Other Ways to Win: Creating Alternatives for High School GraduatesNow in its third edition, this bestseller offers new data, recommendations, and observations that explore the choices for success available to students in the academic middle. |
Contents
Preface to the Third Edition | |
Preface to the Second Edition | |
Preface to the First Edition | |
Acknowledgments | |
About the Authors | |
Part I The One Way to Win Myth | |
Chapter 1 The One Way to Win Myth | |
The Academic Middle | |
Two Steps for Finding Other Ways to Win | |
The Best Measure of Opportunity is Total Job Openings | |
Specific Occupational Skills Are More Important Than Degrees in Competing for Many High Wage Occupations | |
Investigate Technician Level Occupations within Key Sectors of Economic Growth | |
Examples of PreBaccalaureate High SkillHigh Wage Occupations | |
Occupational Outlook for High SkillHigh Wage Occupations Not Requiring a Baccalaureate Degree | |
Importance of Occupational Skill and Postsecondary Technical Education | |
Opportunities for Special Populations | |
The One Way to Win Paradigm | |
The Human Financial and Economic Development | |
Costs of the One Way to Win Paradigm | |
The Rope Climbing Allegory | |
The Dollars and Cents Cost to Students and Their Parents | |
The Dollars and Cents Cost to the Public | |
Technical Skill Shortages | |
Foreign Workers 911 and Exporting of Jobs | |
The Argument for Creating Other Ways to Win | |
Keith and the College Game | |
Chapter 2 Recognizing the Forces behind One Way to Win | |
Understanding the One Way to Win Mentality | |
The Pressure to Go to College from Parents and Others | |
Pressure from Parents | |
Pressure from High Schools | |
StateMandated High Stakes Testing | |
Pressure from Peers and the Media | |
The Economic and Social Forces behind One Way to Win | |
Globalization | |
Misplaced Faith in the Job Outlook for 4Year College Graduates | |
All Decent Jobs Will Require a BA | |
Education Social Class and Status | |
The Prejudice Against Nonprofessional Work | |
The Ideology of Equal Opportunity | |
The Enablers behind One Way to Win Open Admissions and Financial Aid | |
Open College Admissions | |
NeedBased Financial Aid | |
No Child Left behind Legislation | |
Other Ways to Win | |
Chapter 3 Limited Options for Special Populations | |
Disadvantaged Youth | |
Youth at Risk of Dropping out of High School | |
Special Needs Students | |
Economically Disadvantaged Youth | |
Women and the Gender Wage Gap | |
Other Ways to Win | |
Part II Counting the Losers in the One Way to Win Game | |
Chapter 4 Questionable Academic Preparation | |
How Effective is the College Prep Program of Study? | |
The College Prep Program and the Academic Middle | |
FollowUp Study of Recent High School Graduates | |
Do Academic Credentials Matter? | |
The High School Experience of Those in the Academic Middle | |
Involvement in the Curriculum | |
Career Uncertainty | |
SecondClass Status | |
Low Academic Expectations | |
Other Ways to Win | |
Chapter 5 Winners and Losers in the One Way to Win Game | |
Remedial Education and College Dropouts The First Losers | |
Academic Ability to Benefit | |
College Dropouts | |
Underemployed College Graduates The Second Losers | |
The Labor Market Outlook for College Graduates | |
More Losers Those Who Prepare for College but Go to Work Instead | |
Other Ways to Win | |
Chapter 6 Who Cares? The Politics of Average Students | |
High School Politics and the Academic Middle | |
Why High School Educators Look the Other Way | |
Are School Guidance Counselors the Villains? | |
The Stalemate in High School Classrooms | |
Taking the High Ground The Role of Elected Officials | |
One Way to Win Opportunity or Opiate | |
Behind the Scenes Those with Vested Interests | |
Other Ways to Win | |
Creating Other Ways to Win | |
Chapter 7 The High SkillHigh Wage Rationale | |
Five Myths about the Future Labor Market | |
Two More Misunderstandings | |
The Labor Market Rationale for Other Ways to Win | |
Five Points to Make with Parents | |
Other Ways to Win | |
Providing Systematic Career Guidance for Students and Structured Feedback for Parents | |
Systematic Career Guidance for All Students | |
Consequences of Career Indecision | |
Systematic Career Guidance Defined | |
The American School Counselor Association Model | |
The National Career Development Guidelines Revision Project | |
The Problem of Adolescent Career Immaturity | |
Student Outcome Objectives for Career DevelopmentGuidance Programs | |
The Individual Career Plan | |
Graduation Portfolios | |
Career Pathways Career Majors and Career Academies | |
Career Indecision and Teen Anxiety | |
Providing Feedback to Parents | |
Delivering the WakeUp Call to Parents | |
A FiveStep Parental Involvement Program | |
Have an Eighth Grade Parent Meeting | |
Involve Parents in the Career Plan | |
Provide Opportunities for Individual Assistance | |
Other Ways to Win | |
Restructuring the High School Program of Study | |
Structuring the High School Program of Study | |
Creating Alternative Program Pathways to Success | |
Core Academics Grades 9 and 10 | |
Develop Tentative Career Choices | |
Verify Career Choices | |
Parental Acceptance | |
Transitional Emphases for the NonBaccalaureate Students | |
The Articulation Agreement | |
The Transitional Academic Program | |
SchoolSponsored WorkBased LearningCoop | |
Apprenticeships | |
Military Service | |
Transitional Placement Services for All Students | |
Dual EnrollmentMiddle College | |
The Role of High School Career and Technical Education | |
Other Ways to Win | |
Ensuring Equal Status and Focused Academics | |
Putting an End to Taylorism | |
Defining Taylorism | |
Taylorist Influences on High Schools | |
Challenging the Taylorist Rationale | |
Strategies for Ending Taylorism | |
The Equity Audit | |
Stop the Obsessive RankOrdering of Students Against Each Other | |
Seek a Way to Integrate Students of Differing Academic Ability | |
Create a One Team Culture | |
Emphasize Contextual or Applied Learning | |
Emphasize Reading for Comprehension | |
Emphasize Math and Science for All Seniors | |
Teach Keyboarding and Computer Software Skills | |
Experiment with Portfolios and Cooperative Learning | |
Provide Dual EnrollmentTransition Programs for All Students | |
Motivating the Academic Middle | |
Have High Expectations for All Students | |
Improve Academic SelfConcepts by Catching Students Doing Things Right | |
Chapter 11 Other Ways to Win and Success for All | |
The American High School | |
Challenging the One Way to Win Paradigm | |
There Are Other Ways to Win | |
Will Efforts to Create Alternatives Succeed? | |
Reaching out to Parents | |
Creating Multiple Pathways to Success | |
Challenging the High School Culture | |
Doing Whats Right | |
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Common terms and phrases
4-year college 4-year college degree 4-year degree ability academic middle academically blessed alternatives associate average baccalaureate become better career Chapter choice college graduates college prep compete costs counselors courses create credentials curriculum decision demand drop earn economic effective efforts emphasis employment enrolled example expected experience fact fail future go to college goal grade guidance half high school graduates high skill/high wage higher education hope important increase indicated individual institutions interests involved kids labor market lead learning least less majority math occupations opportunity option parents particularly percentage postsecondary prep program prepared professional program of study pursue reality reason remedial require result senior skills specific success suggest Table teachers technical technical education teens transitional United valued women workers youth