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Author: Campbell, Paul B.

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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.

3.	Campbell, Paul B. Elliot, Jack Hotchkiss, Lawrence Laughlin, Suzanne
3.	Antecedents of Training-Related Placement Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987. Also: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED291972&ERICExtSearch_SearchType_0=no&accno=ED291972 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Job Training; Labor Force Participation; School Characteristics/Rating/Safety; Transition, School to Work; Vocational Education; Vocational Training; Wages Permission to reprint the abstract has not been received from the publisher. A study investigated the circumstances and conditions that influence the decision to take a training-related position. The primary objective of the study was to produce information on the environmental conditions and personal characteristics associated with training-related placement. Data from the National Longitudinal Survey of Labor Market Experience-Youth Cohort and from the High School and Beyond survey were analyzed using cross-tabular and multivariate regression techniques. Descriptive findings suggested that the training-related placement rate for the first and current job after high school graduation was about 42 percent; on the average, high school vocational graduates held training-related jobs 48 percent of the total time they were employed. Multivariate analyses suggested that: high grades in the vocational specialty were positively correlated with training-related placement; and gender remained one of the strongest predictors of earnings despite training-related placement. Other findings were that: substantial concentration in a vocational specialty was one of the most influential factors in getting and keeping a training-related job, and the trade and industrial specialty was also associated consistently with holding a training-related job. The lack of consistent results for gender and race/ethnicity suggested that the problem of getting and holding a training-related job was general for male vocational graduates and not, as with women, applicable to specific sub-groups. (Additional data are appended.) (YLB)
	Bibliography Citation Campbell, Paul B., Jack Elliot, Lawrence Hotchkiss and Suzanne Laughlin. "Antecedents of Training-Related Placement." Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987.

4.	Campbell, Paul B. Elliot, Jack Laughlin, Suzanne Seusy, Ellen
4.	Dynamics of Vocational Education Effects on Labor Market Outcomes Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987. Also: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED291973&ERICExtSearch_SearchType_0=no&accno=ED291973 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Educational Returns; Income Dynamics/Shocks; Vocational Education; Wages Permission to reprint the abstract has not been received from the publisher. An analysis assessed the effects of a high school vocational curriculum over time as labor market experience accumulates. Since two additional years of labor market experience had become available for respondents to the National Longitudinal Survey of Labor Market Experience-Youth Cohort (NLS-Youth) and longer trends of effects could be observed, the study replicated the exact specifications of an earlier analysis and added the dimension of expected lifetime earnings. Data were from the NLS-Youth and High School and Beyond databases. Findings indicated that vocational education provided, in the short term, a direct wage advantage for vocational students. The advantage became indirect as time in the labor market accrued and appeared to operate through increased hours of work and fuller employment rather than differential wage rates. An optimum mix between vocational and academic courses in terms of lifetime earnings was characterized by moderate rather than heavy concentration in vocational education. An alternative theoretical model of the net societal effects of the vocational curriculum was evaluated. It did not appear to be adequate for evaluating the effects of vocational education because several of its key assumptions did not hold when tested by the available data. The analysis associated with this model testing suggested, however, that the pronounced effects of training-related placement operate not through training, but through assisting the vocational graduate in selecting a better-paying job. (YLB)
	Bibliography Citation Campbell, Paul B., Jack Elliot, Suzanne Laughlin and Ellen Seusy. "Dynamics of Vocational Education Effects on Labor Market Outcomes." Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987.

5.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
5.	High School Vocational Graduates: Which Doors Are Open? Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. 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): Education, Secondary; High School Transcripts; Job Rewards; Schooling, Post-secondary; Vocational Education; Vocational Preparation Permission to reprint the abstract has not been received from the publisher. Data from three studies were analyzed to determine effects of participation in secondary vocational education on subsequent labor market experiences and postsecondary educational experiences. The data were from the National Longitudinal Survey (NLS) of Labor Market Experience, New Youth Cohort, and high school transcripts of a subsample of the NLS panel. Five patterns of participation were identified: no vocational credits, concentrators, limited concentrators, concentrator/explorers, explorers, and incidental/personals. Low socioeconomic status was associated with higher levels of concentration. Females tended to have significantly higher representation among more intensive patterns of participation. Labor market status was influenced by race, sex, patterns of participation, and socioeconomic status. Being minority, female, and of a high socioeconomic status were associated with being out of the labor force. Intensive participation was associated with employment. A majority of high school graduates enrolled in postsecondary education. Higher levels of educational aspirations were associated with higher probabilities of postsecondary participation. Additional factors that positively influenced postsecondary participation included class rank and, for whites only, parents' education. Findings suggested that policymakers consider the diversity of participation in vocational education as they make decisions affecting programs' structure, students' assignment, facility use, and service delivery. (YLB)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Patricia Ann Seitz. "High School Vocational Graduates: Which Doors Are Open?" Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

6.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
6.	Postsecondary Experiences of Students with Varying Participation in Secondary Vocational Education Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED215218.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Behavior; Earnings; Education, Secondary; High School Curriculum; Job Training; Minorities, Youth; Schooling, Post-secondary; Vocational Education; Vocational Preparation Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. This study examined the effects of secondary vocational education on the post-high school educational activities of youth. Data used in the study were taken from the National Longitudinal Surveys of Labor Market Experience, New Youth Cohort (NLS Youth), supplemented with information from the respondents' high school transcripts. Findings included the following: (1) a majority of high school graduates, both vocational and nonvocational, enroll in some type of postsecondary program; (2) higher levels of educational aspirations were associated with higher probabilities of postsecondary participation; (3) less frequent participation in postsecondary programs was found for minority youth with at least some vocational experience, although, for whites, secondary vocational education did not seem to reduce overall postsecondary participation; (4) class rank, and, for whites only, parents' education influenced secondary participation; (5) living in the West was associated with a higher attendance in two-year colleges; and (6) for certain subgroups, a higher unemployment rate and residence in a rural area showed an increased likelihood of postsecondary participation. Issues raised for policy considerations are these questions: Should secondary vocational training programs take the responsibility for fully equipping graduates with the necessary skills to enter the labor market immediately? Or, should vocational education simply provide the needed prerequisites for further training after high school? The study concluded that policymakers should be aware of the diversity of secondary vocational education when deciding these questions. (KC)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Patricia Ann Seitz. "Postsecondary Experiences of Students with Varying Participation in Secondary Vocational Education." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

7.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann Chukwuma, Fedelia
7.	Employment Experiences of Students with Varying Participation in Secondary Vocational Education: A Report Based on the 1979 and 1980 NLS New Youth Cohort Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981. Also: http://www.eric.ed.gov/PDFS/ED240272.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Education, Secondary; Educational Aspirations/Expectations; Educational Attainment; High School Completion/Graduates; High School Curriculum; Parental Influences; Socioeconomic Status (SES); Vocational Education Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. This study used a new specification of participation in vocational education to estimate the effects of high school curriculum on the labor market experiences of youth. Five patterns of participation developed in an earlier study--intensity of training, continuity of training, proximity of training to time of graduation, diversity of program areas, and the addition of logically related study outside the main area of specialization--were identified and labeled Concentrator, Limited Concentrator, Concentrator/Explorer, Explorer, and Incidental/Personal according to degree of involvement in vocational education. Estimates were derived for effects on earnings, training-related placement, labor force status, job prestige, and other job characteristics using data from the National Longitudinal Survey of Labor Market Experience (NLS), New Youth Cohort, supplemented with high school transcripts of survey participants. It was found that increasing concentration in vocational education (the three concentrator patterns) increased likelihood of holding a conventional job (as classified by Holland). It was also found that Incidental/Personal and Concentrator/Explorer participants were much less likely than Concentrators or Limited Concentrators to be in training-related employment; and that Women Concentrators earned more per week than respondents who took no vocational courses. The study concluded that vocational education policy should be concerned with inducing pride in work, with looking at long-term training needs, with emphasizing helping disadvantaged groups, and with working within the prevailing economic conditions. (KC)
	Bibliography Citation Campbell, Paul B., John A. Gardner, Patricia Ann Seitz and Fedelia Chukwuma. "Employment Experiences of Students with Varying Participation in Secondary Vocational Education: A Report Based on the 1979 and 1980 NLS New Youth Cohort." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981.

8.	Campbell, Paul B. Gardner, John A. Winterstein, Paul
8.	Transition Patterns Between Work and School Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1984. Also: http://www.eric.ed.gov/PDFS/ED240272.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Education, Secondary; Educational Aspirations/Expectations; High School Completion/Graduates; Parental Influences; Schooling, Post-secondary; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. A study investigated those transitional patterns that account for substantial numbers of young people moving from secondary education to employment. Data came from the National Longitudinal Study of the High School Class of 1972; and the National Longitudinal Survey of Labor Market Experience, Youth Cohort, including high school transcripts of a subsample. Large numbers of students began postsecondary education but did not earn degrees. Often the interruption was followed by going to work. The availability of nearby community colleges led to higher attendance. Socioeconomic status, gender, and race were related to choice of pathway. Choices were also influenced by significant others, particularly parents and close friends. Few students cited high school teachers and counselors as important influences. The choice of postsecondary education as a pathway was related to the high school experience; the higher the high school achievement, the higher the educational level the student generally completed. Outcomes of the nonpostsecondary path were predominantly lower-skilled craft and service jobs. For vocational students, postsecondary work tended to lead to professional/technical and craft occupations. On-the-job training was the predominant kind of postsecondary education. Post-high school training, incomplete pathways, and transitional decisionmaking were recommended for policy attention. (YLB)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Paul Winterstein. "Transition Patterns Between Work and School." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1984.

9.	Campbell, Paul B. Laughlin, Suzanne
9.	Participation in Vocational Education: An Overview of Patterns and Their Outcomes Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1991. Also: http://www.eric.ed.gov/PDFS/ED328797.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Disability; Earnings; Employment; Ethnic Groups/Ethnicity; High School Dropouts; Racial Differences; Socioeconomic Status (SES); Vocational Education; Vocational Training Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. A study combined information from two national longitudinal surveys that have followed the life events of thousands of young people during and after high school and used multivariate regression analyses to create a profile of vocational graduates and outcomes of vocational education. The study used data from the National Longitudinal Survey of Labor Market Experience--New Youth Cohort and the High School and Beyond survey. Some of the findings of the study are the following: (1) vocational graduates make up 36-48 percent of all secondary graduates, with women usually outnumbering men; (2) students from families of lowest socioeconomic status are overrepresented in the vocational curriculum compared to their proportion in the general population; (3) less severely handicapped students are served by vocational education in proportion to their actual numbers; (4) about 42 percent of vocational graduates get first jobs related to their training; (5) the more credits earned in a vocational specialty and the higher the grades earned in that specialty, the greater the likelihood of getting and keeping a training-related job; (6) earnings advantages result to vocational graduates who develop a marketable skill and obtain a job related to that training; (7) participation in vocational education reduces the likelihood of students dropping out; and (8) gender differences are pronounced. Recommendations were made for further research, incentive to special groups, program continuation, and program development. (KC) [ERIC ED328797]
	Bibliography Citation Campbell, Paul B. and Suzanne Laughlin. "Participation in Vocational Education: An Overview of Patterns and Their Outcomes." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1991.

10.	Campbell, Paul B. Mertens, Donna M. Seitz, Patricia Ann Cox, Sterling
10.	Job Satisfaction--Antecedents and Associations Report to the U.S. Department of Education, 1982 Cohort(s): NLSY79 Publisher: U.S. Department of Education Keyword(s): Family Influences; High School Completion/Graduates; High School Curriculum; Socioeconomic Status (SES); Vocational Education This study used data from the NLSY, integrated with the high school transcripts of a substantial proportion of those youth who had already graduated from high school, to consider the nature and the associations of job satisfaction for those who were employed. A factor analysis of those survey items that were intended to tap job satisfaction, together with other items having construct potential, identified four forms of job satisfaction: (1) personal on-the-job development; (2) working conditions; (3) job rewards; and (4) human interactions. These were related to vocational education, job characteristics, race and sex, hourly rate of pay, occupation, and motivation. Vocational education was found to be positively related to working conditions and, indirectly, to personal on-the-job development and job rewards. The largest factor in job satisfaction was occupation, which was usually, although not always, positive.
	Bibliography Citation Campbell, Paul B., Donna M. Mertens, Patricia Ann Seitz and Sterling Cox. "Job Satisfaction--Antecedents and Associations." Report to the U.S. Department of Education, 1982.

11.	Campbell, Paul B. Orth, Mollie N. Seitz, Patricia Ann
11.	Patterns of Participation in Secondary Vocational Education: A Report Based on Transcript and Interview Data of the 1979 and 1980 NLS New Youth Cohort Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981. Also: http://www.eric.ed.gov/PDFS/ED227318.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): College Education; Education, Secondary; Educational Attainment; High School; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. This study identifies major problems and concerns encountered when attempting to apply the multifaceted classification model developed by Campbell and others (1981) called "Patterns of Participation," which describes the multiple ways that secondary students participate in vocational education and how their courses are classified. It also assesses how well the outcomes of those applications replicated or verified selected empirical results reported by the model's developers. The model was applied to the high school transcripts of samples of students from three urban school districts. Two major conclusions were reached. The first conclusion is that while no debilitating problems were encountered during the applications of the model, a number of conceptual and operational concerns were identified. These concerns include the following: (1) Local school districts often use unique course titles that do not correspond directly with those listed in the codebook of the model; (2) local districts define and offer more general courses than those cited in the codebook; (3) some courses do not fit into the model's definitions; (4) some definitions and rules of the model need clarification; and (5) certain vocational programs are "discriminated" against by the model. The second conclusion was that the model is replicable across data sets and should, therefore, be of use to vocational planners and researchers. (KC)
	Bibliography Citation Campbell, Paul B., Mollie N. Orth and Patricia Ann Seitz. "Patterns of Participation in Secondary Vocational Education: A Report Based on Transcript and Interview Data of the 1979 and 1980 NLS New Youth Cohort." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981.

12.	Campbell, Paul B. Puleo, Nancy F.
12.	What Happens to High School Students? Vocational Education Journal 61,7 (October 1986): 21-22 Cohort(s): NLSY79 Publisher: American Vocational Association Keyword(s): Education; High School Completion/Graduates; High School Dropouts; School Completion; Vocational Education; Vocational Training Research in action: a statistical summary follow up for vocational students of the study done on what happens to 100 students as they move through their required years of public schooling and into the workplace or additional education. Data is from the National Longitudinal Survey of Labor Market Experience--Youth Cohort.
	Bibliography Citation Campbell, Paul B. and Nancy F. Puleo. "What Happens to High School Students?" Vocational Education Journal 61,7 (October 1986): 21-22.

13.	Gardner, John A. Campbell, Paul B. Seitz, Patricia Ann
13.	Influences of High School Curriculum on Determinants of Labor Market Experiences Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED227310.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Career Patterns; Earnings; Education, Secondary; High School Curriculum; Job Search; Job Tenure; Labor Market Outcomes; Schooling; Unemployment, Youth; Unions; Vocational Education Permission to reprint the abstract has not been received from the publisher. This study extends previous research on labor market effects of vocational education by explicitly modeling the intervening factors in the relationship between secondary vocational education and labor market outcomes. The strategy is to propose and estimate a simplified, recursive model that can contribute to understanding why positive earnings effects have been so hard to find for men, why the effects vary between men and women, and why the effects differ according to the time unit of measurement. The data used are from the National Longitudinal Survey (NLS) of Labor Market Experiences, Youth Cohort, and the high school transcripts of a subsample of the NLS panel. The estimated model created shows that vocational education may have both direct and indirect effects on earnings, income, and unemployment, and that the indirect effects operate through such intervening factors as job-search methods, unionization, industry, occupation, job tenure, labor market experience, and postsecondary education. The findings regarding indirect effects have several implications for vocational education policy. Although indirect effects are not dramatic, they are not trivial, showing that vocational education can probably make a significant, but limited, contribution to improving productivity and reducing income inequality. Also, some changes in programs may be necessary since the findings show that vocational education differs substantially between whites and minority graduates in its capacity to foster longer job tenure, more labor market experience, and greater labor market stability. Several findings suggest that policymakers should not place a heavy emphasis on hourly earnings alone as an evaluative criterion for vocational education. Directions for future research also are suggested by the study. (KC)
	Bibliography Citation Gardner, John A., Paul B. Campbell and Patricia Ann Seitz. "Influences of High School Curriculum on Determinants of Labor Market Experiences." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

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