raditional careers) * Providing students with up-to-date labor market information * Using guidance, academic, and vocational education personnel for counseling * Informing parents about course requirements for employment or postsecondary training * Providing job placement assistanceState systems such as the Oregon Career Information System are typically designed to meet theNational Career Development Guidelines of the National Occupational Information CoordinatingCommittee (Oregon Occupational Information Coordinating Committee 1989).Youth apprenticeship. An increasing number of youth apprenticeship programs enable secondarystudents to enter apprenticeships conducted jointly by local schools and businesses (William T.Grant Foundation 1991). Students enrolled in youth apprenticeship programs typically receiveon-the-job training at the workplace and related theoretical instruction in the school classroom. Suchprograms enjoy all the advantages of work-based approaches to education: a hands-on approach,instruction based on real work tasks, and mentoring and instruction by skilled practitioners.Youth community service. A national movement is also underway to provide youth withopportunities for community service. Such community service programs are believed to provideyouth with an enhanced sense of self-worth and good citizenship and to increase the relevance oflearning (William T. Grant Foundation 1991). Over 3,000 community service programs are operatedin public and private schools across the United States; more than 450 college campuses haveprograms to encourage community service; and 55 year-round service or conservation corps and 20summer youth corps enroll about 20,000 youth.Career-oriented secondary school programs and curricula. Mitchell et al. (1990) identified a numberof urban high schools that have great success in preparing at-risk students for specific occupationalfields as well as for college entrance. Factors common acr...
