South Carolina General Assembly
110th Session, 1993-1994

Bill 1146


Indicates Matter Stricken
Indicates New Matter


                    Current Status

Introducing Body:               Senate
Bill Number:                    1146
Primary Sponsor:                Setzler
Type of Legislation:            GB
Subject:                        School-To-Work-Transition Act
Residing Body:                  Senate
Computer Document Number:       GJK/20329SD.94
Introduced Date:                19940209    
Last History Body:              Senate
Last History Date:              19940324    
Last History Type:              Committee Report:   Favorable
                                with amendment
Scope of Legislation:           Statewide
All Sponsors:                   Setzler
                                Leventis
                                Leatherman
                                Giese
                                J. Verne Smith
                                Hayes
                                Lander
Type of Legislation:            General Bill



History


Bill  Body    Date          Action Description              CMN  Leg Involved
____  ______  ____________  ______________________________  ___  ____________

1146  Senate  19940324      Committee Report: Favorable     04
                            with amendment
1146  Senate  19940209      Introduced, read first time,    04
                            referred to Committee

View additional legislative information at the LPITS web site.


(Text matches printed bills. Document has been reformatted to meet World Wide Web specifications.)

Indicates Matter Stricken
Indicates New Matter

COMMITTEE REPORT

March 24, 1994

S. 1146

Introduced by SENATORS Setzler, Leventis, Leatherman, Giese, J. Verne Smith, Hayes and Lander

S. Printed 3/24/94--S.

Read the first time February 9, 1994.

THE COMMITTEE ON EDUCATION

To whom was referred a Bill (S. 1146), to enact the "South Carolina School-To-Work Transition Act of 1994", etc., respectfully

REPORT:

That they have duly and carefully considered the same, and recommend that the same do pass with amendment:

Amend the bill, as and if amended, by striking all after the enacting words and inserting:

/ SECTION 1. This act is known and may be cited as the "South Carolina School-To-Work Transition Act of 1994".

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.

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.

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 takes 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 competency-based instruction in academic and occupational courses;

(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.

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.

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.

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.

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 non-traditional 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.

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 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.

(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 Department of Commerce 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.

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.

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.

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.

SECTION 13. Section 41-13-20 of the 1976 Code is amended to read:

"Section 41-13-20. No employer in this State shall engage in any oppressive child labor practices. The Commissioner of Labor Director of the Department of Labor, Licensing, and Regulation shall promulgate regulations pursuant to Sections Section 1-23-10 et seq. which will prohibit and prevent such oppressive child labor practices provided that such regulations shall not be more restrictive or burdensome than applicable federal laws or regulations.

During the regular school year, not including holiday periods, no child under eighteen years of age who is enrolled in middle school or high school may be employed more than twenty hours a week. This restriction does not apply to children sixteen and seventeen years of age if the employer receives written approval for the child to work beyond twenty hours a week from the child's parent or guardian and from the child's principal or a designee. However, a local school district board of trustees may, upon a positive vote, exempt a school district from this requirement."

SECTION 14. This act takes effect upon approval by the Governor. /

Amend title to conform.

NIKKI G. SETZLER, for Committee.

STATEMENT OF ESTIMATED FISCAL IMPACT

1. Estimated Cost to State-First Year $ See Below

2. Estimated Cost to State-Annually

Thereafter $ See Below

Senate Bill 1146 amends current legislation to enact the "South Carolina School-To-Work Act of 1994" to establish a school to work system to equip all students with relevant academic skills, marketable occupational skills, and appropriate work-place behaviors.

Section 4(A) requires the State Board of Education to establish a structure for preparing students for employment and lifelong learning. The current Tech Prep Model will be expanded to include four components:

(1) Quality Schooling

(2) Career Counseling

(3) Work Exploration and Experience

(4) Structured Work-Based Learning

Beginning with school year 1994-95, Section 4(B) further requires the State Board of Education, to establish by regulation quality schooling including a rigorous, relevant, academic curriculum and changes in vocational education programs.

Section 4(C) also requires the State Board of Education, beginning in school year 1996-97, to establish regulations for career exploration and counseling, a range of mentoring opportunities beginning no later than the seventh grade, and structured work-based learning opportunities and components.

Section 4 includes the most important components in expanding the School-To-Work initiative and will have a fiscal impact on the State Department of Education and the 91 school districts. The School-To-Work initiative is believed to have the potential to expand to the extent of the availability of funding, especially in the staffing of district-level career specialists.

IMPACT FOR SECTION 4

Integration of Academic and Occupational Education

Inservice sessions and institutes for occupational and academic teachers will be offered on integration. Participation will involve approximately 1,000 teachers in 224 high schools and 50 career centers. All 91 school districts will participate.

AMOUNT $ 825,000

Expand and Implement Career Guidance Middle Schools

Career education materials, videos, books, and other resources will be purchased and inservice provided to train guidance counselors on career options and opportunities for students. Approximately 250 guidance counselors from 168 middle schools will participate. In addition, career information will be provided to approximately 100 high schools.

AMOUNT $ 1,000,000

School-Based and Work-Based Initiatives

Workshops, institutes, seminars and actual field experience(s) in business/industry will be provided to approximately 5,000 students in youth apprenticeship. Approximately 500 administrators and 1,000 teachers will be provided with on-site business/industry experience to observe and become knowledgeable of current job market needs. Approximately 500 teachers will work in industry as employees during the summer months in an apprenticeship experience.

AMOUNT $ 500,000

Staffing District-Level Career Specialists

Approximately 20 career specialists will be employed in 20 school districts to provide career guidance information and to coordinate the implementation of career guidance plans of approximately 5,000 students who pursue Tech Prep and School-To-Work opportunities. These career specialist will work closely with guidance counselors in career development opportunities for students district-wide.

AMOUNT $ 500,000

SUBTOTAL $2,825,000

Section 5 requires the school district boards, by school year 1995-96, to implement the academic changes, as well as, the changes to the vocational education programs, to develop plans for the elimination of the general track by the 1996-97 school year, and to implement career exploration and counseling by school year 1996-97. The fiscal impact of this section is included under the activities addressed in Section 4.

Section 6(A) requires the State Board of Education to provide for professional development in applied techniques and integration of curriculum, professional development in career guidance for teachers and guidance counselors, and training of mentors.

Section 6(B) requires the board to establish a program of accountability of student progress for the School-To-Work system.

FISCAL IMPACT FOR SECTION 6

Staff Development

Approximately 16 state wide conferences will be conducted to provide training sessions for approximately 500 administrators, 1,000 teachers and 500 counselors in the 1,000 teachers and 500 counselors in the various School-To-Work components (shadowing, mentoring, cooperative education, career academics, service learning and youth apprenticeship) to connect school-based learning with work-based experience.

SUBTOTAL $ 75,000

Section 7(A) requires the Director of the Department of Commerce with the State Superintendent of Education to convene a School-To-Work Task Force by July 1, 1994. The role of the task force is to work with the board to provide input, help promote the School-To-Work system, and identify and recognize exemplary programs and practices and help disseminate general information. The Task Force shall report to the House Education and Public Works Committee by January 1, 1996.

Section 7(B) requires the School-To-Work system to be coordinated with the Job Training Partnership Act (JTPA) delivery system at both state and local levels. The Director of the Department of Commerce with the State Superintendent of Education shall establish an ongoing statewide advisory committee. The committee shall coordinate the activities of the School-To-Work plan and the liaison functions with other public and private agencies to monitor participation of employers and cooperation of all parties involved. The regional coordination of the plan shall become a function of the sixteen Tech Prep Consortium hubs.

The School-To-Work Task Force will operate within existing resources. The School-To-Work Advisory Committee will be tasked with developing a marketing plan for South Carolina to inform parents, students, business leaders, and the general community. Although the role of the JTPA Program is unclear at this time, the Employment Security Commission has been awarded a federal grant in the amount of $260,000 for a pilot to assist the State in the development of the School-To-Work transition system.

MARKETING PLAN $100,000

Section 8(A) provides the State Board for Technical and Comprehensive Education in conjunction with the State Board of Education to develop measures for coordination of high school courses to post-secondary technical institutions. Actions taken must be reported to the School-To-Work Task Force no later than July 1, 1995. No fiscal impact is anticipated as a result of this requirement.

Section 9 requires 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 to be convened by the Department of Commerce to conduct a feasibility study and make recommendations regarding tax credits for work-based programs. Compliance with this section should be accomplished within the existing resources of the representatives agencies.

Section 10 amends Section 41-13-20 of current legislation to require the Director of the Department of Labor, Licensing, and Regulation to develop regulations to prohibit and prevent oppressive child labor practices. The department has indicated there will be no impact to the General Fund of the State since the agency is currently complying with this legislation.

House Bill 4681 is a companion bill to Senate Bill 1146.

Prepared By: Approved By:

JoAnne L. Payton George N. Dorn, Jr.

State Budget Analyst State Budget Division

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 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 COMMITTEE 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; AND TO AMEND SECTION 41-13-20, RELATING TO CHILD LABOR, SO AS TO PROVIDE THAT NO CHILD UNDER THE AGE OF EIGHTEEN DURING THE REGULAR SCHOOL YEAR MAY WORK MORE THAN TWENTY HOURS A WEEK AND TO PROVIDE EXCEPTIONS.

Be it enacted by the General Assembly of the State of South Carolina:

SECTION 1. This act is known and may be cited as the "South Carolina School-To-Work Transition Act of 1994".

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.

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.

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. 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;

(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 takes 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 competency-based instruction in academic and occupational courses;

(C) With the advice of the statewide advisory committee 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 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.

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.

SECTION 6. (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.

SECTION 7. (A) By July 1, 1994, the Director of the Department of Commerce, with the State Superintendent of Education, shall convene a School-To-Work Task Force representing a broad-based coalition of business and industry leaders, and with representatives from the Department of Commerce, the Department of Labor, the Employment Security Commission, the State Chamber of Commerce, the State Department of Education, the Commission on Higher Education, Job Training Partnership Act (JTPA), school districts, and post-secondary institutions. This task force shall guide, encourage, and facilitate actions which enable the school-to-work system to be implemented. The role of the task force 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 Task Force 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.

(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 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 Department of Commerce 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.

SECTION 8. (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 Task Force 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 Task Force no later than July 1, 1995. SECTION 9. 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 Task Force, the House Ways and Means Committee, the House Education and Public Works Committee, the Senate Education Committee and the Senate Finance Committee.

SECTION 10. Section 41-13-20 of the 1976 Code is amended to read:

"Section 41-13-20. No employer in this State shall engage in any oppressive child labor practices. The Commissioner of Labor Director of the Department of Labor, Licensing, and Regulation shall promulgate regulations pursuant to Sections Section 1-23-10 et seq. which will prohibit and prevent such oppressive child labor practices provided that such regulations shall not be more restrictive or burdensome than applicable federal laws or regulations.

During the regular school year, not including holiday periods, no child under eighteen years of age who is enrolled in middle school or high school may be employed more than twenty hours a week. This restriction does not apply to children sixteen and seventeen years of age if the employer receives written approval for the child to work beyond twenty hours a week from the child's parent or guardian and from the child's principal."

SECTION 11. This act takes effect upon approval by the Governor.

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