AKRON, OH
HUDSON, N.H.
ST. LOUIS, MO
KALAMAZOO, MI
GARDINER, ME
ATLANTA, GA
JACKSONVILLE, FL
EDMO
VORCESTER, MA
NORFOLK, VA
JACKSONVILLE, VT
MEMPHIS, TN
BRISTOL, PA
CANTON, OH
EXETER, NH
SOUTH PORTLAND, ME
DAWSONVILLE
BANOS, CA
CAMBRIDGE, MA
ROANOKE CITY, VA
HINESBURG, VT
SOMERVILLE, TN
ERIE, PA
CINCINNATI, OH
KEENE, NH
HOULTON, ME
DAL
CA
EVERETT, MA
HOPEWELL, VA
ROAN MOUNTAIN, TN
SPRINGFIELD, VT
NASHVILLE, TN
DOYLESTOWN, PA
ASTRABULA, OH
MANCHESTER,
STLE, DE
GUSTINE, CA
NORTH QUINCY, MA
DANVILLE, VA
AKRON, OH
DICKSON, TN
MEDIA, PA
CHILLICOTHE, OH
PEMBROOK, NH
BELFAST
CA
FALL RIVER, MA
YOUNGSTOWN, OH
MARTINSVILLE, VA
BRANDON, VT
SPRINGFIELD,
TN
WILKES-BARRE, PA
EATON, oH
PORTSMOUTH,
TN
DOS PALOS, CA
SHREWSBURY, MA
HANOVER COUNTY, VA
BELLOWS FALLS, VT
LEBANON, TN
NEW CARLISLE, OH
SOMERSWORTH, NH
TI
NICK, VT
MURFREESBORO, TN
TIFFIN, OH
GRAY, TN
WHITEFIELD, NH
BRIDGEVILLE, DE
HILLMAR, CA
PITTSFIELD, MA
BRISTOL CITY, VA
TIPTONV
WOODSVILLE, NH
CLAYMONT, DE
BOSTON,
MA
WILLAMSBURG, VA
WHITES CREEK, TN
BRISTOL, TN
LORAIN, OH
BERLIN, NH
DOVER, DE
HOLY
IKLIN, NH
GEORGETOWN, DE
LA VERGNE, TN
CHELSA, MA
ROANOKE COUNTY, VA
HAMPTON, TN
BARBERTON, OH
LINCOLN, NH
FELTON, DE
SANDU
SUITE 200, 1729 KING STREET, ALEXANDRIA, VA 22314
(703) 684-9479
FAX (703) 684-9489
EESPORT, PA
AKRON, oH
HUDSON, N.H.
ST. LOUIS, MO
KALAMAZOO, MI
GARDINER, ME
ATLANTA, GA
JACKSONVILLE, FL
EDMONDS, WA
WILMING
)RFOLK, VA
JACKSONVILLE, VT
MEMPHIS, TN
BRISTOL, PA
CANTON, OH
EXETER, NH
SOUTH PORTLAND, ME
DAWSONVILLE, GA
MEADOWDALE
E. MA
ROANOKE CITY. VA
HINESBURG. VT
SOMERVILLE, TN
ERIE, PA
CINCINNATI, OH
KEENE, NH
HOULTON, ME
DALLAS, GA
MOUNTLAKE TERR
The
National
Education Goals
A Report
to the Nation's Governors
Executive Summary
July 29, 1990
THE WHITE HOUSE
WASHINGTON
To the Governors of the United States:
One year ago, I invited you to join with me and my Cabinet
at a Summit Conference to discuss an issue of vital national
importance -- education. The path from Charlottesville led to
the development of the national education goals announced early
this year.
These goals are ambitious, yet realistic. They provide, for the
first time, a sense of direction for individual and collective
efforts to improve the quality of education for all Americans.
We must now turn our attention to the formidable task of ensuring
that these national goals are attained.
First, achieving the national education goals will require
fundamental changes in the way we educate our citizens, in our
attitudes toward teaching and learning, and in our very culture.
Our Nation must make education a priority and emphasize the value
of learning. We must respect and honor educators. We must
replace complacency with a sense of constructive urgency and
action to reform our schools.
Second, the vision and energy necessary to revitalize American
education cannot be provided by a few national or State leaders
alone. This effort must engage concerned citizens throughout our
land with shared beliefs and principles working toward common
goals.
Third, there are inherently American principles which can provide
the foundation for this educational renaissance. A belief in
freedom, a commitment to hard work, a love of fair competition,
a sense of responsibility, a concern for community -- these
traditional American values are suddenly being embraced by
peoples all over the world, while here in the United States
we have often taken them for granted. We must remind ourselves
that such principles have provided the foundation for our most
successful institutions -- for our free-market economy, our
decentralized form of government, our participatory democracy --
and that they must likewise undergird our efforts to rebuild our
educational system. To accomplish this restoration we must have
principled leadership in our homes, in our schools, and in our
communities.
2
Fourth, we must proceed on the bold but realistic assumption
that every child and every citizen can learn. Having made such
an assumption, we must develop strategies that recognize and
complement individual talents, while at the same time defining
an accepted standard of excellence to which all can aspire.
We cannot allow any child to feel unappreciated or unworthy.
Parents, teachers, and other responsible adults must instill in
our young people an expectation of success and a commitment to
high standards and values that will last a lifetime.
Finally, our restructured education system must reflect the
values and traditions which have served America well for over
two centuries. Education in America will always be about opening
doors of opportunity for the individual.
As the Nation looks ahead to the next century, education must
remain at the top of our national agenda and become a lifelong
quest for all our citizens. Our great democracy can remain vital
only if our people continue to grow in knowledge and wisdom,
facing each new choice with an increased understanding of the
world in which we live. Given the growing complexity and
competitiveness of that world, we must recognize that education
has never been more vital to our future.
As an elected chief executive, each of us will be held
accountable for progress in meeting our national goals --
and we expect to hold others accountable as well. It is our
responsibility to let the Nation know again and again why we
have made this pledge and why educational excellence is of vital
importance. As we remain committed to the national-State
partnership that has begun, we must build bridges and welcome
partnerships at all levels throughout our society. Achieving our
goals will require hard, active work and involvement on the part
of students, parents, and educators. It will require the
constructive involvement of business, school boards, community-
based groups, media, and all sectors which reach our children and
workers.
I am appreciative of the partnership which has begun over the
past year and reiterate my long-term commitment to working with
you in the months and years ahead. In the words of Thomas
Jefferson, "no experiment can be more interesting than that we
are now trying." Nothing could be more important to current and
future generations and to the future of our Nation.
Gg Bul
FOREWORD
The President believes America can and will have a restructured and revitalized
education system by the year 2000. Reforming our system will enable America to
compete successfully in the 21st century and empower each citizen to achieve his or her
fullest potential. The President, his Cabinet, and his entire Administration are com-
mitted to the national education goals for the year 2000, to sustaining the partnership
with the Nation's Governors, and to building new partnerships at all levels with all
sectors of society to move the Nation toward educational excellence.
Achieving the goals will require cultural changes throughout our society and funda-
mental structural reform of our education and related systems. These systemic changes
must occur at the State and local levels. The President encourages all Americans to
support State and local initiatives which will ultimately improve the education system
as a whole. Although the Administration recognizes and will maintain the traditional
limited Federal role in education, it is committed to an appropriate, coordinated, and
effective response to the significant challenges presented by the national education
goals. In support of the necessary changes which must take place, the President, his
Secretary of Education, and his Cabinet are working to provide strategic, sustained
leadership at the national level.
This report reflects many of the activities undertaken by Federal departments and
agencies in support of the national education goals. Following the Education Summit,
several Cabinet secretaries and agency heads made supporting the President's commit-
ment to education a departmental and agency priority. Many innovative initiatives
have been introduced and unprecedented interagency collaboration is underway
related to the goals.
Several departments have been working with the States since the Summit to follow-up
on the commitment to obtain and review recommendations for statutory and regula-
tory changes related to education. The Office of Management Budget has prepared an
interim report on this effort. A final report will be issued later this year. Federal agen-
cies have benefited from the process of reviewing their operations in light of the
perspective of the States. It is clear that the States share the frustration expressed at the
Education Summit with rules governing duplicative, overlapping Federal programs
and look forward to a time when greater flexibility is granted in law to combine funds
to meet and overcome State and local problems, allow innovative approaches, and
remove current barriers to improving student performance.
The steps which have occurred to date should be recognized as the beginning of a long-
term effort on the part of the Administration. At the request of the President, the office
of the Assistant to the President for Economic and Domestic Policy provides coordina-
tion for a sustained, high-level focus on Administration efforts specifically related to the
national education goals and other commitments made at Charlottesville and Admini-
stration actions related to the goals. The President's Domestic Policy Council's Working
Group on Education Policy, chaired by Secretary of Education Lauro Cavazos, contin-
ues to develop Administration policy on issues related to the national education goals.
In the months ahead, the President's Education Policy Advisory Committee, comprised
of representatives from labor, business, media, and all levels of education will continue
to recommend ways to disseminate the national education goals and mobilize national
efforts to realize them.
The President and his Administration look forward to working with the Nation's
Governors in this quest.
POST-EDUCATION SUMMIT INITIATIVES
Highlights of the Administration's initiatives undertaken since the Education
Summit in Charlottesville.
POST-EDUCATION SUMMIT INITIATIVES
Education is our most enduring legacy, vital to everything that we are
and can become. And come the next century - just ten years away -
what will we be? Will we be the children of the enlightenment, or its
orphans?
President George Bush, September 28, 1989
The President and his Administration have begun work to develop a coordinated,
Administration-wide effort to support the significant changes which must occur at the
State and local levels in order for the Nation to reach the national education goals by
the year 2000. Efforts currently underway include those to identify and strengthen
effective programs related to the six goals, address issues of coordination among
departments and agencies in the goal areas, assist State and local efforts, and enhance
research and statistical development and disseminate "what works." The Administra-
tion remains committed to the President's four educational principles as the foundation
of its efforts: recognizing and rewarding excellence; encouraging flexibility and choice;
strengthening accountability; and targeting those most in need.
The following highlights reflect some of the initial efforts and initiatives underway
across the Administration since the Education Summit in Charlottesville in support of
the national education goals.
GOAL 1 - READINESS FOR SCHOOL
By the year 2000, all children in America will start school ready to learn.
A number of departments and agencies are involved in efforts to increase the potential
that all children will enter school ready to learn. Programs, partnerships, and research
and dissemination activities are focussing on the role of parents as first teachers, the
effectiveness of early childhood experiences for disadvantaged and disabled children,
the health and nutrition status of preschoolers, and how schools can better build on the
foundation of a child's early experiences. The President remains committed to ensuring
that all disadvantaged children have access to a quality preschool experience before
entering school as reflected in his request for an unprecedented increase of $500 million
for Head Start in fiscal year 1991.
1
2
Through the leadership of Secretary of Education Lauro Cavazos and Secretary
of Health and Human Services Louis Sullivan, ED and HHS have joined efforts
to help strengthen the transition from Head Start to school and examine ways
schools can help guarantee that the gains made in the preschool years are
sustained through the early school years. The departments will convene a
meeting in the Fall of 1990 with urban school officials and Head Start directors
to explore relevant issues and to provide technical assistance for implementing
promising strategies. An interagency task force also is working on coordination
between Head Start and Even Start, Chapter 1 and other compensatory educa-
tion programs.
To assist States in implementing effective strategies for ensuring every child
starts school ready to learn, a new Head Start State coordination demonstration
has been initiated this year. Up to ten States will be awarded three-year grants
to establish an office, within the Governor's office or other high-level State office,
to help States coordinate and integrate Head Start programs with other early
childhood programs, related services for children and their families, and schools.
Following the Education Summit, Secretary of the Interior Manuel Lujan held a
series of regional conferences related to Indian education. Interior's Bureau of
Indian Affairs (BLA) is implementing a new program for Native American
preschool children and their parents to increase parenting skills and participa-
tion in early childhood experiences. The BIA program will use Missouri's
"Parents as Teachers" program as a model for parents and their children from the
prenatal stage to age three. The second component of the program will be
modeled after Kentucky's "Parent and Child Education" program serving three-
and four-year olds.
The Department of Agriculture is working with a consortium of 1890 Land-
Grant Institutions in 16 States to address the needs of families at risk with young
children. This partnership is focusing on helping parents become more effective
as first teachers and strengthening the capacity of community agencies and or-
ganizations in providing support to needy families of preschool children.
Within the Department of Defense's own unique school system, Secretary of
Defense Dick Cheney is responding to the commitment to reach the national
education goals by the year 2000. As part of Secretary Cheney's national educa-
tion goals implementation plan, the Department of Defense will implement a pa-
rental participation program in all child development programs to encourage
parental involvement in child development activities. A parent education guide
to all parents who have children in overseas child development centers and pre-
kindergarten programs will be disseminated.
3
GOAL 2 - HIGH SCHOOL COMPLETION
By the year 2000, the high school graduation rate will increase to at least
90 percent.
Activities across the Bush Administration are assisting States in their efforts to increase
high school completion, prevent students from dropping out, and encourage former
dropouts to complete their formal education. Many departments are mobilizing their
own employees and constituencies to become personally involved with helping youth
stay in school and keeping them motivated to learn.
As one of a series of post-Summit initiatives, Secretary of Labor Elizabeth Dole
launched a National Mentoring Campaign to mobilize business and labor to
reach out to youth at risk of failing in school and, ultimately, the labor market.
This campaign, established in cooperation with the National Media Outreach
Center, is recruiting business and labor volunteers to serve as mentors and tutors
to youth at risk of failing in school.
The Department of Labor recently announced recipients of its new Youth
Opportunities Unlimited (YOU) demonstration grants. Six cities and the State
of Mississippi have been awarded multi-year grants for implementing model
community or neighborhood projects that emphasize integration of youth
services and collaboration among institutions and organizations to increase high
school completion rates among youth in high-poverty areas.
Secretary of Education Lauro Cavazos has formed and chairs the President's
Hispanic Task Force on Education. This year, the Task Force convened regional
meetings to identify issues and particular circumstances related to Hispanic
youth and their families. Recommendations to help reverse high dropout rates
among Hispanic youth will be considered by the White House Domestic Policy
Council and the President.
The Department of Agriculture's Youth At Risk Initiative will target sixty high-
risk communities nationwide to help address the education-related needs of
youth at risk and encourage school completion by building coalitions of public
and private support and coordinated strategies that replicate successful model
programs. The initiative will be conducted in cooperation with several founda-
tions and corporations, and other Federal departments and agencies.
GOAL 3 - STUDENT ACHIEVEMENT AND CITIZENSHIP
By the year 2000, American students will leave grades four, eight and
twelve having demonstrated competency in challenging subject matter
including English, mathematics, science, history, and geography; and
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every school in America will ensure that all students learn to use their
minds well, so they may be prepared for responsible citizenship, further
learning, and productive employment in our modern economy.
Many departments and agencies are involved in developing instructional material in
particular subject areas, enhancing the quality of teaching, and increasing opportunities
for informal educational experiences outside the classroom and in the home that
contribute to what students learn and their ability to demonstrate competency in critical
subjects. These activities complement Department of Education programs that help
States and localities improve education for all students, particularly the disadvantaged.
In the spirit of President Bush's Points of Light Initiative, education partnership
programs throughout the Administration encourage employees to serve as volunteers
in education to help foster excellence in school programs and increase individual
student achievement.
In May, Attorney General Dick Thornburgh announced a department-wide
mentoring initiative that exemplifies how America's employers can encourage
employees to be actively engaged with the education of youth in their commu-
nities. The "Legal Advocates in Education" program grants Department of
Justice employees up to eight hours of administrative leave per month to work
with students in the District of Columbia public schools. As tutors and mentors,
Department of Justice employees are reaching out to area students to help
increase competency in academic subjects and motivate learning in classrooms
throughout the city.
At the Department of Labor, the Secretary's Commission on Achieving Neces-
sary Skills (SCANS), chaired by former Labor Secretary William Brock, is bring-
ing together top business, labor, and education leaders. The commission will
consider and define guidelines for what fundamental skills American students
need to fulfill basic workplace requirements of entry-level workers, with respect
to traditional academic disciplines as well as critical thinking, problem-solving,
and communicating skills.
Under the Department of Education's Chapter 1 program improvement effort,
some 6,000 schools whose students are not showing adequate progress are now
undergoing activities to improve their programs.
The Environmental Protection Agency recently sponsored a Youth Environ-
mental Action Forum with the National Governors' Association that brought
together 300 high school students, teachers, and environmental education
coordinators from around the world. To help foster good citizenship and
stewardship among youth, students developed proposals for environmental
projects that they could lead in their communities. The Forum is one component
of Administrator Reilly's efforts to focus and enhance EPA's ongoing education
activities.
5
The Department of Agriculture's 4-H program, the Nation's largest organization
and non-formal education program for youth with 5.1 million youth and adult
volunteers, is developing new international curriculum materials as part of 4-
H's International Youth Exchange that will help acquaint students across the
Nation with knowledge of America's cultural heritage and the world com-
munity.
A new National Endowment for the Humanities (NEH) initiative seeks to
enhance foreign language education. Starting this Fall, NEH will sponsor
projects that seek to increase language proficiency and cultural knowledge
among language teachers and undergraduates, and establish foreign language
magnet schools.
GOAL 4 - SCIENCE AND MATHEMATICS
By the year 2000, U.S. students will be first in the world in science and
mathematics achievement.
The goal to be first in the world in mathematics and science achievement by the year
2000 poses an ambitious and imperative challenge for the nation.
Ten days after the ttesville Summit Secretary of Energy James D. Watkins
co-chaired with Nobel laureate Dr. Glenn Seaborg a Math/Science Education
Action Conference in California. As a result, DOE is mobilizing its National
Laboratories and other research facilities to bring cutting-edge science to America's
teachers and students. Thirteen new initiatives involve partnerships between
DOE labs and rural, urban, minority, or disadvantaged schools. Examples
include: Oak Ridge National Laboratory's alternative certification initiative with
the University of Tennessee; Los Alamos National Laboratory's teacher en-
hancement program for rural New Mexico middle school teachers; and
Brookhaven National Laboratory's science research program for students at-
tending Gallaudet University.
Through the President's science advisor, Dr. D. Allan Bromley, a Federal coor-
dinating committee has been established to promote more efficient use of the
expertise that exists in agencies, avoid needless duplication, identify areas of
new program opportunities, and make more efficient use of limited resources in
efforts related to science, mathematics, and engineering education across the
Administration. Sixteen Federal departments and agencies are involved in this
major effort dedicated to helping the Nation achieve the science and mathemat-
ics goal.
Admiral Richard H. Truly has announced the National Aeronautics and Space
Administration's plan, "Science and Technology Literacy for the 21st Century,"
6
a decade-long commitment to furthering excellence in science and mathemat-
ics education, workforce competency, and lifelong learning. Initially, NASA will
use segments of non-mission time on NASA's satellite communications system
for broadcasting educational and informational videotapes to teachers and
students in all fifty States. NASA also has begun work on designing a model
"Classroom of the Future." The classroom will take advantage of the latest
technologies and learning strategies in teaching science, mathematics, and
technology.
In conjunction with the National Governors' Association, NSF and ED recently
launched a Statewide Systemic Initiative to actively encourage and support
proposals which seek broad-based, fundamental changes at the State and local
levels to improve science and mathematics education. Forty States, the District
of Columbia, and Puerto Rico have submitted preliminary proposals. ED's
Dwight D. Eisenhower Mathematics and Science program will provide collabo-
rative support for the initiative. The President's fiscal year 1991 budget includes
significant increases for the Eisenhower program and other mathematics and
science education programs in key departments and agencies.
As a result of an Administration-wide emphasis on collaboration and coordina-
tion in education, the Department of Education and the National Science
Foundation have formalized their partnership on mathematics and science edu-
cation. Activities will include distribution of NSF curricula through ED dissemi-
nation networks funding research on national and international assessment of
student achievement, and joint research and development activities on the use
of technology in education.
As part of the Department of Defense's goals implementation plan, Defense's
overseas high schools will increase enrollment in advanced mathematics and
science (algebra 2, trigonometry, chemistry, and physics) each year for the next
five years over the enrollment in school year 1989-90.
The National Science Foundation's Regional Centers for Minorities in Science
and Engineering will operate through new regionally-based alliances of school
districts, community colleges, universities, local businesses, and science and
engineering industries.
GOAL 5 - ADULT LITERACY AND LIFELONG LEARNING
By the year 2000, every adult American will be literate and will possess
the knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship.
Numerous activities and initiatives across the Administration support the national goal
related to literacy and lifelong learning. The President and his Cabinet are committed
7
to improving literacy for all Americans. Many departments are active in outreach
activities and partnership efforts with States, communities, schools, universities, and
other entities. As a major employer, the Administration is concerned about the future
of the Nation's workforce and working to help strengthen the connection between
school and work.
The Administration's Task Force on Literacy, co-chaired by the Department of
Education and the Department of Labor, is preparing recommendations de-
signed to strengthen leadership and direction, coordinate existing programs and
services, improve effectiveness of literacy programs, and improve literacy skills
for consideration by the White House Domestic Policy Council and the Presi-
dent.
The Department of Labor's Initiative on School-to-Work Transition aims to help
students attain skills needed to successfully complete school and begin their
careers. The Department will conduct a series of research and demonstration
projects, through business and education partnerships, that will produce "work-
based learning" models for schools and employers. The Departments of Labor
and Education collaborated on a national school-to-work conference this spring.
The Department of Education has launched the most extensive survey of liter-
acy skills since the 1970's. The National Adult Literacy Survey (NALS) will offer
vital information about literacy levels and the extent of illiteracy among Ameri-
cans ages sixteen to sixty-four. States were recently informed of a new option to
participate in a State-level assessment of literacy skills among their citizens.
The Department of HHS, Labor, and Education are cooperating on a multi-year
training and technical assistance effort to implement the Job Opportunities and
Basic Skills (JOBS) program for welfare recipients. The effort will focus on
helping States integrate literacy and basic skills programs and services to
effectively serve JOBS participants.
Under the leadership of Secretary Jack Kemp, the Department of Housing and
Urban Development has launched a joint initiative with the Department of
Agriculture and the Kraft/General Foods Foundation to develop model con-
sumer education programs in public housing communities to help residents
develop lifelong learning skills and move toward economic self-sufficiency.
Eight major cities have been selected as test sites this year.
To help advance the role of technology in educational instruction and informa-
tion, the Department of Commerce's National Telecommunications and Infor-
mation Administration recently installed six satellite uplink earth stations for the
American Association of Community and Junior Colleges that will transmit
8
instructional programming in collaboration with the Community College Satel-
lite Network.
Furthering the important objectives of the Even Start program, the Head Start
Family Literacy Initiative will encourage every Head Start grantee to implement
a family literacy project by 1993 to enhance intergenerational literacy and
encourage family reading activities. To assist in this effort, HHS is encouraging
partnerships between local grantees and Literacy Volunteers of America, fund-
ing fifteen model Head Start Family Service Centers, and working with ED's
Even Start program.
GOAL 6 - SAFE, DISCIPLINED AND DRUG-FREE SCHOOLS
By the year 2000, every school in America will be free of drugs and violence
and will offer a disciplined environment conducive to learning.
Drug-free, safe, disciplined schools are vital if we are to improve the quality of
education. The Administration believes that the Nation cannot wait a decade to realize
this essential goal. Drug-free, safe schools are a major focus of the National Drug
Control Strategies developed under the leadership of Office of National Drug Control
Policy Director William Bennett.
The Office of National Drug Control Policy hosted in early 1990 a national con-
ference for States and localities to identify promising strategies in anti-drug
efforts, including those to ensure our children and schools are drug-free. Secre-
tary of Education Lauro Cavazos, Secretary of Housing and Urban Development
Jack Kemp, Secretary of Health and Human Services Louis Sullivan, and Attor-
ney General Dick Thornburgh were among Administration officials who partici-
pated in the conference.
Since the Summit, the Department of Education has developed and dissemi-
nated a model drug curriculum, Learning to Live Drug Free: A Curriculum
Model for Prevention, to every school in the country. The Department of
Education has also distributed anti-drug videos to every school district in the
country and developed and distributed anti-drug materials in Spanish as well as
English.
The President proposed and Congress has passed legislation which requires
schools, colleges, and universities to implement and enforce firm drug preven-
tion programs and policies as a condition of eligibility to receive Federal
assistance. Legislation also has been enacted authorizing emergency grants to
local education agencies facing a concentration of drug problems.
9
The Department of Justice has added a school crime supplement to the National
Crime Survey to provide survey data on the extent of school-related victimiza-
tions, the availability of drugs and alcohol in schools, efforts to maintain security
in schools, and the effects of the fear of crime on behavior.
PROMOTING RESEARCH AND DISSEMINATION OF "WHAT WORKS"
The Administration can play an appropriate and important role in assisting States and
localities in reform efforts through improving education-related research and statistics
and identifying and disseminating "what works." The President's fiscal year 1991
budget includes substantial increases for Department of Education initiatives to help
improve these efforts, including funds specifically targeted for initial Education Sum-
mit follow-up activities.
Many efforts are underway to help identify and disseminate "what works" in goal
areas. For example, the Departments of Education, Labor and HHS have completed an
interagency agreement to jointly fund a Center for Adult Literacy beginning in January
1991. This five-year collaborative effort will support research into the problems of adult
literacy, the effectiveness of basic skills instruction programs, and it will develop ways
to improve the dissemination of literacy information to schools, job training programs,
business, labor, community organizations, and government. Among other efforts, the
Barbara Bush Foundation for Family Literacy recently produced First Teachers, a family
literacy handbook that documents ten of the most promising and innovative literacy
programs nationwide. The White House Office of National Service has made literacy
and drug prevention a priority in its activities.
Promising research currently is being conducted in the goal areas. For example, the
Department of Education is conducting five studies related to early childhood educa-
tion designed to survey providers, describe promising practices, and strengthen the
relationship between preschool and kindergarten program practices. Several depart-
ments are working together to identify existing national statistical efforts related to the
goal areas. The Administration also is working with national organizations and
associations on strategies to empower their constituencies to become actively involved
in working toward the national education goals at the local level.
The Departments of Education and Health and Human Services are jointly supporting
a new Research and Development Center on Families, Communities, and Children's
Learning. Other National Education Research Centers in the Department of Education
will conduct research related to the goals, including: Education in the Inner Cities;
Cultural Diversity and Second Language Learning; and Research on Dissemination and
Knowledge Utilization. ED's National Diffusion Network (NDN) is being strength-
ened, and with the cooperation of the National Science Foundation, the number of
effective programs in mathematics and science disseminated by NDN will be increased.
10
The Department also is using electronic technologies to enhance dissemination and col-
laboration among the research programs it supports and is collaborating with the De-
partment of Commerce and other Federal agencies on ways to use technologies in
education more effectively.
APPENDIX
NATIONAL GOALS FOR EDUCATION
INTRODUCTION
At the historic education summit in Charlottesville five months ago, the President and
the Governors declared that "the time has come, for the first time in U.S. history, to
establish clear national performance goals, goals that will make us internationally
competitive." The six national education goals contained here are the first step in
carrying out that commitment.
America's educational performance must be second to none in the 21st century.
Education is central to our quality of life. It is at the heart of our economic strength and
security, our creativity in the arts and letters, our invention in the sciences, and the
perpetuation of our cultural values. Education is the key to America's international
competitiveness.
Today, a new standard for an educated citizenry is required, one suitable for the next
century. Our people must be as knowledgeable, as well-trained, as competent, and as
inventive as those in any other nation. All of our people, not just a few, must be able to
think for a living, adapt to changing environments, and to understand the world around
them. They must understand and accept the responsibilities and obligations of
citizenship. They must continually learn and develop new skills throughout their lives.
America can meet this challenge if our society is dedicated to a renaissance in education.
We must become a nation that values education and learning. We must recognize that
every child can learn, regardless of background or disability. We must recognize that
education is a lifelong pursuit, not just an endeavor for our children.
Sweeping, fundamental changes in our education system must be made. Educators
must be given greater flexibility to devise challenging and inspiring strategies to serve
the needs of a diverse body of students. This is especially important for students who
are at risk of academic failure - for the failure of these students will become the failure
of our nation. Achieving these changes depends in large part on the commitment of
professional educators. Their daily work must be dedicated to creating a new
educational order in which success for all students is the first priority, and they must be
held accountable for the results.
This is not the responsibility of educators alone, however. All Americans have an
important stake in the success of our education system, and every part of our society
must be involved in meeting that challenge. Parents must be more interested and
involved in their children's education, and students must accept the challenge of higher
1
2
expectations for achievement and greater responsibility for their future. In addition,
communities, business and civic groups, and state, local, and federal government each
has a vital role to play throughout this decade to ensure our success.
The first step is to establish ambitious national education goals - performance goals
that must be achieved if the United States is to remain competitive in the world
marketplace and our citizens are to reach their fullest potential. These goals are about
excellence. Meeting them will require that the performance of our highest achievers be
boosted to levels that equal or exceed the performance of the best students anywhere.
The performance of our lowest achievers must be substantially increased far beyond
their current performance. What our best students can achieve now, our average
students must be able to achieve by the turn of the century. We must work to ensure
that a significant number of students from all races, ethnic groups, and income levels
are among our top performers.
If the United States is to maintain a strong and responsible democracy and a prosperous
and growing economy into the next century, all of our citizens must be involved in
achieving these goals. Every citizen will benefit as a result. When challenged, the
American people have always shown their determination to succeed. The challenge
before us calls on each American to help ensure our nation's future.
NATIONAL EDUCATION GOALS
Readiness for School
GOAL
1: By the year 2000, all children in America will start school ready to learn.
Objectives:
All disadvantaged and disabled children will have access to high quality and
developmentally appropriate preschool programs that help prepare children for
school.
Every parent in America will be a child's first teacher and devote time each day
helping his or her preschool child learn; parents will have access to the training
and support they need.
Children will receive the nutrition and health care needed to arrive at school with
healthy minds and bodies, and the number of low birthweight babies will be
significantly reduced through enhanced prenatal health systems.
3
High School Completion
GOAL 2: By the year 2000, the high school graduation rate will increase to at least
90 percent.
Objectives:
The nation must dramatically reduce its dropout rate and seventy-five percent
of those students who do drop out will successfully complete a high school
degree or its equivalent.
The gap in high school graduation rates between American students from
minority backgrounds and their non-minority counterparts will be eliminated.
Student Achievement and Citizenship
GOAL 3: By the year 2000, American students will leave grades four, eight and
twelve having demonstrated competency in challenging subject matter
including English, mathematics, science, history, and geography; and
every school in America will ensure that all students learn to use their
minds well, so they may be prepared for responsible citizenship, further
learning, and productive employment in our modern economy.
Objectives:
The academic performance of elementary and secondary students will increase
significantly in every quartile, and the distribution of minority students in each
level will more closely reflect the student population as a whole.
The percentage of students who demonstrate the ability to reason, solve prob-
lems, apply knowledge, and write and communicate effectively will increase
substantially.
All students will be involved in activities that promote and demonstrate good
citizenship, community service, and personal responsibility.
The percentage of students who are competent in more than one language will
substantially increase.
All students will be knowledgeable about the diverse cultural heritage of this
nation and about the world community.
4
Science and Mathematics
GOAL 4:
By the year 2000, U.S. students will be first in the world in science and
mathematics achievement.
Objectives:
Math and science education will be strengthened throughout the system, espe-
cially in the early grades.
The number of teachers with a substantive background in mathematics and
science will increase by 50 percent.
The number of U.S. undergraduate and graduate students, especially women
and minorities, who complete degrees in mathematics, science, and engineering
will increase significantly.
Adult Literacy and Lifelong Learning
GOAL 5:
By the year 2000, every adult American will be literate and will possess
the knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship.
Objectives:
Every major American business will be involved in strengthening the connection
between education and work.
All workers will have the opportunity to acquire the knowledge and skills, from
basic to highly technical, needed to adapt to emerging new technologies, work
methods, and markets through public and private educational, vocational,
technical, workplace, or other programs.
The number of quality programs, including those at libraries, that are designed
to serve more effectively the needs of the growing number of part-time and mid-
career students will increase substantially.
The proportion of those qualified students, especially minorities, who enter
college; who complete at least two years; and who complete their degree
programs will increase substantially.
The proportion of college graduates who demonstrate an advanced ability to
think critically, communicate effectively, and solve problems will increase sub-
stantially.
5
Safe, Disciplined, and Drug-Free Schools
GOAL 6: By the year 2000, every school in America will be free of drugs and
violence and will offer a disciplined environment conducive to learning.
Objectives:
Every school will implement a firm and fair policy on use, possession, and dis-
tribution of drugs and alcohol.
Parents, businesses, and community organizations will work together to ensure
that schools are a safe haven for all children.
Every school district will develop a comprehensive K-12 drug and alcohol pre-
vention education program. Drug and alcohol curriculum should be taught as
an integral part of health education. In addition, community-based teams
should be organized to provide students and teachers with needed support.
NECESSARY CHANGES AND RESTRUCTURING
These goals are ambitious, yet they can and must be achieved. However, they cannot be
achieved by our education system as it is presently constituted. Substantial, even
radical changes will have to be made.
Without a strong commitment and concerted effort on the part of every sector and every
citizen to improve dramatically the performance of the nation's education system and
each and every student, these goals will remain nothing more than a distant, unattain-
able vision. For their part, Governors will work within their own states to develop
strategies for restructuring their education systems in order to achieve the goals.
Because states differ from one another, each state will approach this in a different
manner. The President and the Governors will work to support these state efforts, and
to recommend steps that the federal government, business, and community groups
should take to help achieve these national goals. The nature of many of these steps is
already clear.
The Preschool Years
American homes must be places of learning. Parents should play an active role in their
children's early learning, particularly by reading to them on a daily basis. Parents
should have access to the support and training required to fulfill this role, especially in
poor, undereducated families.
In preparing young people to start school, both the federal and state governments have
important roles to play, especially with regard to health, nutrition, and early childhood
6
development. Congress and the administration have increased maternal and child
health coverage for all families with incomes up to 133 percent of the federal poverty
line. Many states go beyond this level of coverage, and more are moving in this
direction. In addition, states continue to develop more effective delivery systems for
prenatal and postnatal care. However, we still need more prevention, testing, and
screening, and early identification and treatment of learning disorders and disabilities.
The federal government should work with the states to develop and fully fund early
intervention strategies for children. All eligible children should have access to Head
Start, Chapter 1, or some other successful preschool program with strong parental
involvement. Our first priority must be to provide at least one year of preschool for all
disadvantaged children.
The School Years
As steps are taken to better prepare children for schools, we must also better prepare
schools for children.
This is especially important for young children. Schools must be able to educate
effectively all children when they arrive at the schoolhouse door, regardless of vari-
ations in students' interest, capacities, or learning styles. Next, our public education
system must be fundamentally restructured in order to ensure that all students can meet
higher standards. This means reorienting schools SO they focus on results, not on
procedures; giving each school's principal and teachers the discretion to make more
decisions and the flexibility to use federal, state, and local resources in more productive,
innovative ways that improve learning; providing a way for gifted professionals who
want to teach to do so through alternative certification avenues, and giving parents
more responsibility for their children's education through magnet schools, public
school choice, and other strategies. Most important, restructuring requires creating
powerful incentives for performance and improvement, and real consequences for
persistent failure. It is only by maintaining this balance of flexibility and accountability
that we can truly improve our schools.
The federal government must sustain its vital role of promoting educational equity by
ensuring access to quality educational programs for all students regardless of race,
national origin, sex, or handicapping condition. Federal funds should target those
students most in need of assistance due to economic vantage or risk of academic
failure.
Finally, efforts to restructure education must work toward guaranteeing that all
students are engaged in rigorous programs of instruction designed to ensure that every
child, regardless of background or disability, acquires the knowledge and skills
necessary to succeed in a changing economy. In recent years, there has been an
increased commitment to mathematics and science improvement programs. The
7
federal government should continue to enhance financial assistance to state and local
governments for effective programs in these areas. Likewise, there has been a greater
federal emphasis on programs that target youth at risk of school failure and dropping
out. The federal government should continue to enhance funding and seek strategies
to help states in their efforts to seek solutions to these problems.
Improving elementary and secondary student achievement will not require a national
curriculum, but it will require that the nation invest in developing the skills and
knowledge of our educators and equipping our schools with up-to-date technology.
The quality of teachers and teaching is essential to meeting our goals. We must have
well-prepared teachers and we must increase the number of qualified teachers in critical
shortage areas, including rural and urban schools, specialized fields such as foreign
languages, mathematics and science, and from minority groups. Policies must attract
and keep able teachers who reflect the cultural diversity of our nation. Policies that
shape how our educators are prepared, certified, rewarded, developed and supported
on the job must be consistent with efforts to restructure the education system and ensure
that every school is capable of teaching all of our children to think and reason. Teachers
and other school leaders must not only be outstanding, the schools in which they work
must also be restructured to utilize both professional talent and technology to improve
student learning and teacher- and system-productivity.
The After-School Years
Comprehensive, well-integrated lifelong learning opportunities must be created for a
world in which three of four new jobs will require more than a high school education;
workers with only high school diplomas may face the prospect of declining incomes;
and most workers will change their jobs ten or eleven times over their lifetime.
In most states, the present system for delivering adult literacy services is fractured and
inadequate. Because the United States has far higher rates of adult functional illiteracy
than other advanced countries, a first step is to establish in each state a public-private
partnership to create a functionally literate workforce.
In some other countries, government policies and programs are carefully coordinated
with private sector activities to create effective apprenticeship and job training activi-
ties. By contrast, the United States has a multilayered system of vocational and technical
schools, community colleges, and specific training programs funded from multiple
sources and subject to little coordination. These institutions need to be restructured so
they fit together more sensibly and effectively to give all adults access to flexible and
comprehensive programs that meet their needs. Every major business must work to
provide appropriate training and educational opportunities to prepare employees for
the twenty-first century.
Finally, a larger share of our population, especially those from working class, poor, and
minority backgrounds, must be helped to attend and remain in college. The cost of a
8
college education, as a percentage of median family income, has approximately tripled
in a generation. That means more loans, scholarships, and work-study opportunities
are needed. The federal government's role in ensuring access for qualified students is
critical. At the same time, the higher education system must use existing resources far
more productively than it does at present, and must be held more accountable for what
students do or do not learn. The federal government will continue to examine ways to
reduce students' increasing debt burden and to address the proper balance between
grant and loan programs.
ASSESSMENT
National education goals will be meaningless unless progress toward meeting them is
measured accurately and adequately, and reported to the American people. Doing a
good job of assessment and reporting requires the resolution of three issues.
First, what students need to know must be defined. In some cases, there is a solid
foundation on which to build. For example, the National Council on Teachers of
Mathematics and the Mathematical Sciences Education Board have done important
work in defining what all students must know and be able to do in order to be
mathematically competent. A major effort for science has been initiated by the
American Association for the Advancement of Science. These efforts must be expanded
and extended to other subject areas.
Second, when it is clear what students need to know, it must be determined whether
they know it. There have been a number of important efforts to improve our ability to
measure student learning at the state and national levels. This year for the first time, the
National Assessment for Education Progress (NAEP) will collect data on student
performance on a state-by-state basis for thirty-seven states. Work is underway to
develop a national assessment of adult literacy. These and other efforts must be
supported and strengthened.
The Governors urge the National Assessment Governing Board to begin work to set
national performance goals in the subject areas in which NAEP will be administered.
This does not mean establishing standards for individual competence; rather, it requires
determining how to set targets for increases in the percentage of students performing
at the higher levels of the NAEP scales.
Third, measurements must be accurate, comparable, appropriate, and constructive.
Placement decisions for young children should not be made on the basis of standard-
ized tests. Achievement tests must not simply measure minimum competencies, but
also higher levels of reading, writing, speaking, reasoning, and problem-solving skills.
And in comparing America's achievement with that of other countries, it is essential
that international comparisons are reliable. In addition, appropriate, nationally-
9
directed research, demonstration, data collection, and innovation should be main-
tained and recognized as a set of core responsibilities of the federal government in
education. That role needs to be strengthened in cooperation with the states.
The President and the Governors agree that while we do not need a new data-gathering
agency, we do need a bipartisan group to oversee the process of determining and
developing appropriate measurements and reporting on the progress toward meeting
the goals. This process should stay in existence until at least the year 2000 so that we
assure ten full years of effort toward meeting the goals.
A CHALLENGE
These national education goals are not the President's goals or the Governors' goals;
they are the nation's goals.
These education goals are the beginning, not the end, of the process. Governors are
committed to working within their own states to review state education goals and
performance levels in light of these national goals. States are encouraged to adjust state
goals according to this review, and to expand upon national goals where appropriate.
The President and the Governors challenge every family, school, school district, and
community to adopt these national goals as their own, and establish other goals that
reflect the particular circumstances and challenges they face as America approaches the
twenty-first century.
Adopted by the President and the Nation's Governors
February 1990