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'Innovative pathways' is a three-phase research project examining non-conventional Year 12 and 13 programs at seven New Zealand schools that are regarded as being successful in assisting 'at risk' students in their transition from school to work and/or further education and training. In phase one, which began in early 2002, school staff, a sample of external providers, 17 students from each of the schools and parents were interviewed and additional data was collected on students' prior qualifications and attendance rates. In phase two, at the end of 2002, school staff were interviewed about the transition support they provided and the outcomes for students, students were interviewed about the transition support they received and their plans for the future, information was collected about student qualifications and attendance and parents were also interviewed. In phase three, in mid 2004, follow-up interviews with the students were conducted to ascertain the longer-term impact of the programs on their post-school destinations and experiences. This paper discusses some of the findings from the first two phases. Key features of the way transition support was provided to the students included the way it was embedded into the program they were studying and the way information and advice was combined with work placements, tertiary courses and other 'real life' experiences.

'Innovative pathways' is a three-phase research project examining non-conventional Year 12 and 13 programs at seven New Zealand schools that are regarded as being successful in assisting 'at risk' students in their transition from school to work and/or further education and training. This report provides a summary of the findings from the first phase in seven case studies. It begins by providing an introduction to the research project, then looks at the similarities and differences between programs before discussing the perspectives of students and parents. Finally the seven case studies are introduced. The focus of these case studies is on documenting elements of good practice that contribute to and assist students' transition decisions. The following are some of the features of effective programs: linking programs with students' interests; structuring the program using a whanau model i.e. one where students stay together as a class group for a longer period than they would in the mainstream system); using unit standards to assess students' skills; providing hands-on learning and the opportunity to make choices; and emphasising personal development as an important outcome. The role, skills and personality of teachers were also seen as being important to the success of programs.