Youth Apprenticeship Program
Jefferson, Wisconsin

Contact

Mary Roche
Watertown High School/Generac Portable Products Youth Apprenticeship Program Manager
Watertown Unified School District
One Generac Way
Jefferson, Wisconsin 53549
Phone: 920-674-3750x1572
Fax: 920-674-5663
E-mail: mroche@gppi.com

Mission

Our mission is to construct pathways to meaningful learning by developing a model of education serving secondary students and university faculty and their students. This program encourages students to explore pathways to success in their lives, as people, as workers, and as community members. This program is designed to provide students with an industry-specific integrated academic and work-based program. The Youth Apprenticeship program is operated under the guidelines established by the State of Wisconsin Division of Workforce Excellence.

Organization

Organization Type: University, four-year college, university affiliated program (UAP), Education Agency: Regional or Intermediate, School, Business - Generac Portable Products

Geographical Area: County

Primary Setting: Competitive employment worksite

Funding: External funding source: State School-to-Work Implementation Grant,  Other: Private sector - manufacturer

Consumers

Target Population: Secondary education students with disabilities and without disabilities, Other: At-risk of dropping out,Teen parents

Disability Areas: Specific learning disability, Other (ADD, ADHD)

NTA Framework Categories

• Career Pathways and Contextual Learning
• Business, Labor, and Community Resources

Description

Starting in the spring of 1996, a public secondary school and a manufacturing company began collaboration in offering an alternative education program to juniors and seniors who were not expected to graduate. The University of Wisconsin, Whitewater, joined them in the winter of 1997. In the fall of 1999, students from two additional high schools in the Jefferson County School-to-Work Consortium were added. The program takes place at the manufacturing site where students who are youth apprentices spend 20 hours a week in work and another 20 hours in the academic/training component, all at pay. After participating for four successful semesters and a summer in this competency-based program, youth apprentices earn a high school diploma, six articulated vocational-technical college credits, and a certificate from the Wisconsin Department of Workforce Development. They graduate from this program with useful skills, improved behavior, and with academic qualifications for higher education.

The Youth Apprenticeship Program meets the manufacturer's demand for skilled high school graduates in a rural area where such a pool of workers is scarce. The program also provides the university with an alternative field site for preparing teachers and conducting research while rendering valuable services in the areas of curriculum. Most importantly, this Youth Apprenticeship Program adds educational opportunities for the apprentices themselves. The program has been recognized regionally and nationally for its design and effectiveness.

Evidence of Success

• To date, the retention rate has been 60%.
• Administering the Wide Range Achievement Test (WRAT-3) upon entrance and in the following spring over the course of time a student participates in the program, results show an increase in average reading and math scores.
• Class of 1998 Reading Scores: Fall, 1996=82.75; Spring, 1998=90.5;
• Class of 1999 Reading Scores: Fall, 1997=92.5; Fall, 1998=99.75;
• Class of 1998 Math Scores: Fall, 1996=93.25; Spring, 1998=103.25; and
• Class of 1999 Math Scores: Fall, 1997=97; Spring, 1998=104; Fall, 1998=96.75.
• The average absence rate is 6.5 per 20 months compared to 40-100 absences of at-risk students in the high school.
• Of the 10 graduates: 7 work at Generac; 2 work elsewhere.
• In a 1997 parent satisfaction survey of which 11 out of 16 surveys were completed:
• Sixty-four percent of parents felt the apprenticeship program was preparing their child to take responsibility "very well;" "18%, "fairly well;" and 18%, "somewhat;"
• Thirty-six percent of parents felt that the program was preparing the students to problem-solve "very well;" 36%, "fairly well;" and 27%, "somewhat;" and
• In responding to the program's efficacy in helping students to organize information, 27% responded "very well;" 27%, "fairly well;" and 45%, "somewhat."

Success Story

As part of the application process to the youth apprentice programs, sophomore status students submit their school transcript and attendance record. At the end of his freshman year, "B" had earned three credits and had a GPA of .455. Attendance records for 95-96 show 40.5 days absent. His IEP record indicated "B’s" skill levels were so low that he required self-contained academics. (Testing by a graduate student during his apprenticeship confirmed that "B" continues to have a very significant reading disability.)

"B" entered the Youth Apprenticeship Program and immediately distinguished himself with his zeal for work and his constant smile. His mother was fearful he would sabotage his early success because "he always starts out good, then something happens." Very early in the apprenticeship, "B" did come to work with a cast, frustration at home met with the kitchen cupboard and the cupboard was the victor. He compensated for his significant reading disability by pairing up with a good reader. He shared his practical application skills to concepts his partner read. When he was placed in a Quality Department rotation, his supervisor recognized there was a problem and came to the onsite educator for insight. Knowledge of the learning disability challenged this mentor to work with the student. In a work situation, the student chose to rise to the challenge rather than give in and give up as in the past. "B" left the department with his supervisor wanting him back. He identified the leader of the class and early on said, "I want to be the leader of my class, I want to be like "J"." He became the accepted leader of the group. He quit smoking rather than risk being tempted while at work. "B" only missed part of one day the entire four semesters and intervening summer. (He was sent home for sunburned feet caused by wearing sandals while fishing one weekend.)

In addition to the six Wisconsin vocational-technical college credit he earned as part of the youth apprenticeship, "B" also started his technical college transcript by earning an "A" in a night course on Basic Welding. He was awarded the 1999 Student of the Year Award by the Wisconsin Council Administrators of Special Education.

Following graduation, "B" started a two-year technical college degree toward a goal of achieving a degree as an Engineer Technician. He was hired full-time in the design lab and earned a promotion within six months. He enjoys the benefits of working full-time, tuition reimbursement, company health benefits, and a variety of vehicles! "B" still finds time for his girlfriend, hunting, and fishing.

Change is part of the adult world. Due to a company downsizing, "B" made the decision to seek other employment rather than "wait until the tide turns." His new employer has the reputation for best pay and benefits in "B’s" town. The company will pay for his tech college degree. While "B’s" current long-term career goal is not in manufacturing, the skills, competence and confidence he gained as a result of the youth apprenticeship made the difference. The paths he is turning into his highway to life are becoming filled with success markers.

Products

Video: Generac: The Reliable Ones

Pathways to Lifelong Learning • Manufacturing and Production Technician, Youth Apprenticeship Program • Brochure • Generac Portable Products, LLC., Watertown Unified School District and University of Wisconsin, Whitewater.

References

Kenney, L., & Collet-Klingenberg, L. (1999). Manufacturing and production technician youth apprenticeship program: A partnership. Peabody Journal of Education • University of Wisconsin, Whitewater. In press.

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Updated 11/3/00