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The big revival: how improved career training programs generate new opportunities for high school students
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The big revival: how improved career training programs generate new opportunities for high school students
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THE BIG REVIVAL: HOW IMPROVED CAREER TRAINING PROGRAMS GENERATE NEW OPPORTUNITIES FOR HIGH SCHOOL STUDENTS by Camille Christine Garcia A Thesis Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS (BROADCAST JOURNALISM) May 2008 Copyright 2008 Camille Christine Garcia ii DEDICATION For my parents, Robert and Priscilla. iii ACKNOWLEDGEMENTS Thank you William Celis, Laura Castaneda and Dr. Reynaldo Baca for your guidance and support. Many thanks to Marcus Castain, Dr. Santiago Jackson, Sabrina Kidwai, and Pamela Porter who provided such helpful insight during my research. I owe my deepest gratitude to all the professors, teachers and students who shared with me their stories, dreams, and hopes for a better and brighter future for our students. iv TABLE OF CONTENTS Dedication ii Acknowledgements iii Abstract v Article 1 Bibliography 17 v ABSTRACT College isn’t for everybody, but that doesn’t mean those who don’t attend college can’t have successful careers. The revival of career and technical education programs (CTE) offers opportunities for high school students who want to begin their careers right out of high school by equipping them with technical skills to land high-paying jobs in the trade industry. It’s a trend that is catching on nationwide among educators and state legislators who have made substantial efforts to pump money into CTE programs. Advocates discuss CTE’s potential to encourage students to complete their high school education, and its potential to generate a robust workforce once baby boomers hit retirement. The challenge facing CTE supporters is to create a stronger model for the training programs, which remain stigmatized as "dumping grounds" for minority students. The redeveloped career-training programs aim to reinforce academic skills while students acquire skills for quality careers after high school. 1 Edenilson Gomez used to tag bridges. Now, he wants to build them. “Tagging was more like a hobby for me. It was a way to relieve my stress,” said Gomez, a 20-year-old sophomore at California State Polytechnic University, Pomona. When Gomez was a freshman at Manuel Arts High School in South Los Angeles, going to college wasn’t in his plans. He knew he wanted to finish high school and land a job, but navigating the waters beyond the schoolyard seemed a daunting mission. “I really didn’t have much skills…I didn’t know where to go, or what to do after high school. I didn’t have enough help either,” said Gomez. But in his junior year of high school, Gomez enrolled in an after-school industrial arts academy where he learned to construct robots and solar-powered boats. He and his teammates entered competitions hosted by the Pasadena-based Jet Propulsion Laboratory (JPL) that took them to college campuses across the state. The drifting teen traded in his spray cans for a shot at success. “[The program] gave me a lot of motivation. Without it, it wouldn’t have let me look into applying to schools—I wouldn’t have gotten into college or known what I wanted to do,” said Gomez. The academy at Manual Arts High falls under the umbrella of Career and Technical Education (CTE), a long-defunct component of high school curricula in the Los Angeles Unified School District and school systems nationwide. After nearly 30 years of neglect, career and technical training—the 21st century version of the old vocational training classes—has recently reemerged into the spotlight. Organizations such as the Virginia-based Association of Career and Technical Education (ACTE) have cropped up to help state legislators revitalize their CTE curricula. Currently, the 2 organization is collaborating with California state legislators to increase funding and discuss the implementation of career education in high schools. Contemporary approach to age-old issues Career training in high schools is the renewed beacon of hope for educators across the country who urgently seek to save another generation of high school students— especially those in underserved and underrepresented schools where minority students are the majority—from slipping through the cracks and landing in the thick muck of unemployment, poverty and crime. Supporters for the revival of CTE hope to push more students toward high school diplomas and, if not college, quality careers. The goal is two-fold in rehabilitating the old vocational education model into the updated career and technical education program. As the Los Angeles school district continues to tackle a consistently high dropout rate—falling between 30 percent to 50 percent depending upon the school and the grade—CTE is seen as a potential alternative for high school students, who aren’t necessarily college-bound, to develop skills and training for well-paying jobs. With the advent of college preparatory courses in public high schools, vocational training programs—which usually consisted of home economics, woodshop, and metal shop—fell by the wayside in the late 1970s because of changing sensibilities in minority communities about pursuing college degrees, according to Dr. Santiago Jackson, the assistant superintendent of adult and career technical education for the Los Angeles school district. “You have to go back maybe 30 years where you see a drop-off in career-tech education at the high school level. The issues that began to surface were related to the 3 gaps between Latinos and whites, and between African-Americans and whites,” said Jackson. “It became apparent that [minority students] weren’t going to college, so you began to see an emphasis in academic preparation. People said, ‘let’s get our kids to college.”’ But for many students, college isn’t an option. This is true in urban high schools that continue to be exacerbated by overcrowded classrooms, teacher and guidance counselor shortages, and limited resources and materials. The dropout rate in high schools nationwide was 51 percent in 2006; the unemployment rate for these students was 23 percent by October of the same year, according to a study conducted by the U.S. Department of Labor. Across the nation, 34 percent of graduating high school seniors in 2006 did not enter college, according to the study. In Los Angeles, a vast “minority” city where anywhere from 30 percent to 50 percent of high school students don’t graduate, a significant portion of that percentage includes Latino and African-American students. Since the push for college preparation in the 1970s and 1980s, explained Jackson, around 2002 another interest began to materialize. “All of a sudden, there’s a big interest in dropout statistics [and] people are beginning to look at career-tech ed as one of the ways to engage students back in education,” said Jackson. Nowadays, high schools are trying to incorporate more rigorous industrial art courses where students can experiment with computer technology, graphic design, 4 construction and mechanical engineering projects—essentially classes that translate into well-paying careers. “The new CTE is responsive to the demands of the innovation economy and grounded in the belief that the skills and abilities students need to succeed in college and careers are virtually identical,” according to a 2007 study by the U.S. Department of Education. The study explains that traditional vocational classes were heavily concentrated on specific jobs such as carpentry; new CTE programs seek to offer a broader range of classes that mean high school graduates could break into diverse areas of the trade industry. What is also at stake is Los Angeles’s workforce. Many ardent supporters of CTE are concerned with a looming shortage of employees in the trade and service industries as workers become eligible for retirement. The bridge between getting kids to college and creating a strong, skilled workforce is still in the blueprint-phase, but creating stronger transitions between high school and the workplace is gathering steam in politics. California spends millions on job-training programs Governor Arnold Schwarzenegger, a product of vocational training in his native Austria, has increased funding for CTE programs by 18 percent since 2005. He approved a $52 million budget for the 2007-2008 fiscal year that directly funds CTE programs statewide, according to Sabrina Kidwai, the media-relations manager at the Association of Career and Technical Education (ACTE). “California is one of the great states that could have a lot of great CTE programs that could really motivate students to go onto the pathway toward college, or whichever 5 pathway [they] choose,” said Kidwai, adding that Schwarzenegger has been a strong advocate of ACTE. In 2006, Schwarzenegger successfully passed a measure for $500 million in education bonds to be allocated toward CTE funding under the state’s Strategic Growth Plan. At press conferences publicizing the bond, the governor, without missing a beat, attested to how his own vocational training in business enabled him to be a successful entrepreneur. The governor expressed his hope that millions of other students in CTE programs find their way to success, whether it is discovering they want to go on to college, or building a foundation that can prepare them for high-skilled jobs in the trade industry. The $500 million bond is a significant gain for CTE programs that continue to face heavy budget cuts—in the hundreds of millions—proposed by President Bush. Ensuring the government doesn’t limit funding for a program that is on the verge of revival nationwide remains a significant challenge for CTE advocates. However, in California, the governor’s increased budget for CTE also comes on the heels of a big push from state politicians to increase spending on education. In 2006, Assemblywoman Loni Hancock (D-Berkeley) is a leader in the endeavor to restore career-training education. Along with a proposal to establish a state committee designated to overseeing CTE programs, Hancock has also authored several bills over the past two years that allocated more money to CTE. “The goal is to maximize the coordination of local, state and federal funds to help engage high school students and lower the 30 percent dropout rate by improving and expanding career tech education opportunities. The measure will help students in their 6 educational pursuit to enter high skill occupations or college after graduating from high school,” reads a summary of the bill provided by Hancock’s district office. This $52 million budget will help pay for constructing new CTE facilities, enhancing the curriculum, and streamlining teacher recruitment, according to Schwarzenegger’s office. In working with state legislators, not only in California, but nationwide, the ACTE sees a critical need to expand resources for non-college bound students and CTE programs. Since 1999, enrollment in career-tech courses increased from 9 million to 15 million high school students across the country, which is a “dramatic increase,” according to Kidwai. “One of the things we have found is that many of our schools have seen increased enrollment in career-tech classes for many reasons, one of which is that a lot of the students find it very engaging,” said Kidwai. “Also, since 80 percent of jobs will need some kind of a technical skill, we’re seeing a real need for career-technical education.” The demands for skilled and qualified workers are rampant, and careers that require vocational training are growing rapidly, according to the U.S. Department of Education, which projected in 2004 that a third of these occupations will require an associate degree or vocational certificate. The attention has even spread all the way to Capitol Hill where, in August, a group of congressmen formed an ACTE caucus to lobby for increased spending on career and technical education. While on the West Coast, in Los Angeles, advocates of career training programs for high school students have taken a more grassroots approach to partner students with experienced professionals in technical trade jobs. 7 Career and Technical Education in the Los Angeles Unified School District Los Angeles Mayor Antonio Villaraigosa announced a new program last fall called the Los Angeles Infrastructure Academy—which launched in January—designed to serve at-risk high school students. “Today we are targeting hard-working students in our most gang-ridden areas, and we are offering them a pathway into high-paying jobs,” the mayor said at a press conference in September 2007. “It’s a win-win for our city, for our students, [and] our schools.” The two-year academy is the first of its kind that will bring together high school students and businesses to create a highly skilled workforce for Los Angeles, according to Marcus Castain, who was appointed by Los Angeles Mayor Antonio Villaraigosa to spearhead the academy. “I think the pendulum has swung too far toward pushing kids to go to college,” said Marcus Castain, co-founder of the Los Angeles Infrastructure Academy. “Those kids who don’t go to college are constantly being told they’re failures.” Castain founded the academy with Pamela Porter, general manager for Department of Water and Power’s workforce and recruiting department. Together, they created an after-school academy that could not only help curb the dropout rate, but also address the workforce shortage the DWP will incur in the coming years. “We see that over the next five years a third of our employees will retire. If you look at the exodus of employees coming up, you got to start planning today,” said Porter. “I think DWP is very much trying to be a trail-blazer in implementing a program like 8 this. I don’t know that you will find programs like this anywhere else in the country in that we’re focused on an after-school model to prepare kids for careers.” Juniors and seniors are partnered with mentors from big utility companies—such as Southern California Edison and The Department of Water and Power—along with Los Angeles Trade Tech College and the engineering school at California State University, Los Angeles. The academy holds weekly sessions on topics such as water and electricity, which exposes the students to how the two are generated and operated in the city, and introduces them to engineering. “Engineering in this country is going through a crisis. Both the skilled workforce, and white-collar workers are aging and there is no one to take their place over the next 20 years,” said Dr. Keith Moo-Young, Dean of Cal State L.A.’s engineering school. “Thus, we have a "leaky pipeline" in the workforce. To stimulate more potential employees, we must start with revitalizing technical education.” More and more industries are looking for graduates with skills and knowledge in the trades and in technical fields, Castain explained. The priority of the academy is to serve the needs of the industry first and produce qualified workers. The outcome would be preparing young people for decent-paying jobs with good benefits. The cost of these two major endeavors totals $7 million for the first two years, with $1.5 million provided by the DWP. By June 2010, Castain projects there will be four academy sites with at least 140 students enrolled per site. “I think it’s really great for high school students to look into this program,” said Jessica Camarena, an 11th grader at Jefferson Trade Tech who joined the academy in 9 January. “You don’t need a college degree. All you need is a high school degree and you can get a good job with benefits.” “Vocational education has important short -and medium-run earning benefits for most students at both the secondary and postsecondary levels, and these benefits extend to those who are economically disadvantaged,” said a 2004 report on vocational education published by the U.S. Department of Education. The report concluded that students who took vocational or occupational training courses in high school were more likely to earn higher salaries compared to their counterparts who did not have any technical training or valuable skills after graduation. The first six weeks of the after-school academy focused on introducing students to the city’s waterworks industry. To see how this knowledge applies in the real world, the students attended field trips organized by the academy and the DWP. At the end of the course, students were responsible for presenting on the history of water in L.A., the aqueduct and water pipelines that feed L.A.’s water supply, treatment and screening processes, conservation and other areas of the water system to an audience of parents, teachers and friends. The in-depth look at how Angelenos get their water inspired high school junior Camarena to seek a career at the DWP. The high school junior plans to graduate from high school early and interview for a job with the water utility company; however, she still has her sights set on earning the college degree. “That’s why I want to go to the DWP,” said Camarena. “They’ll pay for my college while I’m working for them. It’s a great career opportunity.” 10 Students in the academy are also given the opportunity to visit college campuses as a way to encourage them to pursue advanced degrees in a technical skill they are interested in if they decide to continue on to college after all. And unlike other high school occupational programs, the Los Angeles Infrastructure Academy offers paid internships as an incentive for students to join. The academy meets school and on weekends, and first-year students are expected to commit 12 hours to 15 hours a week. The following summer, students going into their senior year are eligible for an internship at a utility company. “We offer a way to give back to your community because without water or electricity where would any of us be? We hope people begin to look at these as well- compensated careers,” said Porter. Giving students “soft” skills for success Larry Holden credits the academy with helping him acquire the simple skills he needs to find a job at the Department of Water and Power. “College isn’t for everybody,” said Holden, 20, who graduated from Leuzinger High School in 2006. After graduating, Holden—who previously wanted to be an actor— joined the Los Angeles Job Corps where he heard about the Los Angeles Infrastructure Academy. “I tried everything I could to get into the program,” said Holden, adding that he knew he’d gain better guidance and experience that would pay off when looking for a job. “They basically helped me practice my interviews and all that.” Like Camarena, the exposure to Los Angeles’ waterworks system has encouraged Holden’s interest in working at the Department of Water and Power. 11 Going through a program like the Los Angeles Infrastructure Academy, said Castain, could put active participants on a path toward careers at DWP or at Southern California Edison, which pays upwards of $60,000 to linemen—men who climb electricity poles to fix the city’s power—for example. “We had not been getting well-prepared interns or candidates for a lot of our positions,” said Pamela Porter, a manager at the DWP. “That’s why we looked at the after-school program that would allow us to augment what students were learning at school with project-based learning and mentors.” More significantly, these training academies also teach basic work skills that aren’t taught in public schools, but have relevance in any type of job. “[The academy] could do a lot in terms of helping polishing up [students’] soft skills: how you dress, how you act, how you talk. That’s the reason a lot of people lose their jobs,” said Jackson, who has faith the academy will teach its participants what it means to be a good worker. The challenge, said Jackson, is bringing those lessons into the schools so students actively gain skills that will help them in their careers. And there’s still more work to be done to construct a new and solid framework for career-tech education on the high school level. Overcoming historical job-training stigma The first challenge is legitimizing CTE by eradicating the stigma attached to what used to be known as vocational training education. In the 1960s and 1970s, vocational training had a bad reputation for tracking students who were stereotyped as “not college material,” according to Jackson. Most of 12 these students were minorities and placed into vocational training classrooms. Outraged by the small number of ethnic students entering college, civil rights leaders demanded all students receive an equitable education that would prepare them for college. By the 1980s, the strict emphasis on college preparation caused vocational education to become virtually obsolete. More recently, the heavy focus on test scores in the wake of No Child Left Behind also shifted attention and millions in funding away from vocational education. Educators became more involved in raising school performance scores— measured annually in the Academic Performance Index (API) where schools are ranked based on academic achievement—and then California began to require that high school students pass the High School Exit Exam in 2006. Schools’ curricula quickly became test-oriented, according to Jackson. “If you look at schools at the bottom of the performance scale—they’re the lowest on API and they may have the highest dropout rates—those schools have less CTE classes than other schools that are higher up,” said Jackson, the assistant superintendent of adult and career technical education for LAUSD. John Santos, a CTE teacher at Manuel Arts High School, has seen the evolution of vocational education from when it was still a major component in high schools to when it was pushed aside to make room for standardized tests and college-prep courses. “Vocational education was seen as the dumping grounds. It was where you put the kids that could not be motivated,” said Santos. “That still happens somewhat today. But the fact that for the longest time the school district believed that every student who 13 graduated was going to go on onto college and graduate from a university, that I think set back a lot of schools.” Yet, Santos believes that with stronger and rigorous standards, CTE could have a significant impact in educating students and preparing them for careers. “I think now you can see the need for these types of programs,” said Santos. “Nowadays a school fills a classroom up with computers and they say that’s their technology lab, but technology isn’t just typing on a computer screen. There has to be more to it. Students need to be able to apply what they learn so it can be of some significance.” In order to eliminate a “two-track” system, educators and state legislators are in the process of developing a framework to make CTE courses count toward the high school core curriculum, or what’s known as the “A through G” requirements a student must meet in order to receive a high school diploma. “One of the things we’re looking toward is integrating CTE so it also counts as an academic course,” said Kidwai from ACTE. “Thirty years ago a lot of people could go on the college track or end up on the CTE track, but now these lines are blurring.” Kidwai explains that a student who takes a horticulture class may be applying his reading, math and science skills by writing a research paper on photosynthesis—the process by which plants turn light into energy. In this framework, academics are still being reinforced in a CTE classroom. “When we talk about CTE, it shouldn’t be with an ‘either-or’ kind of approach. You can do both,” said Jackson, which is where he thinks the Los Angeles Infrastructure Academy might have a chance at success. 14 Though the program seeks to train students with skills essential for trade jobs, those skills still include a solid foundation in math and reading. The program also emphasizes active learning and participation through field visits, and Saturday classes, according to Castain, co-founder of the Los Angeles Infrastructure Academy. In essence, the skills needed for college are just as relevant to finding a career outside of high school. Santos, who is also an adviser for the after-school Imaging Sciences and Technology Academy (ISTA), takes pride because his ninth-grade students, many of whom are young Latinos, are learning physics just by participating in the JPL robotics competition. The academy’s motto: “expect extraordinary things.” Workbenches, electric saws, drills, metal parts and industrial-sized printing machines crowd the workshop where many of these students spend hours after school. Today, a handful of Santos’ most dedicated freshmen are applying finishing touches on a machine made up of glass bottles, marbles and batteries that can play the C-major scale that they will enter in the competition. “For me it feels like if I can build this, if I can put my mind to it I really could accomplish something,” said 14-year-old Gladys Loaeza, one of two girls on the freshmen team. Though, she says she and math don’t get along, and she’d rather study English when she enters college, she can’t help but stick around the workshop and become a part of something big. “When we go to the competitions, I’m representing Manuel [Arts], and I feel honored to do that. Plus, it’s fun working together. We get a lot of support,” said Loaeza who has plans to enter college and would be the first woman in her family to do so. 15 “It’s one of those classes where you can make a mistake and you learn something,” said Santos. “I think that is one of the advantages of having CTE classes because they allow young people to experiment beyond what they might in some of their academic classes because of the fact that it’s okay to be wrong because we all learn.” said Santos. However, Santos keeps running up against the wall of limited funding. The teacher said he’s constantly wading through applications for grants to pay for extra equipment. He explained that once vocational education lost its presence, a lot of the machinery in those classes was either removed or sold, which means that the district will have to reinvest in the same equipment. “That can be frustrating to a teacher because everything seems to go in a circle, and things that we see don’t have value, all of a sudden have value again,” said Santos. But all the extra effort is worth it because the veteran teacher believes that in addition to providing hands-on learning, CTE courses can expose students to college and can help them get on track toward successful futures. “Ultimately, students see that what they do here is going to lead them somewhere,” Santos said with assurance. The district has a huge opportunity to change the lives of many students who may or may not go onto college, but who will at least have the confidence and ability to find solid high-paying careers. Career and technical education is a step in that direction. “I saw it at its heyday, vocational education, and then I saw what happened to it,” said Jackson. “What’s neat is that now it’s making a comeback, a little bit of a rocky 16 comeback because you have some challenging issues in terms of secondary schools, but it can also be part of the fix for secondary schools if done right. And for communities too.” And it can help a student like Gomez. With the help of Santos and an English teacher, Gomez boosted his reading scores and graduated from Manual Arts High School in 2006 with honors. He now studies civil engineering at Cal Poly Pomona. He’s the first in his family to attend a four-year university. “I want to go into structural engineering,” said Gomez. “I want to build bridges. I’ve always been a big fan of them.” 17 BIBLIOGRAPHY California Department of Education. "Dropout Statistics in the Los Angeles Unified School District 2005-2006." Chart. http://www.cde.ca.gov. California Department of Education. Nov.-Dec. 2007 <http://dq.cde.ca.gov/dataquest>. Camarena, Jessica. Personal Interview. 8 March 2008. Castain, Marcus. Telephone Interview. 14 November 2007. Erickson, Janelle. Los Angeles. Office of the Mayor. City of Los Angeles. Mayor Villaraigosa Launches Intensive Job-Training Academy for Los Angeles Youth. 20 Sept. 2007. September 2007 <www.lacity.org/mayor/myrpress/mayormyrpress27448055_09202007.pdf>. Gomez, Edenilson. Telephone Interview. 29 November 2007. Hancock, Assemblywoman Loni B. California. Senate Appropriations Committee. California Legislature. AB 2448: Regional Occupation Centers/Programs. Sacramento: State Superintendent of Public Instruction, 2006. Harris, Alexander, and David Wakelyn. Retooling Career Technical Education. U.S. Department of Education. Washington D.C.: NGA Center for Best Practices, 2007. Sept.-Oct. 2007 <http://www.nga.org/Files/pdf/0706TECHED.PDF>. Holden, Larry. Personal Interview. 8 March 2008. Jackson, Dr. Santiago. Personal Interview. 19 November 2007. Kidwai, Sabrina. Telephone Interview. 28 November 2007. Loaeza Gladys. Personal Interview. 30 November 2007. Moo-Young, Dr. Keith. Email Interview. 28 December 2007. Porter, Pamela. Telephone Interview. 14 November 2007. Santos, John. Personal Interview. 28 November 2007. Silverberg, Marsha, Elizabeth Warner, Michael Fong, and David Goodwin. National Assessment of Vocational Education: Final Report to Congress. U.S. Department of Education. Washington D.C.: U.S. Department of Education, 2004. 18 U.S. Department of Labor. College Enrollment and Work Activity of 2006 High School Graduates. U.S. Department of Labor. Washington D.C.: U.S. Department of Labor, 2007. Nov.-Dec. 2007 <http://www.bls.gov/news.release/hsgec.nr0.htm>.
Abstract (if available)
Abstract
College isn 't for everybody, but that doesn 't mean those who don' t attend college can 't have successful careers. The revival of career and technical education programs (CTE) offers opportunities for high school students who want to begin their careers right out of high school by equipping them with technical skills to land high-paying jobs in the trade industry. It 's a trend that is catching on nationwide among educators and state legislators who have made substantial efforts to pump money into CTE programs. Advocates discuss CTE s potential to encourage students to complete their high school education, and its potential to generate a robust workforce once baby boomers hit retirement. The challenge facing CTE supporters is to create a stronger model for the training programs, which remain stigmatized as "dumping grounds" for minority students. The redeveloped career-training programs aim to reinforce academic skills while students acquire skills for quality careers after high school.
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Asset Metadata
Creator
Garcia, Camille Christine
(author)
Core Title
The big revival: how improved career training programs generate new opportunities for high school students
School
Annenberg School for Communication
Degree
Master of Arts
Degree Program
Journalism (Broadcast Journalism)
Publication Date
04/20/2008
Defense Date
04/01/2008
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
career training,High School,high school curriculum,minority students,OAI-PMH Harvest,Urban,Vocational Education,workforce
Language
English
Advisor
Celis, William, III (
committee chair
), Baca, Reynaldo R. (
committee member
), Castaneda, Laura (
committee member
)
Creator Email
camille.garcia@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-m1168
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UC1281849
Identifier
etd-Garcia-20080420 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-59372 (legacy record id),usctheses-m1168 (legacy record id)
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etd-Garcia-20080420.pdf
Dmrecord
59372
Document Type
Thesis
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Garcia, Camille Christine
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Repository Name
Libraries, University of Southern California
Repository Location
Los Angeles, California
Repository Email
cisadmin@lib.usc.edu
Tags
career training
high school curriculum
minority students
workforce