School to work programs, by definition, link students and schools with the workplace. This is accomplished through school partnerships with employers, unions, and other public and private sector organizations. Together, these organizations help students develop the skills needed for the competitive job market while making their educational experience relevant to the world they will experience as adults. Schools to work programs are becoming increasingly important in school reform movements. They encourage curricular restructuring towards a contextual learning environment. With such a restructuring, the universal complaint of students, "why are we learning this when we won't ever use it" will be laid to rest. Application learning makes formal education relevant to life. The belief is that vocational program are for the low-achieving students, while academic programs are for the higher-achieving students who will probably seek post-secundary education. However, those who attend college are unfamiliar with the variety of career paths. Even these students could have benefited from secundary career exploration. All students need to be prepared to enter the job market, and this should begin long before graduation. The school-to-work movement will encourage the linking of education to preparation for a well-chosen career path. Faced with a fast changing job market through which there seems to be no discernible pathway to economic ssurvival. non-college-bound students often exit high school with no marketable skills. In 1994, President Clinton signed the "School-to-work Initiative Act". Calling for the creation of a national system of school-to-work programs. By connecting the school environment to long-term job goals and earning potential, educators will be providing students with a motivating incentive previously lacking from most realms of secondary education.
For decades, reading, writing and arithmetic provided the foundation for all subsequent learning. In today's information society, those basic skills, while necessary, are not sufficient. Revitalizing education and making it relevant to 21st century requires supplementing with rigor, relationships, and relevance. In a revamped high school, the concept of rigor is broadened to include mastery not only of core academic subject but of the higher-order cognitive high school program aligns curriculu,. instruction and assessment with high standards. High schools in the process of transforming are often divided into smaller learning communities that provide individual support to each student and take responsibility for decisions related to their own learning. Students work cooperatively on tasks and assignments. Research tell us that students in such contexts have improved attendance, achieve higher levels and graduate in higher numbers. A growing number of students disengage from learning when the course content have not relevanceto real-world applications. Interest is growing in career and technical education, where teachers reengage students by coupling academic preparation with career and technical education. The American public understands that unless students master the skills athat the global economy demands, our nations's economic competitiveness will suffer.