H*4681 Session 110 (1993-1994)
H*4681(Rat #0598, Act #0450) General Bill, By J.T. McElveen, Allison,
J.J. Bailey, R.A. Barber, D.W. Beatty, Boan, G. Brown, Cato, C.D. Chamblee,
Cobb-Hunter, Cooper, Davenport, Delleney, T.L. Farr, Gamble, Haskins, J. Hines,
J.H. Hodges, W.S. Houck, M.F. Jaskwhich, Jennings, Kirsh, Lanford, Littlejohn,
L.M. Martin, McCraw, M. McLeod, D.E. McTeer, Meacham, Moody-Lawrence, Neilson,
Phillips, Robinson, T.F. Rogers, Sheheen, J.S. Shissias, Simrill, J.J. Snow,
Stille, E.C. Stoddard, Stuart, C.L. Sturkie, Townsend, J.W. Tucker, Vaughn,
C.Y. Waites, Walker, C.C. Wells, Wilder, Wilkins and D.A. Wright
Similar(S 1146)
A Bill to enact the "South Carolina School-to-Work Transition Act of 1994" so
as to establish a school-to-work system to equip all students with relevant
academic skills, marketable occupational skills, and appropriate work-place
behaviors, to accomplish the above through revisions in academic and
vocational curriculum, establishment of career exploration and counseling
initiatives, and a program of apprenticeships, mentorships, and work-place
experiences, to require certain actions by the State Board of Education, the
State Department of Education, school district boards of trustees, and other
agencies and entities in order to implement various components of the
school-to-work system, to establish a school-to-work advisory council to
facilitate the implementation of the school-to-work system, to provide that
beginning with the 1995-96 school year and under certain conditions,
completion of applied academic courses in mathematics, science, and
communications skills shall fulfill high school course prerequisite
requirements as equivalent to precollege curriculum requirements for
applicants to four-year post-secondary institutions, to establish a group of
representatives from various agencies to study and make recommendations
concerning state tax credits for work-based programs, how to maximize
government and private funding for education, and Workers' Compensation,
insurance and liability issues relating to the school-to-work system, to
establish another group of representatives from various agencies to review
certain aspects of the school-to-work system established above; to provide
that the requirements of this Act do not apply to private schools or home
schools, to provide that students who perform work at a nonschool location
pursuant to an apprenticeship or mentoring program must have the written
permission of their parents or legal guardians, and to require appropriate
textbooks and instructional materials for certain curriculum.-amended title
02/03/94 House Introduced and read first time HJ-28
02/03/94 House Referred to Committee on Education and Public
Works HJ-29
02/09/94 House Committee report: Favorable with amendment
Education and Public Works HJ-84
03/01/94 House Debate adjourned until Wednesday, March 2, 1994 HJ-31
03/02/94 House Objection by Rep. Fair HJ-20
03/02/94 House Amended HJ-20
03/02/94 House Debate interrupted HJ-23
03/02/94 House Point of order-House Rule 5.13 fiscal impact
statement needed HJ-25
03/07/94 House Objection by Rep. Davenport & Kelley HJ-16
03/07/94 House Amended HJ-17
03/07/94 House Read second time HJ-27
03/22/94 House Objection by Rep. Haskins, Huff & Marchbanks HJ-24
03/22/94 House Objection withdrawn by Rep. Davenport HJ-57
03/22/94 House Objection by Rep. Jaskwhich HJ-57
03/22/94 House Objection withdrawn by Rep. Jaskwhich, Haskins &
Huff HJ-58
03/22/94 House Objection by Rep. McTeer, Farr, McElveen &
Delleney HJ-58
03/22/94 House Read third time and sent to Senate HJ-72
03/23/94 Senate Introduced, read first time, placed on calendar
without reference SJ-13
03/24/94 Senate Amended SJ-29
04/07/94 Senate Special order SJ-26
04/21/94 Senate Debate interrupted SJ-47
04/26/94 Senate Read second time SJ-64
04/26/94 Senate Ordered to third reading with notice of
amendments SJ-64
04/26/94 Senate Debate interrupted SJ-64
05/03/94 Senate Amended SJ-35
05/03/94 Senate Read third time and returned to House with
amendments SJ-39
05/10/94 House Debate adjourned on Senate amendments until
Tuesday, May 17, 1994 HJ-130
05/18/94 House Non-concurrence in Senate amendment HJ-44
05/19/94 Senate Senate insists upon amendment and conference
committee appointed Sens. Setzler, Glover & Hayes SJ-9
05/24/94 House Conference committee appointed Reps. McElveen,
Townsend & Gamble HJ-1
05/25/94 House Conference report received and adopted HJ-40
05/25/94 Senate Conference report received and adopted SJ-334
05/26/94 House Ordered enrolled for ratification HJ-3
06/02/94 Ratified R 598
06/15/94 Signed By Governor
06/15/94 Effective date 06/15/94
06/23/94 Copies available
(A450, R598, H4681)
AN ACT TO ENACT THE "SOUTH CAROLINA
SCHOOL-TO-WORK TRANSITION ACT OF 1994" SO AS TO
ESTABLISH A SCHOOL-TO-WORK SYSTEM TO EQUIP ALL
STUDENTS WITH RELEVANT ACADEMIC SKILLS, MARKETABLE
OCCUPATIONAL SKILLS, AND APPROPRIATE WORK-PLACE
BEHAVIORS, TO ACCOMPLISH THE ABOVE THROUGH
REVISIONS IN ACADEMIC AND VOCATIONAL CURRICULUM,
ESTABLISHMENT OF CAREER EXPLORATION AND COUNSELING
INITIATIVES, AND A PROGRAM OF APPRENTICESHIPS,
MENTORSHIPS, AND WORK-PLACE EXPERIENCES, TO REQUIRE
CERTAIN ACTIONS BY THE STATE BOARD OF EDUCATION, THE
STATE DEPARTMENT OF EDUCATION, SCHOOL DISTRICT
BOARDS OF TRUSTEES, AND OTHER AGENCIES AND ENTITIES
IN ORDER TO IMPLEMENT VARIOUS COMPONENTS OF THE
SCHOOL-TO-WORK SYSTEM, TO ESTABLISH A
SCHOOL-TO-WORK ADVISORY COUNCIL TO FACILITATE THE
IMPLEMENTATION OF THE SCHOOL-TO-WORK SYSTEM, TO
PROVIDE THAT BEGINNING WITH THE 1995-96 SCHOOL YEAR
AND UNDER CERTAIN CONDITIONS, COMPLETION OF APPLIED
ACADEMIC COURSES IN MATHEMATICS, SCIENCE, AND
COMMUNICATIONS SKILLS SHALL FULFILL HIGH SCHOOL
COURSE PREREQUISITE REQUIREMENTS AS EQUIVALENT TO
PRECOLLEGE CURRICULUM REQUIREMENTS FOR APPLICANTS
TO FOUR-YEAR POST-SECONDARY INSTITUTIONS, TO
ESTABLISH A GROUP OF REPRESENTATIVES FROM VARIOUS
AGENCIES TO STUDY AND MAKE RECOMMENDATIONS
CONCERNING STATE TAX CREDITS FOR WORK-BASED
PROGRAMS, HOW TO MAXIMIZE GOVERNMENT AND PRIVATE
FUNDING FOR EDUCATION, AND WORKERS' COMPENSATION,
INSURANCE AND LIABILITY ISSUES RELATING TO THE
SCHOOL-TO-WORK SYSTEM, TO ESTABLISH ANOTHER GROUP
OF REPRESENTATIVES FROM VARIOUS AGENCIES TO REVIEW
CERTAIN ASPECTS OF THE SCHOOL-TO-WORK SYSTEM
ESTABLISHED ABOVE; TO PROVIDE THAT THE REQUIREMENTS
OF THIS ACT DO NOT APPLY TO PRIVATE SCHOOLS OR HOME
SCHOOLS, TO PROVIDE THAT STUDENTS WHO PERFORM WORK
AT A NONSCHOOL LOCATION PURSUANT TO AN
APPRENTICESHIP OR MENTORING PROGRAM MUST HAVE THE
WRITTEN PERMISSION OF THEIR PARENTS OR LEGAL
GUARDIANS, AND TO REQUIRE APPROPRIATE TEXTBOOKS AND
INSTRUCTIONAL MATERIALS FOR CERTAIN
CURRICULUM.
Be it enacted by the General Assembly of the State of South Carolina:
Citation of act
SECTION 1. This act is known and may be cited as the "South
Carolina School-To-Work Transition Act of 1994".
Findings
SECTION 2. The General Assembly finds:
(a) Even though more than half of the state's high school students do
not go on to college but seek to enter the job market, South Carolina has no
clear system for school-to-work transition. Low-skill jobs are quickly
disappearing. The job market increasingly demands that employees enter
the work force with middle-skill or high-skill capabilities, but educational
experiences typically leave high school graduates ill-prepared for the work
place. The absence of a coherent system has harmful effects for both
business competitiveness, school effectiveness, and quality of life
standards.
Merely "tuning up" the high school "general
track" will not be enough to meet these demands. The combination
of unchallenging classes, low expectations, and isolation from the adult
work place results in too many students lacking the skills, motivation, and
connections that lead to successful and productive adult lives.
(b) Nations which compete internationally with the United States help
their students acquire academic and occupational skills that are essential for
success as we approach the twenty-first century. The specific approaches
vary by country but, typically, they include:
(1) quality schooling,
(2) career exploration,
(3) work-site experiences, and
(4) work-based teaching and apprenticeships.
In these countries, schools and employers work together to facilitate a
young person's entry into the work force.
(c) South Carolina's secondary education system does not provide these
steps in educating and preparing our youth for work. Our nation has
traditionally divided students into college-bound and noncollege bound.
While college-bound students are required to follow a challenging and
clearly defined curriculum, the noncollege bound have entered the
"general track" which is less academically challenging and is
often cited as preparing students for "nothing in particular". In
South Carolina, fifty-two percent of our students are in the "general
track" while twenty-eight percent of the students are directed into the
academic college-prep track, and the other twenty percent of the students
are placed in the vocational track. "General track" students
receive little preparation for higher education and little guidance on how to
move into a career that can support an acceptable quality of life. Their
reading, writing, math, and communications skills are generally inadequate
for the demands of today's quality employers and for higher education.
Definitions
SECTION 3. For purposes of this act, unless the context indicates
otherwise, the words or phrases listed below are defined as follows:
(1) "Youth apprenticeship" means a program that offers
students, beginning in the eleventh grade, a course of study which
integrates academic curricula, work-site learning, and work experience
leading to high school graduation with post-secondary options and
preparation for the world of work.
(2) "Tech Prep" means a program of study designed
specifically to prepare students for careers and lives affected by technology.
Tech Prep involves applied academic courses, targeted technology study,
and specialized career guidance. Tech Prep blends academics and
technology education and emphasizes broad-based competencies in career
education. Tech Prep links high school and two-year college programs,
eliminating gaps and overlaps to provide enhanced academic and
vocational preparation for mid-level technology careers.
(3) "Mentoring" means an umbrella term for many forms of
formal one-on-one relationships between a community's citizens and their
students. The broad types of mentoring programs include:
(a) "Traditional mentor programs" means programs which
seek to build a long-lasting relationship during which the mentor and
protege work on the protege's personal development and interpersonal
skills. The relationship generally lasts a year, with the mentor maintaining
occasional contact with the protege for an additional one to two years.
(b) "Shadowing" means a short-term experience to
introduce a student to a particular job by pairing the student with a worker.
The protege follows or "shadows" the worker for a specified
time to better understand the requirements of a particular career.
(c) "Service learning" means an experience for one or
more students at a work site or community agency during which the
students work on a project each week after school. Under close adult
supervision, students develop work skills and learn how to behave in work
situations.
(4) "Internship" means a one-on-one relationship to provide
"hands on" learning in an area of student interest. A learning
contract outlines the expectations and responsibilities of both parties. The
protege works regularly after school for three or four hours a week in
exchange for the mentor's time in teaching and demonstrating. The
internship generally lasts from three to six months.
Board of Education to take certain actions
SECTION 4. (A) As a part of the school-to-work system, the State Board
of Education shall establish a structure for preparing students for
employment and lifelong learning which expands upon the current Tech
Prep model to include four components:
(1) quality schooling having a rigorous curriculum, (2) career counseling,
(3) work exploration and experience, and
(4) structured work-based learning.
In developing the school-to-work system, the emphasis shall be on a
structure which is flexible to meet local school needs and available to all
students as needed and appropriate. Students and their parents will make
the decision as to which track the student will follow and students may
transfer between Tech Prep and College Prep tracks within guidelines
established by the State Board of Education to allow for transfer up to the
senior year of high school. The State Board of Education, for the purpose
of successfully establishing and implementing the school-to-work system,
shall endeavor to obtain the cooperation of employees, the Commission on
Higher Education, post-secondary institutions, and the several school
districts.
(B) The State Board of Education shall, beginning with school year
1994-95, establish by regulation quality schooling which, at a minimum
shall include:
(1) a rigorous, relevant academic curriculum which shall among other
changes or improvements:
(a) include rigorous applied academic methodologies in
mathematics, science, and communications skills where appropriate;
(b) increase mathematics instruction to include statistics, logic,
measurement, and probability;
(c) incorporate in the curriculum the skills and competencies
suggested in the United States Secretary of Labor's Commission on
Achieving Necessary Skills (SCANS) report and those identified in the
employer survey report of the South Carolina Chamber of Commerce's
Business Center for Excellence in Education including an emphasis on the
importance of individual achievement as a cornerstone upon which
self-respect, academic, and personal success are founded;
(d) eliminate the "general track" for students first
enrolling in high school on or after the 1996-97 school year;
(e) develop plans to accelerate the learning of students that are
behind their age peers; and
(f) develop plans that take into account student learning style.
(2) Changes in vocational education programs which:
(a) redefine vocational programs so as to expand their content,
relevancy, and rigor in preparation for lifelong learning and living in a
technological society; and
(b) integrate instruction in academic and occupational courses to
ensure a rigorous, relevant, and academic curriculum;
(C) With the advice of the statewide advisory council hereinafter
established, the State Board of Education shall, beginning in school year
1996-97, establish regulations for:
(1) career exploration and counseling which includes:
(a) student exposure to career options by integrating career
counseling activities into the kindergarten through grade twelve
curriculum; (b) a comprehensive career guidance plan which has a
major plan and an alternate plan for each student starting in grade six and is
revised each year as the student progresses towards graduation and which
requires the districts to seek parental assistance in the development of the
plan;
(c) in-service courses to equip guidance counselors with skills
necessary to integrate career guidance and career planning.
(2) A range of mentoring opportunities beginning no later than the
seventh grade which includes traditional mentoring, shadowing,
service-learning, school-based enterprises, and internships as defined in
Section 3. Mentoring activities shall emphasize students' interests, skills,
and needs.
(3) Structured work-based learning opportunities and components of
these work-based opportunities include:
(a) structured work-based learning to include the establishment of a
youth apprenticeship model as defined in Section 3;
(b) integration of academic and vocational learning;
(c) coordination and integration of school and work-place learning;
and
(d) credentials for both academic and occupational skills.
These programs shall be governed by broad coalitions of institutional
partners.
School district boards to take certain actions
SECTION 5. School district boards of trustees shall by school year
1995-96:
(a) implement the rigorous academic changes and changes to vocational
education programs as directed by the State Board of Education pursuant to
Section 4;
(b) develop plans for elimination of the general track by school year
1996-97; and
(c) implement career exploration and counseling pursuant to Section 4
by school year 1996-97.
Districts must report steps taken to integrate these changes in the annual
updates of the comprehensive five-year plans mandated by the Early
Childhood Development and Academic Assistance Act of 1993.
Extension of completion dates
SECTION 6. Notwithstanding any other provision of law, the stipulated
completion dates required in SECTION 5 of this act may be extended by
one year upon approval from the State Board of Education. Districts
requesting such a waiver must outline how the extension will improve the
planning and implementation of this act.
Professional development and student progress
SECTION 7. (A) In establishing a school-to-work system, the State Board
of Education shall provide for professional development in applied
techniques and integration of curriculum, professional development in
career guidance for teachers and guidance counselors, and training for
mentors.
(B) The school-to-work system required by this act as established by the
State Board of Education shall include a program of accountability of
student progress to ensure quality which shall include a survey of Tech
Prep graduates in order to obtain such information as the rate of hire,
starting wages or salaries, wages or salary rates five years after graduation,
and additional education pursued.
Employment Security Commission to take certain actions
SECTION 8. (A) As a part of the school-to-work system, the South
Carolina Employment Security Commission shall work with the
Department of Education, the State Board for Technical and
Comprehensive Education, and the Commission on Higher Education to
assist in the planning and promotion of the school-to-work opportunities
by:
(1) identifying potential employers to participate in the work-based
learning programs sponsored under this act;
(2) serving as a contact point for employers seeking information on
school-to-work activities;
(3) providing labor market information relative to supply and demand,
and nontraditional jobs for women; and
(4) promoting increased career awareness and career counseling
through the management and promotion of the South Carolina
Occupational Information System (SCOIS).
(B) The South Carolina Employment Security Commission will provide
the link between employers in South Carolina and youth-seeking
employment.
School-To-Work Advisory Council
SECTION 9. (A) The South Carolina School-To-Work Advisory Council
appointed by the Governor representing a broad-based coalition of business
and industry and including representatives of the State Department of
Education, Employment Security Commission, the Commission on Higher
Education, State Board for Technical and Comprehensive Education, the
South Carolina Chamber of Commerce, the Urban League, Tech Prep
Consortia, the State Transition Coordinator for People with Disabilities,
and local school districts shall convene no later than July 1, 1994, to guide,
encourage, and facilitate actions which enable the school-to-work system to
be implemented. The role of the advisory council is to work with the State
Board of Education to:
(1) provide input to shape the development and scope of a statewide
initiative;
(2) help promote the school-to-work system to key employers and
education leaders across the State and encourage active participation of
employers across the State; and
(3) identify and recognize exemplary programs and practices and help
disseminate general information to interested parties across the State.
The School-To-Work Advisory Council shall report to the House
Education and Public Works and the Senate Education Committees by
January 1, 1996, as to the progress made in establishing the school-to-work
system, difficulties encountered, and any actions required by the General
Assembly to ensure success of the system. No state funds shall be
expended to support the Advisory Council and the Council shall terminate
on December 1, 1999.
(B) Because of the need to link education and labor in the planning and
delivery of youth apprenticeship programs and with increasing emphasis on
partnerships between labor and education in pending federal
school-to-work legislation, the State Department of Education with the
South Carolina Employment Security Commission are jointly responsible
for implementing the school-to-work transition system.
(C) The school-to-work system established by this act shall be
coordinated with the South Carolina's Job Training Partnership Act (JTPA)
delivery system at both the state and local levels. This coordination may
include staff directors of JTPA service delivery areas and Private Industry
Council (PIC) chairmen participating in ongoing state, regional, and local
advisory committees. The Director of the Employment Security
Commission with the State Superintendent of Education shall establish an
ongoing statewide advisory committee with representation from the
agencies designated in subsection (A) and public and private entities
involved in the development of South Carolina's work force. The
committee shall be charged with the overall coordination activities of a
school-to-work plan and the liaison function with other public and private
agencies to monitor participation of employers and cooperation of all
parties involved. Regional coordination of the plan shall become a function
of the sixteen Tech Prep consortium hubs established pursuant to the
current Tech Prep system, and these Tech Prep consortium hubs also shall
serve as the region advisory committees. Each school district board of
trustees shall establish local advisory committees to address unique
employment needs of their areas.
Board for Technical and Comprehensive Education to take certain
actions; fulfillment of prerequisite requirements
SECTION 10. (A) The State Board for Technical and Comprehensive
Education in conjunction with the State Board of Education shall develop
measures for articulation of high school courses to post-secondary technical
institutions including procedures to enable qualified students to achieve
advanced standing in technical college programs.
(B) Beginning with the 1995-96 school year, completion of applied
academic courses in mathematics, science, and communications skills shall
fulfill high school course prerequisite requirements as equivalent to
precollege curriculum requirements for applicants to four-year
post-secondary institutions, unless by December 1, 1994, a four-year
post-secondary institution reports its reasons for not accepting those
courses to the House Education and Public Works Committee and the
Senate Education Committee. School districts must certify that the applied
academic courses offered are equivalent to the precollege curriculum
requirements.
(C) The State Board for Technical and Comprehensive Education and
the Council of College Presidents, or their designees, through the
Commission on Higher Education, shall clarify and strengthen articulation
agreements between associate degree programs and baccalaureate degree
programs.
(D) Actions taken related to all articulation measures must be reported
to the School-To-Work Advisory Council no later than July 1, 1995.
(E) Four-year institutions having teacher education programs must offer
courses to equip potential teachers and guidance counselors with skills
necessary to integrate career guidance and career planning. These
institutions must also train potential teachers in how to use applied
methodologies for academic courses. Changes in course offering and
course curriculum shall be reported to the School-To-Work Advisory
Council no later than July 1, 1995.
Feasibility study
SECTION 11. Representatives from the Department of Commerce, the
Department of Revenue and Taxation, Workers' Compensation
Commission, the Department of Insurance, and the Department of Labor,
Licensing, and Regulation shall be convened by the Department of
Commerce to conduct a feasibility study and make recommendations
regarding tax credits for work-based programs, maximizing government
and private funding spent on education, and issues related to workers'
compensation, insurance and liability as each relates to the school-to-work
system. Within six months after the effective date of this act, findings from
the study and recommendations must be made to the School-To-Work
Advisory Council, the House Ways and Means Committee, the House
Education and Public Works Committee, the Senate Education Committee,
and the Senate Finance Committee.
Review
SECTION 12. Representatives from the Department of Education, the
Tech Prep Consortia, local school districts, and businesses involved in
mentoring and work-site learning shall be convened by the Department of
Education no later than March 1, 1996, for a review to include the
following: transportation, staff for the transition system at the district level,
training for staff and volunteers, textbook changes, and other issues related
to the establishment of the School-to-Work Transition system. No later
than October 1, 1996, the results of this review shall be given to the
School-To-Work Advisory Council, the House Ways and Means
Committee, the House Education and Public Works Committee, Senate
Finance Committee, and the Senate Education Committee.
Application of act
SECTION 13. The requirements of this act do not apply to private schools
or to home schools.
Parental permission required
SECTION 14. Students who perform work at a nonschool location
pursuant to an apprenticeship or mentoring program under the provisions of
this act must have the written permission of their parents or legal guardians
in order to engage in such work experiences.
Instructional materials required
SECTION 15. When the Department of Education or a school district
eliminates the general track or implements Tech Prep, appropriate
textbooks and instructional materials must be approved by the appropriate
authority and must be made available to the district.
Time effective
SECTION 16. This act takes effect upon approval by the Governor.
Approved the 15th day of June, 1994. |