Center on Education and Work
School of Education
University of Wisconsin-Madison
964 Educational Sciences Bldg.
1025 West Johnson Street
Madison, WI 53706-1796

FAX: (608) 262-3050
TEL: (608) 265-6700

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Wisconsin Youth Apprenticeship Program:

Conducting Research to Document and Support Inclusion and Support Strategies

Directed Research Projects (CFDA No. 84.324D), U.S. Department of Education - Office of Special Education & Rehabilitation Services

Project Abstract

Despite significant Federal and state investments in improving educational and postschool outcomes for youth with disabilities, studies such as the National Longitudinal Transition Survey continue to reveal that these students are less likely to find employment or to enter college than their non-disabled peers. For youth with disabilities, a comprehensive review of postschool outcome studies (Phelps & Hanley-Maxwell, 1997) reveals findings that are uniformly disappointing. The dropout rates for these youth exceed those of nondisabled students by nearly a factor of two. For students with disabilities who do complete high school, access to employment, earnings, and postsecondary education falls substantially below that of their peers.

Together, the School-to-Work Opportunities Act and the Individuals with Disabilities Education Act contain provisions outlining the career exploration and student support strategies assuring that all youth, including those with disabilities, are better prepared to make the successful transition from school to today's technologically challenging and rapidly changing workplace.

Since 1992, Wisconsin's Youth Apprenticeship Program has provided rigorous learning experiences in 16 industries (e.g., health services, manufacturing, finance) for high school juniors and seniors. The 2-year program combines school-based learning with work-based learning at an approved business or industry setting. Program participation provides students with: career exploration, entry level technical skills, an employment training plan (that for students with disabilities is linked to their IEP), a network of supportive adults, a state-issued and industry-recognized Certificate of Occupational Proficiency, wages, and a diploma. Program graduates receive 6-12 advanced standing credits in Wisconsin Technical College associate degree programs.

Recent follow-up studies reveal exceedingly positive post program outcomes for the graduating classes of 1995-97, which included 579 youth statewide. Of these graduates, 29 (5%) were listed on the IDEA child count at the time of graduation. Recent follow-up studies reveal that graduates are: employed in related occupations in 70% of the cases, earning approximately $6.99 per hour (which is $2.00 per hour more than other youth their age), and attending 2-year and 4-year colleges at a rate close to that of all students nationally. While the program inclusion and completion rates and the post-school outcomes for youth with disabilities are impressive, two critical needs remain: (a) documenting the factors that contributed to students with disabilities completing the program and making a successful transition to careers and/or college, and (b) disseminating the Akey accommodation and support practices@ to parents, educators, and others in ways that permit their use in high school reform efforts.

This 3-year project (beginning 1/99) will use intensive case study methods to examine the quality of the learning experiences (e.g., students' work and portfolios), accommodation and support strategies, and post-school outcomes for 20-30 youth with disabilities who have completed the YA program since 1995. Matched samples of non-disabled YA graduates, YA non-completers with disabilities, and YA non-completers without disabilities will be selected and studied to understand the overall benefits of the YA program, as well as the successful accommodation strategies. A team of university researchers, local educators, and teacher education students will compile the case studies of graduates and their programs using personal interviews, document analysis, and other action research methods. The cross-case analysis will produce: (a) a guidebook of best practices for serving youth with disabilities in work-based learning; (b) a series of Profiles describing the experiences of individual youth with disabilities completing the YA program; and (c) 2-3 articles for submission to mainstream education journals. The dissemination plan includes an interactive, cross-linked website (http://www.cew.wisc.edu); joint dissemination efforts with key research and technical assistance projects funded by the OSEP and other ED offices; and hosting a national seminar featuring opportunities for participants to visit high quality YA programs.

Project Staff:

Principal Investigator:
Dr. L. Allen Phelps

Project Director:
Dr. Linda Scholl

Project Consultant:
Dr. Marianne Mooney

Graphic Designer:
Christine Olson

Contact for Additional Information:

Dr. Linda Scholl
Center on Education and Work
University of Wisconsin-Madison
1025 West Johnson Street
1263L Educational Sciences Building
Madison, WI 53706-1796
lscholl@education.wisc.edu
(608) 263-0620 fax (608) 262-3050

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