JOBS for AMERICA'S GRADUATES

Senior Program Application

The original program operated by the JAG National Network was a school-to-career transition program for high school seniors operated in high schools. The primary mission of this classic JAG Model program is to keep young people in high school through graduation and to provide an array of counseling, employability skills development, career association, job development, and job placement services that will result in either a quality job leading to a career after graduation and/or enrollment in a postsecondary education and training program.

  • The program targets incoming high school seniors who are believed to be at risk of not completing high school or successfully transitioning into postsecondary schooling or the labor market because of academic, economic, family and personal barriers.
  • The STC program works with 35-45 students to enable them to achieve all requirements for graduation and then to transition after graduation to a positive destination in the form of a job, postsecondary education or the military.
  • Program participants are selected based on their educational backgrounds and behaviors, their demographic characteristics and perceived barriers to completing high school or transitioning to a quality job and/or postsecondary education.
  • The JAG intervention in the STC program lasts for 21 months. Students are recruited in the 11th grade to attend JAG instructional classes during the 12th grade and they receive support services for a year following graduation.
  • A trained career specialist provides counseling and classroom instruction. Participants are also equipped with employability skills in 37 employability competencies that will prepare them for the workplace. These competencies were validated by employers in the 1980s and the 1990s and organized in the following six competency categories: career development, job attainment, job survival, basic skills, leadership and self-development, and personal skills competencies.
  • In addition to instruction in the core competencies, the JAG STC program also uses the career association to prepare participants for the demands of the workplace, especially work teams. Specialists observe program participants operating in work teams and offer instruction to improve individual and group performance.
  • STC program services also include a 12-month follow-up period during which specialists are actively involved in intensive one-on-one employer marketing and job development activities to identify entry-level job opportunities for students after graduation or GED completion.
  • Specialists also assist graduates in the exploration of postsecondary educational opportunities and show them how to navigate the financial aid process to pursue these opportunities.
  • Non-graduates receive additional assistance in graduating from high school or completing requirements for a GED certificate before the close of the 12-month follow-up period.
  • Career specialists track the labor market and schooling/training activities of these JAG participants on a monthly basis.
  • One of the key components of the JAG Senior Year Program is the provision of follow-up services to graduates for up to a year following graduation from high school. The follow-up activities of specialists are critical to documenting the post-high school labor market and schooling/training experiences of graduates. Information on the post- graduation labor market, schooling, and training outcomes of JAG participants is to be collected regularly by the specialist.
  • Numerous contacts are expected to be attempted every month to obtain information on the activities of each graduate. The information is obtained either directly from the participant, from the employer of the participant, or from some other source such as an adult family member.
  • Those JAG participants for whom successful follow-up contacts are made are classified into one of 12 possible categories, based upon what they were doing at the time of the contact.
  • Graduates are classified as working (full-time or part-time), serving in the military, enrolled in school (4-year, 2-year, or other), or mixing work and school, or not employed and not in school.
  • The last group of “at-risk” graduates consists of two subgroups: those who were looking for work (unemployed) and those who were not seeking employment (out of the labor force). Minimizing the size of this last group is a core objective of JAG school-to-career programs.  

Outcome Goals

JAG Specialists are held accountable for the following process and performance outcomes:

  • 90 percent GED and/or high school graduation rate
  • 80 percent experiencing a positive outcome, including: employment, postsecondary education enrollment, or military
  • 60 percent employed in a job in the public or private sectors
  • 60 percent employed in a full-time job
  • 80 percent in a full-time placement, including: full-time job; full-time postsecondary enrollment; or, a combination of work and school
  • 80 percent improvement in attendance rate
  • 80 percent improvement in self-esteem index
  • 80 percent improvement in GPA
  • 90 percent participation in JAG Career Association meetings and activities
  • 80 percent increase using pre- and post-test knowledge assessment
  • 90 percent participation in service learning projects
  • 80 percent decline in discipline referrals
  • Students are selected with no less than a 5.0 average number of barriers
  • 90 percent of participants with reduction in one or more barriers
  • Average number of contact hours per participant:  120 contact hours
  • Average number of JAG competencies attained in senior year:  37
  • 100 percent of participants are being tracked accurately and in a timely manner using the Electronic National Data Management System (e-NDMS)
  • 5 percent or less of graduates in the unable to contact rate category
  • 40 percent pursuit of a postsecondary education