Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
APPENDIX A 35 Education and Employment ofU.S. Workers What do 18- and 19-year-olds do with their time? (See table.) In 1982, 48 percent of these persons were still attending school, either college or high school, either full time or part time. Of the 18- and 19-year-olds enrolled in school, over one third both attended school and worked. Status of 18- and 19-Year-Olds, October 1982 (Thousands) Category Total Enrolled in School Not Enrolled in School Non-High School Graduate High School Graduate Total civilian population 8,021 3,837 1,336 2,850 Number in labor force 5,020 1,745 896 2,380 Employed 3,864 1,430 558 1,877 Unemployed 1,156 315 â¢338 503 Not in labor force 3,001 2,092 440 470 Armed forces 242 NA NA NA NA = Not available. Source: Table compiled from Bureau of Labor Statistics, Bulletin 2192, Students, Graduates, and Dropouts, October 1980-1982. Washington, D.C.: U.S. Government Printing Office, December 1983.
34 HIGH SCHOOLS AND THE CHANGING WORKPLACE resources and economic realities. Therefore, the fostering of educational excellence that will provide the foundation for successful, satisfying careers must come from optimum community cooperation. The panel urges that educators, school boards, employers, parents, students, com- munity groups, and governmental officials work together to strengthen the bridges between school and the workplace. These partnerships, together with clear goals, are essential. Summing Up Finally, the panel comes back to its goals and its conclusion. Its purpose was to provide employers' views of the education needed by high school graduates seeking rewarding and upwardly mobile careers. It concluded that core competencies are the indispensable elements of such educationâa set of knowledge, skills, attitudes, and habits that will prepare high school graduates to continue learning throughout their lifetimes, to adapt to inexorable changes in the workplace, and, if de- sired, to further their formal education. References See, for example, the National Science Board Commission on Precollege Education in Mathematics, Science and Technology, Educating Americans for the 21st Century, Washington, D.C.: National Science Foundation, September 1983; Hon. James B. Hunt, Jr. et al., Action for Excellence, Denver: Task Force on Education for Economic Growth, Education Commission of the States, June 1983; and the National Academy of Sciences/National Academy of Engineering National Convocation on Precollege Education in Mathematics and Science, Science and Mathematics in the Schools: Report of a Convocation, Washington, D.C.: National Academy Press, 1982. The California Roundtable. Improving Student Performance in California. 1984. Santee C. Ruffin, Jr. School-Business Partnerships: Why Not? Reston, Virginia: National Association of Secondary School Principals, 1983.