A Statistical Analysis of the Effect of the Inclusion of a Job Readiness Training Class into a High School Transition Class

Abstract

Students graduating from high school often do not know how to find, obtain, and maintain employment. In this thesis, the author proposes a Job Readiness Training (JRT) class to provide this education to high school/GED students. Schools expressed hesitation that including a JRT class would detract from other vital aspects of the curriculum. To address these fears, the author taught an experimental JRT class to fifteen students on Mondays, Wednesdays, and Fridays from 8:30 AM to 1:00 PM. The class provided education in self-assessment, job-search skills, resume composition, interviewing skills, job retention, and advancement. In addition to traditional lectures, the class used videos, audio tapes, guest speakers, and field trips. Exercises in math, reading and writing, and speaking were also included. The GED predictor scores of these fifteen students were compared with the GED predictor scores of fifteen students who did not take the JRT class. The author found no significant difference between the groups’ scores. The author concludes that JRT classes do not negatively impact students’ ability to obtain their diploma, and thus should be included in high school curricula.