Guide to Effective Programs
for Children and Youth

CAREER BEGINNINGS

OVERVIEW

Career Beginnings is a two-year program for at-risk 11th- and 12th-graders that is designed to enhance success in school and the workforce. The program provides mentoring, workforce training and placement, and a competency-based curriculum. An experimental evaluation shows that participants experienced fewer unexcused school absences and an increased likelihood of attending college compared to those who were not in the program.

DESCRIPTION OF THE PROGRAM

Target population: Participants must meet thresholds of being at risk but also show potential for success in program: this includes youth with average academic achievement (middle 60 percent of their class); low to moderate family income; a good attendance record; limited career awareness and aspirations; and no serious juvenile offenses. Participants at each cite must fit the following parameters: 50 percent economically disadvantaged; 80 percent neither parent with a college degree; 45 percent male.
Career Beginnings is designed to provide technical and academic skills; to increase high school graduation rates; and, following graduation, to increase college attendance, technical training, and employment rates. These goals are addressed through the following components:

ComponentProvided by Duration Description
Mentoring Adults in community 2 years 1:1 mentor:student ratio
Academic support Sponsoring university/ college 2 years Competency-based curriculum; workshops (college preparation, college entrance exams, career exploration, etc.)
Summer component, workforce training Mentor 1 summer Summer job provided after 11th grade

Career Beginnings serves 1,500 to 2,000 students annually, with 100-200 students per site at 24 sites throughout the United States and Canada.

EVALUATION(S) OF PROGRAM

Evaluated population: 1,233 experimental and control group students in seven sites

Objective:
To evaluate the effectiveness of the program at increasing rates of college attendance and employment.
Measurement instrument:
Student interviews, conducted one and two years after random assignment (12th grade and one year after high school)
Evaluation:
Type: Experimental
Statistical techniques: Random assignment in 11th grade; regression analysis. Significance level =.10
Outcome:
Program group members had fewer unexcused absences from school and were more likely to attend college than controls. Program group members worked significantly less than the control group during the year after high school (attributed to greater percentage of participants pursuing higher education rather than working).

SOURCES FOR MORE INFORMATION

References:

Cave, G., & Quint, J. (1990). Career Beginnings impact evaluation: Findings from a program for disadvantaged high school students. New York: Manpower Demonstration Research Corporation.

Program also discussed in the following Child Trends publication(s):

Jekielek, S., Cochran, S. W., & Hair, E. (2002). Employment programs and youth development: A synthesis. Washington, DC: Child Trends.

Jekielek, S., Moore, K. A., & Hair, E. (2002). Mentoring programs and youth development: A synthesis. Washington, DC: Child Trends.

Redd, Z., Brooks, J., & McGarvey, A. (2002). Educating America 's youth: What makes a difference (Research brief). Washington , DC : Child Trends.

Redd, Z., Brooks, J., & McGarvey, A. (2001). Background for community-level work on educational adjustment in adolescence: Reviewing the literature on contributing factors. Washington, DC: Child Trends.

SUMMARY & CATEGORIZATION

Program categorized in this guide according to the following:

Evaluated participant ages: 11th- and 12th-graders / Program age ranges in the Guide: 15-21

Program components: Clinic/provider-based, Mentoring/tutoring, Service/vocational

Measured outcomes: Education/cognitive

Program information last updated 6/4/02.

  © Child Trends 2003