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The systemic approaches toward school to work transition as accredited distance education part of accredited distance education al reform that were developed and implemented in the jefferson county public schools were examined from the standpoints of the role of the state, district, and community infrastructures and the following external building blocks federal policy and programs and national business and foundation support.
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A central theme derived from telephone interviews with 11 accredited distance education state and local managers and users of data is that while automation of student data systems in schools, districts, and states is still in early stages, national guidelines and standards are needed to build in protection that ensures individual privacy and supports efficient data collection.