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Author: Basinger, Karen S.

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1.	Campbell, Paul B. Basinger, Karen S.
1.	Economic and Noneconomic Effects of Alternative Transitions Through School to Work Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1985. Also: http://www.eric.ed.gov/PDFS/ED254638.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Education, Secondary; Educational Returns; NLS of H.S. Class of 1972; Training, Post-School; Transition, School to Work; Vocational Training Permission to reprint the abstract has not been received from the publisher. A study compared the economic and noneconomic effects of various combinations of high school curriculum and postsecondary school-to-work transition patterns. Data for the study were obtained from the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLS Youth). In some cases, the 1979 data from the high school class of 1972 database supplemented the NLS Youth, and, for noneconomic outcomes, class of 1972 data were used exclusively. These data indicated that high school vocational education is associated with a clear wage advantage for vocational graduates in jobs related to their area of training. Postsecondary education also appeared to add to this advantage. Although vocational education brought an increase in labor force participation for white women, no significant relationship between vocational education and employment stability was found for other demographic groups. Noneconomic outcomes of participation in a high school vocational education program turned out to be more difficult to assess; however, the noneconomic benefits of participation in postsecondary education were clear. Those who achieved a postsecondary degree were more likely to register and vote and to accept as positive the current societal trend toward broadening the role of women in the labor market. The earnings advantage of vocational education was most pronounced among white males and did not exist at all for minorities of either sex. The policy implications of these findings were examined. (Technical discussions of the survey data sources are appended, and 34 references end the document.) (MN)
	Bibliography Citation Campbell, Paul B. and Karen S. Basinger. "Economic and Noneconomic Effects of Alternative Transitions Through School to Work." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1985.

2.	Campbell, Paul B. Basinger, Karen S. Daumer, Mary Beth Parks, Marie B.
2.	Outcomes of Vocational Education for Women, Minorities, the Handicapped, and the Poor Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1986. Also: http://www.eric.ed.gov/PDFS/ED216208.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Disability; Earnings; Educational Returns; Hispanics; Schooling, Post-secondary; Vocational Education; Vocational Training; Wages Permission to reprint the abstract has not been received from the publisher. A study investigated interrelationships between educational background and membership in "groups of special interest"--women, blacks, Hispanics, Native Americans, Asians, persons of low socioeconomic status (SES), handicapped individuals, and persons with limited English proficiency. Data were from the High School and Beyond sample and the sample from the National Longitudinal Surveys of Labor Market Experience Youth Cohort. The secondary vocational education curriculum attracted, in disproportionate numbers, youth with low SES, lower ability, and feelings of personal inadequacy. White men were most likely to enroll. Within the vocational education curriculum were pronounced gender differences by specialty. The likelihood of continuing education beyond high school was significantly greater for youths of higher SES, greater ability, and higher self-esteem. A secondary vocational curriculum paid off in earnings for youth subsequently employed in jobs related to training. Significant gender differentials in earnings existed. Regarding race and ethnicity, no statistically significant earnings differentials favored whites. Policy measures were implied by the absence of racial labor market discrimination, absence of racial and ethnic earnings differentials, and overrepresentation in vocational education of students with low self-esteem and their subsequent lower educational and labor market achievement. (YLB)
	Bibliography Citation Campbell, Paul B., Karen S. Basinger, Mary Beth Daumer and Marie B. Parks. "Outcomes of Vocational Education for Women, Minorities, the Handicapped, and the Poor." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1986.

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