Career academies have been around for more than three decades and are increasingly becoming more popular. They are usually small groupings of students at the high school level, focused on a career pathway, such as health or business. Academics and career-based technical education are combined to bring relevancy to the subjects. Students often make connections with businesses in the area so that they can get real work experience in the field. Students are often able to prepare for college as well as learn technical skills that can get them placed in an entry level position after high school.
Last year I visited a new high school in Sacramento called the Arthur A. Benjamin Health Professions High School. They offered a media-filled exhibition, which included classroom experiences to promote the school's integrated curriculum. It was an exciting environment which appeared to make academics applicable to the real world and hopefully, not only keep the interest of the students, but also make them involved.
The career academy approach was of high interest to me. After all, I've had two kids who recently graduated from high school -- not to mention the business I'm in. Do academies really help?
A study has just been published from MDRC that randomly assigned a group of students (mostly Hispanic or African-American, from a total of nine urban high schools) into either a career academy or a control group. This longitudinal study followed students from the time they entered high school to eight years after their scheduled graduation.
Briefly, some of the highlights of the study include:
- Students from the Career Academies earned more money per year (+11%) than students in the control group.
- 50% of the students from both the Career Academies and those from the control group both received a variety of post secondary credentials. Also, 90% of students from both groups earned their high school diploma or a GED. There wasn't a difference between the groups when it came to academic achievements.
- Women didn't achieve the same benefits of the increased earnings as the men in the group. Investigators are looking into that finding.
To read the complete study, go to the MDRC website. With all the money being poured into academies and the number of high schools being reorganized, it is important to have some good research coming out about the efficacy of these programs.
For more information about career academies in general, go to the Career Academies Support Network website.
Showing posts with label high school. Show all posts
Showing posts with label high school. Show all posts
Friday, June 27, 2008
Tuesday, May 27, 2008
Interviewing High School Style
Last week I was invited to participate on a panel to interview ROP students for a mock company. These junior and senior high school students had been provided with sample interview questions, as well as information about the fake company so that they could prepare properly. We were told we didn’t have to stick to the list of questions provided… we were to ask whatever we thought would be helpful and appropriate based on how the 10-minute interview progressed with each student.
After each interview, the student was asked to step outside while we compared our notes. The student came back in and we gave them our compliments and constructive criticism with the hope that the feedback will give them a step ahead of the crowd entering the summer workforce.
It was fun, encouraging and a little surprising.
I think I saw a range that was to be expected. One student stood out quite a bit, even though he was shy. I would have hired him on the spot. One student needed a lot of guidance with the interview process. The rest did very well in the middle.
Here are some takeaway points that were gathered. This is in addition to the tips we should be providing people on how to answer “why should I hire you” types of questions:
- Boys/Men should wear a belt. Most know that a tie is key to a business look, but not one male realized they should finish the job with the belt. Actually, I didn’t notice this – the men on the panel pointed it out. Once they did, I realized they were right.
- Girls/Women shouldn’t show cleavage. The men either didn’t notice (which I doubt) or didn’t have the nerve to mention it during our note-comparison discussion, but I brought it up. No one was comfortable telling this to the young lady when we debriefed her, so I passed the information on to the teacher and left it up to her discretion.
- Learn how to shake hands! This takes practice. We practiced for a few minutes with one student. The older adults know that the handshake is a critical component of the first impression.
- Learn about the company! Too many students did not have real knowledge about the company, even though they were given the same information the panel was given. That was probably my biggest surprise. All they had to do was read a 2-page document.
- Don’t downplay skills. One student mentioned her typing skills were “only about average… 50 words per minute.” She should have confidently stated that her “typing speed is an accurate 50 words per minute.” Her skills are respectable and not less than people would expect from a 17-year old. Why put it down by calling it average?
In fact, the students tended to downplay their skills. They were nervous and didn’t realize what they really had to offer a company. Some had trouble answering the basic interview questions, which I assume is either because of their nerves or because they didn’t practice. Which leaves me to one last suggestion, which I’m sure they’ve heard before: Practice. Practice with family members, practice in front of a mirror, practice with a video camera, practice with friends, or practice with whoever and whatever will listen.
I have to admit, while sitting there asking questions and listening to the answers of these brave young adults (and they were brave due to the intimidating circumstances – they were getting a grade on how well they performed), I wondered how I was at interviewing at their age. I can’t really know because time skews our memories, but I have a feeling they did a pretty good job in comparison. I really was proud of them.
I don’t know how many high schools offer this kind of training for their entire student population. My next task is going to see how we can expand the training program our high school provides for ROP students to the rest of the student population. I’d like to see all of our local students have the best opportunity to get the job they want.
After each interview, the student was asked to step outside while we compared our notes. The student came back in and we gave them our compliments and constructive criticism with the hope that the feedback will give them a step ahead of the crowd entering the summer workforce.
It was fun, encouraging and a little surprising.
I think I saw a range that was to be expected. One student stood out quite a bit, even though he was shy. I would have hired him on the spot. One student needed a lot of guidance with the interview process. The rest did very well in the middle.
Here are some takeaway points that were gathered. This is in addition to the tips we should be providing people on how to answer “why should I hire you” types of questions:
- Boys/Men should wear a belt. Most know that a tie is key to a business look, but not one male realized they should finish the job with the belt. Actually, I didn’t notice this – the men on the panel pointed it out. Once they did, I realized they were right.
- Girls/Women shouldn’t show cleavage. The men either didn’t notice (which I doubt) or didn’t have the nerve to mention it during our note-comparison discussion, but I brought it up. No one was comfortable telling this to the young lady when we debriefed her, so I passed the information on to the teacher and left it up to her discretion.
- Learn how to shake hands! This takes practice. We practiced for a few minutes with one student. The older adults know that the handshake is a critical component of the first impression.
- Learn about the company! Too many students did not have real knowledge about the company, even though they were given the same information the panel was given. That was probably my biggest surprise. All they had to do was read a 2-page document.
- Don’t downplay skills. One student mentioned her typing skills were “only about average… 50 words per minute.” She should have confidently stated that her “typing speed is an accurate 50 words per minute.” Her skills are respectable and not less than people would expect from a 17-year old. Why put it down by calling it average?
In fact, the students tended to downplay their skills. They were nervous and didn’t realize what they really had to offer a company. Some had trouble answering the basic interview questions, which I assume is either because of their nerves or because they didn’t practice. Which leaves me to one last suggestion, which I’m sure they’ve heard before: Practice. Practice with family members, practice in front of a mirror, practice with a video camera, practice with friends, or practice with whoever and whatever will listen.
I have to admit, while sitting there asking questions and listening to the answers of these brave young adults (and they were brave due to the intimidating circumstances – they were getting a grade on how well they performed), I wondered how I was at interviewing at their age. I can’t really know because time skews our memories, but I have a feeling they did a pretty good job in comparison. I really was proud of them.
I don’t know how many high schools offer this kind of training for their entire student population. My next task is going to see how we can expand the training program our high school provides for ROP students to the rest of the student population. I’d like to see all of our local students have the best opportunity to get the job they want.
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