Finding their own place: Youth in three small rural communities take part in instructive school-to-work experiences

This book documents community-based educational practices that hold promise for rural communities struggling to survive in difficult times. Rural schools can benefit from closer ties to community by providing opportunities for community-based learning through community service and career exploration. On the other hand, community development groups can benefit from collaboration with schools by involving students in gathering data or serving on a local task force. Such involvement helps students find a place in their own communities and presents alternatives to outmigration. This monograph helps school personnel and community members think about new ways of collaborating to integrate community-based learning opportunities with academic subjects. Chapter 1 briefly reviews research on school-to-work issues, focusing on how the unique qualities of rural communities create special challenges for the development and implementation of school-to-work programs. Chapters 2-4 portray three rural schools (in Broadus, Montana; Saco, Montana; and Methow Valley, Washington) that have worked closely with their communities to engage youth in experiences that benefit their communities and prepare youth to be productive members of a democratic society. The portraits include discussion of how lessons learned in these communities can be applied elsewhere. Chapter 5 addresses the use of policy development as a tool to garner support for school-to-work program development and innovative changes. Appendices use SCANS (Secretary's Commission on Achieving Necessary Skills) as a framework for the job skills and competencies addressed in each case study and include sample community development goals, sample evaluation forms, and an annotated bibliography of resources. Contains 39 references and an index. (SV)