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Walden University 2012 Walden Universit y COLLEGE OF EDUCATION This is to certify that the doctoral study by Charles J. Williams, Jr. has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Michael Brophy, Committee Chairperson, Education Faculty Dr. Susan Krauss, Committee Member, Education Faculty Dr. Richard Braley, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2012 Abstract A Quantitative Assessment of Skills and Competencies in Graduates of At-Risk High Schools by Charles Jerry Williams, Jr. M.Div., The Southern Baptist Theological Seminary, 1997 B.S., The Citadel, 1985 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University March 2012 Abstract The willingness to work and a high school diploma were once all that was needed to start one’s career. The problem is that on the twentieth anniversary of the reports by the Secretary’s Commission on Achieving Necessary Skills (SCANS), high school graduates may still lack what business and education leaders require for success in entry-level employment or post-secondary studies. The research question included understanding how prepared graduates from at-risk high schools are for post-secondary work or study. The study used a Likert-scaled survey to assess participant work readiness in 36 skill or competency areas. The sample consisted of recent graduates from three at-risk high schools in one school district. Graduate responses to the survey indicated that 64% were not work ready. Statistically, results were consistent with the SCANS report that indicated that 51% of all American high school graduates were underprepared. Pearson correlations were detected between the graduates’ level of academic study (i.e., special education, tech-prep, college-prep, or honors) and work-readiness, and between pre-graduation work-experience and work-readiness. Implications for positive social change include improved graduate work readiness. A Quantitative Assessment of Skills and Competencies in Graduates of At-Risk High Schools by Charles Jerry Williams, Jr. M.Div., The Southern Baptist Theological Seminary, 1997 B.S., The Citadel, 1985 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University March 2012 iv Dedication In loving memory of “Mrs. Ern” (Ernestine Elizabeth Irick), she believed in me when others did not; she encouraged me when others could not; and, she loved me with a motherly devotion that made me a better person, a better pastor, a better teacher, and a better man. v Acknowledgements It is with utmost gratitude I have reached this point in my life where I can thank those who provided the assistance and support necessary for me to complete this doctoral work. First and foremost, I am grateful to my wife, Carla, and my devoted children, Ashley & Josh, Trey & Morgan, Hope and Scott, and my beloved Sarah. Without their encouragement and support this lofty pursuit would have died a lonely death. Words along cannot begin to thank Dr. Mike Brophy, my Committee Chair, who truly went above and beyond to answer my questions and encourage me; Dr. Susan Krauss whose counsel was very helpful in increasing my response rate; and of course, Dr. Richard Braley whose tutelage helped to transform my drafts into a scholarly work. I also want to acknowledge the early contributions of Dr. Matthew Comeau who helped me sort through my statistical needs. I am deeply grateful to Dr. Kate Swetnam who encouraged my intellectual growth over the past three years. Her tutelage and her simple friendship will live on as I seek to be an inspiration to students, parents, and educators. I am profoundly grateful to my professors and fellow doctoral students who provided outstanding feedback during the development of the Work-Readiness Assessment Instrument (WAI). Their comments not only helped me but the multitude of students who will use the tool to become more productive citizens. Most important of all, I am thankful to the high school graduates who took time to provide accurate and honest data. It is for those like yourself that I hope to “lift the veil” and draw attention to the skills gap problem. Last but not least, I am eternally grateful to those who prayed for me and encouraged me in my journey, especially Charlene, Pastor Joel, and Lanette. Without them this dissertation would have proven to be a fruitless effort. vi Table of Contents Chapter 1: Introduction to the Study .................................................................................. 1 Problem Statement ....................................................................................................... 2 Nature of the Study ...................................................................................................... 4 Research Question, Hypotheses, and Research Variables ..................................... 5 Null hypothesis (H 0) ........................................................................................ 5 Alternative hypothesis (H 1) .............................................................................. 5 Independent variable ........................................................................................ 5 Dependent variable .......................................................................................... 6 Confounding variables ..................................................................................... 6 Population and Sample .......................................................................................... 6 Statistical Basis ...................................................................................................... 6 Purpose of the Study .................................................................................................... 6 Theoretical Base ........................................................................................................... 7 Definition of Terms ...................................................................................................... 9 Assumptions ............................................................................................................... 25 Limitations, Delimitations, and Scope ....................................................................... 26 Significance of the Study ........................................................................................... 27 Summary and Transition ............................................................................................ 30 Chapter 2: Literature Review ........................................................................................... 31 Topical and Sub-Topical Key Words and Terms ...................................................... 32 Academic Databases Explored .................................................................................. 33 Historical Overview ................................................................................................... 34 vii Apprenticeship Work-Readiness Training (pre-1900s) ....................................... 35 Manual Work-Readiness Training (1900 – 1920) ............................................... 38 Progressive Work-Readiness Training (1920 – 1945) ......................................... 39 Post-World War II Work-Readiness Training (1945 – 1970s) ............................ 40 Back-to-Basics Work-Readiness Emphasis (1980s – 1990s) .............................. 41 New Millennium Work-readiness (2000 – present) ............................................. 46 SCANS Skills and Competencies .............................................................................. 51 Early Success of SCANS ..................................................................................... 54 The Problem with SCANS ................................................................................... 56 The Unrelenting Need for Work-Readiness Training ................................................ 58 Quantitative Evidence Advocating Work-Readiness Training ............................ 58 Qualitative Evidence Advocating Work-Readiness Training .............................. 62 International Agreement Regarding the Need for Work-Readiness Training ..... 66 Reasons Behind the Decline ...................................................................................... 70 Forgetting Our History ......................................................................................... 70 Global Changes .................................................................................................... 71 Slow-to-Change Schools ...................................................................................... 72 Student Behavioral Changes ................................................................................ 73 Instruments to Measure Work-Readiness .................................................................. 75 Qualitative Approaches ........................................................................................ 76 Commercial Assessments .................................................................................... 77 Non-Commercial Assessments ............................................................................ 79 Pre-Planned Assessments ....................................................................................
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